erscript{76}

The Integrated Nutrition Project (INP), the only study in this review to incorporate the CDT, was implemented among children from kindergarten to fifth-grade, Piaget’s preoperational and concrete operational stages which are unable to grasp abstract concepts.\textsuperscript{38, 76} The INP used CDT model to ensure their program was suitable for the age and developmental levels of these children.\textsuperscript{38} Hands-on activities such as food preparation and eating were incorporated to gather information by use of the senses.\textsuperscript{38} Also, simple concrete messages were used, for instance “eat more of” whole grains, fruits, and vegetables so children would not have to decipher which foods were better or worse choices for them to consume.\textsuperscript{38}

**Educational theories of Dewey.** John Dewey was a philosopher of education who theorized that there is a connection between experience, thinking, and eventually the development of knowledge. Experience involves a combination of an active and passive constituent.\textsuperscript{78} The active portion involves the experiment or a person doing something, and the passive portion involves consequences whether good or bad as a product to the
Merely participating in an activity will not result in learning or generate knowledge. However, linking the consequences of an activity to the individual participating by reflection of changes occurred will produce the outcome of knowledge gained.

Dewey acknowledged the senses as an integral part to the development of knowledge. The senses are a “gateway” for moving information from the “external world” to the mind. Unlike the customary ways of scholastic learning, where students are expected to resist tendencies to incorporate their naturally energetic bodies in soaking up immense amounts of information into their minds, Dewey theorizes directing the use of those energetic senses with a set purpose for applied meaning of what is being taught. This enables children to use both their minds and their bodies in learning. The INP used SCT, CDT, and the educational theories of Dewey as a theoretical guide, which allowed for use of the senses in hands-on, age-appropriate activities as a means to increase fruit and vegetable consumption.

**Tools of Assessment**

Reliable dietary assessment tools are crucial in evaluating the effectiveness of nutrition-based programs. In this review of literature, changes in FV consumption were evaluated by a variety of methods including 24-hour dietary recalls (self- or parental-reported), food records, lunch and/or snack-time observations (visual or weighed), and food frequency questionnaires (FFQ). Surveys and questionnaires to assess children’s FV preferences, knowledge, attitudes, self-efficacy, and other health-related characteristics were also conducted. In addition, questionnaires
have been given to children, lunch and school staff to assess the acceptability of the intervention.

Researchers may face many problems when attempting to evaluate children’s dietary intakes, including poor knowledge of foods and portion sizes, literacy limitations, inability to describe mixed food dishes, and a brief attention span. Certain assessment tools may be more appropriate than others depending on the sample population; however, none of them are flawless. Since the focal point of this literature review is multi-component programs aimed at increasing FV intake among children, this section will address the validity of assessment tools aimed specifically at evaluating changes in FV consumption.

24-hour recalls/food records. Quick and simple to conduct, 24-hour recalls generally ask children to report detailed information about everything they consumed for the past 24 hours, as well as estimate the portion sizes. Multiple 24-hour recalls can help to provide an estimate of food intakes without altering the usual consumption patterns of the child. Of the ten studies analyzed in this review, six incorporated some form of a 24-hour recall (see table 2.1).

A significant disadvantage of 24-hour recalls is the reliance on memory. Baxter et al. referred to 24-hour recalls as a “memory test”, indicating the difficulty in remembering detailed information from a previous time period. Validation studies of 24-hour recalls have found that some children report intrusions (inclusion of foods not eaten) and/or omissions (failure to report foods eaten) in their recalls. Fourth graders who completed three separate food recalls validated against mealtime observations were found to have matched only 35% of foods observed eaten, 24% of foods reported were
intrusions, and 41% of foods eaten were not reported. A study with third graders found they were able to recall 77.9% of the food they consumed in a 24-hour period with the help of unquantified food records, but of those foods reported 64.7% of the portion sizes estimated were inaccurate. Seventy-six percent of children incorrectly estimated the portion size of vegetables, with 60% overestimating. This finding is in contrast with Lytle et al., who suggested that fourth graders overestimate consumption of fruit, but correctly estimate vegetable intake. These studies point out that researchers should use caution in how they interpret data collected among children from 24 hour recalls, as there is a great deal of inconsistency.

Parental input on children’s 24-hour recalls has been speculated as whether or not that would improve the validity of the recall. One study presented moderate Pearson correlations (0.41 to 0.79) when comparing observed versus third graders’ self-reported intakes. Similar correlations have been seen in mother’s recall of children’s consumption. Basch et al. tested the validity of Latino mothers’ 24-hour recall for children between the ages of four to seven years-old. Correlations between mother’s recalls and trained observers ranged from -0.10 to 0.82 for major nutrients with an average of 0.51. Only 41.3% of mother’s reported vegetable consumption were the same as observed, with 28.3% over-reporting. Fisher et al. found that mother’s 24-hour recalls, for infants and toddlers less than two years-old, overestimated nutrients. Garceau et al. found parental input on dietary recalls necessitated substantially more time and resources than children’s self-reports and only resulted in a small effect of difference in mean nutrient intake. Restraints on time and resources should be evaluated in the decision of whether to use parent-assisted recalls.
Food records are an alternative to 24-hour recalls. Food intake and portion sizes are recorded simultaneously with the consumption of meals, snacks, and beverages. Food records are usually recorded for three to seven days, including at least one weekend day. This method avoids reliance on memory and offers a more complete picture of usual eating patterns, but is time intensive and may result in diet modifications. For these reasons, along with the necessity to be literate, it appears that food records are not as commonly used in elementary school-based nutrition programs as an assessment tool. Only one of the ten studies in this review utilized food records to track changes in FV consumption. Unquantified food records, however, have been used as memory aids for 24 hour recalls.

Lytle et al. conducted a validation study of the reliability of 24-hour recall interviews in addition to unquantified food records among third grade students. A significant difference was found between observed versus recalled energy intake \((p<0.05)\), but there were no significant differences in actual sodium intake, or in the percentage of energy from total fat, saturated fat, monounsaturated fat, polyunsaturated fat, carbohydrate, and protein. In this study it was concluded that 24-hour recalls with the assistance of food records may be a beneficial assessment tool when comparing group means. Interestingly, in a later study by Lytle et al., food records to assist 24-hour recalls failed to show a positive cost and benefit outcome.

**Mealtime observations.** Mealtime observations are frequently used in validation studies for 24-hour recalls and food records. They are an effective way to evaluate the success of FV interventions, because observations allow for the most precise assessment of food intake among children. Observations, though require a
significant amount of time and are expensive. In this review of literature, 5-A-Day Power Plus and the High 5 Project conducted mealtime observations in addition to 24-hour recalls. The Integrated Nutrition Project, the Fruit and Vegetable Promotion Program, the School Garden’s Experiential Learning Approach Program, and the Food Dudes all utilized mealtime observations to assess consumption of FV.

Most mealtime observations for school-based programs generally occur during the National School Breakfast and/or Lunch Programs. Trained research staff examine children’s food trays prior to and after eating each meal. The proportions of each variety of food consumed are determined by either weighing the food, digital photography, or visual estimation based on a specified protocol. Weighing the food before and after consumption will provide the most exact measurement of food eaten, but has the disadvantage of expense and requires an abundance of time. Direct visual observation and digital photography are less expensive and time-intensive, so provide more efficient assessment tools. These methods are similar to one another but instead of researchers directly observing meals, digital photographs of the meal are taken before and after consumption.

Benefits of digital photography include being quick, more convenient, and allows for adequate assessment of consumption of the foods photographed. Swanson, in a plate waste study using digital photography, identified some of the issues involved when using digital photography. He indicated that items presented in the before photo, such as apples or bananas, were missing in the after photo. A little investigation revealed that students were encouraged to take the fruit with them to eat on the bus ride home or later that day. This made it more difficult to assess fruit intake. Swanson also found that it
was extremely difficult to assess the amount of small condiments consumed.\textsuperscript{94}

Williamson et al


 ethics. Course may be repeated once with a different topic of study.

PHI 5311 Readings from the Philosophers (3)
Cross-listed as PSC 5311
Pre-requisite(s): For Political Science or Philosophy graduate students only; or consent of instructor
An intensive, critical reading of selected works of major philosophers such as Plato, Aristotle, Augustine, Aquinas, Descartes, Locke, Hume, Kant, Hegel, Nietzsche, Heidegger, Russell, and Rawls. Other philosophers may be added to this list. May be taken a maximum of six times if different topic, not to exceed eighteen semester hours.

PHI 5312 Topics in Classical Philosophy (3)
Pre-requisite(s): For philosophy graduate students only or by departmental approval
A critical study of philosophers from the classical world; may include figures from the pre-socratic origins of philosophy to the times of epicurean and stoic philosophers, including especially Plato and Aristotle. Course may be taken up to three times with different topics for a total of nine hours course credit.

PHI 5313 Topics in Action Theory (3)
An in-depth study of relevant recent and/or more classical philosophical literature on one or more selected topics such as free will, responsibility, practical rationality, decision theory, and intention. Course may be taken up to three times with different topics for a total of nine hours course credit.

PHI 5314 Topics in Modern Philosophy (3)
Pre-requisite(s): For philosophy graduate students only or by departmental approval
A critical study of philosophers from the Modern Period, including thinkers from the sixteenth to the nineteenth centuries. Course may be taken up to three times if topic is different for a total of nine hours credit.

PHI 5315 Topics in Philosophy of Mind (3)
Pre-requisite(s): For philosophy graduate students only or by departmental approval
A philosophical examination of the nature of the human mind and its relation to the body as well as theories that account for the nature of consciousness, intentionality, and other features of mentality. Course may be taken up to three times when topic is different for a total of nine credit hours for the course.

