Students will Learn how to use music production sofiware Leam how to produce video

Students will be assessed based on their finished projects (these can be individual or as part of a group)

By the end of this course, students are expected to have understanding with key computational big ideas (Modularity, Variables, Control, Impact of Computing), familiar with programming skills in Java and also comfortable with writing code on paper and answer code reading problems skillfully. Students’ communication, critical thinking and problem solving skills are also expected to be improved through projectbased learning.

25% Assignments Include written assignments (MC or FR practice) and coding assignments. Late submission rules: 1. Late submissions will result in 10% deduction every 24 hours. Submission later than four days will result in maximum 60% of grades. 2. Late submission but submitted before 11:59 of that day, mark as “warning” without score deduction. However, the fourth warning and later late submissions will result in 10% of deduction. 15% Major Project: Group project on self-designed programs covering materials we learned. Program proposal and presentation need to be delivered along with the codes. 10% In-class practice: In-class coding or written practice. Points will get deducted if students don’t follow in-class instructions and finish assigned work. Tests and Quizzes: 50% 20% Review Tests (1.5h each): Partially done in class, then taken home for finalization before submission. 25% Mock Tests (3h each): Finish in class, graded in terms of AP CSA scoring guidelines. If there are additional mock tests (more than 3), the lowest grade can be dropped. 5% Unit Quizzes (40min each): About 2-4 in the whole semester. The lowest score will be dropped.

By the end of this course, students are expected to enhance their understanding with key computational big ideas, computational thinking, and programming skills in Java with lab practice. Students’ communication, critical thinking and problem-solving skills are also expected to be improved through project-based learning.

This is a Pass or Fail course. For the current Computer Science students, they are required to actively participate and utilize the club time to finish all projects in the regular course. For the non-Computer Science students, they are required to submit a project proposal of self-designed program in the language they prefer and submit their project at the end of the club course.

Students will: know basic reading & Writing tasks in diverse language tests. learn skills to read more accurately and efficiently. deepen familiarity and experience with the writing process: prewriting, drafing, revising, editing and publishing. enhance argumentative and analvtical writing skills.

Student handbook & responsibility 20% In-class vocab quiz 20% Mid-term exam 30% Final exam 30%

know basic reading & Writing tasks in diverse language tests. learn skills to read more accurately and efficiently. deepen familiarity and experience with the writing process: prewriting, drafing, revising, editing and publishing. enhance argumentative and analvtical writing skills.

Student handbook & responsibility 20% In-class vocab quiz 20% Mid-term exam 30% Final exam 30%

By attending the course, students will be able to: - Learn the fundamental concepts of Ecology - Practice research methods essential for field research - Gain familiarity the collection and analysis of ecological data

Participation and Effort (25%): • Attendance and engagement in class during discussions, work periods and group work • Growth and efforts towards improvement • Appropriate use of in-class work time • Effort put into projects and presentations • Participation in discussion and activities • A weekly score will be scored using the rubric below Assignments & Presentations (40%): • This includes anything graded on Teams that is not related to one of the major assignments • Details for the how assignments and presentations are assessed can be found on teams in the assignment details Field Research Project 1 (35%): • Will be a combination of several parts related to the overall project • Each component will be clear if it is an individual or group assignment

After taking this course, students should be equipped with: - an understanding of animal behavior, and the ability to analyze the causes and consequences of different animal behaviors - the ability to communicate scientific research and concepts through speaking and writing - the capacity to manage time and workload with group members to complete a research study

Effort and Participation – 15% Presentations– 20% Assignments – 25% Research Study Project – 40%

Students will: acquire deep understanding and scientific explanation of biological phenomenon and the underlying mechanisms develop solid practical skills to solve scientific problems build good scientific communication skills reinforce an interest in nature and the living things

After taking this course, students should be equipped with: The awareness of environmental protection. The principles, concepts and methodologies required to identify, analyze or propose solutions to environmental problems. The experience of applying environmental science knowledge to solve real life problems.

Assessments include the following areas, which will determine the overall course grade: 20% class performance 30% weekly quiz 35% review test 15% environmental protection project

Students will: acquire deep understanding and scientific explanation of biological phenomenon and the underlying mechanisms develop solid practical skills to solve scientific problems build good scientific communication skills reinforce an interest in nature and the living things

The course will be evaluated with the following dimensions: Class participation 30% Proiects 70% Total 100%

After taking this course, students should be equipped with: Students will understand, explain and evaluate some of the core concepts in Biology. Students will develop their ability to apply knowledge of biology Students will gain insight into scientific practices. Students will cultivate skills in logical and creative thinking.

Students will get to individually choose the percent each category is worth towards their total grade. This allows for students to have ownership and increased responsibility over their overall grade. The total percentage will have to equal to 100%. Effort and Participation: 15-30% This includes participation in discussion/class activities, the completion of assignments in a timely manner, and general effort put towards the class as whole. Presentations: 15-30% Presentations are a common practice in the class, and will occur throughout the 3 units. Students will have a standard rubric for all the presentations throughout. Assignments: 15-30% This is made up of assignments given on teams that are not specified as unit projects/presentations. These assignments will vary in form, and assessment style, but will typically have a rubric specific to the assignment. Unit Projects: 25-40% Each unit will have a specific unit project associated with it. These unit projects include the following: Article Writing Creative Project

Students will: acquire a deep understanding and scientific explanation of biological phenomenon and the underlying mechanisms develop solid practical skills to solve scientific problems build good scientific communication skills reinforce an interest in nature and the living things

The course will be evaluated with the following dimensions: Class participation 50% Tests 20% Assignment 30% Total 100%

After taking this course, students should: Understand the working mechanism and/or basic practice skills of Assisted Reproductive Technology (ART), Preimplantation Genetic Screening (PGS), Preimplantation Genetic Testing (PGT), X-linked recessive inheritance R),etc. Understand Cutting-cdge biomedical techniques, such as DNA Sequencing Technology, Whole-Genomic- Amplification (WGA), In vitro fertilization (IVF), Preimplantation genetic diagnosis (PGD), etc. Promote Relative high level of scientific thinking and inquiry ability.

Assessments include the following areas, which will determine the overall course grade: 25% Lab recording 30% Participation and responsibility 30% Experimental operation 10% Final presentation 5% Final report

After taking this course, students should be equipped with: - The awareness of environmental protection. - The principles, concepts and methodologies required to identify, analyze or propose solutions to environmental problems.

Assessments include the following areas, which will determine the overall course grade: 20% class performance 40% weekly quiz 20% midterm exam 20% final exam

By attending the course, students will: - master basic microbiology lab skills and research methods. - know lab safety rules and emergency treatment skills. - be capable of building knowledge communities to educate people and promote people’s daily living conditions.

Grading Item Points Class performance 20 Lab technique 10 Survey of Environmental Microorganisms 20 Fermented Food/Drink Project 20 Unknown Project 20 Community Contribution 10 Total 100

After taking this course, students will: Develop interdisciplinary thinking and problem-solving ability. Acquire the experience of multi-disciplinary learning, which is required for many fields during college application. Improve and prove their academic level by finishing a professional academic paper, and some of them may get the opportunity to publish their paper.

Assessments include the following areas, which will determine the overall course grade: 30% Class performance; 40% Academic paper; 15% Presentation; 15% Quizzes and exams.

