Define The Concept Of Culture Essay Example for Free

Define The Concept Of Culture Essay ‘Culture’ is the ways in which a society lives. A culture may share the same religions, beliefs, values, class or status, a culture can dress in a certain way and act in a way that follows the norms of how their society carries out life and what they deem as acceptable, culture can shared by a large group of people or a smaller group within society. For example there are ‘subcultures’, a subculture is a small group which have different way of life opposed to the majority of society; they may dress, talk and act in a different way. An example of subculture is a religious group, being a part of a religion may mean that people that are part of it dress differently, and have different values and ideas on life and live in a different way to the majority in society. Another example of a culture is ‘popular culture’ this is a culture that involves a large majority, and is highly influenced by the media, for example football is a sport that is frequently covered by the media by television, radio, news etc. And is a popular sport with a large following; other examples of pop culture are: pop music, bingo and mainstream fashion. Pop culture has a variety of people from different backgrounds being part of the same thing called a common culture which is shared by the masses. ‘High culture’ is another example of a culture that is shared with people and their families from a ‘higher class’. People that are part of the high culture are wealthy and have an ascribed status or come from a family with an ascribed status, meaning that they or the head of the family worked towards their success/wealth. They take part in activities associated with upper class such as: polo, lacrosse, hunting, and watching arts such as operas, ballets, orchestras. High culture attempts not allow people who are not from the same class or have the same status as them to join in with their clubs and activities this is called ‘social closure’ but this is difficult as more people can achieve super rich lifestyles, buying their way into high culture that may of came from a low class background. Pop culture is known as ‘low culture’ as people from ‘high culture’ are meant to be higher compared to them in class and status, th erefore people from low culture would not be wanted in high culture activities.

The Concept Of Cultural Heritage

The Concept Of Cultural Heritage To understand cultural heritage and interpretation, it is essential to understand the various definitions and theories in relation to the concept of cultural heritage. The term cultural heritage refers to the things, places and practices that define who we are as individuals, as communities, as nations or civilizations and as a species (Wedenoja, 2010). In other words, it is the cultural legacy of physical artifacts and intangible attributes of a group or society that are inherited from past generations, preserved in the present and bestowed for the benefit of future generations. It is a legacy which we often want to recognize and reserve because it strengthens our cultural identity of sense of who we are as people. However, what is considered cultural heritage by one generation may be rejected by the next generation, only to be revived by a succeeding generation. Cultural heritage is not limited to material manifestations. It also includes living expressions and the traditions that groups and communities around the world have inherited from their ancestors and transmitted to their descendants. Thus, cultural heritage can be grouped into broad categories: tangible and intangible. Tangible cultural heritage can refer to moveable objects and immoveable sites. These include archaeological sites, artifacts, buildings, historic sites, monuments, graves, and culturally significant landscapes like sacred places. Landscapes are considered heritage when they have natural features that may have cultural attributes including flora and fauna. Heritage sites like these often serve as an important component in a countrys tourist industry, attracting many visitors from abroad as well as locally. UNESCO  [1]  defines intangible cultural heritage as à ¢Ã¢â€š ¬Ã‚ ¦the non-physical characteristics, practices, representations, expressions as well as knowledg e and skills that identify and define a group or civilization (UNESCO, 2010). These include language, oral histories, beliefs, practices, rituals, ceremonies, customs, traditions, music, dance, crafts, and other arts. Heritage that survives from the past is often unique and irreplaceable. This places the responsibility of preservation on the current generation. Safeguarding cultural heritage has become one of the priorities of international cooperation since 1972 when the General Conference of UNESCO adopted the Convention Concerning the Protection of World Cultural and Natural Heritage. There are 878 World Heritage Sites as of 2008. They are located in 145 countries and 678 cultural, 174 natural, and 26 mixed sites (UNESCO World Heritage Sites, 2010). The preservation of living heritage has only become significant in 2003 when UNESCO adopted the Convention for the Safeguarding of the Intangible Cultural Heritage. (This is the short version > still have a lot of detail to add because the term cultural heritage is very detailed and has meant different things in the past decades. Unless the professor thinks this is enough.) Cultural Heritage and the Challenges of Tourism In recent years, key heritage sites have seen a remarkable increase poorly guided or unguided tourists. Tremendous pressure has been forced upon areas like Angkor Wat, Luang Prabang or Halong Bay the growing number of visitors and the general growth in Tourism. International agencies such as the World Tourism Organization have predicted that tourism numbers will continue to rise over the next 10 years, predominantly so for the continent of Asia. Such growths in visitor numbers worsens existing problems at World Heritage sites which include vandalism, lack of awareness of cultural and heritage significance of sites, congestion and destination and cultural commodification. As global tourism increasingly interface with heritage sites, the pressures of meeting challenges will be more pronounced. In addition to the negative effects of unguided mass tourism at heritage sites, a rise in niche cultural tourism also prompts the need for the training of cultural heritage specialist guides for World Heritage sites. The development of such niche groups of culturally-sensitive and learning-seeking tourists is constituted within the broader developments of what has been termed by tourism academics as special interest tourism and the diversification of