Putnams Theory on Bowling Alone essays

Putnams Theory on Bowling Alone essays Robert Putnam's central thesis in Bowling Alone is that there has been a decline in civic engagement and social capital over the past few decades. The idea of "bowling alone" stems from the fact that bowling in leagues from 1980 through 1993 decreased by 40 percent, while individual bowlers increased by 10 percent (Putnam 112). Putnam uses this metaphor for all forms of civic disengagement, meaning that people virtually do as little as possible collectively and would rather focus purely on the individual, rather than the group. Putnam's book addresses several topics of civic disengagement, including a decline in civic participation and social isolation. Putnam focuses on the increasing amount of television viewership and is wary to comment on technological increases, like the Internet, for this decline. However, Putnam tends to focus on what is occurring, using various sorts of data, and overlooks the true meaning of why it is occurring or the positive effects from an average Am erican's viewpoint. The increase in television viewership and use of the Internet does mark a change in social habits, but it does not warrant Putnam's view that it causes social isolation or disengagement. People in the forties and fifties did not have the same ability as society has today to watch television or use the Internet to get information. It is true that 50 years ago, citizens that wanted to be informed on current issues needed to attend meetings or engage in verbal conversation with other people to gather that information. Today, citizens spend an average of four hours a day watching television and countless hours at a computer, but they are getting more detailed information than the people fifty years ago did. The increase in television has allowed for all people to be better informed. Television enables people to get a broader view of current events, including immediate reports from around the globe and every angle of a situati...

Defining the Symbol1 essays

Defining the Symbol1 essays ?Human beings exist and interact in a reality which they define themselves. Inside of this reality they make use of social objects, that is, anything used between to actors in social situations that have meaning and function in that social environment (Charon 46). Many social objects are used to represent something else and are interpreted to convey more meaning. These social objects are known as symbols and it is the core of the symbolic interactionist perspective. Simply defined, a symbol is something that stands for something else. In Sociology, a symbol is classified as a social object that the members of a society have agreed represents a concept, an object, or an ideal that is not present. They are used to communicate, express intentions, represent objects and groups and define the reality that surrounds us (Charon 46-48). They can be separated into the categories of referential, expressive, and mixed symbols which can be interrupted as both of the previous mentioned types. Referential symbols are used to define and classify parts of reality. They can be used to represent an object in its absence. The wordpencil? is immediately interpreted a shaft of wood with a graphite core used for writing or a mechanical device with the same purpose. Now while the pencil itself is just a social object with a simple function, the wordpencil? acts as a symbol in that it represents the physical object. On a larger scale referential symbols are used to represent entire groups. A red star can be used to represent a political party or philosophy (Charon 50). Referential symbols can also be used to classify groups such as gender. Diana Kendall gives the example of dressing infants in certain colours, blue and red for males and pink and yellow for females, to convey immediately communicate the sex of the child (Kendall 70). These symbols are used as labels and divisions in society. Expressive symbols are used...

Caretakers' Emotional Responses to Providing Care to Elderly Loved Essay

Caretakers' Emotional Responses to Providing Care to Elderly Loved Ones in Assisted Living Facilities - Essay Example ructured interviews allows for responses such as 'I started feeling a little resentful' (p10), an emotion which may not be typically associated with ailing relatives. There are fewer assumptions being placed on the data being collected, which leaves more room for hypothesis generation. Weaknesses of the Research by Sanderson & Meyers (2008) There are strengths, outlined above, of qualitative data that are applicable to this study. Correspondingly, there are weaknesses. Firstly, it can be hard to generate data and representations of this data for use in the published paper (Thorne, Kirkham & MacDonald-Emes, 1997). This can make it difficult for both readers and researchers to visualize the topic in a meaningful way (Carr, 1994). This lack of data also makes comparisons with other studies and individuals within the study more difficult, as the qualitative data collected is more difficult to graph. There are ways around this. One way to generate a more numeric version of the qualitative data is to use a technique called coding, which relies on giving mentioned words certain values and evaluating them in this way (Holloway & Wheeler, 2009). In the context of nursing, many heath bodies want results that can be applied in a meaningful way to the healthcare industry, and this can often be a challenge for qualitative data (Carr, 1994). Another issue with qualitative research that applies to this essay is that because of the complex nature of collecting data via interview or analysing long-answer responses to a questionnaire. This means that the sample size of qualitative studies is often far smaller than those in quantitative studies, making it harder to generalize the results to the population (Kuper et al, 2008). Sanderson & Meyers (2008) recognize this, and suggest that... This paper has primarily focused on the weaknesses of the study thus far. There are, however, many strengths as would be expected from a paper published in a peer-reviewed journal. The paper clearly explains the aims of the research, and this is reflected in the succinct title and abstract. Generally, the paper achieves what it sets out to do, which is give detailed responses from those with relatives in assisted-living facilities to illustrates the difficulties of putting the elderly in care. The research design was appropriate for this, because they wished to get detailed responses, which could not have been gathered using a quantitative study. Sanderson & Mayer clearly understand the limitations of their study and incorporate this into their discussion, whilst forewarning about generalizability and making assumptions. The research also performs well ethically. The researchers recruited people from an event, and therefore the participants were well-versed on how the study would proceed and what their responses would be used for. In this sense, the paper succeeds in achieving its aims whilst behaving in an ethical manner. There is no clear indication of the relationship between the researcher and the participant but it can be assumed that this was anonymous, confidential and private from the description of the interview location

