NOTE: Most of the information that appears in this part of the syllabus packet is not directly related to the content of this course (except for section eight). However, I have deemed it important enough to include it as part of your syllabus because it is the kind of information that all students should have if they are to succeed in achieving their educational goals in this institution. As a teacher, I consider it my responsibility to go beyond simply teaching the content of this course: it includes helping you, in whatever legitimate way I can, to succeed in this school.

Class Attendance
Since the university desires to promote student responsibility, there is no general rule concerning absences from class. However, instructors may take account of such absences in determining final grades. Class attendance is required for some forms of financial aid.

Attendance on Religious Holy Days
It is a State University policy that: On those religious holy days when members of a faith observe the expectation of church or synagogue that they be absent from school or work, campuses will avoid the scheduling of events such as registration, the first day of classes, or similar convocations. Individual students will be excused from class without penalty if expressly requested. (From SUNY Policy Manual, 1975, Section No. 091.3).
        At the University at Buffalo, if such a requested absence results in a student's inability to fulfill the academic requirement of a course scheduled on that particular day, the instructor should provide an opportunity for the student to make up the requirement without penalty.

Full-Time Load
Full-time refers to a student who is registered for and will complete 12 or more credit hours for the semester. Undergraduates may register for no more than 19 credit hours each semester. Registering for more than 19 credits requires the approval of either the director of the Academic Advisement Center, an advisor, or an assistant or associate dean.

Classification of Students
A student must complete a minimum of 30 credit hours to be classified as a sophomore, 60 credit hours to be classified as a junior, and 90 credit hours to be classified as a senior. Incompletes are not counted as credits completed.

Definition of a Student in Good Standing
The university considers undergraduate students who have completed a semester or more at UB or transferred to UB with credits to be in good standing only if: 1.the student's cumulative grade point average (for work attempted both at this university and at any other postsecondary institution the student may have attended) is 2.0 or above; 2.the student's cumulative grade point average for work attempted at UB is 2.0 or above. Students who are not in good standing are on probation and subject to eventual dismissal.

Academic Review
At the conclusion of each semester, the academic records of all undergraduate students are reviewed in order to identify students who are not in good academic standing. Students whose academic standing is deficient are encouraged to explore with an advisor those factors that have contributed to their poor performance. Advisors work with students to formulate a realistic plan to improve the student's academic standing, which might entail decisions about academic alternatives, a reduction in academic load, changing intended majors, etc.

Policies Governing Non-Discrimination
The following university policy statements are reissued in accordance with the requirements of various federal and state laws and regulations.
 

General Policy
No person, in whatever relationship with the State University of New York at Buffalo, shall be subject to discrimination on the basis of age, creed, color, handicap, national origin, race, religion, sex, or marital or veteran status.

Sexual Harassment
Sexual harassment of employees and students, as defined below, is contrary to university policy and is a violation of federal and state laws and regulations. Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature constitute sexual harassment when: (1) submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment or academic advancement; (2) submission to or rejection of such conduct by an individual is used as the basis for employment or academic decisions affecting such individual; (3) such conduct has the purpose or effect of unreasonably interfering with an individual's work or academic performance, or creating an intimidating, hostile, or offensive environment. No university employee of either sex shall impose a requirement of sexual cooperation as a condition of employment or academic advancement, or in any way contribute to or support unwelcome physical or verbal sexual behavior.
 

Satisfactory/Unsatisfactory Grading
1. S/U grading is an option of the student, not of the instructor.
2. Students wishing to select the S/U grading option must do so before the end of the second week of classes of the semester.
3. Students cannot select S/U grading for any course that is required for, or is a prerequisite to, their major(s).
4. Students who are required to fulfill the arts and sciences general education requirements cannot select S/U grading in any course that is to be used toward satisfying these requirements.
5. Students who are required to fulfill the knowledge area general education requirements may select the S/U option for any course that is to be used toward satisfying these requirements.
6. No more than 25 percent of a student’s UB credit can be graded S/U.
7. Students may recover the letter grade earned in a course graded S/U if that course is required for, or is a prerequisite to, a major(s) to which they have changed or if they can document that a graduate or professional school to which they have applied demands the letter grade earned. (Once recovered, the letter grade will stand; that is, the student will not be able to change back to S/U grading.)