the tourism market. However, the development of niche cultural tourism is hampered by the widespread lack of cultural heritage specialist guides in Asia-Pacific. In the APETIT meeting in 2002, the training of professional guides was highlighted by UNESCAP and UNESCO as key to improvements in the tourism system and industry. What is Digitization? We use the term digitization to refer to the process of converting physical resources or information into a digital format (Digitization, 2007). In other words, digitizing means simply capturing an analog signal in digital form. Photos taken with a digital camera, or data collected by an electronic measuring device are automatically converted into digital form. However, text and images that are in a tangible form can be digitized with a scanner (Ibid). When scanning texts or images, an optical character recognition program, also known as OCR, analyzes a text image for light and dark areas in order to identify each alphabetic letter or numeric digit, and converts each character into an ASCII code (Ibid). Audio and videos can also be digitized by a process in which an analog signal is changed, without changing its essential content, into a digital signal (Ibid). The process of sampling measures the amplitude, or signal strength, of an analog waveform at evenly spaced time markers (Ibid ). It also signifies the samples as numerical values for input as digital data (Digitization, 2007). Objects and sites on the other hand require a more complicated process. A 3D scanner is utilized to analyze an object or environment. The 3D scanner creates a point of cloud of geometric samples on the surface of the object or site and these points can then be used to digitally reconstruct the object or site (3D Scanner, 2010). Digitized resources can be easily shared through digital devices, equipment, and networks. Despite its many advantages, digital resources still need special care and preservation as they can become obsolete. Therefore, everything must be digitized at the highest quality and migrated to the latest storage and formats. Digitization of an object using a 3D Scanner (Scribe It, n.d.) Why Should We Digitize Cultural Heritage? Cultural Heritage should be digitized for the following reasons: Preservation of Tangible Cultural Heritage Digitization can help preserve tangible cultural heritage including objects and buildings. All objects and the valuable information they contain will be available without jeopardizing their integrity by handling or by exposure to the elements. For instance, the Stonehenge in Great Britain is using technological interpretation to conserve the heritage site. Brian Bath states in his publication The Use of New Technology in the Interpretation of Historic Landscapes (2006) that a massive number of visitors wanted to see every angle of the Stonehenge and if the same number of visitors came to the site constantly it would à ¢Ã¢â€š ¬Ã‚ ¦a threat exposed surface archaeology and to the protected lichens on the stone surfaces at ground level. Bath (2006) also added that it was hard interpreting the site without explaining the conservation process as well. People wanted to see everything but what they didnt understand was the effect they would have on the site. The solution for this matter was technology. Various forms of Medias like CDs with 3 models and web-based virtual museums were developed in response to assist tourists understand about the conservation and interpretation of the site. 3D/ Virtual Reconstruction of Stonehenge Broadened Access A lot of people cant travel to museums or actual sites whenever they want and even if they could, space constraints imposed on museums would only allow them to see a little percentage of available collections. Therefore, digitizing cultural heritage greatly increases public access. Furthermore, it also advances the work of scholars and researchers worldwide, and opens new opportunities to educators in every setting. Often, objects reside in multiple places even if they are related. Thus, digitizing entire collections allows museums to assimilate their resources, making it possible for scholars working externally to see at a glance their complexity and extent of holdings in a given area. Moreover, digitization also allows museums to share their resources more broadly by integrating collections that have been separated by location across many cultural heritage institutions and research centers. And lastly, digitized materials also help museums reach underserved audiences, as well as th ose not motivated to see museums as a source of information. For instance, twenty years ago, students had to travel to Washington, D.C. to research in the Library of Congress and it was an expensive matter. Now, high school students from around the world have instant access. In 2003, the Library of Congress reported that approximately 15 million people visited American Memory. That is more than the number of people who have worked in the librarys reading rooms over the past 200 years and 1,500 times the number who annually use the manuscript reading room (Cohen Rosenzweig, 2006). New Access Digitization allows access to historical resources that are inaccessible because of their fragility (Cohen Rosenzweig, 2006). As an example, the original 1791 plan for the city Washington is so deteriorated and brittle the Library of Congress does not allow researchers to examine it (Cohen Rosenzweig, 2006). But now anyone can view the digital copy on the librarys website. Not all Library of Congress documents are quite this fragile, but like many other sources, they cant be browsed easily in analog form. LEnfants Original City Plan of Washington 1791 LEnfants Revised City Plan of Washington 1792 Support Education Another benefit of digitizing cultural heritage is that it supports education. Digitization impacts learning in classrooms and everywhere learning takes place. Studies of cultural heritage can come alive with instant access to images, sound files and text extracts. People will be able to experience things not normally possible in a museum, e.g. exploring the inside of a space shuttle in 3D. Furthermore, educators working with cultural heritage can interact virtually with audiences and cultivate forums for exploring topics in more depth and from varying perspectives. Lifelong learners will be able to guide their own learning with help from museums digitized collections. Overall, digitization will give public access to a much greater percentage of museums immense resources, providing better tools with which to spark learning. Brian Bath (2006) stated that the Museum of London set-up a web-based virtual museum and 40 percent of the people who visited the site including students