Reflective Journals on real ear measurment and prescription rules Essay

Reflective Journals on real ear measurment and prescription rules - Essay Example But patient response/opinion should also be in parallel with that of the audiologist in order to reach target. A cooperative patient will of course yield successful results whilst a patient in denial will not. A good fit is an important benefit to patients and that the use of REM recognizes the differences between coupler and real-ear measurements. In addition, patient benefit is greater when the target is well-matched. The baseline measure is useful when the patient will want to change aid later on. REM also shows the effects of fine tuning and provides graphical confirmation to the audiologist that the intended prescription/processing strategy have been implemented by the hearing aid software. Real ear measurement ensures the audiologist will be able to understand the whole process. REM is also helpful during counselling of patient and their family members about what they can and cannot hear. It will verify the function of advanced features like directional microphone and even nois e reduction features. Therefore, the audiologist should be adept about REM. During the lectures and readings, I also learned considerations for adults and children patients due to different approaches to real ear measurement. It was suggested that normal hearing in infants are uncertain (Ching et al, 2001). There are also acoustical differences between the ear canals of children and adults that affect the audiometric data as well as the hearing aid amplification. The audiologist should be aware of this when faced with a child or adult patient. To minimize or eliminate mistakes in prescribing amplification, the audiologist should base thresholds in sound pressure level at the tympanic membrane. Measurement errors are seen to be fewer for adults, especially those with average ear canal size and resonance. Children are also more restless during probe tube

