Chapter 6 Study Guide

1. Describe some basic characteristics of consciousness. How do psychologists measure the states of consciousness? Explain Freud’s three-level system of consciousness. How do cognitive psychologists view the unconscious? What is automatic processing, and why is it important?

2. Describe the adaptive significance of consciousness.

3. How do the brain and environment regulate circadian rhythms? What are free-running circadian rhythms? Explain how jet lag, night-shift work, and seasonal affective disorder (SAD) involve circadian disruptions.

4. What brain-wave patterns distinguish the first four stages of sleep? Describe some major characteristics of REM sleep. What areas of the brain help regulate sleep onset and REM sleep? How do sleep patterns change as we age?

5. What evidence indicates that genetic factors partly account for differences in people’s sleep behaviors?

6. How do different types of sleep deprivation affect mood and performance?

7. Explain the restoration and evolutionary/circadian theories of sleep.

8. What is insomnia, and how is it treated? Describe the major symptoms of narcolepsy and REM sleep behavior disorder. What factors contribute to sleepwalking? Identify the major differences between nightmares and night terrors. What causes sleep apnea and how is it treated?

9. According to the Freudian and activation-synthesis theories, why do we dream? Describe the main assumption of cognitive-process dream theory. What evidence supports it?

10. How do drugs increase and decrease synaptic transmission? What is the relationship between tolerance, compensatory responses, and withdrawal? How does learning affect drug tolerance and overdosing?

11. Describe the effects of the major drug classes—including depressants, stimulants, opiates, hallucinogens, and marijuana—on the nervous system and behavior.

12. How does alcohol affect the brain? How does being intoxicated affect decisions about drinking and driving?

13. How do stimulants affect brain functioning? Why does heavy use lead to a crash? Outline the ways that amphetamines, cocaine, and Ecstasy affect the brain.

14. Describe the effects of opiates, hallucinogens, and marijuana. What are the two main effects of opiates? What is the greatest danger of hallucinogens? Describe three myths about marijuana.

15. What evidence supports the hypothesis that genetic factors influence drug reactions? Describe how psychological and environmental factors influence drug reactions.

Chapter 4 Study Guide

1. Name and describe the functions of the three main parts of the neuron.
2. How do glial cells differ from neurons? What functions do they have in the nervous system?
3. Describe the 3 basic steps of nerve activation. What is an action potential? Resting potential? Absolute refractory period? All or none law?
4. What is the nature and importance of the myelin sheath? Which disorder results from inadequate myelinization?
5. What are neurotransmitters? How do they work? Describe the roles of acetylcholine, dopamine, serotonin, and endorphins in psychological functions.
6. Describe the difference between drugs that are agonists and those that are antagonists.
7. What are the three major types of neurons in the nervous system? What are their functions?
8. Differentiate between the central nervous system and the peripheral nervous system. What are the two divisions of the peripheral nervous system?
9. Describe the two divisions of the autonomic nervous system, as well as their roles in maintaining homeostasis.
10. Describe four methods used to study brain–behavior relations.How are CAT scans, PET scans, MRIs, and functional MRIs conducted, and how is each used in brain research?
11. Explain the functions of the medulla, the pons, and the cerebellum. Describe the roles played by the ascending and descending reticular formation.
12. Describe the structural characteristics of the thalamus and the hypothalamus. Discuss the role of the hippocampus and amygdala in psychological function.
13. Describe the location and function of the four lobes of the brain. Explain how the Wernicke’s and Broca areas are involved in speech. Describe the role of the frontal cortex in higher mental functions.
14. Describe current research on the role of frontal lobe functioning and violence.
15. Define hemispheric lateralization and discuss what functions are located in the left versus right hemispheres.
16. Contrast the function of the endocrine system with the nervous system.

Homework Assignment #2: Chapters 4 & 6

Here is the second homework assignment. Hard copies will be provided in class.