actually came to the museum. As you can see, some people who may have never had interest in going were appealed. Enhances Museums Competitiveness Digitization can enhance museums competitiveness by enhancing visitors experience. A study was carried out by the SITI Research Center of the Queen Margaret University College (Reino, S., Mitsche, N. Frew, A., 2007) in the UK by comparing live interpretation and traditional interpretation at 2 sites, which were Beamish and the Bowes. The result was that ICT improved competitiveness of heritage sites by enhancing learning, entertainment and visitors experience. Beamish which used technology for interpretation had an average of 4% better outcomes in each category. Ease of Access for Researchers In the past, researchers and scholars had to endure the thorough process of ordering up boxes of items in order to find what they were looking for. Sometimes researchers or scholars could not study the archival documents (e.g., glass plate and film negatives) without the prior conversions into readable or viewable media like prints. On the other hand digitization allows quick and easy browsing of large collections of material. Enrich Context Digitization will help enrich context of cultural heritage because everything relevant to an object including details, records, and other interpretative data can be shared. This will enable a richer interaction and enhance users understanding of an object or sites context and meaning. In addition, digitization will enable allows experts to compare artifacts and specimens against those of the digitized museum, substantially increasing information about these holdings at a greater rate remotely. Equally important, it allows people around the world to add additional impressions, associations, and stories to the permanent record. (Will add an example) Infinite Reach Digitization allows infinite reach. It helps people draw multi-media resources from science centers, programs, and museums. Drawn resources could be combined in a way that it could transport an audience back in time. An audience could potentially see how Thai people were living 300 years ago, or witness battles. On the other hand, digitization could also let people experience the present as scientists do. For instance, an audience could be accessing data from Bangkok and could be in the Arctic the next minute learning about ice. And last but not least, people could perhaps travel virtually through space, with a view so clear, making them feel as though they could touch the stars from their armchair. As aforementioned, with digital assets, people would truly have infinite reach. What is Heritage Interpretation? The Basic Principles of Heritage Interpretation The Evolution of Heritage Interpretation and New Media Museums and Their Functions What are Virtual Museums? Still missing but will be added: How can cultural heritage material be digitized? Optical Character Recognition (OCR) Digitizing audio video Cultural Heritage in Thailand Heritage Interpretation in Thailand Examples of Heritage Interpretation and New Media in Other Countries What is the possibility for Thailand? Is it worth it? Assesing Cost and Timelines. Problems with Digitizing Cultural Heritage (Has to be explained in more detail and more examples) Three major problems impede the use of digital technology from being a major tool in preserving cultural heritage. The first one is the enormous amount of financial resources needed for the scanning process, the second one is the quick obsolescence of hardware and software, and the third is the need for standardization of tools and interfaces. As a result, the work done in this area is mostly on a pilot basis, where researchers study the various aspects of certain subjects, build and experiment with modest projects, debate on standards and establish coordinating bodies. Forms of Digitization and Their Advantages and Disadvantages Virtual Museums 3d Technology The origins of heritage interpretation date back to the aftermath of the creation of the first natural parks at the end of the 19th century in the United States. However, it was not until 1957, with publication by Freeman Tildens Interpreting our Heritage that the foundation of the discipline were established. Although in the early days this interpretation was essentially

Background of Karl Marx :: Essays Papers

Background of Karl Marx Karl Marx may be regarded as one of the most influential thinkers of all time. His revolutionary ideas about the power of the working class gained him a large following in his own time. Europe had a very overpowering upper class, and a very poor, oppressed working class. Many working class people were willing and eager to listen to Marx’s message of the power that could come about if the working class were to unite as one and fight for a single cause. Marxism has greatly influenced the development of socialist thought and practice in government. Many scholars consider Karl Marx to be one of the great economic theorists, and a founder of an economic policy and sociology.1 Karl Marx was born in the city of Trier, in Rheinish Prussia, on May 5, 1818. His family was Jewish, but they later converted to become Protestants in 1824. Marx’s father was a lawyer, and his family was part of the upper class.2 The years 1830 and 1831 were revolutionary years, and in 1830 a revolution began in France. It swept all over Europe, and Russia and had a big influence on Marx’s life. His youth was marked by two big events, The Industrial Revolution in England, and the Great Revolution in France.3 In October of 1830 Marx went to Trier Gymnasium for high school. After graduation Marx entered into the university, first at Bonn, then transferred to Berlin, and later transferred to Jena. While in school he read law, majoring in history and philosophy. However, his interest in philosophy turned him away from law, and in 1841 he earned a doctorate at Jena, writing on the materialism and atheism of Greek atomists.4 In 1841 the Rheinische Zeitung was founded at Cologne, Germany. Marx used it to criticize the deliberations of the Rhine Province Assembly. His articles gained much attention at that time. In 1842 he became the editor. The following year, 1843, the government issued a decree declaring that the Rheinische Zeitung must stop publication, Marx resigned, and the paper ceased publication.5 In the summer of 1843 Marx married a childhood friend he had become engaged to while still a student. Her name was Jenny Von Westphalen. She was the daughter of Privy Councillor von Westphalen of the Prussian nobility. In September 1844 Marx moved to Paris, where he devoted himself primarily to studying political economy and the history of the French Revolution.

