syllabus -communication arts

Standard Syllabus Format — filed under: syllabus

English 125 is a general education course offered in multiple sections taught by many instructors. Instructors need to include the following items on their syllabi to ensure consistency.

Course Description

English 125: Introduction to College Writing. Research, reading, and writing for college studies. 4 Hours, 4 Credits

Course Section

Designate a specific section such as MN3, PQ2.

Time and Place of Course Meetings

Provide room numbers, days, and times courses meet.

Contact Information

Provide office location, phone number, email address, and office hours.

Required Texts

List book titles, and indicate where students can purchase, borrow, copy, and/or download.

Bases of Final Grade

Provide breakdown of specific assignments by percentages. i.e. Paper 1: 15%

Requirements and Regulations

Include attendance, lateness, and conduct policies.

Plagiarism Statement

Provide definition of and policy regarding plagiarism. i.e. Deliberately submitting some one else's work as your own is a serious offense that will result in an F for the course. For more information about plagiarism, see The York College Bulletin 2008-2009, “Definitions and Examples of Academic Dishonesty” (39-40), and Purdue University’s Online Writing Lab resource, “Avoiding Plagiarism,”.

Learning Objectives

By the end of the course, students will demonstrate progress in: Reading critically scholarly, journalistic, editorial, reflective, visual, and on-line sources. Employing interpretive reading strategies, such as thesis identification, methods of

argumentation, and content summary. Developing communication skills by responding orally and in writing to sources drawn

from varied disciplines. Formulating a thesis and provide evidence to support it. Recognizing plagiarism as a breach of ethics, identify it when it occurs, and correct it by

conveying the concepts and ideas of others using students’ own words and proper citation.

Writing short (two-to-five page) well-developed formal papers that are logically organized, free of serious grammatical errors, and integrate sources using paraphrase, summary, and appropriate documentation.

Understanding that writing is a process that requires critical evaluation of ideas, content, and word choice through revision and proof-reading.

Functioning as members of an academic community by practicing discipline, following directions, preparing formal essays according to academic conventions, and participating respectfully and thoughtfully in discussion and debate.

Course Outline of Assignments and Activities

Provide a detailed week-by-week outline of assignments and activities.

Sample Syllabus

Below is a sample syllabus that you may want to use for your own section of English 125.

Please note that this syllabus does not include a detailed week-by-week course outline. We want you to shape your day-to-day class sessions with the overall goals of the course in mind, using your knowledge and experience of what works well in Freshman Composition classrooms.

________________________________________________

English 125: Introduction to College Writing

Research, reading, and writing for college studies. 4 Hours, 4 Credits

This course introduces students to all aspects of the writing process, from the invention of ideas to the evaluation of completed essays. The multiple meanings of independence, rebellion, and freedom will be the focus of our reading, writing, and thinking.

In addition to our work on essay writing, we will concentrate on reading critically, developing communication skills, formulating thesis statements, conceptualizing arguments, integrating sources, and achieving clarity and precision in all forms of written and verbal expression.

REQUIRED BOOKS AVAILABLE AT THE COLLEGE BOOKSTORE

Fields of Reading: Motives for Writing. Ed. Nancy R. Comley, et. al. Bedford/St. Martin’s, 2007.

Companion Website: http://Bedfordstmartins.com/fields

Diane Hacker. The Bedford Handbook for Writers. Seventh Edition. Bedford/St. Martins, 2006.

Companion Website: http://bcs.bedfordstmartins.com/bedhandbook7enew/Player/Pages/Main.aspx

REQUIRED TECHNOLOGY

Access to the Internet from York College, home, or work

York College email account: setup instructions http://york.cuny.edu/it/webteam/live

Word-processing program, such as Microsoft Word

Knowledge of how to attach files in word and rich text formats: file extensions .doc and .rtf

REQUIREMENTS

1. Punctuality and Attendance: Your presence, participation, and commitment to learning are vital in English 125. Therefore it is essential that you arrive on time for each class meeting and complete assignments as scheduled. If you are compelled to miss class, or you cannot complete assignments because of illness or emergency, you need to let me know. Speak to me personally--either by calling or visiting me during office hours--leave a note in my mailbox in AC 2A16, or send me an email message.

2. Assignments Must be Completed as Scheduled. NO LATE ASSIGNMENTS WILL BE ACCEPTED, NOR CAN ANY MISSED WORK BE MADE UP UNLESS THERE IS A LEGITIMATE EXTENUATING CIRCUMSTANCE. If this is the case, you must contact me so we can discuss alternative arrangements. At that time I will decide whether the assignment will be downgraded half a grade for each day late.

3. Tools: Please bring pens, paper, syllabus, and required books to each class meeting. Log on to our Blackboard course site at least two times a week.

4. Participation: Whether we are meeting in class, at the computer lab, in the library, or online, you must be prepared for active engagement with ideas, texts, and classmates. Be ready to read aloud, exchange ideas and opinions with a partner, and/or participate in small group discussions.

5. No Electronic devises: When class is in session, all electronic devices must be TURNED OFF.

EXPECTATIONS AND PENALTIES IF NOT MET

A challenging and rewarding learning experience in English 125 requires respect for intellectual investigation, the collaborative learning endeavor, and all members of the York community. Breach of respect will result in the following penalties:

1. If you are more than fifteen (15) minutes late to class, it will count as one (1) absence.

2. FOUR (4) OR MORE UNEXCUSED ABSENCES FROM CLASS MEETINGS WILL RESULT IN THE LOWERING OF THE FINAL GRADE BY ONE FULL GRADE. For example, if the final grade is a C and you are absent four (4) or more times, you will receive a D for the class.

3. SIX (6) OR MORE ABSENCES FROM CLASS MEETINGS AUTOMATICALLY RESULT IN AN F FOR THE COURSE. Attending class is a vital part of English 125. If you are absent from class six (6) times, regardless of the reason(s), you have missed so much it is not possible to pass the course.

4. If you disrupt the in-class or online learning environment, you will be asked to leave the course.

BLACKBOARD COURSE SITE

Blackboard makes it possible to have a web-based virtual classroom. Through this user-friendly site, students can obtain course documents, such as syllabi and assignments, as well as engage in online discussion. Blackboard can be accessed from any computer with an Internet connection.

CUNY PORTAL ACCOUNT: Students must have a CUNY Portal account in order to access Blackboard. If you do not have a CUNY Portal account, please register for one by following the instructions at: http://york.cuny.edu/it/acet/blackboard/assets/portal.pdf

If you already have a CUNY portal account but you have forgotten your username and/or password, go to http://york.cuny.edu/it/acet/blackboard/faq/forget_uid_pw.shtml for instructions on how to retrieve your username and obtain a new password.

ACCESSING ENGLISH 125 COURSE SITE: To access our English 125 Blackboard course site, you need to first log on to the CUNY Portal www.cuny.edu . After logging in with your username and password, click the first link in the Blackboard Gateway module: Spring ’09 Courses—Blackboard 8.0.

To learn how to navigate the Blackboard course site and use Blackboard features, go to the following website: http://york.cuny.edu/it/acet/blackboard/student

If you are having technical difficulties, contact the York College Help Desk located in AC-2E03.

Call (718) 262-5300 or E-mail: [email protected]

Monday through Thursday: 8:00 AM - 6:00 PM (Phone Support)

Monday through Thursday: 6:00 PM - 10:00 PM (Voice Mail/Technician on site) Friday: 9:00 AM - 4:00 PM (Phone Support) Friday: 5:00 PM - 9:00 PM (Voice Mail) Saturday: 9:00 AM - 5:00 PM

ASSIGNMENTS

1. Frequent reading and writing assignments completed inside and outside of class, and online

2. Unannounced reflective responses to readings

3. Three formal essays, one of which will be written in class under time constraints

4. A Departmental final examination

GRADING

Formal writing assignments, including multi-draft essays, and an essay written in class: 70%

Paper 1: 15% Paper 2: 30% Paper 3: 25%

Informal Writing Assignments, including first rebellion essay, reflective responses, and online discussion participation: 15%

Department Final Examination: 15%

PLAGIARISM

Deliberately submitting some one else's work as your own is a serious offense that will result in an F for the course. For more information about plagiarism, see The York College Bulletin 2008-2009, “Definitions and Examples of Academic Dishonesty” (39-40), and Purdue University’s Online Writing Lab resource, “Avoiding Plagiarism,” http://owl.english.purdue.edu/handouts/research/r_plagiar.html

LEARNING OBJECTIVES

Students will be able to:

Read critically scholarly, journalistic, editorial, reflective, visual, and on-line sources. Employ interpretive reading strategies, such as thesis identification, methods of

argumentation, and content summary. Develop communication skills by responding orally and in writing to sources drawn from

varied disciplines. Formulate a thesis and provide evidence to support it.

