DOCSLIB.ORG

2009-2010 Slos by Department

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

CMS System http://diogenes.fhda.edu/cms/slo.admin.php Bugs? Errors? Comments? Student Learning Outcome Administration System Return to Options Learning Outcomes Detail Report by Department View More Reports 15 of 17 Course IDs for ACTG in the Business and Social Sciences Division 2009-2010 have SLO's. Course ID Title SLO's ACTG 1A FINANCIAL ACCOUNTING I SLO 1. Explain financial accounting terminology, concepts, principles, and frameworks. [SLO1a: Theory]. ILO 1. 1. Communication 2. Creative, critical and analytical thinking SLO 2. Perform related calculations and demonstrate the ability to use methods and /or procedures to solve financial accounting problems. [SLO1b: Application] ILO 2. 3. Computation ACTG 1B FINANCIAL ACCOUNTING II SLO 1. Explain financial accounting terminology, concepts, principles, and frameworks. [SLO1a: Theory]. ILO 1. 1. Communication 2. Creative, critical and analytical thinking SLO 2. Perform related calculations and demonstrate the ability to use methods and /or procedures to solve financial accounting problems. [SLO1b: Application] ILO 2. 3. Computation ACTG 1C MANAGERIAL ACCOUNTING SLO 1. Explain managerial accounting terminology, concepts, principles, and frameworks. [SLO1a: Theory]. ILO 1. 1. Communication 2. Creative, critical and analytical thinking SLO 2. Perform related calculations and demonstrate the ability to use methods and /or procedures to solve managerial accounting problems. [SLO1b: Application] ILO 2. 3. Computation ACTG 51A INTERMEDIATE ACCOUNTING I SLO 1. Explain intermediate financial accounting terminology, concepts, principles, and frameworks.[SLO1a: Theory]. SLO 2. Perform related calculations and demonstrate the ability to use methods and /or procedures to solve intermediate financial accounting problems [SLO1b: Application] ACTG 51B INTERMEDIATE ACCOUNTING II SLO 1. Explain intermediate financial accounting terminology, concepts, principles, and frameworks. SLO 2. Perform related calculations and demonstrate the ability to use methods and /or procedures to solve intermediate financial accounting problems ACTG 51C INTERMEDIATE ACCOUNTING III SLO 1. describe what is financial accounting (intermediate), including its ethics and various career paths, and its role in business, domestically and internationally [SLO1a: Context]. 1 of 237 5/13/11 11:01 AM CMS System http://diogenes.fhda.edu/cms/slo.admin.php SLO 2. explain financial accounting terminology, principles, concepts, methods, and /or procedures – at intermediate level [SLO1b: Theory] ACTG 58 AUDITING No SLOs on file. ACTG 60 ACCOUNTING FOR SMALL BUSINESS SLO 1. discuss career paths and the role of accounting in small business [SLO1: Context]. SLO 2. perform basic accounting transactional computations and reporting procedures [SLO3: Application]. COMPUTERIZED ACCOUNTING PRACTICE USING ACTG 64A QUICKBOOKS SLO 1. Apply accounting principles and procedures by data entry of business transactions into a computerized accounting program. ILO 1. 2. Creative, critical and analytical thinking 3. Computation SLO 2. Integrate knowledge of accounting principles and a computerized accounting program into various financial statements and reports. ILO 2. 1. Communication ACTG 64B COMPUTERIZED ACCOUNTING PRACTICE USING EXCEL SLO 1. Apply accounting principles and procedures by data entry of business transactions into a computerized spreadsheet program. ILO 1. 2. Creative, critical and analytical thinking 3. Computation SLO 2. Integrate knowledge of various accounting principles and the spreadsheet program into various accounting work papers and financial reports. ILO 2. 1. Communication ACTG 65 PAYROLL & BUSINESS TAX ACCOUNTING SLO 1. Explain current federal payroll tax accounting rules and procedures. ILO 1. 1. Communication 2. Creative, critical and analytical thinking SLO 2. Perform related calculations and demonstrate the ability to apply rules and /or procedures to solve payroll tax accounting problems. ILO 2. 3. Computation ACTG 66 COST ACCOUNTING SLO 1. Explain cost accounting terminology, principles, and concepts. ILO 1. 1. Communication 2. Creative, critical and analytical thinking SLO 2. Explain different cost accounting methods and /or procedures. ILO 2. 1. Communication 2. Creative, critical and analytical thinking SLO 3. Demonstrate the ability to apply the different costing methods and /or procedures to solve cost accounting problems. Examples: Variable Costing , Absorption Costing ILO 3. 2. Creative, critical and analytical thinking 3. Computation ACTG 67 TAX ACCOUNTING SLO 1. Identify basics of Federal and California income tax law as it relates to individuals and small businesses. ILO 1. 2. Creative, critical and analytical thinking SLO 2. Demonstrate practical knowledge of income tax form preparation and tax compliance process as these relate to individuals. ILO 2. 