Associate of Applied Science

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Business Associate of Applied Science Is The Business Profession Future Career Prospects Right For You? With your PPCC Associate of Applied Science (AAS) Degree in Business, you will increase your knowledge to better prepare you for a career as an: Do you like variety in your work? Are you detail oriented? Administrative Assistant Do you enjoy working at a computer? Executive Assistant Community & Social Service Specialist Are you a people person? Frontline Supervisor Do you like being on the “front line” of an organization?’ For more career information, visit: Do you want to make your business Colorado Department of Labor - Labor Market Website socially responsible O*Net Online’s Administrative Assistant Job page. If so, a career in business administration may be Program Overview for you! This AAS is unique in the fact that it can transfer into the business programs of several Universities Sign up today, and get the kind of education that While earning an Associate of Applied Science (AAS) Degree in Busi- puts you in the middle of the action--and the top ness, students can choose among several emphasis areas in which to of the pay scale. What are you waiting for? focus, to include: Administrative Support This emphasis area is designed for the business professional who likes to Graduates of this program will gain the manage the company executives day to day affairs. knowledge and skills needed for an entry-level administrative support position. Social Innovation This emphasis is designed for the business professional who likes to add pur- pose to the mission and enjoys making profit as well as making a difference in PPCC’s Business Program Website: society. Management PPCC.edu/BUS This emphasis is designed for the business professional who likes to plan , organize , lead and control the resources that gives you the competitive edge. Division of Business, Public Service & Social Sciences - (719) 502-3300 Associate of Applied Science (AAS) in Social Innovation Sample Academic Plan for Full Time Student* *Your personalized schedule will be best determined by meeting with an Academic Advisor Semester 1 Semester 2 (Course & Credit Hours) (Course & Credit Hours) MAT 112 CIS 118 Financial Mathematics (3) Introduction to PC Applications (3) ENG 121 COM 115 English Composition I (3) Public Speaking (3) ECO 201 Principles of Macroeconomics (3) or ACC 101 Fundamentals of Accounting (3) or ECO 202 Principles of Microeconomics (3) ACC 121 Accounting I (4) BUS 115 MAR 216 Introduction to Business (3) Principles of Marketing (3) BUS 216 Associate of Applied Science Elective Legal Environment of Business (3) (See and Advisor) Total 15 Credits Total 15 or 16 Credits Semester 3 Semester 4 (Course & Credit Hours) (Course & Credit Hours) FIN 106 BUS 226 Consumer Economics (3) Business Statistics (3) MAN 128 BUS 289 Human Relations in Organizations (3) Capstone (3) MAR 160 SOC 218 Customer Service (3) Sociology of Diversity (3) PHI 205 Associate of Applied Science Elective Business Ethics (3) (See and Advisor) MAN 240 Associate of Applied Science Elective Strategic Management (3) (See and Advisor) Total 15 Credits Total 15 credits Interested? Now what? Never Applied?... apply for free at ppcc.edu/admissions Applied, but not yet enrolled?... visit ppcc.edu/advising Currently enrolled student?... visit ppcc.edu/advising Division of Business, Public Service & Social Sciences - (719) 502-3300 .