Pi and Plato Essay Example for Free

Pi and Plato Essay Socrates, in his conviction from the Athenian jury, was both innocent and guilty as charged. In Platos Five Dialogues, accounts of events ranging from just prior to Socrates entry into the courthouse up until his mouthful of hemlock, both points are represented. Socrates in dealing with moral law was not guilty of the crimes he was accused of by Meletus. Socrates was only guilty as charged because his peers had concluded him as such. The laws didnt find Socrates guilty; Socrates was guilty because his jurors enforced the laws. The law couldnt enforce itself. Socrates was accused of corrupting Athens youth, not believing in the gods of the city and creating his own gods. In the Euthyphro, Socrates defends himself against the blasphemous charges outside the courthouse to a priest Euthyphro. Socrates looks to the priest to tell him what exactly is pious so that he may educate himself as to why he would be perceived as impious. Found in the Apology, another of Platos Five Dialogues, Socrates aims to defend his principles to the five hundred and one person jury. Finally, the Crito, an account of Socrates final discussion with his good friend Crito, Socrates is offered an opportunity to escape the prison and his death sentence. As is known, Socrates rejected the suggestion. It is in the Euthyphro and the Apology that it can be deduced that Socrates is not guilty as charged, he had done nothing wrong and he properly defended himself. However, in the Crito, it is shown that Socrates is guilty only in the interpretation and enforcement of Athens laws through the court system and its jurors. Socrates accusations of being blasphemous are also seen as being treasonous. In the Euthyphro, Socrates is making his way into the courthouse; however, prior to entering he had a discussion with a young priest of Athens, Euthyphro. This dialogue relates religion and justice to one another and the manner in which they correlate. Euthyphro feels as though justice necessitates religion and Socrates feels the opposite, religion necessitates justice. Euthyphro claims that religion is everything, justice, habits, traditions, customs, cultures, etc. all are derived from religion. Socrates went on to question what exactly would be the definition of pious. Euthyphro offered Socrates three definitions of pious and in all three Socrates was able to successfully find fault. The first definition Euthyphro offered was that piety is the life he lives (5e). Socrates disputed this definition because he said that Euthyphros way of life may be pious, but it is not the definition of pious. If it were the exact definition, only Euthyphro would be pious. He said that Euthyphro did not understand the difference between a definition and an example. Next, Euthyphro says that piety is found in things that are dear to the gods (7a). Socrates again rejected Euthyphros definition of piety. The Greek gods were anthropomorphic; therefore, another may despise what would be dear to one god. This definition offered was not distinct. Finally, Euthyphro said that what is pious is what loved by the gods (9e). However, Euthyphro cant answer whether something is pious because it is loved or it is loved because it is pious. He cant conceive the difference between cause and effect. It is in the Euthyphro that Socrates begins his defense of his actions and principles to the reader. A priest cant give him a concise answer as to what is religious; therefore, how can anyone else, especially one less religiously guided than a priest, accuse him of blasphemous actions? In the Apology, Socrates aimed to do three things: defend his ideas and principles, continue to teach those who will open their mind and state that he knew regardless of what he said he was aware that all five hundred and one jurors knew who he was and disliked him. Socrates was well aware of the fact that he had made multiple enemies, he knew that the politicians, poets, rich and craftsmen all had reasons to dislike his actions. Socrates went as far as to accuse the jury as not trusting the gods because they had not believed the oracle when it said that Socrates was the wisest in all of Athens (20d-e). If the jury and the people of Athens believed the oracle, the word of the gods, then Socrates would not be on trial. In the Apology, or defense, Socrates aims to legally justify his actions. He is accused of three things: corrupting Athens youth, not believing in the gods of the city and making up new gods. All three charges can be related back to treason and a large penalty. Socrates almost laughs off the first charge of corrupting the youth. He made a sensible argument as to why that charge made no sense and had no base. He said that willingly corrupting the youth of Athens would only make his living there more difficult. Logically, no one would aim to make his or her home a more dangerous, corrupt place to live (25d). He then asks his accusers to present some sort of evidence, a corrupted youth. Socrates knew that none of his students would speak out against him. To defend himself against the second and third charges, Socrates simply says that his belief in any new gods would necessitate believing in the old gods because the new gods are derived from the old gods (26c). In the Apology, conceivably, Socrates defended himself decisively against the three legal charges brought upon him. He was able to offer sufficient resistance, with a lack of prosecuting evidence, against the allegations. Plato uses the Crito, a discussion between Socrates and Crito, to display exactly why, even though innocent, Socrates accepted the penalties bestowed upon him. Socrates has thoroughly justified his own decision to obey the opinions of the majority and serve out the sentence that his own city has deemed appropriate for his crimes. Throughout the dialogue Socrates is explaining his reasoning for not running from the government. Crito does not understand the madness of Socrates, Crito will do whatever it takes to help his friend to flee, instead of being exiled by the government. I do not think that what you are doing is right, to give up your life when you can save it, and to hasten your fate as your enemies would hasten it, and indeed have hastened it in their wish to destroy you (58c). Throughout the Crito, two major ideas are established in the discussion of the two friends. The first being that a person must decide whether the society in which they live has a just reasoning behind its own standards of right and wrong. It is also examined whether or not the person has the option to leave if they dont agree with the laws of the city. Socrates has lived his whole life in Athens; therefore, he feels that there is an implied contract between himself and the laws of Athens. Not one of our laws raises any obstacle or forbids him, if he is not satisfied with us or the city, if one of you wants to go and live in a colony or wants to go anywhere else, and keep his property (63d). Socrates states; that making a conscious choice or effort to remain under the influence of a society is an unconscious agreement with that society to live your life by its standards and virtues. The second concept established between Socrates and Crito is that a person must have pride in the life that he or she leads. If Socrates does not face the penalties enforced, it would be the same as him disrespecting his own morals and principles. He would have followed them until they led him to hardships, and then abandoned them. In this, Socrates feels that escaping to survive would only result in the death of his teachings, the reason why he lives. I am the kind of man who listens only to the argument that on reflection seems best to me. I cannot, now that this fate has come upon me, discard the arguments I used; they seen to me much the same (59b). In establishing basic questions of these two concepts, Socrates has precluded his own circumstance and attempted to prove to his companion Crito, that the choice that he has made is just. He states that his decision is justified by the fact that the laws and governing agents of the society must command a certain degree of respect. Any person who would unjustly disobey these laws creates a deliberate attempt to destroy them, as well as, the society that has imposed them. However, that whoever of you remains when he sees how we conduct our trials and manage the city in other ways, has in fact come to an agreement with us to obey our instructions (63e). If the decisions of the citys governing agents are not thoroughly respected as just and cohesive parts of society, the very structure by which the society stands is subject to collapse. Socrates was not guilty as charged; he had done nothing wrong, as seen in the Apology. Not even a priest could tell Socrates what he had done wrong religiously, Euthyphro wasnt even able to give Socrates a precise definition of piety. It is then questioned by Crito why Socrates would remain to face a penalty for a crime he did not commit. In the Crito, it is explained why, although innocent, Socrates must accept the penalties his peers have set upon him. It is his peers that will interpret and enforce the laws, not the law which will enforce it. Even if the enforcers dont deserve attention and respect because they have no real knowledge to the situation, Socrates had put himself under their judgment by going to the trial. Therefore, Socrates must respect the decisions made by the masses because the decisions are made to represent the laws, which demand each citizens respect.

