ACCT 426. Taxation of Low-Income Filers. (3-0). Credit...

Report of the University Curriculum Committee July 9, 2010 The University Curriculum Committee recommends approval of the following: 1. New Courses

ACCT 426. Taxation of Low-Income Filers. (3-0). Credit 3. Overview of the Federal income tax and its impact on low-income filers; includes socio-economic forces impacting low-income families and individuals; topics explored through community service and academic learning. Prerequisites: Admission to upper division in Mays Business School and approval of instructor; junior or senior classification. CHEM 483. Green Chemistry. (3-0). Credit 3. Environmentally benign chemistry; the design of chemical products and processes that reduce or eliminate the use and generation of hazardous substances; twelve principles of Green Chemistry; atom economy; use of renewable resources; catalysis for Green Chemistry; alternative solvents and reaction media; energy and the environment. Prerequisites: CHEM 228; CHEM 362 recommended; junior or senior classification. FSTC 415. Religious and Ethnic Foods. (3-0). Credit 3. Understanding religious and ethnic foods with application to product development, production, and nutritional practices; emphasis on different food rules and priorities with attention given to different religious and ethnic groups within the US and around the world. Prerequisites: Junior or senior classification or approval of instructor; basic knowledge of food science and nutrition helpful. Cross-listed with NUTR 415. NUTR 415. Religious and Ethnic Foods. (3-0). Credit 3. Understanding religious and ethnic foods with application to product development, production, and nutritional practices; emphasis on different food rules and priorities with attention given to different religious and ethnic groups within the US and around the world. Prerequisites: Junior or senior classification or approval of instructor; basic knowledge of food science and nutrition helpful. Cross-listed with FSTC 415. POLS 368. Latin American Legislatures. (3-0). Credit 3. Survey of the major features of the legislative branch in Latin America; examination of the role played by legislatures in the politics of selected countries; studies of executive-legislative relations in selected countries; participation by traditionally excluded groups in legislatures. Prerequisites: POLS 206, junior or senior classification or approval of department head.

2. Withdrawal of Courses AMST 300. Imagined Americas. AMST 310. Confronting Conflict. AMST 320. Versions of the American Dream. AMST 330. Intersecting Cultures. AMST 340. Region and Place. IDIS 281. Manufacturing Processes.

Report of the University Curriculum Committee July 9, 2010 Page | 2 3. Change in Courses CHEN 204. Elementary Chemical Engineering. Lecture and lab hours

From: (2-3). Credit 3. To: (3-0). Credit 3.

ECEN 322. Electric and Magnetic Fields.

Prerequisites

From: ECEN 214; MATH 311 or registration therein; PHYS 208. To: ECEN 214; PHYS 208; junior or senior classification.

Report of the University Curriculum Committee July 9, 2010 Page | 3 4. Texas A&M University at Galveston

a. Change in Course

MART 305. Ship Construction and Stability.

Lecture and lab hours From: (3-0). Credit 3. To: (2-3). Credit 3. Course description

From: Shipbuilding nomenclature, dimensions, construction and classification. Classification societies, shipbuilding materials and methods, structural components. Ship’s line drawing and form calculations; principles of flotation and buoyancy; inclining experiments; free surface; transverse stability; trim and longitudinal stability; motion of ships in waves, seaways and dynamic loads; ship’s structure tests and propulsion.

To: Shipbuilding nomenclature, dimensions, construction and classification; classification societies, shipbuilding materials and methods, structural components; ship’s line drawing and form calculations; principles of flotation and buoyancy; inclining experiments; free surface; transverse stability; trim and longitudinal stability; motion of ships in waves, seaways and dynamic loads; ship’s structure tests and propulsion; labs focus on manual and computer-based stability and trim calculations using standard industry-based software.

Report of the University Curriculum Committee July 9, 2010 Page | 4 5. Texas A&M University at Galveston

b. Change in Curricula Texas A&M University at Galveston Department of Marine Biology B.S. in Marine Biology B.S. in Marine Fisheries

Report of the University Curriculum Committee July 9, 2010 Page | 5 6. Texas A&M University at Qatar

a. Special Consideration Texas A&M University at Qatar Dwight Look College of Engineering Department of Mechanical Engineering Minor in Mechanical Engineering

Report of the University Curriculum Committee July 9, 2010 Page | 6 7. Special Consideration College of Liberal Arts Department of European and Classical Languages and Cultures Minor in French – requirement changes

Report of the University Curriculum Committee July 9, 2010 Page | 7 8. Special Consideration College of Liberal Arts Department of European and Classical Languages and Cultures Minor in German – requirement changes

Report of the University Curriculum Committee July 9, 2010 Page | 8 9. Special Consideration College of Liberal Arts Department of European and Classical Languages and Cultures Minor in Russian – requirement changes

NEW COURSES

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ACCT 426 TAXATION OF LOW-INCOME FILERS

SYLLABUS Spring 2011

Instructor: Adam J. Myers III, JD, CPA E‐mail: [email protected] Office: Wehner 485B Office Phone: 979‐845‐4594 Office Hours: MWF 11:00 – 12:00 TTh 10:00 – 11:00, or by appointment Complete both Basic and Intermediate Tax Year 2010 Link & Learn Taxes e‐Learning courses (self‐study online) before Saturday, January 29. Pass both Basic and Intermediate IRS VITA/TCE Certification Tests online before February 1, 2011. TAX PREPARER TRAINING (8 HOURS): SATURDAY, JANUARY 29, 2011. VOLUNTEER SERVICE PERIOD: FEBRUARY 1 – APRIL 14, 2011 ON TUESDAYS AND THURSDAYS FROM 5:30 – 7:30, SATURDAYS FROM 9:30 – 4:00, AND OTHER TIMES TO BE DETERMINED SOLELY IN THE DISCRETION OF THE UNITED WAY OF BRAZOS VALLEY OR ITS DESIGNEE.

AVAILABLE TIMES TO PERFORM THE REQUIRED SERVICE ARE LIMITED. THEREFORE, EACH STUDENT, IN CONSULTATION WITH THE UNITED WAY OF THE BRAZOS VALLEY OR ITS NOMINEE, SHALL ASSESS WHETHER THE STUDENT IS WILLING AND ABLE TO PERFORM THE REQUIRED 54 HOURS OF SERVICE. AMONG OTHER THINGS, WORK, ACADEMIC, EXTRACURRICULAR, SOCIAL, AND FAMILY OBLIGATIONS AND ACTIVITIES MAY PREVENT A STUDENT FROM OBTAINING THE REQUIRED HOURS OF SERVICE.

CLASSROOM SESSIONS: Wednesday, 4:00 – 6:00 PM, Wehner (WCBA) 462, January 19 – April 13, 2011 (except no class March 16 during Spring Break).

COURSE DESCRIPTION AND PREREQUISITES Overview of the Federal income tax and its impact on low‐income filers; includes socio‐economic forces impacting low‐income families and individuals; topics explored through community service and academic learning. Prerequisite: Admission to upper division in Mays Business School and approval of instructor. Enrollment for Spring 2011 is limited. No accounting or tax background is necessary.

COURSE OBJECTIVES The objectives of this course are to help students obtain understanding of Federal income tax legislation and its impact on low‐income filers, and socio‐economic forces impacting low‐income families and individuals. These objectives will be accomplished through community service and academic learning as follows: • Community service will be provided by students working 54 volunteer hours with United Way of Brazos

Valley or its designee to provide Federal income tax assistance to low income filers. Training and certification to perform the community service is required. Volunteer sites and operating hours may vary and are selected by each student in coordination with the provider.

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• Academic learning will involve study of socio‐economic issues facing low‐income families and individuals.

Topics will be presented by, and discussed with, experts in fields such as low‐income housing, immigration, public policy, economic development, Federal tax administration, and community volunteer services.

COMMUNITY SERVICE REQUIREMENTS

Each student shall accomplish the following community service requirements: • Complete Link & Learn online self‐study of tax law. • Complete 8‐hour live tax preparation IRS software training session. • Obtain tax preparer certification by passing the IRS certification test. • Register with United Way of Brazos Valley or its designee as a volunteer. • Schedule and perform 54 hours of service as a volunteer tax preparer with United Way of Brazos Valley or its

designee. AVAILABLE TIMES TO PERFORM SERVICE ARE LIMITED. THEREFORE, EACH STUDENT, IN CONSULTATION WITH THE UNITED WAY OF THE BRAZOS VALLEY, MUST ASSESS WHETHER THE STUDENT IS WILLING AND ABLE TO PERFORM THE REQUIRED 54 HOURS OF SERVICE. AMONG OTHER THINGS, WORK, ACADEMIC, EXTRACURRICULAR, SOCIAL, AND FAMILY OBLIGATIONS AND ACTIVITIES MAY PREVENT A STUDENT FROM OBTAINING THE REQUIRED HOURS OF SERVICE.

MEETING SCHEDULE We are very fortunate our guest speakers volunteered to take time from their busy schedules to speak to us. Because they have responsibilities that may cause their duties to unexpectedly conflict with this schedule. Any changes will be (1) posted on eLearning and (2) sent by email. Wednesday, January XX Syllabus Distribution of materials Introduction to Federal income taxation of individuals Wednesday, January XX Introduction to Federal income taxation of individuals, cont’d Saturday, January 29 8‐hour TaxWise IRS Form 1040 software training (8:30 – 4:30) Speaker: Internal Revenue Service Jamie Stewart, Senior Tax Consultant IRS‐Stakeholder Partnerships, Education & Communication Wednesday, February XX Financial Stability Partnership/Families Matter Speakers: United Way of the Brazos Valley Kay Parker,Vice President Community Impact City of Bryan, TX Ann Horton, City Councilmember, Single Member District 4 Wednesday, February XX Food Insecurity Speaker: Brazos Valley Food Bank, Inc. Theresa E. Mangapora, MSW

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Wednesday, February XX Living on Minimum Wage Video: 30 Days, “Minimum Wage” (Season 1, Episode 1, FX, June 15, 2005) “The day after the Oscars, nominee Morgan Spurlock and his fiancée Alex uproot

themselves from the financial security of their fabulous New York City lives and work at multiple minimum wage jobs for 30 days.”

