Drew University Moodle

This course will focus on exposing teacher candidates to a variety of technologies used by and with students with exceptional learning needs. Students will gain hands-on skills in designing technology-based instructional materials for students with a wide range of exceptionalities and integrating assistive technologies in lesson plans and assessments. A focus on Universal Design for learning is at core of this course- with a goal of providing students with the ability to adapt technology, instruction, and assessment to meet a range of student needs. Exposure to adaptive and assistive technologies, as well as state-of-the-art software and hardware, is also emphasized in the course. All of this will be addressed as part of the development of Individual Educational Plans (IEPs) for students, with special emphasis on transition planning. Transition planning will address all major life transitions (e.g., early intervention to preschool; preschool to elementary; elementary to secondary; and secondary to post-secondary and work environments. A course embedded field component will be required.

Writing For and About Business-ENGH246.KZ
Classroom: BC218
Th. 1:15-3:45 pm
Spring Semester 2018/19
14 sessions

1/17, 1/24, 1/31, 2/7, 2/14, 2/21
2/28, [no class 3/7], 3/14,
3/21, [no class-to be resched-3/28], 4/4
4/11, 4/18, 4/25
Shark Tank 4/26 [mandatory]


The goal of this course is to give students experience writing for and about business and economics and grounding in business, economic, and financial market concepts. Classes will include discussion, in-class writing and editing, and presentations by outside professionals. Assignments include group and individual projects and reading.

Attendance required at Shark Tank April 26 (evening)

(Please note: Syllabus may be adjusted based on class needs.)

We will cover business writing from the following categories and points of view (writing, underscored; reading ** :

-Private Individual To a Company/Organization: Job letter, resumé.

-Independent, Semi-independent, or Critical Writing for Public Consumption:
• Financial/economic/business news by major dailies and news services.
• Review of business or economic books
• Trade publications and insider newsletters.
• Books and long-form narrative journalism about business or economics**.

Writing for the Public from Company/Organization:

Media kit and press release on company.
• Analyst’s reports**

Pitch Writing (Business-to-Business, Entrepreneur-to-Investor or Organization-to-Funder):
• Business plan, pitch to investors-Must make a compelling case for company/product, capture personal qualities and business skills of the team, and demonstrate viability.


Please buy the following:

-The Elements of Style by William Strunk & E.B. White
-The Great Crash of 1929 by John Kenneth Galbraith
-HBR Guide to Better Business Writing By Bryan A. Gardner
-Subscribe to WSJ student digital package online. (15 weeks for $15/Year for $49)
-Sign up for Washington Post student digital subscription ($5/4 weeks)
-Sign up for or renew (if you haven’t already) your free NYTimes subscription. nytimes.com/passes

Please bookmark following useful links:
-Bloomberg (news, data), http://www.bloomberg.com/
-Securities and Exchange Commission, www.sec.gov
https://www.sec.gov/fast-answers
-Harvard Business Review (https://hbr.org/)
-Investopedia (www.investopedia.com)
-The Academic-Industry Research Net (http://www.theairnet.org/v3/)
- https://www.factcheck.org/


Class 1. 1/17. Introductions. Presentation/discussion of different types of business writing. How audience (external, internal) influences business writing. Writer’s guidelines. Go over syllabus.

In class exercise: Read Tulipmania Chapter of Charles Mackay’s Extraordinary Popular Delusions and the Madness of Crowds aloud, round-robin fashion.

FYI: The entire book is here, online.
http://www.econlib.org/library/Mackay/macEx.html

Discussion: Tulipmania’s relevance to financial markets of all kinds; the book, written in 1852 as a classic study of market behavior; example of clear and interesting economic and business writing as history/psychology/sociology and narrative; class writing exercise

Assignment for 1/24: Preparing for Resume/Job Letter
-Research job/fellowship/internship you would like to apply to. This should be a real prospect or a cold-pitch/introduction letter, but it should be related to your studies or career goals. Bring in:

- Job/company/organization description
- Who to write to
- qualifications
- deadline
- Your relevant skills or experience, including coursework— (not personality, love of people etc.)

-Bring in existing resume for reference only! You will not use your old resume as a model in creating your new one.

*Read Wall Street Journal for financial news and Washington Post or NYTimes for political news daily! I may also single out certain features, columns or stories for your attention.

1/24 Resume/Letter Writing: Lecture/Discussion: A resume is one page, factual, cryptic, formal. It tells a story—where you’re going as well as where you’ve been. The challenge is to project as professional and serious, without puffery and to extract from your academic, personal, and work experience skills that interest an employer.
Resources: Strunk and White, Harvard Business Review [vocabulary, language]

-Discussion: Each student describes what they’re applying for. Discuss briefly what to emphasize.

