Most universityies insist that each professor should make available to the students a syllabus of the course. That syllabus should include such information as an outline of the course topics, a listing of necessary assignments, a schedule of test dates, and the grading policy. Why? The syllabus serves as an ‘offer’ between the student and the professor. A syllabus does not remove the student’s responsibility for attending class sessions, nor does it constrain the professor from changing the specific elements of the syllabus.

By the way: If your assignment is not typed, do not bother handing it in to me.

What information must be cited? There is no need to cite facts deemed ‘common’ knowledge. How do we define common knowledge? If the ‘common’ person knows it as a fact, then it is common knowledge. However, there are two exceptions to this rule: if your entire argument centers on a fact, or if the fact is contentious in the discipline (though not contentious to the common person). In both of these cases, cite the fact. It is better to over-cite than under-cite.

Wikipedia is a wonderful encyclopedia, and Dictionary.com is a fantastic dictionary—both are available online 24/7/365. However, neither are acceptable sources for any work you do in this course. The reason Wikipedia is not acceptable is identical to the reasons encyclopedias are not, in general, acceptable: they are excellent tertiary sources. A primary source is a first-hand account of an event. A secondary source is an analysis using primary sources. A tertiary source is summary or compilation of primary and/or secondary sources. Each level we move out introduces inaccuracies and blurring of the differences between terms and theories within the discipline. Encyclopedias are tertiary sources. As such, they give good, general, broad background on items, but do not successfully distinguish the finer shades of meaning so necessary in understanding the material. This is also the reason general dictionaries are not acceptable in research: the audiences are the general public, not students like you. As such, words are used in different ways than we use them in the discipline.

For each simulation year, you need to include the following information in an easy-to-read format: Name; State; Current Year; Current rank; Annual profit from last year; Starting funds for this year (Current cash-on-hand); Total number of ships owned; Total number of ships you will send out this year; Price of fish; Number of fish caught; Total number of ships everyone sent out last year; US$ value of one of your currency; The change from last year (also in US$); Your current strategy; How well you think your strategy is working; Your new strategy, if you are going to change; and Your reflections on how this simulation applies to the current topic in class.

While you may order this information however you wish, I have provided a link to the template I used. Remember, I will grade this (partly) on how good it looks to me.

To encourage all of you to learn the locations of the states and of important bodies of water, I will give several map quizzes throughout the semester. Only the scheduled map quizzes will count; however, I will give more quizzes to give you direct feedback on how well you know the maps.