Lasertripsy for the Controlled Coarse Fragmentation of Urinary Tract Stones
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Anthropology (Ant) 101 Introduction to Anthropology General Elective S1 902 102 Intro to Cultural Anthropology Anth 220; Society & Culture S1 901N
MORTON COLLEGE CATALOG YEAR: 2019–2020 NIU CATALOG: 2021–2022 DATE: JULY 2021 CALENDAR: SEMESTER AA/AS DEGREES: 62 HRS PAGE 1 of 8 EFFECTIVE FOR COURSES TAKEN FALL 2021, SPRING 2022, AND SUMMER 2022 COMMUNITY COLLEGE COURSE NUMBER/TITLE NIU EQUIVALENT IAI CODE ANTHROPOLOGY (ANT) 101 INTRODUCTION TO ANTHROPOLOGY GENERAL ELECTIVE S1 902 102 INTRO TO CULTURAL ANTHROPOLOGY ANTH 220; SOCIETY & CULTURE S1 901N ART (ART) STUDENTS RECEIVING ART STUDIO (ARTS ELECTIVE) CREDIT FOR COMMUNITY COLLEGE COURSES ARE ENCOURAGED TO SUBMIT A PORTFOLIO OF THEIR WORK FOR POSSIBLE COURSE CREDIT. PLACEMENT IN MAJOR STUDIO CLASSES, EXCEPT FOR CORE COURSES, IS BY PORTFOLIO. CONTACT SCHOOL OF ART FOR INFORMATION ON PPLICATION AND DATES FOR PORTFOLIO SUBMISSION. 101 TWO-DIMENSIONAL FUNDAMENTALS ART 102; CREATIVITY & CRITICAL ANALYSIS 102 THREE-DIMENSIONAL FUNDAMENTALS ART 103; CREATIVITY & CRITICAL ANALYSIS 103 DRAWING I ART 100; CREATIVITY & CRITICAL ANALYSIS 104 DRAWING II ART 101; CREATIVITY & CRITICAL ANALYSIS 105 PAINTING I ARTS ELECTIVE 107 WATERCOLOR ARTS ELECTIVE 111 SCULPTURE I GENERAL ELECTIVE 113 CERAMICS I ARTS ELECTIVE 115 PHOTOGRAPHY I ARTS ELECTIVE 116 PHOTOGRAPHY II GENERAL ELECTIVE 117 DIGITAL PHOTOGRAPHY GENERAL ELECTIVE 120 ART APPRECIATION ARTH 282; CREATIVITY & F2 900 CRITICAL ANALYSIS 125 ART HISTORY SURVEY I ARTH ELECTIVE; CREATIVITY F2 901 & CRITICAL ANALYSIS 126 ART HISTORY SURVEY II ARTH 292; CREATIVITY & F2 902 CRITICAL ANALYSIS 127 ART HISTORY SURVEY III CREATIVITY & CRITICAL F2 902 ANALYSIS ELECTIVE 203 FIGURE DRAWING I ARTS 200 204 FIGURE DRAWING II ARTS ELECTIVE 205 PAINTING II ARTS ELECTIVE 211 SCULPTURE II ARTS 261 213 CERAMICS II ARTS ELECTIVE 217 TRIBAL ART CREATIVITY & CRITICAL F2 903N ANALYSIS ELECTIVE NOTE: ART HISTORY MAJORS W/217 CONTACT SCHOOL OF ART FOR POSSIBLE ART CREDIT. -
Beginning a Learning Community: Pilot Fall 2006
Beginning a Learning Community: Pilot Fall 2006 By Shirley Buttram to implement the necessary interventions (such as a learning community) to empower students to be successful in college completion. Program Strategy Tinto (1998) advocated enrolling “at-risk” students into a learning com- munity initiative; by Fall 2006, NACC had established the first Mustang Learning Community (MLC) with the intention to provide MLC students Shirley Buttram a smooth transition between developmental/transitional courses and Developmental Studies Coordinator college-level courses. The implementation of the learning community Northeast Alabama Community College initiative involved administering the following components: P. O. Box 159 Rainsville, AL 35986 [email protected] Advisors discreetly enrolled students into the MLC, so that a possible stigma might be lessened. • advisement, • learning style inventory, • learning and Study Strategies Inventory (LASSI), • mentoring and support systems, Colleges and universities across the United States are still enrolling students • intervention activities, who are underprepared for college-level courses of study. Tinto (1998) • supplemental technological assistance, and stated at the Conference on Replacing Remediation in Higher Education: “Students are entering college with no more than a sixth-grade education • assessment and evaluation. in basic skills such as reading, writing, and mathematics.” Therefore, These components were important for the overall assessment and for the colleges and universities across the nation continue to spend considerable evaluation of the learning community project. revenue to provide academic support to developmental students. However, NACC encountered several obstacles in the implementation Tinto’s (1998) research posed a serious problem, which was the enroll- of the Mustang Learning Community (MLC); for example, the Math Chair ment of “at-risk” students in college institutions across the nation. -
Best Start LA Pilot Community Evaluation Case Study Report 4