Students will: - acquire a deep understanding and scientific explanation of biological phenomenon and the underlying mechanisms - develop solid practical skills to solve scientific problems - build good scientific communication skills - reinforce an interest in nature and the living things

The course will be evaluated with the following dimensions: Class participation 30% Tests 30% Assignment 20% Discussion/Presentation 20% Total 100%

After taking this course, the students will: •have a better understanding of the culture and law of the destination country • form a vivid picture of what to do upon arrival of destination country • learn the resources their target university to support their cultural adjustment • read the books about academic writing and college life • comprehend the importance of mental health and self-protection awareness

Students will be assessed comprehensively. Assessments include class discussion, class performance, assignments and feedback. Evaluation Criteria:Pass/Fail Attendance and Class Performance -50% Participation, Discussion and Feedback-50%

After taking this course, students should be equipped with: •awareness of the importance of short- and long-term planning • selection of academic and extracurricular activities and standardized test plans •a deeper understanding of how colleges admit students and key planning elements for different destinations •a clear academic pathway and how to develop individual study plan based on the pathway •a clear picture of college major options based on career choices, especially those new, interdisciplinary, and unfamiliar ones •an understanding of what fit means between the individual and the university •essential school research skills especially on those special programs colleges offer •different types of admissions and application strategies and finally make a preliminary list of schools •college application process and how applications are reviewed •a clear self-concept and know how “who am I would impact my self-expression in all materials such as interviews and college essays

Assessments may include class activities, group presentations, personal research tasks, mock interviews, activities list and college essays. The instructor will offer frequent feedback regarding student work and performance. Students will be assessed based on the Pass/Fail scale: Pass = more than 60%; Fail = less than 60% Assessments in the following areas will determine the overall course grade: 30% = Attendance and Class Engagement 30% = Major, College, and Career Research 40% = College Essay, Activities List, and Mock Interview

fter taking this course, students should be equipped with: •awareness of the importance of short- and long-term planning • selection of academic and extracurricular activities and standardized test plans •a deeper understanding of how colleges admit students and key planning elements for different destinations •a clear academic pathway and how to develop individual study plan based on the pathway •a clear picture of college major options based on career choices, especially those new, interdisciplinary, and unfamiliar ones • an understanding of what ft means between the individual and the university • essential school research skills especially on those special programs colleges offer •different types of admissions and application strategies and finally make a preliminary list of schools • college application process and how applications are reviewed •a clear self-concept and know how “who am I' would impact my self-expression in all materials such as interviews and college essays

Assessments may include class activities, group presentations, personal research tasks, mock interviews, activities list and college essays. The instructor will offer frequent feedback regarding student work and performance. Students will be assessed based on the Pass/Fail scale: Pass = more than 60%; Fail = less than 60% Assessments in the following areas will determine the overall course grade: 30% = Attendance and Class Engagement 30% = Major, College, and Career Research 40% = College Essay, Activities List, and Mock Interview

After taking this course, the students will: • complete all the college applications by themselves and accept one o ffer • clearly know what they need to do BEFORE and AFTER they apply

Students will be assessed comprehensively. Assessments include class discussion, class performance, assignments and feedback. Evaluation Criteria:Pass/Fail Attendance and Class Performance -50% Participation, Discussion and Feedback-50%

After taking this course, students should be equipped with: 1. Recognize simple hydrocarbons and know the shape of each functional group 2. Be able to construct three dimensions models of organic compounds 3. Be able to name in a systematic manner simple organic compounds 4. Know about organic reactions that are useful in organic synthesis 5. Be able to do multiple transformations of simple organic molecules and begin to learn organic synthesis.

After taking this course, students should be able to: Interpret what the scientific facts tell us about nutrition and heat; Understand why we eat what we eat; Explain the nutrition standards and guidelines; know global health concepts through multidisciplinary speakers dedicated to improving health through their unique training; Provide both scientific knowledge and application of nutrition related to exercise, health, and sports; Explain the relationship between diet and health Put their knowledge into practice; • Evaluate one's own diet.

25% Unit 1 Reading books and articles Lecture (quiz and examinations) Presentations 25% Unit 2 Meal plan • Application assessment 25% Unit 3 Survey and interviews Reports 25% Unit 4 Assessments • Labels analysis

The course is structured around the fundamental ideas in physical chemistry, including: 1. thermodynamics 2. Equilibrium 3. Applications of thermodynamics (Electrochemistry) Students will also participate in investigative laboratory experiments, which incorporate science and engineering practices with important concepts and knowledge learned in lecture. We emphasize the in depth understanding of a topic, rather than breadth of topics. After taking this course, students should be equipped with: use representations and models to communicate scientific phenomena and solve scientific problems use mathematics appropriately to solve quantitative problems and to use mathematical calculations to describe chemical reactions and physical changes engage in scientific questioning to extend thinking or to guide investigations plan and implement data collection strategies in relation to a particular scientific question perform data analysis and evaluation of evidence work with scientific explanations and theories.

Students will be assessed through various forms, include quizzes, exams, class discussion, laboratory practices, and projects. 20% Homework 10% Quizzes 10% Chapter test 20% Laboratory/Projects 10% Mid–term exam 20% Final exam 10% Participation Reading & Homework Read the assigned chapters and make mindmaps. Working through the assigned problems will facilitate your learning of the course material and will also develop your problem-solving skills. It is your responsibility to do (at least) the assigned homework in order to master the material covered. The more problems you do, the more you will learn. Quizzes & Examinations Four practice exams for AP before May. All material is directly related to class notes, the readings, homework problems in the textbook and question lists uploaded on teams. The best preparation for all the exams is to be able to independently work through the assigned homework problems. Laboratory practices and notebook Each student will complete a series of labs in this semester. All students are required to have a lab notebook, also pre- lab handouts and subsequent lab reports must be finished for each lab.

After taking this course, students should be able to: Use representations and models to communicate scientific phenomena and solve scientific problems Use mathematics appropriately to solve quantitative problems and to use mathematical calculations to describe chemical reactions and physical changes Engage in scientific questioning to extend thinking or to guide investigations Plan and implement data collection strategies in relation to a particular scientific question Perform data analysis and evaluation of evidence Work with scientific explanations and theories.

25% homework 20% lab 40% exam (3% pre-class quiz, 6% after-class quiz, 6%chapter test, 10% mid-term and 15% final) 10% project 5% peer learning Reading & Homework Read the assigned chapters and make mindmaps. Working through the assigned problems will facilitate your learning of the course material and will also develop your problem-solving skills. It is your responsibility to do (at least) the assigned homework in order to master the material covered. The more problems you do, the more you will learn. Quizzes & Examinations One midterm (Week 10) and one final exam (Week 20). All material is directly related to class notes, the readings, homework problems in the textbook and question lists uploaded on teams. The best preparation for all the exams is to be able to independently work through the assigned homework problems. Laboratory practices and notebook Each student will complete a series of labs in this semester. All students are required to have a lab notebook, also pre-lab handouts and subsequent lab reports must be finished for each lab.

Upon completion of the club course, students are expected to be better at: Building the network of chemistry with all topics involved and able to apply it to solve problems. Being self-critical and autonomous. Formulating and analyzing complex problems. Designing experiments with scientific methodology. Presenting logically a series of chemistry phenomenon with understanding of their underlying mechanisms.

The course will be graded (P/F) based on the following items: Home work 20% Lab 20% Test 50% Presentation and Project 10%

After taking this course, students will acquire: • Understand the basic concept of Chemistry Understand the basic ideas of Chemistry • Be able to know the simple network of chemistry in different topics Be able to formulate and analyze simple scientific problems. • Be able to recognize some common chemistry phenomenon with understanding of their behind mechanisms.

Grading Item Points Reading documents and literature review 30 Presentation and Demonstration 20 Homework 20 Test 20 Class performance 10 Total 100

经过本课程第一部分的学习后，学生应能够: - 从整体上了解和认知古代中国的物质文化和视觉文化 - 从多角度体验和分析重要的视觉艺术作品，完成多种类型的艺术写作 - 认识到中国艺术创作和艺术品流通的多元社会文化背景 - 了解中国艺术研究领域的多元化和动态性，初步理解主要的研究理论和视角 - 认识到古代艺术文化的延续性和生命力，用策展的方式讲述当下这个 “读图时代”里“中国艺术的故事”

各项评分占比： 课堂活动 20% 课堂参与 10%; 小组活动 10% 小测与考试 12% 观展 8% 阅读、写作与交流：20% 期中＋期末探究与设计 40%.

