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their constructions and the cultural, social, philosophical, and/or historical contexts from which they stem. Examining Self and Society (ES) (4): Students will explore methods and models for understanding human behavior within a variety of cultural, social, or structural contexts, both contemporary and historical. Exploring Values and Worldviews (VW) (4): Students will learn how beliefs and values inform action and shape how individuals and groups interpret reality and human experience
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have for students coming into your course. 4. Course Learning Objectives and PLU Integrated Learning Objectives: Your course learning objectives clarify the overall knowledge and skills students should acquire by the end of the course. It is also a good idea to specify ILO’s that your course supports. 5. Class Expectations: It is critical for instructors to explicitly state expectations for student behavior, communication, attendance, participation, and other policies important for the course. 6
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. I keep them technologically engaged in a way that they will not have the time or desire to do anything else on their machines during class. Students have cell phones and they will bring them to class. That is the reality of 2014. Why not put them to use? The students are intrigued by the idea of ‘texting for learning.’” “Technology allows us to collect information about behavior. Information is just as precious to a company wishing to market a product as it is to an educator wishing to improve
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knowledge, and codes of behavior, which help them survive and cope with the adverse conditions under which they live. Nevertheless, most members of mainstream society who encounter homeless men and women neither understand nor appreciate the root causes of homelessness, the intelligence and resourcefulness of the homeless community, and the daily struggles for survival on the street.” — From Deutsch, J. I. (2013). Homelessness. In C. G. Bates, & J. Ciment (Eds.), Global social issues: An encyclopedia
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effects of vessel traffic on whale behavior in Hawaii, faculty members and students featured in this edition dive deeper into the complex topics and issues that extend beyond the borders of PLU’s campus. Students who participate in research with faculty members develop meaningful relationships with mentors. They are prepared to enter graduate school, begin careers with impressive work experience on their résumés and serve the world with a rich background of demonstrated thoughtful inquiry. These
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characterized by NMR and GPC and resulted in narrow polydispersity with the desired compositions. These copolymers are now under investigation for their compatibilization effects on the phase behavior of a polybutadiene/polystyrene blend. Tuesday, April 28th, 20091:50 pm - Phase Boundary Behavior of a Polymer Blend Modified by Addition of Diblocks Varying in Composition and Concentration Added Michael Barich, Senior Capstone Seminar Phase behavior of a polystyrene (PS), polybutadiene (PB), and diblock
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-conduct/ 线上查閱。并且，其涵盖政策包括（但不限于）：What is the Student Code of Conduct? | 什么是学生行为准则?The University reserves the right to follow the procedures outlined in the Student Conduct System if a student’s behavior violates the Student Code of Conduct, regardless of where the behavior occurs. The University will generally, but not exclusively, respond to off-campus behavior if an alleged violation occurs while a student is engaged in a PLU-sponsored or sanctioned event (i.e., study away, alternative spring break
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information systems to make better decisions to improve patient health and organizational performance. (2) (2 credits didactic) GNUR 538 : Program Development Integrates theoretical models, clinical parameters, and program planning principles through the construction of a detailed program for care and outcomes management education track. (3) (3 credits didactic) GNUR 540 : Illness & Disease Management Builds on the foundations of pathophysiology, pharmacology, and health assessment and focuses on the
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that affect individual lives over time and how individuals, in turn, influence the world in which they live. Students of history develop lifelong habits of critical thinking, inquiry-based reading of texts, effective research skills, and appreciation of complexity and diversity in human behavior. History majors also develop the skills needed to work collaboratively, organize and deliver oral presentations on historical subjects, and produce substantial research papers that demonstrate the student’s
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aligned with the University’s mission and fits well for those who want to make the world that we live in more equitable, just, and sustainable. Social Innovation Projects at PLU I got the chance to sit down with Professor Mark Mulder at PLU for a conversation about Social Innovation and his work in the field. Professor Mulder teaches in the School of Business and he specializes in Marketing and Consumer Behavior. He also has a background in Social Innovation, and frequently leads a program that works
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