Cdfs Syllabus

CDFS 21000
Introduction to Human Development

Fall 2009
Instructor: Charles A. Calahan, PhD, CFLE

Office: Fowler House, Room #208
Office Hours: By appointment (to fit your schedule) best made via email
Office Phone: 496-2106
Email: calahanc@purdue.edu
Graduate Teaching Assistant: Justin Briggs Graduate Teaching Assistant: Heather Smith
Email: briggsj@purdue.edu Email: hanspach@purdue.edu
Course Description:
“An introduction to the development of individuals from conception through adulthood and aging.
Physical growth, social and emotional behavior, cognitive and language development are covered.” -
http://www.courses.purdue.edu
This is a CFLE approved course:
This course helps to fulfill the requirements for the Certified Family Life Educator (CFLE) process.
Graduates of National Council on Family Relations (NCFR)-approved academic programs can apply for
Provisional Certification through an Abbreviated Application process. The CDFS Youth, Adult, and
Family Services (YAFS) option is such a program. CDFS 21000 is one of the options to satisfy the NCFR
Substance Area 3: Human Growth and Development. For more information about the CFLE
program, see your academic advisor or go to http://www.ncfr.org/cert/index.asp.
Class lectures are recorded using Boilercast providing both audio and video. Please see
http://www.itap.purdue.edu/tlt/BoilerCast/ Specifics, once available, will be provided in class.
“Twitter” is used in this course for class and group discussions. Specifics, once available, will be
provided in class.
Outcomes:
1. Students used knowledge and comprehension to recall their understanding of biosocial, cognitive, and
psychosocial human development from conception to death in on-line quizzes and exams on Blackboard.
2. Students used knowledge, comprehension, application, analysis, synthesis, and evaluation to explain,
demonstrate, identify, design, and evaluate their understanding of biosocial, cognitive, and psychosocial
human development from conception to death in video or field assignments both in and outside of class.
3. Students used knowledge, comprehension, application, and analysis to recall, describe, demonstrate,
and identify their understanding of biosocial, cognitive, and psychosocial human development from
conception to death on in-class discussions, exercises, and activities.
Required Textbooks:
Journey through the life span (4 DVD set). (2002), Worth Publishers, ISBN: 0-7167-5476-2, ISBN-13: 978-
0-7167-5476-3 Used: $24 New: $43
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Berger, Kathleen S. The developing person through the life span. (7thed. /2008),Worth Publishers. You
have four options
Option 1: Cloth Text, 667pgs. Option 2: Paper Text, 667pgs

ISBN: 0-7167-6072-X ISBN: 0-7167-6080-0
ISBN-13: 978-0-716-76072-6 ISBN-13: 978-0-716-76080-1
Used: $60 New: $131 Used: $66 New: $119
Option 3: Ebook online subscription

ISBN: 1-4292-2321-9
ISBN-13: 978-1-429-22321-8
Estimated Price: $56
https://purchase.bfwpub.com/purchase/transaction/transaction.php?productId=bergerls7e
Option 4: Ebook on-line activation code