Recognize plagiarism as a breach of ethics, identify it when it occurs, and correct it by conveying the concepts and ideas of others using students’ own words and proper citation.

Write short (two-to-five page) well-developed formal papers that are logically organized, free of serious grammatical errors, and integrate sources using paraphrase, summary, and appropriate documentation.

Understand that writing is a process that requires critical evaluation of ideas, content, and word choice through revision and proof-reading.

Function as members of an academic community by practicing discipline, following directions, preparing formal essays according to academic conventions, and participating respectfully and thoughtfully in discussion and debate.

YORK COLLEGE RESOURCES

Computers with internet access are available in the library and in computer labs.

York College Library: http://york.cuny.edu/library

York College Computer Labs: http://york.cuny.edu/it/acet/computer-labs

York College Writing Center: http://york.cuny.edu/student/writing-center

Located in the Academic Core 1C18, The Writing Center assists students with writing skills. The Center offers scheduled tutoring, drop-in tutoring and workshops. For more information, stop by, call (718)262-2494, or check the Writing Center Website.

English as Second Language (ESL) Tutoring Center

Tutoring is available for ESL students in Academic Core 3C08. Call (718) 262-2831 for schedule.

Syllabus - English 1102

GEORGIA PERIMETER COLLEGE

A Unit of the University System of Georgia

English 1102 - Summer 2008

Composition II via VISTA

INSTRUCTOR: James Faucett

Phone Number: 404-492-9732 (for emergencies only).

Virtual Office Hours: By appointment.

Email address: Email instructor within Vista only (not via regular gpc.edu account).

COURSE DESCRIPTION: This course develops writing skills beyond the levels of proficiency required by ENGL 1101, emphasizes

interpretation and evaluation, and incorporates more advanced research methods. A research paper is required. Some sections of this

course are taught with computer assistance in classrooms equipped with personal computers. Keyboarding experience will be useful but is

not required.

PREREQUISITES:

1. A grade of C or higher in English 1101.

2. Completion of English 1101 within the past five years.

3. Successfully passing the home institution's computer literacy requirements.

NOTE: This syllabus may be changed to accommodate the needs of the students or the instructor.

ADDITIONAL NOTE: This 6-week accelerated course allows you to receive the same number of credits as you would in a 15-week semester. Therefore, we are required to cover the same amount of material as we would in a full-length semester. You should be aware that you will have a great deal more work per week than you would in a 15-week semester.

TEXTBOOK

Required: Literature: An Introduction to Reading and Writing (ISBN: 0-13-153435-1)

EVALUATION: The course objectives (see last section of syllabus) will be demonstrated by essays, tests, posts or typed responses.

In addition to being evaluated by the instructor, students will have the opportunity at the end of the semester to evaluate the course and

the instructor.

TURNITIN.COM

All essays must be turned in through Turnitin.com. This includes the following assignments:

1. Narrative Essay (Assignment 1.5)

2. Explication or Analysis Essay (Assignment 3.1)

3. Interpretation or Evaluation Essay (Assignment 4.1)

4. Final Research Paper (Assignment 5.5)

Any of these assignments turned in without having gone through Turnitin.com will not be accepted.

What is Turnitin.com?

Turnitin.com is a plagiarism prevention resource that identifies papers that contain unoriginal material. It utilizes continuously

updated databases to check students' work against other works to make sure that nothing has been plagiarized.

(See PLAGIARISM policy below.)

GRADING

Discussions/Postings (20 points each)...........................300

Narrative Essay (Assignment 1.5)..................................100

Practice Regents' Essay (Assignment 2.3)......................100

Explication or Analysis Essay (Assignment 3.1)............100

Interpretation or Evaluation Essay (Assignment 4.1)......100

Final Research Paper (Assignment 5.5)..........................300

Total Points..................................................................1000

GRADING SCALE

Letter Grade-----300 point assignments-----100 point assignments-----20 point assignments---Total Points

A---------------------300-270--------------------------100-90----------------------20-18----------------1000-900

B-------------------- 269-240----------------------------89-80----------------------17-16-----------------899-800

C---------------------239-210----------------------------79-70----------------------15-14-----------------799-700

D---------------------209-180----------------------------69-60----------------------13-12-----------------699-600

F------------------------179-0-----------------------------59-0-----------------------11-0---------------------599-0

WEEKLY SYLLABUS

For weekly assignments, please see the "Your To Do Lists" Organizer, in which units are organized by "To Do" lists. The course calendar also lists due dates of major assignments.

Week 1: Complete To Do Lists 1 & 2

(1 Discussion (graded), 1 Essay)

Unit 1: An Electronic Introduction

Introduction to electronic sources

The reading-writing connection and literary criticism


(4 Discussions, 1 Essay)

Unit 1 (cont.):Reading and writing about literature

Unit 2: An Introduction to Research

Strategies for research and Practice Regents' Essay


(3 Discussions)

Unit 3: Innocence and Experience

Introduction to Innocence and Experience

Thinking about themes, persona, and tone


(3 Discussions, 1 Essay)

Unit 3 (cont.): Understanding themes in poetry and fiction

Unit 4: Identity in America

Introduction to Identity in America

Reading and writing about short stories

Week 5: Complete To Do List 9

(1 Discussion, 1 Essay)

Unit 4 (cont.): Reading and writing about poetry

Week 6: Complete To Do Lists 10, 11 & 12

(2 Discussions, Final Paper)

Unit 5: The research project

Preliminary research and working bibliography

Evaluating sources and annotated bibliography

Final research paper due

ESSAY SUBMISSION POLICY: All essay assignments must be turned in by 11:59 pm on the due date (usually Sunday) and submitted through Turnitin.com. Essays must be submitted as Microsoft Word documents with a ".doc" extension and must be typed in Times New Roman 12-point font, double-spaced. Place your name, the assignment number, and the essay title at the top of the page. Although it may appear that all assignments are due on Sundays, students should try to pace themselves throughout the week to avoid being overwhelmed. Vista is periodically down on Sundays for maintenance, so this should be taken into consideration as well.

GUIDELINES FOR POSTS

THIS IS THE MOST IMPORTANT PART OF THE SYLLABUS. Students must initiate at least ONE good post per assigned discussion (up to 12 points) and respond to at least TWO other students' posts (up to 4 points for each) per assigned discussion as a required minimum during the entire semester. You must complete any posts for that week's lesson by the end of the week, Sunday at 11:59 p.m. You will not be able to go back and create or change a post beyond that deadline each week. The class's no makeup policy is also true of posts.

I won't be requiring a word count for the weekly post. However, while length in and of itself isn't indicative of quality, it does give a sense of the level of though that has gone into a post. The posts should be substantive. The assignments are about thought and reflection. Critical thinking begins with questions. The best way to approach discussions is to keep asking yourself questions about the reading(s) or topic(s) after your initial reaction. You can always ask another question of your subject, expand on an idea, pull in outside information, and go deeper.

I'll be expecting at least one good paragraph (or more, if the assignment calls for it) per post. If class participation isn't strong and substantive, I'll institute a required word count for posts.

Remember when posting to a discussion that this is an academic environment and your posts are being graded on grammar, etc. This is of particular importance in a composition class (see MECHANICS OF POSTING below).

Before presenting an original post, you should read existing posts to avoid repeating the same ideas. Here are some general guidelines for participation, content, critical thinking and mechanics. You can use these guidelines to ensure their posts earn the highest grades.

A. PARTICIPATION:

Participation is interaction. It means responding to the comments of others, helping other students, asking provocative questions, being involved and debating. If you only post your thoughts and do not respond to your classmates' ideas, you will not receive full credit for posts.

Excellent: Provides comments in a regular and equitable manner. Interacts with a variety of participants.

Good: Provides comments in a regular manner.

Fair: Sporadically provides comments. Interacts with only one or fewer participants.

Poor: Provides minimal comments and information to other participants.

B. CONTENT OF POSTING:

Your level of understanding will be evident in your posts. Understanding requires more than memorizing the facts. It requires exploring on your own and asking pertinent questions. You include specific quotations from literature to support your ideas. You respond thoughtfully to your classmates' posts-you respond with more than praise or agreement. You discuss their ideas and your own. Before presenting your original post, read other students' posts, since you are not to post the same ideas.

Excellent: Reveals a solid understanding of the topic as evidenced by thoughtful original posts, responses and questions. Provides new information on a regular basis. The posts show solo exploration.

Good: Reveals an adequate understanding of the topic. Provides new information from time to time. The posts show that the student has completed the readings.