1. Communication 3. Computation 4. Community/global consciousness and responsibility ACTG 68A ADVANCED TAX ACCOUNTING I SLO 1. Identify basics of Federal and California income tax law as it relates to Sole Proprietorships and Partnerships. ILO 1. 2. Creative, critical and analytical thinking 2 of 237 5/13/11 11:01 AM CMS System http://diogenes.fhda.edu/cms/slo.admin.php SLO 2. Demonstrate practical knowledge of income tax form preparation and tax compliance process as these relate to sole proprietorships and partnerships. ILO 2. 3. Computation ACTG 68B ADVANCED TAX ACCOUNTING II SLO 1. Identify basics of Federal income tax law as it relates to Corporations and Fiduciaries. ILO 1. 2. Creative, critical and analytical thinking SLO 2. Demonstrate practical knowledge of income tax form preparation and tax compliance process as these relate to corporations and fiduciaries. ILO 2. 3. Computation ACTG 68C ADVANCED TAX ACCOUNTING III SLO 1. testing SLO add number 1 ILO 1. 1. Communication SLO 2. testing SLO add number 2 ILO 2. 3. Computation 4. Community/global consciousness and responsibility ACTG 75 ACCOUNTING FOR GOVERNMENT & NOT-FOR-PROFIT No SLOs on file. 1 of 1 Course IDs for ADVT in the Business and Social Sciences Division 2009-2010 have SLO's. Course ID Title SLO's ADVT 57 PRINCIPLES OF ADVERTISING SLO 1. Students will demonstrate an understanding and appropriate use of advertising terms and concepts in the written component of the term project. ILO 1. 1. Communication 2. Creative, critical and analytical thinking 3. Computation 4. Community/global consciousness and responsibility SLO 2. Students will critically analyze, evaluate and interpret advertising information for their term projects. ILO 2. 1. Communication 2. Creative, critical and analytical thinking 3. Computation 4. Community/global consciousness and responsibility SLO 3. Students will demonstrate advertising concepts and strategies in their term projects and oral presentations. ILO 3. 1. Communication 2. Creative, critical and analytical thinking 3. Computation 4. Community/global consciousness and responsibility 1 of 1 Course IDs for AHS in the Biological and Health Sciences Division 2009-2010 have SLO's. Course ID Title SLO's AHS 200 ORIENTATION TO HEALTH CARE CAREERS SLO 1. Recite and apply medical terminology for all body systems. SLO 2. Recognize professional and ethical behavior and traits of a health care workers. 25 of 24 Course IDs for ALAP in the Adaptive Learning Division have SLO's. 2009-2010 Course ID Title SLO's INTRODUCTION TO CONCEPTS OF PHYSICAL FITNESS FOR ALAP 52 THE DISABLED 3 of 237 5/13/11 11:01 AM CMS System http://diogenes.fhda.edu/cms/slo.admin.php SLO 1. After completing this course, students will demonstrate their understanding of how certain hereditary predispositions as well as specific unhealthy lifestyle and nutritional choices can lead to heart disease, stroke, diabetes and other life-threatening conditions. SLO 2. After completing this course, students will demonstrate their mastery of CPR, first aid and other interventions when responding to medical emergencies such as heart attack, stroke and cardiac arrest. INTRODUCTION TO CONCEPTS OF PHYSICAL FITNESS FOR ALAP 52X THE DISABLED SLO 1. After completing this course, students will demonstrate their understanding of how certain hereditary predispositions as well as specific unhealthy lifestyle and nutritional choices can lead to heart disease, stroke, diabetes and other life-threatening conditions. SLO 2. After completing this course, students will demonstrate their mastery of CPR, first aid and other interventions when responding to medical emergencies such as heart attack, stroke and cardiac arrest. INTRODUCTION TO CONCEPTS OF PHYSICAL FITNESS FOR ALAP 52Y THE DISABLED SLO 1. After completing this course, students will demonstrate their understanding of how certain hereditary predispositions as well as specific unhealthy lifestyle and nutritional choices can lead to heart disease, stroke, diabetes and other life-threatening conditions. SLO 2. After completing this course, students will demonstrate their mastery of CPR, first aid and other interventions when responding to medical emergencies such as heart attack, stroke and cardiac arrest. ALAP 60 GENERAL CONDITIONING FOR THE DISABLED SLO 1. Students will be able to identify two of the three primary fitness components. SLO 2. Students will be able to identify and discuss how this class has improved their health and well being. SLO 1. Develop or improve physical fitness. SLO 2. Demonstrate an understanding of the connection between physical fitness and good health. SLO 1. Develop or improve physical fitness. SLO 2. Demonstrate an understanding of the connection
Recommended publications
  • Extensions of Remarks