Wednesday, February XX Impact of the Economic Meltdown Video: Bill Moyers Journal, “Mortgage Mess” (PBS, July 18, 2008) “THE JOURNAL travels to ground zero of the mortgage meltdown — Cleveland, Ohio.

Correspondent Rick Karr takes viewers to Slavic Village, one of the hardest hit neighborhoods in the nation when it comes to the spate of foreclosures caused by the subprime mortgage crisis.”

Video: Frontline, “Inside the Meltdown” (PBS, February 17, 2009) “How the economy went so bad, so fast and what Bernanke and Paulson didn’t see,

couldn’t stop and weren’t able to fix.” Wednesday, March XX Housing Speaker: Brazos Valley Affordable Housing Corporation Ben Fortner, Vice President Wednesday, March XX IRS Taxpayer Advocate Service Speaker: Internal Revenue Service Michael P. Mc Dermitt, Local Taxpayer Advocate (Austin, TX) Wednesday, March XX NO CLASS – SPRING BREAK Wednesday, March XX IRS Criminal Investigation Speakers: Internal Revenue Service Carolyn W. Weber, Supervisory Special Agent Tom Gutierrez, Supervisory Special Agent Criminal Investigation Houston Field Office, Group 7602 Wednesday, April XX Writing a Research Paper Speaker: University Writing Center Wednesday, April XX NO CLASS Wednesday, April XX Significant Impressions – Each student will share the three most significant

impressions of the student’s volunteer experience Debriefing paper due

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Friday, April XX Optional research paper due

CLASSROOM PROCEDURES Guest speakers. The in‐class segment of this course is almost exclusively a guest speaker series. Ample accounting content arises in the community service component. Therefore, the academic component will place the community service experience in a broader context through exploration of issues associated with low‐income persons in the United States. Distinguished guest speakers will require special consideration, including the following: • Courtesy and attentiveness toward our guests is mandatory. Each student represents Texas A&M University by professionalism, involvement, politeness, punctuality, and other aspects of comportment. • Speaker characteristics may vary, including differing

‐ styles, ‐ abilities to engage, ‐ length of talks, ‐ depth of content, etc.

This is an aspect of diversity students will encounter in this course and one over which there is limited control

Each student shall strive to make this course a meaningful experience. Classroom protocol. The normal in‐class protocol is as follows: • The first 30‐45 minutes of class‐time will be with guest speakers. • The remainder of our class time will be (1) a quiz and (2) preparation for next speaker. However, this protocol is subject to the preferences of guest speakers. Therefore, it may vary. Mays Food & Beverage Policy. We have beautiful and state‐of‐the‐art classrooms in the Wehner Building and Cox Hall. We want to maintain the high quality of these classrooms for the students in future years. Thus, it is necessary for you to adhere to the established policy of NO beverages, food, tobacco products, or animals (unless approved) within the Wehner Building and Cox Hall classrooms. Your assistance is greatly appreciated. Communications and e‐mail. Use of e‐mail and eLearning is required for this course, and official e‐mail addresses supplied by the registrar will be used. Any announcements outside of class (e.g., changes to the class schedule, syllabus changes, etc.) will be sent via e‐mail. Each student must regularly check both e‐mail and eLearning.

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GRADING Course grade of “B” through “F”. A course grade of “B” through “F” shall be earned based on the quality of performance in the following items: Points for total grade of “B” or below

Site coordinators’ evaluations 250 Speaker questions (5) 200 Quizzes (7) 350 Debriefing paper and discussion 100 Instructor’s discretionary evaluation 100 Total 1,000

A 900 ‐ 1,000 points, plus research paper and other requirements (see details under Course grade of “A,” below) B 900 ‐ 1,000 points C 800 ‐ 899 points D 700 ‐ 799 points F 0 ‐ 699 points

Course grade of “A”. A course grade of “A” shall be earned by a student who does all of the following

1. Earns an aggregate letter grade of “B” in the course activities set forth above; 2. Earns aggregate points for speaker questions of at least 160; 3. Earns a grade on the debriefing paper of at least 80; and 4. Completes a sufficiently high‐quality rigorous research paper as described below.

The research paper will be rated either sufficient to receive the “A” or insufficient to receive the “A.” Site coordinators’ evaluations. VITA site coordinators will complete a performance evaluation for each volunteer session for each student. Each performance evaluation will provide input to the instructor regarding the following aspects of the student’s performance:

• Quality of work, • Effectiveness of client interface and comportment, • Punctuality, • Quality of interaction with site colleagues, and • Possession of proper materials.

Each performance evaluation will include the site coordinator’s award to the student of 0 through 100 points. The percentage computed by dividing the aggregate awarded points by the aggregate maximum points for the volunteer sessions in which the student participated will be applied to 250 to determine the aggregate points earned in the course from site coordinators’ evaluations. Speaker questions. Each student shall submit two questions for five upcoming speakers selected by the instructor. Each set of speaker questions shall be submitted to the instructor by email before 11:59 PM Sunday before the respective class.

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The instructor may review the submitted questions with the class and designate a question presenter, who may be the question author. Each student’s set of questions will be rated in the aggregate using whole numbers as follows:

40 = Excellent 30 = Between excellent and satisfactory 20 = Satisfactory 10 = Between satisfactory and unsatisfactory 0 = Unsatisfactory

A student shall not be eligible to write a paper for an A if the student’s aggregate points for speaker questions is less than 160. Factors considered by the instructor in rating a set of questions will include, but are not limited to, the following: • Topicality, • Interest, • Clarity of expression, • Relevance to the topic, and • Quality and quantity of relevant underlying research (include reference sources) Debriefing paper and discussion. Each student shall complete a two‐page debriefing paper of the three most impressionable aspects of that student’s volunteer experience. The debriefing paper is due in class Wednesday, April 13. The instructor will facilitate a class discussion during the final class session. Each student shall make a brief presentation to the entire class summarizing the student’s top two‐tofour experiences. Prior to the presentation, each student shall submit the debriefing paper to the instructor. The debriefing paper is the summation of the community service. There are no right or wrong answers. However, meaningful thought and effort must be apparent. The evaluation will be based on factors such as, but not limited to, the following: • Thoroughness of ideas. They may be based on cited research or on guest speakers’ comments, but this is not

necessary. • Quality of grammatical expression and organization (for example, a heading for each idea and subheading, if

logical, is recommended). The debriefing paper must • be no longer than two (2) 8.5” x 11” pages, double‐spaced, • have one inch margins, and • use Times Roman size 12 font. The debriefing paper will be rated on the following scale using whole numbers:

100 = Excellent 90 = Between excellent and satisfactory 80 = Satisfactory 70 = Between satisfactory and unsatisfactory 0 = Unsatisfactory

A student shall not be eligible to write a paper for an “A” unless the student’s grade on the debriefing paper is 80 or higher. At the end of the semester if a student is on the borderline of or a B and C a score of 90 or 100 on the debriefing paper may decide the final grade.

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Instructor’s discretionary evaluation. The instructor’s discretionary evaluation of each student will be based on the following criteria, which by their nature contain elements of subjectivity: • quality and quantity of the student’s contributions in class and group discussions, • the student’s willingness to ask, and effectiveness in articulating, questions during speakers sessions, • the student’s punctuality in providing speaker questions, • the student’s class attendance, • the student’s punctuality in arriving to class, and • the student’s comportment with classmates, guests, and other participants. Research paper. To earn a course grade of “A” a student must write a research paper pertaining to a speaker‐related topic, whether proposed formally or informally by the speaker, the instructor, or the student. This paper is not required for a final grade below “A.” A course grade of “A” shall be earned by a student who does all of the following

1. Earns an aggregate letter grade of “B” in the course activities set forth above; 2. Earns aggregate points for speaker questions of at least 160; 3. Earns a grade on the debriefing paper of at least 80; and 4. Completes a sufficiently high‐quality rigorous research paper as described below.

The research paper shall • be no longer than ten (10) 8.5” x 11” pages, double‐spaced, • have one inch margins, and • use Times Roman size 12 font. The research paper will be rated either sufficient to receive the “A” or insufficient to receive the “A.” A brief description of the research topic must be delivered to the instructor by email on or before April 8. The research paper is due at or before Noon, Friday, April 22 in Wehner 460. Electronic submissions will not be accepted. Prior to submission, the instructor will provide preliminary evaluation upon request from the student to the extent practicable. However, definitive assessment of sufficiency will not be available until final submission of the research paper. The standard of sufficiency of the research paper will be very high. Papers will be evaluated on • thoroughness of research, authority, and citations, • relationship to guest speaker topics, • quality of conclusions, • quality of organization, and • quality of grammatical expression. THERE ARE NO EXTRA‐CREDIT WORK, MAKE‐UP ASSIGNMENTS, OR OTHER MECHANISMS FOR EVALUATING COURSE PERFORMANCE.

AMERICANS WITH DISABILITIES ACT (ADA) The Americans with Disabilities Act (ADA) is a federal anti‐discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room B118, or call 845‐1637. For additional information visit http://disability.tamu.edu.

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ACADEMIC INTEGRITY

“An Aggie does not lie, cheat, or steal or tolerate those who do.” Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System. Students will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the TAMU community from the requirements or the processes of the Honor System. For additional information, please visit http://www.tamu.edu/aggiehonor The accounting and finance professions have a long‐established reputation for high level of ethical conduct, but that reputation has eroded considerably with recent widely‐publicized corporate, banking, accounting, and investment scandals. Public perception of ethics in these fields is probably at the lowest level it has been in the past 60 years. This must be corrected. Improving the perception begins in academic institutions where the professions’ future leaders are prepared. Students shall conduct themselves in a manner above reproach in their course‐related activities.

