Office Hours - Catalog of Student Questions, Issues, Problems
Response |
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| Where can I find a summary of all the course assignments and when they are due? | Look in the last section (Course Schedule) of the Course Syllabus. |
| I am having problems with the my group discussion board. When I click "Discussion Board" it says "13 messages", but when I click on that there are no messages posted. When I click on the archive (says 70 messages), there are also no messages posted. | You must have clicked on "View Unread Messages" at the top left to see only new, unread messages. Simply click on the link again (it's now called "View All Messages" to see the disappeared postings. |
| Can the quizzes be taken more than once? |
Assessment quizzes can be taken only once, but you can save your work and return to complete the quiz as many times as you desire before the due date. Remember, however, the quizzes will not be available after their due date (which is identified in the information for each module and in the Course Schedule in the Syllabus). |
| I am enjoying the information that I'm being exposed to in this course, but I think a lot is lost in this medium of exchange. I don't like online courses because it just seems a way for the university to save money by not having to hire more professors to teach an equivalent number of students. | Thanks for the comments. They are welcome now as well as at the end of the course. Some students clearly prefer the traditional classroom experience for courses. The approach now used for CHSC 400 is one that attempts to blend the best of online and classroom learning environments. By the way, online courses generally are not less costly to the university than courses taught in traditional formats. And the evidence on quality clearly shows that online courses can be just as good or as bad as courses offered in other formats. |
| I am using my netid and password, but I still cannot get into Blackboard! What's the problem? | There are three possible reasons why someone cannot access the UIC Blackboard system using their UIC netid and your password. EITHER (1) they have not activated their UIC computer account and established a common password OR (2) they have forgotten their password OR (3) the campus Blackboard System or the campus network is not working! The first problem is one that students must solve for themselves. (see information at the UIC Blackboard login site) The second requires help from the campus computer consultants. The third occurs on rare occasions and calls for a little patience and perseverance. |
| Where can I find the CHSC 400 course materials? | ALL course materials for CHSC 400 are available through the UIC Blackboard Learning System. You can log onto Blackboard, using your UIC netid and password, at the following URL: https://blackboard.uic.edu/webapps/login/ Inside Blackboard, you should select CHSC 400 which will take you to the CHSC 400 course site at which you will be able to access all course materials and discussion boards for the course. If you cannot access the UIC Blackboard system, review the information available through the UIC Blackboard login site. If you do not see the CHSC 400 course after you log into the Blackboard System, your name has not yet been added to the course roster (this may take a few days after you officially register for the course). |
| Should we use outside references and resources to respond to the exercises? | Feel free to bring in information from sources beyond the textbook and other resources identified in the course materials. Most of the exercises call for you to express your own thinking in response to the questions after considering information from the text, your own life and professional experiences, and other sources. |
| What is the appropriate word length for the conferencing exercises? | Most of the conferencing exercises can be completed in less than several hundred words. For each, we provide a suggested length based on our experience from previous semesters. |
| How do I communicate with instructors, participate in class discussions, and submit assignments? | Click on the links to the various assignments and discussion boards once you are inside the CHSC 400 Blackboard site. You can access course discussion boards via several paths. For example you can access all classwide discussion board via the Communication link in the course table of contents. You can also access a discussion board for a particular module from a link in that module's folder. There are several discussion boards used in CHSC 400. The Office Hours site is always available for course related problems, questions, and issues. There are also links to other conferencing sites for the various conferencing exercises. These links are activated only for students who are formally registered for CHSC 400. |
| What is a "netid" and how I do figure out what mine is? | All UIC students are automatically assigned a network identifier (netid) when they enter the university. For most students, the netid consists of the first letter of their first name followed by the first 5 letters of their last name (unless there are fewer than 5 letters in their last name) followed by a number. For example, Fred Smith might have the netid "fsmith8" and Mary Lee might have the netid "mlee6". Even if you don't think you have been assigned a netid by the university, you probably were! An easy way to check on whether you have one is to go the UIC web site and search for information on yourself as an individual. Just plug in your name at the "search for: Individuals" window at this link. |
| It takes a long time to load pages, what's happening? | If you are on a modem connection
....disconnect and redial....you may get a better connection.