完成本课程之后，学生能够 • 了解环境人文研究的核心理论、概念和研究视角； • 就有关环境的复杂观点进行合理的阐释和深入的交流； • 对自然、文化、政治、经济和科学之间多层次的、有着深刻历史洲源的关系有较为全面的理解； • 认识到对“可持续发展” 和“环境正义性”的理解可以具有多种立场（环境的、社会的、多物种的)；

课堂参与 20% 课堂展示 10% 阅读与写作 30% 个人及小组合作探究项目 40% 尝试为道院的毕业生制定一个“ Environmental Literacy” 的合格标准，并完成一份行动计划书。 •选取课上涉及的任意主题，小组合作设计完成一节面向道院其他学生（或是全体附中师生）的环境教育课 程或是一项公众活动。

通过本门课程的学习，学生应该能够： ·熟悉中国先锋诗歌发生及流变的过程； ·熟悉中国百年新诗的历时演变过程； ·了解西方思潮影响下的诗歌演化路径； ·深入了解古诗与新诗在“经验与意象”、“节奏与诗意”等方面的差异及其背后的社会形态变化动因； ·掌握欣赏及解析先锋诗歌作品的技术方法； ·获得对诗意语言的审美感知能力； ·学会使用当代文学的独特样式（本课程中主要指新诗）记录与表达自身独特的情绪与体验；

10% Responsibility 10% Midterm Exam 10% Final Exam 20% Assignments 15% Presentation 5% Socratic Seminar 30% Final Project

经过本课程的学习后，学生应能够： 了解网络文化流行语来源、分类、结构及影响； 掌握网络文化流行语的分析方法； 理解基础的语言学理论； 掌握语言学分析的基础方法 初步掌握语料库的获取与应用方法； 通过网络流行语词义 “湖源〞 训练完成古代汉语词义“训话”的能力迁移： 通过精细化的语言学分析提升语言表达的准确性； 初步掌握借由语言了解和分析特定文化、社会现象的基本方法：

本课程的成绩将由以下方面构成： 课堂参与 10% 阅读、交流与写作 15% 测验 10% Presentation 30% Project 35%

经过本课程的学习后，学生应能够： 了解文化的多元性，从人类学角度理解不同文化的基本特征和组成部分 掌握参与式观察与访谈的民族志田野调查方法，并能够将其作为一种有效工具应用于社科类研究 了解文化研究的相关理论概念，并能够将其运用到对文化现象/群体的分析中 能够以民族志的形式呈现个人对于文化与社会的深入恩考

本课程的成绩将由以下方面构成： 课堂参与 10% 阅读、交流与写作 35% 测验 8% Socratic Seminar 12% Projects 35%

通过本门课程的学习，学生应该能够： ·了解认知语言学的理论框架，理解并掌握认知语言学中的几类重要理论体系（原型及范畴、范畴化层次、主体与背景等）； ·运用认知语言学各类理论分析具体语言现象； ·培养对日常生活中各类语言及其内在规律的敏感度，学会将分析语言系统作为理解人类其它复杂系统的一种有效途径 ·掌握语料库的获取与应用方法，学会将语料库作为一种有效工具应用于其它社科类研究

10% Responsibility 10% Midterm Exam 10% Final Exam 15% Assignments 20% Presentation 5% Socratic Seminar 30% Final Project

Students will: • Students will be able to speak, describe, compare, react about daily Fife situations. Students will expand their knowledge about grammar and vocabulary. Students will have a better understanding of Hisp anic cultures.

20% Responsibility 20% Reading Comprchension 20% Writing 20% Speaking 20% Listening

Students will: develop close reading skills reading selected materials, understand philosophical context and influences make connections between their own reality and diffferent cultures, develop higher order thinking skills and multi-disciplinary knowledge, be proficient with college-level literary analysis and essays forms, have textual and contextual experience with relevant readings.

10% Responsibility 10% Reading Comprchension 25% Writing 25% Language and Conventions 30% Speaking and Listening

Students will be able to: Understand, explain, and evaluate works of fiction with the additional context of genre. Further develop both written and verbal communication skills. Develop analytical skills for both literature and film texts, as well as how to distinguish and compare the two. Develop a deeper understanding of the topics and themes that can appear in science fiction texts, as well as other genres/mediums, and how they can be discussed on a deeper, more considerate level. Cultivate skills in crafting a variety of engaging, academic, and polished forms of writing. Engage with texts on a deeper, more literate level and convey/discuss their own unique opinions with clarity.

Assessments in the following areas will determine the overall course grade: 25% = Reading; 40% = Writing; 25% = Speaking and Listening; 10% = Responsibility Types of Assessments: reflections, annotations, essays, discussions/seminars, group projects, short stories/creations. Some work will be weighted more than others, depending on the size or importance of the assignment. Grading System – I will be using rubrics to grade student work. It will generally follow the 10 point grading scale – 10 = Excels 8 = Proficient 7 = Approaching 5 = Needs Work 0 = Not Submitted

After taking this course, students will: • Be able to develop the topic, organize the content, and improve the structure in various writing tasks; • Observe and follow standard English conventions; • Be able to revise and edit various texts in tests or in their writings to improve written expression; • Be able to summarize and tell the history, myths, and legends behind famous Chinese dishes in grammatically correct English; • Gain a deeper understanding of Chinese cuisine culture and foster a cross-culture awareness; • Be ready for various kinds of writing tasks that students are expected to undertake in their future study;

Students will be assessed both formally and informally on assigned texts. Assessments may include quizzes, presentations, and class discussions. Students’ participation is also assessed and reflected in their responsibility score. The instructor will offer frequent feedback regarding student work and performance. Students will be assessed based on the following ten-point scale: 9-10 = excels; 7-8 = proficient; 5-6 = approaching; 1-4 = needs work; 0 = not submitted Assessments in the following areas will determine the overall course grade: 20% = Reading--Annotation of each story (Intro+39 stories) 20% = Writing--Summary of each story (Intro+39 stories) 10% = Speaking and Discussion--Randomly chosen 2 stories 20% = In-class quiz 20% =Mid-term and final-term exams 10% = Student book and Responsibility

*Close reading & historical analysis: students will cultivate close reading skills to enhance their understanding and research potential *Development of writing & communication skills: students will continue to work on writing and communication clarity through a variety of different media *Digital research skills: students will learn basic data visualization techniques to enhance their traditional research; *Learn to work collaboratively to produce superb results

Participation, Effort and Attendance (30%) Homework (25%) Presentation (15%) Creative Project (30%)

Students will: Students will be able to speak, describe, compare, react about daily life situations. Students will expand their knowledge about grammar and vocabulary. Students will have a better understanding of Hispanic cultures.

20% Responsibility 20% Reading Comprehension 20% Writing 20% Speaking 20% Listening

To familiarize ourselves with and critically reflect on some key texts of Russian literature; To engage criticially with philosophical and theoretical notions and concepts of Russian culture; To understand the disruptions and continuities in 100 years of Russian literature To develop skills for writing blog entries, book reviews and literary analyses, and oral skills for giving presentations and participating in discussions on the interpretation of important literary works; To acquire a basic knowledge of Russian literature, its historical and political contexts, important intellectual debates of the era and relevant literary concepts; To apply basic concepts from literary studies (including metaphor, metonymy, synecdoche, focalization, plot/story) and specific concepts from Russian literary theory (skaz, fabula/syuzhet); To become better readers

The following assessments will take place during the course: 1. Read and write: weekly 400-word blog entries (30%) 2. Speaking: student presentation and leading the discussion (20%） 3.Speaking: overall participation in class discussions and Socratic seminars (10% 4. Creative projects (40% Examples of projects: Make a short video (10-15 minutes') on a specific literary work; Make a podcast (individually or in pairs) in which you critically discuss a literary work Direct and put on stage a Russian theatre play (for example Gogol’s “The Goverment Inspector) Compare a novel and its film adaptation: what is being emphasized and what is left out in the film? An academic essay of 2000 words max. in which you analyze a Russian piece of literature.