African Drumming :: essays research papers

The music culture model can be used to view music not as a part of culture, but culture as a part of music, which gives a better understanding to outsiders trying to comprehend another society’s music. The first component of the music culture model is ideas about music; this topic is subdivided into music and the belief system, aesthetics of music, context, and history. The second aspect is activities involving music in that culture. The third facet is repertories of music, which includes styles, genres, texts, composition, transmission, and movement. The last part of the music culture model is the material culture of the music, that is, what physical objects are used. By applying the music culture model to the war drumming of the Ewe people of Ghana, a greater appreciation of both the Ewe culture and their music can be attained.   Ã‚  Ã‚  Ã‚  Ã‚  The first aspect of ideas about music is how music relates to the belief system of the people. In the Ewe tradition, music helps people get in touch with their ancestors and feel the power of life. Ancestors are very important to the Ewe because one’s ancestors have the power to work both good and evil on a descendant’s life; therefore, ancestors must be pleased through music. The power of life is also important to the Ewe because most natural things are seen as holy, and the energy force that runs through nature can be tapped through music.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The second idea about music in the music culture model is aesthetics. In the Ewe culture, powerful music is regarded as â€Å"good† music. The force of drumming in a song like â€Å"Agbekor,† for example, helps remind the people of past war victories and bravery shown on the battlefield, an important concept for the Ewe people.   Ã‚  Ã‚  Ã‚  Ã‚  The next aspect examined by the music culture model is the context of the music. Typical Ewe drumming performances are presented at funerals and festivals, where the aim is to reach the spirits of one’s ancestors. Music is a social element for these people, and performances are held for entire villages.   Ã‚  Ã‚  Ã‚  Ã‚  The final idea about music in the music culture model is the history of the music. Drumming is one of the most historically important facets of Ewe culture. In the past, drumming has given the Ewe people freedom by way of intimidating their captors, as well as victories in the battlefield, and the blessings of ancestors. African Drumming :: essays research papers The music culture model can be used to view music not as a part of culture, but culture as a part of music, which gives a better understanding to outsiders trying to comprehend another society’s music. The first component of the music culture model is ideas about music; this topic is subdivided into music and the belief system, aesthetics of music, context, and history. The second aspect is activities involving music in that culture. The third facet is repertories of music, which includes styles, genres, texts, composition, transmission, and movement. The last part of the music culture model is the material culture of the music, that is, what physical objects are used. By applying the music culture model to the war drumming of the Ewe people of Ghana, a greater appreciation of both the Ewe culture and their music can be attained.   Ã‚  Ã‚  Ã‚  Ã‚  The first aspect of ideas about music is how music relates to the belief system of the people. In the Ewe tradition, music helps people get in touch with their ancestors and feel the power of life. Ancestors are very important to the Ewe because one’s ancestors have the power to work both good and evil on a descendant’s life; therefore, ancestors must be pleased through music. The power of life is also important to the Ewe because most natural things are seen as holy, and the energy force that runs through nature can be tapped through music.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The second idea about music in the music culture model is aesthetics. In the Ewe culture, powerful music is regarded as â€Å"good† music. The force of drumming in a song like â€Å"Agbekor,† for example, helps remind the people of past war victories and bravery shown on the battlefield, an important concept for the Ewe people.   Ã‚  Ã‚  Ã‚  Ã‚  The next aspect examined by the music culture model is the context of the music. Typical Ewe drumming performances are presented at funerals and festivals, where the aim is to reach the spirits of one’s ancestors. Music is a social element for these people, and performances are held for entire villages.   Ã‚  Ã‚  Ã‚  Ã‚  The final idea about music in the music culture model is the history of the music. Drumming is one of the most historically important facets of Ewe culture. In the past, drumming has given the Ewe people freedom by way of intimidating their captors, as well as victories in the battlefield, and the blessings of ancestors.