Incomplete Grades
A grade of incomplete ("I") may be given to students who have not completed all of the assigned work in a course if they have a passing average and there exists a well-defined means by which the course requirements can be completed.
[NOTE: as the syllabus tells you, I will not be giving out any  incomplete grades in this course.]

Changes of Grade
Changes from one grade to another must be initiated by the instructor utilizing a Change of Grade Form, which is to be signed by the instructor, the department chair, and the Academic Advisement Center director. Reasons for the change must be fully explained and justified.
[NOTE: unless I have made a mistake in recording your grade,  as your syllabus tells you, you should consider your final grade for this course to be set in stone. That is it cannot be changed.)

Repeating Courses
An undergraduate student who receives a grade of "D+," "D," or "F" in a course taken at the University at Buffalo may repeat that course once. Both grades will be reported on the transcript, but hours earned toward graduation will be given only once. For the purpose of calculating the cumulative grade point average, the two grades will be included. However, students should be made aware that additional restrictions may be imposed either by the department giving the course or by the student's major department consistent with the preannounced policy. The student should, therefore, consult both departments before attempting to retake such a course.

University Counseling Center
If you are experiencing difficulties related to your psychological well-being, for whatever reason, then this is the place to visit.

Division of Undergraduate Advisors
This is the central academic advising unit for the school. While they no longer advise departmental majors, they still provide a range of useful services to all students, including a walk-in service for help with determining general university requirements. 

Learning Center
For students who need help with their writing and math.

Disability Services
For students with any kind of disability (vision, speech, locomotion, etc.)

Office of Career Planning
In addition to helping you locate a job, this office also provides vocational interest testing, self-assessment testing, career counseling, etc.

Date rape and acquaintance rape: Overview
Date rape and acquaintance rape are forms of sexual assault involving coercive sexual activities perpetrated by an acquaintance of the rape survivor. The perpetrator is almost always a man, and though both men and women can be raped, women are most often the targets of this violence. It is difficult, because of a lack of research on the subject and the tendency for rape survivors not to report attacks, to come up with precise statistics on male survivors. However, men are raped by other men and are also victims of sexual violence. Date and acquaintance rape can happen to or be perpetrated by anyone. Incidences are very high: they comprise from fifty to seventy-five percent of all reported rapes. However, even these figures are not reliable. According to conservative FBI statistics, only three and a half to ten percent of all forms of rape are even reported.

Date and acquaintance rape is quite prevalent on campuses. One in four college women has been raped; that is, has been forced, physically or verbally, actively or implicitly, to engage in sexual activity. A 1985 study revealed that ninety percent of college rape survivors knew their attacker before the incident. Another survey found that one in fifteen college men admitted to having forced a woman into sex.

Some experts believe that one explanation for such high statistics is that young people, constrained for most of their lives by their parents and laws, are unprepared to act responsibly in a "free" environment. This "freedom" can lead to unrestrained drug and alcohol use, which then leads to sexually irresponsible acts, and then to rape.

Another theory portrays America, especially young America, as a rape culture. The valuesadopted by the dominant society dictate inherent differences between men and women. Women are expected to be passive, unassertive, and dependent. Similarly, men are constrained in their behavior. They are taught to be aggressive, even intimidating, strong, and relentless. They are taught not to take no for an answer. Men who accept or unwittingly exhibit this kind of behavior are likely to misinterpret a woman's communications. Typically, the man will decide that the woman is acting coy or hard to get in a sexual situation. He may believe that she really means yes, although she has been saying no.

Communication is the most important avenue to understanding another person's desires and needs -- often the rapist will ignore the woman's attempts at communication, will misinterpret them and continue his actions, or will realize what the woman is trying to say but will decide that she "really needs to get laid" and doesn't care. The bottom line is that yes means yes and no means no; if you want to play sado-masochistic games, make up a safe word like "cow" to use as a preordained signal to stop.

If a person says no and is still coerced or forced into having sex, then a rape has occurred.

