Course Syllabus-Psy 230

<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0><tr> <td valign="top" colspan=2 height=140 BGCOLOR="#9966CC" TEXT="#080000" bgproperties="fixed" background="04100a20ezthtv.gif"> <div> <A HREF="index.htm" TARGET="_top" TITLE="Kings Psychology Network"><U><B>home</B></U></A><B>     |     </B><FONT SIZE="5" COLOR="#000099" FACE="Papyrus" ><I><B>King's Psychology Network</B></I></FONT></div> <div> <B>Course Syllabus-Psy 230</B>   |   <A HREF="id72.htm" TARGET="_top" TITLE="Course SyllabusPsy 231232 235"><U>Course Syllabus-Psy 231-232 & 235</U></A>   |   <A HREF="id265.htm" TARGET="_top" TITLE="Overview of Psy 230"><U>Overview of Psy 230</U></A>   |   <A HREF="id73.htm" TARGET="_top" TITLE="Overview of Psy 231 235"><U>Overview of Psy 231 &  235</U></A>   |   <A HREF="id74.htm" TARGET="_top" TITLE="Overview of Psy 232"><U>Overview of Psy 232</U></A>   |   <A HREF="id75.htm" TARGET="_top" TITLE="Psy 230231232 Forums Activities"><U>Psy 230-231-232 Forums & Activities</U></A></div> <div> <B>Course Syllabus-Psy 230</B></div> <DIV ALIGN="LEFT"></DIV> <div> </div> </td> </tr><tr> <td valign="top" width=210 BGCOLOR="#CCFF66" TEXT="#080000"> <div> <IMG SRC="9e9b4820.jpg" border=0 width="180" height="130" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <div> <I><B>Goals and Objectives</B></I></div> <div> <I><B>Policies, Procedures and Course Requirements</B></I></div> <div> <I><B>Papers and Projects</B></I></div> <div> <I><B>Fieldwork & Service Learning</B></I></div> <div> <I><B>Grading Criteria</B></I></div> <div> <I><B>Student Forums</B></I></div> <div> <I><B>Formal Debate</B></I></div> <div> <I><B>Other Requirements</B></I></div> <div> <I><B>Required Texts</B></I></div> <bR> <div> <A HREF="id264_m.htm#download_course_complete_syllabus_below" TARGET="TRLX_Middle" TITLE="Course SyllabusPsy 230"><U>Download Course Syllabus</U></A></div> <div> <A HREF="id264_m.htm#download_class_schedule" TARGET="TRLX_Middle" TITLE="Course SyllabusPsy 230"><U>Download Class Schedule</U></A></div> <div> <A HREF="id264_m.htm#download_first_day_activities" TARGET="TRLX_Middle" TITLE="Course SyllabusPsy 230"><U>Download First Day Activities</U></A></div> </td> <td valign="top" height=340 BGCOLOR="#CCFF66" TEXT="#080000"> <div> <I><B>COURSE SYLLABUS</B></I></div> <div> <I><B>PSYCHOLOGY 230 </B></I></div> <div> <I><B> DEVELOPMENTAL PSYCHOLOGY</B></I></div> <bR> <bR> <div> <B>Required Texts</B></div> <bR> <div> Berger, Kathleen. (2008). <B>The developing person through the life span. </B>New York: Worth Publishers.</div> <bR> <div> <I><B>Required: E-book &  Access Card to the Development Portal. </B></I></div> <bR> <div> <I>You can also purchase a hard copy of the textbook with the portal access card..  You may purchase the</I><I><B> Psychology Portal </B></I></div> <div> <I>without the textbook, which entitles you to the Online E-book and all Online Resources (**Recommended)</I></div> <div> <I>Purchase access card  at the  Campus bookstore or online at: </I><A HREF="http://courses.bfwpub.com/bergerls7e" TARGET="_top" TITLE="http://courses.bfwpub.com/bergerls7e"><U>http://courses.bfwpub.com/bergerls7e</U></A></div> <bR> <div> <B>Required Supplementary Texts</B></div> <bR> <div> Brown, B., Larson, R. & T.S. Saraswathi. (2002). <B>The world’s youth: Adolescence in eight regions of the globe. </B>Cambridge: </div> <div> <FONT SIZE="1" COLOR="#6600CC" FACE="Arial Unicode MS" >Cambridge University Press. </FONT>(Purchase from <A HREF="http://www.amazon.com.)" TARGET="_top" TITLE="http://www.amazon.com.)"><U><U>www.amazon.com.</U></U></A>)</div> <bR> <div> Coles, Robert. (1997).  <B>The moral intelligence of children: How to raise a moral child. </B>New York: Random House.</div> <bR> <div> King, Rosalyn (2008). <B>Enriching the lives of children</B>: <B>Creating meaningful and novel stimulus experiences to promote</B></div> <div> <B> cognitive, moral and emotional development. </B> Cambridge, England: Cambridge Scholars Publishing.</div> <bR> <div> (Order online at: <A HREF="http://www.c-c-p.org" TARGET="_top" TITLE="http://www.c-c-p.org"><U><U>www.c-s-p.org</U></U></A> or <A HREF="http://www.amazon.com" TARGET="_top" TITLE="http://www.amazon.com"><U><U>www.amazon.com</U></U></A>). </div> <div> Both of these sites can be accessed on the course website, click on New Book from the homepage.</div> <bR> <div> <B>Recommended Supplementary Texts</B></div> <bR> <div> American Psychological Association. <B>(2005). Concise Rules of APA Style.</B>  Wash. DC: APA.</div> <div> *Straub, Richard O.  (2008).  <B>Study guide. </B>New York: Worth Publishers..</div> <div> *Freiberg, Karen L. (Editor).  <B>Annual editions: Human development  10/11</B>  Connecticut: </div> <div> Dushkin/McGraw-Hill, 2009.  (*Recommended)</div> <bR> <div> <B>Textbook Companion Web site: </B><A HREF="http://www.worthpublishers.com/berger" TARGET="_top" TITLE="http://www.worthpublishers.com/berger"><U><B><U>www.worthpublishers.com/berger</U></B></U></A></div> <bR> <div> <B>Also available as an e-text:  </B><A HREF="http://courses.bfwpub.com/bergerls7e.php" TARGET="_top" TITLE="http://courses.bfwpub.com/bergerls7e.php"><U><B>http://courses.bfwpub.com/bergerls7e.php</B></U></A></div> <div> Purchase the e-text online above.</div> <bR> <div> <B>COURSE DESCRIPTION AND OBJECTIVES</B></div> <bR> <div> The development of the individual is an exciting process beginning with the rapid metamorphoses of cells at </div> <div> conception and continuing through intricate changes of growth and aging. The study of development is also intriguing </div> <div> because each of us, and everyone we care about, is constantly developing.  Therefore, this course embraces </div> <div> both scientific discoveries and personal insights.</div> <bR> <div> The field of lifespan developmental psychology represents a relatively new approach to a longstanding interest in how</div> <div>  people change with age.  This course will examine the pertinent theories about development and discuss the findings</div> <div>  from research, which reveal solutions, approaches, experimental and clinical evidence from measurement and testing. </div> <bR> <div> This course is designed for you to learn about the best that the field has to offer regarding guidelines, approaches, </div> <div> interpretations and solutions relative to the development of human potential across each phase of the lifespan.  </div> <div> And, as a result, this course will contribute to your gaining new knowledge, understanding and the discovery of </div> <div> solutions to any current problems. Implications for application to everyday life will be drawn </div> <div> from the exploration of theories, research, and discussion. With this in mind, the following objectives are set for</div> <div> this course:</div> <bR> <div>              1.     <B><U>CURIOSITY:</U></B>  To develop and nurture a desire to learn more about development.  This curiosity should</div> <div>        be demonstrated through an enthusiasm for exploring information and knowledge set forth in the textbook</div> <div>        as well as discovering and examining supplementary reading material and research studies.</div> <bR> <div>               2.     <B><U>APPRECIATION:</U></B>  To appreciate the complexities and subtleties of change across the life span, </div> <div>         to appreciate individual differences.</div> <bR> <bR> <div>               3.    <B><U>KNOWLEDGE:</U></B> To become knowledgeable of the current research findings and guidelines about human </div> <div>                       development which contributes to empowerment and individual growth and </div> <div>                       development.</div> <bR> <div> 4.     <B><U>UNDERSTANDING:</U></B>  To learn the basic theories, concepts, principles, approaches and recommended </div> <div>         strategies that comprise the body of knowledge about development.</div> <div> <B>     </B></div> <div> 5.<B>     </B><B><U>APPLICATION:</U></B>  To apply the knowledge gained to your professional and everyday life.</div> <bR> <div> 6.     <B><U>ENJOYMENT:</U></B>  To enjoy the process of dialogue, exploration, inquiry, and learning in this course.</div> <div>           </div> <bR> <div> This course covers both segments of Psychology 231 and 232 (Lifespan Developmental Science) in one semester</div> <div>  instead of two. Therefore, this will be an intense course as the pace will be rapid.</div> <bR> <div>  The course will focus on an overview and history of the field of developmental psychology, the critical questions </div> <div> and issues permeating the field, and the pertinent theories. It will provide an overview of development across the lifespan </div> <div> and include discussions of conception and prenatal development, infants and toddlers, early and middle childhood, </div> <div> adolescence, young and middle adulthood, and mature (or late) adulthood and the processes of aging.  In addition,</div> <div>  explorations will be made of the final transitional period of dying and death.</div> <bR> <div> <B>CLASS SCHEDULE</B></div> <bR> <div> Classes will meet at the regularly scheduled time. There will be 17 class sessions. A detailed class schedule is attached.