Space Appeal :: Science Planets NASA Papers

Space Appeal Public relations activities have been and always will be an integral part of crew activities. While these activities absorb resources, the most significant of which is time, they also bring public and political support to the program and provide some of the return on investment of the program.† – NASA, The Mars Reference Mission, Pg. 25 Since the day of NASA’s greatest triumph on July 20, 1969, there has been a sense among many American people and politicians that the once-unimaginable goal of conquering space has been accomplished, and that much of what NASA has done since are simply unnecessary frills of the federal budget. In order to attempt to justify its own existence, NASA has felt the need to engage in projects that can thrill the public and thus keep people interested in space exploration. In doing so, a significant portion of their budget, which has been cut over the years, is spent on public relations, decreasing the budget for actual space-related activities. By using its resources to â€Å"bring public and political support to the program†1, NASA has been looking at the problem backwards. By operating more efficiently and spending less on making their projects â€Å"sexy† they could actually accomplish their goals, which would implicitly grab the public’s attention. It is tim e for NASA to move into a new era, where the goal is to pick those projects that will actually succeed instead of those that sensationalize space, those that appeal to the scientist instead of the average American. One goal that NASA has been working toward for years is that of sending a manned mission to Mars. While there is no official plan to send a man to Mars, there is wide support for it at NASA and it clearly would be attempted when/if possible. Sending a human to another planet would be an impressive step for the recently maligned space 1 Koff, Stephen. â€Å"NASA’s new chief will ask 'why' a lot†. The Plain Dealer. January 10, 2002. National Pg. A2. Lexis-Nexis Universe. Online. Nexis. April 28, 2002. program, and would likely bring back a large public interest in the cosmos not seen since the heyday of space in the 1950s and 60s. However, NASA exists neither to entertain the American people nor to promote interest in outer space. According to Sean O’Keefe, NASA’s newly-minted Chief Administrator, it exists to â€Å"advance the development of science and technology†2.

Physics Lost Insulation

Why loft insulation is needed? Loft insulation is the most cost-effective energy efficiency measure that can be installed. It can reduce heating costs up to 20%. The purpose of them is to hold the heat below within the property, reducing heat loss to the roof void and outside but also reducing the amount of heating needed to maintain the property at an ideal temperature. With insulation, the property will be warmer, more comfortable and it will cost less to heat. How loft insulation reduces heat loss? Heat will always flow from a warm area to a cold one.The colder it is outside, the faster heat from your home will escape into surrounding air. Glass fibre is laid across the loft to reduce heat transfer out of the roof. Glass fibre traps air and trapped air is a poor conductor therefore reduces heat transfer from the ceiling to the loft by convection and conduction. How the thicknesses of the loft insulation affect heat loss? As you increase the level of insulation in the loft, it will slow the rate of heat loss and maintain the comfortable temperature for longer.Installing 290mm thick insulation can save up to approximately 20%, compared to thin insulation which is only 14% The pay back time is long term Generally, loft insulation cuts loft’s u value rom around 2. 3 (for an uninsulated loft) to 0. 16 W/m2K, a reduction of around 95%. A more specific example is sheep wool. It shows for sheep wool over 140mm, it has a U value of 0. 16 compared to over 250mm, it has a U value of 0. 11 showing how thickness can affect heat loss greatly.

The Individual, Marriage, and the Family

Instructor: Mrs. Joy Jacobs, CFCS, MAEd (â€Å"Mrs. J. †) E-mail address: [email  protected] edu Please always use â€Å"HDFS 145†³ on the subject line when you e-mail. Office hours: Mrs. J. will be in the classroom one half hour before and will stay after class until all students are gone, or you may make an appointment with her. Go to this website: https://ntweb11. ais. msu. edu/aas/ Because of advising responsibilities, she is not available for walk-in appointments and she cannot take phone calls from students. She HATES playing â€Å"phone tag†, so please do not try to leave phone messages in her office!Undergraduate Learning Assistants who will be helping with this class: Abbey Feldpausch [email  protected] edu Keeps track of students whose last names begin with A through K Carly Lesoski [email  protected] edu Keeps track of students whose last names begin with L through Z Office hours: Tuesdays from 4:30 to 6:30 PM in the Student Lounge, Room 4 Human E cology Two Required Texts (bundled together if purchasing new): The Marriage and Family Experience (11th edition) by Bryan Strong, Christine DeVault, & Ted Cohen, Cengage Wadsworth/Thomson Learning, Publishers (Do NOT let a book store employee tell you that the 10th edition is OK.The reading assignments will not make sense if you have the 10th edition. ) and FCE 145 Additional Readings supplemental text Custom Editor Steve Korb, Cengage Wadsworth/Thomson Learning, Publishers The study guide to the Strong & DeVault text is not recommended nor required, This class uses the ANGEL class management program. The syllabus, handouts, and some announcements will be posted on ANGEL, although some times you may will be contacted directly via e-mail. If you forward your MSU mail to another e-mail service, be certain that the transfer is working.You are responsible for knowing the content posted on ANGEL and e-mailed to your MSU e-mail address. Course Description: â€Å"The Individual, Marriage , and the Family† is one of several undergraduate courses offered in the area of family life by the Department of Human Development and Family Studies. In this class we use a developmental approach, presenting individual, marriage, and family life cycles with special emphasis on the late adolescent and early adult years. This is a survey