EXCUSED ABSENCES The criteria for university‐excused absences are set forth in Student Rule 7 at http://student‐rules.tamu.edu/rule07. If an absence is excused by the university under Rule 7, the absent student will be allowed to make up the missed exam at the respective time and location set forth in the Exam Make‐up Schedule set forth below. To be excused, the student must notify the instructor in writing (acknowledged e‐mail message is acceptable) prior to the date of absence, and provide appropriate documentation for the absence. If advance notification is not feasible (e.g., accident or emergency), the student must provide notification by the end of the second class day after the absence, including an explanation of why notice could not be sent prior to the exam. The fact that the university may excuse an absence does not relieve a student of responsibility for notification and documentation as set forth above. Failure to provide such notification and documentation will result in an unexcused absence. Falsification of documentation is a violation of the Honor Code. When absence is due to injury or illness, in addition to compliance with the provisions of Rule 7, the absent student must (1) read the TAMU Attendance Information, “Absences related to Injury or Illness,” on the Student Health Services website at http://attendance.tamu.edu/ and (2) comply with the following requirements: • For an injury or illness of three or more days, a student must provide a class excuse completed by a

medical professional. • For an injury or illness less than three days, a student must complete the Explanatory Statement for

Absence from Class form. The student must initiate this process by completing the form either online or manually. The form must be printed and signed. Emailed or other electronic copies will not be accepted. Submission of the form does not guarantee an excused absence. The choice to excuse or not excuse the absence is in my discretion.

CANCELLATION OF SCHEDULED VOLUNTEER TAX PREPARATION SERVICE IS AN ABSENCE FROM A GRADED ACTIVITY AND IS SUBJECT TO THE PROVISIONS SET FORTH ABOVE.

CHEM 483: GREEN CHEMISTRY

SPRING 2010 TUES. & THURS. / 9:35 – 10:50 AM / ROOM - 2122

INSTRUCTOR: Dr. Donald J. Darensbourg 406 Chemistry Bldg. 845-5417 or -2983 Office Hours: 2:00-3:00 (Monday and Friday) or by appointment Email: [email protected] Chemistry 483 Homepage: http://www.chem.tamu.edu/rgroup/djd/chem489 DJD Research Homepage: http://www.chem.tamu.edu/rgroup/djd TA: Scott Brothers 409 Chemistry Bldg. 845-5417 or -4837 Office Hours: by appointment Email: [email protected] TEXTBOOK: “Green Chemistry: An Introductory Text,” Mike Lancaster; RSC Paperbacks,

Cambridge, UK (2002). REFERENCE: “Green Chemistry and Catalysis,” Roger A. Sheldon, Isabel Arends, and Ulf Hanefeld;

Wiley-VCH, Weiheim, Germany (2007). GRADING: Written Short Exam in Class – Feb. 9, 2010 50 Written Exam in Class – April 6, 2010 100 Homework assignments /paper/presentation 100 Final Exam – May 07, 2010; 12:30-2:30 PM 150 GRADING SCALE: A ≥ 90% 89 % ≥ B ≥ 80% 79% ≥ C ≥ 70% 69% ≥ D ≥ 60% F < 60 % These cut offs may be lowered, but they will not be raised. EXAM SCHEDULE: Hour Exams: Feb. 9, April 6 Final Exam: May 07, 2010; 12:30 – 2:30 PM COURSE DESCRIPTION: Green chemistry differs from previous approaches to many environmental issues. Rather than

using regulatory restrictions, it unleashes the creativity and innovation of our scientists and engineers in designing and discovering the next generation of chemicals and materials so that they provide increased performance and increased value while meeting all goals to protect and enhance human health and the environment. (ACS Green Chemistry Institute®)

PREREQUISITES: JUNIOR OR SENIOR STANDING. CHEM228; CHEM 362 desirable.

CHEM 483 – Spring 2010 – pg. 2

ATTENDANCE/MAKE-UP POLICY The University views class attendance as the responsibility of an individual student. Attendance is essential to complete the course successfully. University rules related to excused and unexcused absences and make up work are located on-line at http://student-rules.tamu.edu/rule07

AMERICANS WITH DISABILITIES ACT (ADA) POLICY STATEMENT The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room B118, or call 845-1637. For additional information visit http://disability.tamu.edu.

AGGIE HONOR CODE “AN AGGIE DOES NOT LIE, CHEAT, OR STEAL OR TOLERATE THOSE WHO DO.” Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to

uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System. Students will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the TAMU community from the requirements or the processes of the Honor System.

For additional information please visit: http://www.tamu.edu/aggiehonor/ TOPICS TO BE COVERED INCLUDE:

• The Fundamentals of Green Chemistry − Environmental Protection Agency (EPA) 1970

12 major environmental laws passed − Presidential Green Chemistry Challenge Awards (1996) − The Twelve Principles of Green Chemistry

• Principles of Green Chemistry − Atom economy − Life Cycle Assessment − Use of renewable resources

• Catalysis for Green Chemistry − Topics chosen from General, Inorganic, Organic and Polymer Chemistry − Alternative solvents and reaction media

• Energy and the Environment − Global warming − Renewable energy

RESEARCH PAPER AND PRESENTATION: Paper is on an improved green contribution to some area of chemistry – Reaction or Process. (This will be a group project.) Graded with the following in mind:

1. Scientific content • important topics • well-conceived ideas • good likelihood of success

2. Presentation

CHEM 483 – Spring 2010 – pg. 3

• well written and referenced • neat – no typographical errors or poorly drawn figures • clear, illustrative figures

3. Creativity/originality

Week Lecture Assignment 1 The Fundamentals Of Green Chemistry 2 Principles Of Green Chemistry, Atom Economy And E Factors Homework I due 3 Life Cycle Assessment And Environmental/Health/Safety Of Organic Solvent Exam I 4 Basic Organometallic Chemistry For Catalysis Homework II due 5 Green Chemistry And Catalysis 6 Green Chemistry And Catalysis, Homogeneous Catalysis Homework III due 7 Homogeneous Catalysis In Environmentally Benign Solvents 8 Principles Of Polymer Chemistry Homework IV due 9 Green Improvements To Polyolefin Synthesis 10 Polymers From Renewable Resources Homework V due 11 CO2 And Global Warming Exam II 12 CO2 Utilization And Renewable Energy Sources 13 Student Presentations On Green Chemistry Topics Research papers due

at time of presentation 14 Student Presentations On Green Chemistry Topics 15 Final Exam Final Exam

FSTC 415 Fall 2011 Crosslisted with NUTR 415

Religious and Ethnic Foods MWF 9:10am to 10:00am, Room 127, Kleberg

Instructor

Dr. Mian N. Riaz

Director, Food Protein R&D Center

Office hours: By appointment

Room 101, Cater-Mattil Hall. Phone: 979-845-2774

E-mail: [email protected] web: http://foodprotein.tamu.edu/index.php

Teaching Assistant: Muhammad Asif, Room 113, Cater-Mattil Hall, Phone: 979-

845-2703, E-mail: [email protected]

Course Description:

This course is designed to provide students with an understanding of basics

and detailed aspects of the religious and ethnic foods. It will enhance their ability

to apply their knowledge of religious and ethnic foods to product development,

regular production in food industry and nutritional practices. Students will be able

to serve better in hospitals, restaurants and other dietary services. Emphasis is

given on increasing knowledge by providing valuable information with examples

of foods used by different religions, communities, countries and within the US.

Course Objectives and Learning Outcomes

Upon completion of this course, the student will:

1. Understand principles and concepts that govern different religious foods

2. Able to identify different religious and ethnic foods available in the market

3. Develop understanding about different food ingredients and their use in

different religious and ethnic type foods

mailto:[email protected]

http://foodprotein.tamu.edu/index.php

4. Able to apply acquired knowledge of religious food to get a certification of

Halal, Kosher and Vegetarian foods for different food industries/consumers

5. Know how to correlate the production of different foods with different

religions and ethnicity

6. Able to apply their knowledge of religious and ethnic foods to product

development, production, in restaurants, hospitals, multinational companies,

airlines and in research activities

Pre-requisite

Junior or senior classification or approval of instructor; basic knowledge of food

science and nutrition helpful

Text Books:

Halal Food Production. Mian N. Riaz, CRC Press

Kosher Food Production. Zushe Y. Blech, Blackwell Publishing

Grading:

Mid Exam 40% 200

Final Exam 40% 200

Assignments and pop up

quizzes

20% 100

Total 100% 500

Grading Scale: A=100–90% (500-450 points), B=89.9-80% (449-400 points),

C=79.9–70% (399-350 points), D=69.9–60% (349-300 points), F=59.9% & below

(299 points and below).

Assignment will be in the form of group presentation. Students will be divided into

different groups and each group will be assigned one religious or ethnic food topic.

They will present in power point to the class about their religious and/or ethnic

food. Their work will be graded as mentioned in evaluation sheet below.

Class will be divided into different groups, (8 students per group). Each group will

get an assignment to develop two types of food products. One product will be

religious based, examples are kosher butter milk, halal sausages, sea food combo

for Seventh Day Adventists, etc. The other food product will be ethnic based (main

dishes), examples are Italian, Middle Eastern, Korean, South African and Japanese

foods. Students will work in groups to find the specific food ingredients, their

status for being kosher, halal or vegetarian, how to develop the product, etc. Each

group will give a presentation on their products and discuss their findings with the

class.

