[answer to be posted tomorrow, no cheating]

Nutrition [BIO155]
Paula H. Dedmon
This course covers the biochemistry of foods and nutrients with consideration of the physiological effects of specialized diets for specific biological needs. Topics include cultural, religious, and economic factors that influence a person's acceptance of food, as well as nutrient requirements of the various life stages. Upon completion, students should be able to identify the functions and sources of nutrients, the mechanisms of digestion, and the nutritional requirements of all age groups. This course has been approved to satisfy the Comprehensive Articulation Agreement for transferability as a premajor and/or elective course requirement. -- 3 hours

Introduction to Chemistry [CHM131]
This course introduces the fundamental concepts of inorganic chemistry. Topics include measurement, matter and energy, atomic and molecular structure, nuclear chemistry, stoichiometry, chemical formulas and reactions, chemical bonding, gas laws, solutions, and acids and bases. Upon completion, students should be able to demonstrate a basic understanding of chemistry as it applies to other fields. This course has been approved to satisfy the Comprehensive Articulation Agreement general education core requirement in natural sciences/mathematics. -- 3 hours

Introduction to Chemistry Lab [CHM131A]
This course is a laboratory to accompany CHM 131. Emphasis is placed on laboratory experiences that enhance materials presented in CHM 131. Upon completion, students should be able to utilize basic laboratory procedures and apply them to chemical principles presented in CHM 131. This course has been approved to satisfy the Comprehensive Articulation Agreement general education core requirement in natural sciences/mathematics. -- 1 hours

Theories of Personality [PSYC310]
Vivian Dzokoto
Theories of Personality: An investigation of theories concerning the development and functioning of the normal personality, with attention to empirical findings related to individual adjustment or maladjustment. -- 3 hours

Introduction to Clinical and Counselling Psychology [PSYC342]
Mei-Chuan Wang
Introduction to Clinical and Counseling Psychology: A survey of the history, theories, and applications of clinical and counseling psychology, with an emphasis on analyses of the various approaches to counseling and therapy. -- 3 hours

The portal idea is becoming more feasible however, as my art prepares to enter its own special virtual gallery. The portal, the gallery, and the blogs… that is my world, and its a small world after all.

http://www.youtube.com/watch?v=gskAeWgEExk

For a literature assignment I had to analyze a few music videos, including this one. We discussed what may be conveyed with the music itself and then what the complete video says.

When I originally learned the solar system… things seemed so much simpler.

Borrowed from: http://www.uncfsu.edu/itts/networking/passwords.htm#6

How long does my 14 character password with uppercase, lowercase, numbers and symbols take?

I have such strong feelings about the way I was treated by my TAC advisor… it probably isn’t healthy.

Lately something has been puzzling me a bit though… the difference between “dry active yeast” and “quick rise yeast”. It is almost an endless wait for normal yeast (active dry) to do its work, but there is almost no wait with the quick rise. A recipe I made last night requires about 2 hours to rise (first proofing, then shaped rise) but when substituting in quick rise, it took 10 minutes for the first proof, and then only about 20 minutes for the shaped rise (only had 20 minutes to let it rise is how I found out), but the recipe ended up being almost the same as with the 2 hour wait. The texture was a little different, but the bread was perfectly leavened. Yeast, its amazing stuff :-)

Upon realizing the fruitlessness of my attempts and my staring at my record in Banner, I opened up GITI's code and started playing with some things. I didn't do anything revolutionary, but I did add a few cool features, such as the ability to treat classes that only prospective differently from classes that are registered. Months ago I created a distinction in the storage of the courses, "planned" or "anticipated" courses are 0.1 and courses that are registered are 0.2. Nothing too complicated. Today I added the ability to store and retrieve the registration code information for the classes (the number that lets you register quickly and not have to dive in the schedule to register), and optionally move the classes to "registered" (0.2) while viewing the information. Additionally, I did something I should have done YEARS ago, I can now add all of the classes for a semester from a single institution in one form (only saves me about 2 or 3 forms, but my furry buddy with only one school will only have to enter data one time). In general I am working towards making GITI's Education management functions a little more user friendly since I am no longer the only user. I will eventually get around to being able to add multiple assignments at the same time, but I'm not quite ready to perform that type of magic just yet. On the class side, I'm also considering create a page that is basically a "syllabus input form", where a student may go once starting the class to convert the mess on the syllabus to a useful set of data (grade weights, assignments, special considerations, perhaps even special grading policies if I get bored). If I truly get bored I can create a mechanism for planning in-person courses... perhaps a little Java or something and I can drag and drop courses on to a calendar to see how they fit.