PHI 5316 Contemporary Philosophical Problems (3)
Pre-requisite(s): For philosophy graduate students only or by departmental approval
Examination of historical, normative, and analytical problems which have arisen in the history of philosophy and an examination of the systems of philosophy which have emerged from the consideration of these problems. May be taken six times if different topic, not to exceed eighteen semester hours.

PHI 5318 Logic for Philosophers (3)
Pre-requisite(s): For philosophy graduate students only or by departmental approval
In this course the student should gain formal tools that are useful in a wide-range of areas of philosophy, including: propositional logic, quantificational logic, basic set theory, basic probability theory, and basic modal logic.

PHI 5319 Philosophical Writing (3)
Pre-requisite(s): For philosophy graduate students only or by departmental approval
This course contains a significant amount of epistemology, metaphysics, and ethics. This course has as its goal mastering the art of writing a critical essay in philosophy, an essential skill for success in graduate school in philosophy and for publication success after securing a faculty position in philosophy.

PHI 5320 Special Topics in Philosophy (3)
Pre-requisite(s): For philosophy graduate students only or by departmental approval
Special research topics to be undertaken by students under direct supervision of the professor. Course may be taken a maximum of four times if different topic, not to exceed twelve hours.
PHI 5321  Topics in Epistemology  (3)
Pre-requisite(s): For philosophy graduate students only or by departmental approval
Covers a broad array of issues concerning the nature of successful cognition of the sort sought after in purely theoretical activities. May focus on issues such as the nature and possibility of knowledge, the threat of skepticism, and the nature of rationality and justification, as well as on current controversies in the literature, including controversies with the value of knowledge, debates between foundationalists and coherentists, the Gettier problem, and many others. Course may be taken up to three times when the topic is different for a total of nine credit hours for the course.

PHI 5322  Topics in Metaphysics  (3)
Pre-requisite(s): For philosophy graduate students only or by departmental approval
Covers a broad array of issues concerning the nature of being and reality, involving topics concerning God, the world, and the self. May focus on related topics such as ontology, category theory, substances and attributes, space and time, causation, and possible worlds. Course may be taken up to three times when topic is different for a total of nine credit hours for the course.

PHI 5330  Readings in Ancient and Medieval Philosophy  (3)
Pre-requisite(s): For philosophy graduate students only or by departmental approval
A critical readings course on primary sources and ancient and medieval philosophy. The course concludes with a comprehensive written examination over the sources.

PHI 5331  Readings in Modern and Contemporary Philosophy  (3)
Pre-requisite(s): For philosophy graduate students only or by departmental approval
A critical readings course on primary sources in modern and contemporary philosophy. The course concludes with a comprehensive written examination over the sources.

PHI 5333  Seminar in Political Philosophy  (3)
Cross-listed as PSC 5333
See PSC 5333 for course information.

PHI 5342  Seminar on Religion, Law, and Politics  (3)
Cross-listed as PSC 5342
An examination of the liberal and republican traditions of government and their relationship to church-state relations, with particular emphasis on how philosophers, legal theorists, and/or theologians assess the influence of both traditions on the American constitutional system. Among the topics that may be discussed are the debates about liberalism, religious liberty, religious establishment, the employment of religious reasons in a liberal regime, and the nature of public reason.

PHI 5343  Classical Political Thought  (3)
Cross-listed as PSC 5343
See PSC 5343 for course information.

PHI 5350  Workshop in Teaching Philosophy  (3)
Pre-requisite(s): For philosophy graduate students only or by departmental approval
This course will address a broad range of pedagogical issues involved in becoming a successful philosophy teacher. Topics include: educational theory, organizational strategies, practical techniques for effective lecturing, practical techniques for stimulating discussion, the logistics of evaluation, the scholarship of teaching and the importance of ongoing self-assessment of classroom performance.

PHI 5353  Medieval Political Thought  (3)
Cross-listed as PSC 5353
See PSC 5353 for course information.

PHI 5360  Contemporary Ethical Theory  (3)
Pre-requisite(s): For philosophy graduate students only or by departmental approval
A critical study of issues in contemporary ethical theory; may be taken up to three times with different topics of study, not to exceed nine semester hours.

PHI 5361  Topics in Contemporary Philosophy of Religion  (3)
Pre-requisite(s): For philosophy graduate students only or by departmental approval
This course investigates issues in contemporary philosophy of religion. Course may be taken up to three times with different topics, not to exceed a total of nine hours of course credit.

PHI 5362  Issues in Contemporary Philosophy of Science  (3)
Pre-requisite(s): For philosophy graduate students only or by departmental approval
A critical study of issues in contemporary philosophy of sciences; may be taken up to three times with different topics of study, not to exceed nine hours of course credit.

PHI 5363  Modern Political Thought  (3)
Cross-listed as PSC 5363
See PSC 5363 for course information.

PHI 5365  Topics in Philosophy of Language  (3)
Pre-requisite(s): For philosophy graduate students only or by departmental approval
A critical study of issues in philosophy of language. Meaning, reference, intentionality and extensionality are among possible topics to be considered using primary sources in contemporary philosophy. May be taken up to three times with different topics not to exceed nine total credit hours.

PHI 5393  Advanced Seminar in Political Philosophy  (3)
Cross-listed as PSC 5393
See PSC 5393 for course information.

PHI 5V99  Thesis  (1-6)
Research, writing, and oral defense of an approved master's thesis. A minimum of six semester credit hours of PHI 5V99 is required.

PHI 6V10  Prospectus Research  (1-6)
Pre-requisite(s): PHI 5330 and 5331; and completion of regular course work
Supervised research for developing and writing a Dissertation Prospectus Proposal that will be the subject of a preliminary exam that will admit students to candidacy. A student may repeat this course for credit, with a maximum of eighteen total hours.

PHI 6V99  Dissertation  (1-12)
Supervised research for the doctoral dissertation.<|endoftext|>FOR IMMEDIATE RELEASE
February 28, 2017

Contact: Emma Vodick, 630.305.5250
vodick@naperville.il.us

523 S. Webster St. • Naperville, Illinois


 According to Toke, “there is an acceptance of a broadly positivist position concerning the role of scientists as the legitimate bearers of truth…” (ibid.). However, Toke believes this to be completely unjustified and argues that it is time to move to a post-positivist position (ibid.). He concludes that moving to a social constructivist position “will lead us to a model of environmental policy that allows us to fully analyse the importance of various interest groups in shaping outcomes” (ibid.).

The very next year, Claire Dunlop wrote a response to Toke’s criticism of Haas. In her criticism, Dunlop critiqued Toke’s critique of Haas and critiqued Haas as well.

One of Toke’s biggest critiques of Haas’s work was that Haas gave too much value to epistemic communities over other special interest groups. However, Dunlop counters this argument by stating that Haas was attempting to fill a gap in major International Relations theory by moving “beyond the existing structure/agency binary … rather than attempting to establish a hegemonic position for epistemic communities over environmental groups” (Dunlop, 2000, 139).

Dunlop also critiques Toke’s understanding of Haas’s works. She argues that what Toke sees as a positivist approach is vastly overstated (ibid, 137, 139-140). In fact, Dunlop found that Haas’s approach is in line with social constructivists, and that Haas’s lack of coverage on positivism was another point against Toke’s accusation of Haas’s positivist approach (ibid, 139-140).

However, Dunlop and Toke’s views do converge, when they criticize Haas for his weakness in explaining how epistemic communities and other special interest groups co-exist (ibid, 140-141). Dunlop argues that the uncertainty of an epistemic community’s political power contributes to this question of how epistemic communities and special interest groups co-exist (ibid, 141). Because epistemic
communities need to cooperate with decision makers there is a risk that their “‘consensual knowledge’ may overstate the influence these expert enclaves alone can have” (ibid.). To rectify this problem, Dunlop says that Haas’s four characteristics (quoted earlier in section II) must be “problematized and their importance relative to each other elucidated” (ibid, 142). Dunlop concludes that more has to be done to test the characteristics of an epistemic community in order to know whether some characteristics can be more important than others, and how this affects competition between epistemic communities and other groups (ibid, 142). Such an effort can be referred to as a theory of competition (Cross, 2011, 24).

Ronald Krebs also sees a limit to the potential influence of epistemic communities not residing within government. He argues that their technical expertise may dominate decision making in government, but beyond such technical knowledge epistemic community theory does not explain “how state leaders acquire their information about basic issues in international relations.” (Krebs, 2001, 225-226.)

Another critique of Haas’s work on epistemic communities focuses on how epistemic communities actually turn their policy projects into policy when faced with competition from other groups. Dunlop, while suggesting how Haas’s theory’s problem with other groups could be improved, cited James K. Sebenius’s article in the special edition of International Organization. Dunlop agreed with Sebenius’s conclusion that in order for epistemic communities to gain influence, they must ‘bargain’ and make ‘winning coalitions’ with other actors in the policy making process. (Dunlop, 2000, 141-142; Sebenius, 1992, 326, 352.)

Sebenius argues that Haas’s theory of how epistemic communities influence policy making is wholly incomplete. Haas, according to Sebenius, misses the importance of epistemic communities strategically interacting with other groups and working to ensure their preferred policy outcome. Key to this is the shared beliefs of the actors. (Sebenius, 1992, 356.) “More generally, the translation of epistemic consensus into actual measures of policy coordination - that is to say the ultimate influence of the epistemic community - occurs through bargaining” (ibid, 357). However, Sebenius sees no theory of bargaining within the theory of epistemic communities. In fact, he states that Haas’s view on this matter is again “incomplete and misleading” (ibid.). He views the combination of consensual knowledge and bureaucratic power as a way to produce outcomes (ibid.). Ronald
Sebenius’s core criticism of Haas’s epistemic community theory is that Haas’s explanation of epistemic communities fails to explain explicitly how epistemic communities’ shared beliefs affect policy outcome (ibid.). As mentioned earlier, Sebenius's conclusion is that for an epistemic community’s shared beliefs to affect policy outcomes, the epistemic community must bargain with competing groups and form winning coalitions (ibid, 357-359). Ronald Krebs criticizes epistemic communities in a similar fashion. Krebs argued that even when military officers in America and Europe have formed something similar to an epistemic community, the truth remains that each one competes to control the agenda. (Krebs, 2001, 225.) Because of this, Krebs states that the persuasive power of an epistemic community is a rarer phenomenon than a predictable one (ibid.).