Many times women or men who have been date- or acquaintance-raped do not view the assault as a rape. They may experience some or all of the symptoms of rape trauma stemming from the violation of the body and the betrayal of a friend, but still may not consider the incident rape. Some symptoms of rape trauma include sleep disturbances, eating disorders; pattern disturbances, mood swings, feelings of humiliation and self-blame, nightmares, anger, fear of sex, and difficulty in trusting others. Often, especially in a college situation, the rape survivor and the attacker live near each other or may see each other every day. This can be particularly stressful to the survivor because the man may see the rape as a conquest or "just a mistake." Bystanders and friends of both people may not view the incident as the rape it is and consequently will not lend the survivor the support needed. Friends of the survivor may misinterpret the incident and feel that somehow the rape was deserved or that the survivor "asked for it" by wearing a miniskirt or getting drunk. Some people may belittle the survivor's traumatic experience, saying things such as, "She liked the guy anyway, so what's the big deal?" These attitudes that blame the survivor, some say, are embedded in our culture and help to perpetuate violence against women and sexual violence such as date and acquaintance rape. Survivors, living and learning in this culture, may also accept "explanations" of "why it isn't rape," although they have been inwardly traumatized. The important thing to remember is that if there are feelings of violation, if a person's lifestyle and self-esteem are negatively affected by the incident, or survivors believe they have been raped, then it is rape.

Date and acquaintance rape is not only a woman's issue. Men must be actively aware of this issue, as they can help minimize rape by educating themselves and others. Lovers, neighbors, friends, co-workers, dates, and classmates -- these can all be perpetrators of date and acquaintance rape. Escort services, blue light phones, and van services are useless if the rapist lives in your home or dorm, is your date, drives you home from work, or is someone you have had reason to trust. In order for date and acquaintance rape to be minimized, men must stop "blaming the victim" and start taking responsibility for their own actions. We all must not allow rapists to use the "rape culture" as a means of silencing rape survivors, nor can we permit their friends to lie for them. And although it is always difficult, and admittedly, sometimes impossible to do, rape survivors and others must speak out and continue to speak out against rape.

There are many organizations which are designed especially to support rape survivors, give referrals, and talk about concerns they may have. All services are confidential.
 

Date Rape Prevention
Date or acquaintance rape means being forced or pressured into having sex by someone you know--against your will, without your consent.

Know that it could happen to you: studies at colleges indicate that between ten to 25 percent of women report they were raped by men they knew. Be assertive in setting boundaries for relationships. Even casual unwanted contact should be firmly discouraged. It is easier to fight off a big attack if you've practiced on smaller intrusions. Judge a person by his behavior, not his race, looks, socio-economic status, or even his relationship to you. Watch out for someone who: gets hostile when you say "no" ignores your wishes, opinions, ideas attempts to make you feel guilty or accuse you of being uptight if you say "no" to sex acts excessively jealous or possessive; keeps tabs on your whereabouts displays destructive anger and aggression Define your limits, i.e., how much touch you want with different male friends (handshake, kiss on cheek, kiss on mouth, hug with both arms, intercourse, no touch). Think about this in advance, even though you can change your mind later. Defend your limits: "I don't like it when you do that"; "I like you and I don't want to go to bed with you"; "Let's go to the coffeehouse (instead of around the lagoon)." You have the right to be respected, to change your mind, to say "no" or just say, "Because I don't want to." Practice saying "no" clearly --don't hint, don't expect anyone to read your mind. Be prepared for his reaction to your defending your limits. Possible reactions include hostility, embarrassment, blaming you for leading him on. You are not responsible for his behavior or his reaction; if he is someone you care about, you may wish to help him through the embarrassment, but you do not need to feel responsible. You have every right to your own decisions. Most date rapes involve men and women who conform to traditional, rigid sex roles so it is important to ; examine sexism in order to prevent rape. Avoid stereotypes such as "anger is unfeminine" that prevent you from expressing yourself. p; Be aware of situations when you do not feel relaxed and in charge. Stereotypes of passivity, coyness, and submissiveness can contribute to a climate for male aggression -- which is his stereotype. Communicate clearly! Say "no" when you mean no; "yes" when you mean yes; stay in touch with your feelings to know the difference. Believe and act as if you come first, without exploiting others. Treat yourself and others with respect.