Fair: Reveals a restricted understanding of the topic limited to information that could be derived from only online material and prior posts.

Poor: It is evident that the student only read the posts of the students prior to contributing.

C. CRITICAL THINKING:

You own a piece of knowledge when you feel confident discussing it. And that is when you gain insight, providing your own spin to that knowledge. You go beyond simply describing or discussing "what" happened in literature. You consider theme, symbols, setting, characterization, the author's purpose, the author's style, etc.

Excellent: Complete sentences, clear organization, grammatically correct and free of spelling errors. Always cites sources.

Good: Complete sentences, clear organization, but some grammar or spelling errors or both.

Fair: Complete sentences, but the argument is not coherent. Organization needs improvement. Has three or more grammar or spelling errors (or both) per paragraph.

Poor: Poor sentence structure, inadequate organization, several grammar or spelling errors (or both).

D. MECHANICS OF POSTING:

The idea is clear communication. Good communication means you have thought an idea through and then organized it. That is what mechanics are about. You avoid errors in grammar, spelling and sentence structure. Your ideas and your writing are clear to your classmates and to the instructor.

Excellent: Complete sentences, clear organization, grammatically correct and free of spelling errors. Always cites sources.

Good: Complete sentences, clear organization, but some grammar or spelling errors (or both).

Fair: Complete sentences, but the argument is not coherent. Organization needs improvement. Has three of more grammar or spelling errors (or both) per paragraph.

Poor: Poor sentence structure, inadequate organization, several grammar or spelling errors (or both).

ADDITIONAL POLICIES

EMAILING: Only use your Vista email program when emailing me, not my personal email address. In addition, check your Vista

email often and regularly. I will use the Vista email program frequently to advise you of important information like syllabus and assignment

changes, graded assignments, and helpful examples and/or resources you can use toward the completion of your assignments.

If you do have an emergency and need to contact me by telephone: I am frequently inaccessible by telephone during the day, but should be

able to get back to you within 24 hours. The best way to get in touch with me is by email.

MAKE-UP WORK POLICY: No late work will be accepted.

All assignments are due before midnight at the end of the day on which they are scheduled as due, usually on Sundays at 11:59 pm. This

Vista course is designed to remove access to the previous assignments after they are due. The new assignments will be available on Mondays

at 9:00 a.m.

PLAGIARISM: The penalty for plagiarism in any aspect of written work is a failing grade ("0") for that assignment. A second violation will result in a failing grade for the course.

ADA (AMERICANS WITH DISABILITIES ACT STATEMENT): If you are a student who is disabled as defined under the

Americans with Disabilities Act and requires assistance or support services, please seek assistance through the Center for Disability

Services. A CDS Counselor will coordinate those services. http://www.gpc.edu/cds/

AFFIRMATIVE ACTION STATEMENT: Georgia Perimeter College adheres to affirmative action policies to promote diversity

and equal opportunity for all faculty and students.

EQUAL OPPORTUNITY STATEMENT: No person shall, on the grounds of race, color, sex, religion, creed, national origin, age or

disability, be excluded from employment or participation in, be denied the benefits of, or otherwise be subjected to discrimination under

any program or activity conducted by GPC.

COURSE GOALS:

1. Enhance your appreciation of literature.

2. Reflect upon and respond to the ideas of others.

3. Refine your thinking, reading, and writing skills.

4. Use the writing process to understand different texts.

5. Increase your working vocabulary of literary terms.

6. Improve your research and documentation skills.

7. Improve your electronic communication skills.

8. Apply critical perspectives to various genres.

9. Demonstrate critical thinking skills in reading and writing assignments.

10. Write well-developed and logically organized essays.

11. Plan and conduct a research project using a variety of research sources.

12. Navigate and communicate effectively online.

13. Expand your awareness of literary themes and explore the connections between these themes and your own experiences.

EXPECTED EDUCATIONAL RESULTS AND GENERAL EDUCATION OUTCOMES

Expected Educational Results: As a result of completing this course, the student will be able to:

-Demonstrate the critical thinking skills involved in arriving at an evaluative or interpretive thesis statement that can be supported with concrete evidence.

-Organize essays, using both formal and informal outlining techniques, so that the plan indicates logic and coherence.

-Compose relevant, concise, and complete introductions that clearly express the central intent of the paper and conclusions that reaffirm the thesis and attain closure.

-Exhibit refinement in developing an idea through several paragraphs, using sophisticated and appropriate transitions, topic sentences and adequate supporting details.

-Use rhetorically appropriate tone, diction and style. Write standard written English free of major grammar, usage and punctuation errors.

-Write about literary works by looking beyond the surface of imaginative literature to interpret the authors' themes and evaluate their techniques.

-Demonstrate these research skills: use effective methods of conducting scholarly searches, correctly use bibliographic resources, use standard bibliographic form, and use appropriate note taking techniques.

-Incorporate primary and secondary sources by using paraphrases, quotations, and summaries with appropriate in-text citations and correct punctuation.

General Education Outcomes:

I. Learners develop speaking, listening, reading and writing skills in the following ways:

-They develop their speaking skills through peer group activities, class discussions, and more formal activities such as panel presentations, debates, and individual talks.

-They develop their listening skills through taking notes from lectures and responding to oral instructions given in class.

-They develop reading skills through comprehension of textbook material, analysis of literature, and evaluation of secondary sources.

-They develop writing skills by planning, composing and revising short essays and research papers.

II. Learners demonstrate effective critical thinking and problem-solving skills in the following ways:

-They learn to interpret and evaluate literary works.

-They learn to understand and incorporate others' ideas.

-They learn the methods and rationale of writing literary analyses.

III. Learners organize and analyze information through the use of computer software in CAI classes.

-They refine their revising and editing skills.

-They learn to use the word processor's outlining function.

-They learn to create headers and footers.

-They learn methods of indention for the works cited page.

-They learn methods of doing research using various electronic resources.

COURSE SYLLABUS Philosophy 103: Introduction to Logic Department of History and Philosophy

College of Arts and Humanities Lander University

Greenwood, SC 29649

Section 07 MWF 11:30 am-12:30 pm LC 240

Dr. Lee C. Archie

Professor of Philosophy

Spring, 2011

Version 11.S Permission is granted to freely copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software

Foundation.

Contents List of Figures Essential Information

o Supplementary Materials o Appointments--Office Hours o Teaching Methods o General Education Core Requirements

Course Description o Catalog Course Description o Textbook

o Purpose of the Course o Objectives of the Course o Course Procedures o Specific Skills Achieved o General Education Competency

Course Requirements o Evaluation o Grades: Suggestions for Doing Well o Tests o Quizzes o Online Quizzes o Recommended Study Times o Grades Online o Email Accounts o Blackboard Discussion Board o Philosophy Forum o Troubleshooting Philosophy Forum o Profile Page o How to Post to the Board o Extra Credit o Your Job o My Job o Class Policies

Notes on Truth, Validity, and Soundness o Definitions o Rules o Problems and Examples

Summary of Informal Fallacies The Square of Opposition Informal Fallacy Project Test Review Sheets

o Test I: The Structure of Arguments o Test II: Language and Informal Fallacies o Test III: Categorical Propositions o Test IV: Categorical Syllogisms

Index About this document ...

Notes on Truth, Validity, and Soundness Definitions Argument:

any group of propositions of which one is claimed to follow logically from the others. Inference:

the reasoning process by which a logical relation such as entailment is perceived. Entailment:

a relation between or among propositions such that the truth of one proposition is determined by the truth of another proposition or propositions and such that this determination is a function solely of the meanings of the propositions concerned.

Valid Argument:a deductive argument whose conclusion follows necessarily from its premiss or premisses. (Usually an inference is said to be valid if it is permitted by the laws of some logic.)

Sound Argument:a valid deductive argument which has true premisses. (Obviously, the conclusion is true as well.)

Rules

1. A deductive argument is valid only if its conclusion follows necessarily from its premisses. 2. The fact that a deductive argument is valid does not imply that any of the propositions in the

argument are true. 3. If the premisses of a valid deductive argument are true, then the conclusion must be true. 4. In an invalid argument any combination of truth values for the various propositions may occur. 5. An argument is sound if and only if it is valid and has true premisses.

Problems and Examples

The following examples serve to show the possible combinations of truth values in valid categorical syllogisms.

Case 1 Case 2 Case 3 Case 4

Premisses T F T F

Conclusion T T logically impossible F

to be false

Examples:

Case 1A

(T) All cattle are mammals.

(T) All Angus are cattle.

(T) All Angus are mammals.

Case 2A

(F) All plants are animals.

(F) All deer are plants.

(T) All deer are animals.