According to Sebenius, when looking at an epistemic community as a de facto natural coalition, it is possible to hypothesize how they expand into winning coalitions. They would have “to be more influential in step with several factors: the greater their extent and depth, the stronger their cohesiveness, the more consistent their beliefs, the more resonant their policy project with outside scientific and popular opinion, the more opportune their bureaucratic placement, and the weaker their actual and potential opponents.” (Sebenius, 1992, 360.) Such an epistemic community would then have to negotiate its way to a winning coalition. Sebenius outlines five devices which an epistemic community can use to create a winning coalition:

“First, to the extent that an epistemic community shapes perceptions of interests, it affects the psychological yardstick by which potential agreements as well as alternatives to negotiated agreement are measured … Second, to the extent that valuable new agreements are invented, the perceived conflict of interest may decrease still further … Third, if an epistemic community can cause issues to be linked in a manner that worsens the opponents' alternatives to agreement with its proposed policy project, this will shift the disagreement point and improve the chances that the community's project is accepted … Fourth, an epistemic community may advantageously affect the perceived zone of possible agreement to the extent that issues are framed and potential solutions or agreements are made salient in a way favorable to the community's policy project. Fifth, binding commitments to preferred outcomes may be possible” (ibid, 361).

This section of the paper has covered the criticisms of Haas’s epistemic community theory and shown how the theory’s critics have suggested it might be improved. As is the case for all theories, criticism unearths faults and underdeveloped
aspects of the theory, and it is a crucial part of the development of a theory. Next this paper will see how epistemic community theory has addressed these criticisms and developed over time.

3.4 Cross’s Suggestions to Correct Criticisms

Twenty years after this seminal edition of *International Organization*, Mai’a K. Davis Cross revisited the theory of epistemic communities. She argues that the theory of epistemic communities has not developed much since this edition of *International Organization*. In fact, with time Cross believes that the theory has become marginalized. Too often research has focused on scientists and technicians as the members of epistemic communities, and, according to Cross, this has limited epistemic communities. (Cross, 2013, 137-138.) Therefore, Cross has set out to reconceptualize the theory of epistemic communities.

Cross sets out to show that an epistemic community’s membership is not the driving force behind its persuasiveness, but rather its “internal cohesion and professionalism” drive its ability to persuade (ibid, 147). She “hypothesizes that if an epistemic community is not internally cohesive, then it is less likely to be as persuasive as one that is” (ibid.). In her work, Cross “identified four innovations [to the theory of epistemic community], which address: (1) the variation in internal cohesion within epistemic communities and the central importance of professionalism; (2) the role of uncertainty in understanding epistemic community influence; (3) the relationship between epistemic communities and governments; and (4) the nature of knowledge” (ibid, 147-148).

When thinking of an epistemic community, it is easy to think of it in a simple binary way: either it exists or it does not. However, Cross argues that this is not the case. In fact, epistemic communities can exist at different degrees of being. Compared to other epistemic communities or actors an epistemic community may find itself in


.

### ELIGIBILITY
- Must be at least 18 years of age
- Must meet Office for People with Developmental Disabilities (OPWDD) eligibility requirements
- Must be Medicaid eligible and active

### COMMUNITY PRE-VOCATION
Available in the Bronx and Rockland County

Community Pre-Vocation prepares people for employment. The Foundling’s staff instructs in task completion, problem solving, and safety through job readiness workshops and volunteer work in a variety of sites throughout the community.

**Highlights include:**
- Discovery of individual interests and skills across many fields to identify a fulfilling career
- Professional development seminars and workshops
- Translatable on-the-job experience gained through unique volunteering opportunities

**Volunteer sites include:**
- Catholic Charities
- Meals on Wheels
- The New York Botanical Garden
- Walgreens REDI Program
- World Vision

### SUPPORTED EMPLOYMENT
Available in the Bronx and Rockland County

Supported Employment offers people the opportunity to attain paid, permanent employment in the community.

Participants are placed in paid internships across neighborhood businesses while learning the skills needed for the job. Participants work with a job developer, whose purpose is to support in negotiating job placements, providing job coaching, assistance in interacting with employers, on-site training, and individualized supervision.

**Highlights include:**
- Job readiness classes on relevant topics (e.g. conflict resolution and workplace attire)
- One-on-one job placement and coaching from an experienced mentor
- Continued personalized support after securing employment

INTERESTED IN LEARNING MORE?
Contact our Information & Referral Team:

Email: I&R@NYFoundling.org
Phone: 212-886-4020

Visit us online & watch our video!<|endoftext|>Georgia Library Spotlight - Baker Elementary Learning Commons

Emily Brown
Baker Elementary, emily.Brown@cobbk12.org

Follow this and additional works at: https://digitalcommons.kennesaw.edu/glq

Part of the Library and Information Science Commons

Recommended Citation

This Columns is brought to you for free and open access by DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Georgia Library Quarterly by an authorized editor of DigitalCommons@Kennesaw State University. For more information, please contact digitalcommons@kennesaw.edu.
Baker Elementary Learning Commons

The Baker Elementary Learning Commons is an elementary school library serving over 800 students in grades K–5. Located in Acworth, Georgia, its mission is to inspire students to be great digital citizens, empower students to be independent readers, and for students to achieve a sense of lifelong learning.

The Baker Learning Commons has a lot of resources to help reach its mission. It has over 10,000 print books, over 900 ebooks, 16 computers, and 30 iPads. Staff and students also have access to the Cobb Digital Library, where they can access research databases such as encyclopedias, BrainPOP, and PebbleGo. In addition to all of this, students have Library PASS which allows them to use the Cobb County Public Library’s databases and check out any books from any branch with just their student number.

Students at Baker are welcome to visit the Learning Commons at any time during the school day (7:15 a.m. – 2:00 p.m.). Students are welcome to come on their own to check out books, read quietly, do schoolwork, etc. Students are also welcome to come as a group to do groupwork. Classes also rotate through the Learning Commons on a regular basis for lessons that incorporate digital citizenship, STEM, read alouds, research skills, and technology integration.

To learn more and see the wonderful lessons students participate in, please visit the website: http://www.cobblearning.net/bakermedia/.<|endoftext|>Focus for April is the special Moonshooter supplement, "Are Americans Losing Faith in Their Colleges?". Prepared nationally by the same people who produce a rather incisive weekly called "Chronicle of Higher Education," the Moonshooter annually examines issues of importance to colleges and their alumni.

To accompany the Moonshooter piece is an alumni response from three University graduates. You will find their remarks in the center of the magazine.

The entire University community was saddened by the death of Gomer Jones in March. A brief report on Gomer and his career is on page 4.

We've been getting mild complaints about the Roll Call being printed on that colored paper, so this time it's on white. We'll see if that helps. The class notes are in the back of the magazine, and toward the front are the bits and pieces of local news called "Campus Notes."

Next issue a look at the recipients of the University's highest award, the Distinguished Service Citation, a Commencement round up, along with other articles of hopeful interest.—CBR

The Man from Drake — a new president for OU 2

Gomer Jones: 1914-1971—a pictorial memory of the man who was coach and counselor for the young men who made football more than a game at OU 4

Campus Notes—the worthy of note and the worthy of nothing around the University 6

Are Americans Losing Faith in Their Colleges— the annual Moonshooter supplement from Editorial Projects for Education 9

Alumni Response—three alumni voice their opinions on the Moonshooter question 17

Roll Call—the usual tidbits of alumni news around the world 21<|endoftext|>Grammatical performance in children with dyslexia: the contributions of individual differences in phonological memory and statistical learning

Merel van Witteloostuijn1*, Paul Boersma1, Frank Wijnen2 and Judith Rispens1

1Department of Linguistics, Amsterdam Center for Language and Communication, University of Amsterdam, Amsterdam, the Netherlands and 2Department of Linguistics, Utrecht Institute of Linguistics OTS, Utrecht University, Utrecht, the Netherlands

*Corresponding author. Email: m.t.g.vanWitteloostuijn@gmail.com

(Received 1 November 2019; revised 18 February 2021; accepted 9 March 2021; first published online 08 April 2021)

Abstract
Several studies have signaled grammatical difficulties in individuals with developmental dyslexia. These difficulties may stem from a phonological deficit, but may alternatively be explained through a domain-general deficit in statistical learning. This study investigates grammar in children with and without dyslexia, and whether phonological memory and/or statistical learning ability contribute to individual differences in grammatical performance. We administered the CELF “word structure” and “recalling sentences” subtests and measures of phonological memory (digit span, nonword repetition) and statistical learning (serial reaction time, nonadjacent dependency learning) among 8- to 11-year-old children with and without dyslexia (N = 50 per group). Consistent with previous findings, our results show subtle difficulties in grammar, as children with dyslexia achieved lower scores on the CELF (word structure: p = .0027, recalling sentences: p = .053). While the two phonological memory measures were found to contribute to individual differences in grammatical performance, no evidence for a relationship with statistical learning was found. An error analysis revealed errors in irregular morphology (e.g., plural and past tense), suggesting problems with lexical retrieval. These findings are discussed in light of theoretical accounts of the underlying deficit in dyslexia.