Students will • Understand the key concepts of cultural theory • Explain the different approaches of different interpretive schools • Analyse culture through various ideological lenses • Evaluate the function of culture in society

Participation – 25% Written assignments - 40 % Final presentation – 35%

After taking this course, students will: ·Understand narrative perspective and its relation to content, plot, and narrative structure; ·Gain a firm understanding of The Sound and the Fury’s plot and its use of time; ·Have a clear picture of the Roaring Twenties in USA; ·Draft formal academic papers based both on secondary research and their own original research; ·Empower themselves with a new perspective to examine stories because stories are not reflections of reality but are selective versions of it, told from a chosen perspective;

Students will be assessed both formally and informally on assigned texts. Assessments may include quizzes, presentations, class discussion, essays, and audio explanations. Students’ participation is also assessed and reflected in their responsibility score. The instructor will offer frequent feedback regarding student work and performance. Students will be assessed based on the following ten-point scale: 9-10 = excels; 7-8 = proficient; 5-6 = approaching; 1-4 = needs work; 0 = not submitted Assessments in the following areas will determine the overall course grade: 30% = Reading; 30% = Writing; 30% = Speaking and Listening; 10% = Responsibility

Students will: • Identify characteristics of myths, folklore, folktales, and fairy tales Describe the different types of myths Identify the purposes of myths Compare the different types of folklore: legends, and fairy tales Explain the communal importance of myths and legends Identify how myths and legends are used to explain the natural world Understand that myths are the basis of cultural activities in a society Identify the mythological themes in each culture’s mythological system Describe the role linguists play in finding the origin of a myth or legend Explain the purposes of urban legends in today’s society Recognize the superstitions that are still around today

10% Responsibility 10% Reading Comprehension 25% Writing 25% Language and Conventions 30% Speaking and Listening

By learning through the course, students will be able to: Understand the Romanticism literary movement. Identity key themes and features of Romantic texts. Deeply analyse Romantic literary texts. Read, perform and analyse classic Romantic poems. Write creative pieces in the Romantic style. Identify Romantic elements in films. Broaden literary horizons with a wide range of texts. Improve reading, writing, comprehension and speaking ability in English.

Creative writing • Literary analysis essay • Poetry reading • Socratic seminars Ouizzes Presentations • Posters Film review

Understand the Gothic genre. Identify key themes and features of Gothic texts. Deeply analyse Gothic literary texts. Understand the cultural impact and legacy of the Gothic genre. Write creatively in the Gothic style. Identify Gothic elements in films. Broaden literary horizons with a wide range of texts. Improve reading, writing, comprehension and speaking ability in English.

Creative writing Literary analysis essay Presentations Research projects - author background study Quizzes Posters Creative piece — multimedia Seminars Film review

Students will: develop close reading skills reading selected materials, understand the mutural constitution of theory and fiction, though the study of women and female writers, make connections their own reality and different cultures, develop higher order thinking skills and multi-disciplinary knowledge, be proficient with college-level literary analysis and essays forms, have textual and contextual experience with relevant readings, have an introduction about the historical context and concerns regarding the role of women, understanding of the wider structural perception and their impact on literature.

10% Responsibility 10% Reading Comprehension 25% Writing 25% Language and Conventions 30% Speaking and Listening

Students will • Understand the key concepts of modern philosophy • Explain the different approaches of various schools of thought • Analyse philosophical concepts through a critical lens • Evaluate a range of philosophical arguments to judge their fundamental truth-value

Seminar Participation – 40% Written assignments -25% Final research project – 35%

After taking this course, students should be able to: Explain and evaluate texts through a variety of critical lenses. Further develop both written and verbal communication skills, building on skills from Senior 1 ELA & WCC. Strengthen skills in analytical thinking and reflective discourse. Cultivate skills in crafing a variety of engaging, academic and polished forms of writing.

Students will be assessed both formally and informally on assigned texts. Assessments may include quizzes, exams, class discussion, a variety of essays, and projects. Students can expect weekly graded assignments and in-class assessments. The instructor will offer frequent feedback regarding student work and performance. Grading Scale (10 point scale) 10 = Excels 8 = Proficient 7 = Approaching 5 = Needs Work 0 = Not Submitted Grading Categories Writing 30% Discussion 30% Reading 20% Responsibility 20%

In this course: Students will be able to understand, explain and evaluate different historical contexts of Latin America through literature and history. Students will develop and improve anal ytical and evaluative abilities. Students will be capable of making connections between their own reality and different cultures.

10% Responsibility 10% Reading Comprehension 25% Writing 25% Language and Conventions 30% Speaking and Listening Summative Paper Prompt: Country Personal Proiect The Country Project is for students to develop their own interest and learn more about different countries, cultures, and people in Latin America. This is an opportunity for students to research about a Latin American country from their own interest(s) with the chance to apply it in a new context. Students will apply the results of their research on the country through different literature genres, historical events and/or writing styles.

To distinguish useful and required information for a potential audience To write and edit meaningful and accurate content To perform the role of communicator / broadcaster / visual media host To assist others on a production To produce a new and unique media creation

30% Written assignments & terminology quizzes 40% Production assignments 15% Social contribution 15% Individual responsibility

After taking this course, students will be able to: Understand, explain and evaluate a variety of texts. Understand and notice the similarities and differences between the mediums in question, and be further prepared for the interdisciplinary nature of some university modules. Write skillful and informed analytical work on a variety of topics, as well as developing their own creative skills for their own original work. Present and discuss their opinions with developed written and verbal communication skills.

Assessments in the following areas will determine the overall course grade: 25% = Reading; 40% = Writing; 25% = Speaking and Listening; 10% = Responsibility Types of Assessments: reflections, annotations, essays, discussions/seminars, group projects, short stories/creations, creative projects. Some work will be weighted more than others, depending on the size or importance of the assignment. Grading System – I will be using rubrics to grade student work. It will generally follow the 10 point grading scale – 10 = Excels 8 = Proficient 7 = Approaching 5 = Needs Work 0 = Not Submitted

Students will: Understand a range of basic human motivations and personalities. Be able to identify and explain the use of the 12 archetypes in a variety of texts and film. Analyse a character and their complexities. Critically analyse and compare texts through the theoretical lens of archetype. Evaluate the use of archetype as a theoretical lens. Design and write a creative work drawing upon knowledge of the archetypes. Improve English composition and language (written and spoken, for both for academic and creative purposes).

10% Individual responsibility (ongoing) 10% Social contribution (ongoing) 80% Projects 100% Total Note: Assignments will be graded for use of English, conventions, and application of the learning objectives. Rubrics will be provided.

Students will: - learn the current living situation of the elderly population - participate in voluntary work in elderly communities and institutions - improve their communication and collaboration skills

Field Trip Weekly: - There will be one teacher taking students to an elderly community center or institution weekly. Students need to take part in the voluntary work there for 90 minutes, eg. communicating with the elderly, learn the therapeutic activities, etc. - Students and teachers need to take the public transportation to the elderly communities nearby. If taxi is necessary, students need to pay themselves. Assessment: - Participation 80% - Reflection 20%

Students will. Analyze visual elements of works of art Analyze contextual elements of a work of art, and connect contextual and visual elements of a work of art. Compare two or more works of art. Analyze the relationship between a work of art and a related artistic tradition, style, and/or practice Analyze visual clements of a work of art beyond the image set (the 250 works picked) Attribute works of art. Analyze art historical interpretations. Develop and support art historical arguments.

Class performance 20 Retrieval quizzes 20 Create a Museum Project 30 Contributions of an Artist Proiect 30

After taking this course, students should be equipped with: Students will gain a dcep and solid understanding of basic techniques and skills, including camera settings, lighting, and editing. Students will develop the ability to tell stories through their portraits and evoke emotions in the viewer.