Chapter 4 True/False Questions

______ 1. The three main parts of the neuron are the axon, cell body, and dendrites.
______ 2. The main function of glial cells is to speed up the transmission of neural impulses.
______ 3. The two ways in which neurotransmitters are deactivated in the synapse are chemical breakdown and reuptake.
______ 4. The job of the sensory neurons is to transmit neural impulses from the sense organs to the brain.
______ 5. The two divisions of the sympathetic nervous system are the somatic nervous system and the autonomic nervous system.
______ 6. PET scans are used to study brain activity, whereas CT scans are utilized to examine brain structures.
______ 7. The medulla plays an important role in the coordination of muscular movement and also in learning and memory.
______ 8. The job of the thalamus is to organize sensory input and route it to the appropriate brain areas.
______ 9. Wernicke's area is primarily concerned with speech production, whereas Broca's area is related to speech comprehension.
______ 10. Lateralization refers to the way in which a brain function can be more localized in one brain hemisphere or the other.
______ 11. The endocrine system uses hormones as its primary method of communication.

Chapter 4 Multiple Choice: Choose the best answer for each question. Write answers on the answer sheet provided. Choose only one answer per question.

______ 12. Neurons:
A. Generate electricity that creates nerve impulses
B. Release chemical signals to neighboring neurons
C. Are the basic building blocks of the nervous system
D. All of these

______ 13. The dendrite's function is to:
A. Receive information from the cell body and send chemical messages to neighboring neurons
B. Conduct electrical impulses away from the cell body to other neurons, muscles or glands
C. Receive incoming chemical messages from neighboring neurons and send them to the cell body
D. Combine and process incoming information

______ 14. Which of the following is NOT a function of glial cells?
A. Glial cells surround neurons and hold them in place
B. Glial cells manufacture nutrient chemicals that neurons need
C. Glial cells send and receive nerve impulses
D. Glial cells provide sanitizing functions, absorbing toxins and waste materials

______ 15. Myelin's influence on nerve impulses is to:
A. Speed up neural conduction
B. Slow down neural conduction
C. Provide support for neural conduction
D. Have no effect on neural conduction

______ 16. Black widow spider venom acts as a(n) _____________ for acetylcholine (ACh) and results in violent muscle contractions, convulsions and possible death.
A. Deactivator B. Agonist C. Antagonist D. Neuromodulators

______ 17. Alcohol is a(n):
A. Depressant with both agonist and antagonist effects
B. Stimulant that increases the activity of neurons
C. Antagonist of GABA
D. Agonist of glutamate

______ 18. If you are walking down a dark hallway and your friend jumps out to startle you, which division of the autonomic nervous system will be activated?
A. The somatic nervous system
B. The peripheral nervous system
C. The parasympathetic nervous system
D. The sympathetic nervous system

______ 19. Which of the following enables researchers to observe "real-time" brain activity?
A. An MRI B. A CAT scan C. A PET scan D. An fMRI

______ 20. Police officers try to determine if a driver is drunk by giving him/her tests of coordination. That is because alcohol disrupts _____________ function.
A. Reticular formation B. Pons C. Cerebellum D. Medulla

______ 21. Multiple sclerosis, a progressive disease that results in jerky and uncoordinated movements and eventual paralysis, is caused by:
A. Excessive amounts of myelin on neurons
B. An absence of the nodes of Ranvier
C. Damage to the myelin sheath
D. The myelin covering not only the axon but also the axon terminals

______ 22. The ___________ plays a major role in emotional and motivational behaviors, including sexual behavior, temperature regulation, sleeping, eating, drinking and fighting or fleeing.
A. Thalamus B. Limbic system C. Hypothalamus D. Hippocampus

______ 23. The amygdala organizes emotional and motivational behaviors, especially those linked to:
A. Thought and reason
B. Euphoria and humor
C. Sadness and depression
D. Aggression and fear

______ 24. Which part of the cerebral cortex controls 600 or more muscles involved in voluntary movements?
A. Association cortex B. Somatic sensory cortex C. Parietal lobe D. Motor cortex

______ 25. Damage to the Wernicke's area, located in the _________ lobe, would leave an individual ______________________.
A. Frontal; unable to comprehend written or spoken speech
B. Temporal; unable to produce written or spoken speech
C. Temporal; unable to comprehend written or spoken speech
D. Frontal; unable to produce written or spoken speech

