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Course Criteria
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3.00 Credits
This course examines business fluctuations and the application of forecasting methods using computer software to generate forecasts. Topics covered include linear regression, time-series decomposition, moving average and exponential smoothing, Box Jenkins models, and methods of combining and evaluating forecasts. Emphasis is placed on the application of these techniques to produce economic forecasts. Offered periodically.
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3.00 Credits
The student will do a series of research papers, which will be presented and discussed, on major, unresolved problems in economic theory. Examples of effective research appearing in professional journals, examples of econometric models and examples of taped panel discussions on economic issues will be analyzed and discussed. Offered periodically.
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3.00 Credits
The flow of funds in and out of the national banking system and among various countries will be analyzed. Techniques to forecast changes in the money supply, the demand for money, and the impact on that demand on the interest rates will be evaluated. Alternate spring semesters.
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3.00 Credits
The economic nature of government services, public sector decision making and welfare and efficiency evaluation criteria. Examination of taxation, expenditure and borrowing policies of the government and the use of these policies to manage the economy. Alternate spring semesters.
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3.00 Credits
The objective of this course is to examine (1) the investment, (2) the financing and (3) the working capital mangement processes of a multinational firm within the context of market imperfections, foreign exchange risk, political risk, inflation, tax laws and accounting regulations. WIthin a theoretical framework, the course will emphasize a practical approach.
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3.00 Credits
Introduction to the basic foundations of the WestConn educational tradition with specific emphasis on the American pattern. An examination of teaching as a career, the legal and organizational frameworks, international education, cultural diversity and mainstreaming will be conducted. Completion of fifteen hours of required classroom exposure throughout the semester is designed to combine theory with educational practices. Introduction to the basic foundations of the Western educational tradition with specific emphasis on the American pattern. An examination of teaching as a career, the legal and organizational frameworks, international education, cultural diversity and mainstreaming will be conducted. Completion of fifteen hours of required classroom exposure throughout the semester is designed to combine theory with educational practices.
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3.00 Credits
Students who are enrolled in the Elementary Education Professional Semester are placed in Danbury Professional Development School K-12 classrooms for 10 days during the Professional Semester. They work with students under the direction of Danbury Public Schools classroom teachers. In addition, they receive supervision from E&EP faculty PDS liaisons. Students apply what they are learning in Professional Semester courses in the elementary school classroom. Co-requisite: enrollment in the Elementary Education Professional Semester. Students who are enrolled in the Elementary Education Professional Semester are placed in Danbury Professional Development School K-12 classrooms for 10 days during the Professional Semester. They work with students under the direction of Danbury Public Schools classroom teachers. In addition, they receive supervision from Education and Educational Psychology (E&EP) faculty professional development studies liaisons. Students apply what they are learning in professional semester courses in the elementary school classroom. Corequisite: enrollment in the Professional Semester Elementary Program.
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3.00 Credits
Designed to assist teacher education candidates prepare for the Beginning Educator Support and Training (BEST) Program assessment standards, this course supports CSDE documents relevant to the education of Elementary, Health, Music, and Secondary Education educators: (1) Connecticut's Common Core of Teaching [CCCT], including Discipline Based Professional Teaching Standards, (2) the CSDE Student Teacher Evaluation Instrument, based on the CCCT; and (3) the CSDE's BEST portfolio licensure requirements for Beginning Teachers [BT's], requiring knowledge of the CCCT and Discipline Based Professional Teaching Standards. INTASC principles and the CSDE Code of Professional Responsibility for Teachers also will be examined. Candidates learn how CSDE standards for K-12 grade students' performance levels interface with teaching standards by applying the following documents in their field preparation: (1) Connecticut's Common Core of Learning [CCCL], focused on improving student achievement across the content and skill areas; and, (2) the CSDE's Curriculum frameworks for grades K-12. Prerequisite: admission to the professional program. Co-requisite: student teaching.
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3.00 Credits
This course provides experience in planning and conducting the activities of a full day in an elementary school under the guidance of a trained cooperating teacher. Full time for one semester, including monthly seminars. Every semester. Prerequisite: approval of department chair. Students are urged not to be employed during the student teaching program.
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3.00 Credits
This course provides experience in planning and conducting a full teaching day (5 teaching periods) in a secondary school under the guidance of a trained cooperating teacher. Full time for one semester including monthly seminars. Spring semester. Prerequisite: approval of department chair. Students are urged not to be employed during the student teaching program.
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