-Work on resumes in class keeping in mind the job you are applying for and what it requires. Individual guidance.

Homework: Write 1st draft of resume and letter.

Read Wall Street Journal, Washington Post, NYTimes

1/31 Resume/Letter Writing -2: 1st draft due
Discuss resume/letter writing/feedback by email

In-class Workshop: Editing and close reading

Reading: Wall Street Journal—lead,
Washington Post,

NYTimes

1/31 [Final resumes due]

Introduction to Business news writing. How financial/business news gets reported and written; sources of information; objectivity; ethics of market reporting; challenges of writing about numbers, other newswriting craft issues. Discuss readings.

Handout: Definitions of market concepts and key terms
[Note: A Stock Market Tutorial will be offered during class or office hours. Time/date to be determined]

Go through a market story in WSJ—analyze terms, structure, issues

In class: Break into groups of 2-3.Write a brief market story based on provided materials; share and discuss

Assignment for 2/7: Preparation 1-week stock roundup
Study the daily wires, Wall Street Journal, relevant news, forthcoming economic data, or events, identify at least two market sources—academic or market to interview.

Business/Financial News Writing

Work on 1-week outlook roundup in class.

2/14 [1-week roundup due]

Discuss Next Assignment-- Research and identify a topic for a 1,000-word forward-looking piece on a market sector, company, or economic issue with market impact. The piece should summarize recent developments and project forward to the end of the year or relevant time period.

[Assignment: Bring in q4 topic and identify relevant elements.

2/21 In-class writing and discussion


2/28- First draft due
Guest: Suzanne McGee, financial journalist and author

Looking ahead to books: The Great Crash; Choose book to read and review in November from list.
Read Wall Street Journal/NYTimes etc

3/7 [No class-Drew holiday]

3/14 2nd Draft of Financial news item due.

3/21 Writing for the Public from the Corporate/Institutional POV: This requires the writer to assume the organization’s voice; convey its message; establish credibility with press and public; be aware of regulatory issues (FTC, SEC); translate technical information for lay readers; handle controversial situations.

Assignment: Create a media package for a company or non-profit. Give it a product, size (measured by revenues/employees), geographic footprint. Company structure. Write:

1. Corporate/organizational Backgrounder.
2. Company timeline
3. Media Plan—ways to get free publicity
4. Press release—what is the occasion? Where are you going to send it? How to disseminate? What kind of media? (Trade, general press, online etc.)

Reading: The Great Crash of 1929 by JK Galbraith

3/21
Read Wall Street Journal
First draft of PR project due

[3/28 resched day] In-class presentation of media/pr projects
Assignment: Finish The Great Crash of 1929
Read Wall Street Journal, NYTimes, Washington Post

4/4 Reviewing business or economic books—List to be provided
Note: Books must come from this list or be approved. Everyone reads a different book.

Discuss principles and skills of reviewing, reading and writing critically. (A critical review is not a “review” on social media.) Discuss book selections.

Class writing project on The Great Crash

Assignment: Review The Great Crash.
Read Wall Street Journal, NYTimes, Washington Post

Note: this will be our only non-sequential assignment to permit us to participate in Shark Tank. You may submit a draft for comment. Final versions are due 5/1.

Read New Yorker articles about entrepreneurs.

4/11-4/18-4/25 Final Project: Pitching a business idea.
[Entrepreneur guest tba]
Participate in Econ/Business Dept. Shark Tank Friday, April 26:

[Note: Apr. 26 is not our regular class day. We will use 4/25 as a dress rehearsal.]

Group project: Form a team of entrepreneurs. Come up with an idea for a company (imaginary or real). Give it a product, location, market demographics, project financials, capital requirements and power point. Make a pitch to investor, lender, or a potential acquirer.

Non-Profit Alternative: Come up with a project, location, constituency, demographics, budget. Make a pitch to donors, grant-makers, community.

3-step/3 class project
1. Class 1-brainstorm, develop concept, research supporting info
2. Class 2-bring in projects for preliminary review and guidance
3. Class 3-dress rehearsal, materials in binder form, final guidance
Apr. 26—Evening. Final presentation. Graded.

