School Handbook

Total Page:16

File Type:pdf, Size:1020Kb

School Handbook King of Kings Lutheran School 2020-2021 School Handbook Educating, Equipping, and Encouraging Children for This Life and Eternity Approved: May 2020 KING OF KINGS LUTHERAN SCHOOL 13431 Newhope Street Garden Grove, CA 92843 www.kingofkingsgg.org 714-530-2152 FACULTY Mr. Jonathan Plocher, Principal - Grades 6-8 Mr. Joshua Robertson - Grades 3-5 Mrs. Mary Plocher - Grades 1-2 Mrs. Nancy Sanchez - Kindergarten Mrs. Dawn Goetz - Preschool Director Pastor Brian Doebler SCHOOL ADMINISTRATION TEAM Mr. Jim Dellalonga, Elder for Education Mr. Jonathan Plocher, Principal Pastor Brian Doebler Ms. Lauren Buth Mrs. Tracy Gaitan Mr. Rob Goetz Mrs. Sarah Sierszyn TABLE OF CONTENTS OUR MISSION STATEMENT - - - - - 3 THE PURPOSE OF OUR SCHOOL - - - - 3 OBJECTIVES OF OUR SCHOOL - - - - - 3 Spiritual Objectives Academic Objectives Social Objectives Physical objectives CHURCH WORSHIP - - - - - - 4 BIBLE INFORMATION CLASS - - - - - 4 ENROLLMENT - - - - - - - 4 Notice of Non-Discriminatory Policy Consent of Cooperation Enrollment Process for New Students Enrollment Prioritization Enrollment Requirements SCHOOL FEES - - - - - - - 6 Registration Fees Payments CURRICULUM - - - - - - - 7 Grading Standardized Testing Homework Field Trips and Assemblies ATTENDANCE - - - - - - - 8 School Hours Absences from School Tardiness DAYCARE - - - - - - - - 10 VISITING THE CAMPUS - - - - - - 10 CONTACTING THE SCHOOL - - - - - 10 FACILITY RULES - - - - - - - 10 Property Damage STUDENT DRESS CODE - - - - - - 11 ANTI-BULLYING POLICY - - - - - - 12 ILLEGAL SUBSTANCES - - - - - - 12 SUSPENSION AND EXPULSION OF STUDENTS - - 12 PARENTAL QUESTIONS AND CONCERNS - - - 13 Question or Concern Regarding School Policies Question or Concern Regarding Classrooms Question or Concern Regarding Other Students PARENT PARTICIPATION PROGRAM - - - - 13 SCHOOL ATHLETICS - - - - - - 14 PARENT TEACHER ORGANIZATION 14 LOST AND FOUND - - - - - - - 14 SCHOOL LUNCH - - - - - - - 14 SCHOOL COMMUNICATION 14 HEALTH AND SAFETY - - - - - - 15 Immunizations Medications Vision, Hearing, Scoliosis Screening Communicable Diseases Head Lice SCHOOL HISTORY - - - - - - - 17 TEACHERS WHO HAVE SERVED AT KING OF KINGS - 17 2 OUR MISSION STATEMENT Empowered by God’s Word, King of Kings Lutheran School exists to assist parents and families by educating, equipping, and encouraging children for this life and eternity. THE PURPOSE OF OUR SCHOOL A Christ-centered education teaches that all people are completely sinful and can do nothing to save themselves. It then points people to the saving work of Jesus Christ for full and free salvation. Through baptism and/or the preaching of the Gospel, the Holy Spirit gives the gift of faith. As redeemed children of God, we will be filled with a deep love for God and other people. Through careful study of the Bible, King of Kings Lutheran Church and School sees that we have a responsibility to do all within our power to ensure that all children are trained in the Word of God. OBJECTIVES OF OUR SCHOOL It is our desire that through a Christ-centered education, students will be educated, equipped, and encouraged to meet the following spiritual, academic, social, and physical objectives. SPIRITUAL OBJECTIVES - Students will... 1. Understand that because of their sinful nature, they need a Savior. “For all have sinned and fall short of the glory of God.” (Rom. 3:23) 2. Know that they have full and free forgiveness through Christ’s life, death, and resurrection. “He is the atoning sacrifice for our sins, and not only for ours, but also for the sins of the whole world.” (1 John 2:2) 3. Share their faith in Jesus with others. “Go into all the world and preach the good news to all creation.” (Mark 16:15) 4. Live a life of love for God and his Word. “Be imitators of God, therefore, as dearly loved children.” (Eph. 5:1) 5. Participate in the mission of the church. “And let us consider how we can spur one another on toward love and good deeds. (Heb. 10:24) ACADEMIC OBJECTIVES - Students will... 1. Recognize that God has blessed them with unique abilities. “We have different gifts, according to the grace given us.” (Rom. 12:6a) 2. See the wonder of God in all areas of study. “Open my eyes that I may see the wonderful things in your law.” (Ps. 119:18) 3. Understand the differences between the certainties of God’s Word and the uncertainties of human wisdom. “So that your faith might not rest on men’s wisdom, but on God’s power.” (1 Cor. 2:5) 4. Obtain the necessary academic skills (study habits, critical thinking, problem solving) to Function as valuable members of society. “Each one should use whatever gift he has received to serve others, faithfully administering God’s grace in its various forms.” (1 Pet. 4:10) 3 SOCIAL OBJECTIVES - Students will… 1. Show respect for fellow students, teachers, school staff, and parents. “Whoever gives heed to instruction prospers, and blessed is the