Case 3A

An example is logically impossible to construct. (If a valid argument could have true premisses and a false conclusion, then deductive arguments could not be used to anything.)

Case 4A

(F) No pens are markers.

(F) All pencils are pens.

(F) No pencils are markers.

The following examples serve to show the possible combinations of truth values in invalid categorical syllogisms. Note that every combination of truth values is possible in invalid arguments. Also, note that Case 1B is invalid even though all statements happen to be true.

Case 1 Case 2 Case 3 Case 4

premisses T F T F

conclusion T T F F

Examples:

Case 1B

(T) Some states are tyrannies.

(T) All dictatorship are tyrannies.

(T) Some dictatorships are states.

Case 2B

(F) No sparrows are birds.

(F) No flying creatures are birds.

(T) Some flying creatures are sparrows.

Case 3B

(T) All acids are chemicals.

(T) Some carbon compounds are not acids.

(F) Some carbon compounds are not chemicals.

Case 4B

(F) All essays are books.

(F) No tomes are books.

(F) All tomes are essays.

All of the following statements are true. Study each carefully. Refer to the cases mentioned in order to see how each statement is true.

1. A sound deductive argument is a deductive argument which is valid and whose premiss or premisses are true. (Cf., Case 1A above.)

2. It is possible for a deductive argument to be both valid and unsound. (Cf., Cases 2A and 3A above.)

3. If a deductive argument is sound, it cannot be invalid. (Cf., Cases 1A and 3A above.) 4. If the premisses of a deductive argument are true, then the argument can be valid or invalid.

(Cf., Cases 1A, 1B, and 3B above.) 5. If the conclusion of a deductive argument is true, then the premisses can be true or false. (Cf.,

Cases 1A, 2A, 1B, and 2B above.) 6. If a deductive argument is sound, then its conclusion must be true. (Cf., Cases 1A and 3A above.) 7. If the premisses of a deductive argument are true, then the conclusion can be true or false. (Cf.,

Cases 2A, 4A, 2B, and 4B above.) 8. If a deductive argument has a false premiss, then the argument must be unsound. (Cf., Cases 2A,

4A, 2B, and 4B above.) 9. If a deductive argument is valid, then its conclusion can be true or it can be false. (Cf., Cases 1A,

2A, and 4A above.) 10. if every proposition in a deductive argument is true, then the argument can be either sound or

unsound. (Cf., Cases 1A, and 1B above.)

See

http://philosophy.lander.edu/logic/tvs_quiz.html

for more examples of true-false questions on the topic of ``Truth, Validity, and Soundness.'' Also, see

http://philosophy.lander.edu/logic/tvs.html

for lecture notes on this topic.

Summary of Informal Fallacies See http://philosophy.lander.edu/logic/fallacy_topics.html for detailed explanations.

Symbol Meaning

L Locutor, speaker

s statements, propositions

x,y events, circumstances

1. Ad ignorantiam (argument from ignorance)

p is unproved. or Not p is unproved.

Not p is true. p is true.

2.

3. E.g., There is absolutely no evidence to suggest that you won't do well in logic; thus, we may conclude that you will do well. OR E.g., There is no evidence to suggest that you will do well in logic; thus, we may safely conclude that you will not do well.

4. Ad verecundiam (argument from authority)

Authority on x, L, says p is true.

p is outside of the scope of subject x

p is true.

5.

6. E.g., H.L.A. Jenkins, the noted international rose expert, has publicly stated that logic is essential to a life of excellence; consequently, this view must be so.

7. Ad hominem (argument against the person)

L says p. L says p.

http://philosophy.lander.edu/logic/tvs.html

http://philosophy.lander.edu/logic/tvs_quiz.html

L is a bad (good) person. or L comes from bad (good) x, y.

p is false (true). p is false (true).

8.

9. E.g., You can't believe what Professor Smith says about teacher's salaries because, as a teacher himself, naturally, he would be in favor of more money. OR E.g., You can't believe what Professor Smith says about teacher's salaries because he comes from a family of mostly teachers; naturally, he would be in favor of a higher salary.

10. Ad populum (argument from popular appeal)

Snob Appeal Bandwagon

People in the elite believe p or The majority believe p

p is true. p is true.

11.

12. E.g., Snob Appeal: You have chosen the good life and a life of distinction, so now you need Four Roses Furniture to show that you have arrived. OR E.g., Bandwagon: This logic course must be a good course because most people believe it is.

13. Ad misericordiam (argument from pity or misery)

L says p. L deserves pity because of x,y.

p is true.

14.

15. E.g., Mary should be given the lead part in the play because she will be broken-hearted if she does not get the role.

16. Ad baculum (argument from force)

L says accept p or event x will happen.

x is bad (or good).

p should be accepted as true.

17.

18. E.g., I'm sure you will agree to the proposal before your committee because your future with this company might end if you don't.

19. Complex Question

How (or why) is p true?

p is true.

20.

21. E.g., When are you going to stop fooling around and begin to take your college education seriously? You will only benefit yourself if you start studying effectively.

22. False Cause

non causa pro causa post hoc ergo propter hoc

x is related to y. or x is followed by y.

x caused y. x caused y.

23.

24. E.g., Napoleon became a great emperor since he was so short. OR E.g., Since Jack sat in the back of the class and made an A on the last test, maybe I should sit there too.

25. Petitio Principii (circular argument; begging the question)

p is true.

q is true. or

r is true. p is true.

p is true It is not the case that not-p is true.

26.

27. E.g., Logic is an essential course because it is required at many colleges. It is required at those colleges because the ability to reason is vital, and it is vital because logic is so essential.

28. Accident (ceteris paribus exceptions)

Rule or general statement p is true in circumstance x.

p is true in irrelevant circumstance y.

29.

30. E.g., Since the United States is a democracy all persons all persons should be allowed to vote. Therefore, children ought to be able to vote for President.

31. Converse Accident (hasty generalization; glittering generality)

p is true in circumstance x.

p is true in all or most circumstances.

32.

33. E.g., Not one person spoke to me on the way to the library; Lander University is not as friendly as I was led to believe.

34. Ignoratio elenchi (non sequitur; irrelevant conclusion)

There is no complete standard classification of the ways people can make mistakes in arguments. Ignoratio elenchi is sometimes considered a suitable paraphrase for ``fallacy.'' We use the term for any irrelevant argument given, whether valid or invalid.

The Square of Opposition The following diagram is a convenient summary of the resultant truth values for statements on the Square of Opposition:

Figure 9: The Square of Opposition

Informal Fallacy Project The Informal Fallacies Project is an extra-credit project. You are to find and analyze informal fallacies being used in the source. You are to choose your own resources: newspapers,

magazines, books, or journals. All references are to be cited in a standard bibliographical manner. Avoid using advertisements as fallacy examples when they are appeals rather than arguments purporting to prove a conclusion. Feel free to discuss with your instructor the quality of the fallacies before you write your analysis. Two points extra-credit on a test is awarded for each fallacy not found or analyzed by another student or found on an informal fallacy publication (e.g., logic books or logic Internet sites). Please keep in mind the following guidelines:

1. Bibliography citation is given in proper form (APA, MLA, Chicago, or Science Citation). 2. The extensiveness and adequacy of the explanation of how each fallacy is effected is

essential for full credit. 3. The format of your paper should be similar to the example illustrated below.

Fallacy:

Before considering these developments in detail it is worth asking why such an apparently simple device as the bicycle should have had such a major effect on the acceleration of technology. The answer lies in the sheer humanity of the machine. S.S. Wilson. ``Bicycle Technology.'' Scientific American, 229, no. 3, (1973), 82.

Analysis: The question posed is a composite of several questions: (1) Is the bicycle an apparently simple device? If the answer to this question is ``Yes,'' then a further question can be raised: (2) Did this `àpparently simple device'' have `à major effect on the acceleration of technology?'' If the answer to this question is ``Yes,'' the question is appropriate: (3) How had the bicycle had such a ``major effect on the acceleration of technology''? An answer to (1) is not clearly straightforward. An answer to (2) is even less so, and an answer to (3) (provided in the text) is much more doubtful. Most of the technical innovations used in the bicycle (e.g., differential gears, classic diamond frame, tubular frame, ball bearing, pneumatic tire) were developed independently of bicycle technology. Only at this point in the analysis would it be appropriate to raise the question, ``Why the bicycle had a major effect on the acceleration of technology?''

Hence although the technology of this `àpparently simple device'' might be important for the evolution of modern technology, it is a fallacy to presuppose it had a major effect on the future development of technology. The answer provided by Dr. Wilson blurs the distinct aspects of the question he raises and treats it as a simple one; hence the fallacy of Complex Question occurs.