If you are at work...see if the speed improves at another time that the day....your network may be very busy at certain times of the day. |
| Does Blackboard have a user's manual? | Yes, Blackboard has an online student users manual, which can be accessed via the Course Tools link inside the course Blackboard site. |
| Is there a way the computer can keep a list of all the items each student has handed in? | There is a gradebook feature of Backboard that keeps track of your scores and indicates (for the module exercises, conferencing exercises, other assignments, and the quizzes) when you have submitted something. You should review the online manual for Blackboard for more information on that feature. For participation in conferencing exercises, however, the gradebook will only show your score after it has been posted by your instructors. That is because your posting is made to a class discussion or conferencing board and these do not register in the assignment management system in the same way as the individual exercises and quizzes. You can "View Grades" via an option in the "Course Tools" feature or directly from the "My UIC" tab in Blackboard. |
| Where can I find more information to solve technical problems and issues? | For more information go to the UIC Blackboard login site or the UofI Online Support site or to the UIC-ADN site for important resources and information about the University's Computer Network. You will also find important information about the Network Services Kit that will allow you to connect to the UIC computer network. |
| Are there some general technical problem-solving tips that I will need for this course? | The Internet is a very dynamic
place with a variety of different browsers, various connection speeds
and sometimes just too many users. Because of these factors you should
always consider one or more of the following actions:
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| What grading criteria will be used to determine the possible group participation points for the semester? | Participation scores will be determined by the instructors based on several factors including the quality of the group products throughout the semester, self evaluations, and peer evaluations made by other group members. Group members who have not participated much during the semester risk having their scores for the group work products reduced at the end of the semester. |
| Our group has an extremely disparate degree of member participation. Two people are doing the vast majority of the work, several contribute something on occasion, and the rest have essentially not contributed at all. I know there is a vote at the end for group participation; however it seems inappropriate that these inactive members get any group points at all when they have done no work. Is there anything that can be done about this? | If someone has not been participating in the group, their scores for the exercises completed by the group will be reduced substantially at the end of the semester. |
| Should we include all group members names on our assignments even if some have not contributed at all to the group work product? Do you monitor the boards for individual participation? Or does everyone get the group grade when they state interest in a group regardless of participation level? | There is no need to list group members when group exercises are submitted. Everyone in the group gets the same score for the group product. But at the end of the semester each member will rate every other member's contribution to the group work over the semester and that rating will be used to determine an individual's score for the products submitted by the group (see the syllabus). |
| Just curious, what are you looking for in the conferencing exercises and the module exercises when you assign points? |
The criteria for the conferencing exercises, individual exercises and the groups exercises are similar and based on the extent to which they are submitted in a timely manner and respond in a clear and concise manner to the question with germane content that relates to the readings, course resources, and topics for that module of the course. Consistent use of resources above and beyond the basic readings and course materials and demonstration of critical thinking skills and/or inclusion of thoughtful insights will be viewed positively when submissions are evaluated. The exact scoring criteria are available through a link in the course syllabus. |
| I posted my response for the current conferencing exercise a few days ago, but it is not showing up in the gradebook. What's going on here? | The conferencing exercise submissions are not scored until after the due date. These are submitted to a public discussion board, so they need to be manually reviewed and entered into the gradebook (unlike the individual exercises which are submitted as private messages to your instructors and which may be scored even before their due date.) |
| How are quiz scores calculated? | Your quiz score is automatically entered for each student based on the actual number of points earned. Remember that each quiz can be taken only once, but you can save your work and return to complete the quiz as many times as desired before the due date. |
| For the module exercises, how do we know who the group leader is? Is it just the first person on the list? | Each group must determine how it will function. There are generally about 5 members in each group and there are 5 group assignments for the semester (Modules 2 through 6). The Module 6 group exercise is more extensive than the others. |