one who trusts in the Lord.” (Prov. 16:20) 2. Take care of the physical blessings the Lord has given to them. “Every good and perfect gift is from above, coming down from the Father of the heavenly lights.” (James 1:17a) 3. Understand their roles and responsibilities as Christian citizens. “Let your light shine before men, that they may see your good deeds and praise your Father in heaven.” (Matt. 5:16) 4. Recognize that God is the source of all governments, respect the laws of our country, and willingly serve in the community. “Remind the people to be subject to rulers and authorities, to be obedient, to be ready to do whatever is good, to slander no one, to be peaceable and considerate, and to show true humility toward all men.” (Titus 3:1-2) PHYSICAL OBJECTIVES - Students will… 1. Respect their bodies as gifts from God. “Know that the Lord is God. It is he who made us, and we are his; we are his people, the sheep of his pasture.” (Ps. 100:3) 2. Gain an understanding of physical development and how to take care of their bodies. “Do you not know that your body is a temple of the Holy Spirit who is in you, whom you have received from God?” (1 Cor. 6:19) 3. Use their bodies to glorify the Lord. “So whether you eat or drink or whatever you do, do it all for the glory of God.” (1 Cor. 10:31) CHURCH WORSHIP We are very interested in the spiritual welfare of the children in our school as well as their families Because worshiping the Lord is an important part of being a Christian, we encourage all students and their families to regularly attend church services, Bible classes, and Sunday school. We feel that it is important for parents/guardians to set the example for their children about the importance of God, and his Word, in their lives. If you do not have a church home, then we strongly encourage you to consider coming to King of Kings Lutheran Church and speak to our pastor to see how we can serve your spiritual needs. BIBLE INFORMATION CLASS King of Kings Lutheran Church and School recognizes how important it is that parents/ guardians are involved in the religious instruction of their children. In order to better understand what your child will be taught in our school, all parents who are not members of the Wisconsin Evangelical Lutheran Synod (WELS) or the Evangelical Lutheran Synod (ELS) are required to meet with the pastor of our church at the beginning of the school year to set up Bible Information Classes. These classes will cover various teachings of the Bible. ENROLLMENT King of Kings Lutheran Church strives to fulfill the Lord’s command to, “Go and make disciples of all nations.” To that end, we have opened a Lutheran Elementary School to serve as an active mission arm of the congregation. 4 NOTICE OF NON-DISCRIMINATORY POLICY Since Jesus loves all children and wants them to hear his saving message, King of Kings Lutheran School admits students of any race, color, nationality, and ethnic origin to all of the rights, privileges, programs, and activities generally accorded or made available to the students at the school. The school does not discriminate on the basis of race, color, nationality, or ethnic origin in the administration of its educational policies or other school administered programs. CONSENT OF COOPERATION Before a parent/guardian enrolls a child at King of Kings Lutheran School, they are required to agree to the following provisions: 1. Parents/guardians consent to have their child(ren) instructed in the teachings of the Bible as taught by the Wisconsin Evangelical Lutheran Synod, and will not obstruct this teaching. 2. All parents/guardians who are not members of the Wisconsin Evangelical Lutheran Synod (WELS) or the Evangelical Lutheran Synod (ELS) are required to meet with the pastor of our church at the beginning of the school year to set up Bible Information Classes. These classes will give parents/guardians the opportunity to find out what we will be teaching your child in regards to the Word of God. 3. Parents/guardians will make every effort to attend all school activities throughout the school year. These activities include, but are not limited to singing in church services, parent/teacher conferences, PTO meetings and the like. 4. Parents/guardians are expected to support and cooperate with all teachers, the school staff and the School Administration Team. 5. Parents/guardians agree to pay all required school fees and tuition payments on time. 6. Parents/guardians will abide by and support all of the policies set forth in this handbook. ENROLLMENT PROCESS FOR NEW STUDENTS Following are the steps of our enrollment process: 1. Prospective parents/guardians must read through all of the documents in the application packet, particularly this handbook. 2. Completely fill out the Application for Enrollment Form and submit it to the school office. 3. Once your application has been processed, you will be contacted to set up an interview with representatives of the school.