Test Review Sheets Test I: The Structure of Arguments

Important Concepts: be able to characterize and give examples.

philosophy logic

statement or proposition sentence

premiss conclusion

argument simple argument

complex argument premiss indicator

conclusion indicator inference

entailment argument

explanation conditional statement

imperative hypothetical

deduction induction

truth validity

soundness

Important Skills: be able to do the following kinds of problems.

1. Identify premiss and conclusion indicators 2. Diagram simple and complex arguments 3. Explicate the differences among truth, validity, and soundness

Important Distinctions: Be able to list differences and give examples.

1. sentence and statement 2. argument and explanation 3. deduction and induction 4. truth, validity, and soundness

Example test is online: http://philosophy.lander.edu/logic/argument_test.html

Test II: Language and Informal Fallacies


the forms and functions of language

the types of sentences

informative use expressive use

directive use factual significance

emotive significance disagreement in belief

disagreement in attitude varieties of disagreements

http://philosophy.lander.edu/logic/argument_test.html

methods of dispute resolution

slanted language

emotively neutral language phatic language

performative utterances ad ignorantiam

ad verecundiam ad hominem

ad misericordiam ad baculum

ignoratio elenchi complex question

false cause petitio principii

accident converse accident


1. analyze and resolve disagreements in belief and attitude 2. distinguish among the forms and functions of language 3. identify and analyze informal fallacies

Important Distinctions: be able to list differences and give examples.

1. declarative, interrogative, exclamatory, and imperative sentences 2. belief and attitude 3. emotive and neutral language 4. accident and converse accident 5. fallacies of relevance and presumption

Example test is online: http://philosophy.lander.edu/logic/fallacies_test.html

Test III: Categorical Propositions


quantity, quality, and distribution

universal affirmative statement

universal negative statement particular affirmative statement

particular negative statement sneaky O statement

contrariety subcontrariety

http://philosophy.lander.edu/logic/fallacies_test.html

contradiction subalternation (implication)

conversion obversion

contraposition


1. square of opposition--immediate inferences 2. further immediate inferences 3. successive immediate inferences 4. Venn diagrams of statements


1. A, E, I, O statements 2. quantity, quality, and distribution

Example test is online: http://philosophy.lander.edu/logic/prop_test.html

Test IV: Categorical Syllogisms


syllogism major term

minor term middle term

mood figure

standard form major premiss

minor premiss figure

logical analogy equivocation

four term fallacy undistributed middle fallacy

illicit minor illicit major

fallacy of exclusive premisses existential fallacy

fallacy of drawing an affirmative

conclusion from a negative

http://philosophy.lander.edu/logic/prop_test.html

premiss


1. refute an argument by means of devising a logical analogy 2. evaluate syllogisms by means of Venn diagrams 3. evaluate syllogisms by means of syllogistic fallacies 4. evaluate arguments in ordinary language


1. major and minor premiss 2. illicit major and illicit minor 3. equivocation and four term fallacy

Example test is online: http://philosophy.lander.edu/logic/syll_test.html and http://philosophy.lander.edu/logic/ordinary_test.html

CISC 190 Java Programming Syllabus (updated: June 15, 2009)

http://philosophy.lander.edu/logic/ordinary_test.html

http://philosophy.lander.edu/logic/syll_test.html

Semester: Summer 2009

CRN: 52858

Units: 4.0

Meets: Online from June 16 to August 8, 2009 - 8 weeks.

Instructor: Prof. Richard PelletierComputer Information Systems

Office: Room A-17g - Available by appointment.

Telephone: (619) 388-3113

Email: Please use the Blackboard WebCT email system whenever possible for class related email. For other email or when Blackboard WebCT is not available, use [email protected].

Web Site: online.sdccd.edu (Blackboard WebCT)

This course presents basic programming concepts using the Java 2 SE programming language. Structured and object oriented programming techniques are presented and used to design and implement a variety of programming problems. This is an online course using Blackboard WebCT.

The Java programming language is used in a wide variety of applications from desktop computers, servers, cellular and smart phones, video games, DVD players, photocopiers, PDAs, microwave ovens, and more. Its popularity as a programming language comes from its ability to run programs on a wide variety of computers and computerized devices.

Advisories & Prerequisites

This is an introduction to computer programming, so no computer programming experience is required. However, you are expected to know how to use a Microsoft Windows or Mac OS-based computer and the Internet. This course is not an introduction to computers.

Students must have completed English 051 or higher with a grade of C or better or have an Assessment Skill Level W5.

Textbook & Supplies

This textbook is available from the campus bookstore as well as other bookstores.

Starting Out with Java, 4th Edition, by Tony Gaddis with myCodeMate access. Copyright © 2010, Addison-Wesley. ISBN 0-136-12054-7.(Textbook only: ISBN 0-136-08020-0)

This book is available from the City College bookstore in a special bundle which includes access to myCodeMate. You can buy the bundle at the City College bookstore or online. Access to myCodeMate is optional, but I recommend it. The publisher bundled myCodeMate with the purchase of a new textbook at the City College bookstore for no additional cost. If you buy a used textbook or if you buy this textbook from another place and you want to purchase myCodeMate, go to www.myCodeMate.com. It will cost you $24.

If you are going to use your own computer or a computer at another location, you will need Sun Java 2 JDK and jGRASP software installed on that computer. This software is available, free. Go to www.rpinfo.com/java for links to the web sites where you can get this software. You will not need to install this software if you use the computers in the Learning Resource Center room R-107, or the T-301 or T-331 computer labs. Those computer labs have the software installed.

You will need a USB flash drive to save your work. I do not recommended floppy disks. USB flash drives are inexpensive and can be purchased just about anywhere (Target, Walmart, Sears, etc.) for about $5.00 for the 128 MB size. Any size will work for this class.

Class Format

This is a fully online course. We use the Internet to access Blackboard WebCT for lecture notes, PowerPoint presentations, assignments, tests, email, and discussion board communications.

You must log in to Blackboard WebCT at least once a week. I recommend that you log in at least three times a week to keep up to date on the latest information. The web address is online.sdccd.edu.

This class is not a self-paced class. If you work ahead, you might miss some important information about changes to the assignments. Unlike a traditional classroom-type class, this class does not meet at a specific time, so you are free to log in and do your work at your convenience, as long as you meet the posted due dates.

Since this is a 16 week course compressed into 8 weeks, you will have to put more hours per week to get your assignments and quizzes done.

In our Blackboard WebCT class, each chapter from the textbook is organized as a lesson. Each lesson will have lecture notes, a PowerPoint lecture, discussion board, chat room, exercises, assignments, and a quiz. You will have one week to complete a lesson. Late work will be accepted up to one week past the due date.

Also in our Blackboard WebCT class there is an icon called Reference Guide and Need Help? The reference guide contains notes and documents like the syllabus, calendar, schedule of

assignment due dates, etc. The Need Help? icon contains information about tutoring, financial aid, health and other student services that are available to you.

If you have any questions or need help while online, you can contact me by instant messenger using AOL IM, Yahoo! Messenger, or Windows Live Messenger. All of these are connected to my cell phone. Use the instant messenger to page me and if I am near a computer, I will switch over to it and continue the chat online. See How to Contact the Professor for details.

You can email me through Blackboard WebCT email, but do not expect an immediate response. I will check my email at least once Monday through Friday, but if you need a more immediate response, you should use an instant messenger.

There are computers in the City College Learning Resource Center in room R-107. These computers are available in the day and evening. Visit the Learning Resource Center for the schedule. Some computers may also be available in the T-building lab in room T-301 and T-331.

If you want to use a computer from home, work, or other place, make sure that the computer meets the necessary system requirements. See www.rpinfo.com/java for more information.

Attendance

I expect you to log in to our Blackboard WebCT web site at least once a week. I recommend that you log in three times or more per week just to keep up to date on what is happening in this course. WebCT keeps a log of the times that you have logged in.

According to district policy, students must not be absent for more than twelve percent of the total class hours in order to receive credit for the course. Since this is a web based course, I will use weeks as the unit of measure. Twelve percent comes to around one week for an 8 week course. If you don’t log in to this course for a week, I will consider that an absence of a week and you may be dropped from this class.

If you plan to drop this class, do so officially. It is your responsibility to drop yourself from classes before any deadlines. If you stop coming to a class without officially dropping yourself from the class, you may find a failing grade on your student record.

Course Objectives

Upon successful completion of this course, the student will be able to...

1. Create simple to intermediate level applications using the standard I/O routines in Java SE.

2. Understand and be able to apply the various data types and structures in Java SE. 3. Understand and use basic object oriented programming techniques.4. Understand and use procedural abstraction and top-down design.5. Create programs that store and access data to and from files. 6. Create simple Java applets for use in web pages.