Students will be assessed both formally and informally on assigned texts. Assessments may include presentations, group discussions, photography works, personal statement writing, and projects. Students can expect weekly graded assignments and in-class assessments. The instructor will offer frequent feedback regarding student work and performance. Students will be assessed based on the following four-point scale: 4 = excels; 3 = proficient; 2 = approaching; 1 = needs work; 0 = not submitted 20% = Participation and Efforts 30% = Communication 20% = Practice 30% = Idea

After taking this course, students should gain: A deeper understanding personal interests in artistic practices The development of familiarity and expertise in the creation of art work An improved ability to communicate about art A sense of how to create artwork with well-developed and creative artistic themes and intentions

Participation and Effort (25%): Attendance and engagement in class during discussions, work periods, presentations, and critiques Completion and quality of weekly journal entries Growth and efforts towards improvement are considered here Appropriate use of in-class work time is a core part of how this is assessed Effort put into projects and artist presentations Participation in critiques You will have a weekly score for your participation and effort that will be scored using the rubric below. Communication 25%: Ability to communicate artistic ideas in a mature way Writing of artist statements Questions and feedback given during critiques Reflections and other written components Practice/ Application (25%: Is how you apply your learning of artistic concepts and ideas Is the application of artistic skills Craft and dedication to completing the projects Ideas (25% Intentions and vision for proiects Deliberate connection between artistic elements and intention Creative thought and application of that creativity in your work Originality and personal connection to the work produced Project proposals and other planning documents

After taking this course, students should gain: A deeper understanding personal interests in artistic practices The development of familiarity and expertise in the creation of art work An improved ability to communicate about art A sense of how to create artwork with well-developed and creative artistic themes and intentions

Participation and Effort (25%): Attendance and engagement in class during discussions, work periods, presentations, and critiques Completion and quality of weekly journal entries Growth and efforts towards improvement are considered here Appropriate use of in-class work time is a core part of how this is assessed Effort put into projects and artist presentations Participation in critiques You will have a weekly score for your participation and effort that will be scored using the rubric below. Communication (25%): Ability to communicate artistic ideas in a mature way Writing of artist statements Questions and feedback given during critiques Reflections and other written components Practice/Application (25%): Is how you apply your learning of artistic concepts and ideas Is the application of artistic skills Craft and dedication to completing the projects Ideas (25%): Intentions and vision for projects Deliberate connection between artistic elements and intention Creative thought and application of that creativity in your work Originality and personal connection to the work produced Project proposals and other planning documents

Students will Learn how to use music production sofiware Leam how to produce video

Students will be assessed based on their finished projects (these can be individual or as part of a group)

After taking this course, students should be equipped with: the fundamentals of digital photography Photoshop skills for enhancing and editing photos. Skills related to how to use the camera and how to capture different types of images. a deeper understanding for thought processes and practice of creating art

I will be using skill based grading for this course. This type of grading breaks down all of the work you do in this class into the skills, which you are graded from a scale of 1 to 4. Where a 4 means you are excelling, a 3 means you are proficient, a 2 means you are approaching, and a 1 means you need improvement. This grading system allows you to better understand the core skills of the course and focus more on how these skills allow you to be successful in all aspects of this course. For each assignment, project, or presentation you have in this course you will have guidelines that breakdown what skills that will be assessed in the assignment, and a rubric to explain how you will demonstrate your application of those skills. Below are the 4 skills, how much they contribute towards your final grade, and a brief explanation of what that skill means and where it will likely be found. Participation and Effort (25%): • Attendance and engagement in class during discussions, work periods and group work • Growth and efforts towards improvement are considered here • Appropriate use of in-class work time is a core part of how this is assessed • Effort put into projects and artist presentations • Participation in critiques • You will have a weekly score for your participation and effort that will be scored using the rubric below (this score will be submitted on Sunday nights). Communication (25%): • Ability to communicate artistic ideas in a mature way through the use of concepts covered in class • Use of terms related to photography • Writing of artist statements • Questions and feedback given during critiques • Reflections and other written components Practice/Application (25%): • Is how you apply your learning of the concepts and ideas about art • Is the application of skills you have gained related to our classes • Use of the camera to capture your images and create photos • Use of Photoshop or Lightroom for editing photos • Proper set up for printing photos and handling of photos after printing Ideas (25%): • Intentions and vision for your photographs and bodies of work • Deliberate connection between artistic elements and intention • Creative thought and application of that creativity in your work • Originality and personal connection to the photography you produce • Project proposals and other planning documents

Students will: understand their own interests, skills, and ability to create art be able to communicate about their own artwork and offer critique on others artwork gain a stronger ability to conceptualize and create intriguing, innovative art work

30%- Participation and Effort 30%- Unit 1 Projects: 15% - Process journals 15%- Completed artworks 40% - Unit 2 Project: 10%- Project proposal 10% - Process journal 10%-Artist Statement • 10% - Final artwork

This course cultivates skills that are essential for achieving success at the university level. Building on the foundations of academic research, this course aims to: Cultivate and drill students’ writing, organization, presentation and communication skills. Engage students in a process of thesis-antithesis-synthesis through presentations and collaborative learning. Develop students’ abilities to communicate their research projects in an interdisciplinary context. Encourage students to explain the logic of their research and how their concepts are applicable beyond their ownresearch, discipline and culture.

Project responsibility: monthly meetings, discussion, class presentation (20%) Project output: research proposal (80%) graded by supervisor

The IRP2 course enables students to acquire important generic understandings, skills, and knowledge on research across disciplines. They will be equipped with the ability to communicate academically and think critically, and the creativity and responsibility to make a difference to society. Students will: Search for and identify quality relevant literature in specific fields using libraries, academic databases, and historical archives. Understand principles of discipline-specific research methods Employ appropriate disciplinary research methods to develop, manage, and conduct an in-depth study in the student’s area of interest. Analyze and draw conclusions based on information from different sources. Learn and write academic papers based both on secondary research and their own original research. Communicate theit research effectively by presenting their ideas in audience-friendly ways. Make objective-driven learning plans and manage learning processes.

Class Activities (10%) After-class assignments (45%) Literature review (30%) graded by supervisor Project responsibility (5%) graded by supervisor Final presentation (10%)

Students will demonstrate factual knowledge including the mathematical notation and terminology. Including linear equations, number systems, mathematics of finance etc. The students will apply the course material along with techniques and procedures covered in this course to solve multi-scope problems. Students will develop specific skills, competencies, and thought processes sufficient to support further study or work in this field or related fields.

15% Participation and Activity 20% Homework 40% Quizzes*4 25% Project

By the end of this course, students are expected to have understanding with key computational big ideas (Modularity, Variables, Control, Impact of Computing), familiar with programming skills in Java and also comfortable with writing code on paper and answer code reading problems skillfully. Students’ communication, critical thinking and problem solving skills are also expected to be improved through project-based learning.

60⅘ lests 20% Midterm 20% Final 20% Unit Tests 30% Proiects and Daily Practice 20% Unit Proiects 10% Daily Practice 10% Participation Tests: All tests are modeled after the single-select multiple-choice questions and free response questions on the AP Computer Science A exam._ Unit Proiects: In each unit, students will practice new concepts by completing a project and submit their partial work weekly. For each unit project, 10% of the grades are recorded for completeness of the weekly submission, and 10% are examined based on the quality of the project. Students are allowed to seek help from peer or reliable resources (under academic honesty code) to complete their project, but all work should be submitted individually. Dailv Practice: Interactive MCo or written FRO questions will be assigned to students each class as practice. Students can revise and correct their wrong questions to get full mark. Participation: Students are required to engage in not only lecture, but also coding practice and written problem exercises. Poor participation rate will result in deduction of scores.

The main obiectives are as follow: Basic mathematical modeling kno wledge. You should learn mathematical methods and apply them into physical problems. Computer language programming. in this course you will mainly study the usage of Matlab, which is a matrix computation sofiware. Essay writing. Since you have to show your work to others and explain why what you’ve done is significant, a well composed mathematical modeling essay is pivotal. Mathematical modeling contests participation. Afier taking this course you can get most of the necessary knowledge of mathematical modeling, under which condition you're able to take the HiMCM or IM2C contest.