I haven't done a lot else in terms of actual stuff, but I have contemplated more fixes in GITI as well as my desire to start bonsai. I might have to write a "horticultural logging" module for GITI to fill in the time while I'm waiting for the bonsai to grow.

Just in time it would seem, because I am starting to wonder if the transfer advisor that has been assisting me up to this point is dumber than a box of rocks. I asked a simple question about whether or not the articulation agreement (the NCCCS-to-UNC CAA) would cover a “speech education” requirement in the general education requirements, more specifically I asked if it was a “lower-division requirement”, to which, she replied “I assume that will be addressed, then, once you have completed the degree.” What does me not yet having my A.A. transferred have to do with that requirement being in the lower division or not?

Anyway, I have emailed my new advisor and I am eagerly awaiting a reply from her, but unfortunately I still have to deal with the transfer ditz for a little while longer until my gen-ed stuff is taken care of.

• 31387 - BIO 168 - Anatomy and Physiology
• 31822 - DBA 120 - Database Programming
• 32305 - FRE 111 - Elementary French
• 33237 - SGD 113 - SGD Programming

• 2389 - PSYC 310 - Theories of Personality
• 2550 - PSYC 421 - Cognitive Psychology
• 2411 - PSYC 342 - Clinical and Counseling Psychology

Correct everything that the student has ever been told by Counseling, or Admissions. Suggest “easy” solutions to all  of the students problems, they are best if they are unobtainable. A waiver signed by their best buddy, the Dean, is always a nice choice. If there is a question you don’t have an answer two, duck it until after registration and ask the student to clarify what they mean, repeat up to 8 times if needed.

*intended as humor. I love (almost) all of the university employees I have ever had to interact with.

The office of the registrar will not serve as surrogate advisors? Why not? The registrar’s office will tell students what courses they CAN’T take (pre-reqs,  status, etc), and the registrar will tell students what courses they SHOULD HAVE taken (final degree checkout),  but the registrar will not tell students what courses they SHOULD take. Got to love the irony that is the academic cycle.

Quite humorous, but yet disturbing.

• Art Appreciation (ART111) is a SURVEY of ART, but covers almost no Art history, therefore, it SHOULD ALWAYS be transferred as “Survey of Art” not as “Intro to Art History”. These courses are used interchangeably, they should not be.
• When is Visual Basic the same as FORTRAN? In my experience, never, so why from some schools do you accept VB (CSC 139) as Intro to Fortran?
• I’m sure it takes someone with great competence to pass Creative Writing II, but do you really think it has the same care for mechanics as English Composition II? I personally don’t. Your experience may vary.
• Descriptive Astronomy (AST111)? Is it Astronomy (ASTR111), Natural Science Elective (NSCI 198/199), or Free Elective (GSTU200)?
• BASIC 1 and BASIC 2… transfers as “Free Elective”, not even “Basic PC Literacy” for the effort?
• Finally, you let some yahoo take VB programming in place of FORTRAN, but you won’t let my transfer Creative Writing I and/or II as Creative Writing. WTF is with that?

I am attempting to work with my interim advisor to get this corrected before I am passed to my departmental advisor, who will be assigned when my new department chair accepts me.

Here’s what did transfer:

What could be better than the words of an academic dean

This entry is pretty hilarious, but the blog itself has a serious side. This dean has been blogging longer than I have been, and he seems to be better at it (or maybe administration is more fun than being a student :: notes potential career path ::).