    Extensions of Remarks

    November 16, 1989 EXTENSIONS OF REMARKS 29607 EXTENSIONS OF REMARKS UNDERESTIMATING THE COST creases under statehood which differ radi­ exemption that would be precipitously OF STATEHOOD IN PLEBISCITE cally from those of the Energy and Natural ended · by the advent of statehood. The ON PUERTO RICO'S FUTURE Resources Committee Report. The cumula­ elimination of federal tax exemption would tive difference in the two estimates over have at least three major effects upon the just four years is $5.711 billion, a significant island's economy. First, it would deprive the HON. JAIME B. FUSTER sum that brings up estimates of additional local government of most of the funds it OF PUERTO RICO federal expenditures for Puerto Rico to now has, largely diminishing its role as the IN THE HOUSE OF REPRESENTATIVES $9.33 billion in the first 4 years of state­ main support of the Puerto Rican economy. hood. Exemption from federal taxes has permit­ Thursday, November 16, 1989 Even CBO's very broad assessment is not ted Puerto Rico to support a large public Mr. FUSTER. Mr. Speaker, once again I call yet complete. For one, the Congressional sector providing vital public services and to the attention of my colleagues develop­ Research Service had identified for us an employing more than a third of the work ments in the ongoing legislative process for a additional $107,778,000 which Puerto Rico force. Financing for this huge public sector congressionally sanctioned political status would have received in Title I education comes mainly from Puerto Rico income plebiscite in Puerto Rico.
  • American Community Survey and Puerto Rico Community Survey

    American Community Survey and Puerto Rico Community Survey

    American Community Survey and Puerto Rico Community Survey 2016 Code List 1 TABLE OF CONTENTS ANCESTRY CODE LIST 3 FIELD OF DEGREE CODE LIST 25 GROUP QUARTERS CODE LIST 31 HISPANIC ORIGIN CODE LIST 32 INDUSTRY CODE LIST 35 LANGUAGE CODE LIST 44 OCCUPATION CODE LIST 80 PLACE OF BIRTH, MIGRATION, & PLACE OF WORK CODE LIST 95 RACE CODE LIST 105 2 Ancestry Code List ANCESTRY CODE WESTERN EUROPE (EXCEPT SPAIN) 001-099 . ALSATIAN 001 . ANDORRAN 002 . AUSTRIAN 003 . TIROL 004 . BASQUE 005 . FRENCH BASQUE 006 . SPANISH BASQUE 007 . BELGIAN 008 . FLEMISH 009 . WALLOON 010 . BRITISH 011 . BRITISH ISLES 012 . CHANNEL ISLANDER 013 . GIBRALTARIAN 014 . CORNISH 015 . CORSICAN 016 . CYPRIOT 017 . GREEK CYPRIOTE 018 . TURKISH CYPRIOTE 019 . DANISH 020 . DUTCH 021 . ENGLISH 022 . FAROE ISLANDER 023 . FINNISH 024 . KARELIAN 025 . FRENCH 026 . LORRAINIAN 027 . BRETON 028 . FRISIAN 029 . FRIULIAN 030 . LADIN 031 . GERMAN 032 . BAVARIAN 033 . BERLINER 034 3 ANCESTRY CODE WESTERN EUROPE (EXCEPT SPAIN) (continued) . HAMBURGER 035 . HANNOVER 036 . HESSIAN 037 . LUBECKER 038 . POMERANIAN 039 . PRUSSIAN 040 . SAXON 041 . SUDETENLANDER 042 . WESTPHALIAN 043 . EAST GERMAN 044 . WEST GERMAN 045 . GREEK 046 . CRETAN 047 . CYCLADIC ISLANDER 048 . ICELANDER 049 . IRISH 050 . ITALIAN 051 . TRIESTE 052 . ABRUZZI 053 . APULIAN 054 . BASILICATA 055 . CALABRIAN 056 . AMALFIAN 057 . EMILIA ROMAGNA 058 . ROMAN 059 . LIGURIAN 060 . LOMBARDIAN 061 . MARCHE 062 . MOLISE 063 . NEAPOLITAN 064 . PIEDMONTESE 065 . PUGLIA 066 . SARDINIAN 067 . SICILIAN 068 . TUSCAN 069 4 ANCESTRY CODE WESTERN EUROPE (EXCEPT SPAIN) (continued) . TRENTINO 070 . UMBRIAN 071 . VALLE DAOSTA 072 . VENETIAN 073 . SAN MARINO 074 . LAPP 075 . LIECHTENSTEINER 076 . LUXEMBURGER 077 . MALTESE 078 . MANX 079 .
  • The Coptic Christians of Egypt Today: Under Threat of Annihilation