| How do I know which group I am in? | You can determine which group you belong to by clicking on the Groups feature inside each module or inside the Communication link in the course table of contents at the course Blackboard site. There you will find an active link to the group to which you are assigned (the sites will be underlined to indicate the active link). If you have indicated your interest in being in a group, but have not been assigned to one, contact the instructor. |
| Are logs of group chats retrievable? | See the Student Manual for Blackboard for information on this topic. The following is part of what is available in the manual: "Group Collaboration Sessions have Archive features available to Group Members. Session Archives allow users to review the discussions and questions raised during a Collaboration Session. Sessions are archived by date and the option to remove an archive is available. All Group members have an Instructor role in Group Collaboration Sessions; therefore, they can all access the Archive features." |
| How do I find my group work site and discussion board? | If you click on Groups link inside each module (also available via the Communication link in the course table of contents) at the course Blackboard site, the group you are in should be highlighted. You can communicate with your group mates and share drafts and files within your group's private work space. When you are finished there, one member of your group will post your group work product via the Group Exercise link in the folder for the module you are completing. Feedback for your group's submission will be provided on your group's discussion board. So go to the Group Boards site, scroll down, find your numbered group and join in the discussion! |
| Are groups expected to meet in person or online? Can I request to be part of a special group? How should my group be organized? | Although the course now offers a partly in-class format, we expect that most groups will still be conducting most of their business electronically. However, if a group (or a few members of a group) wish to meet in person -- that's fine, too. Please note, however, that we are trying to diversify the groups as best we can (different degree programs, different divisions, different majors within divisions, US and international students, different locations). As a result, don't expect requests to be grouped with designated others to be approved! Groups must organize themselves to carry out their work for the semester. This may mean rotating the task of coordinating the various activities. The group work space includes a chat feature and other resources for the group to use (see the Student Manual under the Course Tools link for more information on using these features.) |
| There were two individuals in our group who did not participate at all in the development and/or refinement of our slide presentation, even after a little friendly prodding. What are we all supposed to do about it? | Each group must work things out among themselves as best they can. Take a look at the group and grading issues sections of the frequently asked questions (FAQs) for past questions and responses on this delicate subject. |
| The submissions of many students exceed the suggested length and are excessively long. Are word limits being enforced in this course? | We have provided suggestions for the length of submissions, and those who choose not to be brief risk offending their peers and instructors. But we have no plans of enforcing strict word limits. |
| I don't understand the layout for the student grades---what do the symbols next to the numbers mean? |
The key for the scored assignments is as
follows:
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| What do you mean when you say an assignment is due anytime on or before a certain date? | Anytime on or before a certain date technically means anytime that day through 11:59 p.m. However, for practical reasons, and because we try to be as reasonable and accommodating as we can, we generally consider anything that arrives before about 6:00 a.m. on Friday as submitted Thursday night. |
| The instructor sent me a note indicating that my attachment could not be opened. Why did this occur? | There are many reasons why your instructors cannot open an attachment sent by a student. To prevent this, make sure that you (1) send either a Word or WordPerfect file; (2) keep the title short; and (3) don't include any symbols (such as # or %) in the title. Pay special attention to this third issue! |
| I attached the incorrect file to my Individual Exercise. Is there a way to fix this? I would like to post the correct information for evaluation. Please let me know if this is possible. | When this happens, alert your instructors via the Office Hours site or by e-mail and we can clear your submission and attachment so that you can re-submit the proper file. |
| Hi.
I am a bit confused as to how the learning activities work and how
they need to be completed for the class discussions (I am in the
blended section). It seems to be that answering the learning
activities is optional, but do all students need to have reviewed
those activities, taken notes on the answers, and read all of the
corresponding links in order to be able to fully participate in the
class discussion? Or are the learning activities more of a
supplement to the textbook readings? I guess I am wondering how
best I should use the learning activities for the in-class
discussions. Thanks! |