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Outline of Science
Outline of science The following outline is provided as a topical overview of • Empirical method – science: • Experimental method – The steps involved in order Science – systematic effort of acquiring knowledge— to produce a reliable and logical conclusion include: through observation and experimentation coupled with logic and reasoning to find out what can be proved or 1. Asking a question about a natural phenomenon not proved—and the knowledge thus acquired. The word 2. Making observations of the phenomenon “science” comes from the Latin word “scientia” mean- 3. Forming a hypothesis – proposed explanation ing knowledge. A practitioner of science is called a for a phenomenon. For a hypothesis to be a "scientist". Modern science respects objective logical rea- scientific hypothesis, the scientific method re- soning, and follows a set of core procedures or rules in or- quires that one can test it. Scientists generally der to determine the nature and underlying natural laws of base scientific hypotheses on previous obser- the universe and everything in it. Some scientists do not vations that cannot satisfactorily be explained know of the rules themselves, but follow them through with the available scientific theories. research policies. These procedures are known as the 4. Predicting a logical consequence of the hy- scientific method. pothesis 5. Testing the hypothesis through an experiment – methodical procedure carried out with the 1 Essence of science goal of verifying, falsifying, or establishing the validity of a hypothesis. The 3 types of
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Recommendations from the Academic Futures Working Group On
Recommendations from the Academic Futures Working Group on Interdisciplinary Education, Research and Creative Works Released to campus October 1, 2019 University of Colorado Boulder Table of Contents I. Background and Philosophy B. Interdisciplinarity, the Public University, and Serving the Public Good C. Campus Perspectives on Interdisciplinarity II. Interdisciplinarity in Teaching and Research A. Bringing Interdisciplinarity Front and Center B. Creating the Continuum of Interdisciplinary Education C. Interdisciplinary Research and Scholarship: Building on our Existing Interdisciplinary Strengths III. Creating sustainability and taking on our challenges IV. Creating a Budgetary Model for Campus that Supports Interdisciplinarity V. Conclusion 1 University of Colorado Boulder Committee Members Jim White, Interim Dean, College of Arts and Sciences (Lead) Waleed Abdalati, Director, CIRES and Professor, Geography, College of Arts and Sciences Max Boykoff, Associate Professor, ENVS/CIRES; Director, Center for Science and Technology Policy Andrew Calabrese, Associate Dean of Graduate Programs and Research, Professor of Media Studies, CMCI Margaret C. Campbell, Provost Professor of Marketing, Leeds School of Business Sharon Collinge, Professor, ENVS, College of Arts and Sciences Jackie Elliott, Associate Professor and Chair, Classics Oliver Gerland, Associate Professor, Theatre & Dance; Interim Director of the Humanities program Larry Levine, Associate Vice Chancellor for IT and CIO, Office of Information Technology Jana Milford, Professor,
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Foundations of Nursing Science 9781284041347 CH01.Indd Page 2 10/23/13 10:44 AM Ff-446 /207/JB00090/Work/Indd
9781284041347_CH01.indd Page 1 10/23/13 10:44 AM ff-446 /207/JB00090/work/indd © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION PART 1 Foundations of Nursing Science 9781284041347_CH01.indd Page 2 10/23/13 10:44 AM ff-446 /207/JB00090/work/indd © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION 9781284041347_CH01.indd Page 3 10/23/13 10:44 AM ff-446 /207/JB00090/work/indd © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION CHAPTER Philosophy of Science: An Introduction 1 E. Carol Polifroni Introduction A philosophy of science is a perspective—a lens, a way one views the world, and, in the case of advanced practice nurses, the viewpoint the nurse acts from in every encounter with a patient, family, or group. A person’s philosophy of science cre- ates the frame on a picture—a message that becomes a paradigm and a point of reference. Each individual’s philosophy of science will permit some things to be seen and cause others to be blocked. It allows people to be open to some thoughts and potentially keeps them closed to others. A philosophy will deem some ideas correct, others inconsistent, and some simply wrong. While philosophy of sci- ence is not meant to be viewed as a black or white proposition, it does provide perspectives that include some ideas and thoughts and, therefore, it must neces- sarily exclude others. The important key is to ensure that the ideas and thoughts within a given philosophy remain consistent with one another, rather than being in opposition.
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Inclusive Worldviews: Interdisciplinary Research from a Radical Constructivist Perspective
INCLUSIVE WORLDVIEWS: INTERDISCIPLINARY RESEARCH FROM A RADICAL CONSTRUCTIVIST PERSPECTIVE ALEXANDER RIEGLER Center Leo Apostel Vrije Universiteit Brussel Krijgskundestraat 33, B-1160 Brussels E-mail:[email protected] Interdisciplinary inquiry presupposes an open worldview to enable the researcher to transcend the confinements of a specific discipline in order to become aware of aspects that are necessary to satisfyingly solve a problem. Radical construc- tivism offers a way of engineering such interdisciplinarity that goes beyond mere multi or pluridisciplinary approaches. In this paper I describe epistemological and methodological aspects of interdisciplinarity, discuss typical problems it faces, and carve out its relationship with knowledge and communication from a constructivist perspective. Five implications for interdisciplinary practice and science education conclude the paper. Keywords: Radical constructivism; black-boxing; knowledge; meaning 1. Introduction To me, science has always been an interdisciplinary endeavour. When I en- rolled at university, I intended to carry over the passion for astronomy I had developed in high school. But taking to the computational approach, I also became intrigued by the idea of building computational models of that which enables human scientists to do their job in the first place: cognition. In those days, I considered artificial intelligence a sort of meta solution to current problems in science. Rather than solving the actual problem, the solution concerns methods that solve a class of problems, e.g. all those scientific problems that arise due to cognitive insufficiencies of the human researcher. Soon I changed to study artificial intelligence and cognitive sci- ence and experienced my first “paradigm-switch” from mathematics-based science to computation-based research.