Keywords: morphology; syntax; phonological memory; statistical learning; dyslexia

Introduction
Developmental dyslexia (henceforth “dyslexia”) is a learning disability that is characterized by impaired reading and spelling in spite of normal intelligence and educational opportunities and in absence of sensory impairments (American Psychiatric Association, 2013; Snowling, 2001). Individuals with (a familial risk...
of) dyslexia are known to experience difficulties in the area of phonological skills (Vellutino et al., 2004; see Melby-Lervåg et al., 2012 for a meta-analysis), which has led to the predominant view that the literacy impairments in dyslexia stem from an underlying phonological deficit. When learning to read and spell, children must acquire the correspondences between letters and sounds (i.e., graphemes and phonemes). If, however, the processing, storage, and/or representation of phonological information is impaired, children experience difficulties in the acquisition of grapheme–phoneme mappings that in turn result in problems with literacy acquisition (e.g., Ramus & Szenkovits, 2008).

Over time, researchers have uncovered impairments in cognitive abilities other than literacy and phonological skills. These may involve general cognitive skills such as the processing of visual and auditory input (e.g., Stein & Walsh, 1997; Tallal, 2004), attention (e.g., Facoetti et al., 2000), and motor functioning (e.g., Ramus, 2003), but may also extend to language domains other than literacy and phonology, such as inflectional morphology and syntax (e.g., Rispens & Been, 2007; Robertson & Joanisse, 2010; Scarborough, 1990). Together, these observations have led to suggestions of a more general learning deficit in dyslexia (Nicolson & Fawcett, 2007, 2011), that is, a deficit of the domain-general ability to detect statistical patterns in sensory input, including spoken and written language (henceforth “statistical learning”, but note that Nicolson and Fawcett [2


 Pregnancies, latest edition, edited by Gabbe, Niebyl and Simpson

OB_GYN 6867: Obstetrical/Gynecological Outpatient

Obstetrical/Gynecological Outpatient

Credit Hours: 5

OB_GYN 6868: Urogynecology Selective

The 4th year medical student will work as part of a team providing hands-on clinical services in an inpatient, outpatient, and consultative setting. Students will participate in daily morning report, weekly didactic sessions, weekly surgical procedures and Friday afternoon seminars. Students will learn using a variety of evidence-based resources and direct faculty teaching. Students will also participate in weekly teaching didactics within the OB/GYN department such as Grand Rounds.

Credit Hours: 5

Prerequisites: Ob-Gyn Clerkship

OB_GYN 6864: Obstetrics/Gynecology Offsite Advanced Selective

Obstetrics/Gynecology Offsite Advanced Selective

Credit Hours: 5

Occupational Therapy (OC_THR)

OC_THR 1000: Introduction to Occupational Therapy

Introductory course to provide students information about the occupational therapy profession. Registered therapists lecture on clinical aspects. Students participate in discussions on program requirements, placement, and trends in the profession.

Credit Hour: 1

OC_THR 2001: Topics in Occupational Therapy

Organized study of selective topics in occupational therapy. Particular topics and credit hours may vary from semester to semester. Repeatable upon consent of department.

Credit Hour: 1-99

Prerequisites: freshman or sophomore standing; instructor's consent

OC_THR 2005: Problems in Occupational Therapy

Independent investigation leading to the completion of a project or paper.

Credit Hour: 1-99

Prerequisites: freshman or sophomore standing; instructor's consent
OC_THR 4001: Topics in Occupational Therapy
Organized study of selective topics in occupational therapy. Particular topics and credit hours may vary from semester to semester. Repeatable upon consent of department.
Credit Hour: 1-99
Prerequisites: junior standing; instructor's consent

OC_THR 4060: Professional Issues
Introduction to the structures of the profession including professional association, philosophical and ethical perspectives and preparation for client contact. Includes experiential instruction in infection control.
Credit Hour: 1
Prerequisites: acceptance into the occupational therapy program.
Graded on A-F basis only

OC_THR 4085: Problems in Occupational Therapy
Independent investigation leading to the completion of a project or paper. Repeatable upon consent of department.
Credit Hour: 1-99
Prerequisites: Instructor's consent
Recommended: Junior standing

OC_THR 4220: Clinical Kinesiology
(same as PH_THR 4250). This course for occupational therapy students examines the musculoskeletal system with special emphasis in body movements and the application of laws and biomechanical principles that govern movement in order to select and perform effective occupation-based treatment. Graded on A-F basis only.
Credit Hours: 3
Recommended: Acceptance into the occupational therapy program

OC_THR 4240: Applied Neurophysiology for Allied Health Students
(same as C_S_D 4430 and PH_THR 4240). Principles of basic neurophysiology, emphasizing correlation of structure and function of the nervous system. Graded on A-F basis only.
Credit Hours: 3

OC_THR 4270: Clinical Pathophysiology
(same as PH_THR 4270). Interdisciplinary and case-based examination of the pathophysiology, prevention and general health management of disease/injury across the lifespan encountered in occupational and physical therapy practice. Graded on A-F basis only.
Credit Hours: 3
Prerequisites: successful completion of prior professional coursework

OC_THR 4310: Foundations of Occupational Therapy
History, contemporary practice, conceptual foundations, professional organizations and official documents of the OT profession are presented. Activity analysis, adaptation, and assistive technology are introduced in the context of promoting health and occupational participation. Graded on A-F only basis.
Credit Hours: 4
Prerequisites: PTH_AS 4222 with a grade of "C" or better

Recommended: Admission to the Occupational Therapy professional program required

OC_THR 4350: Rehabilitation Practice
Analysis of major disability areas from an occupational perspective. Administration and interpretation of assessments and application of treatment theories and approaches for deficits in movement, sensation, cognition and perception. Graded on A-F basis only.
Credit Hours: 4
Recommended: Must be admitted to the Occupational Therapy Professional Program

OC_THR 4390: Lifespan Assessment
(cross-leveled with OC_THR 7390). Basic evaluation skills in occupational therapy practice across the lifespan are introduced. This course provides an introduction of the essentials of occupational therapy evaluation: interviewing, screening, assessment, and report writing in general contexts across the lifespan. Enrollees will also receive an introduction to basic clinical reasoning skills required for instrument selection, interpretation of findings, and application to treatment planning. Graded on A-F basis only.
Credit Hours: 4
Prerequisites: Restricted to Occupational Therapy students only

OC_THR 4420: Lifespan Occupations I
Overview of typical development from infancy through adolescence from an occupational perspective. Emphasis on the impact of personal and contextual factors on occupational development in children and adolescents. Graded on A-F basis only.
Credit Hours: 2
Prerequisites: Admission to Occupational Therapy professional program and satisfactory completion of all previous professional program coursework (C or better for Undergraduates)

OC_THR 4422: Fieldwork I - Children
Development of clinical observation skills via on-site observation of children with typical and atypical development. Opportunities to gather and organize data, plan and implement activities, and develop therapeutic relationships with children and their care providers. Graded on S/U basis only.
Credit Hour: 1
Prerequisites: Admission to Occupational Therapy professional program and satisfactory completion of all previous professional program coursework (C or better for undergraduates)

OC_THR 4450: Pediatric Practice
Lecture and laboratory course designed which addresses Occupational Therapy pediatric frames of reference and theories. Common conditions seen in Occupational Therapy practice as well as interventions such as feeding, positioning, facilitation of movement and sensory strategies are also addressed. Graded on A-F basis only.
Credit Hours: 4
Recommended: Admission to the Occupational Therapy professional program
OC_THR 4520: Fundamentals of Occupational Therapy
This course will provide an overview of disability across the lifespan, including personal and professional interactions. Professional values, ethics and advocacy are also emphasized. Graded on A-F basis only.

Credit Hours: 4
Recommended: Restricted to students currently enrolled in the Occupational Therapy Program

OC_THR 4620: Lifespan Occupations II
Overview of biopsychosocial development and the aging process from young adulthood through older adulthood from an occupational perspective. Emphasis on the impact of client and contextual factors on occupational development and loss of occupations throughout the adult lifespan. Graded on A-F basis only.

Credit Hours: 2
Prerequisites: Admission to the Occupational Therapy professional program and satisfactory completion of all previous professional program coursework (C or better for undergraduate; B or better for graduate)

OC_THR 4622: Fieldwork I Older Adults
Development of evaluation and intervention skills via on-site interaction with older adults in a residential facility. Opportunities to gather data, plan/implement activities, document client performance, and develop therapeutic relationships with older adults and care providers. Graded on S/U basis only.

Credit Hour: 1
Prerequisites: Admission to the Occupational Therapy professional program and satisfactory completion of all previous professional program coursework (C or better for undergraduate; B or better for graduate)

OC_THR 4650: Lifespan Interventions
This course provides a foundational overview of common treatment theories and frames of reference that guide intervention planning across the lifespan. Graded on A-F basis only.

Credit Hours: 4
Prerequisites: OC_THR 4310 and OC_THR 4520. Restricted to students who are currently enrolled in the Occupational Therapy Program

OC_THR 4670: Hand and Upper Extremity Intervention
To gain entry level skills needed to evaluate and treat common upper extremity conditions, including acute injuries and cumulative trauma disorders. Graded on A-F basis only.

Credit Hours: 2
Prerequisites: PTH_AS 4222 or PTH_AS 7222, OC_THR 4220 or OC_THR 7220, OC_THR 4390 or OC_THR 7390

OC_THR 4750: Cognition Across the Lifespan
This course introduces students to theoretical models, assessment, and treatment in cognitive rehabilitation. Graded on A-F basis only.

Credit Hours: 2
Recommended: Restricted to Occupational Therapy Majors

OC_THR 4770: Community-Based Practice
Focus on role of occupational therapy in prevention, health and wellness. Program development and evaluation completed through community needs assessment and completion of health promotion project. Graded on A-F only basis.

Credit Hours: 3
Prerequisites: acceptance into major and completion of program year 1

OC_THR 4920: Clinical Documentation
Development of observation and assessment skills related to effective documentation of occupational therapy services. Emphasizes exposure to various clinical settings, and third party payers, and legislative policies impacting documentation. Graded on A-F basis only.