    The Coptic Christians of Egypt Today: Under Threat of Annihilation

    THE COPTIC CHRISTIANS OF EGYPT TODAY: UNDER THREAT OF ANNIHILATION By BAHEG T. BISTAWROS B.D., EVANGELICAL THEOLOGICAL SEMINARY, 1974 THESIS Submitted in partial fulfillment of the requirements for the joint degrees of Master of Arts in Public Policy and Master of Business Administration Robertson School of Government School of Business Regent University Virginia Beach, Virginia 1996 APPROVAL SHEET This thesis is submitted in partial fulfillment of the requirements for the joint degrees of Master of Arts in Public Policy and Master of Business Administration __________________________ Baheg T. Bistawros Approved April, 1996 ___________________________ Joseph N. Kickasola, Ph.D. Chairman ___________________________ Philip C. Bom, Ph.D. ___________________________ John C. Munday Jr., Ph.D. ii Copyright l996 Baheg T. Bistawros All Rights Reserved iii ACKNOWLEDGEMENTS The author wishes to thank the Lord Jesus Christ for His grace and strength throughout his graduate work at Regent University, especially during the time of research and the writing of this thesis. And to many others who helped make this project a reality. iv CONTENTS Page ACKNOWLEDGEMENTS ............................................................................................. iv ABSTRACT...................................................................................................................... vii I. INTRODUCTION.........................................................................................................2 II. HUMAN RIGHTS VIOLATIONS AGAINST COPTIC
  • Congressional Record United States Th of America PROCEEDINGS and DEBATES of the 112 CONGRESS, FIRST SESSION

    Congressional Record United States Th of America PROCEEDINGS and DEBATES of the 112 CONGRESS, FIRST SESSION

    E PL UR UM IB N U U S Congressional Record United States th of America PROCEEDINGS AND DEBATES OF THE 112 CONGRESS, FIRST SESSION Vol. 157 WASHINGTON, TUESDAY, NOVEMBER 15, 2011 No. 174 House of Representatives The House met at 10 a.m. and was The health care debate revealed the achieve with surgical reapportionment called to order by the Speaker pro tem- deepest of divisions and some of the what they couldn’t do honestly at the pore (Mr. WEST). most inflammatory language and ac- ballot box. As we approach the 50th an- f tion in history. The budget battles of niversary of the landmark Baker vs. the 112th Congress, especially the arti- Carr Supreme Court case that required DESIGNATION OF SPEAKER PRO ficial crisis surrounding meeting our one person/one vote, it’s time to revisit TEMPORE debt ceiling obligations, extend and that process. The SPEAKER pro tempore laid be- amplify that trend. I would propose that we would estab- fore the House the following commu- Experts across the political spectrum lish a national commission, composed nication from the Speaker: agree that part of this divisiveness of ex-Presidents, retired Federal jus- arises from the very nature of congres- tices, previous congressional leaders, WASHINGTON, DC, housed in an independent, professional November 15, 2011. sional districts. Both parties have de- I hereby appoint the Honorable ALLEN B. veloped into an art form the ability to agency, not unlike what Iowa has done WEST to act as Speaker pro tempore on this manipulate redistricting: packing in successfully for decades.
  • National Endowment for the Arts Annual Report 1981