You are correct; the learning activities are extensions of the basic course content found in the text. The learning activities are designed to help students understand and apply the course content. Online students would do well to review as many as possible. Some of the optional learning activities may be the focus of the class sessions for the partly in-class section. We do not expect students to develop formal responses to all learning activities but students can earn bonus points for submitting a response to one of the learning activities for each module (this is optional and not required). |
| Can you clarify when we can send attachments and when we can't? | You may need to submit attachments for the module exercises since these tend to be long and the Blackboard system (and your browser) set limits on how much data can be transmitted via message boxes. When you do submit attachments, try to make the titles short and simple and please do no use any symbols such as # or % in them (these cannot be opened!) |
| Can I submit my assignments as attachments to an e-mail message to the instructor? | DO NOT attach your module exercises to an e-mail to your instructor. It should be submitted as an attachment at the link entitled "View/Complete" for the Module Exercises. Click on "View/Complete" and attach your document there to submit it. |
| Can we attend a state BOH meeting for this assignment or must it be a local board of health? | A state board of health is fine for these exercises. |
| Any information on
Oak Park Board of Health meetings? |
Former students report that Oak Park's Board of Health meets from 7:30-9:00 pm on Wednesday once a month. You will need to check on the exact date but these are popular with students who work during the day. |
| I am wondering if attending the Evanston Mental Health Board is sufficient for the requirement of attending a Board of Health meeting. I am asking because they meet every second Thursday of the month at 7 pm, a time that is much more convenient for me than the daytime meetings of the Chicago Board of Health. Please let me know if this alternative is alright. | The purpose of this activity is to better understand what official boards of health do. You should check to see if Evanston has a Board of Health (which they may not have) or another body that serves some of those public health functions (which may be the case). |
| Any information available
on upcoming Chicago Board of Health meetings? |
Former students report that the Chicago Board of Health can be contacted at (312)747-9817, and that they generally hold their meetings on the 3rd Wednesday of every month at 9 am (no evening meetings). Meetings begin promptly at 9 am in the Board Room, 2nd floor, 333 S. State Street (corner of State St./Van Buren or Jackson), DePaul Center, and are open to the public. The Chicago Board of Health usually ends meeting time by 11am. |
| Any information available
on upcoming Dupage County Board of Health meetings? |
Former students report that the Dupage County Public Health Department located on Wheaton will holds monthly meetings that begin at 6:00 pm. Interested students should call the day before in order to confirm whether the meeting will have a quorum (and therefore take place rather than be canceled). Telephone # 630-682-7400 contact with Ms. Gibson. |
| Researching when Board of Health Meetings are {and what are accessible within my full time work schedule and travel arrangements) shows the closest one to be at 9 am in the morning. If my full time work does not allow me to leave to attend, would it be possible to review the minutes from past meetings to fulfill this? Or there are some that are broadcast, would this fulfill this requirement? | The requirement is to attend one -- not to read about one. Reviewing past minutes is not acceptable. Some boards of health in the Chicago area have evening meetings. |
| Any information available
on Winnebago County Board of Health meetings? |
Former students report
the following information on the Winnebago County Health Department. 401 Division St. Rockford, IL 61104 Phone: 815-720-4000 These meetings are public and you generally do not need any special permission to attend. |
| I have looked everywhere
and called the California Department of Health and Human Services but
it looks like there is no state board of health in the state of California.
There is one in Nevada that I could attend but that would be a long drive. Is there
another board that California might have that I could attend that would
suffice? Good old California and its budget.
I am also having difficulty finding a board of health meeting that I can attend. I live in Los Angeles and the health commission at city of Los Angeles had one in January (already past) and next one is to be held in August. I have searched several mid-sized city around my house, but none of them have such a meeting as far as I have searched. I have emailed to county administrators to help me find one meeting that I can attend, but I am not sure. Are there any other options? |
This activity actually focuses
on local boards of health rather than state boards of health, but we
do permit the latter if necessary. Not all states have state boards
of health and not all local health departments have a local board of
health. You should find out what exists in California (or your state).
If there are no "official boards of health," you should identify
other bodies (advisory or otherwise) that carry out some of those roles.
Most good-sized counties and cities in California have local boards of health so
wherever you are, there should be one nearby. It might go by another
name. For example, San Francisco's is called the San Francisco Health
Commission but it is the equivalent.