</div> <bR> <div> <B>CLASS PREPARATION</B></div> <bR> <div> This course will use a combination of activities in the classroom including lecture, discussion, critiques of books</div> <div> and periodicals, group work, cooperative and collaborative learning, public forums, formal debates, media </div> <div> presentations, etc.<B> </B>The time constraints on this course are such that your professor may not be able to lecture on</div> <div>  all aspects of your readings.<B><U>You will be held responsible for all material assigned in your text or</U></B></div> <div> <B><U>supplementary readings.</U></B></div> <bR> <div> Students are expected to read the assigned chapter(s) and any assigned readings before class and come to</div> <div> class prepared to participate.  Individual students or groups of students may be asked to make special presentations</div> <div>  in class periodically.  </div> <bR> <div> <B>EXAMINATIONS</B></div> <bR> <div> There will be a total of 3 examinations.  You will be required to complete one written essay examination, one </div> <div> oral examination critiquing and reporting on chapters from 2 books; and one total class project.</div> <bR> <div> The written exams will be due one week from the date of distribution or on the due date posted in your class schedule.</div> <div> All exams must be submitted typewritten.  No handwritten responses will be accepted. References should also be</div> <div>  included with your exam and the honor code statement.</div> <bR> <div> No make-up exams will be given unless there is an extreme emergency.  You should provide written verification </div> <div> of the emergency to your professor to reschedule an exam.  The exam has to be taken within the next week </div> <div> of the date missed.  </div> <bR> <div> <B>Exam #3 will be in the form of a total class project. </B>Students are also encouraged to propose a joint </div> <div> class project on some aspect of development that can be conducted for the public and community in lieu of</div> <div>  exam #3.<B> A student or group of students can volunteer to coordinate this final project.</B></div> <bR> <div> <I>Exam 1 will be posted on the course website and can be downloaded from there.</I><I><U> </U></I><I><B><U>Please allow 2-3 weeks</U></B></I></div> <div> <I><B><U> for the return of exams. </U></B></I></div> <bR> <div> You may substitute exam #1 with a creative portfolio or exhibit that demonstrates your learning in the areas </div> <div> assigned for examination.  You must get prior permission from your professor to substitute a portfolio for an exam. </div> <div> This replacement assignment must cover the chapters or areas to be covered during the examination period and </div> <div> adhere to the guidelines set forth for portfolio development.</div> <div>  <B>     </B></div> <div> <B><U>REQUIRED FINAL WRITTEN PAPER OR PROJECT</U></B></div> <bR> <div> You have an option of choices for a final paper or project.  Whatever option you choose, you must present</div> <div> a summary discussion in one of the 3 forums to be held during the semester. An overview of each type of assignment</div> <div> is described below.</div> <bR> <div> <B>     </B><I><B>Research Paper</B></I></div> <bR> <div> You will be required to develop a theoretically oriented research paper.  This paper can also include an applied </div> <div> side; that is, you may incorporate some action-oriented research, observation or field work into the research analysis. </div> <div> The area of focus for your paper should be on one of the phases of development being covered during the semester</div> <div> (e.g. prenatal development, infancy, toddlerhood, childhood, etc.).  Ideally, it should be on the area of development that</div> <div>  you are most interested in or have plans to pursue in your professional career or that you want to know more about as a </div> <div> parent. You should take this paper very seriously, and should begin to think about it early in the semester.  You will be</div> <div>  required to develop an outline of your paper and submit it for approval by your professor.  You should also be prepared </div> <div> to discuss your thinking relative to this paper with your professor.  Make an appointment to meet with me. A good time </div> <div> will be during the development of your initial outline prior to its submission.<B> Please do not attempt to discuss your </B></div> <div> <B>paper or plans with me during class time or during the break.  