2015–2016 Academic Calendar Macewan University
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Lethbridge College Love Stories 38 Full Circle: Applied Research Project 46
SPRING 2017 KODIAKS WIN NATIONAL CHAMPIONSHIP 6 LETHBRIDGE COLLEGE LOVE STORIES 38 FULL CIRCLE: APPLIED RESEARCH PROJECT 46 { A PUBLICATION OF LETHBRIDGE COLLEGE } Editor’s message As a dual Canadian and U.S. citizen, I love celebrating both Canada Day and that In features this issue, illustrations you will find by Brentthe whittled Bates, adown, graphic completely designer in Independence Day, Family Day and theunscientific college’s list Marketing of 60 great department. Lethbridge We College also hope people you in enjoy a story President’s Day, Labour Day and Labor the feature on Lethbridge College love stories – including the Day, and especially Thanksgiving in October and November. graduating class whose romance is as evident today as it was However, I do always get a bit melancholy on the fourth moretale of than Dick 50 and years Yvonne ago. Kerber, alumni from the college’s first Thursday of the 11th We’d love to hear your own stories – whether you met the Thanksgiving that I worked at the college was no exception. love of your life at college, or simply have a story to share about I mentioned this sadness month in eachpassing year, to anda colleague the first and American one a remarkable Lethbridge College person. Drop us a line at [email protected] or share your story on our social media using the hashtag #LC1957. Help us celebrate our paper,year later, turkey the decorationsmorning of theand next wishes American for a very Thanksgiving, happy Turkey 60th by sharing your memories of the people who made – and Day.I arrived My colleagues at work to had find stayed my desk late covered the night with before orange to decoratecrepe still make – the college the place it is today. -
Historical Brick Office Space
HISTORICAL BRICK OFFICE SPACE EDMONTON’S PREMIER OFFICE/RETAIL LIFESTYLE DEVELOPMENT The Edmonton Brewery District, the best attributes of a suburban office campus in a central location. 104 AVENUE & 121 STREET Building EDMONTON, AB 11 Suburban Office Campus in a Downtown Location OFFICE LEASE OPPORTUNITY Building 11 BEST OF EVERYTHING AMENITIES ABOUT EDMONTON - Downtown location and amenities - Countless retail amenities directly with suburban benefits on site, as well as in close proximity, BREWERY DISTRICT including restaurants, GoodLife Fitness, Loblaws City Market, Starbucks, Edmonton Brewery District offers a unique leasing EXPOSURE Davids Tea, Shoppers Drug Mart, opportunity through the provision of new retail and - High profile signage rights available commercial office space. Located at the intersection TD Bank, Ice District, & Arts District of 104th Avenue and 121 street, just minutes from the downtown core, the development offers... PUBLIC TRANSIT CREDIBILITY - Direct access to the future LRT - Proven, market leading multinational expansion line and major bus routes owners/developers/managers with long term holding perspective LEASING DETAILS PARKING: SIGNAGE: FINANCIAL PACKAGE: Up to 3.4 stalls per 1,000 sf leased Building and Pylon signage available Competitive offering; call for details (mix of surface & underground, at market rates) 2nd Floor: 3rd Floor: 4th Floor: 5th Floor: Up to 7,861 sf Up to 4,131 sf Up to 4,131 sf Up to 1,876 sf Must be leased together for 6,007 sf Exclusive Patio off 5th Floor Building AVAILABLE -
Cold Lake SPECIAL SERIES ACSW MEMBER INTEREST GROUPS
FEATURE ETHICS IN ACTION DIPLOMA DIALOGUES Shifting Practices: Innovative Disclosure of Confidential Practicum in the Social Work During COVID Client Information Time of COVID VOLUME 45 | ISSUE 3 FALL 2020 THE www.acsw.ab.caADVOCATEALBERTA COLLEGE OF SOCIAL WORKERS SOCIAL WORK WEEK PART TWO Cold Lake SPECIAL SERIES ACSW MEMBER INTEREST GROUPS Strengthen your practice and our profession Member Interest Groups serve as a meeting place to focus on and support common fields of social work practice, offering opportunities to network and share resources. Participation may support your learning plan and apply towards competency credits. Students are welcome. Consider joining your fellow social workers