course over topics regarding maturation, intimate relationships, and families.Issues to be covered include the development of the person, of relationships, and of families; issues of gender, sexuality, child development, and parenting; methods of communication; work and family interface; and developing family strengths. An emphasis is placed on understanding diverse family types. You will be expected to learn basic concepts related to families, to understand specific developmental issues of both individuals and families, and to gain a level of tolerance for different perspectives. You will be provided opportunities to explore your personal val ues.In addition, specific methods will be taught that you may use to enhance your own personal relationships. Course Format: This course will use a variety of teaching techniques including lecture, discussion, videotape, and in-class individual and group assignments which will play a role in challenging you to develop different ways of thinking about various issues and to appreciate the opinions of your classmates. If you want to do well in this class, you will read the assignments, and ESPECIALLY, you will attend class.This class is a collaborative process and necessitates a commitment from all of us to properly prepare for each class session. There are many important topics in the areas of marriage and the family, however, there is not sufficient time to include all of them. Subject matter and activities are selected in an effort to be meaningful to people of college age, and to enhance their personal development. Course Objectives: 1. To gain both historic perspective and an accu rate contemporary outlook of the demographic, political, social, and economic status of individuals and families. 2.To examine personal and societal attitudes, assumptions, and values about intimate relationships and families. 3. To examine the range of lifestyle options available to young adults. Special attention will be given to intimate relationships and to the social forces of the young adult period of life. 4. To appreciate the diversity of ethnicity, gender, religion, and social class which is represented in our society, and to gain an accurate perspective of the challenges and strengths of diverse people. 5. To examine key family issues such as communication, parenting, and the balance of work and family. -26.To develop an accurate understanding of the problems/challenges that some families confront, including but not limited to relationship violence, infertility, divorce, single parenting and child custody. 7. To gain an appreciation for and an understanding of intimate rel ationships over the entire life cycle. 8. To gain interpersonal skills working with others involving discussion, compromise, and evaluation. Attendance: It will be to your advantage to attend all class sessions, to be on time, and to remain in class for the entire session to learn from the lectures and to have the opportunity to do and to receive credit for the assignments.Absences for illness, for family emergencies, or for religious observances may be excused, but you must e-mail Mrs. J. BEFORE THE START TIME (8:30 AM) of the class you are going to miss. (See â€Å"Make-Up Policies† on page 3. ) Absence from class because of participation in a required activity for another course or for a University event (a field trip, an intercollegiate athletic contest, etc. ), will be excused, but you must provide written information in advance from the athletic advisor, the instructor of the other course, or from a University administrator.You must make arrangements with another studen t to look over his/her lecture notes when you miss class. Student Behavior: Your conduct in class must be quiet, attentive, and respectful toward your fellow students and the instructor. Reading the paper, working crossword puzzles, playing games on your laptop, talking to class mates, sleeping, or using a cell phone or PDA during class is rude and unprofessional, and you may be asked to leave if you are engaging in any of these behaviors. No credit would be given to you for an in-class activity if one is offered during that particular class session. ) If you are expecting an important cell phone call, please set your phone to vibrate, and leave the classroom to take care of your call. Academic Honesty: The Department of Human Development and Family Studies adheres to the policies on academic honesty as specified in the All-University Policy on Integrity of Scholarships and Grades at http://www. reg. msu. edu/read/UCC/Updated/integrityofgrades. pdf We expect students to behave ethic ally, and will not tolerate dishonesty.For example, a student who would photocopy another student’s make-up assignment paper or cheat on an examination would receive no credit for the assignment or exam which will be counted as one of the scores used in figuring the student’s final grade, and notification will be made to the student’s College Dean. A student who commits a second offense will receive a grade of 0. 0 for the course. Selling or Buying Class Notes: Lectures and supporting materials distributed or exhibited in this course include intellectual property protected by copyright law.It is against University policy for any student to sell or profit from the transmission or reproduction of these materials (whether directly to other students, by contract with third parties, or through commercial note-taking services) without the express written permission of the instructor. The relevant MSU policy about attendance and class notes is found at http://www. reg. msu. edu/read/UCC/Updated/attendance. pdf Students who provide class materials to anyone for profit are subject to removal from class, pending a hearing by the Department of Human Development and Family Studies.Accommodations for Disabilities: If you have a disability (dyslexia, ADD, hearing difficulty, sight limitation, etc. ) and expect preferential treatment, you must register with the Resource Center for Persons with Disabilities and submit to Mrs. J. the official â€Å"VISA† with a counselor’s suggestions for reasonable accommodations. For an appointment with RCPD, call 353-9642 (voice) or 355-1293 (TTY). We work closely with the counselors to do whatever we can to help RCPD students succeed. Evaluation for Grades: Syllabus Quiz: Posted on ANGEL is a quiz