|
What should I look for when I attend a Board of Health meeting? |
In preparation for attending
a Board of Health meeting, you should become familiar with what it is
and what it does. You should select a specific Board of Health and learn about its statutory responsibilities,
jurisdiction served, and the health department that it relates to. You
might be interested in how this board of health was established (resolution
or referendum) and how the board of health/health department relates
to the state health agency (for example, part of the state agency or
independent; certified or accredited by the state). When you attend the meeting, you should consider how it functions and what role or roles it plays in its jurisdiction. Pay special attention to authorities and roles that you attribute to that Board of Health based on what you observe at the meeting. Basically you will examining the question, "How does this Board of Health influence the health of the population within its jurisdiction?" |
| Maybe I'm missing something, but where exactly do we do a literature search on the National Library of Medicine website? When I click on the link, it gives me a variety of options, none of which look like what you're referring to. Which database do you want us to search? | Reviewing the information there should lead you to the PubMed search feature. |
|
I have tried to complete the "Orientation to Public Health"
online training on two different computers. Every time I get into
the program and click anything at all, it kicks me out of the program
into the logon screen. The message says that I have been inactive
for 20 minutes and need to re-login. If I re-login, it just keeps
happening. |
This problem can be resolved by directly accessing the URL for this orientation rather than going through Blackboard. Paste the URL into your browser. Apparently the time out message appears because there is no activity within Blackboard for more than 20 minutes. The URL to paste into your browser window is: http://www.nynj-phtc.org/orientation/ |
| Where do I find the assignments for the
first module? Are these the items under Module 1 in the Resources Catalog? |
The e-Classroom link will take you to all the materials, discussion boards, and assignments for each module of the courses. You will not find the directions for the Module 1 exercises in the Resources Catalog. |
| I am having a problem determining what is a health problem. I know it is supposed to have "measurable health status". In the example of heart disease, would heart disease be the health problem or would it be more specific, like myocardial infarction or in between like arteriosclerosis. In my mind, I see them all as measurable, except the MI is an event. The example of infant mortality, is confusing because death seems like an event. Death due to... Also in this example, I don't really see how infant mortality is a health problem. It is an outcome. So the outcome of arteriosclerosis could be heart disease or MI-or both. | The terms are defined in the text as well as in the glossary -- so there is no need to repeat that here. "Heart disease" could be considered a health problem but it is a somewhat vague concept until you determine what aspect of it is important and that you will measure (such as death rates in a specific target group). |
| In Module 2, could you please clarify the language in the exercise related to media coverage. The sentence beginning "Briefly describe why such.." is hard to comprehend. | I think you can take the phrase, "Briefly describe why such over- or under-coverage is important for any two of the causes" to mean "What are the important implications of such over or under-coverage for two of the causes?" |
| In the Module 2 Conferencing Exercise, please clarify options 1 and 2. For option 1, in arguing to use disease entities as the official cause of death, what other than disease entities can or should be listed as a cause of death? For option 2, are we arguing for the inclusion of underlying conditions leading to the cause of death IN ADDITION to the cause of death, which is how we currently sign death certificates? | You can approach these options in many different ways and using many different terms. Basically you should focus on whether it is more important and useful for deaths to be classified by diseases or contributing factors, however you define and use the terms or how many levels of causes you believe would be useful. |
Are underlying factors and underlying causes of death the same thing? In my epidemiology book a correct example of a death certificate includes rupture of myocardium as immediate cause, acute MI as underlying cause and chronic ischemic heart disease as underlying cause. Are the MI and ischemic heart disease also underlying factors? Or are underlying factors more like diabetes, smoking, etc? And does ischemic heart disease count as both a disease and an underlying factor? If so that would be a part of position A & B in the group exercise. |
These terms can be confusing and hopefully the various exercises in Module 2 will help clear up some of this confusion (especially the group exercise and module 3 conferencing exercise). For the moment, try to think of underlying causes as diseases or conditions that may be related to other diseases or conditions and underlying factors as various levels of risk factors that contribute to the existence of a disease or condition. In your example, ischemic heart disease could be an underlying cause while tobacco use, high cholesterol, etc. might be underlying factors. |
| I have accessed the IPLAN site and the Missouri site. I am wondering how much information you want regarding health status? There is a multitude of information available and I am not sure which area to focus on. | This exercise asks you to review the type of information and the features of the sites and to compare the two systems and comment on what you find most useful. |
| I've also been getting
similar problems with IPLAN. I've followed your directions, but when
I click on Search, it tells me that the server has timed out and is
probably too busy to fill my request. This happened with all the variables
I tried. Is it computer or program problems? |
The IPLAN server, like any server you may encounter on the Internet, may have temporary problems. My advice: try it again at a later date. If the server is down, it is generally only for a day or two. Sometimes this occurs over a weekend or holiday when staff are not available to reset the server. There are two lessons here: (1) be patient and (2) don't wait until the last minute to complete the exercises! |