Homework 40% (at least once a week) Project 25% (including monthly project and final project) Final exams 30% (including 3 tests: (a) basic mathematics modeling knowledge test (b) literature reading and writing test (c) Matlab programming test. You may choose at least 1 test to participate in, but only the top 1 grade is recorded as your final exams score. For instance, if you took all three tests and your score are namely (a) 96 (b) 87 (c) 90, you’re your final exams score should be 96 Participation 5%.

This course demonstrates the value of examining a strategic situation from the tight theoretical perspective. Logical thinking is required for solving real life problems in strategic situations. Grame theory can help us understand how the forces of strategy influence the outcome of social interaction. After taking this course, students should be able to: Find questions and extract models from descriptive languages. Have a deeper understanding of basic math tools and its applications. Think of some strategic considerations to take into account making choices. Predict ho w other people or organizations behave when they are in strategic settings. Apply game theory tools to settings from real life problems.

Participation: 10% Homework: 40% (once per week, taking average) Ouiz: 10% Tests: 30% (3 Chapter Tests, taking average) Reflection: 10% (for activities or games played in class)

Students will attain a general knowledge about senior high school mathematics and apply it to simple practical problems. Students can get help from this course in order to prepare for the relevant math competitions such as AMC1012, Euclid, etc. Students can prepare for math courses of higher level.

Class Participation: 50% Competition Participation: 40% Community Contribution: 10%

The main objectives are as follows: Advanced mathematical modeling knowledge. You should leamn mathematical methods and apply them into physical problems. Computer language progranming. In this course you will continue to learn Matlab. What's more, you may be able to get some simple knowledge of SPSS and Comsol. Essay writing. Since you have to show your work to others and explain why what you've done is significant, a well composed mathematical modeling essay is pivotal. Mathematical modeling contests participation. After taking this course you can get most of the necessary kno wledge of mathematical modeling, under which condition you're able to take the HiMCM or IM2C contest.

Home work 40% Project 40% (including monthly project and final project I Participation 10% Community Contribution 10%.

After attending this course: • Students will have a better understanding of different inte gral problems and learn some applications of calculus in real-life problems; Students will learn Parametric equation and polar equation, and try to solve corresponding problems in calculus. Students will also have a good understanding of the definition of series and their divergence or convergence; Know how to applv Tavlor and McLaughlin formulas.

Grading Item Points Class performance 10 Classwork Preview 10 Homework 15 Chapter test (1,2,3) 20 Middle Exam 20 Final Exam 20 Group Contribution 5 Total 100

By the end of this course, students are expected to enhance their understanding with key computational big ideas, computational thinking, and programming skills in Java with lab practice. Students’ communication, critical thinking and problem-solving skills are also expected to be improved through project-based learning.

This is a Pass or Fail course. For the current Computer Science students, they are required to actively participate and utilize the club time to finish all projects in the regular course. For the non-Computer Science students, they are required to submit a project proposal of self-designed program in the language they prefer and submit their project at the end of the club course.

Students will study how various economic agents make their choices and decisions in a market en vironment, and the implications of those choices and decisions for the allocation of productive resources. After successful completion of this course students will be able to demonstrate command of basic microeconomic concepts and graphical models, and apply them to new siturations. In specific, the students should be able to: Understand basic economic concepts Use and interpret the language of business and basic measurements of economics performance. Demonstrate economic questioning and analysis skills. Interpret a variety of graphical models and paraphrase economic concepts. Generate, interpret, label, and analyze graphs, charts, and data to describe and explain economic concepts Analyze the development of modemn economic theory. • Apply economic skills and concept kno wledge to higher college-level

Participation:10% Homework: 40% (once per week, taking average) Tests: 40% (4 Chapter Tests, taking average) Final Exam: 10%

Students will attain a general knowledge about senior high school mathematics and apply it to simple practical problems. Students can get help from this course in order to prepare for the relevant math competitions such as AMC1012, Euclid, etc. Students can prepare for math courses of higher level.

Class Participation: 50% Competition Participation: 40% Community Contribution: 10%

After taking this course: • Students will attain a general knowledge about calculus and apply it into practical problems. Students can get help from this course in order to prepare for the Calculus BC exam. • Students can determine whether they are suitable for majors which requires a high level of master of calculus such as mathematics, physics, computer science, etc.

Class work & Home work: 40% Chapter Quiz: 20% Final Exam: 15% Final Project: 15% Responsibility: 10%

Build strategy for Statistical inference: estimating population parameters and testing hypotheses Identify an appropriate confidence interval procedure for a population mean/proportion/regression line, including the mean difference bet ween values in matched pairs. Justify a claim based on a confidence interval for a difference of population means/proportion/ regression line. Use a TI-Nspire calculator and computer based statistical software to investigate statistical concepts. Work in groups to complete projects based on real world statistical applications

10% Particijpation 20% Homework 10% Take home Chapter Test*3 20% Midterm 20% Final 20% Final Project

Contact instructor for details

Contact instructor for details

The course provides help for taking Calculus BC exam. After taking this course: Students will attain a general knowledge about calculus and apply it into practical problems. • Students can determine whether they are suitable for majors which requires a high level of master of calculus such as mathematics, physics, computer science, etc.

Classwork & Homework: 40% Chapter Quiz: 15% Mid-of-term Exam: 15% Final Exam: 20% Responsibility: 10%

Atter taking this course: Students will understand the meaning of limit and continuity of functions and can solve the limit problems in a variety of ways Students will master the derivative formulas and operation methods of most functions Students can flexibly apply derivative formula and differential theory in different scenarios Students will understand the inverse operation of derivatives and master a large number of formulas of Definite or indefinite integrals

Class performance 10 Class work Preview 10 Homework 20 Chapter test (1,2,3) 15 Middle Exam 20 Final Exam 20 Group Contribution 5 Total 100

The course will train students to learn knowledge by exploring processes. The objectives of the course are as following: · Learn the fundamental knowledge of optic area in physics. · Learn the skills of the optic experiment, including adjust optic path, the function and usage of thin lens and sphere mirror. · Be able to complete the classic optic operation/experiment · Be able to design optic experiment to accomplish certain purpose · Understand the research process by completing a typical research program. · Let the students obtain the chance entering and participate the work in the top-level research Lab in China. · Obtain the skills in scientific research paper writing.

Experiment report 40%: report 10%+presentation 15% +operation10% Exam and homework 10% Academic Communication 5% Project 50%: final paper (20%+5%) + presentation 25% （5+5+5+10）

Aims: To emphasize the importance of the process of scientific investigation as a means of solving problems in every day life; To contribute to the pupils’ general education by helping to make sense of the physical environment through scientific inquiry; To provide the basis for further study of the subject; To develop experimental and investigative abilities; To develop the skills necessary to find solutions to scientific problems; To understand that scientific ideas are developed within a contemporary and historical context. • To develop positive attitudes towards Physics, Science and the environment.

Homework 35 Ouiz 25 Lab 10 Mid-term 10 Final Exam 10 Proiect 10 Total 100

Students will:  use representations and models to communicate scientific phenomena and solve scientific problems.  use mathematics appropriately.  engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.

Homework 30 Labs 10 Quiz and Test 20 Midterm exam 15 Final exam 15 Proiects 10 Total 100

After the learning of the course, students should be able to meet the tollowing achievement: Understand the core physical problems, physical concepts and physical laws ofeach topic, with the learning to form a knowledge frame of mechanics. Use mathematical means to carry out rigorous analysis and solution. Use the knowledge and methods of the course, studied, analyzed and judged the problems with the scientific methods. Understand the possibilities and limitations of knowledge and methods, develop students the critical thinking and ssustainable thinking abilities. Proficient use the mathematical tools in physical research and problem handling Appreciate the perfect combination of physics and mathematics and mutual promotion.