Course Topics

These are the topics to be covered in this course (not necessarily in this order)...

1. Introduction to Java Programming2. Data Types and Variables 3. Using Methods, Classes, and Objects4. More Object Concepts 5. Conditions and Logical Expressions 6. Loops7. Strings8. Arrays9. Java Applets 10. Graphics11. Swing Components

Method of Evaluation

Your grade will be based on points earned from the class participation, exercises, programming assignments, and quizzes.

ItemGrading Scale

Adjustment

Weight

Class Participation 10 point Average x 10

10%

Exercises 10 point Average x 10

10%

Programming Assignments

10 point Average x 10

40%

Quizzes 100 point Average 40%

The average of each of the above items will be multiplied by the weight. The sum of the weighted scores will be a number from 0 to 100 that will be applied on the 100 point scale to determine your grade.

10 point

s

100 points

Grad

e

10, 9 100 to Excellent Work A

90

8 89 to 80 Good Work B

7 79 to 70 Satisfactory Work C

6 69 to 60Below Satisfactory Work

D

5 to 0 59 to 0 Failing F

Class Participation is measured by the number of discussion board and email messages that I see from you with relevant information. I will grade this on a 10 point scale for each chapter. Exercises will be posted on the discussion board. Commenting on the exercises will count as class participation.

Programming Assignments are graded on a 10 point scale. Excellent work is work that has very few errors and follows the programming specifications. Good work is above satisfactory work. It may have a few errors, but no serious errors. It must follow the programming specifications. Satisfactory work is work that has a few errors and may deviate from the programming specifications, but is a good indication that the student understands Java and the programming concepts presented in the lesson.

Do not apply advanced programming techniques that are not covered in the lesson or in previous lessons without first getting permission from me. This is important. If you apply advanced programming techniques without first going over it with me, I will assume that you did not do the work or you do not know how to correctly apply the techniques covered in the lesson and your grade will suffer from it.

Quizzes are multiple choice quizzes from the textbook publisher which covers the topics in the chapter. The quiz consists of 20 questions at 5 points each for 100 points. I will drop the lowest quiz.

Responsibility to Add, Drop, or Withdraw

It is your responsibility to add, drop, or withdraw from classes before the deadlines stated in the class schedule. Petitions to add, drop, or withdraw after the deadline will not be approved without proof of circumstances beyond the student's control which made the student unable to meet the deadline. Lack of money to pay fees is not considered an extenuating circumstance. Students anticipating difficulty in paying fees before the add deadline should check with the Financial Aid Office about sources of funds or other alternatives for which they may be eligible.

Classroom Behavior & Student Code of Conduct

Students are expected to respect and obey standards of student conduct while in class or on the campus. The Student Code of Conduct, Disciplinary Procedure, and Student Due Process (policy 3100 and procedure 3100.2) can be found in the college catalog, student handbook, and the Office of the Dean of Student Affairs (room D-106). Charges of misconduct and disciplinary sanctions may be imposed upon students who violate these standards of conduct or provisions of college regulations.

Academic Integrity

This class will be conducted in accordance with the college Student Code of Conduct and basic standards of academic honesty. Cheating, plagiarism, or other forms of academic dishonesty are not acceptable and will not be tolerated. Violations of standards of academic honesty will be reported to the college disciplinary office for appropriate action.

Accommodation of Disability

Students with disabilities who may need academic accommodations should discuss options with me sometime during the first two weeks of class.

Changes to This Syllabus

From time to time this syllabus may need to be changed. Students will be notified of syllabus changes during a regularly scheduled class meeting and by email. It is your responsibility to make sure that you possess the latest version of this syllabus.

Calendar

The dates may change. I will notify the class of changes by WebCT email.

Week Start Chapter Due

1 Jun 16 Intro Jun 21

2 Jun 221 Computers & Java

Jun 282 Java Fundamentals

3 Jun 293 Decision Structures

Jul 54 Loops & Files

4 Jul 65 Methods

Jul 126 First Look at Classes

5 Jul 13 7 First Look at GUI Apps Jul 19

8 Arrays

6 Jul 209 Second Look at Classes

Jul 2611 Inheritance

7 Jul 27 13 Advanced GUI Apps Aug 2

8 Aug 3 14 Applets Aug 8

Wed, Jun 24 Add Deadline

Wed, Jun 24 Drop Deadline

Fri, Jul 3 – 4 Independence Day Holiday

Fri, Jul 17 Withdrawal Deadline

Sat, Aug 8 End of Semester

CSE 471/571

Introduction to Artificial Intelligence

Fall Semester 2004

Syllabus

Catalog Description: CSE 471/571 "Introduction to Artificial Intelligence" (3-0-3)An overview of the main thrusts in artificial intelligence, starting with the historically symbolic, logic-based approaches to knowledge representation, planning, reasoning and learning, leading into more recent directions of statistics-based probabilistic approaches (such as Bayesian approaches, belief nets, probabilistic reasoning, etc.). The course also touches on more recent developments in natural language processing, visual processing, robotics, machine learning, and philosophical foundations. For details, see the timetable.

Required Textbook:Stuart Russell and Peter Norvig, Artificial Intelligence: A Modern Approach, Prentice Hall, 2nd edition, 2003.

Optional Books:Elaine Rich and Kevin Knight, Artificial Intelligence, Mc Graw Hill, 2nd Edition, 1991. Herbert A. Simon, The Sciences of the Artificial, MIT Press, 3rd Edition (2nd printing), 1998. Guy Steele, Common Lisp: The Language, Digital Press, 2nd Edition, 1990.

Professor-in-Charge: Matthias Scheutz

Office: 351 Fitzpatrick Hall Office Hours: M, 3 p.m. - 6 p.m. and by appointmentPhone: (574) 631- 0353Email: [email protected]

Teaching Assistant: Alec PawlingRoom: 214 Cushing HallOffice Hours: TH 1 p.m. - 2 p.m. by appointmentPhone: 631-8720Email: [email protected]

Course Goals (from the catalog description): It is the goal of this course to study the foundations of Artificial Intelligence in today's environment and to instill an understanding of representations and external constraints with the idea of enabling a student to think creatively. This course will include a great deal of cooperative and group learning during class with lectures kept to a minimum. Students will be required to read before class and to give presentations during class periods. A large number of short programs and several longer programs will be required as part of the homework assignments.

Prerequisites:Advanced standing in Engineering or Science (Some) knowledge of SCHEME or LISP is helpful (see the instructor if you have no experience with either language)

Topics:Part 1: Introduction (2 lect.)

Part 2: Problem solving/Search (4 lect.)

Part 3: (Certain/uncertain) knowledge and reasoning (7 lect.)

mailto:[email protected]

http://www.cse.nd.edu/courses/cse471/www/timetable.html

Part 4: Learning (7 lect.)

Part 5: Communicating, perceiving, acting (6 lect.)

Part 6: Philosophical Foundations (2 lect.)

Computer Usage:Homework assignments will require programming in Common LISP.

Discussion, questions, etc.:Discussions about course related topics, including questions and answers to clarify homework problems, should be carried out via the listserv discussion list: [email protected] encourage use of this newsgroup as a means for class-wide discussion about the course, if you email the instructor or the teaching assistants with a question about the course, your question will first be posted to the newsgroup (you may request that your name be withheld from the repost). Any student in the course may answer any question once it is posted to the newsgroup. After sufficient time has elapsed and the question is not answered by another member of the class, the instructor or one of the teaching assistants will post the answer. You are strongly encouraged to use this medium and to post your questions there initially (as opposed to emailing it to the instructor or teaching assistants) so that other members of the class can participate.

All course materials will be maintained at the web site

http://www.cse.nd.edu/courses/cse471/www/and in the AFS directory /usr/local/courses/cse/cse471.01/Note: The directories and URLs that are given above are accurate to the best of my present knowledge and should reflect the recent changes. Updates, corrections, and clarifications will be given as necessary.

Laboratory Usage:None

Grading:

The course will be graded on the basis of homework assignments from chapter problems and other sources, one midterm exam and a comprehensive final (possibly take-home). The following weights will be used to compute the final grade

20% - Individual and Group Assignments (10% and 10%)10% - Midterm Exam35% - AI Project20% - Final Paper and Project Presentation10% - Class Presentation 5% - Class Participation

A grade of 92% or above is guaranteed an A, 82% or above a B, 72% or above a C, and 62% or above a D.

This grading formula implies that there is no curve; your grade will depend only on how well you (and, to a small extent, your partners) do, and not on how well everyone else does. (If everyone does exceptionally badly on some exam, I may decide the exam was at fault rather than the students, in which case I'll adjust the grade cutoffs as I deem appropriate. But I won't adjust in the other direction; if everyone gets an A, that's great). Plus and minus grades will be assigned to individuals close to the boundaries between letter grades.