______ 26. The prefrontal cortex is responsible for:
A. Executive functions such as goal setting, judgment, strategic planning and impulse control
B. Important mental functions such as perception, language and thought
C. Motivational and emotional behaviors such as temperature regulation, sexual behaviors, fighting and fleeing
D. Vital functions such as eating, drinking, sleeping, heart rate and respiration

______ 27. The role of the corpus callosum is to:
A. Allow nerve impulses to travel from one hemisphere to the other
B. Allow hemispheres to process sensory information twice
C. Prevent against impairment if one side of the brain were to get damaged
D. Allow the brain to work as two separate and distinct units, independent from one
E. another

______ 28. The ability of neurons to change in structure and function is called:
A. Differentiation B. Evolution C. Lateralization D. Neural plasticity

______ 29. The nervous, endocrine and immune systems:
A. Operate independently from one another
B. Are "static" systems that are unable to adapt to new input
C. Influence one another and form a communication network
D. Operate in a "domino effect," with the nervous system triggering the first activity

Chapter 6 True/False Questions

______ 1. Some of the basic characteristics of consciousness are that it is subjective, private, and dynamic.
______ 2. Automatic processing involves the voluntary use of attention and conscious effort.
______ 3. Free-running circadian rhythms are typically a little shorter than 24 hours.
______ 4. Both jet lag and seasonal affective disorder can be treated by controlled exposure to light.
______ 5. During REM sleep, your body is typically less physiologically aroused than during wakefulness.
______ 6. REM sleep decreases consistently across the lifespan from infancy to late adulthood.
______ 7. Research has shown that when people are awoken during NREM sleep, they report experiencing a dream between 15 and 50% of the time.
______ 8. According to the text, research has found that people who use marijuana are more likely to start using other, more dangerous drugs.

Chapter 6 Multiple Choice: Choose the best answer for each question. Write answers on the answer sheet provided Choose only one answer per question.

______ 9. In Freud's levels-of-consciousness model, the preconscious and the unconscious are similar in that they both:
A. Are examples of automatic processing
B. Contain information that people are currently aware of
C. Are equivalent to the modern-day notion of the cognitive unconscious
D. Contain information that people are currently unaware of

______ 10. Which of the following is most representative of the cognitive perspective on the unconscious?
A. Our unconscious mind is driven by instinctive urges
B. Our preconscious mind is driven by repressed conflicts
C. Our conscious and unconscious mental lives are complementary forms of information processing
D. There is a "hidden observer" who is aware of everything that happens

______ 11. When a person is learning how to type, their behavior usually involves __________ processing, but someone who can type quickly, efficiently, and accurately is probably utilizing more ____________ processing.
A. Automatic; controlled
B. Controlled; automatic
C. Automatic; effortful
D. Effortful; controlled

______ 12. The hormone melatonin has the strongest association with which of the following?
A. The cerebellum
B. The reticular activation system
C. The basal forebrain
D. The suprachiasmatic nucleus (SCN)

______ 13. Beta waves are to theta waves as:
A. Awake is to asleep
B. Light sleep is to deep sleep
C. Deep sleep is to REM sleep
D. REM sleep is to awake

______ 14. When asleep, a person is spending approximately half of his sleep time in REM sleep. This person most likely:
A. Is an elderly person
B. Has a melatonin deficiency
C. Has a damaged reticular formation
D. Is an infant

______ 15. Studies have observed that the sleep patterns of identical twins are more similar than the sleep patterns of fraternal twins are. This suggests that ____________ factors may play a role in accounting for differences in how much people sleep.
A. Cultural B. Genetic C. Environmental D. Psychological

______ 16. The treatment for insomnia called stimulus control involves limiting the activities that occur in bed to just sleeping. This treatment is most likely based on which of the following perspectives?
A. The biological perspective
B. The cognitive perspective
C. The behavioral perspective
D. The psychodynamic perspective