Romantic Relationships Between University Personnel and Students
Although the university does not EXPLICITLY prohibit romantic relationships between consenting adults within its jurisdiction (e.g. teachers and students) it strongly advises University personnel (staff and teachers) not to be involved in romantic relationships with students.

Extracts from: Article 5 a: University Standards
(You can access a full copy of this document at this address: http://www.ub-judiciary.buffalo.edu/rulereg.html)

Freedom of Expression

 A. ACADEMIC FREEDOM - The University supports the principle of academic freedom as a concept intrinsic to the achievement of its institutional goals. This principle implies a trust in the integrity and responsibility of the members of the academic community. Samuel P. Capen, former Chancellor of the University of Buffalo, who is remembered for the tradition of academic freedom he implemented during his leadership of the University, said in 1935:

"Acceptance by an institution of the principles of academic freedom implies that teachers in that institution are free to investigate any subject, no matter how much it may be hedged about by taboos; that they are free to make known the results of their investigation and their reflection by word of mouth or in writing, before their classes or elsewhere; that they are free as citizens to take part in any public controversy outside the institution; that no repressive measures, direct or indirect, will be applied to them no matter how unpopular they may become through opposing powerful interests or jostling established prejudices, and no matter how mistaken they may appear to be in the eyes of members and friends of the institution; that their continuance in office will be in all instances governed by the prevailing rules of tenure and that their academic advancement will be dependent on their scientific competence and will be in no way affected by the popularity or unpopularity of their opinions or utterances; that students in the institution are free, insofar as the requirements of the several curricula permit, to inquire into any subject that interests them, to organize discussion groups or study clubs for the consideration of any subject, and to invite to address them any speaker they may choose; that censorship of student publications shall be based on precisely the same grounds and shall extend no further than that exercised by the United States Postal Authorities."

B. NONDISCRIMINATION - The University at Buffalo is committed to fostering a positive environment for learning, and to ensuring the safety, rights, and dignity of every member of the University community. To that end the University encourages each and every member of the academic community to assume individual responsibility for respecting the rights and dignity of others and for helping to promote the free and open exchange of ideas in an atmosphere of mutual respect.

Certain types of discrimination are prohibited by law. For example, discrimination on the basis of race is expressly prohibited by both federal and state constitutions and by a wide range of federal and state statutes. Other state and federal laws prohibit particular forms of discrimination based on such factors as sex, religion, national origin, age, disability, marital status, or veteran status. Furthermore, Governor's Executive Order No. 28.1 prohibits discrimination on the basis of sexual orientation in employment and provision of services by state agencies. Students should be aware that anyone who violates laws prohibiting specific forms of discrimination may lead to criminal prosecution or civil penalties.

The State University Trustees have adopted a policy (Trustee's Resolution 83-216) which directs that judgments about and actions toward students and employees within the SUNY system be based on their qualifications, abilities and performance. The Trustee's policy goes on to say that attitudes, practices, and preferences of individuals that are essentially personal in nature, such as private expression or sexual orientation, are unrelated to performance and provide no basis for judgment.

Finally, it is the policy of the University at Buffalo to prohibit invidious categorical discrimination based on such characteristics as race, sex, sexual orientation, age, national origin, religion, veteran or marital status or disability in all matters affecting employment or educational opportunities within the University itself. It is the firm belief of the Council, the faculty, and the administration that judgments about persons within the University should be based on their individual merits, accomplishments, aptitudes, and behavior, and that invidious categorical discrimination is wholly inappropriate to the University's mission and values. Students who violate this policy shall be subject to sanctions within the University, up to and including expulsion. Any violation of the rules which is motivated by bias may be prosecuted and/or sanctioned as a more serious offense.

Complaints regarding any violations of nondiscrimination laws or policies should be made to the Diversity, Equity and Affirmative Action Administration Office, Suite 108, The Commons, 645-2266.

C. PETITIONS, INDIVIDUAL - Every student has the right to petition or disseminate information on campus. In the residence halls, those intending to circulate petitions must identify themselves to the appropriate Building Director before any individual or group petition is circulated. (Note: The intent of this rule is to respect the privacy of the residents, and is not intended to deny the individual's right to petition.)

.....