Best Start LA Pilot Community Evaluation Case Study Report 4 Implementing Best Start LA: Important Transitions as the Investment is Brought to Scale Prepared for: First 5 LA Prepared by: Ian Hill and Margaret Wilkinson The University of California at Los Angeles July 2013 Acknowledgments The authors would once again like to acknowledge the support and cooperation of the numerous individuals who met with our research team to provide the information summarized in this report. These individuals shared their time, as well as their insights into how the ongoing implementation of Best Start LA in the Metro LA pilot community is proceeding. (A complete list of key informants appears in Appendix 1.) We would also like to thank the program staff at First 5 LA for their assistance in planning and coordinating our site visit. Finally, as always, we are grateful for the careful direction and support provided by our project officers at First 5 LA: Hayley Roper-Fingerhut, Christine Aque, and Melinda Leidy. For more information about First 5 LA and its initiatives, go to http://www.first5la.org. For more information about Best Start LA, go to http://www.beststartla.org. For copies of all the reports prepared under this evaluation, go to http://www.urban.org. Contents I. Introduction ..................................................................................................................... 1 II. Methods .......................................................................................................................... 3 III. Findings: -
Community Epidemiology 2/17/2017 Department: Health Department Program Contact: Dr
Program #40048 - Community Epidemiology 2/17/2017 Department: Health Department Program Contact: Dr. Frank Franklin Program Offer Type: Existing Operating Program Program Offer Stage: As Requested Related Programs: Program Characteristics: In Target Executive Summary Community Epidemiology Services (CES) provides the fundamental capacity that enables the Public Health Division to make data-driven decisions, program improvements, and policy recommendations. CES helps public health leaders, policy makers, clinicians, and community members assess the magnitude of disease, disorder, and injury burden among community populations. CES identifies the drivers of health and disease determinants and captures whether health interventions are working well. Program Summary Community Epidemiology Services (CES) fulfills a unique and required governmental public health role by collecting and analyzing programmatic, population health, and environmental data to prevent disease and promote and protect health among all Multnomah County populations. The CES unit leads Public Health Division (PHD) programs in coordinated public health data and epidemiologic analysis. Epidemiology is the study of the causes, distribution, and control of disease in populations. CES analyzes population and health system data to assist programs in optimizing quality and accountability to the communities they serve. CES provides data and reports to support program development, strategic planning, resource allocation, decision-making, and community priorities (including community-based participatory research). CES works closely with the Communicable Disease Services program to provide outbreak response through data analysis support, statistical modeling, and standardized investigative guidelines. CES identifies appropriate analytical approaches, helps assure the use of high quality data for analysis, and provides technical, scientific oversight and leadership for all research and assessment work in the PHD. -
Sandwich Community Resources
Sandwich CUSD # 430 Community Resources Table of Contents Crisis Hotlines.................................................................................................................................... 2 Hospitals and Other Health Care............................................................................................... 5 Mental Health Services.................................................................................................................. 6 Individual and Family Therapy..................................................................................................10 Mental Health/Psychological Assessments and Evaluations………………………… 13 Support Groups............................................................................................................................... 15 Housing Resources........................................................................................................................ 18 Food Resources.............................................................................................................................. 20 Mentoring......................................................................................................................................... 22 1 Crisis Hotlines If you or someone you know is in immediate danger please call 911 Police Department - Sandwich Police Department non-emergency phone number 815-786-7261 Screening Assessment and Support Services (SASS) 800-345-9049 Assessment and Support Services (SASS) program for children and adolescents -