I will not remember the details, nor am I </B></div> <div> <B>focused clearly on your needs at that time. My energies during class time are on delivering instruction. </B></div> <div> <B> Make a separate appointment to talk to me during office hours.</B></div> <div>      </div> <div>      <I><B>Projects</B></I></div> <bR> <div> Instead of a research paper, you  may develop a portfolio, photographic essay, video production or some other creative</div> <div>  project. Your project should be similar to the requirements for a research paper.  You can focus on a topic across all </div> <div> developmental periods covered during the semester or focus on one specific developmental period.</div> <bR> <div> <B>Portfolio development</B> will include a collection of articles and objects that are examples of concepts, theories, and</div> <div>  information learned during the semester.  The portfolio collection will illustrate what you have learned and how what you</div> <div>  include and discuss is connected to what you have learned.  The portfolio can include articles, editorials, photographs, </div> <div> video clips, interviews, exhibits, etc.  Each item, article or object included in your portfolio must have a reflective written </div> <div> narrative. The reflective narrative is a critical component of the portfolio. You also will be required to present your portfolios </div> <div> to the class during one of the open forums.  If you are interested in portfolio development, you should download the written </div> <div> guidelines from the course website and carefully review them. These guidelines outline the requirements and criteria for</div> <div>  portfolio development and how it will be graded.</div> <bR> <div> <B>Fieldwork </B>can include field observation in a school, classroom, or other educational or developmental setting such as</div> <div> a daycare center, nursery, preschool, kindergarten, alternative program, hospital, etc. You can also interview</div> <div> developmental psychologists, professionals or researchers.  If you are currently working in a developmental setting, </div> <div> you can use your setting for research. Your field experience must be prefaced with a review of the related literature.  This review will provide the background information necessary to prepare for the fieldwork and to develop your field research questions. Therefore, your background research should be conducted prior to your going into the field.  If you are interested in</div> <div> fieldwork, you should request written guidelines from your professor on preparing for fieldwork, including negotiating </div> <div> entry, observation methods, interview methods, field questions, preparing reports and how to exit the field site.</div> <bR> <div> <B>Service Learning </B>is an opportunity to do 8-16 hours of community service in a psychology-human development </div> <div> related setting.  Service learning programs involve students in organized community service that addresses local needs,</div> <div>  while at the same time you are developing your academic skills and sense of civic responsibility and commitment to </div> <div> the community.  You serve and learn.  In this regard, you will select an organization related to the areas of life span human development that we will be covering during the semester.  You are responsible for finding and negotiating entry into an </div> <div> organization for your service.  <B>The Loudoun County Office of Volunteer Services</B> can also help you.  They can </div> <div> provide you with a directory of volunteer opportunities.  You can contact them at <B>(703) 777-0113 </B>or locate their web</div> <div>  page at: <A HREF="http://www.state.va.us" TARGET="_top" TITLE="http://www.state.va.us"><U><U>www.state.va.us/Loudoun/C-volop</U></U></A>.  You also may contact the <B>Volunteer Services Office in Fairfax </B></div> <div> <B>County at (703) 246-3460. </B> </div> <bR> <div> You are required to write a description of your service or produce a photographic essay and journal; or, you can produce</div> <div>  a videotape of your service.  You also are required to discuss the significance of your service to your personal, </div> <div> professional and academic development.  Students must also address how the service is related to lifespan human</div> <div>  development content covered in class during the semester.  If you are interested in participating in service learning, </div> <div> <I><B>please download written guidelines from the course website.