Credit Hours: 2
Recommended: Restricted to students admitted to the professional program


 Strategic Plan Goal 1, Increasingly provide access to digital collections and services to support instruction, research, and outreach, while improving access to the UNLV Libraries’ print and media collections.

- Participated in the development of a plan and procedures for weeding. Completed a shift of the fourth floor of Lied Library. Shifting on the fifth floor was begun.
- The entire main collection was shelf read during the period of July-September. Most of the third and fourth floors, and all of the fifth floor were shelf read during the fall semester. Parts of all three floors have been shelf read since then.
Libraries Strategic Plan Goal 2, Actively foster user-focused environments committed to identifying and delivering information resources and services that meet or exceed user expectations.

- LASR retrieval process was improved by increased staff coverage of the area.
- Worked with Libraries Systems staff to facilitate the process for registering new students for library privileges.
- Implemented manual hold processing as a preliminary step to implementing automatic hold processing in the future. This function is not working as envisioned.

Other accomplishments

- Worked with Systems staff to develop a batch import process for extending the expiration dates of continuing students’ library cards each semester. This eliminated the problem of all UNLV students’ cards expiring on October 1. The next phase will automate the process to the maximum extent that the system will allow.
- Approximately 243 remote user accounts were set up using the online form provided for Distance Education students to apply for library barcodes.

II. Statistical Data

- The number of visits to Lied Library was up by 5% this past year. While the total number of books checked out remained about the same, the number checked out through the Self Checks increased again, this year by 10%. It appears that each year, more library users are becoming aware of the Self Checks, and using them.
- Total renewals rose only slightly (2%), but there was a 9% increase in the number of books renewed online.
- In-house use of the main stacks increased by 20%. However, the number of LASR requests decreased by 5%.
- There was a 29% decrease in the number of new books shelved, a reflection of fewer volumes purchased than in previous years.
- Physical reserve checkout dropped from 10,463 to 5,400 (48%), which was expected, since anything that can be scanned is now put on electronic reserve. The number of "hits" recorded for use of electronic reserves July 2003-June 2004 increased 39% over last year's count, which was begun in August of 2002 (August 2002-July 2003).
- Patron assistance at the circulation desk decreased 20%. Patron assistance for physical reserves decreased by 62%.
- Both the number of books paged from UNLV by CCSN, and from CCSN by UNLV decreased by about 20%.
- We received $3,731.14 from our collection agency, which is a 5% increase from last year’s $3,559.57.
Instruction Department
Diane VanderPol
Head Instructional Services Librarian

I. Accomplishments, Activities and Highlights

Libraries Strategic Goal 3, Initiate strategic collaboration efforts and programming to ensure that UNLV graduates information literate students. Department Goal Objective, Continue to provide the most appropriate and up to date instruction in research and information literacy skills.
- Consistently offered course-related instruction, orientation programming both in and out of the Library, and scheduled drop-in sessions, tours and more (see also Statistical Data section).
- Offered a faculty seminar series in both fall and spring semesters designed to encourage faculty to think about the development of their students’ information and research skills and also about their own research needs.

Libraries Strategic Goal 2, Actively foster user-focused environments committed to identifying and delivering information resources and services that meet or exceed user expectations. Department Goal Objective, In order to promote the development of teaching skills for Libraries faculty and staff so that they might better serve users in the classroom environment, the department will propose a plan for regular developmental evaluation and will provide a series of opportunities for professional development in the area of teaching skills.
- As this project took shape, it became clear that the developmental activities should not be evaluative in nature so that experimentation and improvement could be encouraged in a non-threatening environment. Members of the department developed and deployed the Enhancement Project, an opportunity for structured peer-support at the class planning stage. The project included an introductory workshop led by Leora Baron of the Teaching Learning Center, individual participation by volunteer instructors, assessment forms, and a follow-up meeting of participants.

Libraries Strategic Goal #2, Actively foster user-focused environments committed to identifying and delivering information resources and services that meet or exceed user expectations. Department Goal Objective, The department will participate in the Association of Research Libraries (ARL) sponsored Project SAILS (a project for the standardized assessment of information literacy skills) to help determine a baseline information literacy competency level and to subsequently determine appropriate instructional services.
- The department administered the on-line Project SAILS test to 225 students during the spring semester. The department prevailed upon regular users of the Libraries’ instructional services in order to find sufficient students to participate. Results from the ARL organizers have only recently been returned. Overall results suggest that UNLV students are very similar to students across the nation in their abilities to score well on the standardized instrument. It remains unclear how the results of our participation will be used at an individual institution level. Project SAILS organizers are hopeful, however, that a standardized instrument to measure information literacy will be created from these efforts.
Libraries Strategic Goal 3, Initiate strategic collaboration efforts and programming to ensure that UNLV graduates information literate students. Department Goal Objective, The department will take advantage of the hardware and software in the new Multimedia Design Studio to create learning tools for library staff and subsequently for students and other members of the UNLV community.

- The department brought the Multimedia Design Studio into being and hired a student employee to help staff the studio for its first semester of operation. This student, in conjunction with Public Service Intern, Michael Yunkin, provided service to users with a variety of needs, primarily those connected to digital video manipulation. Additionally, Michael Yunkin and Diane VanderPol developed a short promotional video utilizing the hardware and software for the studio. Michael Yunkin also created a tutorial to introduce staff to one of the common processes available in the studio and the student employee created several handouts on a particular software featured in the studio.

II. Statistical Data

Combined totals for all types of programming offered by the Instruction Department including tours, both pre-scheduled and course-related class sessions, orientation sessions and sessions for faculty, students, staff, and members of the local community continue to grow steadily. In FY04 the department offered nearly 500 programs to over 10,000 people, approximately 20 more sessions with participation of more than 1,500 more people than FY03. Course-related sessions continue to make up 64-65% of our total offerings. The most significant growth area was the number of participants in the pre-scheduled sessions. Attendance at pre-scheduled sessions nearly doubled from the previous year. The department’s marketing of pre-scheduled classes to teaching faculty as a potential source for extra credit points for students may be the cause of the increase. Tours and brief sessions the department provides to non-affiliated groups such as CCSN students, Elderhostel participants, high school students, and others more than doubled in FY04. Increases in other services offered by the Instruction Department were generally steady.

Media and Computer Services Department
(formerly Media Resources)
Jennifer Church
Head, Media and Computer Services

I. Accomplishments, Activities and Highlights

During FY04 fiscal year, the Media and Computer Services Department embarked on multiple projects.

- Began systematically replacing frequently used items in 3/4" format, due to a shortage of players across campus, with VHS or DVD and investigating the cost and copyright implications of transferring those items unavailable for purchase in a more usable format.
- Began preparations to move little used laser discs and albums to Lied Automated Storage and Retrieval (LASR) and to replace frequently used laser discs.
- Testing new images for desktop and laptop implementation.
- Initiated project to identify all hot ports within Lied Library.
• Participated in providing computer training opportunities for Research and Information Department staff.

Strategic Goal 1, Increasingly provide access to digital collections and services to support instruction, research, and outreach, while improving access to the UNLV Libraries' print and media collections.
• Work on the Safari/Classroom Building Complex project continues. Progress is slow.
• Explored options to make Media Subject Guides available on the Web and began providing content to the Web and Digitization Services Department for inclusion in a searchable database.

Strategic Goal 2, Actively foster user-focused environments committed to identifying and delivering information resources and services that meet or exceed user expectations.
Implementation Strategy 2.1, Library groups will develop assessment tools for determining user needs and expectations as they relate to services and facilities. Implementation Strategy 2.2, Each department will evaluate and respond to identified user needs and expectations.
• Continued to conduct laptop checkout satisfaction surveys. These surveys showed an overall high level of satisfaction with the program. There were a few concerns about availability during peak times (all laptops checked out at once) and the check-in/check-out procedure was perceived by some as a bit cumbersome.
• Conducted several computer workshops for Research and Information staff, including basic help with WebCT and dealing with common computer problems.

II. Statistical Data

Computer Help Desk: Total patron contacts for the fiscal year increased approximately 3%. This represents a slower level of growth than in


, what would be her opportunity cost?
   A. Bike
   B. Gameboy
   C. Doll
   D. Clothes

**Correct answer:** A. Bike

*Constructed response (Handout 2)*

**Prompt:** The 21 students in Mrs. Smith’s first grade class voted for which animal to have as a class pet. The results are in the graph below.

![Graph showing animal preferences]

What was the opportunity cost of their choice? Explain your answer.

**Sample Response:**
The opportunity cost was the bird. The bird, which was their second favorite. They had to give up the bird.

**Rubric:**
2= The response states the opportunity cost and gives a relevant explanation.
1= The response states the opportunity cost, but provides an inaccurate, irrelevant or no explanation.
0= No response.

**Objective(s):**
Students will be able to:
   • explain that choices must be made when wants exceed available resources;
   • define the opportunity cost as the second choice of a decision;
   • make decisions and explain the reasons for their choices; and
   • state the opportunity cost of a decision.

**Prior Knowledge and Skills:**
Students should be familiar with the following economic terms:

- **want** – an expressed desire satisfied by a good or service
- **choice** - something chosen; a preference

**Time to Complete:** 2 sessions, approximately 30-45 minutes each

**Materials/resources needed:**
- Book -- *How Much Is That Doggie in the Window?* as retold by Iza Trapani
- Transparency money or play money -- $11.50 in dollar bills and coins
- Visual 1 -- Graphic organizer (could also be reproduced as a poster)
- Visual 2 -- Caught Being Good, constructed response (whole group)
- Transparency marker
- Handout 1 -- multiple choice assessment (one per pair of students)
- Handout 2 -- constructed response assessment (one per student)
- Definition cards (included with lesson)

**Procedure:**

1. Ask the students:
   - Have you ever wanted something very badly?
   - What did you want?
   - Did you have enough money to buy the item?