    National Endowment for the Arts Annual Report 1981

    National Endowment for the Arts National Endowment for the Arts Washington, D.C. 20506 Dear Mr. President: I have the honor to submit to you the Annual Report of the National Endowment for the Arts and the National Council on the Arts for the Fiscal Year ended September 30, 1981. The fiscal year covered in this report preceded my tenure as chairman. Respectfully, F.S.M. Hodsoll Chairman The President The White House Washington, D.C. May 1982 Contents Chairman’s Statement 3 The Agency and Its Functions 4 National Council on the Arts 5 Programs 6 Dance 8 Design Arts 38 Expansion Arts 64 Folk Arts 118 Inter-Arts 140 International 166 Literature 170 Media Arts: Film/Radio/Television 192 Museum 228 Music 282 Opera-Musical Theater 358 Theater 374 Visual Arts 406 Policy and Planning 462 Challenge Grants 464 Endowment Fellows 474 Research 478 Special Constituencies 480 Office for Partnership 486 Artists in Education 488 Partnership Coordination 497 State Programs 500 Financial Summary 505 History of Authorizations and Appropriations 507 I , i li,ili~il|illlililil|liilil ill, i ,,I, llili,, lil I i iill,a liiilili,L,,i I i,i,i i,i,i ..... ii, 3 Chairman’s Statement sympathetic to the very real needs of our cultural What follows reflects much more than an outline of programs and a listing of grants. Rather, it organizations." Calling on us to redouble our efforts to leverage new private support for the presents a picture ~f the vitality of America’s artistic life--stretching from Alaska to Florida, arts, the President quoted Henry James: "It is art that makes life, makes interest, makes impor­ from Maine to Hawaii.
  • 'Unmaking Americans. Insecure Citizenship in the United States'

    'Unmaking Americans. Insecure Citizenship in the United States'

    UNMAKING AMERICANS INSECURE CITIZENSHIP IN THE UNITED STATES INSECURE CITIZENSHIP IN THE UNITED STATEs 1 ACKNOWLEDGMENTS The lead author of this report is Laura Bingham, senior managing legal officer of the Open Society Justice Initiative. The report was co-authored by Natasha Arnpriester, a Justice Initiative Aryeh Neier Fellow, without whose outstanding contributions, including extensive research and data analysis on denaturalizations, the report would not have been possible. The report was edited by David Berry and James A. Goldston. Many others have contributed to the report from within and outside the organization. Special thanks to the many colleagues from the Open Society Foundations who have guided the development and drafting of the report, in particular: Brooke Havlik, Angela Kelley, Wendy Patten, Maggie Soladay, Betsy Apple, Erika Dailey, Robert O. Varenik, Michèle Eken, and Laura Lázaro Cabrera. Deepest thanks to all those who dedicated their time and shared their personal histories and professional experience in order to inform the report, with the hope that it does justice to their contributions. We are likewise grateful for the pro bono research assistance provided by attorneys from a number of law firms including White & Case, LLP, Akin Gump Strauss Hauer & Feld LLP, and Davis Wright Tremaine LLP. For more information contact: Laura Bingham Senior Managing Legal Officer Open Society Justice Initiative [email protected] 2 UNMAKING AMERICANS © 2019 Open Society Foundations This publication is available as a PDF on the Open Society Foundations website under a Creative Commons license that allows copying and distributing the publication, only in its entirety, as long as it is attributed to the Open Society Foundations and used for noncommercial educational or public policy purposes.
  • Experiences of Second-Generation Middle Eastern Coptic Americans Managing Multicultural Identity and Its Impact on Their Relatio

    Experiences of Second-Generation Middle Eastern Coptic Americans Managing Multicultural Identity and Its Impact on Their Relatio

    Experiences of Second-Generation Middle Eastern Coptic Americans Managing Multicultural Identity and its Impact on Their Relationships Mary F. Moussa Thesis submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Master of Science In Human Development Mariana K. Falconier, Chair Angela J. Huebner Andrea K. Wittenborn May 6, 2014 Falls Church, Virginia Experiences of Second-Generation Middle Eastern Coptic Americans Managing Multicultural Identity and its Impact on Their Relationships Mary F. Moussa Abstract This qualitative study sought to examine the experience of second-generation Middle Eastern Coptic Americans managing their multicultural identity and its impact on their relationships. Semi-structured interviews regarding how participants defined themselves, how they represented their identity to others, how they balanced the values, beliefs, and traditions came to take care of their parents, as well as its impact on their relationships, including family, friends, and significant others. The study addressed both challenges and advantages of multiculturalism. The data were analyzed using thematic analysis and themes were organized around the areas of inquiry. Participants spoke about highlighting their religious identity to avoid assumptions, the limitations of the Middle Eastern label for Copts, people’s lack of understanding about the Coptic faith, the overlap between cultures. They also discussed their identity in terms of internal conflict, external conflict with parents over values and cultural distance, as well as their preferences in relationship choices. Participants addressed advantages in multiculturalism in their ability to relate to others, feeling a strong sense of community, as well as feeling uniqueness and pride in their identity.
  • AUTHOR Religion and Traditional Values in Public School