Evaluation sheet for group presentation

Group number: ______

Title of presentation:

______________________________________________________

Evaluation tools

1. Presentation description: /10

2. Accuracy: /10

3. Material strength: /10

4. Effort level: /10

5. Style and member participation: /10

• Total: /50

Remarks: _________________________________________________________

Lecture Schedule Fall 2011

Date Day Lecture topics

(Lecture topic may change depending upon the availability of speaker)

1 Aug. 29 M General introduction

2 Aug. 31 W Religious/Ethnic diversity

3 Sep. 02 F Religious/Ethnic diversity

4 Sep. 05 M Religious/Ethnic diversity

5 Sep. 07 W Basic concepts in Halal food

6 Sep. 09 F Basic concepts in Halal food

7 Sep. 12 M Halal requirements for different food products -I

8 Sep. 14 W Halal requirements for different food products -II

9 Sep. 16 F Review of Halal requirements

10 Sep. 19 M Halal requirements for different food products -III

11 Sep. 21 W Halal requirements for different food products -IV

12 Sep. 23 F Work day on Group Project

13 Sep. 26 M Basic concepts in Kosher food

14 Sep. 28 W Kosher requirements for different food products -I

15 Sep. 30 F Kosher requirements for different food products -I

16 Oct. 03 M Kosher requirements for different food products -II

17 Oct. 05 W Kosher requirements for different food products -III

18 Oct. 07 F Work Day on Group Project

19 Oct. 10 M Kosher requirements for different food products IV

20 Oct. 12 W Religious food products identification

21 Oct. 14 F Review

22 Oct. 17 M Mid Exam

23 Oct. 19 W Food in Christianity (Seventh-day Adventist: Dietary

standards and concern)

24 Oct. 21 F Food in Christianity

25 Oct. 24 M Food in Christianity (Jehovah’s Witness)

26 Oct. 26 W Food in Christianity (The Church of Jesus Christ of

Latter-day saints: Dietary practices and health)

27 Oct. 28 F Review of Food in Christianity

28 Oct. 31 M Basic concepts of Vegetarian food

29 Nov. 02 W Food for Buddhists

30 Nov. 04 F Work day for Group Project

31 Nov. 07 M Foods for miscellaneous religions

32 Nov. 09 W Organic food and its production

33 Nov. 11 F Organic food and its production

34 Nov. 14 M Ethnic food (Indian food)

35 Nov. 16 W Ethnic food (Chinese food)


37 Nov. 21 M Ethnic food (African food)

38 Nov. 23 W Ethnic food (Mexican food)

39 Nov. 25 F Holiday

40 Nov. 28 M Ethnic food (Latin American food)

41 Nov. 30 W Ethnic food (Middle Eastern and North African food)

42 Dec. 2 F Review for Final

43 Dec. 14 W Final Exam

Americans with Disabilities Policy Statement:

The Americans with Disabilities Act (ADA) is a federal antidiscrimination statute

that provides comprehensive civil rights protection for persons with disabilities. Among

other things, this legislation requires that all students with disabilities be guaranteed a

learning environment that provides for reasonable accommodation of their disabilities. If

you believe you have a disability requiring an accommodation, please contact Disability

Services, Room B-118 of Cain Hall., or call 845-1637.

Academic Integrity and Honesty:

The handouts used in this course are copyrighted. By “handout”, I mean all

materials generated for this class, which include but are not limited to syllabus, in-class

materials, and handouts. Because these materials are copyrighted, you do not have the

right to copy the handouts, unless I expressly grant permission. As commonly defined,

plagiarism consists of passing off as one’s own the ideas, words, writings, etc., which

belong to another. In accordance with this definition, you are committing plagiarism if

you copy the work of another person and turn it in as your own, even if you should have

the permission of that person. Plagiarism is one of the worst academic sins, for the

plagiarist destroys the trust among colleagues without which research cannot be safely

communicated.

For many years, Aggies have followed a Code of Honor in an effort to unify the

aims of all Aggies toward a high code of ethics and dignity. It functions as a symbol to all

Aggies, promoting understanding and loyalty to truth and confidence in each other.

“Aggies do not lie, cheat or steal; nor do they tolerate those who do”

If you have any questions regarding plagiarism or cheating, please consult the

Texas A&M University Student Rules, under the section Scholastic Dishonesty.

L.E.A.D.S. (Listen-Educate-Act-Dial-Seek):

Action to take during a campus emergency or Code Maroon

http://studentaffairs.tamu.edu/emergency


NUTR 415 Fall 2011 Crosslisted with FSTC 415

Religious and Ethnic Foods MWF 9:10am to 10:00am, Room 127, Kleberg

Instructor

Dr. Mian N. Riaz

Director, Food Protein R&D Center

Office hours: By appointment

Room 101, Cater-Mattil Hall. Phone: 979-845-2774

E-mail: [email protected] web: http://foodprotein.tamu.edu/index.php

Teaching Assistant: Muhammad Asif, Room 113, Cater-Mattil Hall, Phone: 979-

845-2703, E-mail: [email protected]

Course Description:

This course is designed to provide students with an understanding of basics

and detailed aspects of the religious and ethnic foods. It will enhance their ability

to apply their knowledge of religious and ethnic foods to product development,

regular production in food industry and nutritional practices. Students will be able

to serve better in hospitals, restaurants and other dietary services. Emphasis is

given on increasing knowledge by providing valuable information with examples

of foods used by different religions, communities, countries and within the US.

Course Objectives and Learning Outcomes

Upon completion of this course, the student will:

1. Understand principles and concepts that govern different religious foods

2. Able to identify different religious and ethnic foods available in the market

3. Develop understanding about different food ingredients and their use in

different religious and ethnic type foods

mailto:[email protected]

http://foodprotein.tamu.edu/index.php

4. Able to apply acquired knowledge of religious food to get a certification of

Halal, Kosher and Vegetarian foods for different food industries/consumers

5. Know how to correlate the production of different foods with different

religions and ethnicity

6. Able to apply their knowledge of religious and ethnic foods to product

development, production, in restaurants, hospitals, multinational companies,

airlines and in research activities

Pre-requisite

Junior or senior classification or approval of instructor; basic knowledge of food

science and nutrition helpful

Text Books:

Halal Food Production. Mian N. Riaz, CRC Press

Kosher Food Production. Zushe Y. Blech, Blackwell Publishing

Grading:

Mid Exam 40% 200

Final Exam 40% 200

Assignments and pop up

quizzes

20% 100

Total 100% 500

Grading Scale: A=100–90% (500-450 points), B=89.9-80% (449-400 points),

C=79.9–70% (399-350 points), D=69.9–60% (349-300 points), F=59.9% & below

(299 points and below).

Assignment will be in the form of group presentation. Students will be divided into

different groups and each group will be assigned one religious or ethnic food topic.

They will present in power point to the class about their religious and/or ethnic

food. Their work will be graded as mentioned in evaluation sheet below.

Class will be divided into different groups, (8 students per group). Each group will

get an assignment to develop two types of food products. One product will be

religious based, examples are kosher butter milk, halal sausages, sea food combo

for Seventh Day Adventists, etc. The other food product will be ethnic based (main

dishes), examples are Italian, Middle Eastern, Korean, South African and Japanese

foods. Students will work in groups to find the specific food ingredients, their

status for being kosher, halal or vegetarian, how to develop the product, etc. Each

group will give a presentation on their products and discuss their findings with the

class.

Evaluation sheet for group presentation

Group number: ______

Title of presentation:

______________________________________________________

Evaluation tools

1. Presentation description: /10

2. Accuracy: /10

3. Material strength: /10

4. Effort level: /10

5. Style and member participation: /10

• Total: /50

Remarks: _________________________________________________________

Lecture Schedule Fall 2011 Date Day Lecture topics

(Lecture topic may change depending upon the availability of speaker)

1 Aug. 29 M General introduction

2 Aug. 31 W Religious/Ethnic diversity

3 Sep. 02 F Religious/Ethnic diversity

4 Sep. 05 M Religious/Ethnic diversity

5 Sep. 07 W Basic concepts in Halal food

6 Sep. 09 F Basic concepts in Halal food

7 Sep. 12 M Halal requirements for different food products -I

8 Sep. 14 W Halal requirements for different food products -II

9 Sep. 16 F Review of Halal requirements

10 Sep. 19 M Halal requirements for different food products -III

11 Sep. 21 W Halal requirements for different food products -IV

12 Sep. 23 F Work day on Group Project

13 Sep. 26 M Basic concepts in Kosher food

14 Sep. 28 W Kosher requirements for different food products -I

15 Sep. 30 F Kosher requirements for different food products -I

16 Oct. 03 M Kosher requirements for different food products -II

17 Oct. 05 W Kosher requirements for different food products -III

18 Oct. 07 F Work Day on Group Project

19 Oct. 10 M Kosher requirements for different food products IV

20 Oct. 12 W Religious food products identification

21 Oct. 14 F Review

22 Oct. 17 M Mid Exam

23 Oct. 19 W Food in Christianity (Seventh-day Adventist: Dietary

standards and concern)

24 Oct. 21 F Food in Christianity

25 Oct. 24 M Food in Christianity (Jehovah’s Witness)

26 Oct. 26 W Food in Christianity (The Church of Jesus Christ of

Latter-day saints: Dietary practices and health)

27 Oct. 28 F Review of Food in Christianity

28 Oct. 31 M Basic concepts of Vegetarian food

29 Nov. 02 W Food for Buddhists


31 Nov. 07 M Foods for miscellaneous religions

32 Nov. 09 W Organic food and its production

33 Nov. 11 F Organic food and its production

34 Nov. 14 M Ethnic food (Indian food)

35 Nov. 16 W Ethnic food (Chinese food)


37 Nov. 21 M Ethnic food (African food)

38 Nov. 23 W Ethnic food (Mexican food)

39 Nov. 25 F Holiday

40 Nov. 28 M Ethnic food (Latin American food)

41 Nov. 30 W Ethnic food (Middle Eastern and North African food)

42 Dec. 2 F Review for Final

43 Dec. 14 W Final Exam

Americans with Disabilities Policy Statement:

The Americans with Disabilities Act (ADA) is a federal antidiscrimination statute

that provides comprehensive civil rights protection for persons with disabilities. Among

other things, this legislation requires that all students with disabilities be guaranteed a

learning environment that provides for reasonable accommodation of their disabilities. If

you believe you have a disability requiring an accommodation, please contact Disability

Services, Room B-118 of Cain Hall., or call 845-1637.