Recommended publications
  • King of Kings (Matthew 2)
    washington,wa s h i n g t o n , dcd c KING OF KINGS Epiphany 2019 Matthew 2:1-12 Dan Claire The story of the Wise Men is the sequel to Matthew’s account of the birth of Jesus, and it begins with two important details that weren’t mentioned in chapter one: namely, the place and the time. Matthew writes: “Now after Jesus was born in Bethlehem of Judea in the days of Herod the king, behold, wise men from the east came to Jerusalem.” (2:1) The place and the time of a story usually aren’t all that exciting, but if it’s a good story, these details are often essential for understanding what the story is all about. That’s certainly the case in Matthew’s story. The place where Jesus was born, Matthew tells us, was Bethlehem–not Jerusalem. Isn’t it odd that Matthew didn’t mention this earlier, when he told the story of Jesus' birth? Matthew was saving this detail until now, until the story of the Wise Men. Most people would have expected the new king to be born in the royal palace in Jerusalem, ~5 miles to the north, and that’s exactly where the Wise Men looked first. They arrived and asked, “Where is he who has been born king of the Jews? For we saw his star when it rose and have come to worship him.” (2:2) But Jesus wasn’t there. He was in the City of David, in Bethlehem and not in Jerusalem.
    [Show full text]
  • Don Caesar De Bazan, but for Yon Pretty Dancing Girl
    DON CÆSAR DE BAZAN. A DRAMA IN THREE ACTS. TRANSLATED AND ADAPTED FROM THE FRENCH OF M.M. DUMANOIS AND DENNERY. BY G. A. A'BECKETT & MARK LEMON. THOMAS HAILES LACY WELLINGTON STREET, STRAND, LONDON. First performed at the Princess's Theatre, on Tuesday, October 8th, 1844. CHARACTERS. CHARLES II. (King of Spain) MR.WALTON. DON JOSE (his Minister) MR. FITZJAMES. DON CÆSAR DE BAZAN MR. JAMES WALLACE. MARQUIS DE ROTONDO MR.GRANBY. LAZARILLO MISS MARSHALL. LOPEZ MR. T. HILL. CAPTAIN OF THE GUARD MR. A. HARRIS. JUDGE ......... MR.HONNER. PACOLO MR. COWLRICK. MARITANA (the Gipsy) MRS. STIRLING. COUNTESS DE ROTONDO MRS. FOSBROOKE. Nobles, Soldiers, Men-at-Arms, Alguazils, and Populace. COSTUMES. The King.—A rich brown Spanish dress, trimmed with gold lace, slashed with black satin, silk stockings with gold clocks, black shoes, large Spanish hat with black feathers, one red ditto, point lace collar and cuffs. Don Cæsar.— First Dress: Old blue velvet trunks, leather doublet, brown velvet sleeves, old brown sombrero with old feathers, large buff and red striped cloak, torn point lace collar and cuffs, old silk stockings. —Second dress: Rich emerald green velvet Spanish dress, slashed with white satin, jacket of white satin, cloak of white satin, turn back, embroidered with broad philaetcries of dead and bright gold, white hat, white feathers, white silk stockings, shoes, with gold and satin rosettes, and dress trimmed with satin of the same.—Third dress:: Blue cloth doublet and breeches, blue silk stockings, jacket looped with black velvet, black velvet hat, blue feathers, point lace collar and cuffs, sword, black boots.