The Chemistry of Drugs :: Addictions Marijuana Health Science Essays

The Chemistry of Drugs Delta 9 Tetrahydrocannabinol is the primary psychoactive constituent of Cannibis sativa, and is bound to two cannabinoid receptors: CB1 receptors, located primarily in the brain, and CB2 receptors, located primarily in the periphery (Wiley & Martin 2002). A cannabinoid is defined as a substance that has pharmacological properties that resemble those of delta 9 THC i.e. " a drug that binds to CB1 and /or CB2 receptors in vitro and produces a profile of in vivo effects in the tetrad model" (Wiley 2002). THC inhibits the function of the enzyme adenylate cyclase which is involved in the transmission of pain messages. While there are over 60 cannibinoids identified in the plant Cannabis sativa, Delta 9 tetrahydrocannabinol is the primary mood altering psychoactive agent in marijuana. Marijuana effects acetylcholine synthesis and turnover in the limbic region of the brain and in the cerebellum. (Harwood 2005) Eldreth, Matochik Cadet, and Bolla (2004) used PET 15 and a modified version of the Stroop task to determine if 25 day abstinent heavy marijuana users experienced persistent deficits in executive cognitive functioning and brain activity. The performance on a modified version of the Stroop task and brain activity was compared between 25 day abstinent, heavy users, and a matched comparison group. The 25 day abstinent users showed no deficits in performance on the modified version of the Stroop task when compared to the comparison group. They also found that despite the lack of performance differences, the anterior cingulated cortex and the left lateral prefrontal cortex had hyperactivity in the hippocampus bilaterally, when compared to the comparison group. The results suggested that users display persistent metabolic alterations in brain regions responsible for executive cognitive functioning. (Eldreth, Matochik, Cadet, & Bolla 2004). When performing the Stoop task, marijuana users were found to have greater activation compared to the comparison group in the left and right hippocampus. Marijuana users also failed to activate to the same extent as the comparison group in the left lateral prefrontal cortex and the left perigenual anterior cingulated cortex. According to Gardner (2002) drugs that are addictive to humans are similar to animal model systems in five ways. First, drugs enhance electrical brain stimulation reward in the core meso-accumbens reward circuitry of the brain, a circuit encompassing that portion of the medial forebrain bundle which links the ventral tegmental area of the mesencephalic midbrain