______ 17. Nightmares and night terrors are similar in that they both:
A. Usually occur during REM sleep
B. Involve intense negative emotions
C. Result from the failure of normal REM sleep paralysis
D. Usually also involve sleepwalking

______ 18. Opiates such as morphine and codeine both contain molecules that are similar to endorphins, the body's natural painkillers. Opiates like these bind to receptor sites that are keyed to endorphins and trigger similar pain-reducing responses. Given these characteristics, both morphine and codeine would be classified as:
A. Antagonists B. Hallucinogens C. Antigens D. Agonists

______ 19. The active ingredient in the marijuana plant is:
A. THC B. Opium C. Gamma-aminobutyric acid (GABA) D. Cannabinoids

______ 20. The most widely used illegal drug in the United States is:
A. Alcohol B. Marijuana C. LSD D. Heroin

______ 21. Drugs such as Angel Dust and Ecstasy are called _______________. They usually function to distort or intensify sensory experience and can blur the boundary between reality and fantasy.
A. Depressants B. Hallucinogens C. Opiates D. Stimulants

______ 22. The two primary effects of drugs called ____________ are to reduce pain and to induce euphoria.
A. Stimulants B. Endorphins C. Opiates D. Hallucinogens

______ 23. Antipsychotic medications used to treat schizophrenia act by binding with and blocking dopamine receptor sites, thus reducing the effects of abnormally high levels of this neurotransmitter. This means that these medications would be classified as:
A. Antigens B. Agonists C. Antagonists D. Stimulants

Chapter 2 Study Guide

You should be able to define and understand all the terms in this chapter and identify the important contributions of the people mentioned in this chapter as well as answer the following questions:

1. What key scientific attitudes did Darley and Latané identify?

2. How does Darley and Latané’s research illustrate the basic steps of the scientific process?

3. What is a hypothesis? What is a theory? How does it differ from a hypothesis?

4. Explain the major drawback of hindsight understanding.

5. What approach to understanding do scientists prefer? Why?

6. Describe the characteristics of a good theory.

7. Why are operational definitions important?

8. Describe the most common types of measurement psychologists use to measure behavior, and a limitation of each. What is reliable measurement? What is unobtrusive measurement?

9. Identify the five ethical principles that make up the American Psychological Association’s Code of Ethics. Describe the primary ethical principles for conducting research with humans. Why does some research involve deception? What ethical principle does deception violate? What are the justifications for, and criticisms of, research using animals?

10. What is a case study? Identify its advantages and drawbacks. How can the findings of case studies mislead us in everyday life?

11. What is naturalistic observation, and what is its greatest advantage? What biases can occur when conducting naturalistic observation?

12. What are some advantages and disadvantages of survey research? Explain what random sampling is, and why survey researchers rely on it.

13. Identify the main goal of correlational research, and explain how it is achieved. Explain why the study conducted by Diener and Seligman is best considered a correlational study. Why are we unable to draw causal conclusions from correlational findings? Differentiate positive and negative correlations. How is a correlation coefficient interpreted? Explain how correlational research can be used to predict behavior.

14. Describe the logic of experimentation. What are independent and dependent variables? How are they related? Why are control groups important? How does random assignment in experiments differ from random sampling in surveys? Identify an alternative to random assignment in experiments. Identify the independent and dependent variables in Rosenzweig’s experiment. Why do researchers manipulate two independent variables in the same experiment?

15. What are the primary differences between the experimental and descriptive/correlational approaches?

16. Explain why the presence of confounding variables decreases the internal validity of experiments.

17. What are demand characteristics?

18. Explain how the placebo effect can cloud the interpretation of research results.

19. Why does the existence of experimenter expectancy effects lower the internal validity of experiments? How do researchers minimize experimenter expectancy effects?

20. How does external validity differ from internal validity?

21. Outline the scientific evidence supporting paranormal phenomena.

22. Describe how measures of central tendency and variability are calculated. Contrast descriptive and inferential statistics. What does the term statistically significant mean?