Academic Integrity and Honesty:

The handouts used in this course are copyrighted. By “handout”, I mean all

materials generated for this class, which include but are not limited to syllabus, in-class

materials, and handouts. Because these materials are copyrighted, you do not have the

right to copy the handouts, unless I expressly grant permission. As commonly defined,

plagiarism consists of passing off as one’s own the ideas, words, writings, etc., which

belong to another. In accordance with this definition, you are committing plagiarism if

you copy the work of another person and turn it in as your own, even if you should have

the permission of that person. Plagiarism is one of the worst academic sins, for the

plagiarist destroys the trust among colleagues without which research cannot be safely

communicated.

For many years, Aggies have followed a Code of Honor in an effort to unify the

aims of all Aggies toward a high code of ethics and dignity. It functions as a symbol to all

Aggies, promoting understanding and loyalty to truth and confidence in each other.

“Aggies do not lie, cheat or steal; nor do they tolerate those who do”

If you have any questions regarding plagiarism or cheating, please consult the

Texas A&M University Student Rules, under the section Scholastic Dishonesty.

L.E.A.D.S. (Listen-Educate-Act-Dial-Seek):

Action to take during a campus emergency or Code Maroon



Maria Escobar‐Lemmon

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POLS 368: Latin American Legislatures

Office: 2049 Allen Building Office Hours: Phone: 845‐1442 Tuesday 10:30 – 11:30 Email: [email protected] Thursday 1:15 – 2:15

Course Description

As countries seek to consolidate democracy cross Latin America the legislative branch has taken on an increasingly important role in the policymaking process fueling debates about its role vis‐à‐vis the president in the policymaking process. Different Latin American countries have made different choices regarding the size of the legislature, how its members will be elected, the number of chambers, and how the legislature itself will be organized. Each of these choices has consequences for the type of legislation that gets passed and the way the legislature functions. This course offers a comparative look at the legislative branch in Latin America to illustrate how these different electoral choices have influenced policymaking and what systematic conclusions we can draw about how electoral laws and constitutional design influence policymaking. We will also discuss the way in which the legislature has worked with or against the president. Our examination of the legislature will include a detailed look at the historical and institutional context in which it operates in at least four countries. Educational and Learning Objectives Social and Behavioral Sciences: By the end of the semester students will be able to:

• define, understand, and use concepts and terms relevant to the study of legislatures in Latin America;

• apply a body of factual knowledge directly relevant to understanding of the functioning of Latin American legislature;

• analyze the effects of historical, social, political, economic, cultural and global forces on Latin American legislatures;

• identify the different research methods scholars have used to study legislatures in Latin America and be able to critique those approaches.

International and Cultural Diversity: By the end of the semester students will be able to:

• apply a body of factual knowledge about the history, society, politics, and economics of countries to facilitate understanding of the diversity of human cultures and how they impact the working of legislatures;

• analyze alternative explanations for differences in legislatures in the national political systems of Latin America;

• apply alternative explanations for the impact of international forces on legislature in Latin American countries.


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PREREQUISITES • POLS 206, junior or senior classification or approval of Political Science department

head.

EXPECTATIONS Coming to class prepared to learn is essential for us to achieve our objectives. Students are expected to read the assigned reading before the class period in which it will be discussed. Some of these readings are challenging and some contain statistical analysis. We will go over the more complex details in class, but these explanations are not a substitute for reading. We will discuss and critique the writing in class and to do that you must read! In order to encourage active learning this class will be taught in a combination lecture/seminar format. Your active participation is required and it is facilitated by being prepared. I expect students to arrive on time, turn off your cell phone and put away the newspaper. This is not the class for students who wish to sit passively and take notes. Everyone will learn more and have a much more enjoyable semester if the entire class participates, not just the same three people. I encourage you to ask questions about and comment on the readings. This is a writing intensive course. A goal of this course is to improve your writing over the course of the semester. It will therefore provide you with some writing instruction and exposure to the type of writing that is common in political science. We will be reading plenty of examples of good political science writing and talking about them to provide examples. 45% of your final grade will be based on various writing assignments, including reading summaries and an 8‐10 page integrative literature review assessing the state of the literature in some aspect of studies of Latin American legislatures. In preparation for the paper you will turn in four readings critiques of articles we are reading in class which can be included in your paper. Because these are identical assignments you'll have a chance to perfect your writing based on feedback you receive on each one. The final paper is a chance for you to combine these and additional articles in a similar way. "W" credit: Failure to earn a passing average grade on the writing assignments precludes the assignment of "W" credit for the course, irrespective of the student making a passing grade for the entire course on a straight point calculation basis. In other words, a student cannot receive “W” credit for this course without earning a passing grade on the writing component. Required Texts • Scott, Gregory M. and Stephen M. Garrison. 2008. Political Science Student Writer's Manual,

6th edition Longman Publishing. Available: 1) in print at bookstore or 2) for 50% off you can purchase access to an on‐line electronic version through Course Smart. Go to http://www.coursesmart.com.

• The majority of readings for this course are academic articles and book chapters which are

available via E‐reserve at the library. These readings are NOT optional. You may access these free of charge using your NetID at http://library‐reserves.tamu.edu


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Recommended Texts Some useful background sources, all of which are available on reserve at PSEL, include:

• Wiarda, Howard J. and Harvey F. Kline (eds.) 2007. Latin American Politics and Development. Boulder, CO: Westview Press, 6th edition.

• Skidmore, Thomas E. and Peter H. Smith. 2005. Modern Latin America New York: Oxford University Press. (A full version is available electronically through the library website.)

• Mainwaring, Scott and Matthew Soberg Shugart (eds.). 1997. Presidentialism and Democracy in Latin America. New York: Cambridge University Press.

• Morgenstern, Scott and Benito Nacif. 2002. Legislative Politics in Latin America. Cambridge: Cambridge University Press.

• Mainwaring, Scott and Timothy Scully. 1995. Building Democratic Institutions: Party Systems in Latin America Stanford, CA: Stanford University Press.

Academic Dishonesty and Plagiarism

“An Aggie does not lie, cheat or steal, or tolerate those who do.” Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System. Students will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the TAMU community from the requirements or the processes of the Honor System. For additional information please visit: http://www.tamu.edu/aggiehonor/.

As commonly defined, plagiarism consists of passing off as one’s own the ideas, words, writings, etc., which belong to another. In accordance with the definition, you are committing plagiarism if you copy the work of another person and turn it in as your own, even if you should have the permission of the person. Plagiarism is one of the worst academic sins, for the plagiarist destroys the trust among colleagues without which research cannot be safely communicated. Copyright Statement The handouts used in this course are copyrighted. By "handouts," I mean all materials generated for this class, which include, but are not limited to syllabi, quizzes, exams, lab problems, in‐class materials, review sheets, and additional problem sets. Because these are copyrighted, you do not have the right to copy the handouts, unless I grant permission. Students with Disabilities The Americans with Disabilities Act (ADA) is a federal anti‐discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room B118, or call 845‐1637. For additional information visit http://disability.tamu.edu


4

Grades Student's grades will be determined based on the following assignments and weights.

• Mid‐term Exam (20%): In‐class exam conducted on November 3rd. • Final Exam (15%): Cumulative exam emphasizing material from the second half of the course.

December 11th 3 – 5pm. • Reading critiques/summaries (20%): Summary/critiques of four of the assigned academic

books/articles. Due at the start of class the day the reading is assigned. The last day to submit the first two summaries is October 13th; the last day to submit summaries is November 24th.

• Integrative Literature Review (25%): 8‐10 page paper reviewing the scholarly literature on a particular aspect of legislatures in Latin America. Due on or before December 1st. Late papers will be accepted until December 8th for reduced credit (see p.10).

• Country Background Oral Reports (20%): Participation in one of four team presentations covering relevant historical background and descriptive information about the legislature in: Argentina, Brazil, Chile, Costa Rica, Mexico or Colombia. A group grade will be assigned based on the content of the presentation, the quality and appropriateness of visual aids, and a one page handout. Presentations take place on October 1, 6, 8, and 13.

Grades will be assigned based on final averages as follows: A = 89.5 – 100; B= 89.4 – 79.5; C = 79.4 – 69.5; D = 69.4‐ 59.5; F = below 59.4 Bonus Points: On 4 days during the semester (noted on reading schedule as "bonus") an in‐class quiz, assignment, or group project based on the reading for that day will take place. Students may earn up to 2.5 points per day which will be added to their grade on the next exam. Failing to earn points on either assignment will not lower a student's exam grades.

Reading critiques/summaries

You are to write a critique/summary of 4 of the articles (or book chapters) assigned for class. Each critique/summary should describe what the author(s) of the study did and found, and offer some opinion or evaluation of the review. Chapter 12 (esp pages 208‐211) in the Scott and Garrison book contains some useful advice and instructions for writing a summary. I encourage you to review this chapter carefully, however you should follow the detailed requirements here especially regarding formatting and length. These instructions trump their criteria for grading purposes. In particular you can safely ignore their directives about Contribution to the Literature without loss of points.

• The reading critique/summary is due at the start of class the day the reading is assigned. You must submit two before October 13th. Because the summaries contribute to learning about writing for the final paper the last day summaries will be accepted is Nov 24th.