Alina Humanities Essay

PERFORMANCE OBJECTIVES Upon completion of the course, students should be able to accomplish the following. 1. Understand and appreciate outstanding cultural expressions of the humanistic tradition. 2. Interpret and analyze selected artistic and ideological expressions. 3. Compare and contrast selected artistic and ideological expressions. 4. Identify causal influences in the chronological development of arts and ideas. 5. Applywhattheyhavelearnedaboutonecultureorculturalexpressionwhenexamining another. 6. Demonstrate how selected artistic and ideological expressions do or do not illustrate a cultural period or a stylistic concept. 7. Defend personal opinions regarding the interpretations of selected artistic and ideological expressions. 8. Demonstrate rhetorically effective writing appropriate for the study of humanities and meeting all requirements for college level writing. ***Please advise instructor if you will be taking exams at DSS. *** CLASS PROCEDURE & OBLIGATIONS Class sessions will consist primarily of PowerPoint presentations that include representative images, texts, and audio from the humanist tradition. Students will be responsible for viewing/reading the powerpoints and/or other material prescribed for each presentation. When 1  engaging literary texts, the students must read the assigned pages before classes, be ready to pass written quizzes on the readings and be ready to discuss each respective day’s assignment. *** Using laptop computers or other electronic devices is not allowed in class. For each incident, violators will be docked ten points on the following exam. Classroom Etiquette: 1. No talking during class. Private conversation cannot and will not be tolerated. 2. No reading the newspaper, or other outside material, or doing other homework during class. 3. Due to the abuse of using computers in class in the past, I ask that you do not use a laptop for  taking notes. 4. Arriving late and leaving early are disruptive. Please be considerate of your instructor and fellow students by arriving on time. If you should need to arrive late or leave early, please notify the instructor. 5. Turn off cell phones before entering the classroom. Attendance Policy Classroom attendance supplements and enriches text materials through films, slides, lectures, and discussions. In addition, class discussions suffer without each student present, since all viewpoints in discussion are important. Class attendance and punctuality are important. TCC’s  Catalog states, â€Å"All students enrolled in the College are expected to attend all classes, since regular attendance and regular application constitute the two most significant factors that promote success in college work. Until midterm during fall, spring and summer C terms, any student absent from any class for more time than that class meets in any one week (i. e. , two classes) may be withdrawn by administrative action (AW grade). † Tardiness and/or leaving class early both disrupts the continuity of the class and reduces other students’ engagement with the material. Both, therefore, will be counted as absences.  Since late arrivals and early departures constitute class disturbances, each instance of tardiness to and early departure from this class will be counted as an absence from an entire class session. Consequently, STUDENTS WHO ARE TARDY OR WHO LEAVE EARLY — FOR ANY REASON, INCLUSIVE OF BATHROOM USAGE — ON MORE THAN A TOTAL OF FIVE OCCASIONS PRIOR TO THE WITHDRAWAL DEADLINE WILL BE SUBJECT TO ADMINISTRATIVE WITHDRAWAL. STUDENTS SHOULD ARRIVE ON TIME AND POWER OFF THEIR CELL PHONES BEFORE CLASS BEGINS. Eight absences will lower your final grade in this course one full letter grade. A student with nine absences will automatically fail the  course. There will be no distinction made between excused and unexcused absences, so plan your absences wisely. 2 STUDENTS SHOULD ARRIVE ON TIME AND POWER OFF THEIR CELL PHONES BEFORE CLASS BEGINS. OBLIGATIONS I. Exams Students will be responsible for performing well on three exams. The course will be divided into three units, and a non-cumulative examination will be administered at the conclusion of each unit. All three exams will be comprised of slide identification, multiple choice, matching, short answer, and true/false questions. Students should bring a #2 pencil on the dates of the exams. IF FOR ANY LEGITIMATE REASON A STUDENT IS UNABLE TO TAKE AN EXAM ON THE ASSIGNED DATE, HE/SHE MUST NOTIFY THE INSTRUCTOR BEFOREHAND. Otherwise, no make-up exam will be administered, and failing to take an exam will result in an â€Å"F† for the course. The key to doing well on the exams: attending class, taking notes, and studying diligently. Each exam will include 20% extra credit. II. Writing Assignments Students will be responsible for submitting a total of three essays (600-650 words each). Each one of the three essays corresponds with each one of the 3 exams, and each of the three essays  will be a response to prompts aligned with each unit/exam — that is, each of the three essay assignments must be related to the readings for each exam. Further instructions and