</B></I></div> <bR> <div> <B>STUDENT FORUMS</B></div> <bR> <div> Student forums will be held throughout the semester on the developmental periods covered.  Student  research papers</div> <div>  and projects will be presented at these forums.</div> <bR> <div> <B><IMG BORDER="0" SRC="Aria06c5009500c8cc006600.gif" HEIGHT="13" WIDTH="13" ALIGN="bottom" HSPACE="0" VSPACE="0">Forum 1 </B>will focus on heredity & environment, prenatal development, infants, toddlers and childhood.  </div> <div> <B><IMG BORDER="0" SRC="Aria06c5009500c8cc006600.gif" HEIGHT="13" WIDTH="13" ALIGN="bottom" HSPACE="0" VSPACE="0">Forum 2 </B>will  focus on adolescence,<FONT SIZE="3" COLOR="#6600CC" FACE="Arial Unicode MS" > </FONT>adulthood, mature adulthood & aging, dying and death. </div> <bR> <div> See dates of each forum in your class schedule. Any student  interested in any of these topics for research, must </div> <div> be prepared to present their research on the date of the forum. Students will be encouraged to divide themselves </div> <div> proportional to the class size between the 3 forums. The formal paper also should be ready to hand-in at the time of</div> <div>  the forum, but the instructor will allow you to submit a draft paper initially. The final paper must be submitted within</div> <div>  the next week after the forum.</div> <div>      </div> <div> Any topical subjects, such as domestic violence, rape, Alzheimer’s disease, etc. should be specific to a </div> <div> developmental period rather than a general paper.  If you are developing a portfolio that includes examples of</div> <div> objects from each aspect of the life span covered during the semester, you can present at the last forum or </div> <div> divide your presentation between both forums but hand in your final portfolio during the last forum for evaluation.</div> <bR> <div> You can be as creative and imaginative as you wish to be during your presentation at the forum.  You can use videos,</div> <div>  overheads, handouts, and other forms of media.  Student presenters should consider this experience as participation</div> <div>  in a formal conference where participants are coming to learn new information.  Therefore, you should behave and conduct</div> <div>  your presentation accordingly.  Your topic and an abstract of your presentation/paper should be provided to the instructor</div> <div>  the week before the forum to be included in the program for participants. Time allocations will be provided prior to your </div> <div> forum and usually are limited to 15-20 minutes.</div> <bR> <div> Students in the class can invite the public, parents, other students and guests to attend these forums.<B> </B>One or more </div> <div> students will be asked to volunteer from the class to serve as Forum Coordinator(s).  <B>The Coordinator will be </B></div> <div> <B>responsible for organizing and developing the program, advertising the forum to the campus and public,</B></div> <div> <B> preparing and posting flyers around campus, coordinating the potluck reception, along with identifying</B></div> <div> <B> and inviting expert guest speakers. </B><I><B>Bonus Points are earned by students serving as coordinators.</B></I></div> <bR> <bR> <div> <B>Guidelines for Papers</B></div> <bR> <div> It is required that you use the official<B> American Psychological Association (APA) </B>format for your written papers </div> <div> and projects in this class. See the<B><U> Publication  Manual of the American Psychological Association or the</U></B></div> <div> <B><U> Concise Rules of APA or the Online Style Manual.</U></B>  The research paper must include citation of bibliographic</div> <div> data sources - in the body of the paper and on a reference page at the end of the paper. It is advised that you begin</div> <div>  early in the semester learning the APA format as you will be heavily penalized for using any other form.  You can </div> <div> also go to the APA web site to get examples of how to cite data sources including sources from the Internet and how</div> <div>  to put a reference page together at: <A HREF="http://www.apastyle.org." TARGET="_top" TITLE="http://www.apastyle.org."><U><U>http://www.apastyle.org.</U></U></A>  On this page find the Frequently Asked Questions </div> <div> (FAQs) section.  You also can purchase online your own copy of: <I><B>Mastering APA Style for Students</B></I>.</div> <bR> <div> Another critical formatting requirement is that <B>you must include subtitles in the body of your paper.  </B></div> <div> <B><U>Please do not submit a running paper with no subtitles and no cited references included in the body of</U></B></div> <div> <B><U> the paper. </U></B>Please also <B>do not </B>title your reference page as <B>“Works Cited;” </B>but instead <B>“References.” </B></div> <div> <B>Use only the APA format for writing your paper</B>.  If you need more direction on this point, please make an </div> <div> appointment to meet with me. </div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>GRADING POLICY</B></div> <bR> <div> For this class, you are responsible for 4 products and therefore will have a total of 4 grades: 1 written exam or portfolio;</div> <div>  1 oral exam and presentation on 2 book chapters; 1 final paper or project or 1 formal debate and 1 total class project. </div> <div> Your course grade will be every assignment is important.<B>  It is important to make every grade.  Missing any grade assignment can result 59 & Below=F.</B></div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>ATTENDANCE AND PARTICIPATION</B></div> <bR> <div> Students are expected to attend all class sessions except in cases of emergency (e.g., illness, death in the family),</div> <div>  the advent of religious holidays - the observance of which requires restriction of daily activity), or when participating in</div> <div>  official college functions (e.g., field trips or other designated events).  <B>In these cases, you are to inform the </B></div> <div> <B>instructor</B> <B>prior to missing class as to the reason for your anticipated absence</B>.  <B>In the case of absence</B></div> <div> <B> for special personal reasons other than those mentioned, it is your responsibility to confer with the </B></div> <div> <B>instructor about whether the absence is to be considered as excused.  You will be penalized for an</B></div> <div> <B> excessive number of absences. </B>Attendance and participation will be factored into all grades.  Points will be</div> <div>  deducted from the total grade for persons with poor class attendance.  <B>Being on time for class also is important.</B></div> <div>  <B>It is your responsibility to withdraw from the course before the designated withdrawal date.  </B></div> <div> Your instructor will not withdraw you and you will receive an “F” grade for non attendance.</div> <div> <B>                                                  </B></div> <DIV ALIGN="LEFT"></DIV> <div> <B><U>BONUS POINTS</U></B></div> <bR> <div> You can receive a number of bonus points to be added to your final average at the end of the semester for your participation</div> <div>  in a variety of related class activities during the semester. Download the Student Performance Record from the course </div> <div> website and keep up with your performance and points earned in this class.</div> <div> <B>     </B></div> <div> <B><U>OTHER REQUIREMENTS</U></B></div> <bR> <div> <B>     1.     Class Summaries</B></div> <div> Students will be asked to volunteer (or randomly selected) to summarize the activities and discussion of </div> <div> the previous class based on their notes, understanding or analysis.  This summary takes place at the</div> <div> beginning of each class. The assigned student will be responsible for providing their own thinking and</div> <div> analysis of information covered in the previous class and to discuss how the material discussed can </div> <div> be applied to everyday life. </div> <bR> <div> Each student assigned to provide the summary should also be prepared to bring a one minute motivator </div> <div> to class to energize your classmates.  This one-minute motivator could be a poem, a game, a puzzle, some</div> <div>  physical activity, a song, a quotation or something innovative and creative from your imagination.<B> </B>The beginning </div> <div> of class is also a time that you may share with the class an article or study you have read related to the topic</div> <div>  of discussion.</div> <div>      </div> <div>      <B>2.     Class Presentations</B></div> <div> Students may be asked to make special presentations or share thinking or written assignments.  All students</div> <div> are required to make a brief presentation of their research paper/project to the class during the topical forums. </div> <div> This is an opportunity for all of us to benefit from your research by sharing information, knowledge and scientific data.</div> <bR> <div>      <B>3.     Creating an Ideal Learning Environment</B></div> <div> We are confident that you will continue to make every effort to help create a warm, friendly, courteous, respectful,</div> <div> and positive learning environment for all in the classroom. Please turn off cell phones and take your hat off when</div> <div> entering the classroom. Talking with classmates during class lectures and discussion will not be tolerated.  </div> <div> This also is disruptive and disrespectful to your instructor and your classmates.  <B>Regardless of the clock,</B></div> <div> <B>please wait until the instructor indicates that the class has ended before closing books, gathering </B></div> <div> <B>belongings, putting on coats, etc.  This is disrespectful and disruptive to others.</B></div> <bR> <div>      4.     <B>Outside Assistance</B></div> <div> Students are encouraged to use the many services offered by the college to assist and support your academic work.  </div> <div> This includes the counseling center, the writing center, the tutoring center, among others.  These services are</div> <div> available to you at no cost to provide assistance and support.  Meetings may also be arranged with the instructor</div> <div>  during office hours or by appointment.</div> <div>          </div> <div>             </div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>Honor Code and Pledge Statement</B></div> <bR> <bR> <bR> <div> Embodying the ideals of academic honesty, integrity and responsible citizenship is at the core of the foundation of all academic work and student conduct here at NVCC and most other colleges and universities.  Enrollment at NVCC presupposes a commitment to the principles embodied in these codes and a respect for the tradition of integrity and</div> <div>  honesty.  Your participation in this course comes with my full expectation that your work will be completed in full </div> <div> observance and respect of the Honor Code.  Academic dishonesty in any form is unacceptable and is a breach in </div> <div> academic integrity.  However small, such dishonesty would be destructive to the life and work of the College.  As a</div> <div>  result, the following statement is required to be attached to all submitted papers and projects:</div> <div> <B>     </B></div> <div> <I><B>In this paper, every opinion from someone else has been properly credited (whether it is a direct quotation enclosed</B></I></div> <div> <I><B> in quotation marks, a summary, or a paraphrase).  All factual information (common knowledge or uncontested</B></I></div> <div> <I><B> knowledge), though not credited in any way, has been stated in my own words.  In using factual information, I have</B></I></div> <div> <I><B> not copied entire sentences or portions of sentences in the exact words of another. This paper is my own work.  No one </B></I></div> <div> <I><B>has helped me in the organization or writing of this paper.  I have read the complete assignment.     </B></I></div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <I><B>Signed:________________________________________(Your Name)</B></I></div> <div> <I><B>          </B></I></div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <I><B><U> <A NAME="download_course_complete_syllabus_below"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></U></B></I><I><B><U>Download Course Complete Syllabus </U></B></I></div> <bR> <div>  <a href="HTMLobj-2969/Syllabus_Psy_230.Fall_2010.pdf"><u>Syllabus_Psy_230.Fall_2010.pdf</u> </a>  </div> <bR> <div> <A HREF="http://www.adobe.com" TARGET="_top" TITLE="http://www.adobe.com"><U><B><IMG SRC="485581f0.gif" border=0 width="88" height="31" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></B></U></A></div> <div> <B>Note: If you do not have an  8.0 Adobe Reader on your computer, download it above. Click on the icon.</B></div> <div> <B>NOTE:  RIGHT CLICK ON THE HYPERLINKS BELOW TO OPEN FILE IN A NEW WINDOW INSTEAD OF IN THE WEBSITE FRAME.</B></div> <bR> <bR> <div> <I><B><U> <A NAME="download_class_schedule"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></U></B></I><I><B><U>Download Class Schedule</U></B></I></div> <bR> <div>  <a href="HTMLobj-2970/Schedule_PSY230.Fall_2010.pdf"><u>Schedule_PSY230.Fall_2010.pdf</u> </a>  </div> <bR> <bR> <div> <I><B><U> <A NAME="download_first_day_activities"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></U></B></I><I><B><U>Download First Day Activities</U></B></I></div> <bR> <div> <B> <a href="HTMLobj-2975/Psy_230.First_Day_Agenda-Fall2010.pdf"><u>Psy_230.First_Day_Agenda-Fall2010.pdf</u> </a>  </B></div> <bR> <div> <I><B><U> <a href="HTMLobj-2541/Introduction_Impacts.Psy230.pdf"><u>Introduction_Impacts.Psy230.pdf</u> </a>  </U></B></I></div> <bR> <bR> <div>      </div> <bR> <bR> </td> </tr></table></body>