ISBN: 1-4292-0995-X
ISBN-13: 978-1-429-20995-3
Estimated Price: $56
https://purchase.bfwpub.com/purchase/register/register.php?productId=bergerls7e
(Note: Please do not provide the instructor’s email address when signing up)
In addition, a few copies of Berger are on reserve in the Hicks Undergraduate Library:
Course Requirements:
• A CDFS 210 Student Contract signed and dated by the student is required by August 28, 2009.
• On-line pre-class chapter quizzes: Twenty-six chapter on-line quizzes are completed on Blackboard
before the assigned classes. Each is worth 10 points. These quizzes have 10 questions with a 20
minute time limit. They may be cumulative or include a few questions from previous chapters.
Each quiz may be taken up to two times, but since questions and answers are randomly assigned,
both quizzes are different. The highest score of two attempts is recorded. On-line chapter quizzes
may be taken as an open text book quiz and with a learning partner. Total pre-class chapter quiz
points = 260 or 22% of the total available points.
• On-line post lecture and chapter reading quizzes (PLQ): Twenty-six chapter on-line quizzes are
completed on Blackboard after the assigned lectures. Each post lecture and readings quiz is worth
15 points. They have 10 questions with a 20 minute time limit. Quizzes may be cumulative or
include a few questions from previous chapters. Each post lecture and chapter reading quiz may
only be taken one time. On-line post lecture and chapter reading quizzes may be taken as an open
text book quiz and with a learning partner. Total post lecture and chapter reading quiz points =
390 or 33% of the total available points.
• In-class activities (ICA): Classes include learning activities, discussion, or group exercises worth a
total of 100 points for the semester. Good to excellent work on activities receive full credit. Poor
and weak or incomplete work on activities receives zero points. Partial credit is NOT provided
unless IDP scoring is used. Total in-class activity points = 100 or 8% of the total available points.
• Out of class or hybrid assignments (HA): These in and out of the class room learning assignments
include 9 narrated video assignments and observation modules OR the option to complete an
entire field assignment. HA assignments are worth 20 points each. HA assignments must be
copied from the Student Workbook with clear and legible evidence of writing by students (not
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photo copied hand writing) or if re-typed, include the original questions from the Student
Workbook with your answers. Photo copied student writing is not acceptable. It would be wise to
use blue or red ink pens for writing. Identical, suspicious, or very, very similar work done by
students is not only unacceptable, it is considered to be academic dishonesty or plagiarism. Do not
show your work to another student! Do not share your work with another student! Do not ask to
see the work of another student! Do not copy the work of another student! Do not turn in work by
another student as your own! See Course Policy #2.
Good to excellent HA work will receive full credit. Poor and weak, incomplete, or unreadable HA
work receives zero points. Partial credit is NOT be provided. ALL field assignments must be typed.
Good to excellent and complete field assignment work receives full credit. Poor and weak or
incomplete or non-typed field assignment work receives zero points. Partial credit is NOT
provided. Total in and out of class or hybrid learning assignment points = 180 or 15% of the total
available points.
• On-line exams and final exam: There are 5 exams, each with 40 questions worth 40 points and 75
minutes time limit, and the final exam is worth 70 points. Exam questions come from the required
reading and class time. All exams may be taken as an open text book quiz and with a learning
partner. Total exam and final exam points = 270 or 23% of the total available points.
Grading Criteria:
Pre-class chapter reading quizzes 26 @ 10 points each 260

Post lecture & chapter reading quizzes (PLQ) 26 @ 15 points each 390
HA assignments 9 @ 20 points each 180
In-class activities (ICA) 100 points total 100
Exams 5 @ 40 points each 200
Final exam 1 @ 70 points 70
Total possible points 1200
1200 to 1164 points (97%) = A+