Make-up exams will be given only in extraordinary (and documented) circumstances.

Assignments:There will be two homework assignments, each with a group and an individual component, and an "AI Project", which will be carried out in groups and should result in an interesting AI system (details will be announced in class). Homeworks are to be turned in before the beginning of lecture on the day they are due. Your computer programs are to be submitted electronically to the course hand-in directory.

Each homework assignment will cover a major course topic. The programming problems are designed to let you "get your hands dirty'' with computer problems, to introduce new topics, to fully develop concepts from lecture, and to test your mastery of the course material. Some of the problem sets may require you to demonstrate your program to the teaching assistant, in which case part of the problem set grade will be based on the demonstration. Any member of your group may be asked any question at all about the problem set during that demonstration. Therefore, it will be to your advantage to teach each other about the material.

The programming problems will generally involve quite a bit of computer programming. Do not wait until the night before a homework assignment is due to start working on it!

Late work will be accepted, but a penalty of 20% per calendar day late (and fractions thereof) will be assessed! Problem sets turned in after the start of class on the day that they are due will be considered late!

Cooperative Learning:Much of the work for this course (with the exception of individual homework assignments) can be carried out in groups, in which case each group will turn in one copy of the assignment, with the names of all group members on it. If you split up the work, then be sure that your group meets to collect the results before the last minute! If one group member fails to do the work, the entire group is responsible for ensuring that it gets finished. If some medical or personal emergency takes you away from your group for an extended period of time, or if you decide to drop the course altogether, don't just silently disappear. Inform the instructor and the other members of your group.

Class Presentation:Student are expected to present one chapter from the main text book in class in the course of the semester. A list of possible topics (together with guidelines for the presentation) will be made available online. The class presentation is thought the give students the opportunity not only to study material in detail, but also the check if they have really understood it by presenting and explaining it to the whole class (although there are other measures, being able to explain a topic in such a way that others can follow is a sign of having a good grasp of the material).

Class Participation:Although no rigorous attendance policy will be implemented for this course, students are expected to attend classes regularly (students with excessive absences will be very unlikely to pass the course). Everybody is encouraged to participate actively and contribute to the course by asking questions and volunteering to solve problems on the board. Students who attend and participate regularly are more likely to become known to the instructor (which might count in their favor in case they are in between grades).

Exam and Final:There will be a short in-class exam somewhere half way through the semester and paper final combined with a project presentation at the end.

Course Content:Engineering Science: 1.5 creditsEngineering Design: 1.5 credits

Academic Honesty:Learning cooperatively might seem to cloud the issue of academic honesty, but really it doesn't. The honesty issues relate to the group corporately. For instance, if a particular problem set includes a large number of written exercises, you may be tempted to simply divide them among the group members so that each of you does only two or three exercises. This is perfectly fine, as long as you get together after doing the individual work to discuss the results and to ensure that each member of the group understands every exercise (and could work it individually if necessary).

Directly copying homework answers or computer code from another group or from any other external source is not cooperative learning. It is cheating. When in doubt, ask the instructor.

Nobody begins the semester with the intention of cheating. Students who cheat do so because they fall behind gradually, and then panic at the last minute. Some students get into this situation because they are afraid of an unpleasant conversation with an instructor if they admit to not understanding something. I would much rather deal with your misunderstanding early than deal with its consequences later. Please, feel free to ask for help as soon as you need it.

General Recommendations

1. Come to class (on time).2. Complete the readings prior to lecture.3. Complete and understand all homework assignments.4. Discuss the course material with your classmates.5. Do not wait until the night before homework is due to start your homework.6. Do not be reluctant to ask for help (the professor and/or teaching assistant).7. Do not wait to ask for help if you are feeling lost.

CSE 471/571

Artificial Intelligence

Fall Semester 2004

TimetableWeek 1 (08/25 - 08/27)

Introduction, course outline, the "Turing Test", what AI is about, intelligent agents

Read: ch. 1, 2

Week 2 (08/30-09/03)

Uniformed search, minimax, game playing

Read: ch. 3, 6 Form homework and project groupsHw1 assigned

Week 3 (09/06-09/10)

Informed search, agents that reason logically

Read: ch. 4, ch. 5., 7.1 - 7.2

Week 4 (09/13-09/17)

Logic, representation, and reasoning, first order logic and AI

Read: 7.3 - 7.8, ch. 8Hw1 dueHw2 assigned

Week 5 (09/20-09/24)

Logic cont'd, inference, knowledge representation

Read: ch. 9, ch. 10Finalize class presentations

Week 6 (09/27-10/01)

Logical reasoning systems, planning, acting under uncertainty

Read: ch. 11, ch. 13

Week 7 (10/04-10/08)

Probabilistic reasoning, uncertain reasoning

Read: ch. 14, ch.15

Week 8 (10/11-10/15)

Uncertain reasoning, utilities, review for exam

EXAM (10/15)on ch. 1-11,13-14Hw2 due

Fall BreakWeek 9 (10/25-10/29)

Uncertain reasoning, utilities

Read: ch. 12,AI project assignedClass presentation

Week 10 (11/01-11/05) Class presentationsPlanning and acting, decision making and learning from observations

Read ch. 17, ch. 18, ch. 19

Week 11 (11/08-11/12) Class presentationsKnowledge in learning, reinforcement learning, learning in neural and belief networks

Read: ch. 20, ch. 21, ch. 22

Week 12 (11/15-11/19) Class presentationsNatural language processing

Read: ch. 23

Week 13 (11/22-11/24; Thanksgiving)

Action and perception

Read: ch. 24

Week 14 (11/29-12/03)

Machine vision, robotics

Read: ch. 25

Week 15 (12/06-12/08; Study Day)

Foundations of AI and perspectives

Read: 26, ch. 27AI project due Project presentation in class

12/15 FINAL papers due

Syllabus--Dreamweaver I

IMPORTANT NOTICE:At the END of this syllabus, there are step-by-step instructions for accessing your on-line course (distance learning course). All registered students must access the on-line course and do the EMAIL ASSIGNMENT BY THURSDAY of the first week of school or THEY WILL BE DROPPED. PRINT THIS SYLLABUS IF YOU ARE ENROLLED IN THIS COURSE AND ARE TAKING THE ON-LINE ORIENTATION AS YOU WILL NEED TO RETURN TO THE ON-LINE ORIENTATION TO COMPLETE PART 3 ONCE YOU HAVE READ AND PRINTED THIS SYLLABUS .

Dreamweaver I--Web Authoring Software I ARTS-113ICAOS-113I

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REGISTRATION PROCEDURES

Note: This is a cross-listed course. There are two sections--CAOS 113I and ARTS 113I. If the CAOS section of this course is closed, try the ARTS section. If both sections are closed, you will probably be placed on a wait list. Wait listed students should e-mail me on THURSDAY of the first week of school to see if there are any no shows. If space becomes available, I will e-mail you the add code.

If you are registering BEFORE classes begin (recommended), you can apply and register using the internet at http://www.deanza.fhda.edu/. Select "Apply and Register" on the menu bar at the top of the page. Then you must take the REQUIRED On-Line orientation. Information about the On-Line Orientation is included later in this Syllabus.

If you are registering AFTER classes have begun, and the class is still open WITH NO WAIT LIST, E-MAIL ME to receive a registration approval number that will allow you to add using the internet. Once you have this number take the On-Line Orientation; information is listed later in this Syllabus. E-mail me that you have added the class.

If you are on the WAIT LIST:E-mail me at the above e-mail address on THURSDAY of the first week of school, and I will let you know if there any no-shows. If there is room in the class, I will send you a registration # to register for the course on-line. I suggest that you take the On-Line Orientation; information is listed later in this Syllabus. The first assignment in the course for week 1 is very short so you should have no problem catching up if your are accepted into the class late.

DESCRIPTION

Dreamweaver is one of the top industry-standard software packages used to produce professional-quality web pages. This course will teach you the basics of Dreamweaver. Upon completion of this course, you will be able to create a web site using Dreamweaver. The last assignment in the course allows you to create a web site of YOUR CHOICE using all of the skills that you have learned in the course!

PREREQUISITES Knowledge of Windows or Mac Operating System or CAOS 102K and knowlege of at least one software package: Word, Excel, Powerpoint, Access.

INSTRUCTOR: Linda West I am a full-time instructor in the Computer Applications and Office Systems Department where I have developed many of the self-paced web courses that are offered in our department.