2. Explain that the little boy in this story finds something that he really wants, but he doesn’t have enough money to buy it.

3. Show the cover. Share the title and author information.

4. Based on the title, have the children predict what the boy wants. *(doggie)*

5. Begin reading the story aloud and displaying the pictures. Pause when the shopkeeper tells the little boy that he doesn’t have enough money. Ask:
   a. How much does the puppy cost? *(*$60, or $55 after the owner offered to take $5 off the asking price.*)*
   b. How much money does the boy have? *(*$11.50)*
   c. What are the boy’s choices? *(choose something else, save his money, ask his parents to buy the doggie for him)*
   d. Why does he have to make a choice? *(He doesn’t have enough money to buy the doggie.)*

6. Read the next text page of the story. Explain that since the boy does not have enough money to buy the doggie, the shopkeeper suggests some alternatives. Ask: What is an alternative? *(Answers will vary; alternatives are the different possibilities you can choose from in a situation.)* Display the Alternatives definition card.
7. Ask: What are the alternatives the shopkeeper suggests? *(hamster, gerbil, mice, lizard, snake)* Why does he suggest those animals? *(They cost less than the doggie and the boy had enough money to buy one of those.)* What choice would you make if you were in this situation? *(Answers will vary.)*

8. Read the next 2 text pages (stop after the lemonade stand). Ask: How is the boy planning to earn money? *(selling lemonade)* Is he successful? *(No)* Why not? *(It rained, so no one bought a drink.)*

9. Read the next 2 text pages (stop after the boy’s decision to buy frozen yogurt for his sister). Display Visual 1. Ask: What is the boy’s goal? *(to buy the doggie)* Write “doggie” in the Goal box.

10. After the boy’s sister hurts herself the boy has a choice to make. Ask: What does he choose to buy with his money? *(frozen yogurt for his sister)* Under Choice #1, write “yogurt” in the top box.

11. Ask: By buying the yogurt, what does he give up? *(saving money to buy the doggie)* Explain: The choice he gave up is called **opportunity cost**. Explain that opportunity cost is the alternative that is given up when a choice is made; a person’s second choice.) Display the *Opportunity cost* definition card. On the transparency, write “saving for the doggie” in the second box under Choice #1.

12. Ask again: When he has a choice between yogurt and saving to buy the doggie, what choice does he make? *(buying frozen yogurt)* Circle “yogurt” on the transparency. Ask: What was his opportunity cost? *(saving his money to buy the doggie)* Cross out “saving for the doggie” on the transparency.

13. Explain: The word **costs** means the bad things about a choice. Display the Costs definition card. Ask: What is the cost of the boy’s choice? *(The boy has less money and is farther away from his goal of buying the doggie.)* Explain: The word **benefits** means the good things about a choice. Display the Benefits definition card. Ask: What are some benefits of the boy’s choice? *(He makes his sister feel better, and he has a good feeling inside.)*

14. Say: Let’s pretend that the frozen yogurt costs $2.00. Display $11.50 of transparency money or hold up play money. Have a student remove $2.00 of the transparency (play) money, then have the students count the money that is left. *($9.50)*

15. Read the next page of text (about Mom). Recording the answers on Choice #2 on the transparency, ask:

   a. At this point in the story, what are the boy’s choices? *(whether to buy chocolate candy for Mom or save his money to buy the doggie)* Write chocolates and saving for the doggie on the transparency.
b. What choice does he make? (*chocolates*) Circle that choice on the transparency.
c. What is his opportunity cost? (*saving to buy the doggie*) Cross out that choice on the transparency.
d. Are there any benefits from his choice? (*Yes – he made Mom feel better, and he had a good feeling inside.*)

16. Say: Let’s pretend that the box of chocolates costs $6.00. Have a student remove $6.00 of the transparency (play) money, then have the students count the amount of money left. ($3.50)

17. Read the next page of text about Dad. Recording the answers on Choice #3 on the transparency, ask:

a. What are the boy’s choices? (*whether to buy tissues for Dad or save his money to buy the doggie*) Write tissues and saving for the doggie on the transparency.
b. What choice does he make? (*tissues*) Circle that choice on the transparency.
c. What was his opportunity cost? (*saving to buy the doggie*) Cross out that choice on the transparency.
d. Are there any benefits from his choice? (*Yes – he made Dad feel better, and he had a good feeling inside.*)

18. Say: Let’s pretend the box of tissues costs $3.00. Have a student remove $3.00 of the transparency (play) money, then have the students count the amount of money left. ($1.50)

19. Read the next page of text. Ask: How does the boy feel now? (*sad, disappointed*) Do you think that he is happy now with the choices he made along the way? (*Answers will vary.*) Ask students to predict how the story might end.

20. Read to the end of the story.

Closure:

1. Review the story by asking the following questions that incorporate the economics vocabulary:

   a. What did the boy want? (*the doggie in the window of the pet shop*)
   b. When the boy could not afford the doggie, what alternatives did the shop keeper suggest? (*animals that he could afford*)
   c. What choices did the boy make? (*He chose to buy yogurt, chocolate, and tissues.*)
   d. What were the benefits of those choices? (*He felt good because he helped others, and others recognized his kind acts.*)
   e. What was the opportunity cost for each of these choices? (*saving money for the doggie*)
2. Pose the following situation. Students in a scout troop must decide between a trip to the train museum or a trip to the aquarium. The troop votes to go to the aquarium. Ask students what is the opportunity cost of going to the aquarium. (going to the train museum)

3. Review with the students that the boy in the story really wanted something. Because of limited resources, he had to make choices and incur the costs and benefits of those choices. Explain that sometimes we have a choice of more than two alternatives. Also, we often make a choice as part of a group, which means we don’t always get our personal choice.

4. Display Transparency 2


 of brand associations, is perceived quality. This is explained as not the actual quality of a certain brand's product, but the consumers' perception of the quality. The fourth and final dimension of consumer-based brand equity, which is also described as the major component, is brand loyalty. Brand loyalty is shortly described as "the attachment that a consumer has to a brand." (Pappu, 2005, p. 145; Aaker, 1991, p. 39). He goes on further to emphasize that brand loyalty is the major component of consumer-based brand equity. When explaining the relationships between the four dimensions, mentioned above, Pappu (2005) proposes that consumers' perception of quality is associated with brand loyalty. The more brand loyal the consumer is, the more likely it is perceived by the consumer that better quality is offered, vice versa. As, the more superior associations the consumer has for a brand, the more loyal, vice versa. Since brand loyalty is a major component of consumer-based equity, it is of interest to find other definitions and measurements of brand loyalty.

Assael (1994, pp.151-152) describes brand loyalty as a “favorable attitude toward a brand resulting in consistent purchase of the brand over time.” It is stated by Assael that there are two main approaches to brand loyalty. The behavioral approach in brand loyalty is defined by the sequence of purchase, for example, Assael mentions that according to Brown, if the same brand is purchased five times in a row (Assael, 1994; Brown, 1952). The other approach to brand loyalty is the cognitive approach, which includes both attitudinal and behavioral components in measuring brand loyalty.
Jensen and Hansen (2006) explain, in their empirical study on brand loyalty, that simply viewing the behavioral approach in determining brand loyalty is not comprehensive. From the attitudinal perspective, it is more likely that researchers will be able to investigate the factors producing brand loyalty.

Assael (1994) then draws the connection between brand loyalty and product involvement. He explains that a habit of buying a certain brand is not necessarily brand loyalty. Only when comes to a high involvement situation can a purchase be considered brand loyalty. If the decision is made out of habit and where the consumer has little involvement it is signified by inertia (see figure 2, "Four types of consumer behavior").

### 3.5 Consumer involvement

Consumer involvement has been viewed both in terms of product meaning and in terms of consumer-product relationships. For example, involvement has been equated with the importance of the purchase, and has also been used in different involvement profiles based on meaning, value, and the nature of relationships between consumers and product categories. Furthermore, involvement has been defined as a relation between consumer and product, and found to be the relational variable most predictive of purchase behavior (Martin, 1998).

Quester and Lim (2003) also separate involvement into product involvement and purchase involvement, where product involvement is found to be the more permanent (enduring) and consumer-based concept. Quester and Lim (2003) argue that a consumer may be highly involved in a purchase situation without really being involved with, or interested in, the product category or brand that they are purchasing. They also highlight that, in contrast, a consumer may have very low purchase situation involvement due to high product involvement (tied with, for example, brand loyalty). Many researchers have tried to measure product involvement in an "either high or low" manner, despite the risk of oversimplifying complex cause and effects. Furthermore, one should keep in mind that it is not the products themselves that are (or are not) involving; it is the consumer that chooses
to be involved, meaning that product involvement is a consumer response to a given product, not a product’s inherent attributes (Quester and Lim, 2003).

Assael (1994) proposes the above matrix (Figure 2) as an explanatory division of consumer decision-making based on involvement and the degree to which a decision is necessary. The complex decision-making is the traditional view of decision-making (see figure 3, "a model of consumer involvement"), where it is assumed that consumers gather information and thoroughly evaluate it before they act. Brand loyalty, as described in chapter 3.4, is assumed to occur in habitual high involvement purchases.

The inertia (lower right-hand box) in the above matrix is signified by decisions made with little information processing, followed by an evaluation of the brand after the purchase. This is comparable to a consumer who is unwilling to make a
decision, and as long as repeated purchases of the same brand reach a minimum level of satisfaction, the consumer is unlikely to change behavior. Studies have shown that the best way to succeed with products in this part of the matrix is through creation of brand awareness (best accomplished by repeat advertising) to change consumers' beliefs, since beliefs is the primary variable on which consumers act in this part of the matrix (Assael, 1994).