1163 to 1116 points (93%) = A
1115 to 1080 points (90%) = A-
1079 to 1044 points (87%) = B+
1043 to 996 points (83%) = B
995 to 960 points (80%) = B-
959 to 924 points (77%) = C+
923 to 876 points (73%) = C
875 to 840 points (70%) = C-
839 to 804 points (67%) = D+
803 to 756 points (63%) = D
755 to 720 points (60%) = D-
719 points and below = F
Course Policies:
1. This course uses plus minus grading (see “Grading Criteria” above). This course is not offered as a
pass/fail option.
2. All assignments and in-class quizzes must be the original work of the student. Plagiarism,
cheating, or ghostwriting may result in failure of the assignment or even the course and other
administrative actions. Please refer to the student code of honor and regulations governing student
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conduct and disciplinary proceedings in the University Regulations handbook for an explanation of
student expectations and penalties. Please see
http://www.purdue.edu/univregs/pages/stu_conduct/stu_conduct.html
Students are permitted to work with other students on out of class assignments but each student
is required to complete their own assignment independently and turn in their own original work.
Identical, copied work or suspicious as in very, very similar work is not accepted and is considered
to be plagiarism, cheating, or ghostwriting and may result in failure of this course.
Be sure your name is on your assignment. Assignments without a name receive zero points.
When students work on assignments together they EACH need to turn in their own assignment
and BOTH or ALL students are required to make a note on their assignment next to their name
listing BOTH or ALL the names of the other students who were learning and working together
with them on this same assignment. Again each student must turn in their own individual
assignment that is distinctly their own work. Failure to do so may result in zero points or failing
the course.
Do not show your completed assignment to another student! Do not share your completed
assignment with another student. Do not ask to see the completed assignment of another student!
Do not copy the completed assignment of another student! Do not turn in work by another student
as your own! Placing another students name or ID number on an assignment is not acceptable
when the student is not present for the entire assignment or class and may result in failure of this
course for BOTH students. All of which may result in failing this course.
3. Participation in class and class discussion is an important part of learning. Students asking,
contributing, and sharing are powerful in the teaching and learning process. Please be considerate
of another person’s question, viewpoint, and opinion, especially if it differs from your own. A vital
part of your university experience is the opportunity to develop understanding and skills in how to
interact with diverse people. If something offends you, please respond in a gracious, courteous, and
appropriate manner.
4. We use “Twitter” for discussion purposes in this class. Please be sure your posted comments are in
good taste, respectful, and worthwhile. Inappropriate or distasteful posted comments may result in
dismissal from the class for all students directly or even if indirectly involved.
5. You are in control of how much you share about your own experiences. You do not have to be self-
disclosing if you do not want to be. Your grade does not depend on revealing personal material.
You can always opt to apply concepts and theories or assignments to fictional persons or families
or families you have observed if you do not wish to discuss yourself or your own family.
6. Be sure to read the assigned reading and complete the required on-line pre-class chapter quiz prior
to coming to class. All quizzes must be properly completed, submitted, scored, and recorded before
the deadline. Sorry, no exceptions & no extensions!
7. Be sure to complete the required on-line post lecture and reading quiz prior to coming to the
following class. All quizzes must be properly completed, submitted, scored, and recorded before the
deadline. Sorry, no exceptions & no extensions!
8. Be sure to complete the exams and the final exam prior to the deadline. All exams and the final
exam must be properly completed, submitted, scored, and recorded before the deadlines. Sorry, no
exceptions & no extensions!
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9. We treat all class discussion, activities, assignments, and exercises as confidential. We do not
share information from class time or exercises with anyone else unless ethically or legally
obligated to do so
10. Students are responsible for adapting to any announcements made in class by the instructor
concerning changes in schedule, due dates, exams, and etc. Please check your Blackboard course
site email daily. If there is an important message to get to you quickly, we will email you via
Blackboard course site. You can set your Blackboard account to forward email messages to your
preferred email address but this is forwarding only. You can not reply to these forwarded
messages.
11. Classroom disruptions, demonstrations of disrespect, and acts of discourtesy hinder the teaching
and learning process and will not be tolerated. Unacceptable conduct, including posted discussion
items, may result in a lower grade, dismissal from the class, and/or failure of the course.
12. Students with a disabling condition may require special arrangements in order to meet course
requirements. These students should contact the instructor by the third day of class to make
necessary accommodations. Students must work with the Dean of Students’ Office in order to
receive special accommodations in this class.
13. Assignments are due in class as hardcopies on the due date given in the syllabus or specified by
the instructor. Late assignments are not be accepted. You may turn assignments in early or have
another student turn your assignment in for you. Electronic copies are not accepted. On-line
chapter quizzes, exams, and the final exam must be properly completed, submitted, scored, and