Season 5 Impact Report
2020 SEASON 5 IMPACT REPORT Dear Riders, Partners, and the Western New York Community, Thank you for taking the time to read about Reddy Bikeshare and our work in 2020, a year like no other, and we welcome you to take a dive into our fi rst-ever annual report. This report demonstrates the growing popularity of bikesharing in WNY and was The SMI and Reddy teams took a group ride to created with the intent to thank our riders, to inform and engage with our community, as the Outer Harbor during golden hour on a late summer’s night, something we do often to bond. well as to recognize our partners that help make everything we do possible. Partnering with Independent Health again in 2020 helped us to elevate the program to more of the community at a time when it was really needed. Together with Independent Health, we are focused on fi nding ways for our communities to get and stay healthy and connected in 2021. Biking is a great way to prioritize your health and well-being. After enduring a challenging year, our team appreciates self-care and well-being more than we ever have. A 222% increase in riders tells us that a rapidly increasing number of Western New Yorkers would agree that Reddy bikes are fun and support overall wellness. As champions of biking, we know that bikes also serve a holistic good – our collective public health, a greener environment, they support small business, and they make people happy. Scientists, health experts, urban planners, small businesses and community associations all agree – biking can be transformational. -
Community Engagement Community Planning Toolkit - Community Engagement
COMMUNITY PLANNING TOOLKIT COMMUNITY ENGAGEMENT Community Planning Toolkit - Community Engagement Developed by Community Places through the support of the BIG Lottery Fund 2014 www.communityplanningtoolkit.org Community Planning Toolkit - Community Engagement Contents Thinking through the following questions and issues will help in the planning and design of 1. Introduction 03 community engagement. 2. Planning and Designing 03 • What level of participation is it hoped will be Community Engagement achieved? • How to identify the stakeholders? 3. Quality Standards for Community 07 Engagement • Communications. • Stage of the engagement process. 4. Online Tool to Guide Engagement 08 Activity - VOiCE • Resources. • Are there any limitations? 5. Tools to Help to Choose a 08 Method(s) • Timely feedback and next steps. • Tools to help choose a method. 6. Methods and Techniques 09 • Methods. 7. Resources 24 What is the purpose and scope of the engagement process? 1. Introduction From the outset be clear about the scope and purpose of the engagement process. For This section of the toolkit provides guidance example, is the process designed to: on the issues to consider when planning and designing community engagement. It focuses on • Identify or prioritise what the needs and quality and effectiveness, process planning and priorities for Community Planning should be? designing engagement tailored to the particular • Develop a consensus on a proposal or plan? issue, level of participation to be achieved, timeframe and range of stakeholders affected. • Inform the decision-making or service delivery of a community, council or 2. Planning and Designing Community department? Engagement • Develop new or collaborative ways of implementing elements of the Community Community engagement works best where Plan? it is an ongoing cumulative process enabling relationships and trust to build and strengthen • Review progress on the Community Plan? over time. -
A Basic Guide to ABCD Community Organizing