in a group that meets your interests! SOCIAL JUSTICE – CALGARY, EDMONTON, SOCIAL WORKERS IN HEALTH CENTRAL ALBERTA, FORT MCMURRAY This provincial group focuses on advocacy and These groups focus on social justice issues and resource sharing on issues related to social work advocacy related to poverty, family violence, practice in the health care system. Monthly disabilities, income support, sexual and meetings include presentations on health-related gender diversity, and international social topics. justice. Activities include hosting professional development events, attending rallies, and SEXUAL AND GENDER DIVERSITY engaging with various levels of government. This is a provincial group that focuses on facilitating networking, collaboration, and GERONTOLOGY – CALGARY, EDMONTON advocacy for LGBTQ2S+ social workers, while This group works to enhance gerontological promoting practical and positive action to support social work practice by addressing systemic social work practice. barriers that impact older adults. These groups offer networking opportunities, resource sharing RETIRED SOCIAL WORKERS – EDMONTON and organize professional development and This group offers an opportunity for retired social advocacy opportunities. -
The Druze: Culture, History and Mission
The Druze A New Cultural and Historical Appreciation Abbas Halabi 2013 www.garnetpublishing.co.uk 1 The Druze Published by Garnet Publishing Limited 8 Southern Court South Street Reading RG1 4QS UK www.garnetpublishing.co.uk www.twitter.com/Garnetpub www.facebook.com/Garnetpub blog.garnetpublishing.co.uk Copyright © Abbas Halabi, 2013 All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, without permission in writing from the publisher, except by a reviewer who may quote brief passages in a review. First Edition 2013 ISBN: 9781859643532 British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Jacket design by Garnet Publishing Typeset by Samantha Barden Printed and bound in Lebanon by International Press: [email protected] 2 To Karl-Abbas, my first grandson And the future generation of my family 3 Preface Foreword Introduction Chapter 1 Human geography Chapter 2 The history of the Druze, 1017–1943 Chapter 3 Communal and social organization Chapter 4 Traditional culture and the meaning of al-Adhā feast Chapter 5 Civil status law Chapter 6 The diaspora and cultural expansion Chapter 7 The political role of the Druze from independence to the present time Chapter 8 The Druze message: plurality and unity Summary and conclusion Appendix 1 The impact of European influences on the Druze community: “The new look” Appendix 2 Sheikh Halīm Taqī al-Dīn: a man of knowledge, -
Student Yearly Enrolment Track by Post-Secondary Institutions
Page 1 of 1 Student Yearly Enrolment Track By Post-Secondary Institutions The Student Yearly Enrolment Track table identifies where were the number of students in an institution (cohort size) who had valid enrolment records (full time/part time) in LERS for the cohort year and five years prior by institution. Lethbridge College 2017-2018 Student Cohort: 6,587 Post-Secondary Institution 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 Lethbridge College 268 441 773 1,514 3,060 6,587 Athabasca University Athabasca University 20 26 35 37 47 42 University of Alberta University of Alberta 13 9 12 9 8 3 University of Calgary University of Calgary 11 12 10 10 7 4 University of LethbridgeUniversity of Lethbridge 115 114 139 192 217 166 Alberta University ofAlberta the Arts University of the Arts 0 0 0 0 0 0 Grant MacEwan UniversityGrant MacEwan University 23 24 29 32 27 15 Mount Royal UniversityMount Royal University 19 20 27 16 12 3 Northern AlbertaNorthern Institute Alberta of Technology Institute of Technology 23 15 21 22 15 4 Southern AlbertaSouthern Institute Alberta of Technology Institute of Technology 38 43 43 48 43 15 Bow Valley College Bow Valley College 23 29 44 77 58 19 Grande Prairie RegionalGrande College Prairie Regional College 1 5 5 4 6 1 Keyano College Keyano College 2 5 6 8 0 1 Lakeland College Lakeland College 5 5 12 11 12 6 Lethbridge College - - - - - - - Medicine Hat College Medicine Hat College 27 29 40 51 42 12 NorQuest College NorQuest College 8 16 12 26 22 10 Northern Lakes CollegeNorthern Lakes College 1 3 5 3 0 0 Olds College Olds College 6 8 7 11 9 1 Portage College Portage College 3 3 0 1 2 1 Red Deer College Red Deer College 11 12 22 20 17 5 Ambrose University Ambrose University 0 0 0 0 0 0 Burman University Burman University 1 1 0 0 0 0 Concordia UniversityConcordia of Edmonton University of Edmonton 0 1 3 0 0 1 King's University, The King's University, The 0 0 0 0 2 0 St. -