the essays’ prompts will be posted on BlackBoard. The due dates are specified on the calendar at the conclusion of this syllabus. Note: Students must complete successfully a short grammar quiz before submitting each of the three essays. Essays may include MLA prescribed in-text citations. That is, if you quote or paraphrase from a source, you must parenthetically cite that source after the quote or paraphrase. Also, you will  need to include a Works Cited page. ***If you plagiarize, your essay will receive a zero, and your overall grade will drop to an F. Grading Each of the student’s three exams and the writing assignments will receive a letter grade: 100-90 = A; 89-80 = B; 79-70 = C; 69-54 = D; 53-0 = F. >The three exam grades will each count 30%, totaling 90 percent of the student’s final course grade; and the three essay grades total 10 percent of the final course grade. *Failure to submit an exam or essay will result in an F for the course. * 3 A student’s excellent attendance, punctuality, Discussion Board participation, and attitude  (citizenship) can count up to 10%++ â€Å"extra credit† toward the final exam grade. Conversely, a student’s poor attendance, poor punctuality, and poor citizenship/attitude (which includes talking, texting, & â€Å"acting out† in class) can affect negatively the final exam grade. Tardiness or leaving early will be counted as an absence and will therefore negate a student’s extra credit for that particular class. Academic Honesty Policy Plagiarism: Webster’s New Universal Unabridged Dictionary states: to plagiarize is â€Å"to steal or pass off ideas or words of another as one’s own†¦to use created productions without crediting  the source†¦to commit literary theft†¦to present as new and original an idea or product derived from an existing source† (p. 1371). Academic dishonesty is not accepted at Tallahassee Community College, and I will pursue and prosecute any instances of such dishonesty. ***Do not plagiarize—that is, do not use the research, ideas, or words of others as your own without giving proper credit to your source. This policy especially includes copying or paraphrasing written materials from gallery brochures, play programs, books, periodicals, encyclopedias, CD-ROMs, the Internet, or someone else’s paper. ***Do not cheat. Students who cheat or plagiarize will receive an automatic zero on the assignment and will be referred to the academic dean for expulsion from TCC. By the act of submitting written work or an exam, the student acknowledges that she/he understands the definition of academic dishonesty and is willing to accept the consequences for any violation. COURSE WEB SITE: This course has been designated â€Å"WA† (â€Å"Web Assisted†) in the schedule of classes, and the â€Å"WA† designation means: â€Å"Some use of computer online technology required. † In this regard a course web site has been established for students in this class. The purpose of the web site is to allow students access to important course materials (syllabus, writing assignment, study guides, presentation assistants, images, et cetera). The materials are intended as supplemental to the classroom experience; they should not, in other words, be viewed as substitutes for in-class presentations. Students may also use the course web site to communicate with one another by means of the â€Å"Discussion Board,† which can be found by clicking on the tab labeled â€Å"Communication. † Via the Discussion Board, students can introduce themselves to one another,  ask questions about the material covered in class, and ask questions about the course writing assignments (be careful, though, not to copy the answers of another student). Activating Your TCC E-mail Account If you have not already done so, you will need to activate your TCC e-mail account. To activate your TCC e-mail account, go to the TCC homepage at http://www. tcc. fl. edu/, click on â€Å"Online Access,† click on Student NetMail Guide†; click on â€Å"Activate your eAccount,† and follow the directions. You will be given â€Å"Student eAccount ID (or Name) and a Password (or PIN) that you need to record and store in a secure location. You will need your eAccount ID and Password to access both the course web site and your TCC e-mail account. If you have any problems, call 850-201-8535. Finding the Course Web Site 4 You may find the course web site by going to the TCC homepage at http://www. tcc. fl. edu/, clicking on â€Å"Online Access,† clicking on â€Å"Blackboard. † After logging in with your username and password, the next screen should display the name of the course in which you are enrolled. LIST OF CLAST SKILLS TAUGHT OR REINFORCED: The State of Florida requires each student to demonstrate proficiency in certain College Level Academic Skills (CLAST). The students of HUM 2210 will have the opportunity to practice and develop their reading and writing skills. As for their reading, students will engage their Literal and Critical Comprehension Skills; and, as for their writing, students will engage their English Language Skills: Content, Organization, and Grammar/Mechanics (i. e. , appropriate word