• Because the purpose of these essays is to help you think deeply about the readings BEFORE coming to class they are due at the start of class. I will accept them early so if you know you'll


5

be out of town the day we discuss a reading you can turn it in early. I will accept late ones only in unusual circumstances accompanied by university excused absences.

• Each reading critique should contain the following, although how you order and present it is up to you: 1) What is the research puzzle or question? [This is more closely akin to the "Thesis"

described in Scott and Garrison than is the hypothesis.] 2) What is (are) the hypothesis(es) being tested? 3) What data and cases are used to test the hypothesis (es)? [In Scott and Garrison's terms

this is the Methods discussion.] Note cases ≠ country. 4) What are the author's findings? (What do they conclude?) [This partly corresponds to

Scott and Garrison's Evidence of Thesis Support.] 5) Evaluation (similar, but not identical to the Recommendation in Scott and Garrison):

a) Identify and describe in some detail one major strength of the article b) identify one question the article made you ask that the author didn't answer (maybe an alternative explanation they didn't consider) or the next question that this raised for future study.

• Reading critiques are to be a minimum of two and a maximum of three pages, typed, and double spaced with 1‐inch margins and 12‐point font.

• You do not need to cite any additional sources. However, if you do be sure they are in APSA format (see Scott and Garrison chapter 8) in the text and attach a works cited.

• You should avoid direct quotes as much as possible. Any direct quotes MUST be contained in quotations and correctly cited or you will lose points. Avoid plagiarism, both accidental and deliberate.

• Since class readings can be used in the paper you should plan ahead and submit summaries to maximize chances for early feedback on the paper.

• I will provide detailed comments on each summary. Pay attention to my comments on early summaries as they should enable you to avoid problems and earn higher grades on subsequent ones.

Country Background Reports

Many of the articles we will read this semester focus on legislatures in one or more specific countries but rarely provide background detail. Group presentations (4‐5 members) will provide basic factual information about four of the six of the countries we will most frequently read about: Argentina, Brazil, Chile, Costa Rica, Mexico and Colombia. (Teams have flexibility in which of the six they pick.)

• Grades: Participants receive a group grade based on the content of the presentation (based on the checklist of required information), the quality and appropriateness of visual aids, and a two to three page handout. All members must be present for the group presentation to receive the group grade. If you wake up ill the morning of the presentation you need to contact me as well as the group! I expect each person to communicate privately in writing to me (email or on paper) what his or her contribution to the group was. Everyone is expected


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to contribute to the group. While different people can "specialize" in different areas at a minimum everyone needs to say "howdy" to the class during the presentation and everyone needs to contribute some text to and review the group's handout.

• Each group is to prepare a two to three‐page handout for the class containing the most important facts, figures, details from their presentation. The handout should also include a list of references. The handout MUST be submitted at least one week before the presentation. I will comment on this draft and return it to the group for amendment and correction prior to the presentation. I will make copies for distribution to the class if I receive the handout at least 2 hours before class starts.

• I will provide groups with a skeleton of power points slides. These will ensure that groups are consistent in the content they cover and help to structure the presentations. You are not required to use my skeleton and are free to both format the slides anyway you want or to expand points as appropriate. However, content is the major determinant of the grade so all content needs to be covered. As you make changes be sure that your slides enhance or compliment, rather than detract from or duplicate what you plan to actually say.

• Presentations are scheduled for: October 1, 6, 8, and 13; we will pick groups and countries in class on Thursday, Sept 10th.

• An entire class period has been allocated for each presentation. Each group should plan to leave 10 minutes at the end of class for question.

• You are free to use internet sources for this information – indeed many (most) country's legislatures have well developed webpages, frequently in English. However, be sure you trust the source you get this from. Bob's big page o'Latin America might not be as reliable as the CIA World Factbook or Georgetown University's Political Database of the Americas. Wikipedia provides a current snapshot and might tell you how things are done now, but not a year or two ago. Articles from periodicals such as The Economist, Newsweek, Time, or New York Times while not scholarly sources are also great places to find current descriptive information for this presentation.

• Content: The presentation should cover all of the following points or risk significant loss of points:

o When did the country become democratic or redemocratize? o What events, if any, at the time of democratization or redemocratization are most

important for understanding institutions especially the legislative‐executive balance? o If you learn only 3 facts about the history of this country to help you understand the

way the legislature works and relates to other branches what would those three be? They can be history, they can be social, it's up to the group?

o How many chambers does the legislature have? How many members per chamber? o How are members of each chamber elected? o How many political parties are represented in each chamber?

What are the major parties and what proportion of seats in each chamber do they control?

Is one party dominant? Is a party of the left or the right? What characterizes the platforms (or stances or ideology) of the major parties

in the country?


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o Does the president's party have a majority? What implications does this have for policymaking? (Think coalitions, divided govt, etc.)

o Have there been any constitutional reforms in the last 20 years that have changed the legislature or its relations with the executive in any significant way? (number of members, chambers, etc) What are those reforms?

o Does the country have a gender quota law? Are there any other quotas for the legislature?

o Is the legislature marginal or powerful? Who is more powerful the president or the legislature? Why do you say that?

• The material covered in presentations is important. There will be at least one question from each group's presentation on the mid‐term exam.

• Hint: Make sure more than one person has a copy of the entire presentation (USB disks that worked in the lab have been known to refuse to work in the classroom 20 minutes later).

Integrative Literature Review The paper for this class is not a traditional research paper. The paper requires students to read recent work on one of the following four aspects of legislatures in Latin America and then to write an essay that summarizes the key findings from those works and assesses the state of knowledge about that subject area. There are two models for this kind of paper. The first is the "Literature Review" section of each article you read. Most authors begin by assessing the state of the literature and what we "know". This is what you are being asked to do. A second model is review essays where scholars offer commentary on a handful of books (usually recent) and how they contribute to the discipline. Two outstanding examples of that later, which also contain books that you can use in your own reviews are:

• Jones, Mark P. 2002. “Legislator Behavior and Executive‐Legislative Relations in Latin America.” Latin American Research Review 37(3): 176‐88.

• Crisp, Brian F. and Felipe Botero. 2004. “Multi‐country Studies of Latin American Legislatures: A Review Article” Legislative Studies Quarterly 29: 329‐56

1. Under what conditions do Latin American legislatures more fully represent women and take into account their particular concerns as a group? • Matland, Richard and Michelle M. Taylor. 1997. “Electoral System Effects on Women’s

Representation: Theoretical Arguments and Evidence from Costa Rica.” Comparative Political Studies 30(2):186‐210

• Jones, Mark. P. 1996. “Increasing Women’s Representation via Gender Quotas: The Argentine Ley de Cupos.” Women and Politics 16(4): 75‐98.

• Jones, Mark P. and Patricio Navia. 1999. “Assessing the Effectiveness of Gender Quotas in Open‐List Proportional Representation Electoral Systems.” Social Science Quarterly 80(2): 341‐55.


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• Schwindt‐Bayer, Leslie A. 2005. “The Incumbency Advantage and Women’s Election to Legislative Office.” Electoral Studies 24(2): 227‐44.

• Jones, Mark P. 1997. "Legislator Gender and Legislator Policy Priorities in the Argentine Chamber of Deputies and the United States House of Representatives," Policy Studies Journal 25(4): 613‐29.

• Michelle M. Taylor‐Robinson and Roseanna Health. 2003. “Do Women Legislators Have Different Policy Priorities than Their Male Colleagues? A Critical Case Test.” Women and Politics. 24: 77‐100.

2. To what extent do empirical observations of legislator behavior conform to theoretical predictions in any given area? • *REQUIRED* Carey, John M., and Matthew Soberg Shugart. 1995. “Incentives to Cultivate a

Personal Vote: a Rank Ordering of Electoral Formulas.” Electoral Studies 14:417‐39. • Ames, Barry. 1995. “Electoral Strategy Under Open‐List Proportional Representation.”

American Journal of Political Science 39:406‐33. • Crisp, Brian F., Maria C. Escobar‐Lemmon, Bradford S. Jones, Mark P. Jones, and Michelle M.

Taylor‐Robinson., 2004. Electoral Incentives and Legislative Representation in Six Presidential Democracies. The Journal of Politics, 66 (3), 823–846.

• Desposato, Scott W. 2006. "The Impact of Electoral Rules on Legislative Parties: Lessons from the Brazilian Senate and Chamber of Deputies". Journal of Politics 68(4):1015‐1027

• Carey, John. 2003. "Discipline, Accountability, and Legislative Voting in Latin America" Comparative Politics 35(2): 191‐211.

3. A country's choice of federal or unitary structure predated the third wave of democracy in Latin America. In what ways does the choice of adopting a federal system make legislators act differently or look different than if the country had adopted a unitary structure?

• Cheibub, José Antonio, Argelina Figueiredo, Fernando Limongi. 2009. "Political Parties and Governors as Determinants of Legislative Behavior in Brazil's Chamber of Deputies, 1988–2006" Latin American Politics and Society 51(1):1‐30.

• Samuels, D., 2000. Ambition and Competition: Explaining Legislative Turnover in Brazil. Legislative Studies Quarterly, 25 (3), 481–497.

• Jones, Mark P., Sebastian Saiegh, Pablo T. Spiller, Mariano Tommasi. 2002. "Amateur Legislators ‐‐ Professional Politicians: The Consequences of Party‐Centered Electoral Rules in a Federal System" American Journal of Political Science 46 (3): 656‐669.

• Desposato, Scott W. 2004. "The Impact of Federalism on National Political Parties in Brazil." Legislative Studies Quarterly. 29: 259‐85.

4. Do political parties play a central or ancillary role in the policymaking process in Latin America? Consider if you wish whether the presence or absence of party discipline in roll call voting matters.