Post-LPN BN Professional Practice (Clinical) Preparation Guide
Post-LPN BN Professional Practice (Clinical) Preparation Guide Post-LPN BN students registering in professional practice (clinical) courses must be prepared to demonstrate, at a minimum, the knowledge, skills, and clinical behaviours outlined in the College of Licensed Practical Nurses of Alberta, Competency Profile for LPN’s, 5th edition, February, 2020 Students are required to seek self-remediation as needed prior to registration in NURS 401, NURS 435, and NURS 437. Throughout the clinical courses, students (with guidance from instructors/preceptors) will be expected to progress toward meeting College and Association of Registered Nurses of Alberta, Entry-Level Competencies for the Practice of Registered Nurses (March 2019) Read this entire document prior to planning to register in clinical courses to understand all requirements. Note: A program GPA of 3.0 is required for all clinical courses. Students are responsible for: • meeting all deadlines • completing pre-requisite courses • earning a program GPA of 3.0 • submitting pre-requisite clinical placement documentation • reviewing Alberta Health Services (AHS) and other clinical placement agency modules; and • registering in clinical courses prior to deadlines. Clinical Courses Clinical courses are offered three times per year and are “paced” over a four-month period. A paced course means that students work together with set timelines and due dates to complete the course. One clinical course can be taken per term. • Fall term: September–December • Winter term: January–April • Spring term: April-July for NURS 401; May–August for NURS 435, 437, 441 NURS 401: Professional Practice with Adults Experiencing Health Alterations • An invigilated Medication Safety and Calculation Quiz must be successfully completed in the first month of the course, prior to the four-week clinical rotation. -
Sean Hannan 7-352H | Department of Humanities | Macewan University | City Centre Campus 10700 – 104 Ave
Sean Hannan 7-352H | Department of Humanities | MacEwan University | City Centre Campus 10700 – 104 Ave. | Edmonton AB T5J 4S2 | Canada [email protected] | (780) 292-1150 EMPLOYMENT Assistant Professor in the Humanities, MacEwan University (Edmonton), July 2016 - EDUCATION Ph.D. University of Chicago (Chicago, IL), 2016 Awarded with Distinction Discipline: Divinity (History of Christianity) Dissertation: “Belatedness: Augustine on Transformation in Time and History” Committee: Willemien Otten (Advisor); Jean-Luc Marion and David Nirenberg (Readers) Qualifying Exams (2012): Ancient Christianity (Margaret Mitchell); Medieval Christianity (Willemien Otten); Early Modern Christianity (Susan Schreiner); Philosophy of Religion – Kant through Heidegger (Jean-Luc Marion) M.A. University of Chicago (Chicago, IL), 2008 Discipline: Social Sciences (History) Thesis: “The Essence of Relation: Eternity and Trinity in Augustine’s De Trinitate” B.A. University of Alberta (Edmonton, AB, Canada), History (with Honors), 2007 Awarded with Honours Discipline: History Thesis: “The Specter of Theology in Husserl’s Phenomenology of Time-Consciousness” BOOKS Mysticism and Materialism in the Wake of German Idealism. Co-written with W. Ezekiel Goggin. London: Routledge, Under Contract. Reading Augustine: on Time, Change, History, and Conversion. Part of the Reading Augustine Series, edited by Miles Hollingworth. London: Bloomsbury, 2020. CO-EDITED VOLUMES Political Theology: Promise and Prospects. Edited by Willemien Otten, Andrea White, and Sean Hannan. In Preparation. Mystical Theology and Platonism in the Time of Cusanus. Edited by Jason Aleksander, Joshua Hollmann, Michael Edward Moore, and Sean Hannan. In Preparation. Augustine and Time. Edited by John Doody, Kim Paffenroth, and Sean Hannan. Lanham: Rowman and Littlefield, Under Contract. Hannan – CV June 2020 – 1 ARTICLES & CHAPTERS “Individuating Time: the Indivisible Moment in Augustine and Ancient Atomism.” The Unique, the Singular, and the Individual: the Debate about the Non-Comparable. -