23. As a critical thinker, what questions should you ask when someone makes a claim or assertion?

Chapter 1 Study Guide

You should be able to define and understand all the terms in this chapter and identify the important contributions of the people mentioned in this chapter as well as answer the following questions:

· Define psychology and indicate what kinds of behaviors it incorporates.

· What types of questions are involved in critical thinking?

· How does basic and applied research differ?

· What are the five major goals of psychology? How are these goals related to one another?

· Describe the levels of analysis framework.

· Compare the people, goals and methods of structuralism and functionalism.

· What causal factors are the focal points of the psychodynamic perspective? What are defense mechanisms, and what is repression? What influences have Freud’s theory had on contemporary psychology?

· What are the important causal factors of behavior within the behavioral perspective? What is behaviorism? Which important individuals are associated with this movement? What is cognitive behaviorism? How does it differ from behaviorism?

· How does the humanistic conception of human nature and motivation differ from that which is advanced by the psychodynamic and behavioral perspectives? What does Gestalt mean? How does this meaning relate to the goals and findings of Gestalt psychology?

· What factors led to a renewed interest in studying cognitive processes in the 1950s? What is studied in the area of cognitive neuroscience? What do behavioral neuroscientists study?

· Define culture and norms. What function does a culture serve? Contrast individualistic and collectivistic cultures. Describe the role of love in selecting a marital partner as it occurs in different cultures.

· For each of the psychological perspectives, differentiate between their conceptions of human nature, major causal factors of behavior, and the predominant focus and methods of behavior.

· Using levels of analysis methods, what does the biological level tell us about the causes of depression? What kinds of psychological causal factors have been identified in depression? Which causal factors in depression are seen at the environmental level of analysis?

· Describe the activities associated with various specialty areas within psychology.

· What is the difference between psychologists and psychiatrists?

· Describe three important principles of time management. What are two important suggestions for improving study habits? When taking tests, what strategies do test-wise students use?

Syllabus

Office: BE4152

Office Hours: 11-1150 Daily; 5-6PM W

Phone: 587-2038

Email: k8wolfe@gmail.com

REQUIRED TEXT:

Passer, M. W. & Smith, R. E. (2009). Psychology: The Science of Mind and Behavior (4th ed.). New York: McGraw-Hill

Text Website: www.mhhe.com/passer4

All students should use this text website. The use of the website is free and does not require the purchase of the book. You can use the practice quizzes to help you prepare for exams and the flashcards will be of great help when you study for the term quizzes.

Course Blog: www.wolfe110.blogspot.com

The syllabus and course assignments will be posted here as well as homework answers. I will also use the blog if I need to communicate with the entire class.

COURSE DESCRIPTION: PSY 110 surveys major areas of psychological science with an emphasis on the importance of gender, race and U.S. cultural contexts on individual behavior. Core topics include human social behavior, personality, psychological disorders and treatment, learning, memory, human development, biological influences, and research methods. Related topics may include sensation, perception, states of consciousness, thinking, intelligence, language, motivation, emotion, stress and health, cross-cultural psychology, and applied psychology.

COURSE OBJECTIVES:

1. Provide students with a basic understanding of the scientific nature of psychology; educate students about psychological research methods and the benefits of research over testimonials and anecdotal evidence
2. Emphasize the importance of culture in understanding human behavior and mental processes and contribute to the recognition of the importance of biological factors in human behavior
3. Provide students with an understanding of the many complementary approaches to the study of psychology; equip students with knowledge about the major concepts and terminology of each of the core topics in psychology
4. Provide students with an understanding of the major theoretical approaches in psychology and their limitations; provide students with an understanding of the historical and modern approaches to the study of learning, memory, human development, personality, abnormal behavior & social behavior
5. Help students develop effective study strategies for college-level psychology courses

STUDENT OUTCOMES:

1. Students will demonstrate knowledge of the scientific basis of psychology and the importance of empiricism and verifiable knowledge; students will be able to design a simple experiment and identify its components.
2. Students will analyze problems from the various complementary approaches and theories within psychology.
3. Students will explain and give examples of the goals of psychological research.
4. Students will differentiate between descriptive, correlational and experimental research; students will be able to explain the limitations of testimonials and anecdotal evidence.
5. Students will describe how neurons, our human nervous system and our brain work together to affect human behavior and mental processes.
6. Students will demonstrate knowledge of the meaning of important psychological concepts and recognize examples or develop their own examples of these concepts.
7. Students will demonstrate knowledge of the major historical figures in psychology and their contributions to the areas of learning, memory, and personality as well as the early historical figures in psychology.
8. Students will describe the contributions of women and people of color to the history of psychology.
9. Students will analyze the interaction between gender, race and class in understanding human behavior and mental processes.