Academic Dishonesty
The development of intelligence and strengthening of moral responsibility are two of the most important aims of education. Fundamental to the accomplishment of these purposes is the duty of the student to perform all of his or her required work without illegal help.

The University has a responsibility to promote academic honesty and integrity and to develop procedures to deal effectively with instances of academic dishonesty. Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect for others' academic endeavors. By placing their name on academic work, students certify the originality of all work not otherwise identified by appropriate acknowledgments.

(Adapted from University of Wisconsin, "Student Disciplinary Guidelines," and University of Delaware, "Academic Comment Honesty and Dishonesty.")

A. The following actions constitute major forms, but not exclusively all forms, of academic dishonesty among students: (a) submission: submitting academically required material that has been previously submitted in whole or in substantial part in another course, without prior and expressed consent of the instructor; (b) plagiarism: copying or receiving material from a source or sources and submitting this material as one's own without acknowledging the particular debts to the source (quotations, paraphrases, basic ideas), or otherwise representing the work of another as one's own; (c) cheating: receiving information, or soliciting information, from another student or other unauthorized source, or giving information to another student, with the intent to deceive while completing an examination or individual assignment; (d) falsification of academic materials: fabricating laboratory materials, notes, reports, or any forms of computer data; forging an instructor's name or initials; resubmitting an examination or assignment for reevaluation which has been altered without the instructor's authorization; or submitting a report, paper, materials, computer data, or examination (or any considerable part thereof) prepared by any person other than the student responsible for the assignment; (e) procurement, distribution or acceptance of examinations, laboratory results, or confidential academic materials without prior and expressed consent of the instructor.

All alleged cases of academic dishonesty are adjudicated in accordance with the Disciplinary Procedures for Academic Infractions, which are administered by the Vice Provosts for Undergraduate and Graduate Education. The policy is printed in the Undergraduate Catalog and the Graduate School Policies and Procedures or copies of the procedure are available from the Office of the Vice President for Student Affairs, Room 542 Capen Hall, North Campus.

B. Unlawful Sale of Dissertations, Theses and Term Papers

No person shall, for financial consideration, or the promise of financial consideration, prepare, offer to prepare, cause to be prepared, sell or offer for sale to any person any written material which the seller knows, is informed or has reason to believe is intended for submission as a dissertation, thesis, term paper, essay, report or other written assignment by a student in a university, college, academy, school or other educational institution to such institution or to a course, seminar or degree program held by such institution.

No person shall sell or offer for sale to any person enrolled in the State University of New York at Buffalo any computer assignment, or any assistance in the preparation, research, or writing of a computer assignment intended for submission in fulfillment of any academic requirement.

.....

Drugs and Narcotics
Possession without prescription of any narcotic, barbiturate, dangerous drug, or of most so-called "pep pills" and "tranquilizers" is contrary to federal and/or state law. Any student found to be in illegal possession of drugs must be reported to the appropriate civil authorities and may also be subject to disciplinary action by the University.

Smoking and Food Stuff
Smoking is prohibited in all University facilities except as posted. The possession of beverages and food stuff is prohibited in all areas so designated by the conspicuous posting of appropriate signs. These areas include, but are not limited to all classrooms, lecture halls, laboratories, hallways, the Katharine Katharine Katharine Cornell Theater and all University Libraries. All trash and garbage should be disposed of properly.

This section is to inform you on what ALL teachers in this school are expected to do, at the the very mimimum, in terms of teaching responsibilities in undergraduate courses. If a teacher does not meet these responsibilities and you are unhappy about it, then first complain to the teacher and if the teacher does not comply then complain to the Division of Undergraduate Education. (The Faculty/Staff  handbook is available on the web at the UB Wings site .)

III.E. Faculty Teaching Responsibilities
Adopted by the Faculty Senate April 1983

A Statement of Professional Responsibility for Faculty Members in their Relations with Students in Undergraduate Courses (lectures, recitations, seminars, laboratories, and clinical studies)

At the beginning of the course, each student should receive a course outline that clearly states the following:

1. Course Requirements. The anticipated number of papers and tests and any other requirements, such as homework, attendance, class participation, laboratory assignments, and clinical performance, that will count toward the final grade.