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Introduction to Philosophy of Science
INTRODUCTION TO PHILOSOPHY OF SCIENCE The aim of philosophy of science is to understand what scientists did and how they did it, where history of science shows that they performed basic research very well. Therefore to achieve this aim, philosophers look back to the great achievements in the evolution of modern science that started with the Copernicus with greater emphasis given to more recent accomplishments. The earliest philosophy of science in the last two hundred years is Romanticism, which started as a humanities discipline and was later adapted to science as a humanities specialty. The Romantics view the aim of science as interpretative understanding, which is a mentalistic ontology acquired by introspection. They call language containing this ontology “theory”. The most successful science sharing in the humanities aim is economics, but since the development of econometrics that enables forecasting and policy, the humanities aim is mixed with the natural science aim of prediction and control. Often, however, econometricians have found that successful forecasting by econometric models must be purchased at the price of rejecting equation specifications based on the interpretative understanding supplied by neoclassical macroeconomic and microeconomic theory. In this context the term “economic theory” means precisely such neoclassical equation specifications. Aside from economics Romanticism has little relevance to the great accomplishments in the history of science, because its concept of the aim of science has severed it from the benefits of the examination of the history of science. The Romantic philosophy of social science is still resolutely practiced in immature sciences such as sociology, where mentalistic description prevails, where quantification and prediction are seldom attempted, and where implementation in social policy is seldom effective and often counterproductive.
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Higher Education Research and Development Survey, Fy
INFORMATION ONLY – DO NOT USE TO REPORT FORM APPROVED OMB No. 3145-0100 Expiration Date: 09/30/19 NATIONAL SCIENCE FOUNDATION ALEXANDRIA, VA 22314 HIGHER EDUCATION RESEARCH AND DEVELOPMENT SURVEY FY 2018 Please submit your survey data by January 31, 2019. Your participation in this survey provides important information on the national level of R&D activity. The National Science Foundation (NSF) is authorized to collect this information under the National Science Foundation Act of 1950, as amended. Your institution’s response is entirely voluntary. Response to this survey is estimated to require 54 hours. If you wish to comment on the time required to complete this survey, please contact Suzanne H. Plimpton of NSF at (703) 292-7556, or e-mail [email protected]. The Web address for submitting your data: http://www.herdsurvey.org/ Or mail this form to: ICF 530 Gaither Road, Suite 500 Rockville, MD 20850 Questions? Technical support: [email protected] (866) 936-9376 General survey questions: Michael Gibbons National Center for Science and Engineering Statistics National Science Foundation [email protected] (703) 292-4590 Thank you for your participation. INFORMATION ONLY – DO NOT USE TO REPORT What’s New for FY 2018 Changes to Question 1 • On row e1, institutionally financed research, instructions were updated to clarify that expenditures for institution research administration and support (e.g., office of sponsored programs) should be excluded. 2 INFORMATION ONLY – DO NOT USE TO REPORT Survey Definitions and Instructions This survey collects data on research and development (R&D) activities at higher education institutions. Please report R&D activities and expenditures for your institution’s 2018 fiscal year.
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Bibliometrics Development and Indicators in Science
Vol. 7(9), pp. 161-172, November 2015 DOI: 10.5897/IJLIS2015.0584 Article Number: C3192D155901 International Journal of Library and Information ISSN 2141-2626 Copyright © 2015 Science Author(s) retain the copyright of this article http://www.academicjournals.org/IJLIS Full Length Research Paper Development of bibliometrics in Colombia Cristina Restrepo Arango1* and Rubén Urbizagástegui Alvarado2 1Programa de Posgrado en Bibliotecología y Estudios de la Información Universidad Nacional Autónoma de México, México. 2Library and Information Science, University of California at Riverside, Science Library, Riverside, CA 92521 – 5900, USA. Received 8 April, 2015:Accepted 6 October, 2015 The literature on bibliometrics published by Colombian and foreign authors who selected Colombian academic journals or events held in the country to communicate their findings is analyzed. The publications by Colombian researchers published abroad were also collected and analyzed. The type of documents used by researchers, the journals most used, and the languages used for communicating their findings were also studied. The growth of the literature, the network of co-authorships, the more productive authors, and scientific fields most researched were also analyzed. It was found 255 papers were published in academic journals, most of them in Spanish language; 77% of authors have published just one document, while 23% of them made between 2 and 24 contributions. The production of this kind of literature is concentrated in the last decade as well as the collabortion behavior of authors. The literature is growing in an exponential form at a rate of 20% per year and doubling in size every 4 years. Network analysis identified six research groups in the country.