A Basic Guide to ABCD Community Organizing By John McKnight Co-Director, Asset Based Community Development Institute Northwestern University 1 The Culture of Community Every community creates its own culture – the way the community members learn, through time, how to survive and prosper in a particular place. Displaced people lose their culture. But it is also possible to lose a community culture even though you stay in a place. Many people have lost their culture, even though they live in a neighborhood. They occupy an apartment and don't know the people who live around them. Or they may live in a house but their neighbors are strangers to whom they give a smiling nod. These people are not really neighbors in a neighborhood. They are merely residents occupying a building. They have lost their way. They are lonely people depending on malls, schools and cars for survival and the tenuous appearance of prosperity. How would these lonely people go about creating another way of life, so that they could say, “In this place, we have Our Way? Kin, friends, and neighbors surround us. We are a group of families who have a special kind of relationship. We feel productive, cared for and safe. We have found Our Way.” Our Way is the culture of community, and something you cannot buy. Nor, can it be created by programs. A culture is the creation of people who are seriously related to each other. It takes time because serious relationships are based upon trust, and trust grows from the experience of being together in ways that make a difference in our lives. -
Chicago Stories of Community Building
ABOUT THIS REPORT In late summer, 2005, Co-Director Jody Kretzmann and researcher Susan Rans from the Asset-Based Community Development Institute at Northwestern University agreed to visit several Chicago Branch Libraries to investigate the role of public libraries in neighborhoods. This report illustrates a variety of ways local libraries contribute to community development, looking at multiple layers of involvement: individual, voluntary associations, institutions, economy, place, and, importantly, the stories they tell about themselves in their commu- nities. The Urban Libraries Council hopes this report will spark other communities to investigate the catalytic work of libraries in their communities, to understand the rich contributions being made, and to tell their stories. THE Engaged Library: Chicago Stories of Community Building ACKNOWLEDGEMENTS TABLE OF CONTENTS Idea: The Urban Assets Strategy Group, Executive Board, and Martín Gómez, President of the Urban Libraries Council, EXECUTIVE SUMMARY . 2 and Mary A. Dempsey, Commissioner, Chicago Public Library. INTRODUCTION . 4 Research and Publication Copy: Jody Kretzmann and Susan Rans at the Asset- CHAPTER 1 Based Community Development Institute, Northwestern University, Evanston IL DEEPLY EMBEDDED . 7 Editing: Danielle Milam, Urban Libraries Council, Evanston IL CHAPTER 2 INSTITUTIONAL PARTNERING . 10 Underwriting: The Chicago Community Trust, Chicago Public Library Foundation, and the Institute for Museum & Library CHAPTER 3 Services. CULTURE CONNECTIONS . 13 Copyright © December 2005. The Urban Libraries Council, Jody Kretzmann, and CHAPTER 4 Susan Rans. All rights reserved. The U.S. Institute for Museum and Library Services FOR THE YOUNG PEOPLE . 16 (IMLS) reserves, for Federal government purposes, a royalty-free, non-exclusive, and CHAPTER 5 irrevocable license to reproduce, publish, or otherwise use the work and authorize oth- FITTING TOGETHER . -
SPA 101 Beginning Spanish I 3
COURSE OUTLINE Course Number Course Title Credits SPA 101 Beginning Spanish I 3 Hours: Co- or Pre-requisite Implementation 3 lecture Prerequisite: N/A, Students encouraged to seek 2017 placement by exam or permission of instructor Catalog description (2018-2019 Catalog): Prerequisite: N/A, Placement by exam or permission of instructor is recommended. The first in a sequence of courses designed for students with little or no prior knowledge of Spanish. Spoken communication in Spanish is both the end goal and the means of instruction. Emphasizes the four communicative skills in a culturally authentic context. Reading and writing are assigned out of class to facilitate effective listening and speaking practice in class. Basic grammar skills are also introduced. Is course New, Revised, or Modified? Revised Required texts/other materials: Portales Author: Jose A. Blanco and