Fair grading is modeled on two fundamental principles. The first principle is that grading should be impartial and consistent. The second principle is that a fair grade should be based on the student’s competence in the academic content of the course. I derive corollary principles of fair grading from these two basic principles and use them to evaluate common grading practices. I argue that exempting students from completing certain grade components is unfair, as is grading on attendance, class rank, deportment,tardiness, (...) effort, institutional values, moral virtues such as cheerfulness and helpfulness, and other non-course-content criteria. (shrink)

PARC is an "appended numeral" system of natural deduction that I learned as an undergraduate and have taught for many years. Despite its considerable pedagogical strengths, PARC appears to have never been published. The system features explicit "tracking" of premises and assumptions throughout a derivation, the collapsing of indirect proofs into conditional proofs, and a very simple set of quantificational rules without the long list of exceptions that bedevil students learning existential instantiation and universal generalization. The system can be used (...) with any Copi-style set of inference rules, so it is quite adaptable to many mainstream symbolic logic textbooks. Consequently, PARC may be especially attractive to logic teachers who find Jaskowski/Gentzen-style introduction/elimination rules to be far less "natural" than Copi-style rules. The PARC system is also keyboard-friendly in comparison to the widely adopted Jaskowski-style graphical subproof system of natural deduction, viz., Fitch diagrams and Copi "bent arrow" diagrams. (shrink)

A book combining theories and practice of ethics in the practice of criminal justice.