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Outline of Applied Science
Outline of applied science The following outline is provided as an overview of and • Sericulture – also called silk farming, is topical guide to applied science, which is the branch of the rearing of silkworms for the produc- science that applies existing scientific knowledge to de- tion of silk. Although there are several velop more practical applications, including inventions commercial species of silkworms, Bom- and other technological advancements. Science itself byx mori is the most widely used and in- is the systematic enterprise that builds and organizes tensively studied. knowledge in the form of testable explanations and pre- • Food science – study concerned with all tech- [1][2][3] dictions about the universe. nical aspects of foods, beginning with harvest- ing or slaughtering, and ending with its cook- ing and consumption, an ideology commonly 1 Branches of applied science referred to as “from field to fork”. It is the discipline in which the engineering, biological, Applied science – application of scientific knowledge and physical sciences are used to study the na- transferred into a physical environment. ture of foods, the causes of deterioration, the principles underlying food processing, and the improvement of foods for the consuming pub- • Agronomy – science and technology of producing lic. and using plants for food, fuel, feed, fiber, and recla- • Forestry – art and science of managing forests, mation. tree plantations, and related natural resources. • Animal husbandry – agricultural practice of • Arboriculture – cultivation, management, breeding and raising livestock. and study of individual trees, shrubs, • Aquaculture – also known as aquafarming, is vines, and other perennial woody plants. the farming of aquatic organisms such as fish, • Silviculture – practice of controlling crustaceans, molluscs and aquatic plants.[4][5] the establishment, growth, composition, health, and quality of forests to meet di- • Algaculture – form of aquaculture involv- verse needs and values.
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What Is Science? Objectives  Define Science
What is Science? Objectives Define science. Give examples of how science is used. Define fact, theory, and law. Describe characteristics of scientific knowledge. Define what science is not. A Desire to Understand Humans share a desire to explore and understand the ________________ around us. (What is the world around us?) _________________ developed out this curiosity. Empiricism Science is based on empiricism – a search for knowledge based on ________________________ and observation. What is Science? Science is the human effort to gain knowledge about the world and how it works through ______________________ and experimentation, with observable physical evidence as the basis of that knowledge. Science is also the organized body of _____________________ gained through observation and experimentation (what others have already learned using science). We can read about this knowledge in encyclopedias, scientific ____________________, and text books. What is Knowledge? Knowledge is what we have ____________________or currently understand about the world in which we live. Pure Science vs. Applied Science Pure science describes the most basic objects and forces in the universe, relationships between them and ___________ governing them. Pure science is ________________ or learning for the purpose of adding information to the body of human knowledge. Pure science is a result of human curiosity. It is conducted by _______________, universities, publicly funded research facilities. Biology, ___________________, and physics are pure sciences. Applied science is research conducted for___________________ application such as a cure for cancer, designing a satellite, or improved automobile safety. It is using or applying pure science in actual practice or to work out practical ______________________. Engineering and _______________________ are applied sciences.
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Bachelor of Applied Science Degree
Bachelor of Applied Science Degree The Bachelor of Applied Science degree is structured for students who have completed or will have completed a technical career focus or who have obtained an associate of science, associate of applied science, or associate of applied technology degree. The program requires additional studies in general education and other academic and professional core courses. Degree requirements include the following: (1) Completion of an ADHE approved Associate of Science, Associate of Applied Science, Associate of Applied Technology, or Associate of Applied Science in General Technology with at least a 2.00 grade point average. The approval of specific programs or the transferability of credits toward the B.A.S. degree rests with the Vice Chancellor for Academic Affairs of the University. NOTE: Any developmental coursework (e.g., Fundamentals of English, Introductory Algebra, Intermediate Algebra) taken in fulfilling the requirements of a technical program cannot be applied toward the B.A.S. degree. (2) Completion of the University’s 35-hour general education curriculum. General education courses at the 1000-level or above which are taken to fulfill the requirements of an approved associate degree program may also be applied toward the B.A.S. degree. (3) Completion of a prescribed academic and professional core. (4) Completion of a minimum of 120 total hours at the 1000-level or above, of which at least 40 hours must be 3000- 4000 level courses. (5) Achievement of a minimum 2.00 cumulative grade point average. Technical, occupational, and technical support hours taken in completing an approved Associate of Science, Associate of Applied Science, Associate of Applied Technology, or Associate of Applied Science in General Technology degree program: 45 hours A student who has completed an appropriate degree or appropriate credit hours at an accredited community or technical college may apply the transfer work toward the degree requirements.