Limited decision-making, making a consumer switch from the previously described inertia, can occur, for example, if a new product is introduced or if the consumer starts seeking variety. However, one should keep in mind that this is based on passive learning, since no active search for information, or brand evaluation, occurs. Generally, the products in this part of the matrix are considered negligible or mundane by consumers (Assael, 1994).

There are, however, ways to look at what makes products important to consumers. Assael (1994) suggests the following conditions for product involvement:

- The product is important to the consumer (tied to consumers' self-image).
- The product (or product category) interests the consumer.
- The product comes with certain risks; for example, there is the technological risk in buying a high-tech product (buying more functions/technology than you will ever know how to use).
- The product has emotional appeal to the consumer.
- The product is associated with a certain group (status).

The above conditions are closely related to what Kapferer and Laurent (1985a; 1985b) list as their conditions for consumer involvement in general:

- Perceived importance of (or personal interest in) the product.
- Perceived risk associated with the purchase:
  - Perceived importance of negative consequences in case of poor purchasing decision.
  - Perceived probability of making such a decision.
Symbolic value of the product, the purchase or the consumption of the product ("self-expressing" or associated value attributed by the consumer).

Hedonic value of the product; for example the product's ability to provide pleasure and the emotional appeal of the product.

The main difference between these two types of conditions is the latter one's addition of situational risk, meaning that the risks and probability of making a bad choice has been taken into account.

Assael (1994) suggests the following model (Figure 3) as a description of what leads to complex decision-making:

![Figure 3. A model of consumer involvement (Adapted from: Assael, 1994, p. 76)](image)

As shown in the model, there has to be a need for a higher level of information processing before a complex decision can or will be made. However, as previously mentioned, some purchases are made without the need for a higher level of information processing; namely, habitual or uninformed purchases made without any real consideration, or without regard to risks (Assael, 1994).
Several ways to try to measure involvement have been developed over the years; various scales have succeeded or supplemented each other, and one widely used scale is a uni-dimensional generic scale initially developed by Zaichkowsky in 1985 (Martin, 1998).

The Personal Involvement Inventory is designed to measure a person’s involvement with products, advertisements or purchase decisions (Zaichkowsky, 1985). It originally consisted of 20 items, but was later revised and narrowed down to 10 items by the original author (Martin, 1998; Zaichkowsky, 1994). However, this way of measuring includes other factors than just the consumer involvement, which is the focus of this dissertation.

Kapferer and Laurent (1985b) also developed a recurrent means to measure consumer involvement (Quester and Lim, 2003), briefly mentioned above. It is centered on the same four conditions listed above (perceived importance, perceived risk, symbolic value and hedonic value), and is measured in accordance with their article "Measuring Consumer Involvement Profiles".

3.6 Research model
The above literature review provides a brief summary of what occurs within the consumers’ mind during a purchase decision-making process. We have chosen to emphasize on the concept of the consumers' level of involvement. Furthermore, it highlights the relationship between involvement and consumer-based brand equity. It is in our interest to explore the nature of this relationship, by conducting an attitudinal empirical investigation, and find implications on how much consumer-based brand equity affects involvement in product categories of different involvement levels.

Similar research of the complex relationship between involvement and different aspects of brands has already been conducted. Quester and Lim (2003) states that more research needs to be done in examining the link between product involvement and brand loyalty. Their research even lends support from previous
findings that a relationship exists (Quester, 2003; LeClerc and Little, 1997, and Iwasaki and Havitz, 1998). We thereby believe that there is no question whether there is an existing relationship or not. The previous research of Quester and


FA development.

• Gathering allies and creating alliances for program growth and expansion.<|endoftext|>Wupatki Outing with Mr. Oelerich and Ms. Hillyard’s 4th Grade Classes by Sabrina Carlson

On April 27, 2016, I had the privilege of presenting to the 56 students of Mr. Oelerich and Ms. Hillyard’s classes at Puente de Hozho Elementary School on Leave No Trace Ethics, outing expectations, and the Hug-A-Tree curriculum. We had a discussion about what trash really is (yes, your apple core is trash), and what a special treasure places like Wupatki National Monument is for our country. The students were empowered with the knowledge of what to do if they ever get lost in the woods, and they all agreed that staying in one place would be the best plan, even if it might feel scary at times. Many students had concerns and questions about how to know if someone looking for them was Search and Rescue or a stranger. It comforted them to know that Search and Rescue volunteers will always have a radio and identification. When our presentation was finished, each of the students received a basic survival kit to always keep with them when adventuring in the outdoors. The kit contained a poncho, emergency blanket, glow sticks, signal mirror, and whistle. While I hope none of those young people ever need it, I’m thrilled to know that these students now have the knowledge to keep themselves safe if they are ever separated from their families while outdoors.

On May 4, we took our newly found outdoor confidence to Wupatki National Monument to learn about the history and culture of the ancient people who once lived there.

When the class arrived at Wupatki we divided everyone into two groups to start the activities. We discussed the concept of “fundamental human needs,” which is the common ground that all cultures throughout history have shared. Material needs like food, shelter, and defense; and non-material needs like love, art, beauty, and a belief system were all examples of this idea. As the students toured the ruins, we looked for evidence of human survival and to see if we could recognize these needs. We wondered if the one petroglyph of a snake was communication, art, or part of their belief system. We took note of the metates used for grinding corn and other plants. We learned the pueblo had no doors on the first two stories in order make the houses safe and better for defense. Figuring out a way to direct fire smoke out of the lower rooms sideways made us realize they had seriously advanced engineering skills!
We also walked in to the community room to imagine what a ceremony might have been like in such a live sounding room. We tried sampling the acoustics and were amazed at how far a whisper can carry in a well-designed space!

Richard May then led the activity at the ball court. He taught the students about the importance of ball courts throughout villages all over the southwest and what a huge distance there is between Wupatki (the northernmost example of these ceremonial courts) and Chichen Itza (the southernmost). The students were amazed to learn that the quetzal feathers and seashells found at Wupatki were evidence that trade took place between the two separate groups. He also explained how even today, playing games with people from other cultures helps break language barriers and has the ability to create friends anywhere you go. After the short lesson, the students had the chance to play a ball and stick game similar to what children at Wupatki might have played 900 years ago.

Before leaving, we made a quick stop at the blowhole. A fascinating geological feature where an opening to an underground cave will either suck air in or blow air out, depending on the temperature differential between the cave and the outdoor air. Archeologists think this opening might have had supernatural and religious significance to the residents of this home site. One parent that came along for the outing was a Hopi native who grew up on the Hopi Mesa. Describing different ball games he played, he confirmed that the games he learned were definitely significant, and that his relatives taught the children that the blowhole was the opening to the world where Spider Woman lived. She is the creative force of the whole world, and must be respected and never offended. It was a glorious day and we were all very excited to learn some new things!

This Seeds of Stewardship outing made possible by grants from:

Thanks to Peace Surplus for donating a portion of the survival kits for all the 4th graders in Flagstaff!<|endoftext|>3.0.5 Adjunct Faculty

Adjunct faculty are employed to teach less than a normal faculty load or to teach less than a full session on a semester by semester or summer term basis. The adjunct faculty contract contains no guarantee of continued employment.

3.0.6 Classified Employees

Classified employees are employees who occupy positions that are listed in the Commonwealth’s Compensation Plan, and who are covered by the Virginia Personnel Act as found in Chapter 10, Title 2.1 of the Code of Virginia, once they have completed the probationary period.

3.0.7 Wage Employees

Wage employees are employees not covered by the Virginia Personnel Act (also referred to as hourly, P-14, or WE-14 employees) who are non-exempt for purpose of overtime compensation, and who are used to supplement the workforce during seasonal or temporary workloads, to provide interim replacements, or to perform short-term projects, or other jobs that do not require full-time classified employees. Wage employees are limited to working 1500 hours per agency per year.

3.1 Academic Rank and Administrative Titles

3.1.0 Academic Rank

The titles authorized for the four standard levels of faculty rank are Professor, Associate Professor, Assistant Professor, and Instructor. The qualifications for these are on the VCCS-29.

3.1.1 Special Rank

a. Assistant Instructor may be used for individuals, appointed on a temporary or emergency basis for one year, meeting most of the minimum requirements for the instructor rank and who show evidence of being able to complete such requirements within one year. A one-year renewal may be requested by a college administrator for a person who is actively pursuing completion of the necessary requirements.

b. Lecturer may be used when qualifications make it more appropriate than other titles. It may also be used for grant funded positions if VCCS-29 qualifications do not apply.

3.1.2 Emeritus: The Emeritus/Emerita title is honorific and is intended to acknowledge outstanding service to the Virginia Community College System. It does not represent any entitlement to authority, rights, privileges or resources.

a. President Emeritus.

1. Eligibility: Candidates for emeritus status must have provided ten or more years of outstanding, distinguished, and honorable service to the VCCS in positions of substantial leadership to include the role of president.<|endoftext|>**BIRD GIFTS**
Introduce “Will U B Mine?” pages 5–10, by pointing out that gift-giving is a big part of Valentine’s Day. Ask students:

- What are some gifts that people give each other to say, “Be my valentine?”
- Would those be good gifts for a male bird to give a female bird? What might make better gifts?

Invite children to learn more about ‘good’ bird gifts by reading the article. Afterward, have the class describe some of these gifts. Then wrap up the lesson by asking:

- How might gift-gifting help a female bird select a mate?

**YEAR OF THE RAT**
The year 2020 is the “Year of the Rat.” Ask students if they know why. (For nearly 5000 years, the Chinese culture has organized time in a cycle of 12 years. Each of the 12 years is represented by an animal that embodies unique qualities. 2020 is the Year of the Rat.)

Explain that people born in the Year of the Rat are believed to possess certain rat-like qualities. Ask students to guess what some of these qualities might be. List their suggestions on the board or chart paper.