    AUTHOR Religion and Traditional Values in Public School

    DOCUMENT RESUME ED 260 019 SO 016 859 AUTHOR Vitz, Paul C. TITLE Religion and Traditional Values in Public School Textbooks: An Empirical Study. INSTITUTION New York Univ., N.Y. Dept. of, Psychology. SPONS AGENCY National Inst. of Education (ED), Washington, DC. PUB DATE 15 Jul 85 GRANT NIE-G-84-0012 NOTE 388p.; Section 1, Part 2 of Equity in Values Education: Do the Values Eftcation Aspects. of Public School Curricula Deal Fairly with Diverse Belief Systems? Final Report, July 1985 (SO 016 857). PUB TYPE Reports - Research/Technical (143) EDRS PRICE MF01/PC16 Plus Postage. DESCRIPTORS Bias; Controversial Issues (Course Content); Educational Research; Elementary Secondary Education; Equal Education; Family (Sociological Unit); Family Attitudes; Moral Values; Public Schools; *Reading Materials; *Religion; Social Problems; *Social Studies; *Textbook Bias; *T,%tbook Content; Textbook Evaluation; Textbook Research; Traditionalism; *Values Education ABSTRACT This section, from a larger report describinga project designed to systematically investigate how religious and traditional values are represented in today's public school curricula, presents seven studies intended to examine how religion, religious values, and family and family values are presented in the typical textbooks used in the nation's public schools. Studies 1 through 5 deal with how religion and some social and political issues are represented in social studies texts for grades 1-6. Study 6 deals with the same topics as portrayed in high school American history books. Study 7 investigates how religion and certain traditional values are portrayed in the books used to teach reading, in grades 3 and 6. The analyses were based on 60 commonly used social studies texts produced by the following publishers: Allyn and Bacon (1983); D.C.
  • SFDRCISD US History 8Th Grade

    SFDRCISD US History 8Th Grade

    SFDRCISD US History 8th Grade SFDRUSHIS8 Emily Vasquez Luis Esparza E.vasquez e.vasquz Say Thanks to the Authors Click http://www.ck12.org/saythanks (No sign in required) www.ck12.org AUTHORS SFDRUSHIS8 To access a customizable version of this book, as well as other Emily Vasquez interactive content, visit www.ck12.org Luis Esparza E.vasquez e.vasquz CK-12 Foundation is a non-profit organization with a mission to reduce the cost of textbook materials for the K-12 market both in the U.S. and worldwide. Using an open-source, collaborative, and web-based compilation model, CK-12 pioneers and promotes the creation and distribution of high-quality, adaptive online textbooks that can be mixed, modified and printed (i.e., the FlexBook® textbooks). Copyright © 2015 CK-12 Foundation, www.ck12.org The names “CK-12” and “CK12” and associated logos and the terms “FlexBook®” and “FlexBook Platform®” (collectively “CK-12 Marks”) are trademarks and service marks of CK-12 Foundation and are protected by federal, state, and international laws. Any form of reproduction of this book in any format or medium, in whole or in sections must include the referral attribution link http://www.ck12.org/saythanks (placed in a visible location) in addition to the following terms. Except as otherwise noted, all CK-12 Content (including CK-12 Curriculum Material) is made available to Users in accordance with the Creative Commons Attribution-Non-Commercial 3.0 Unported (CC BY-NC 3.0) License (http://creativecommons.org/ licenses/by-nc/3.0/), as amended and updated by Creative Com- mons from time to time (the “CC License”), which is incorporated herein by this reference.
  • Class Cleavages and Ethnic Conflict: Coptic Christian Communities in Modern Egyptian Politics

    Class Cleavages and Ethnic Conflict: Coptic Christian Communities in Modern Egyptian Politics