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Associate of Applied Science Degree
Fort Scott Community College Graduation Requirements Associate of Applied Science Degree Associate of Applied Science Degree (AAS)* The Associate of Applied Science Degree is awarded to students who have successfully completed an intensive, comprehensive two-year program that blends general and specialized career education. In addition to overall associate degree requirements, each candidate for the Associate of Applied Science Degree must complete requirements of the specific degree career programs and a minimum of general education credit hours. General Core Requirements: These courses meet specific general education requirements. Some programs may require many hours of the following, but some may have fewer, more specific requirements. English/Communications/Math Cultural Studies/Language English 101 & 102 Foreign Language History of Civilizations I or II Public Speaking Religions of Mankind Humanities Travel Experience Math Cultural Anthropology World Regional Geography Physical or Biological Science Arts and Humanities Any of the following five-hour lab courses: Art Music General Biology with Lab Principles of Biology I or II Art Appreciation Music Appreciation Anatomy & Physiology Microbiology Art History Introduction to Music Literature Environmental Life Science Fund. of Physical Science Physics Chemistry I or II Drama Philosophy Basic Chemistry Theater Appreciation Philosophy of Life History Religion Social or Behavioral Science United States History Old Testament Heritage General Psychology Social Problems Literature Sociology Microeconomics All Literature courses except Children’s Literature Marriage & The Family Women in Society Macroeconomics State & Local Government American Government World Regional Geography Physical Education Current World Affairs Lifetime Fitness Concepts Psychology of the Human Lifespan Any physical activity course excluding varsity sports FSCC Requirements Developmental courses cannot be counted towards the 62 College Orientation Capstone hours needed for the Associate Degree.
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Science, Values, and Objectivity
r Science, Values, and Objectivity E D i T E D B Y Peter Machamer and Gereon Wolters University of Pittsburgh Press / Universitätsverlag Konstanz i 2004 274 Felix Thiele Kambartel, F. 1996. Wissenschaft. In Enzyklopädie Philosophie und Wissen- 14 schaftstheorie, vol. 4, ed J. Mittelstraß, 719-21. Stuttgart: Metzler. Kamp, G. 2001. Logik und Deontik. Paderborn: Mentis. Korff, W. 1998. Einführung in das Projekt Bioethik. In Lexikon der Bioethik, ed. W. Korff, L. Beck, and P. Mikat, 7-16. Gütersloh: Gütersloher Verlagshaus. Knowledge and Control: Kuhse, H. 1998. A nursing ethics of care? Why caring is not enough. In Applied ethics in a troubled world, ed. E. Morscher, O. Neumaier, and P. Simons, 127- 42. Dordrecht: Kluwer. On the Bearing of Epistemic Values in Applied Science Kuhse, H., and P. Singer, eds. 1999. Bioethics: An anthology. Oxford: Blackwell Publishers. Lorenzen, P., and O. Schwemmer. 1975. Konstruktive Logik, Ethik, und Wissen- schaftstheorie . Mannheim : Bibliographisches Institut. Martin Carrier McDowell, J. 2001. Mind, value, and reality. Cambridge, MA: Harvard University Bielefeld University Press. Morscher, E. 2000. Angewandte Ethik. Salzburg: Forschungsberichte und Mit- teilungen , Forschungsinstitut für Angewandte Ethik, Universität Salzburg. Morscher, E., O. Neumaier, and P. Simons. 1998. Introduction. In Applied ethics in a troubled world, ed. E. Morscher, O. Neumaier, and P. Simons. Dordrecht: Kluwer. Schnädelbach, H. 1999. Philosophie Deutschland 1831 bis 1933. Frankfurt: Suhr- The Primacy of Applied kamp Verlag. (English: 1984. Philosophy in Germany 1831-1933. Cambridge: Science Cambridge University Press.) Schüklenk, U., and R. Ashcroft. 2000. International research ethics. Bioethics 14 Among the general public, the esteem for science does not primarily (2):158-72.
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