• Desposato, Scott W. 2006. "Parties for Rent? Careerism, Ideology, and Party Switching in Brazil's Chamber of Deputies." American Journal of Political Science 50(1):62‐80


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• Desposato, Scott W. 2006. "The Impact of Electoral Rules on Legislative Parties: Lessons from the Brazilian Senate and Chamber of Deputies". Journal of Politics 68(4):1015‐1027

• Jones, Mark P. 2009. "Government and Opposition in the Argentine Congress, 1989‐2007: Understanding Inter‐Party Dynamics Through Roll Call Vote Analysis," Journal of Politics in Latin America.

• Alemán, Eduardo, Ernesto Calvo, Mark P. Jones, and Noah Kaplan. 2009. "Comparing Cosponsorship and Roll‐Call Ideal Points" Legislative Studies Quarterly 34(1):87‐116.

• Carey, John. 2003. "Discipline, Accountability, and Legislative Voting in Latin America" Comparative Politics 35(2): 191‐211.

• Mainwaring, Scott and Anibal Perez‐Liñan. 1997. "Party Discipline in the Brazilian Constitutional Congress" Legislative Studies Quarterly 22(4): 453‐483.

Specific Instructions • Your paper should focus on one of the four topic areas listed above: 1) women's

representation; 2) electoral laws and legislator behavior; 3) federalism and legislator behavior; 4) political parties and the working of legislators with an emphasis on Latin America. (This can mean the region as a whole or one or two countries.)

• The articles you are including must all deal with Latin America. They must either focus exclusively on countries from Latin America or have at least one country included in the analysis from Latin America. Studies exclusively of the US Congress or Western European parliaments do not count!

• The paper is to integrate at least eight scholarly articles (or books or book chapters). At least 3 of the 6 must come from the readings listed below the topic. Of the additional 5 no more than 3 can come from anywhere on the syllabus. This means you must find at least two on your own. (Hint: The works cited from an article is a good place to start looking.) Failure to use 8 scholarly sources will cost you 10 points (one letter grade).

• The paper is an integrative essay. You should NOT simply write a summary of each of the eight articles and staple those together. While you should provide detail about what each article found and can critique them as you did in the reading summaries, you also need to be comparing and contrasting the findings of the different articles. Remember you are using these articles to asses "what we know" about some aspect of the literature.

• The paper must have an introduction, a thesis statement, a body, and a conclusion. The paper also needs transitions between the various sections and a clear organizational structure. If you feel you need help with your writing skills visit the Writing Center in Evans Library or on the web at http://uwc.tamu.edu. Chapter 6 of Scott and Garrison also offers some excellent advice.

• Plan ahead. Select a topic and start reading and writing early. I will have extra office hours scheduled the week before the paper is due to make it easier for students to consult with me about their papers.

• Papers should be 8‐10 pages in length, excluding the Works Cited. They should be typed, double spaced, in 12‐point font (preferably Arial or Times New Roman). Margins should


10

be 1‐inch all around. Do not play font or margin games. Times Roman 10 looks noticeably smaller than Times 12 and Courier 14 is obviously bigger. (The syllabus is in Calibri 12.) Papers that are too long or too short will lose 10 points.

• Pages must be numbered or you will lose 5 points. • Paper must be submitted in hard copy. Do NOT email your paper to me. • All papers must have a Works Cited Page in APSA format or you will automatically lose a

letter grade (10 points). Citations within the paper are to be in APSA author‐date format. This is the format preferred for Political Science papers. Learn it now. Scott and Garrison chapter 8 has examples of both citations in the paper and the works cited.

• If you use information (quotes or paraphrasing) from any source, you must give the author credit. If you do not do so, it is plagiarism, and you will get a zero for the paper.

• YOUR PROFESSOR'S PET PEEVE: Proof‐read your paper in addition to running spell‐check. Colombia is a country in South America; Columbia is a river in the U.S.. Likewise, Chile is a country in South America; chili is something you eat. Spell check will not catch the Untied States of America, revolutionary pheasants or gorilla fighters. Pinochet was not a muppet of the USA. I may be amused, but you will become an example for future students and lose points for sloppy writing.

• Papers are due by 4 pm on December 1st. Late papers will lose 5 points (half a letter grade) per day. If you are turning your paper in late you should either hand it to me personally or politely ask a staff member in the department of Political Science office to time/date it. Late papers without a time/date that appear in my box are considered turned in when I pick them up. For calculating late penalties weekends count.

PENALTIES FOR MISSED EXAMS AND LATE PAPERS

• I observe student rule 7 concerning university acceptable excuses for late work (see http://student‐rules.tamu.edu/rule7.htm).

• If you miss an exam because you have a university acceptable excuse (such as sickness with a note from your doctor), you must contact me by the end of the second working day after the absence to ensure full rights to take a makeup exam. (Sending an email, calling me, or having someone call on your behalf count as contacting me.) Preferably, contact me before the exam. If you know you'll miss an exam in advance because of scheduled university excused travel, talk to me as far in advance as possible.

• If you do not have a university acceptable excuse for missing the exam, you will not be allowed to take the exam and your grade will be zero.

• The penalty for late papers is 5 points off per day, unless you have a university acceptable excuse for your paper being late. For calculating late penalties weekends count.


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Reading and Lecture Schedule Lecture Topic Reading

1‐Sep Introduction no assigned reading

3‐Sep No Class ‐ APSA Meeting Scott, chapter 1 (pages 1 ‐ 6) AND chapter 3 (pages 47‐50)

8‐Sep Representation: the purpose of a legislature

Marenghi, Patricia and Mercedes Garcia Montero (2008) "The Conundrum of Representation" in Politicians and Politics in Latin America edited by Manuel Alcantara Saez. Boulder, CO: Lynne Rienner Publishers, pages 29 – 64.

10‐Sep Electoral laws: What does it mean to seek a personal vote?

Scott, chapter 12 (pages 208‐211)Pick groups

15‐Sep Representation: Who do

legislators "owe" Siavelis, Peter M., and Scott Morgenstern (2008) "Candidate Recruitment and Selection in Latin America: A Framework for Analysis: Latin American Politics and Society 50(4): (p 27‐58)

17‐Sep What is a hypothesis and how do we test it?

Scott, chapter 4 (pages 80 ‐ 93)

22‐Sep Electoral laws: Consequences for parties

Willis‐Otero, Laura (2009) "Electoral Systems in Latin America: Explaining the Adoption of Proportional Representation Systems During the Twentieth Century" Latin American Politics and Society 51(3):33‐58. BONUS

24‐Sep Nomination procedures: How are legislators selected?

De Luca, Miguel, Mark P. Jones, and Maria Ines Tula. 2002. Back Rooms or Ballot Boxes? Candidate Nomination in Argentina. Comparative Political Studies 35, 4: 413–36.

29‐Sep Nomination procedures: How are legislators selected?

Navia, Patricio. 2008 "Legislative Candidate Selection in Chile" in Pathways to power: political recruitment and candidate selection in Latin America Penn State University Press, pages 92‐118.

1‐Oct Country Background Presentation: Team 1

Scott, chapter 11 (pages 197‐201)


Scott, chapter 8 (pages 152‐171)


Scott, chapter 6 (pages 118 ‐ 140)


15‐Oct The work of legislatures: Legislation (aka Bills and Laws)

Taylor‐Robinson Michelle M. and Christopher Diaz. 1999. “Who Gets Legislation Passed in a Marginal Legislature and Is the Label Marginal Legislature Still Appropriate?” Comparative Political Studies 32(5): 589‐625 BONUS


Calvo, Ernesto. (2007) "The Responsive Legislature: Public Opinion and Law Making in a Highly Disciplined Legislature" British Journal of Political 37(2): 263‐280


Crisp, Brian F., and Rachael E. Ingall. 2002. “Institutional Engineering and the Nature of Representation: Mapping the Effects of Electoral Reform in Colombia.” American Journal of Political Science 46(4): 733‐48.

27‐Oct The work of legislatures: Committees

Crisp, Brian F., Escobar‐Lemmon, Maria C., Jones, Bradford S., Jones, Mark P. and Taylor‐Robinson, Michelle M. (2009) "The Electoral Connection and Legislative Committees", The Journal of Legislative Studies,15: 1,35 — 52.


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29‐Oct The work of legislatures: Committees

Langston, Joy and Francisco Javier Aparicio. "Committee Leadership in a No‐Reelection System: The Case of Mexico’s Chamber of Deputies" Paper presented at the annual meeting of the Midwest Political Science Association 67th Annual National Conference, The Palmer House Hilton, Chicago, IL, Apr 02, 2009

3‐Nov Midterm Exam Midterm Exam Midterm Exam

5‐Nov The work of legislatures: voting

Londregan, John. 2002. "Appointment, Reelection and Autonomy in the Senate of Chile" in Legislative Politics in Latin America edited by Scott Morgenstern and Benito Nacif. Cambridge: Cambridge University Press, pages 341‐376.

10‐Nov The work of legislatures: constituent service

Ames, Barry. (1995). Electoral Rules, Constituency Pressures and Pork Barrel: Bases of Voting in the Brazilian Congress. Journal of Politics, 57(2): 324‐343.


Ingall, Rachael E. and Brian F. Crisp. (2001) "Determinants of Home Style: The Many Incentives for Going Home in Colombia" Legislative Studies Quarterly 26 (3): 487‐512.


Taylor, Michelle. 1992. “Formal versus Informal Incentive Structures and Legislator Behavior: Evidence from Costa Rica.” Journal of Politics 54:1055‐1073. BONUS

19‐Nov Gender: Getting women in the legislature

Baldez, Lisa. 2004. “Elected Bodies: The Gender Quota Law for Legislative Candidates in Mexico.” Legislative Studies Quarterly 24(2): 231‐58 AND Heath, Roseanna Michelle, Leslie A. Schwindt‐Bayer, Michelle M. Taylor‐Robinson (2005) "Women on the Sidelines: Women's Representation on Committees in Latin American Legislatures" American Journal of Political Science 49 (2): 420‐436.