Office Hours: TBA By Appointment

Days/Time: TBA By Appointment

Phone/Voicemail: 408 864-8754

Fax Number: 408 778-5868

Office Location: ATC 203

E-mail: [email protected] (preferred) or [email protected] (alternate--use only if you do not get a response from [email protected])

Pre-registered students must complete the online orientation by: THURSDAY OF THE FIRST WEEK OF SCHOOL, unless special permission has been obtained from the instructor. THE




http://www.deanza.fhda.edu/

ORIENTATION IS REQUIRED. In the orientation, you will obtain information on how to log on to the course, how to successfully complete the course, course organization. etc.

REQUIRED ONLINE ORIENTATION

Complete the Online Orientation and submit the Student Information Form. The Online Orientation may be found at http://distance.deanza.edu/.

REQUIREMENTS

1. You must enter your on-line course by THURSDAY of the FIRST WEEK OF SCHOOL AND DO THE FIRST E-MAIL ASSIGNMENT OR YOU WILL BE DROPPED so that room will be available for people on the wait list. If you have problems getting into the course, e-mail me before THURSDAY.

2. You must complete this Online Orientation and submit the Student Information Form by Thursday of the FIRST WEEK OF SCHOOL. If you have problems accessing the on-line orientation, please contact the following person and let him know: [email protected] or at 408 864-8969 (M-Thurs 8:30-7:00) Friday until noon. Please e-mail if you still have problems.

Be prepared to spend about 6 hours per week using and studying the course materials. It is ESSENTIAL that you enter your on-line course each week to obtain your Assignment for that week!

OBJECTIVES

Upon completion of this course, you will be able to create web pages using Dreamweaver.

COURSE MATERIALS/EQUIPMENT

Computer/Software/Web Requirements:

1. Email: It is required that you have access to a computer that provides you with your own e-mail address and with which you can send and receive daily e-mail.

2. Web Access/Browsers: You must have a computer which allows you to browse the World Wide Web. Your web browser should be one of the following versions or higher. Netscape Navigator or Communicator version 4.5 to 4.77, Microsoft Internet Explorer version 5.5 SP2. You cannot use AOL browser. It will not work with WEBCT. If AOL browser is all you have, a free 30 day trial version is on your CD ROM or go online and download a free version of Internet Explorer. Go to the Microsoft website for this. You may use AOL to log-on, however, use Netscape or Internet Explorer. See the following web site for browsers instructions http://cvc2.org/webct/tech1.htm as you will need to have Java Enabled and Cache to Reload. If you are using a FIREWALL, you might have trouble getting into the course.

3. Hardware requirements: Go to http://cvc2.org/webct/tech1.htm for updated sysem requirements for WEBCT.

http://cvc2.org/webct/tech1.htm

http://cvc2.org/webct/tech1.htm


http://distance.deanza.edu/

For Dreamweaver, MAC (running 8.6 or later) or PC running Windows 95, 98, Windows 2000 or Windows NT 4.0. The minimum RAM is 32 MB--however it is recommended that you have 64MB so that you can open Dreamweaver and a Web Browser at the same time. Your computer should have at least a 133 MHZ processor. You will need a CD-ROM drive.

4. Software: You will need to have Dreamweaver MX software and Quicktime. Thirty day trial versions of Dreamweaver MX, Navigator, and Explorer are located on the CD ROM that comes with your book. You may also be able to download additional trial versions at the Macromedia website.

If you do not have access to the above, then you should enroll in the self-paced course on campus.

REQUIRED TEXTBOOKS/MATERIALS

Textbook: Dreamweaver MX 2004 H.O.T, Hands-On Training, Caro Green developed with Lynda Weinman, Publisher: Peachpit Press, ISBN 0-321-20297-X. (The textbook includes a CD ROM with exercise files and 30 day versions of software). This textbook is also used for the next course--CAOS/ARTS 113Q. See below on how to obtain your textbook. If the bookstore is out of textbooks for the on-line course, the same book is used in the self-paced CAOS 113I-55 and CAOS 113Q-55. The bookstore MAY be open on Saturday, of the first week of school for your convenience. If you get your textbook late, don't worry about it. The first assignment in the course is pretty short.

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IMPORTANT DATES/DEADLINES

See De Anza Academic and Administrative Calendar for Drop Dates, Holidays, Refund Dates, etc.

STUDY EACH WEEK'S ASSIGNMENTS

This course uses a tool called WEBCT. All course assignments, quizzes, production tests, and course deadlines will be available to you on-line in your WEBCT Dreamweaver course. You won't have to come to campus for anything. You will be told how to enter your WEBCT Dreamweaver course later in this on-line orientation. When you enter your on-line Dreamweaver course, you will see a list of assignment pages with step-by-step directions on how to complete each assignment. We will communicate with one another through the class bulletin board and periodically through e-mail during the week--I take weekends off so we won't be communicating with one another during the weekends!

To complete this course, simply successfully complete ALL assignments, quizzes, and Production Tests in this course. There are 10 Assignments to complete in this course--one

http://www.deanza.edu/calendar

assignment per week with an additional week to complete the final production test. Each assignment generally will include a hands-on textbook assignment.

It is ESSENTIAL that you enter your on-line course each week to obtain your Assignment for that week! The course has been designed so that if you successfully complete the weekly assignments, you will succeed!

TESTING AND GRADING POLICIES

Grading/Completing This Course: To complete this course, you must complete ALL 10 assignments plus ALL quizzes with at least a 70% and ALL Production Assignments successfully. At the end of the course, you will be asked to develop a web page using all of the skills that you have learned so far. This is a REQUIRED ASSIGNMENT. Periodically you will take a self-check quiz. You will receive feedback on the quiz immediately after your take it. You can retake the quiz up to 3 times. There are Production Tests which you will complete. All work will be submitted to me through e-mail or the Internet. You will also receive feedback on the Production tests through your on-line course.

EXAM SCORES

Grades will be posted in your on-line course in the My Grades section.

FINAL GRADES

Final Grades will be posted in your on-line course in the My Grades section. If you successfully complete ALL assignments, quizzes and Production Tests, you will obtain a Credit grade for this course. This is a Pass/No Pass course. No letter grades will be issued.



ASSIGNMENT SCHEDULE

There are ten Assignments to complete in this course. You have one week to complete each assignment. Each assignment usually consists of a hands-on chapter in the textbook.



INSTRUCTIONS FOR ENTERING (LOGGING ON) TO YOUR ON-LINE CATALYST COURSE

Once you have enrolled in the course and have taken the On-Line Orientation, you should able to access the course. Access will ONLY be available on the day the class officially begins to officially enrolled online students--sometimes there is a delay of 2-3 days so keep on trying. If you added a course on or after the start date, there may be a 3-business day delay from the time your college admissions officially enrolls you and you can enter the course. If you are already pre-registered in the course, your USER NAME and INITIAL PASSWORD will already be set up. Be sure to purchase the course materials as you will need them to complete Assignment 1 in the course!

TROUBLESHOOTING HELP: If you have trouble accessing the course or logging on, there is a link at the bottom of the CATALYST home page where you can contact Technical Support. Please do not contact me as I probably won't be able to help you.

LOG ON TO YOUR ON LINE COURSE by doing the following:

1. Open your browser. (Firefox) If you don't have Firefox, download it: http://www.mozilla.com/en-US/firefox/

2. Choose File, Open (page) and type in: https://catalyst.deanza.edu This is the link to your on-line class. (Or you can click on the above link.) BOOKMARK THIS PAGE.

3. NOTE: I highly suggest that you click on the FIRST TIME link on the CATALYST home page before logging into the course. It will provide you with an interative tutorial on the following subjects:

• Module 1: How to Login• Module 2: Password & Profile• Module 3: Navigating in Catalyst

4. In the dialog box that appears at the top of the screen, type in your User Name that consists of the following

Your De Anza College Student ID (NOT YOUR SOCIAL SECURITY NUMBER OR "99" NUMBER)

5. Press the Tab key to go to the Password section of the dialog box. 6. Type in Your Birthday in this format: MMDDYYYY (Two digit month, followed by two digit day,

followed by FOUR digit year; no slashes or spaces.) for the password. Click LOG IN if necessary. Note: If you have trouble logging in, there is a link at the bottom of the page to contact technical support. Do not contact me as I probably won't be able to help and will refer you to technical support. If they do not respond, then let me know, and I will check with them.

7. Click on CAOS/ARTS 113I, Dreamweaver. 8. Read the Homepage information.

https://catalyst.deanza.edu/

http://www.mozilla.com/en-US/firefox/

9. Follow the directions for Assignment 1 in the course and begin working on your course. You are required to complete Assignment 1 for the first week of school. Feel free to print the Assignment 1 page.

syllabus -communication arts

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