If you decide to quit coming to class, officially withdraw from the class as soon as possible to avoid a negative impact on your grade point average. My policy is to assign a decimal grade if a student stops coming to class and does not officially withdraw; usually this means you will get a 0.0 if you stop coming to class without withdrawing.

The last day to withdraw and not receive a “W” is January 15, 2008

The last day to withdraw and receive a “W” (requires permission of instructor) is February 22, 2008

Weather Closure/Instructor Illness: Should the college be closed for inclement weather or the instructor is absent, any assignments or exams due that day will be rescheduled to be due/taken at the next class meeting. Lectures will not be rescheduled we will continue following the syllabus when the class meets again.

GRADING

EXAMS (BEST 4 of 5) = 400 points (40%)

COMPREHENSIVE FINAL EXAM = 200 points (20%)

IN-CLASS ACTIVITIES = = 140 points (14%)

HOMEWORK AVERAGE = 100 points (10%)

TERM QUIZZES (Best 8 of 10) = 160 points (16%)

Total Points = 1000 points (100%)

GRADING SCALE: Your final grade is determined using the following scale:

The total number of points you earn will be converted to a percentage of the total points possible. Your final grade will be assigned in accordance the decimal grading scale as shown below.

Points	%	Decimal Grade		Points	%	Decimal Grade
960-1000	96-100% (A)	4.0		780-789	78 (C+)	2.3
940-959	94-95 (A)	3.9		770-779	77 (C+)	2.2
930-939	93 (A-)	3.8		750-769	75-76 (C)	2.1
920-929	92 (A-)	3.7		730-749	73-74 (C)	2.0
910-919	91 (A-)	3.6		710-729	71-72 (C)	1.9
900-909	90 (A-)	3.5		690-709	69 -70 (C-)	1.8
890-899	89 (B+)	3.4		680-689	68 (C-)	1.7
880-889	88 (B+)	3.3		670-679	67 (C-)	1.6
870-879	87 (B+)	3.2		660-669	66 (C-)	1.5
860-869	86 (B)	3.1		650-659	65 (D+)	1.4
850-859	85 (B)	3.0		640-649	64 (D+)	1.3
840-849	84 (B)	2.9		630-639	63 (D+)	1.2
830-839	83 (B-)	2.8		620-629	62 (D)	1.1
820-829	82 (B-)	2.7		610-619	61 (D)	1.0
810-819	81 (B-)	2.6		600-609	60 (D)	0.9
800-809	80 (B-)	2.5		590-599	59 (D-)	0.8
790-799	79 (C+)	2.4		580-589	58 (D-)	0.7

Note: I do not bump people up to the next grade so this means you are responsible for making sure you have enough points for the grade you want in this course.

At the end of the quarter you can access your grades at www.seattlecentral.edu. Allow one week from the end of the quarter for posting.

COURSE REQUIREMENTS

EXAMS (USE SCANTRON FORM #882 or 882-E only) - Total Points = 400

Each exam will consist of 40 multiple-choice questions derived from all of the material covered since the last exam. Each exam is worth 100 points. Your top 4 of 5 exam grades will count toward your final grade. Because I drop your lowest grade, I will not give make-up exams under any circumstances. Early exams may only be given at the instructor’s discretion with one weeks advance notice.

COMPREHENSIVE FINAL EXAM (USE SCANTRON FORM #882 or 882-E only) - Total Points = 200

This exam will consist of 100 multiple-choice questions derived from all of the material covered throughout the quarter. This final exam is worth 200 points. No make-ups are given for the final exam. You should use your exams, homework and quizzes as a study guide for the final exam.