Participation 5% Homework 20% Report and presentation 20% Ouiz and exam 20%(5+10) Mid and Final 35% (15+20）

Students will: plan and implement data collection strategies in relation to a particular scientific question. perform data analysis and evaluation of evidence work with scientific explanations and theories connect and relate kno wledge across various scales, concepts, and representations in and across domains.

Grading Item Points Homework 30 Labs 20 Ouiz and Test 20 Proiects 30 Total 100

After the learning of the course, students should be up to the following achievement: To understand the core physical problems, physical concepts and physical laws of each topic, can use mathematical means to carry out rigorous analysis and solution in electromagnetism range. Using the knowledge and methods of the course, studied, analyzed and judged the problems with the scientific methods. Understand the possibilities and limitations of knowledge and methods, develop students the critical thinking and ssustainable thinking abilities. Proficiency in the use of mathematical tools in physical research and problem handling related with derivation and calculation. In the learning process can appreciate the perfect combination of physics and mathematics and mutual promotion.

Participation 5% Homework 20% Report and Project 20% Ouiz and exam 20% （5+10 Mid and Final 35% (20+15)

The purpose of the course is to train students the mathematical thinking, calculation skills in physics learning. After the learning of the course, students should be up to the following achievement: To understand the core physical problems, physical concepts and physical laws of each topic, we can use mathematical means to carry out rigorous analysis and solution. Using the physics knowledge, studied, analyzed and judged the problems with the scientific, mathematical methods. With the mathematical analysis, understand the possibilities and limitations of knowledge and methods, develop students the critical thinking and sustainable thinking abilities. Proficiency in the use of mathematical tools in physical research and problem handling In the learning process can appreciate the perfect combination of physics and mathematics and mutual promotion.

Homework 30% Quiz and exam 15% Mid-exam 20% Final-exam 25% Semester Proiect Report 10%

After attending this club course, students will: be able to apply physics knowledge in real life develop a deep understanding of the concepts and theorems in physics be well-prepared for the physics contest in fall semester

Attendance 30% Homework 30% Quiz & exam 40%

1. Students have opportunities to apply AP Physics learning objectives connecting across enduring understandings as described in the curriculum framework. 2. The course provides students with opportunities to apply their knowledge of physics principles to real world questions or scenarios (including societal issues or technological innovations) to help them become scientifically literate citizens. 3. The course provides students with opportunities to be better prepared for AP physics1 exam in the following May.

Attendance 30% Classwork and homework 50% Test and exam 20%

After taking this course, students will be able to: • gain a holistic understanding of mathematics as a dynamic and ever-evolving discipline understand the profound influence of mathematics on diverse ficlds such as science, technology, architecture, art, and philosophy have a broader perspective on the historical development of mathematics, recognizing the interplay between cultural, scientific, and mathematical progress

Students will be graded by participation, review questions, seminar and group presentation. Students will be assessed based on the following four-point scale: 4 = excels; 3 = proficient; 2 = approaching; 1 = needs work; 0 = not submitted Assessments in the following areas will determine the overall course grade: 50% = Homework; 20% = Group Project; 10% = In-class Discussion; 20% = Class Participation

By attending this course, students will be able to Understand the concept of object art Know the origins and development of bioart Understand the ideas conveyed by bioart Critically evaluate a work ofbiological art Analyze a work of biological art Know how bioart artists integrate thinking into their artwork Gain practical experience in the basic techniques of creating bioart work.

Students will be assessed both formally on assigned texts. Assessments may include class discussions, reading notes, artist statements, in-class sharing and feedback, and artistic works. The instructor will offer feedback regarding student work and performance. Students will be assessed based on the following four-point scale: 4 = excels; 3 = proficient; 2 = approaching; 1 = needs work; 0 = not submitted The overall course grade is composed of: 25% = Effort and Participation 25% = Practice and Application 25% = Idea 25% = Presentation and Feedback

Evaluate the works of philosophers on the subject of ethics throughout history around the world Discuss the faults and strengths of a wide variety of approaches to the topic Analyze and describe possible solutions to complex theoretical problems with logical consistency Write a personal statement centered on ethics Develop a claim or thesis and supporting it in an essay Analyze the claims, evidence, and reasoning you find in sources Compare and contrasting disparate belief systems Corroborate, qualify, or modify an argument using diverse and alternative evidence in order to develop a complex argument Classify concepts

Classwork 40% Ouizzes 25% Classroom performance 20% Final Proiect 15%

Understand different ways of studying and thinking about the city as a historical entity, drawing on anthropology, geography, and urban studies Analyze cultural expression and media by taking into consideration history and social structure Think critically about the connection between experience, materiality, and the political economy Think globally about modernity, capitalism, and urbanization Design and conduct their own qualitative research proiects while critically reflecting on the methodology of ethnography

Students will. Analyze visual elements of works of art Analyze contextual elements of a work of art, and connect contextual and visual elements of a work of art. Compare two or more works of art. Analyze the relationship between a work of art and a related artistic tradition, style, and/or practice Analyze visual clements of a work of art beyond the image set (the 250 works picked) Attribute works of art. Analyze art historical interpretations. Develop and support art historical arguments.

Class performance 20 Retrieval quizzes 20 Create a Museum Project 30 Contributions of an Artist Proiect 30

Students will. .. This course refers to the understanding of psychological influences on how people stay healthy, how they become iil and how they respond when they get ill. This course is concerned with a aspect ofhealth and illness across life-span. • This is the study of psychological & behavioral process in health, illness and health care, concered with the understanding how psychological, behavioral and cultural factors contribute to physical health and illness.

Attendance & Participation: 42% Integration Essay 1: 10% Integration Essay 2: 15% Group Presentation: 25% Exam (open book): 8%

Students will.. Identify and explain a historical concept, development or process Analyze sourcing and situation of primary and secondary sources Analyze arguments in primary and secondary sources Analyze the context of historical events, developments or processes Using historical reasoning processes, analyze patterns and connections between and among historical developments and processers Develop an argument Examine the diversity of cultures throughout the world which together establish the beauty and horror of human development Attempt to see the events of the past through the eyes of those who created, experienced and lived them.

Class performance 10 Unit 0 project / presentation 20 Retrieval quizzes 10 Semester 1 -LEO 20 Semester 1 -DBO 20 Columbia Exchange Research Project 20

Examine contemporary perceptions of colonialism and imperialism through selected readings from scholarly joumals, articles, and books Analyze primary sources for a better understanding of first-person perspectives on historical events Gain kno wledge of the modern world through the lens of history Competently discuss world issues and historical transformations Develop a better understanding of world cultures and people through centuries of cultural exchanges

Classwork 40% Ouizzes 25% Classroom performance 20% Final Proiect 15%

Students will... Research the history and development of various sports through time Examine both the Ancient and Modern Olympic games and their impact on society Analyze the way in which sports reflect established class boundaries Examine the culture which has built itself around modern sports as well as the issues that have developed within and outside sports along with this growth

Class performance 10 History of a Sport Project 20 Retrieval quizzes 10 Sports and City Relationship 10 Current events 20 Sports Debate 20 I.O.C. Simulation 10

Learn the basics of how to play classic tabletop RPGs such as Dungeons & Dragons Collaborate to create a world in which player-made characters will operate, including social, political, and cultural structures, the physics and logic behind game mechanics, and plot elements. Utilize reading, writing, speaking, listening, critical thinking, problem solving, and mathematical skills to prepare for and run through a series of sessions Write a reflection on the process of decision-making, collaboration, and creation

This is a Pass/Fail course Class Performance 40% Written work (character backgrounds, Worldbuilding, etc) 30% Character Proiect 10% World Project 10%

Students will. This course prepares students with many theories and hands-on practice of emotional expression and emotional intelligence competencies. •This includes building and improving the most efficient way to deal with various kinds of relationships (friendship, romantic relationship, parent-children relationship, etc.) Student will demonstrate skill in critical view and evaluation of the current corpus of knowledge available on the problem of interest.