| For two of the questions, you said to select a health problem (disease or condition) related to maternal and child health from the "Healthier Mothers and Babies" and "Family Planning" reports in the "Century of Progress in Public Health" case study. Does that mean that we need to select an issue from those reports (i.e. infant/maternal mortality, decreasing family size, etc) or just to select a health problem related to maternal and child health? Also, are we supposed to select one disease for maternal health and one disease for infant health, or one disease that affects both maternal and infant health? Thanks. | Any one health problem related to maternal and child health will do. |
| When attempting to
utilize the IPLAN site to review County X's report, I am obtaining a
"No report available" response consistently. Is this the purpose
of the activity or am I operating the site incorrectly? |
The IPLAN site has detailed instructions available there. You need to access the IPLAN data, select the county summary report option, then select County X and the most recent year (probably 2001) and the system will generate a summary report of various health status and risk indicators. |
| Why is the CDC not known as the
CDCP? |
CDC had been known as CDC for about 40 years before it added "and Prevention" to its title in the 1990s. The agency preferred to continue being known as "CDC" rather than "CDCP". The history of CDC is one of the case studies we use in Module 4. |
| I am confused about the difference between a referendum and a resolution in the context of our assignment researching how the board of health was started. Could you please clarify? | The civics lesson behind it is simple. A referendum is a matter that is voted on by the people in a jurisdiction. A resolution is a matter that is voted on by a legislative body. Some health boards and departments are created as a result of a referendum on the ballot. Others are established by the decision of a city council or county board of commissioners. |
| For the question about the "basis of tension," what do you mean? power struggle?? financial power?? vs. imposition of laws. | power struggle, source of conflict or disagreement, etc. |
| What do you mean by
"describe its statutory responsibilities" of the local board
of health. I am not to clear on this, so could you please explain it
further or perhaps give an example of these responsibilities? |
Statutory responsibilities are those duties that are mandated or authorized by legislation from whatever legislative body has jurisdiction over that agency. For a local health department that would include state laws enacted by the state legislature and local ordinances enacted by a county board or city council or some similar body. |
| A few of us have had difficulty with the Chicago Department of Public Health website, we are having problems getting the link to the clinical services, we've tried the past two days, any ideas? | One suggestion would be to look at information on CDPH programs and services that have working links. Perhaps other students in the course will offer other suggestions here. |
| Quick question ...I can't
read what expenditure four says...is it something like, "Assess
care"? |
You should be able to determine this from the list of essential public health services. It refers to the one that calls for: "Link people to needed personal health services and assure the provision of health care when otherwise unavailable." |
| I began the simulation program. Two problems: (1) It states that if I need to exit the program at any time it will automatically save it where I left off, and allow me to go back there upon my return. Well, after I exited, I went back into the program....but after clicking on "That's Me", it only took me to the beginning introductory page. Where did all my work go? (2) When I tried to read the reference book about the APEXPH (I know that's not exactly the right acronym but it's something like that), it tells me there is an error and it freezes up and won't go any farther. | This program does have some
small glitches that can be worked around by completing it all at one
time (not trying to save information) and by hitting the NEXT button
if it freezes when trying to access one of the resources. Even if you
do need to start over, you can move through the various steps pretty
quickly after the first time. As a former student reported, "Yeah, I quit in the middle once and it didn't save my info either. I also ended up repeating the program (entirely because I didn't write down all the info I needed right away (I figured I could go back with the previous button- I couldn't). Its actually not so bad to repeat, though. As for the freezing, the program did "freeze" a bunch of times with a light blue colored window when it was trying to (I think) list the next step of that APEX acronym. I hit the "next" button a few times and it moved forward. I don't think I missed too much because it always explained the step further as I moved along. Good luck!" |
| I am confused concerning
the question about what to at the 80% Achievement Level, and then at
the 40% Achievement Level. Is this a subjective evaluation on our part?
Or is this specifically addressed in the book? I'm a bit confused by
what this question is even asking. |
The question is pretty straightforward and suggests that you might do things differently if you were only achieving 40 percent of your target than if you were achieving 80 percent of your target. One seems to represent a more serious situation, necessitating more serious analysis and actions. |
|
I have tried to complete the "Terrorism, Preparedness and Public
Health: An Introduction" online training on two different computers.
Every time I get into the program and click anything at all, it kicks
me out of the program into the logon screen. The message says that
I have been inactive for 20 minutes and need to re-login. If I re-login,
it just keeps happening. |
This problem can be resolved by directly accessing the URL for this online training rather than going through Blackboard. Paste the URL into your browser. Apparently the time out message appears because there is no activity within Blackboard for more than 20 minutes. The URL to paste into your browser window is: http://www.ualbanycphp.org/learning/registration/detail_Terrorism.cfm |
CHSC 400 FAQs - last revised July 7, 2008 (bturnock)