2019-20 College of the Canyons Catalog
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Neoformalistická Analýza Televizního Seriálu Community
Univerzita Palackého v Olomouci Filozofická fakulta Neoformalistická analýza televizního seriálu Community Bakalářská diplomová práce Studijní program: Teorie a dějiny dramatických umění Vedoucí práce: Mgr. Jakub Korda, Ph.D. Autorka práce: Martina Smékalová OLOMOUC 2013 Prohlášení Prohlašuji, že jsem tuto bakalářskou práci vypracovala samostatně pod odborným dohledem vedoucího diplomové práce a uvedla jsem všechny použité podklady a literaturu. V Olomouci dne ………… Podpis ………….. Na tomto místě bych ráda poděkovala Mgr. Jakubu Kordovi, Ph.D., za odborné vedení a konzultování práce. 1. ÚVOD….………………………………………………………………………...…6 1. 1. Struktura práce……………………………………………………………....8 2. TEORETICKÁ ČÁST…………………………………………………………....9 2. 1. Metodologický postup práce………………………………………………..9 2. 2. Použitá literatura a prameny……………………………………………...10 2. 2. 1. Odborná literatura……………………………………………………10 2. 2. 2. Populární literatura…………………………………………………..11 2. 3. Intermedialita a Intertextualita…………………………………...………12 2. 4. Fikční světy podle Mgr. Radomíra Kokeše……………………………....13 2.5. Poznámka k seriálové terminologii a formě seriality…………………….16 3. ANALYTICKÁ ČÁST…………………………………………………………..18 3. 1. Pozadí vzniku seriálu Community………………………………………...18 3. 2. Ocenění a nominace seriálu………………………………………………..20 3. 3. Žánr a forma seriality……………………………………………………..23 3. 4. Analýza postav……………………………………………………………...26 3. 5. Analýza vybraných fikčních světů seriálu Community………………….29 3. 5. 1. Aletický subsvět……………………………………………………...29 3. 5. 2. Alternativní subsvět………………………………………………….32 -
Mt. San Jacinto Community College Dual Enrollment Program
Mt. San Jacinto Community College Dual Enrollment Program An Opportunity for you! Created by Tammy Kinney What is Dual Enrollment? Allows qualified juniors & seniors to earn college and high school credit while meeting high school graduation requirements For some this is an additional option other than AP courses Courses are offered here on TVHS campus Fast paced, rigorous courses A college semester course equals a full year high school course Space is limited by the MSJC class size caps. More Dual Enrollment information No tuition fees TVHS students save thousands of dollars by completing DE courses. (Tuition rates vary between community college, state schools, & private universities) There is a $6 RTA bus fee that all MSJC students have to pay each semester. No AP test fees You must have a 3.0 GPA in order to take the Dual Enrollment courses. Dual Enrollment Objectives Increases college credits awarded to high school students. Reduces college costs for students and families. Reduces the length of time it takes for students to obtain their academic and/or career goals. Why should I take Dual Enrollment courses? Begin college early Save money Easier transition to college What courses are offered? English 101/Freshman Composition & 103/Critical Thinking & Writing. Math 105/College Algebra & 110/Pre-Calculus (Priority placement will be given to students who have not completed courses above Pre Calculus.) Spanish 101/Elementary Spanish I & 102/Elementary Spanish II (It is recommended that students complete high school -
Spanish 101 in the Virtual World
Spanish 101 in the Virtual World Professor: James T. Abraham, Ph.D. E-mail: [email protected] Homepage: http://web.gccaz.edu/~jamtc53471 Phone: 623.239.1202 Office Hours: BY APPOINTMENT Please arrange to meet with me in-person or virtually if you would like to go over the ¡Hola! I´m Calisto Encinal. I´ll be material covered in this class. your professor this semester. Course Description Basic grammar, pronunciation, and vocabulary of the Spanish language. Includes the study of the Spanish- speaking cultures. Practice of listening, speaking, reading, and writing skills. Prerequisites: None. Course Competencies 1. Demonstrate comprehension of written and oral passages that include biographical information, basic questions and descriptions, short narratives, brief dialogues, survival vocabulary, and current events. 2. Compose written passages that include biographical information, basic questions and descriptions, short narratives, brief dialogues, survival vocabulary, and current events. 3. Ask and answer oral questions to satisfy basic needs, express biographical information, provide short descriptions, and participate in very simple conversations. 4. Identify cultural aspects of the target language. For a complete list, see http://www.maricopa.edu/curriculum/M-Z/116spa101.html. Textbook & Class Materials No textbook required. All content will be delivered on the web. Class sessions and activities will be conducted in Second Life. See the Start Guide. Spanish Dictionary (recommended) Statement on Online Learning This class is being offered as an online class. The class will not meet at the GCC campus. All instruction will be delivered through World Wide Web (WWW) materials. This class will require self-motivation and discipline. -