Philip Redwine Donley. Publisher: Vista Higher Learning. Revision date: Course coordinator: Spring 2019 Daniel D’Arpa, (609) 570-3318, [email protected] Information resources: Access code to vhlcentral.com (The passcode gives students access to a web-based instructional system that supports the textbook and includes learning and assessment tools.) Access to Blackboard learning platform Other learning resources: Students are encouraged to purchase a Spanish-English dictionary or gain access to such dictionaries online. Spanish tutoring is available in the Learning Center. Spanish language learning software is available on the MCCC library website. MCCC Course Outline; Approved by the Curriculum Committee 12/6/07 Course Competencies/Goals: Upon successful completion of the course, the student will be able to: 1. Demonstrate reading comprehension of written Spanish on basic level. -
Romantic Dramedy Never Moves Past Stale Feeling of Story High School Speech Festi- Val in Lexington
PAGE b8 THE STATE JOURNAL Ap RiL 26, 2012 Thursday ALMANAC 50 YEARS AGO Victoria Reed, daughter This ‘Engagement’ is too long of Mr. and Mrs. Henry Reed, won a superior rating for or- atorical declamation during the 42nd annual Kentucky Romantic dramedy never moves past stale feeling of story High School Speech Festi- val in Lexington. She was a junior at Frankfort High By RogeR MooRe ently Segel, co-writer and di- Violet (Em- School. McT clA chy-TriBune news service rector Nicholas Stoller and I ily Blunt) and “The Five-Year Engage- all own). Tom (Jason 25 YEARS AGO ment” plays like a five-epi- And all that adds up to is Segel) keep Frankfort City Commis- an occasionally engaging ro- sode, R-rated story arc from getting tripped sion member Pat Layton mantic dramedy that never “How I Met Your Mother.” up on the long played an eager reporter blows away that “Where have With more profanity and walk down scaling the steps of the court- I seen this before?” feeling. more explicit sex. And con- house in a campaign com- Emily Blunt and Segel are the aisle in siderably less drinking. And mercial for Steve Beshear’s Violet and Tom, young lovers “The Five-Year no Neil Patrick Harris. race for governor. in San Francisco planning a Engagement.” Jason Segel, co-star of both wedding. Until she gets a fel- Violet and the TV show and the movie, tYOdA in hiStORY lowship to study and work at Tom are young and his “Forgetting Sarah By The AssociATed Press that the University of Michi- lovers in San Marshall” team, feed us two Today is Thursday, April gan, in that “Water Winter Francisco hours-plus of recycled gags 26, the 117th day of 2012. -
Susan Steinberg RE: Pilot Project: Residential Eating Disorders
Behavioral Health Administration Aliya Jones, M.D., MBA Deputy Secretary Behavioral Health 55 Wade Ave., Dix Bldg., SGHC Catonsville, MD 21228 TO: MABHA FROM: Susan Steinberg RE: Pilot Project: Residential Eating Disorders Program for adults and/or minors Date: June 4, 2021 The Behavioral Health Program is issuing a “Request for Proposals” for Residential Eating Disorders Programs to serve adults and/or minors. Background: Over the past couple of years, BHA has received inquiries from entities seeking to establish a residential eating disorder program for children & adolescents and asked for advice regarding how to license such a program. The possible licensure categories are a residential treatment center (RTC), or a therapeutic group home (TGH). RTCs requires a Certificate of Need, a schooling component and maybe a higher level of care that the program did not want to meet. By statute, a TGH must be owned by a non-profit. Also, there is the question of whether a TGH provides the appropriate level of care. OHCQ has a category called Limited Private Inpatient Facility, but by regulations that is limited to adults. Thus, no category of licensure fits the model of care that these private companies wish to establish in Maryland. BHA regulations state that the Department may exempt a program from licensure requirements if the program is a pilot project and the program demonstrates to the Department that it is subject to contractual provisions, conditions of grant awards, or other requirements that are comparable to the regulations in COMAR 10.63. Therefore, to assist these providers, BHA has established a pilot project for residential eating disorder programs.