recorded before the deadline. Sorry, no exceptions & no extensions!
14. It is up to the student to check and make sure technology problems have not occurred. When
taking quizzes or exams on Blackboard, students need to verify scores were properly completed,
entered and recorded on Blackboard. Failure to do will mean a zero score for that quiz or exam. All
students have access to ITAP supported computer labs on campus. Ninety-nine percent of the
technical problems in this course are due to students insisting on taking quizzes or exams on a
non-ITAP supported PC. If you chose to use a personal, off-campus system and/or Internet
provider, you do so at your own risk.
15. In this course, as in the entire University, racism, sexism, anti-Semitism, and other forms of
prejudice will not be tolerated! If you believe your instructor has exhibited any form of prejudice,
first bring it to his or her attention. If you feel you have been the victim of prejudice and have been
harmed as a result of this event, you may take the following courses of action: (a) talk with your
instructor, (b) talk with another professor you trust or the CDFS Department Head, (c) talk with a
counselor in the CFS Student Services Office or your own department, and/or (d) talk with a
counselor in the Dean of Students’ Office
16. In this course we will discuss a variety of topics that are important to human development, to
families, and to relationships. Some of these topics may touch on things you are thinking about in
your own personal life, and you may want to talk to someone in more depth. We encourage you to
explore these issues. The following are potential contacts: The Individual, Couple, & Family
Therapy Clinic at 494-2939, The Crisis Center at 742-0244, Counseling and Psychological Services
at 494-6995, and The Counseling Center at 742-4848.
17. We rely on you to let us know if you are having difficulty in this class. If you are struggling in
understanding the text, class lectures, class presentations, class discussion, assignments, quizzes,
exercises, or the syllabus, please contact the instructor early in the semester.
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18. This course and its grading operate under a policy of non-entitlement. This means students are not
automatically entitled to a better grade, an excused absence, extra credit, make-up opportunities,
or other special considerations due to a unique or unusual situation. Please note that the phrase
“not fair” is often expressed when a student is not given what the student wants. It is the policy of
this course to be fair. In this case, being “fair” is defined and operationalized as the policies and
principles are applied the same to everyone.
19. Please check your CDFS 21000 Blackboard grade book for your grades. If a grading question or
score entry error occurs, students have up to seven days from the date the grade is posted to bring
it to the attention of the instructor or teaching assistant. After 7 days students may not question
or appeal the grade. Posted grades MAY be removed from view on Blackboard after the 7 day time
limit.
20. The grade book in Blackboard is the official grade book. Students’ records or Excel files can be
helpful, informative, and of value but are still not the official grade book.
21. When completing “bubble sheets,” students are required to properly enter their correct Purdue
student identification number and both names to receive the points allocated to the assignment or
assessment. Entering the correct ID number and both names includes properly filling in the
bubbles on a scanned bubble sheet. Incorrect or incomplete ID numbers or names will result in
zero points for the assignment or assessment.
22. In case of a pandemic, natural, or manmade disaster or emergency the requirements, schedule,
expectations, and grading of this course may be adjusted. If possible, the adjusted course
requirements and schedule will be communicated to you via email within Blackboard.
23. Students are expected and required to complete the assigned reading and quizzes or exams before
the deadlines. Do not make it a habit to take quizzes or exams at the last minute. Additional
opportunities to complete quizzes or exams will not be provided. It is a professional and life skill to
complete tasks according to a required timeline and schedule.
24. Students are encouraged to strive for excellence therefore good to excellent work will receive full
credit. Poor, weak, copied, incomplete work, or failing to follow directions results in zero points.
Partial credit is NOT provided unless IDP scoring was used. Remember, names on assignments
are required to receive credit. Students receive zeros when their names are missing or not legiable.
25. I regret not having the resources to allow students to see answers to the quiz or exam questions or
even to see which items they missed. The test banks are too small to permit what both students
and the instructor would prefer.
26. Please realize I do not normally check or respond to email late at night or over the weekend. If you
email me over the weekend I will respond the first or second day of the new week. Most questions
are answered in the syllabus. If this is the case, I may not respond to your emailed question or I
will refer you to syllabus.
27. With the 2008, seventh edition of Berger, we have a test bank which includes up to 3000 chapter
quiz items. These items have been reviewed, re-reviewed and triple checked. However, the odds
are a few errors will still occur. Quiz items are evaluated psychometrically after each semester and
weak items are edited or deleted. Students are provided with bank account points to cover the
remote chance they will encounter an occasional incorrect or weak item.
28. We welcome the responsibility to create opportunities for you to learn. If you have suggestions or
criticisms, please share those with us. We do not promise to implement what you suggest or to
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change what you criticize but we do promise to listen and to consider them. Our goal is to make
this course a rigorous, pragmatic, and rewarding learning experience for you.
Meeting Course Outcomes:

For the fall 2008 semester, students responded to meeting the following course outcomes.
1. Ninety-eight percent responded positively while 2% were “undecided” and 1% negatively answered to,
“In CDFS 210 I used knowledge and comprehension to identify my understanding of biosocial, cognitive,
and psychosocial human development from conception to death in on-line chapter quizzes on Blackboard.”
2. Ninety-three percent responded positively while 4% were “undecided” and 3% negatively answered to,
“In CDFS 210 I used knowledge, comprehension, application, and analysis to explain my understanding of
biosocial, cognitive, and psychosocial human development from conception to death in video or field
assignments outside of class.”
3. Eighty-six percent responded positively while 10% were “undecided” and 4% negatively answered to,
“In CDFS 210 I used knowledge, comprehension, application, and analysis to identify my understanding of
biosocial, cognitive, and psychosocial human development from conception to death on in-class quizzes and
activities.”
Course Outcomes Contributing to the Competencies of the College of Consumer and Family
Sciences
(D) = in Depth, (R) = by Review, and (I) = as Introduction

Social and Behavioral Science: CFS graduates are knowledgeable about and apply and/or demonstrate an
understanding of scientifically-based information about human development, relationships, and consumer
behavior in a variety of settings. Outcomes: 1 (D), 2 (D), & 3 (D)
Social Ethics: CFS graduates are knowledgeable about and apply principles and concepts of ethical
behavior in a variety of settings Outcomes: 1 (I), 2 (I), & 3 (I)
Oral and Written Communication: CFS graduates are knowledgeable about and effectively apply oral and
written communication skills in a variety of settings. Outcomes: 2 (R) & 3 (I)
Culture and Diversity: CFS graduates are knowledgeable about race, ethnicity, gender issues, cultures,
and other diversities, and apply and/or demonstrate what it means to have a global perspective in a
variety of settings. Outcomes: 1 (I), 2 (I), & 3 (I)
Conceptual and Critical Thinking: CFS graduates are knowledgeable about and apply and/or demonstrate
critical thinking, using the required analytical and decision-making tools for producing solutions in a
variety of settings. Outcomes: 1 (I), 2 (D), & 3 (D)
Technology: CFS graduates are knowledgeable about, integrate, and apply technology in a variety of
settings. Outcomes: 1 (R), 2 (R), & 3 (R)
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Class Schedule:
Week Date Required Reading & Deadlines Assignment
#1 8/24 Introductions
8/26 Course Orientation
8/28 Chapter 1: Introduction to Development

• Pre-Class Quiz Chapter 1 due by 8:30 am
• Signed Student Contract due by 9:20 am
#2 8/31 Chapter 2: Theories of Development

• Post Lecture Quiz Chapter 1 due by 8:30 am
9/2 Chapter 3: Heredity & Environment

9/4 Exam 1: Chapters 1-3 due 9/6 by 11:30 pm
#3 9/9 Chapter 4: Prenatal Development & Birth

9/11 Special Topic: Pregnancy & Birth HA1: Birth in Student Workbook - A. Narrated Video
Assignment (DVD 1) and B. Observation Module
Assignment (DVD 3) on pp. 3 & 4 OR Field Assignment
on p. 5
8
#4 9/14 Chapter 5: The First Two Years – Biosocial

• HA1 due by 9:20 am
9/16 Chapter 6: The First Two Years – Cognitive

9/18 Special Topic: Early Infancy HA2: Early Infancy in Student Workbook - A. Narrated
Video Assignment (DVD 1) and B. Observation Module
Assignment (DVD 3) on pp. 6-8 OR C. Field Assignment
on p. 9
#5 9/21 Chapter 7: The First Two Years – Psychosocial

9/23 Chapter 8: The Play Years – Biosocial

9
#6 9/28 Chapter 9: The Play Years – Cognitive

9/30 Chapter 10: The Play Years – Psychosocial

10/2 Special Topic: Infants & Toddlers HA3: Infants & Toddlers in Student Workbook -
A. Narrated Video Assignment (DVD 1) and B. Observation
Module Assignment (DVD 3) on pp. 10-15 OR C. Field
Assignment #1 & 2 on pp. 15 & 16
#7 10/5 Chapter 11: The School Years – Biosocial

10/7 Chapter 12: The School Years – Cognitive

10/9 Special Topic: Early Childhood HA4: Early Childhood in Student Workbook -
Assignment #1 & 2 on pp. 22-24
#8 10/14 Chapter 13: The School Years – Psychosocial

10/16 Special Topic: Middle Childhood HA5: Middle Childhood in Student Workbook -
Assignment #1, 2 & 3 on pp. 30-32
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#9 10/19 Chapter 14: Adolescence – Biosocial

10/23 Chapter 15: Adolescence – Cognitive

#10 10/26 Chapter 16: Adolescence – Psychosocial

10/28 Chapter 17: Emerging Adulthood – Biosocial

10/30 Special Topic: Adolescence HA6: Adolescence in Student Workbook - A. Narrated Video
Assignment (DVD 2) and B. Observation Module Assignment
(DVD 4) on pp. 33-37 OR C. Field Assignment #1 & 2 on p. 38
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#11 11/2 Chapter 18: Emerging Adulthood – Cognitive