IN-CLASS ACTIVITIES – Total Points = 140

These activities will be small group or individual activities. There may be many in-class activities throughout the quarter; some of these will be turned in. You can earn 140 points from these activities. These are graded on a proportional basis so if you participate in 100% of these you will get 140 points. If you only participate in 50% of these, you will earn 70 points. These cannot be made up if you are absent (regardless of the reason for your absence). These activities are NOT announced ahead of time.

HOMEWORK-– Total Points = 100

You will be given homework assignments related to the content we are covering throughout the quarter. Your average on all assignments will count toward your final grade and can be worth as much as 100 points. Each assignment will be graded on a 100-point scale and your average will be computed at the end of the quarter.

Homework assignments are due in class on the assigned date. No homework assignments may be emailed to the instructor. If you must be absent the day it is due, turn it in early. No homework assignments will be accepted late. Homework answers will be posted by midnight the day they are due on the course blog.

TERM QUIZZES – Total Points = 160

We will have a brief in-class quiz covering the terminology from the material in our text. All quizzes will be the same format: a list of 20 definitions and you match the definition with the term. Each quiz is worth 20 points.

These will be given in the first 15 minutes of class so if you are late you will miss the quiz and earn a zero on that quiz.

Your top 8 of 10 exam grades will count toward your final grade. Because I drop your two lowest quiz grades, I will not give make-up quizzes under any circumstances.

Each quiz will have two extra credit questions drawn from material in the chapter being covered.

WORK IS ALWAYS ACCEPTED EARLY

NO WORK WILL BE ACCEPTED AFTER MARCH 18, 2008

Course Policies

Academic Problems: It is important to me that you succeed in this class. If you have questions or concerns about the subject matter or your performance, please come see me as soon as possible. Do not wait until the end of the quarter to see me about academic difficulties. Additionally, there are resources on campus that may be helpful to you. Tutoring is available to students through the College-wide Tutoring Service located at BE 2102, phone 206-587-5463. You can also get a wide range of services such as counseling, tutoring, career information, mentoring, study skills, personal growth workshops, and supplemental instruction in math and English at the Student Academic Assistance office located at BE 1102 , phone 206-587-3852.

Missing Class: It is your responsibility to find out from other students what you have missed when you are absent. If you must miss class, do NOT call to inform me, just make sure you find out what you missed from another student. If you stop attending the class, you must withdraw yourself from the class. The instructor will not drop you after the first week of class; this means that if you do not withdraw officially, you will earn a 0.0 in the class.

Punctuality: You should arrive on time for class and stay the entire period (no packing up before the class ends- this disrupts the class). Let me know before class begins if you must leave early or will be late for a future class.

Student Conduct/Academic Integrity: All students should engage in behavior that is compatible with the educational mission of Seattle Central. It is your responsibility to do your own work and avoid even the appearance of academic dishonesty. Conduct that is contrary to Seattle Central’s policies (such as plagiarism, cheating, facilitating someone else's academic dishonesty, etc.) risk failure, suspension, and expulsion from Seattle Central.

Respect: You are expected to listen carefully and respectfully to other students’ contributions and questions in class. Side discussions and comments are disrespectful of everyone and distracting as well. Language, comments or actions that are racist, sexist or homophobic (or otherwise in bad taste) will not be tolerated.

Electronic devices: Any interruptions due to these devices during class or exams will not be tolerated and you will be asked to leave the classroom. If your pager or cell phone goes off during an exam you will be asked to leave and you will NOT be allowed to finish the exam. A good rule is to turn them off as soon as you enter my class; otherwise you risk lowering your grade.

Special Needs: Students with disabilities who need course or seating accommodations, have emergency medical information or require special arrangements for building evacuation should contact the instructor within the first two weeks of class. Students requesting accommodations may be asked to provide documentation of their disability and work with the Disability Support Services, located in BE 1140, phone: 206-587-4183 v/tty.