Table of Contents
City of Santa Clarita Transit Development Plan Report Appendix Table of Contents Appendix A: Survey Instruments ................................................. A - 1 COMMUNITY SURVEY INSTRUMENT ............................................................................. A-1 ONBOARD SURVEY INSTRUMENT ................................................................................. A-2 COMMUTER SURVEY INSTRUMENT............................................................................... A-3 DIAL-A-RIDE SURVEYINSTRUMENT ................................................................................ A-4 SUPPLEMENTAL SCHOOL DAY SURVEY INSTRUMENT .................................................... A-6 Appendix B: Survey Frequencies .................................................. B - 1 COMMUNITY SURVEY FREQUENCIES ............................................................................. B-1 ONBOARD SURVEY FREQUENCIES ................................................................................. B-35 COMMUTER SURVEY FREQUENCIES .............................................................................. B-69 DIAL-A-RIDE SURVEY FREQUENCIES .............................................................................. B-88 SUPPLEMENTAL SCHOOL DAY SURVEY FREQUENCIES .................................................... B-102 Moore & Associates, Inc. | 2019 City of Santa Clarita Transit Development Plan Report Appendix A. Survey Instruments Exhibit A.1 Community Survey Instrument A - 1 Moore & Associates, Inc. | 2019 City of Santa -
1 Department of Modern and Classical Languages College of Arts And
Modern and Classical Languages Self-Study, 2016 Department of Modern and Classical Languages College of Arts and Sciences University of San Francisco Self-Study (Spring 2016) 1 Modern and Classical Languages Self-Study, 2016 Table of Contents Mission ..................................................................................................................................................... 6 Governance ............................................................................................................................................ 6 History ..................................................................................................................................................... 8 Adjunct Faculty ..................................................................................................................................... 8 Courses and Enrollment .................................................................................................................... 9 Foreign Language Requirement .................................................................................................... 10 Staff ......................................................................................................................................................... 11 Technology and LCC .......................................................................................................................... 12 Student and Faculty Statistics ....................................................................................................... -
Language Placement and Beyond: Guidelines for the Design and Implementation of a Computerized Spanish Heritage Language Exam
77 Heritage Language Journal, 9(1) https://doi.org/10.46538/hlj.9.1.5 Spring, 2012 Language Placement and Beyond: Guidelines for the Design and Implementation of a Computerized Spanish Heritage Language Exam Sara Beaudrie University of Arizona Cynthia Ducar Bowling Green State University Abstract This paper outlines the design, implementation, and analysis of a computerized Spanish heritage language (SHL) placement exam. The exam created by the authors exemplifies how to design a simple yet effective placement exam with limited resources. It is suggested that an SHL placement exam should be developed in-house due not only to the diversity of student populations but also to the unique structure and content of distinct SHL programs. The paper contends that SHL placement should be a fluid process that allows for the input of students, instructors and administrators. The paper concludes by reminding readers that an essential component of the SHL placement examination process is a strong and well thought out recruitment and promotion program that needs to both precede and follow placement. Background Hispanics continue to be the fastest growing segment of the U.S. population; according to 2010 census data, the Hispanic/Latino population in the United States reached 50.5 million, more than double the 1990 population (U.S. Census Bureau, 2011). By 2050, the U.S. Hispanic population is expected to more than double again, reaching 132.8 million people, or 30% of the total U.S. population. In the fall of 2008, 12% of college students and 20% of K-12 students were Hispanic (U.S. -