After students have read “Oh, Rats!” pages 18–23, ask them to use what they have just learned about rats to improve their list of rat qualities. Then ask a student to look up the traditional description of this Chinese zodiac animal and read it aloud. Compare the official description with the class’s list. How closely do they match?

**ARCTIC EXPLORATIONS**
After reading “Arctic Outpost, pages 12–17, help students enhance their comprehension of the article by completing the Fill in the Details student page.

Then have students write their own Arctic adventures, using the following writing prompt:

- If you could visit the North Pole this year, what is the first thing you would like to do there?

Encourage children to illustrate their stories and enter the illustrations in Ranger Rick’s “On Top of the World!” contest. Thirty winners will have their artwork photographed at the North Pole! For contest details, see rangerrick.org/NorthPole.

**DOLPHIN ADVENTURES**
Have students read this month’s Ranger Rick Adventures called “Star Power,” pages 24–26. Then ask:

- Where do the Irrawaddy dolphins in the adventure live?
- Why are they in trouble?
- How can people help the dolphins?

Invite students to write a newspaper interview with an Irrawaddy river dolphin. Encourage them to use information from this month’s adventure story as well as from other sources. The interview questions listed in the Interview with a Dolphin student page can guide children through the process, or children can write their own questions for an Irrawaddy to answer.

**LEAP IT UP!**
The year 2020 is a leap year—the perfect time to celebrate


 cover current topics of research interest in electrical engineering. The course content may vary from semester to semester. Advanced Topics in Electrical Engineering: Advanced Topics in Communication Networks: Read More [+]
Rules & Requirements
Prerequisites: Consent of instructor
Repeat rules: Course may be repeated for credit without restriction.
Hours & Format
Fall and/or spring: 15 weeks - 1-3 hours of lecture per week
Additional Details
Subject/Course Level: Electrical Engineering/Graduate
Grading: Letter grade.
Advanced Topics in Electrical Engineering: Advanced Topics in Communication Networks: Read Less [-]

EL ENG 290P Advanced Topics in Electrical Engineering: Advanced Topics in Bioelectronics 1 - 3 Units
Terms offered: Spring 2019, Spring 2018, Fall 2017
The 290 courses cover current topics of research interest in electrical engineering. The course content may vary from semester to semester. Advanced Topics in Electrical Engineering: Advanced Topics in Bioelectronics: Read More [+]
Rules & Requirements
Prerequisites: Consent of instructor
Repeat rules: Course may be repeated for credit without restriction.
Hours & Format
Fall and/or spring: 15 weeks - 1-3 hours of lecture per week
Additional Details
Subject/Course Level: Electrical Engineering/Graduate
Grading: Letter grade.
Advanced Topics in Electrical Engineering: Advanced Topics in Bioelectronics: Read Less [-]

EL ENG 290S Advanced Topics in Electrical Engineering: Advanced Topics in Communications and Information Theory 1 - 3 Units
Terms offered: Fall 2018, Fall 2016, Fall 2009
The 290 courses cover current topics of research interest in electrical engineering. The course content may vary from semester to semester. Advanced Topics in Electrical Engineering: Advanced Topics in Communications and Information Theory: Read More [+]
Rules & Requirements
Prerequisites: Consent of instructor
Repeat rules: Course may be repeated for credit without restriction.
Hours & Format
Fall and/or spring: 15 weeks - 1-3 hours of lecture per week
Additional Details
Subject/Course Level: Electrical Engineering/Graduate
Grading: Letter grade.
Advanced Topics in Electrical Engineering: Advanced Topics in Communications and Information Theory: Read Less [-]
EL ENG 290T Advanced Topics in Electrical Engineering: Advanced Topics in Signal Processing 1 - 3 Units
Terms offered: Fall 2018, Fall 2017, Fall 2016
The 290 courses cover current topics of research interest in electrical engineering. The course content may vary from semester to semester.
Advanced Topics in Electrical Engineering: Advanced Topics in Signal Processing: Read More [+]
Rules & Requirements
Prerequisites: Consent of instructor
Repeat rules: Course may be repeated for credit without restriction.
Hours & Format
Fall and/or spring: 15 weeks - 1-3 hours of lecture per week
Additional Details
Subject/Course Level: Electrical Engineering/Graduate
Grading: Letter grade.
Advanced Topics in Electrical Engineering: Advanced Topics in Signal Processing: Read Less [-]

EL ENG 290Y Advanced Topics in Electrical Engineering: Organic Materials in Electronics 3 Units
Terms offered: Spring 2014, Spring 2013, Fall 2009
Organic materials are seeing increasing application in electronics applications. This course will provide an overview of the properties of the major classes of organic materials with relevance to electronics. Students will study the technology, physics, and chemistry of their use in the three most rapidly growing major applications--energy conversion/generation devices (fuel cells and photovoltaics), organic light-emitting diodes, and organic transistors.
Advanced Topics in Electrical Engineering: Organic Materials in Electronics: Read More [+]
Rules & Requirements
Prerequisites: EL ENG 130; and undergraduate general chemistry
Repeat rules: Course may be repeated for credit without restriction.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture per week
Additional Details
Subject/Course Level: Electrical Engineering/Graduate
Grading: Letter grade.
Advanced Topics in Electrical Engineering: Organic Materials in Electronics: Read Less [-]

EL ENG W290C Advanced Topics in Circuit Design 3 Units
Terms offered: Prior to 2007
Seminar-style course presenting an in-depth perspective on one specific domain of integrated circuit design. Most often, this will address an application space that has become particularly relevant in recent times. Examples are serial links, ultra low-power design, wireless transceiver design, etc.
Advanced Topics in Circuit Design: Read More [+]
Rules & Requirements
Prerequisites: MAS-IC students only
Credit Restrictions: Students will receive no credit for W290C after taking 290C.
Repeat rules: Course may be repeated for credit without restriction.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of web-based lecture per week
Summer: 10 weeks - 4.5 hours of web-based lecture per week
Online: This is an online course.
Additional Details
Subject/Course Level: Electrical Engineering/Graduate
Grading: Letter grade.
Advanced Topics in Circuit Design: Read Less [-]

EL ENG C291 Control and Optimization of Distributed Parameters Systems 3 Units
Terms offered: Fall 2017, Spring 2016, Spring 2015, Spring 2014
Control and Optimization of Distributed Parameters Systems: Read More [+]
Rules & Requirements
Prerequisites: ENGIN 7 and MATH 54; or consent of instructor
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture per week
Additional Details
Subject/Course Level: Electrical Engineering/Graduate
Grading: Letter grade.
Also listed as: CIV ENG C291F/MEC ENG C236
Control and Optimization of Distributed Parameters Systems: Read Less [-]
EL ENG C291E Hybrid Systems and Intelligent Control 3 Units
Terms offered: Spring 2021, Spring 2020, Spring 2018
Hybrid Systems and Intelligent Control: Read More [+]

Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture per week

Additional Details
Subject/Course Level: Electrical Engineering/Graduate
Grading: Letter grade.
Formerly known as: 291E
Also listed as: MEC ENG C290S
Hybrid Systems and Intelligent Control: Read Less [-]

EL ENG 297 Field Studies in Electrical Engineering 12 Units
Terms offered: Summer 2018 8 Week Session, Fall 2011, Fall 2010
Supervised experience in off-campus companies relevant to specific aspects and applications of electrical engineering. Written report required at the end of the semester.
Field Studies in Electrical Engineering: Read More [+]

Rules & Requirements
Repeat rules: Course may be repeated for credit without restriction.

Hours & Format
Fall and/or spring: 15 weeks - 1-12 hours of independent study per week
Summer: 8 weeks - 1-12 hours of independent study per week

Additional Details
Subject/Course Level: Electrical Engineering/Graduate
Grading: Offered for satisfactory/unsatisfactory grade only.
Field Studies in Electrical Engineering: Read Less [-]

EL ENG 298 Group Studies, Seminars, or Group Research 1 - 4 Units
Terms offered: Spring 2022, Spring 2021, Spring 2020
Advanced study in various subjects through special seminars on topics to be selected each year, informal group studies of special problems, group participation in comprehensive design problems, or group research on complete problems for analysis and experimentation.
Group Studies, Seminars, or Group Research: Read More [+]

Rules & Requirements
Repeat rules: Course may be repeated for credit without restriction.

Hours & Format
Fall and/or spring: 15 weeks - 0 hours of lecture per week

Additional Details
Subject/Course Level: Electrical Engineering/Graduate
Grading: The grading option will be decided by the instructor when the class is offered.
Group Studies, Seminars, or Group Research: Read Less [-]

EL ENG 299 Individual Research 1 - 12 Units
Terms offered: Summer 2022 8 Week Session, Spring 2022, Fall 2021
Investigation of problems in electrical engineering.
Individual Research: Read More [+]

Rules & Requirements
Repeat rules: Course may be repeated for credit without restriction.

Hours & Format
Fall and/or spring: 15 weeks - 1-12 hours of independent study per week
Summer:
6 weeks - 2.5-30 hours of independent study per week
8 weeks - 1.5-22.5 hours of independent study per week

Additional Details
Subject/Course Level: Electrical Engineering/Graduate
Grading: Offered for satisfactory/unsatisfactory grade only.
Individual Research: Read Less [-]
EL ENG 375 Teaching Techniques for Electrical Engineering 2 Units
Terms offered: Spring 2022, Fall 2021, Spring 2021
Discussion of effective teaching techniques. Use of educational objectives, alternative forms of instruction, and proven techniques to enhance student learning. This course is intended to orient new student instructors to more effectively teach courses offered by the Department of Electrical Engineering and Computer Sciences at UC Berkeley.
Teaching Techniques for Electrical Engineering: Read More [+]

Rules & Requirements

Prerequisites: Teaching assistant or graduate student
Repeat rules: Course may be repeated for credit without restriction.

Hours & Format