2. Academic Content. What the student will be held accountable for, including required readings, lectures, films, field trips, etc.

3. Grading Policy. How results from various requirements will be combined into a final grade: relative weightings, the degree of curving, and make-up policy for tests.

4. Office Hours. Specification of when and where the instructor is available for consultation each week.

During the semester, instructors are expected to conform to their initial course information (noted above), except as unanticipated circumstances require deviation, in which situations they should inform all students and provide an opportunity for discussion with students prior to making a final decision.

In addition, instructors will be expected to recognize the following policies as appropriate in class situations:

1. Criteria for the grading of papers should be made explicit before the paper is due; the formats for examinations should be made explicit prior to their administration.

2. All corrected papers and examinations should be available for review by students. If a student believes that an error has been made, he or she should be able to consult with the instructor and receive an explanation.

3. Classes are to meet at the time and on the campus listed in the SARA schedule, unless changed with the consent of the entire class.

4. Final examinations shall be offered as officially scheduled, not during the final week of classes.

5. Instructors are expected to meet classes on time and for the number of hours scheduled in SARA and to cover appropriate academic material.

6. Instructors should create an environment that discourages cheating on papers and examinations whenever possible.

7. Instructors should keep in mind their responsibility for assuring high academic standards in the work of students.

For further information, contact the Division of Undergraduate Education.....

 Current as of April, 1983.

Some of you reading this section are fortunate. You already know what your major course of study is and you are happy with it. However, there are also some among you who are still trying to figure out what to major in, or may be you are unhappy with your present majors and you don't know if you should change your majors. Then there are those of you who have decided to change your majors, but you have no idea what new majors you should now pursue. Perhaps, you are one of those who does not have a major yet and simply cannot come up with an appropriate major (you like everything; or you don't like anything). If you are among the latter group (that is, you don't have a major or you are intending to change your major) then you may wish to consider the following:

1. Choosing a correct major (a major that is appropriate for YOU!) very early on is extremely important, because not only will it most likely govern what you will do for the rest of your life, but at the more immediate level it may even determine whether you finish school at all! (I have come across quite a few cases where students chose inappropriate majors and they ended up dropping out of school-either because they could not handle the course work, or because they ran out of money after prolonging their studies by switching majors.)

2. A college education is a means to choosing what YOU want to do with the rest of your life. A career choice is usually not available to the vast majority of the population; for them, by and large, it is simply a matter of putting bread on the table. Regardless of what it is: driving school buses, or washing dishes, or picking up garbage, or welding parts in an auto plant, whatever it may be, they have to do it whether they like it or not. So, the bottom line is consider yourself privileged and choose for yourself what you would like to do. Remember also that for thousands upon thousands of years, until the beginning of the last century, almost everybody did what their parents did; they had no choice! So, appreciate the fact that you have choice by exercising it and not being pushed into doing what others (family, friends, counselors, etc.) think you should do.

3. Words are cheap. Who ever gives you advice (your parents, your advisor, friends, etc.) will not have to do all the school work that you will have to do. In other words, "words are cheap." The best thing, therefore, is to listen to yourself! For instance: are you sure that you can handle all the math, statistics, accounting, etc. you will need for the major your parents want you to go into? If you were not good at this stuff in high school, what makes you so sure that you can do it here in college? (Here is an example of my own experience: Some years ago I wanted to change my career and train to be a chef because I like cooking (for others). I find cooking exciting because it is a blend of science and art. But I soon discovered that to train as a chef you need math and accounting. I am not a math person. I am terrified of math! So, that quickly put to rest all my dreams of becoming a world-class chef.) In other words, whatever career you decide to go into, do it on the basis of whether you can handle the college courses required for that career IN TERMS OF GETTING GOOD GRADES ('A's).

4. Ask yourself this very basic question: what kind of person are you? For example: Are you a people person (do you like to work with people)? Are you a do gooder type of person (do you like to help people)? Are you a type of person who is patient with children (do you like to work with children)? Are you a materialistic type of person (do you want to make a lot of money so that you can live a materialistically rich lifestyle)? Are you a no-fixed routine type of person (do you like jobs that are not governed by the 9-5, Monday-Friday routine)? So, choose your career according to what kind of person you are. (Here is an example of my own experience: because I like work that requires dependence on the frequent appearance of the Muse, I simply cant handle a 9-5, Monday-Friday routine type of work. To me, it's like being in prison! [Question: what is the Muse?])