Grading:

Participation/attendance—20%


Projects—80%:
1. Resume/Job Letter-4 + 4= 8%
2. Stock market roundup 4%
3. Quarterly market outlooker 12%
4. Corporate marketing package -12%
5. Review of The Great Crash- #1 8%
6. Book Essay/Review #2 16%
7. Angel investor pitch/business plan/Shark Tank 20%

Course Policies

Academic Integrity: All cases of plagiarism will be referred to Dean Judith Redling and assignment will receive an F. See attached for details on plagiarism policy

All students are required to uphold the highest academic standards. Any case of academic dishonesty will be dealt with according to the guidelines and procedures outlined in Drew University's "Standards of Academic Integrity: Guidelines and Procedures," which is located in the academic policies section of the catalog.

Format/Style: All manuscripts (i.e. anything but charts or Powerpoint) must be Word documents, emailed to me, or uploaded to Moodle. No PDFs, Google docs etc.
-12-point, Times New Roman
-Block paragraphs, no indent, skip a line between paragraphs
-Your name and email at the top of all pages
-Title i.e. “Q4 Market Outlook: Stocks Seen Declining Amid Uncertainty” or “Review: The Madness of Crowds Still Current After 175 Years”
-Numbered pages

Please name your files: Assignment-YourLastName-version-DD.MM.YY
For example: Resume-Lichtblau-Draft1-01.22.19

If you send me a file named: “Resume” or “Book Review” or “John Smith,” it will not be graded!

Revisions: Revising is an essential part of the course. I will edit your copy and tell you what’s missing or needs rewriting the way an editor or supervisor would in a professional environment. These are instructions, not suggestions! I expect you to incorporate my edits. If final work ignores my edits, your grade will be lower. I am happy to explain or discuss edits.

If you expect to miss a class let me know in advance. For unanticipated absences, such as illness, email me before class, if possible. In any case, email me for make-up work or come to office hours.

Office hours. I am on campus on Thursdays and will hold office hours in my English Dept. office (Sitterly 207) 11-1. I’m happy to make appointments at other times on Thursdays. For other days, I am available by phone. Please email me at jlichtblau@drew.edu.
Note: If you can’t make an appointment—even during normal office hours, let me know as soon as possible. Don’t simply not show up.

Electronic Etiquette. No cell phones. Phones silent and put away; computers should be closed except for a class activity. Class work time is not for checking social media. Take notes on paper and read assignments from physical copy rather than on the screen. (If this is a problem, please see me.)


Course Communication. Read your Drew e-mail and check the Moodle site daily and before every class. “I don’t read Moodle” or “I don’t read email” is not an excuse.
If there is a room change or other unavoidable last minute instruction, I will send it via Drew email. You are responsible for knowing the information I send or post and acting on it. Note: I often post follow-up explanations or study guides when we cover difficult material. I respond regularly to e-mail, so feel free to contact me any time. I will answer as quickly as possible.


Late Work. Late work will not be accepted. Exceptions may be made in cases of illness and emergencies (personal, family or academic) or if you discuss an issue with me before the assignment is due. Do not wait until the day an assignment is due to explain why it couldn’t be completed.

Academic accommodations:

First-time Requests for Accommodations:

Students are instructed to contact Accessibility Resources. Although a disclosure may take place at any time during the semester, students are encouraged to do so early in the semester, because, in general, accommodations are not implemented retroactively. For additional information, visit http://www.drew.edu/academic-services/disabilityservices


Returning Students with Approved Accommodations:

Requests for previously approved accommodations for the current semester should be sent to Accessibility Resources ideally within the first two weeks of class. This allows the office sufficient lead time to process the request. Please complete the accommodations request at:
http://www.drew.edu/academic-services/disabilityservices/request-for-accommodations

Office of Accessibility Resources contact information:

Director: Dana Giroux
Location: Brothers College, Room 119B, Phone: 973-408-3962
Email: dgiroux@drew.edu, disabilityserv@drew.edu

In this Workshop you will develop and practice skills that will help you in your community engagement work this year, in your life at Drew and even beyond. Much of the work involves the planning and execution of the spring semester Group Civic Project. We design the Workshop to be interactive and its location in the Lounge makes for a more relaxed and informal class environment.

Drew 110: Launch Workshop is a guided experience designed to help you learn how your unique interests and goals can guide you in exploring potential academic and career directions. A series of carefully planned exercises and assignments will help you identify and further define your strengths, purpose, identity, and potential ways of responding to the needs of the community and the world. Drew 110 will help you recognize and articulate the skills you are developing in your overall college experience and will assist you in building networks and relationships with mentors in support of your academic and career success. By the end of the course, you will have developed an initial strategic action plan to prepare you for your success while at Drew and beyond.

Drew 110: Launch Workshop is one key element of your Launch experience at Drew. You will be introduced to Launch and engaged in most of its parts throughout the course. You can also learn about Launch and your Launch experience at launch.drew.edu/.