    [Show full text]
  • Korean Honorific Speech Style Shift: Intra-Speaker
    KOREAN HONORIFIC SPEECH STYLE SHIFT: INTRA-SPEAKER VARIABLES AND CONTEXT A DISSERATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI'I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN EAST ASIAN LANGUAGES AND LITERATURES (KOREAN) MAY 2014 By Sumi Chang Dissertation Committee: Ho-min Sohn, Chairperson Dong Jae Lee Mee Jeong Park Lourdes Ortega Richard Schmidt Keywords: Korean honorifics, grammaticalization, indexicality, stance, identity ⓒ Copyright 2014 by Sumi Chang ii ACKNOWLEDGEMENTS No words can express my appreciation to all the people who have helped me over the course of my doctoral work which has been a humbling and enlightening experience. First, I want to express my deepest gratitude to my Chair, Professor Ho-min Sohn, for his intellectual guidance, enthusiasm, and constant encouragement. I feel very fortunate to have been under his tutelage and supervision. I also wish to thank his wife, Mrs. Sook-Hi Sohn samonim, whose kindness and generosity extended to all the graduate students, making each of us feel special and at home over the years. Among my committee members, I am particularly indebted to Professor Dong Jae Lee for continuing to serve on my committee even after his retirement. His thoughtfulness and sense of humor alleviated the concerns and the pressure I was under. Professor Mee Jeong Park always welcomed my questions and helped me organize my jumbled thoughts. Her support and reassurance, especially in times of self-doubt, have been true blessings. Professor Lourdes Ortega's invaluable comments since my MA days provided me with a clear direction and goal.
    [Show full text]
  • Waro Documents
    DOCUMENTS 1) Treaty of Paris (February 10, 1763) The definitive Treaty of Peace and Friendship between his Britannick Majesty, the Most Christian King, and the King of Spain. Concluded at Paris the 10th day of February, 1763. To which the King of Portugal acceded on the same day. In the Name of the Most Holy and Undivided Trinity, Father, Son, and Holy Ghost. So be it. Be it known to all those whom it shall, or may, in any manner, belong, It has pleased the Most High to diffuse the spirit of union and concord among the Princes, whose divisions had spread troubles in the four parts of the world, and to inspire them with the inclination to cause the comforts of peace to succeed to the misfortunes of a long and bloody war, which having arisen between England and France during the reign of the Most Serene and Most Potent Prince, George the Second, by the grace of God, King of Great Britain, of glorious memory, continued under the reign of the Most Serene and Most Potent Prince, George the Third, his successor, and, in its progress, communicated itself to Spain and Portugal: Consequently, the Most Serene and Most Potent Prince, George the Third, by the grace of God, King of Great Britain, France, and Ireland, Duke of Brunswick and Lunenbourg, Arch Treasurer and Elector of the Holy Roman Empire; the Most Serene and Most Potent Prince, Lewis the Fifteenth, by the grace of God, Most Christian King; and the Most Serene and Most Potent Prince, Charles the Third, by the grace of God, King of Spain and of the Indies, after having laid the foundations of peace in the preliminaries signed at Fontainebleau the third of November last; and the Most Serene and Most Potent Prince, Don Joseph the First, by the grace of God, King of Portugal and of the Algarves, after having acceded thereto, determined to compleat, without delay, this great and important work.
    [Show full text]
  • King of Kings (Sermon Outline)
    King of Kings Christmas/Advent 2019 Rob Rogers December 15, 2019 _________________________________________ Long before the moment of His birth, it was foretold that one day, a King would come... and that this King wouldn’t simply be added to mankind’s long list of failed and fallen kings... but that this King would be a TRUE King, a GOOD King. And that when this King took His throne, not just all people... but all of creation would blossom and flourish, and bloom underneath His rule and reign. In Luke 1, the angel appears to Mary and tells her, you’re going to have a son, His name will be Jesus, He will be great, He will be enthroned as King, He will reign forever, and there will be no end to His Kingdom. In Matthew 2, the wise men, following the star... come to King Herod, asking for the One who has been born King of the Jews. The storyline of Scripture tells us that this baby — born in a manger, 2,000 years ago in an obscure little town, to a no-name family, with an incredibly checkered bloodline, from a belittled, struggling, and oppressed nation — is the One True King, the Good King, the King of Kings. But before this King would take His throne for good, before His Kingdom would be established, He’d have to lay everything down... and this is exactly what He did. • Philippians 2:5-11 Have this mind among yourselves, which is yours in Christ Jesus, 6 who, though he was in the form of God, did not count equality with God a thing to be grasped, 7 but emptied himself, by taking the form of a servant, being born in the likeness of men.