ENGAGEMENT 2020-21 New and Additional
ENGAGEMENT Accomplishments 20- Program/Department Objective Desc. Strategic Goal Additional Accomplishment? Instruction leadership participates regularly as the Instructional Administrator on the California Guided Pathways 2020-2023 Project attending webinars, engaging in professional development around guided pathways implementation and equity, and working on related Academic Affairs projects. ENGAGEMENT Yes Approved many new and revised Board Policies and Administrative Procedures related to academic and professional matters, including the Credit for Prior Learning policy. And Academic Senate successfully led a collegial consultation work group to adopt the District's Camera Policy. ENGAGEMENT Yes Campus Life & Student Engagement staff organized a complete online ASG Elections experience and had a record number of candidates participating in the elections resulting in Campus Life & Student Engagement a majority of the positions being filled. ENGAGEMENT Yes 20/21: Pioneered new virtual community engagement events, through the ongoing “Science Talk” series, including a reimagined Star Party, virtual panel on COVID-19, and upcoming CCC Administration talks on Chemistry, Botany, and other science disciplines. ENGAGEMENT Yes 20/21: Hosted virtual advisory committee receptions, and kept the community informed CCC Administration with regular updates from the campus. ENGAGEMENT Yes 20/21: Successfully partnered with Southern California Edison, allowing CCC to serve as a Community Resource Center during PSPS events, while raising revenue for the District per CCC Administration incident. ENGAGEMENT Yes Develop and train William S. Hart District trainers for COVID distance teaching. Completed Center for Excellence in Teaching & Learning Summer 2020 ENGAGEMENT Yes Our Chemistry Club began creating and conducting outreach activities in Fall 2019 (kinder outreach). They continued this outreach in the virtual setting once we went online, Chemistry performing experiments on Zoom with children at the Y. -
MSJC Option B 2020-2021
MT. SAN JACINTO COMMUNITY COLLEGE DISTRICT General Education Graduation Requirements for California State Universities and Colleges Transfer Pattern & Planning Guide 2020-2021 OPTION B-TRANSFER EMPHASIS AREA A—English Language Communication and Critical Thinking AREA D—Social Sciences 9 semester/12 quarter units required. Select one course from each of the Areas: A1, A2, A3 9 semester/12 quarter units required. Select three courses from at least two disciplines. C IP N A1.* Oral Communication: 3 semester/4 quarter units required C IP N Administration of Justice 102, 111; American Sign Language 110; Anthropology Communication 100, 100H, 103, 103H, 104, 104H, 106, 201 102, 102H, 104, 104H, 105, 107, 115, 121+, 125; Biology 128+, 128H+; Child Other course: Development & Education 110, 110H, 125, 125H; Communication 108, 108H, 116; Economics 201, 201H, 202, 202H; Education 136; Geography 102, 107, 108, 111; A2.* Written Communication: 3 semester/4 quarter units required C IP N History 101, 101H, 102, 102H, 103, 103H, 104, 104H, 106, 106H, 107, 107H, 108, 109, 109H, 111, 111H, 112, 112H, 115, 115H, 117, 117H, 120, 120H, 121+, 124, 124H, 125, English 101 or 101H ENGL____ ENGL____ ENGL____ 128+, 128H+, 140, 140H, 141, 142, 150, 150H, 160, 160H; Legal Assistant 100; AP or other course: Political Science 101, 101H, 102, 102H, 103, 103H, 104, 104H, 105, 105H, 106, 106H, 120, 120H; Psychology 101, 101H, 102, 103, 103H, 104, 104H, 105+, 105H+, 107, A3.* Critical Thinking: 3 semester/4 quarter units required C IP N 107H, 108, 108H, 112+, 124, 124H; Sociology 101, 101H, 102, 103, 105+, 105H+, 106, Communication 104, 104H; English 103, 103H; Philosophy 103, 103H, 112 108, 110, 112+, 115, 125 Other course: AP or other course: AREA B—Scientific Inquiry / Quantitative Reasoning 9 semester/12 quarter units required. -
Hist 101 Syllabus