The Medical Humanities Seminar introduces you to the history, main themes, and issues of the field of Medical and Health Humanities (MHH). In general, this field examines the human experience in settings of medicine, health, and care through interpretive research and the arts in order to humanize these settings. You will learn how to critically link the dominant themes and issues to various ethical, sociological, and political concepts.

The seminar is divided into three parts:

Part A: Introduction to the field of the MHH.
Part B: Lived Experiences.
Part C: Practices and Policies.

The main purpose of this seminar is to invite you to explore a topic of research that resonates with your own experiences. You will develop a sense of wonder and curiosity for your topic and learn a rigorous approach that you can use for further coursework and possibly your thesis. Together, we will create a learning space, so please feel free to share any ideas and wishes you have for this seminar, with regard to matters of both content and form.

This course follows the seminar approach. A seminar is a small group of advanced students studying with a professor. This seminar is organized around the development of your own research interests, which are intended to represent your academic work. You will conduct your own investigation and share insights and results with your peers and professor through readings, dialogue, writings, and/or through another preferred medium in the case of poetry or any other arts-based work (e.g. visual work). This will be an advanced course highlighting informality, collaboration, and dialogue. Your professor will provide a framework of readings, activities, and assignments that will introduce the major topics of the MHH. She will also provide you with tailored materials once you have stated your own topic of research. Therefore, the design of Parts B and C of the course is open to change to match your particular interests.

Instructor: Professor Bai, Di (Bai Laoshi)

Instructor Contact: dbai@drew.edu, x3427

Class Meetings: 11:50-12:55 MWF; 11:50-1:05 T

Zoom: https://drew.zoom.com/j/4338094100

Office Hours: 10:30 am—11:30 am TF or by appointment

Course Description: Chinese 101 is designed for those students who have no previous knowledge of Common Chinese. Students with previous Chinese learning are strongly suggested to take this course if the placement test score is below 500. The course will teach in a systematic way all aspects of the Chinese language: pinyin, standard pronunciation/intonation, basic grammar, character writing, and the development of speaking and reading skills. The course is in simplified characters, however complicated character writing is allowed. CHIN 105 is the recitation for CHIN 101. CHIN 101 and CHIN 105 are co-required.

Grades: Class attendance and performance and quizzes 20%
Attending class is VERY important at this stage of your language learning. Three class absences are permitted--you should save those days for family emergencies or sickness. After that, one point will be deducted from the grades assigned to class attendance and participation. If you miss 12 meetings, you automatically fail the course.

Tests (4) 40%
Homework (10) 20%
Final exam; written and oral 20%

There are NO make-ups for quizzes, tests, and exams.
Handing-in of homework late results in reducing grades.


Course Policies:
All students MUST have their Zoom video on


Class/Schedule:

We are going to finish Lesson 18 in this book by the end of this semester.

The first 12 lessons concentrate on pinyin--the sound system of Chinese, along with basic Chinese characters and grammar. We will go fast with these 12 lessons finishing them in 7 weeks. Then starting with Lesson 13, we will cover one lesson a week.


Student Learning Outcomes:
• Master the pinyin system
• Recognize the tones
• Able to write the characters with correct stroke order
• Recognize all the Chinese characters learned
• Master (able to write from memory) 100 key Chinese Characters
• Grasp the basic sentence components (subject, predicate, object, attributive and adverbial) and parts of speech (noun, verb, adjective, adverb and conjunction)
• Read the texts fluently
• Able to communicate using simple sentences (with most two verbs)

As we learn to live our lives amid the fearful daily realities of a global pandemic, this course returns to another paranoid world of Mutually Assured Destruction (MAD), revisiting the apocalyptic nuclear imaginary of the 1960s and 1970s Cold War.

With an emphasis on the tropes of internalised surveillance, the viral and the catastrophic, we will remobilise the invisible texts of the conflict to reframe our understanding of how transnational emergency can unfold as a cultural phenomenon.

How did makers choose to model the future at a time when an ominous potentiality for megadeath had entered the zeitgeist? Why would a distinctive brand of survivalist discourse emerge as a counterpoint to the advent of neoliberalism? And how do creative strategies evolve, or mutate, in a paranoid environment?

This syllabus will include films such as Peter Watkins docudrama The War Game (1966) and Stanley Kubrick’s Dr. Strangelove (1964); speculative science fiction by Ursula K. Le Guin, Octavia Butler, Philip K. Dick, and J.G. Ballard; theory from Adrienne Maree Brown; spy fiction by John Le Carré; nonfiction in John Hersey’s Hiroshima (1946); and prophetic fantasy in Doris Lessing’s Memoirs of a Survivor (1975).