    [Show full text]
  • Yougov Survey Results the Monarchy
    YouGov Survey Results The Monarchy Prepared for Sky News Sample Size: 2167 Fieldwork: 3-4 July 2003 % Do you think the Queen should continue or give up her position as HEAD of the Church of England? Continue 60% Give up 30% Don't know 9% Which of these views comes closest to your own: 'In future, monarchs should continue to be members of the Church of England' 37% 'Future monarchs should be free to choose which religious faith, if any, is right for them' 58% Don't know 5% Should the public be allowed to visit the Queen's homes and art collections, or should the Queen continue to be allowed to keep the public out? Public should be allowed to visit homes and art collections 64% Queen should continue to be allowed to keep public out 31% Don't know 4% Do you agree with this statement: 'The Royal Family's spending is too lavish. It should be less ostentatious and flashy' Agree 53% Disagree 37% Don't know 10% At present, British people are technically 'subjects' of the monarch, rather than 'citizens'. So you think we should be subjects or citizens, or does it not matter to you either way? Subjects 15% Citizens 39% Does not matter to me 45% Don't know 1% Do you support or oppose Britain keeping the monarchy? Support keeping it in broadly its present state 41% Support but only if it modernises itself 41% Oppose keeping the monarchy 16% Don't know 2% Assuming that Britain remains a monarchy for the time being, should Elizabeth II remain as Queen or abdicate? Remain as Queen 70% Abdicate in favour of Prince Charles 11% Abdicate in favour of Prince William 13% Don't know 5% If Prince Charles marries Camilla Parker Bowles should he be allowed to become King? Should be allowed 33% Should be allowed, but Camilla should not be allowed to become Queen 35% Should not be allowed 29% Don't know 4% 1 of 2 © 2003 YouGov Ltd.
    [Show full text]
  • King's Speech
    FOR YOUR CONSIDERATION 2010 BEST ORIGINAL SCREENPLAY David Seidler THE KING'S SPEECH Screenplay by David Seidler See-Saw Films/Bedlam Productions CARD: 1925 King George V reigns over a quarter of the world’s population. He asks his second son, the Duke of York, to give the closing speech at the Empire Exhibition in Wembley, London. INT. BBC BROADCASTING HOUSE, STUDIO - DAY CLOSE ON a BBC microphone of the 1920's, A formidable piece of machinery suspended on springs. A BBC NEWS READER, in a tuxedo with carnation boutonniere, is gargling while a TECHNICIAN holds a porcelain bowl and a towel at the ready. The man in the tuxedo expectorates discreetly into the bowl, wipes his mouth fastidiously, and signals to ANOTHER TECHNICIAN who produces an atomizer. The Reader opens his mouth, squeezes the rubber bulb, and sprays his inner throat. Now, he’s ready. The reader speaks in flawless pear-shaped tones. There’s no higher creature in the vocal world. BBC NEWS READER Good afternoon. This is the BBC National Programme and Empire Services taking you to Wembley Stadium for the Closing Ceremony of the Second and Final Season of the Empire Exhibition. INT. CORRIDOR, WEMBLEY STADIUM - DAY CLOSE ON a man's hand clutching a woman's hand. Woman’s mouth whispers into man's ear. BBC NEWS READER (V.O.) 58 British Colonies and Dominions have taken part, making this the largest Exhibition staged anywhere in the world. Complete with the new stadium, the Exhibition was built in Wembley, Middlesex at a cost of over 12 million pounds.