HIST 101 World History I 5-Hist101 Course Guide Self-paced study. Anytime. Anywhere! History 101 World History I University of Idaho 3 Semester-Hour Credits Prepared by: Kenneth Faunce, Ph.D. RPA Adjunct Faculty University of Idaho RV: 06/2014 5-Hist 101 Copyright Independent Study in Idaho/Idaho State Board of Education 2 5-Hist101 Table of Contents Welcome ................................................................................................................................................. 4 Policies and Procedures .......................................................................................................................... 4 Course Description .................................................................................................................................. 4 Course Materials ..................................................................................................................................... 4 Course Delivery ....................................................................................................................................... 4 Course Introduction ................................................................................................................................ 4 Course Objectives .................................................................................................................................... 5 Lessons ................................................................................................................................................... -
Course Offerings & Graduation Requirements Booklet
Course Offerings & Graduation Requirements Booklet Tricia Bush Marcy Tyler “I am convinced that knowledge is power - to overcome the past, to change our own situations, to fight new obstacles, to make better decisions. ~ Ben Carson Updated 2/19 Dear Students and Parents/Guardians: We are pleased to offer this booklet including information on New York State high school graduation requirements, diploma options, college planning, course offerings at GHS, and more! The high school educational program offers options for students who plan to continue their formal education beyond high school and for those who plan to enter the workforce or military following graduation. We hope you find this information helpful. This booklet allows students and parents to become familiar with the variety of curriculum choices offered at GHS and specific graduation requirements. We strongly encourage students to not only seek to satisfy graduation requirements, but to challenge themselves with classes that will better prepare them for college. Taking advantage of elective opportunities allows students to explore interests and make decisions about future plans. Please be aware, however, that most elective courses are tentative as they depend on enrollment. In Grade 8, students and parents have an opportunity to learn about the high school curriculum and graduation requirements prior to making course selections for grade 9. In grade 9, a more formalized plan will be made according to each student’s goals. Each year after that, we work with students and parents in choosing courses and making adjustments to the plan as interests/needs change. Course offerings can vary slightly from year to year as well. -
About Feather River College Student Life
What you'll encounter on your way to class at Feather River College: towering mountains, acres of forestland, clean air and water, and wildlife. What you won't find: traffic. If you're looking for a change of scenery, look into Feather River College. Plumas National Forest provides a million-acre classroom in which to learn, and vast open spaces and a four season climate in which to play. We can't guarantee you won't be late to class, but at least your excuse will be a good one. To learn more and to arrange a campus tour, e-mail [email protected], or call 1(800) 442-9799, ext. 315. 570 Golden Eagle Avenue Quincy, California 95971 www.frc.edu GREETINGS FROM FEATHER RIVER COLLEGE Small college … big education. Home to the million-acre classroom. Feather River College is known by many names - we are also known as a college that cares about your success. Nestled in a small, rural mountain community, Feather River College offers many opportunities that you will not find elsewhere. Our faculty, staff and administrators are dedicated to helping students both inside the classroom and in extracurricular activities. Championship athletic teams, outdoor recreation programs and unique programs in Equine Studies, Fish Hatchery Management and Environmental Studies are some of our special educational opportunities available to students. Feather River College has the privilege to offer one of the first bachelor degrees from a California community college. In May 2018, FRC awarded its first Bachelor of Science in Equine and Ranch Management. In addition, we offer traditional transfer programs, vocational training certificates and personal enrichment courses. -
El Camino Agreement with Dominguez Hills
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