11/4 Chapter 19: Emerging Adulthood – Psychosocial

11/6 Special Topic: Early Adulthood HA7: Early Adulthood in Student Workbook -
#12 11/9 Chapter 20: Adulthood – Biosocial

11/11 Chapter 21: Adulthood – Cognitive

#13 11/16 Chapter 22: Adulthood – Psychosocial

11/18 Chapter 23: Late Adulthood – Biosocial

11/20 Special Topic: Middle Adulthood HA8: Middle Adulthood in Student Workbook -
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#14 11/23 Chapter 24: Late Adulthood – Cognitive

• HA 8 due by 9:20 am
#15 11/30 Chapter 25: Late Adulthood – Psychosocial

12/2 Epilogue: Death and Dying & Appendices A-C

• Pre-Class Quiz Epilogue due by 8:30 am
12/4 Post Lecture Quiz Epilogue due 12/4 by 8:30 am

Exam 5: Chapters 22- Epilogue due 12/6 by 11:30 pm
#16 12/7 Special Topic: Late Adulthood HA9: Late Adulthood in Student Workbook - A. Narrated
HA9 Narrated Video Assignment Video Assignment (DVD 3) and B. Observation Module
Assignment (DVD 4) on pp. 50-53 OR C. Field Assignment #1
& 2 on pp. 53 & 54
12/9 Special Topic: Late Adulthood
HA9 Observation Module Assignment
12/11 Semester Summary

• HA 9 due by 9:20 am
#17 12/14-19 Final Exam Week: The deadline for the CDFS 21000
final exam will be announced to the class after it is
scheduled by the university.
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CDFS 21000

Introduction to Human Development

Instructor: Charles A. Calahan, PhD, CFLE

This is a CFLE approved course:

Option 1: Cloth Text, 667pgs. Option 2: Paper Text, 667pgs

Option 3: Ebook online subscription

Option 4: Ebook on-line activation code

Pre-class chapter reading quizzes 26 @ 10 points each 260

1200 to 1164 points (97%) = A+

Meeting Course Outcomes:

(D) = in Depth, (R) = by Review, and (I) = as Introduction

Week Date Required Reading & Deadlines Assignment

8/26 Course Orientation

8/28 Chapter 1: Introduction to Development

#2 8/31 Chapter 2: Theories of Development

9/2 Chapter 3: Heredity & Environment

9/4 Exam 1: Chapters 1-3 due 9/6 by 11:30 pm

#3 9/9 Chapter 4: Prenatal Development & Birth

#4 9/14 Chapter 5: The First Two Years – Biosocial

9/16 Chapter 6: The First Two Years – Cognitive

#5 9/21 Chapter 7: The First Two Years – Psychosocial

9/23 Chapter 8: The Play Years – Biosocial

9/25 Exam 2: Chapters 4-8 due 9/27 by 11:30 pm

#6 9/28 Chapter 9: The Play Years – Cognitive

9/30 Chapter 10: The Play Years – Psychosocial

#7 10/5 Chapter 11: The School Years – Biosocial

10/7 Chapter 12: The School Years – Cognitive

#8 10/14 Chapter 13: The School Years – Psychosocial

#9 10/19 Chapter 14: Adolescence – Biosocial

10/21 Exam 3: Chapters 9-14 due 10/25 by 11:30 pm

10/23 Chapter 15: Adolescence – Cognitive

#10 10/26 Chapter 16: Adolescence – Psychosocial

10/28 Chapter 17: Emerging Adulthood – Biosocial

#11 11/2 Chapter 18: Emerging Adulthood – Cognitive

11/4 Chapter 19: Emerging Adulthood – Psychosocial

#12 11/9 Chapter 20: Adulthood – Biosocial

11/11 Chapter 21: Adulthood – Cognitive

11/13 Exam 4: Chapters 15-21 due 11/15 by 11:30 pm

#13 11/16 Chapter 22: Adulthood – Psychosocial

11/18 Chapter 23: Late Adulthood – Biosocial

#14 11/23 Chapter 24: Late Adulthood – Cognitive

#15 11/30 Chapter 25: Late Adulthood – Psychosocial

12/2 Epilogue: Death and Dying & Appendices A-C

12/4 Post Lecture Quiz Epilogue due 12/4 by 8:30 am

12/11 Semester Summary

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