Teacher Resources
PROMOTING SUCCESS WITH IMMIGRANT ARAB STUDENTS TEACHER RESOURCES PROMOTING SUCCESS WITH ARAB IMMIGRANT STUDENTS—TEACHER RESOURCES A AR-CMEF-4 2016 04 This resource has been prepared with funding assistance from Alberta Culture and Community Services Community Initiatives Program. Please copy freely and provide acknowledgement. The materials will also be available at the Canadian Multicultural Education Foundation website: www.cmef.ca. Canadian Multicultural Education Foundation PO Box 67231 Meadowlark Park Edmonton AB T5R 5Y3 Phone 780-710-9952 www.cmef.ca Alberta Teachers’ Association 11010 142 Street NW Edmonton Alberta T5N 2R1 Phone: 780-447-9400 www.teachers.ab.ca Published April 2016 Introduction This document was developed by Alberta teachers to assist classroom teachers and school administrators throughout Alberta to better understand the culture and needs of Arab immigrant students in their schools. This is the fourth resource in a series developed by the Canadian Multicultural Education Foundation (CMEF) in partnership with the Alberta Teachers’ Association. It is intended to promote the success of students from Arab immigrant families and strengthen school–community connections within the Arab community. Committee Members Ad Hoc Committee Member Richard Awid Andrea Berg (ATA executive staff officer) (retired teacher, CMEF board member) Project Editor Fatima Dayoub Adrienne Coull (retired teacher/consultant) (Edmonton Public School Board teacher) Lynn Farrugia (EPSB consultant) Series Editor Soraya Z Hafez (retired teacher) Earl -
Decolonizing Description at the University of Alberta Libraries
Unsettling Our Practices: Decolonizing Description at the University of Alberta Libraries Sharon Farnel, Denise Koufogiannakis, Ian Bigelow, Anne Carr-Wiggin, Debbie Feisst, Kayla Lar-Son, Sheila Laroque Edmonton, AB, Canada T6G 2R3 · We are located on Treaty 6 / Métis Territory. Truth and Reconciliation Commission of Canada Decolonizing Description Current Initiatives Working Group - The final report of the Truth and - Libraries, as sites of learning in “promote initiatives in all types of As part of UAL’s Academic Residency Program, Sheila Reconciliation Commission of and of themselves as well as key libraries to advance reconciliation Laroque has been hired to work on these recommendations of Canada (TRC) included 94 Calls to units within post-secondary by supporting the TRC Calls to - Fall of 2016, University of Alberta Libraries (UAL) the Working Group. Some of the things she is focusing on Action was released in 2015 institutions, have a responsibility Action and to promote collaboration struck a Decolonizing Description Working Group - These Calls to Action focus on the and opportunity to contribute to in these issues across the include: (DDWG) to investigate, define, and propose a plan of educational system, as it has reconciliation through Canadian library communities” (p. - Outreach with universities and institutions that have contributed to the negative collaborations and partnerships 1). action for how we could represent Indigenous peoples already begun or are doing similar work relationship between Indigenous - The Canadian -
Lethbridge College Annual Report 2006-07
Expanding our horizons Lethbridge College Annual Report 2006-07 Brand. New. Vision. Three words that can be read separately or as a definitive previous document. It formalizes the College’s long- Part of our strategic vision is to be recognized as one statement: Brand new vision. Either way, it’s an accurate standing involvement in the university transfer process; it of Canada’s finest comprehensive colleges providing world- reflection of what we’re all about at Lethbridge College. provides enabling language for Lethbridge College to class education and training through a commitment to We have been sweating the details and actively engaged deliver baccalaureate degrees in the future; and it promotes