    This article was downloaded by: [Simon Fraser University] On: 05 April 2012, At: 17:11 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Islam and Christian–Muslim Relations Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/cicm20 Class cleavages and ethnic conflict: Coptic Christian communities in modern Egyptian politics Paul Sedra a a Hertford College, Catte Street, Oxford, OX1 3BW, UK Available online: 18 Apr 2007 To cite this article: Paul Sedra (1999): Class cleavages and ethnic conflict: Coptic Christian communities in modern Egyptian politics, Islam and Christian–Muslim Relations, 10:2, 219-235 To link to this article: http://dx.doi.org/10.1080/09596419908721181 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www.tandfonline.com/page/terms-and- conditions This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
  • Congressional Record United States Th of America PROCEEDINGS and DEBATES of the 116 CONGRESS, FIRST SESSION

    Congressional Record United States Th of America PROCEEDINGS and DEBATES of the 116 CONGRESS, FIRST SESSION

    E PL UR UM IB N U U S Congressional Record United States th of America PROCEEDINGS AND DEBATES OF THE 116 CONGRESS, FIRST SESSION Vol. 165 WASHINGTON, WEDNESDAY, JANUARY 16, 2019 No. 9 House of Representatives The House met at 10 a.m. and was have had their lives terminated by THE TRUMP SHUTDOWN called to order by the Speaker pro tem- abortion. To say this is a tragedy is an The SPEAKER pro tempore. The pore (Mr. SIRES). understatement—60 million. Chair recognizes the gentlewoman from f Mr. Speaker, it is no secret that I am New York (Ms. VELA´ ZQUEZ) for 5 min- unapologetically pro-life. I believe that utes. DESIGNATION OF SPEAKER PRO ´ TEMPORE life begins at conception and that we Ms. VELAZQUEZ. Mr. Speaker, as of should work harder to build a culture this week, the Trump shutdown has be- The SPEAKER pro tempore laid be- that values life at every stage. come the longest government shut- fore the House the following commu- down in American history. nication from the Speaker: While not everyone shares my con- It is bad enough that the President WASHINGTON, DC, victions about life or on certain poli- has doubled down on his demand for a January 16, 2019. cies surrounding rights of unborn chil- senseless, expensive, and hateful border I hereby appoint the Honorable ALBIO dren, our pro-life momentum is still wall. It is even worse that he is holding SIRES to act as Speaker pro tempore on this strong. This Friday, thousands of day. Federal workers hostage, needlessly in- Americans will gather just outside of flicting pain and suffering on dedicated NANCY PELOSI, this building at The National Mall to Speaker of the House of Representatives.
  • The Role of Acculturation, Ethnic Identity, and Religious

    The Role of Acculturation, Ethnic Identity, and Religious

    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Texas A&M Repository THE ROLE OF ACCULTURATION, ETHNIC IDENTITY, AND RELIGIOUS FATALISM ON ATTITUDES TOWARDS SEEKING PSYCHOLOGICAL HELP AMONG COPTIC AMERICANS A Dissertation by SALLIE ANN BOULOS Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2011 Major Subject: Counseling Psychology The Role of Acculturation, Ethnic Identity, and Religious Fatalism on Attitudes Towards Seeking Psychological Help Among Coptic Americans Copyright 2011 Sallie Ann Boulos THE ROLE OF ACCULTURATION, ETHNIC IDENTITY, AND RELIGIOUS FATALISM ON ATTITUDES TOWARDS SEEKING PSYCHOLOGICAL HELP AMONG COPTIC AMERICANS A Dissertation by SALLIE ANN BOULOS Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee, Daniel Brossart Committee Members, Michael Duffy Timothy Elliott Arnold LeUnes Head of Department, Victor Willson May 2011 Major Subject: Counseling Psychology iii ABSTRACT The Role of Acculturation, Ethnic Identity, and Religious Fatalism on Attitudes Towards Seeking Psychological Help Among Coptic Americans. (May 2011) Sallie Ann Boulos, B.A., Concordia University Texas; M.Ed., Texas A&M University Chair of Advisory Committee: Dr. Daniel Brossart The purpose of this current study was to determine the role of acculturation, ethnic identity, and religious fatalism regarding attitudes towards seeking psychological help among Coptic (Egyptian Christian) Americans. In addition, differences between groups of gender and generational status, first-generation adult immigrants versus U.S.- born second-generation Copts, were analyzed.