which we will discuss during the first class session.Your syllabus quiz scantron is due in class any time before, but not later than, 8:30 AM Tuesday, September 18. Examinations: Questions are about 50% from lec tures and 50% from text and ANGEL information. We ask that you be in the classroom by 8:45 AM on exam days to have enough time to finish the exams. There will be one exam over each quarter of the course and an optional comprehensive final. If you take all five exams, only your four highest exam scores will be used when we figure final grades. Exams are computer scored, and results are sent directly to you from the computer scoring center.Activities/Assignments: During six class sessions (unannounced), we will do assignments which will enhance learning. You may be asked to write a â€Å"five-minute paper† expressing your opinion about a current event, to work with another student to debate a topic and list your combined conclusions, or to answer questions and provide an ending to a case study. You will print your last name and PID on the upper right-hand corner of your activity paper. A point will be deducted from your score if your last name and PID are not in the upper right -hand corner of your paper.We must have both a paper with -3your last name and PID and a completed scantron with your name and PID â€Å"bubbled in† for you to receive credit for an assignment. If we do not have both, you do not receive credit. For each activity, you may earn up to fifteen points. (You would receive fewer points if instructions are not followed completely or if your response is insufficient. ) Some activities will be based on personal opinion, however, your responses should always demonstrate understanding of class concepts. On some activity days, score sheets will be passed out as you enter the classroom.On those days, you must arrive at the classroom by 8:45 AM to receive a 15-point scantron for an activity. Students who arrive between 15 and 30 minutes late will receive no more than half credit. Students arriving more than 30 minutes late will receive no scantron, and no credit for doing the activity, although they may do it if they wish. Our learning assi stants go by the time on the clock on the back wall of our classroom. Please do not argue with them about the time you entered the classroom. If you must leave a class early, let Mrs. J. now before class starts or give your name, e-mail address and reason for leaving to one of the learning assistants as you exit the classroom. If an activity is planned and your excuse is reasonable, you will be sent a make-up assignment. Community Service Assignment: This assignment is not just to volunteer. It is to serve others. To earn full credit, you must work for at least four hours for a program, agency or organization where you can make a difference by your work, and you must write an acceptable reflection paper about the experience.More information on the assignment is on our ANGEL site. If you have an idea for your service but you are concerned about its acceptability for the assignment, please check with Mrs. J. BEFORE you participate in the activity. We strongly suggest that you not put off doing your service, because your schedule will become busier as the semester passes. Examples of service accepted in the past includes running or helping with the MSU Museum Dinosaur Dash or a fund raiser walk for breast cancer, work at an animal shelter, and tutoring elementary students one-on-one.Volunteer activities such as directing traffic for the Homecoming Parade, setting up chairs for a fraternity party, or decorating a church’s Christmas tree are NOT acceptable. MSU’s Center for Service Learning and Civic Engagement is a good place to find a service opportunity. Make-Up Policies: A make-up assignment will be given if you e-mail Mrs. J. BEFORE the 8:30 AM start time of the class you will miss with the reason you will be absent, or if you check out with one of the student assistants to leave class early.If your reason is acceptable, you will be e-mailed a make-up assignment. If you miss a class but do not notify Mrs. J. before the class, you must have medica l documentation or other acceptable proof that you were where you said you were, and you must notify Mrs. J. within two weeks of the missed class. Make-up activities must be turned in by the due date listed on the activity (two weeks from the day missed). Each student will be given one â€Å"free† assignment make-up, if the reason for absence is justifiable. You must notify Mrs.J via e-mail within two weeks of the missed class. If you must miss an exam, send Mrs. J. an e-mail before 8:30 AM on the exam day with your reason for missing. Exceptions may be made if you are not able to notify her. Exams are made up during the learning assistants’ office hours and should be done within two weeks of the missed exam day. Receiving Your Scores: You will receive your exam scores via e-mail from the Computer Scoring Center within 24-48 hours. Assignments are hand-graded, so you will not receive those scores as quickly. Please allow a week. ) The e-mail you receive from the Comput er Center will say that the sender is Mrs. J. This score report will show the number of points earned for a particular assignment or exam, and also, at the very bottom, will show your cumulative points. After each exam, print and save the report you receive because it shows your answer to each question, and will be useful if you want to review the exam during the helpers’ office hours. Mrs. J does not receive this report, so there is no way to get another copy if you do not save it yourself.Points Possible: Syllabus quiz @20 points Exams @ 65 points – 5 given, but only 4 are counted Six activities/assignments @ 15 points Community service assignment Total 20 points 260 points 90 points 30 points 400 points (100%) -4- About 65% of your final grade comes from the exams, and about 35% of your final grade comes from the rest of the class (syllabus quiz, in-class activity assignments, and the community service assignment). There will be several additional questions on each exam and we will do two 5-point â€Å"bonus† assignments to enable all students to earn some extra points.In reality, at least 25 points of extra credit will be built in to the class and are available to every student. No student will be given any other kind of extra credit—please do not ask at the end of the semester. Scale for Final Grades: *** 400 points is 100% *** 374 total points or more 354 through 373 points 334 through 353 points 314 through 333 points 294 through 313 points 274 through 293 points 254 through 273 points 253 and below 4. 