excellence and innovation. This past year saw us taking in a number of projects designed to move us forward from the concept of the College as a player in global education. affirmative steps in that direction. One of those steps was the launch of our 50th anniversary. the introduction of an early retirement plan. Other changes on campus are more immediately visible. Vision and innovation are the keys to our plans. Our The $11.4 million renovation of our Cousins Science Offering this program to qualified employees provided annual report touches on accomplishments of the past Centre building has created one of the most cutting- both recognition of their valuable contributions and a year and serves as a signpost on the path to our future. edge facilities of its kind in any post-secondary school in chance to manage staffing changes. A sizeable number Western Canada. Plans are in the works to update other of retirements are inevitable in the next few years as Some of our changes were accomplished thanks to facilities in the coming years. -
Academic Transformation Through
ACADEMIC TRANSFORMATION THROUGH EXCELLENCE IN TEACHING & LEARNING LETHBRIDGE COLLEGE ACADEMIC PLAN | 2017–2020 Excellence in Teaching ANDY BENOIT and Learning Council LEWIS CALLAHAN This council includes representation from the Lethbridge ERICA CORMACK College Students’ Association, Lethbridge College faculty, STUART CULLUM chairs, deans, and academic support staff. The following JENNIFER DAVIS JACKIE DOHERTY members played an instrumental role in developing the plan during the 2015-2016 academic year. LYNDA DUVAL KAREN HARKER KIRSTEN FANTAZIR DAWN KEITH GINA FUNICELLI TRUDI MASON RITA HALMA EMMERSON REYES JEFF HAMILTON CHRISTIE ROBERTSON MEL HAMILTON NANCY RUSSELL COURTNEY SLOMP BILL SMIENK RIKA SNIP MARTY THOMSEN SHAYLENE WALL KARLA WOLSKY Contents Overarching Goal 3 Guiding Principles 6 Process: How We Developed this Academic Plan 7 Academic Transformation 9 A Changing Landscape 11 Building on Our Strengths 13 Our Focus Areas for the Next Three Years 16 High Quality Curriculum and Pathways 17 Emerging Practices and Innovations in Teaching and Learning 19 Exemplary Learning Environments 21 Scholarship, Scholarship of Teaching and Learning (SoTL) and Applied Research 22 Academic Staff Professional Development 23 Systems and Processes 24 Adapting Our Organization to Meet the Challenge 26 Glossary 27 Resources 29 LETHBRIDGE COLLEGE ACADEMIC PLAN 2017–2020 | 2 This academic plan, Achieving Academic Transformation through Excellence in Teaching and Learning, is focused on student success. It is a framework designed to help all employees, -
Institution Student Enrolment Flow
Page 1 of 2 Institution Student Enrolment Flow This report provides the student enrolment data for public post-secondary institution(s) for a given academic year and student movement into, within and out of the institution(s). Ambrose University 2017-2018 A (Returning) E (Continuing On) CARU UU POLY 7 6 4 CARU UU POLY 70 8 5 From System to Institution (After Year Away) Continuing in the System CCC IAI 4 16 CCC IAI 10 424 TOTAL:Alberta 30University of the Arts TOTAL: 472 B (Continuing Into) CARU UU POLY 35 5 7 From System Ambrose University to Institution 701 CCC IAI 5 431 TOTAL: 458 C (New) G (Leaving) New to Institution Leaving the System TOTAL: 213 (Not in System for Prev. 6 Years) TOTAL: 229 A (Returning) Students that were not enrolled in 2016-17, but had an enrolment record at some point between 2011 - 2016 B (Continuing into) Students that were enrolled in the system in 2016-17 C (New) Students that had NO enrolment records in the previous 6 years (New to system) D (Student Cohort) Students enrolled full-time or part-time in the institution(s) in the cohort year (2017-2018) E (Continuing On) Students enrolled in an institution for the following year (2018-2019) F Students enrolled in an institution for the following year (2018-2019), and received a credential from Ambrose University in 2017-2018 G (Leaving) Students NOT enrolled at an institution in the following year (2018-2019) H Students NOT enrolled in an institution for the following year (2018-2019), but received a credential from Ambrose University in 2017-2018 Notes: 1.