    [Show full text]
  • Attitudes Towards the Monarchy
    Version 1 | Public Attitudes towards the Monarchy 15 April 2016 Strong majority continues to support Monarchy… WOULD YOU FAVOUR BRITAIN BECOMING A REPUBLIC OR REMAINING A MONARCHY? 2 80% 7% 70% 17% 60% 50% 40% 30% 20% 76% 10% 0% Feb-07 Feb-93 Feb-95 Feb-97 Feb-99 Feb-01 Feb-03 Feb-05 Feb-09 Feb-11 Feb-13 Feb-15 MONARCHY/KING OR QUEEN REPUBLIC/ELECTED PRESIDENT DON’T KNOW Base: 504 British adults 18+, 13th – 16th February 2016; c. 500-1,000 British adults in each previous poll Source: Ipsos MORI/King’s College London …but it makes a difference how you ask it WOULD YOU FAVOUR BRITAIN DO YOU THINK BRITAIN SHOULD 3 CONTINUE TO HAVE A KING OR QUEEN BECOMING A REPUBLIC OR REMAINING AS OUR HEAD OF STATE, OR SHOULD WE A MONARCHY? HAVE AN ELECTED PRESIDENT? 7% 2% 12% 17% 76% 86% MONARCHY/KING OR QUEEN REPUBLIC/ELECTED PRESIDENT DON’T KNOW Base: 1,001 British adults 18+, 13th – 16th February 2016 (504 asked first version, 497 asked second version) Source: Ipsos MORI/King’s College London How important is the Monarchy to Britain’s future? DO YOU THINK THE MONARCHY DOES OR DOES NOT HAVE AN IMPORTANT ROLE TO PLAY 4 IN THE FUTURE OF BRITAIN? 5% 20% 75% DOES DOES NOT DON’T KNOW Base: 1,001 British adults 18+, 13th – 16th February 2016 Source: Ipsos MORI/King’s College London How important is the Monarchy to Britain’s future? DO YOU THINK THE MONARCHY DOES OR DOES NOT HAVE AN IMPORTANT ROLE TO PLAY 5 IN THE FUTURE OF BRITAIN? 1998 1999 2000 2016 75% 66% 70% 67% 29% 28% 25% 20% 6% 5% 4% 4% DOES DOES NOT DON’T KNOW Base: c.
    [Show full text]
  • Ladies and Gentlemen, I Feel Honoured and Privileged to Be Here with You Today and I Wish to Thank Ms Ifigeneia Kanara for Sugge
    1 Commissioner Vassiliou addresses the Weatherhead Centre for International Affairs Seminar on Cultural Politics 'Cultural diversity, global politics and the role of Europe' Harvard University, Friday 28th February 2014 Ladies and gentlemen, I feel honoured and privileged to be here with you today and I wish to thank Ms Ifigeneia Kanara for suggesting me as a guest speaker. Harvard University is a universally known beacon of knowledge and excellence. It is also one of the schools that can truly claim to be shaping the future while preparing the leaders of tomorrow. It is therefore with humility that I approach my topic today: the place of cultural diversity in today's global politics, and the role of Europe in promoting and safeguarding such diversity. 2 3 I intend to focus on culture and intercultural dialogue in the process of European integration as well as in the European Union's external relations. And I will argue that culture, as a vector for statements of identity and difference, and for the transmission of values and symbols, holds a prominent, if sometimes hidden place, in the European project. In fact, cultural diversity is at the core of the European project. Unity in diversity is the motto of our Union. Our eurocoins show on one side an image of Europe, but the design on the other side is left for each country to decide, and in many cases it shows a prominent symbol of national cultural heritage. This diverse but interlinked heritage is among our greatest assets. As the European Commissioner for culture, my first concern is to protect the unique patchwork of national, regional and local cultures inside the European Union as indeed is provided by the EU Treaty.
    [Show full text]
  • Supplement to the London Gazette, 27 September, 19.11
    SUPPLEMENT TO THE LONDON GAZETTE, 27 SEPTEMBER, 19.11. 7079 Eleventh Carriage* His Royal Highness the Prince of Roumania. • Her Royal Highness the Princess of Roumania. His Royal Highness the Hereditary Prince Alexander of Servia. • His Royal Highness the Crown Prince of Denmark. Twelfth Carriage.- . His Imperial Highness the Prince Higashi-Fushiim of Japan. Her Imperial Highness thefPrincess Higashi-Fushimi of Japan. His Royal Highness the Crown Prince of Greece. Her Royal Highness the Grower Princess -of Greece. • % • Thirteenth Carriage. His Royal Highness the Duke d'Aosta of Italy. Her Royal Highness the Duchess 'd'Aosta of Italy. His Royal Highness the Infante Don Fernando of Spain. His Imperial Highness the Grand Duke Boris Vlaclimirovitch. Fourteenth Carnage. His Imperial and Royal Highness the German Crown Prince. Her Imperial and Royal Highness the German Crown Princess. His Imperial Highness the Hereditary Prince Youssouf Izzedin Effendi of Turkey. His Imperial and Royal Highness the Archduke Charles Francis Joseph. The Second Division of the Captain's Escort of the Royal Horse Guards. THE SECOND PROCESSION (THE ROYAL FAMILY.) (Leaving Buckingham Palace at 10 a.m.) The Advance point of the Captain's Escort of the Royal Horse Guards. The First Division of the Captain's Escort of The Royal Horse Guards. Fifteenth Carriage. His Highness Prince Alexander of Battenberg. Her Serene Highness the Duchess of Teck. Her Highness the Princess Marie Louise of Schleswig-Holstein. Her Highness the Princess Victoria of Schleswig-Holstein. Sixteenth Carriage. Her Highness Princess Maud. Her Highness Princess Alexandra. Her Grand Ducal Highness Princess Louis of Battenberg. Her Royal Highness Princess Alice, Princess Alexander of Teck.