Grading Criteria: Attendance & Participation: 42% Integration Essay 1: 10% Integration Essay 2: 15% Group Presentation: 25% Exam (open book): 8%

Students will... •To identify theoretical underpinnings of the major areas of psychology, including history, learning, personality, social and environmental influences, and physiology ofbehavior. •To explain different models of human behavior based on science versus intuition or general ways of knowing. •To recognize ways of pursuing questions in Psychology via discussion of theory and empirical research. To describe connections bet ween knowledge gained in Psychology to everyday life.

15% Presentation 40% Homework & Quiz 20% Proiect 12.5% Exam 1 12.5% Exam 2 Alternative Exam 3 (can replace cither Exam 1 or Exam 2)

By learning the course, students wil: Be able to understand, contrast, and apply the main perspectives within International Political Economy; Be able to reflect on theories of and approaches to international development and apply and evaluate them empirically through case studies; Analyse a range of empirical case studies of development, particularly in the African and Asian contexts; Enhance skills of locating and selecting primary and secondary sources; Enhance presenting. debating. and essay writing skills.

The following assessments will take place during the course: 1. Read and write: weekly 300-word blog entries (30% 2. Speaking: student presentation and leading the discussion (20%） 3. Speaking: overall participation in class discussions and Socratic seminars (10% 4. Creative projects (40%） Examples of projects (you are also more than welcome to propose your own project): Make a short video (10-15 minutes') on a specific topic or case in international development; Make a podcast (individually or in pairs) in which you critically discuss a case study; Design a development strategy for a specific country; An academic essay in which deals with a topic of choice, within the context of the course themes of IPE and development, and will be based on/make meaningful use of the literature prescribed for the course. The topic will need to be approved by the course convenor.

Upon successful completion of this course, students will develop their ability to: Cultivate team leadership Coordinate interpersonal relationships Understand key personality traits Motivate others in the organizations • Have good psychological qualities Analyze and solve problems in daily life and the future workplace

Students’ final grades will consist of the following parts: 5%= Attendance; 15% = Class Participation; 20% = Presentation; 30% = Case Analysis Reports; 30% = Individual Project;

Think geographically about scale, time, and space Think historically about the evolution of urban, industrial, and agricultural landscapes Form and defend arguments about geographic issues and relate them to current discussions in the media and the academy Critically evaluate current events based on geographic factors Conduct a research project on a geographic issue with contemporary ramifications

15% - Participation in weekly seminar-style discussions about readings. Students will also sign up for one week to lead discussions at the beginning of the semester. 15% - Weekly post-discussion short writing assignments, graded based on completion 40% - One presentation after Unit 10, to begin developing a personal research project. Group or Individual both acceptable. Students will then respond to questions and lead a short discussion. 30% - A final research project related to a contemporary issue of concern. I encourage a wide range of ideas. Media- based projects, research papers, etc. all acceptable. Note: In addition to responding to readings and videos etc., the class will also follow current events across the globe. I will bring in many news stories from regions of the world far afield, but I expect students to do the same for places closer to home.

Students will be more knowledgeable about the culinary scene around the world Students will be comfortable reading restaurant reviews and food writing Students will think about food as a prop in film and literature Students will have the opportunity to think about food-adjacent careers Students will be able to eat food and talk about eating food and enjoy eating food with others

40% - Discussions, group readings, film and documentary viewings, student-led presentations, potlucks, takeout, in- class food reviews, longform restaurant criticism, menu curations, short research projects on ethnic or international cuisine in Beijing 25% - Presentation on topic of their interest, including but not limited to one restaurant in Beijing or around the world, one movie, one type of cuisine, one dish, or one ingredient 25% - Students will also produce one creative project of their own design, including but not limited to food writing or criticism, multimedia projects, social media pages, short videos, menus, vlogs, or custom dishes 10% - Reflection

Think geographically about scale, time, and space Think historically about the evolution of urban, industrial, and agricultural landscapes Form and defend arguments about geographic issues and relate them to current discussions in the media and the academy Critically evaluate current events based on geographic factors Conduct a research project on a geographic issue with contemporary ramifications

15% - Participation in weekly seminar-style discussions about readings. Students will also sign up for one week to lead discussions at the beginning of the semester. 15% - Weekly post-discussion short writing assignments, graded based on completion 40% - One presentation after Unit 5, to begin developing a personal research project. Group or Individual both acceptable. Students will then respond to questions and lead a short discussion. 30% - A final research project related to a contemporary issue of concern. I encourage a wide range of ideas. Media- based projects, research papers, etc. all acceptable. Note: In addition to responding to readings and videos etc., the class will also follow current events across the globe. I will bring in many news stories from regions of the world far afield, but I expect students to do the same for places closer to home.

Students will... Advanced analysis and critical investigation of psychological themes in modern cinema including depiction of lifespan development, personality, memory, learning processes, personality disorders, trauma, autism, and clinical practice. I For Your information: You will enjoy great films • You will develop an understanding of basic psychological principles across the major fields of psychology You will be able to define and apply key psychological concepts, terms, and theories. You will develop critical thinking and analysis skills by evaluating accuracies of portrayals of psychological concepts in film. • You will develop an awareness of the impact of popular film on society

Discussions and attendance 40% Presentation 20% Papers 20% Individual project 20%

Students will be expected to actively participate in and contribute to discussions. Both formative and summative assessments will count to a total grade. 10%-Class discussion/participation 20%-Glossary Book 40%-Formative assessments 30%-Summative assessments

Students will. Analyze visual elements of works of art Analyze contextual elements of a work of art, and connect contextual and visual elements of a work of art. Compare two or more works of art. Analyze the relationship between a work of art and a related artistic tradition, style, and/or practice Analyze visual elements of a work of art beyond the image set (the 250 works picked) Attribute works of art. Analyze art historical interpretations. Develop and support art historical arguments.

Grading: Points Class performance 20 Retrieval quizzes 20 Diorama Proiect 30 Art and Society Research 10 Recreate a Work of Art 30

Students will be able to identify the definition of art therapy and understand the effect of these treatments. Students will be able to distinguish different treatments and the different artforms and also thcir effects. Students will be able to propose therapies for different patients with different symptoms and illness. Students will be able to learn the artists that propose their own art therapy and their life backgrounds. Students will be able to create an artwork that is able to express feelings and emotions. Students will be able to present the artwork and explain and analyze their work.

Students will be assessed both formally and informally on assigned texts. Assessments may include moodboard creation, presentations, artwork exhibitions, journaling, and projects. Students can expect weekly graded assignments and in-class assessments. The instructor will offer frequent feedback regarding student work and performance. Students will be assessed based on the following four-point scale: 4 = excels; 3 = proficient; 2 = approaching; 1 = needs work; 0 = not submitted Assessments in the following areas will determine the overall course grade: 20% = Mood boarding; 20% =Journals; 20% =Midterm project; 20% =Final project; 20% = Responsibility

Students will study how various economic agents make their choices and decisions in a market environment, and the implications of those choices and decisions for the allocation of productive resources. After successful completion of this course students will be able to demonstrate command ofbasic microeconomic concepts and graphical models, and apply them to new situations. In specific, the students should be able to: Understand basic economic concepts Use and interpret the lan guage of business and basic measurements of economics performance. Demonstrate economic questioning and analysis skills. Interpret a variety of graphical models and paraphrase economic concepts. Generate, interpret, label, and analyze graphs, charts, and data to describe and explain economic concepts Analyze the development of modern economic theory. Apply economic skills and concept knowledge to higher college-level

Participation: 10% Discussion: 15% Short Paper: 15% Presentation: 10% Homework: 30% (once per week, taking average) Tests: 20% (2 Chapter Tests, taking average)

Upon completion of the club course, students are expected to be better at: Building the network of chemistry with all topics involved and able to apply it to solve problems. Being self-critical and autonomous. Formulating and analyzing complex problems. Designing experiments with scientific methodology. Presenting logically a series of chemistry phenomenon with understanding of their underlying mechanisms.

The course will be graded (P/F) based on the following items: Homework 20% Lab 20% Presentation 5% Test 35% Proiect 20%