24‐Nov Gender: Representing Interests

Schwindt‐Bayer, Leslie A. (2006) "Still Supermadres? Gender and the Policy Priorities of Latin American Legislators" American Journal of Political Science 50 (3): 570‐585. Htun, Mala and Timothy J Power (2006) "Gender, Parties, and Support for Equal Rights in the Brazilian Congress" Latin American Politics & Society 48(4): 83‐48.

26‐Nov Thanksgiving

1‐Dec Legislative‐Executive Relations: Who passes legislation

Siavelis, Peter M. (2002) “Exaggerated Presidentialism and Moderate Presidents: Executive/legislative Relations in Chile,” in Scott Morgenstern and Benito Nacif (eds.) Legislative Politics in Latin America. Cambridge: Cambridge University Press: 79‐113.

Paper DUE3‐Dec Legislative‐Executive

Relations: Agenda Control Alemán, Eduardo, 2006. "Policy Gatekeepers in Latin American Legislatures" Latin American Politics & Society 48(3): 125‐155.

BONUS8‐Dec Legislative‐Executive

Relations: Power Struggles Cox, Gary W. and Scott Morgenstern. 2001. “Latin America’s Reactive Assemblies and Proactive Presidents.” Comparative Politics 33(2):171‐190.

11‐Dec Final Exam 3 ‐ 5 pm

WITHDRAWAL OF COURSES

CHANGE IN COURSES

Elementary Chemical Engineering, CHEN204, FALL 2009 Course description: Solution of elementary problems by application of mass balances, energy balances

and equilibrium relationships. Course Prerequisites: Admission to upper-level chemical engineering. Skill Prerequisites: Knowledge of fundamental concepts of engineering.

• You are expected to have the ability to perform spreadsheet calculations. Know unit systems and conversions. Have basic graphing skills. Be familiar with an accounting framework.

Knowledge of fundamental concepts of science and math. • Have basic skills in algebra, differential calculus, integral calculus, simple first order differential

equations. Be able to balance chemical reactions. Know chemical nomenclature Course Objectives: By the end of the course, students should be able to do the following things: 1. Recognize the nomenclature of chemical engineering. Know systems of units and dimensions. Define and relate process variables. Learn basic unit operations of chemical processes and describe how each works qualitatively. 2. Use a systematic approach to solve chemical engineering problems. Identify variables, draw and label a process flow chart from a word description. Perform and use degrees of freedom analysis. Formulate mathematical expressions that represent word problems. 3. Use effectively an accounting framework to solve material and energy balance problems. 4. Work effectively in teams. Recognize the skills needed to function in a modern engineering environment. Develop teaming skills. Recognize engineering roles in society. Develop and practice written and oral communication skills. Instructor: Lâle Yurttaş (sh), Brown 206, Ph: 847-9316

Email: [email protected] Class: 501 MW 9:10 –10:00 AM, CHEN 104 MW 3:00 – 4:15 PM, CHEN 104 502 MW 11:30 –12:20 AM, CHEN 104 MW 4:30 – 5:45 PM, CHEN 104 Office Hours: 1) Mon. 2:00 – 3:00 pm Tues. 2:00-3:00 pm Thur. 1:00 - 2:00 am

2) By appointment

Textbook: Elementary Principles of Chemical Processes, 3rd edition, Felder and Rousseau

Supplementary Material: http://alcheme.tamu.edu (ICC 1/Conservation of Mass)

Course Policies and Procedures: Changes in schedule The instructor reserves the right to change the order and content of lectures as necessary. Exam dates may be changed by the instructor, but in each case, at least 5 days notice will be given.

Examination policy There will be three mid-term exams and a final exam. You are expected to take examinations when offered. Exam#1 (18%) TUES, 9/22, 7-9PM Exam#2 (18%) TUES, 10/20, 7-9PM Exam#3 (18%) TUES, 11/17, 7-9PM Final (21%) SAT, 12/12, 10am-1pm Quizzes (5%) Homework+Recitation*team evaluation (10%) Group Project*team evaluation (10%) Σ100 % Homework Policy Each student will be assigned a team. You must work in teams on homework, handing in one team solution per assignment. Homework papers are to be turned in when due. Except for university-excused absences, late homework will be accepted only in extremely unusual circumstances, and then only if prior approval has been obtained. You will be given zero for a missed homework. Failure to work on the homework would be reflected in low grades on the examinations. Recitation /Group project You will work in teams during recitations. Each team will turn in their work at the end of the recitation period. Note that, failure to work on recitation problems would be reflected in low grades on the examinations. Attendance to recitations is mandatory, except for university-excused absences. You will be assigned a service learning project for the semester. Project guidelines will be handed out in class. You are expected to submit a written report (50%) and give an oral presentation (50%). This will be a team activity. Attendance: Attendance is strongly suggested though not enforced. Please come on time. Excused Absences Students may be excused from attending class on the day of a graded activity or when attendance contributes to a student's grade. Examples of legitimate excused absences are available at http://student-rules.tamu.edu/rule07 . Other reasons may be deemed appropriate by the student's instructor. Except in the case of the observance of a religious holiday, to be excused, the student must notify his or her instructor in writing (acknowledged e-mail message is acceptable) prior to the date of absence if such notification is feasible. In cases where advance notification is not feasible (e.g. accident or emergency) the student must provide notification by the end of the second working day after the absence. This notification should include an explanation of why notice could not be sent prior to the class.

Accommodations sought for absences due to the observance of a religious holiday can be sought either prior or after the absence, but not later than two working days after the absence.

If needed, the student must provide additional documentation substantiating the reason for the absence that is satisfactory to the instructor, within one week of the last date of the absence.

If the absence is excused, the instructor must either provide the student an opportunity to make up any quiz, exam, or other graded activities – or provide a satisfactory alternative – to be completed within 30 calendar days from the last day of the absence.

Grading Scale The following grade scale will be employed: A 90 ≤ final score ≤ 100 Β 80 ≤ final score < 90 C 70 ≤ final score < 80 D 60 ≤ final score < 70 F 0 ≤ final score < 60 The instructor reserves the right to adjust the cut-off points or curve the final score to increase the number of students with higher grades.

Course Outline: (Subject to change) Week Topic Chapter 1 1. What is Chemical Engineering? 1 2 2. Introduction to Engineering Calculations a- Units and Dimensions 2.1 - 2.4, 2.6 b- Significant Figures 2.5 c- Graphs 2.7 3 3. Processes and Process Variables a- Mass and Volume 3.1 b- Flow Rate 3.2 c- Chemical Composition 3.3 d- Pressure 3.4 e- Temperature 3.5 4 4. Fundamentals of Material Balances a- Process Classification 4.1 b- Balances 4.2-4.3 5 c- Multiple Unit Balances 4.4 EXAM#1 d- Recycle and Bypass 4.5 6 e- Reactive Systems 4.6 – 4.7 f- Combustion 4.8 5. Single-Phase Systems 7 a- Liquid and Solid Densities 5.1 b- Ideal Gases 5.2 c- Real Gases 5.4 8 6. Multiphase Systems a- Single-Component Equilibrium 6.1 b- Gibbs-Phase Rule 6.2 9 c- Gas-Liquid Systems: One Condensable Component 6.3 d- Multi-component Gas-Liquid Systems 6.4 EXAM#2 e- Solutions of Solids in Liquids 6.5 f- Immiscible and Partially Miscible Liquids 6.6 10 7. Energy and Energy Balances a- Forms of Energy: The First Law of Thermodynamics 7.1 b- Kinetic and Potential Energy 7.2 c- Energy Balances on Closed Systems 7.3 11 d- Energy Balances on Open Systems at Steady State 7.4 e- Tables of thermodynamic Data 7.5 f- Energy Balance Procedures 7.6

Week Topic Chapter 12 8. Balances on Non-reactive Processes a- State Properties and Hypothetical Process Paths 8.1 b- Changes in Pressure at Constant Temperature 8.2 c- Changes in Temperature 8.3 13 d- Phase Change Operations 8.4 EXAM#3 e- Mixing and Solution 8.5 9. Balances on Reactive Processes a- Heats of Reaction 9.1 14 b- Hess' Law 9.2 c- Heats of Formation 9.3 d- Energy Balances on Reactive Processes 9.5 e- Fuels and Combustion 9.6 15 FINAL (Cumulative) 10. Computer-Aided Balance Calculations * 11. Balances on transient Processes* *Topics will be incorporated throughout the semester into homework and recitation problems and group projects. Relationship of course objectives to ChE program outcomes Course Objectives ChE Program

Outcomes Recognize the nomenclature of chemical engineering

• Know systems of units and dimensions. • Define and relate process variables. • Learn basic unit operations of chemical processes and describe how each

works qualitatively.

1

Use a systematic approach to solve chemical engineering problems • Identify variables, draw and label a process flow chart from a word

description. • Perform and use degrees of freedom analysis. • Formulate mathematical expressions that represent word problems.

1

Use effectively an accounting framework to solve material and energy balance problems

1

Work effectively in teams • Recognize the skills needed to function in a modern engineering

environment. • Develop teaming skills. • Recognize engineering roles in society. • Develop and practice written and oral communication skills.

4, 9

Academic Integrity. Aggie Honor Code: “An Aggie does not lie, cheat, or steal or tolerate those who do.” Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System. Ignorance of the rules does not exclude any member of the TAMU community from the requirements or the processes of the Honor System. For additional information please visit: www.tamu.edu/aggiehonor/ Disabled Students. The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room B118, or call 845-1637. For additional information visit http://disability.tamu.edu

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