5. What ever career you would like to go into, do some research on it. (That is how, for example, I found out that you needed math and accounting to be a chef.) The best source of career information is a US Government publication called Occupational Outlook Handbook. This source is now also available on the web; just go to the web site, www.electricprint.com and go to the career/ employment page (after clicking on "information for the people").

6. Whatever you choose to do: do it with the idea that you are going to be the best in it. That is, that you will strive toward excellence, not mediocrity. As I have explained to you: the quality of of our lives is directly dependent upon each one of us striving toward excellence in whatever career we persue. This point is obvious when we have to have access to services of professionals such as doctors, lawyers, teachers, etc. (Think about this: regardless of in which building you are reading this document, you have not once worried about whether the building will collapse on you. Why? Because you have faith that all who were involved in putting it up-architects, builders, inspectors, etc.--did their best.) However, this point is not obvious (though it is just as relevant) when it comes to such other services as entertainment, sport, etc. In other words we all benefit when we all do our best. Never be happy with a B or a C grade; always try for an A grade at what ever you do. If you cant make an A grade, then at least you should feel satisfied that you tried your best.
 

1. Latest sleep research appears to suggest that:

• If you have difficulty sleeping then make sure that all lights are out in your room ONE to TWO hours before your intended sleep time. This means you have to lie in your bed in the dark. (Artificial lighting behaves like sunlight in that it wakens your body.)
• Lack of sufficient sleep effects your short term capacity to analyse and think.
• Restful sleep is best obtained by CONSISTENTLY sleeping and waking up at the same times EVERY DAY.

3. Latest brain research appears to suggest that your brain is capable of altering physically to accommodate new information and knowledge and accompanying thinking processes. Therefore don't give up easily when facing difficult learning material.

4. The best medicine for your brain (for the purposes of enhancing its ability to think and express itself) is lots of consistently REGULAR reading over your entire life span. The more you read the better it is for your brain.

5. If you do not eat for long periods of time during the day, then it is not a good idea to have a heavy meal just before you come to class. Rather, bring your food to class and eat during the class (as long as you do not disturb class mates and you do not leave behind a mess). A heavy meal before the class will induce sleep during the class. Check with your teacher first to see if he/she is enlightened enough to permit you to do this.

6. The cold weather by itself does not cause colds! It is your lowered body resistance to infection that leads to acqusition of colds. Lack of food and sleep combined with too much partying and/or work will lower body resistance.

7. While there is controversy over whether or not taking vitamin C has any positive effect in combating or dealing with colds, there appears to be some evidence that for some people small doses of additional vitamin C is not a bad idea. (It should, however, preferably be taken in its natural form: e.g. by eating citrus fruits, like oranges, grapefruit, etc.)

8. Unless you make up a time budget (even if you do not follow it religiously) you will always be behind work. People who do not make a time budget appear to consistently UNDERESTIMATE the time required to do a project.

9. Develop friendships in this class so that you can help each other with class work. Remember, I do not grade on a curve.

10. Do not skip classes--especially in this course!

11. If you are a first or second year student do not register for more than the 12 minimum required credit hours. You can increase your credit hours in later years when you have really come to know how to not only survive, but succeed in a research university.

12. Always delay taking your required courses for your major for as long as the regulations allow. This way you stand a good chance of obtaining good grades in these courses because by the time you do these courses you will have become an expert (hopefully) on handling academic work AT A RESEARCH UNIVERSITY. In the first few semesters concentrate on courses that are not required for your major, but are required for completion of your degree. Always remember: grades stay with you for the rest of your life. Having Cs, Ds and Fs on your transcripts is the best way of telling those who look at your transcripts that you do NOT have your act together. 

13. Learn to understand the difference between education and training. You are not here for "training" alone, you are here for an "education." Education is more than training: it encompases the total intellectual enhancement of a person. If that is not what you are here for, then you should have gone to a vocational school. When you graduate from a university, society expects you to emerge as a better human being, not just simply a well trained lawyer, doctor, engineer, etc.