usage, syntax, spelling, punctuation). Advising The Associate of Arts degree offered through TCC requires the completion of six credit hours in humanities with a grade of â€Å"C† or better. There are three different tracks through which those six hours may be obtained. The common track runs through both HUM 2210 and HUM 2230, Humanities of the World I and II. If students pass HUM 2210, then, to fulfill the humanities requirement, they must also pass HUM 2230 (and vice versa). Another track runs through HUM 2740 and 2741, Humanities Abroad I and II. If students pass HUM 2740, then, to fulfill the humanities requirement, they must also pass HUM 2741. The third track offers two humanities courses from four different categories. Those categories include courses relating to (1) Art History, (2) Literature, (3) Music, and (4) Philosophy and Religion. For the third track students  must pass two courses, and the two courses must fall into two different categories. Students cannot fulfill the humanities requirement by completing courses in different tracks. If, for example, students pass HUM 2210 and then pass REL 2300 (World Religions), they have not fulfilled the humanities requirement. ACADEMIC ALERT! Students enrolled in the same college-prep or college-level course for the third time shall pay one-hundred percent of the full cost of instruction (which is the equivalent of fees paid by out-of-state residents) except in approved cases of documented extenuating circumstances. Students may not withdraw on the third attempt and will receive a grade in courses taken the third time. An appeal to take a college-level course for the fourth time may be allowed based on academic goals. The appeal process is executed through the Counseling Department. If a fourth attempt is granted, a student will not be permitted to withdraw and will receive a grade for the course. The counting of attempts began in the fall of 1997 and includes only those attempts at the Florida college where one is currently enrolled. Take your course work seriously. Consult with your academic advisor, make an educational  plan, attend class, and take advantage of the skills’ labs available to you. * * * PRESENTATION TOPICS AND RECOMMENDED READING 5 Unit I: The Earliest Traces of Culture Ancient African Egyptian Culture Ancient Mesopotamian and Hebrew Culture Ancient Hindu and Buddhist Cultures Unit II: Ancient Greek Culture Ancient Roman Culture Early Christian and Byzantine Culture Unit III: Islamic Culture Japanese Culture: chs. 16, 23 (if time permits) Medieval European Culture Renaissance European Culture IMPORTANT DATES Classes Begin Holidays: Labor Day Veterans Day Thanksgiving Break Monday, August 25 Monday, September 01  Tuesday, November 11 Wednesday-Friday, November 26-28 Last day to cancel registration/drop courses and receive a refund; last day to change from credit to audit or audit to credit Last day to withdraw from a course(s); last day instructors may assign AW Friday, August 29 Monday, November 03 1st Exam 1st Essay due Sept. 18 (Slide ID) Sept. 23 (Multiple Choice, etc. ) Sept. 16 2nd Exam 2nd Essay Due Oct. 21 (Slide ID) Oct. 23 (Multiple Choice, etc. ) Oct 28 Last Day of Classes Friday, December 05 Final Exam 3rd Essay Due TBA Day of the Final Exam TBA Final Exam: TBA Twelve Ways to make sure You Pass Your College Classes  6 1. Study the text, lecture material, or additional assigned recommended reading. Superficially scanning the reading the night before the exam â€Å"doesn’t cut it. † 2. Observe due dates. Late work, no matter what the excuse, will be downgraded or not accepted. 3. Do not urge the instructor to â€Å"cut you some slack† or â€Å"give you a break. † If he or she did that for someone else and not you, what would your reaction be? 4. Attend class. While you may think class is boring, the teacher might just provide some insights that will help you better understand the content of the course. 5. Come to class on time. If you really want to get on the wrong side of the instructor, just make tardiness a habit. 6. Do not play with your cell phone, iPod, or other electronic device in class. Unless you have childcare problems or are a first-responder, these actions tell the instructor that something else is more important than what is being taught. 7. Do not copy from Wikipedia, a Google search, or someone else’s work without proper citations. Teachers usually can identify plagiarism and material that is not yours. 8. Do not sleep in class. We know that school interferes with your social life, but do not make it so obvious! 9. Do not try to con the teacher. Telling an instructor that this is the last course you need to graduate or transfer will not earn you any leniency. 10. Do not tell the teacher that this class is the only one with which you are struggling and you have â€Å"A’s and B’s† in all other classes. Don’t give the impression that your other teachers are too easy. 11. Do not tell the teacher that you must have a good grade or you will lose your eligibility for sports, scholarship, or grant; lose your G. I. Bill; or be on academic probation. 12. Take your course work seriously. Try your best to learn.