    [Show full text]
  • Preceptors: Don Hutcherson, Rph; Katherine Sanvidge Shah, Pharmd; Minal Surati, Pharmd; Nikki Wilson, Pharmd Acute Patient
    Acute Patient Care (Leukemia/Lymphoma) for PGY-1 residents @ EUH Learning Activities: Preceptors: Don Hutcherson, RPh; Katherine Sanvidge Shah, PharmD; Minal Surati, PharmD; Nikki Wilson, PharmD Office: EUH Room F624 Hours: ~ 7:30-6:00 Desk: 2-4092, 2-4019, 2-7425, 8-2548 Pager: Per Simon Web General Description Leukemia/Lymphoma Service is a four week learning experience at Emory University Hospital. Patients are predominantly admitted to 6E, 7E, or 8E. Each team consists of an attending Hematologist, attending Internal Medicine physician (Dr. Allen Tindol), hem/onc fellow, 1 or 2 mid-level practitioners, oncology pharmacist, social worker, discharge coordinator, nurse, and medical student depending on the time of year. The rotation functions to teach residents the pathophysiology and pharmacology of various hematologic, oncologic, medical, and infectious disease states. The pharmacy resident is responsible for identifying and resolving medication therapy issues for patients admitted to the leukemia/lymphoma service. In addition, the resident will provide and document therapeutic drug monitoring services ( vancomycin or aminoglycosides) and education such as chemotherapy counseling to patients on service. Good communication and interpersonal skills are vital to success in this experience. The resident must devise efficient strategies for accomplishing the required activities in a limited time frame. In addition to patient care, the resident must provide education to the team, pharmacists , and patients as the need arises. Disease States
    [Show full text]
  • Prashant Sakharkar, Pharmd, MPH Roosevelt University College of Pharmacy, Schaumburg, IL 60173 USA Tel: 847-240-4077 Fax 847-340-4525 [email protected]
    Prashant Sakharkar, PharmD, MPH Roosevelt University College of Pharmacy, Schaumburg, IL 60173 USA Tel: 847-240-4077 Fax 847-340-4525 [email protected] EDUCATION • 2010- 2012 Post-Doctoral Fellowship in Health Outcomes Research College of Pharmacy, Western University of Health Sciences, Pomona, CA, USA • 2008-2010 Maters in Public Health (MPH) in Health Policy and Management College of Public Health & Health Professions, University of Florida, Gainesville, FL, USA • 2004-2007 Doctor of Pharmacy (PharmD) College of Pharmacy, University of Florida, Gainesville, FL, USA • 1991-1993 M. Pharm. Department of Pharmaceutical Sciences, Faculty of Medicine, Nagpur University, MS, India CURRENT POSITION • 2018 – Present Associate Professor of Administrative Sciences (Tenured) Department of Clinical and Administrative Sciences Roosevelt University College of Pharmacy Schaumburg, IL, USA EMPLOYMENT PROFILE • 2012 – 2018 Assistant Professor of Administrative Sciences (Tenure-track) Department of Clinical and Administrative Sciences Roosevelt University College of Pharmacy Schaumburg, IL, USA • 2010- 2012 Instructor in Pharmacy Practice and Administration Western University of Health Sciences, College of Pharmacy Pomona, CA, USA • 2001-2009 Senior Pharmacy Manager Dept. of Pharmacy, Princess Margaret Hospital, Nassau, Bahamas Prashant 1 • 2004 -2005 Part-time Faculty Pharmacy Competency Review Program, College of The Bahamas, Nassau, Bahamas • 1994-2000 Lecturer Institute of Pharmaceutical Education and Research, Wardha, MS, India • 1993-1994
    [Show full text]