0 3. 5 3. 0 2. 5 2. 0 1. 5 1. 0 0. 0 At the end of the semester, the score report total from the computer center will include all five exam scores if you have taken all five.You must then subtract your lowest exam score from the total to figure your final score for the course. It is to your advantage to take all five exams, since you cannot hurt your grade by doing so. ~~~~~~~ Michigan State University takes seriously the opini on of students in the evaluation of the effectiveness of instruction, and has implemented the SIRS (Student Instructional Rating System) process to gather student feedback. This course utilizes the â€Å"online SIRS† system. You will receive an e-mail sometime during the last two weeks of class asking you to fill out the SIRS online form at your convenience.MSU’s Thanksgiving break starts at 5 PM Wednesday 11/21. The community service assignment is due as you enter the classroom on Tuesday, 11/27. Papers turned in after 8:30 AM this day will earn no more than half credit. Chapter 8, p. 293 â€Å"Middle-Aged Marriages† to end Chapter 10, p. 370 â€Å"Parenting and Caregiving†¦.. † to end Death & dying Exam #4 Chapter 10, p. 347 â€Å"Infant Mortality† to p. 349 â€Å"Giving Birth† Over all information since Exam #3 Make-up assignments for any time during the last two weeks are due as you enter the classroom today. No make-ups will be acc epted after 8:30 AM this date. Fri. 12/14 Final Exam – OPTIONAL 7:45 to 9:45 AM Same room where class meets. We will be ready to start early at 7:30 AM. The final exam is comprehensive, over all information since the beginning of the semester. Please do not ask to take the final exam early. The University sets the final exam schedule and exceptions are made by a University committee, not by the instructor. If you will want to take this final exam to try to improve your grade, do not plan to leave campus before exam week is over unless you can come back Friday morning to take the exam. HDFS 145 Community Service Assignment InstructionsMost of our students have found a real sense of satisfaction and fulfillment in this assignment. You are to find a service opportunity at a program, agency or organization where you can do something meaningful for your community. You will then write a â€Å"reflection† paper about your experience. You may find your own service opportunity or ask for help at the MSU Center for Service Learning and Civic Engagement in the Student Services Building. The Center has over 300 registered agencies and programs in the local area where students are welcome for community service.Their website is: http://www. servicelearning. msu. edu/ however, most students find going to the Center is preferable to trying to navigate the website. Your work must be done between the first day of class and the first day back after Thanksgiving break (Tuesday, November 27). Acceptable assignments turned in before 8:30 AM on Tuesday, October 2, will earn five bonus points. Community service you might have done previously (for example, as part of your high school graduation requirements) is not acceptable.The purpose of this assignment is to do something to benefit your community, not just to volunteer. A service assignment for another class (for example, an ISS class or HDFS 270) or for your athletic team may not be appropriate for this class, altho ugh if the service meets our requirements, you may use it. If you are unsure about the service opportunity you are considering, please e-mail Mrs. J before you spend time doing something that will not be acceptable. We do not want you to lost points on this assignment because you did not meet the requirements.A few examples of unacceptable assignments: directing traffic for the Homecoming parade; decorating a church Christmas tree; speaking to students at your former high school about your life in college; helping at your aunt’s daycare; helping coach at an athletic competition of your former high school or club athletic team A few examples of acceptable assignments: participating in or passing out water to runners in a 5K run to benefit cancer research; cleaning cages at an animal shelter; tutoring elementary students in math or reading; sorting and packing food at the MSU Food Pantry; helping prepare and serve a meal at a homeless shelter; being a â€Å"running buddy† at a Special Olympics track meet To prove your service, print and take with you the Community Service Assignment form on ANGEL, and ask whoever supervises your work to fill it out and to sign it.This will be the first part of the â€Å"proof† of service you turn in to receive points for this assignment. The second part is a reflection paper you will write (one page, size ten font, double-spaced, name and PID in top right corner) explaining your service and reflecting on your feelings about helping your community. Service required is a minimum of four hours. Students who work less time will not earn full points. If your program, agency or organization cannot use you for four hours at one time, you may do two sessions of service or you may work at two different places. In the second case, you should fill out a form for each service opportunity, but you need to write only one paper (turn all pages in at the same time, please).You may not earn extra points for this assignment b y working extra hours, however, you may earn five extra points by turning in the assignment by 8:30 AM on Tuesday, October 2. If you want to wait and do your service in your home community over the Thanksgiving break, you might want to check with Mrs. J first to be sure the agency, program or organization you are considering will meet the requirements for the assignment. We recommend that you set up your service before you go home. Don’t wait until you get home to look for something to do! When you turn in your assignment to one of the helpers, you will be asked to fill out a special scantron. Community Service Assignments will be graded by the end of the semester, and the scantrons will be run at the same time scantrons for the fourth exam are run.