A History on the Occasion of Its 35Th Anniversary
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Dance Department, Evergreen Valley College Last Review: N/A Current Year: 2016 Prepared By: Elizabeth Falvey Area Dean: Mark Gonzales
Dance Department, Evergreen Valley College Last Review: N/A Current Year: 2016 Prepared by: Elizabeth Falvey Area Dean: Mark Gonzales SUMMARY OF DEPARTMENT and PROGRAM Provide a brief summary of your program. Assume the reader does not know anything about it. Your explanation should include a brief history and a discussion of any factors that have been important to the program’s development. Please explain the purpose of your program, what students you serve, what services you provide, and why these services are valuable. Dance has the power to communicate and evoke responses. It provides a means for self-expression and enables the participants and viewers to feel and experience the joy of moving. The Dance Department at Evergreen College is thriving. It may be one of the smaller departments on campus, with only 3 part-time faculty, but classes are filled, and often wait-listed to join. As you cross campus and enter the latest and greatest Visual Performing Arts building, you will hear music, laughter and joy humming throughout the building and studio. Students register for dance classes not only to grow and learn the artistry of dance, but also to foster wellness, creativity, expression and communication into movement. Since moving into the new Visual Performing Arts building in 2009, the number of classes offered has more than doubled. In 2012, we were excited to offer our first GE lecture class, Dance Appreciation (3 units, Area C, Arts Requirement). Since then, Dance Appreciation has been offered every semester, including intersession and summer. Our program now offers classes year-round, which gives us more exposure as a department. -
Case Study #7 of 7 Featuring Colleges with Consistently Higher Than Expected Transfer Rates Fall 2008
Transfer Practices at Skyline College Case Study #7 of 7 Featuring Colleges with Consistently Higher Than Expected Transfer Rates Fall 2008 Part of the Transfer Leadership Center Project Funded by the State Chancellor’s Office of the California Community Colleges Prepared by the Center for Student Success of the Research & Planning Group for California Community Colleges Andreea Serban, Ph.D., Project Director, and Superintendent/President, Santa Barbara City College Skyline College Research Team and Case Study Authors: Pamela Mery, Senior Researcher, City College of San Francisco Rob Johnstone, Ph.D., Chief Instructional Officer, Foothill College* *Dr. Johnstone served as Foothill College’s Chief Instructional Officer during the research, analysis, and writing of this case study. He currently serves as Dean of Planning, Research & Institutional Effectiveness at Skyline College. Abstract : This report is one in a series of seven case studies of California community colleges with higher-than-expected transfer rates. Each case study is based on a site visit conducted in Spring 2008 by two Center for Student Success researchers to document and investigate the full spectrum of factors, inventions, strategies and practices that each college is implementing to support transfer. The case studies are part of the Transfer Leadership Center (TLC), the most comprehensive study to date of two-to-four-year transfer in California. The California Community College State Chancellor’s Office awarded the TLC in Spring 2007, based on a competitive grant competition and grant written by Dr. Andreea Serban, Superintendent/President, Santa Barbara City College. The project has been implemented by the Chancellor’s Office of the California Community Colleges (CCC), the Center for Student Success (CSS) of the Research and Planning Group for California Community Colleges, and California Partnership for Achieving Student Success (Cal-Pass). -
Computation (Abacus) Aspects of the Sahasralingam
International Journal of Computer Applications (0975 – 8887) Volume 143 – No.13, June 2016 Computation (Abacus) Aspects of the Sahasralingam Jayabrata Mukherjee Deepak Bhattacharya, PhD Murugeshpallya, C/o Sri Radha Krishna, Bangalore-17, Karnataka, India Kedar Gouri Road, Bhubaneswar-751002, India. ABSTRACT used to conduct such & related studies. Herein, the India claims deep heritage in ancient sciences and specially Sahasralingam has been imagined as an abacus; numbers from in Mathematics & Astronomy – which means computation. 1-to-1020 have imputed and the results are presented as Evidence based works not noted (archaeology platform). tentative findings. The deductions posit as having unique and Sahasralingam (million indicator) is a artifact of indo novel applications in computation with versatility. Such type archaeology. One devise from Bhubaneswar is studied from of study and report has not been done pre to this computation aspects. Has 1020 indentures which transpires as communication. magic number. Sets of various types; Fibonacci; Pi; Permits The historical cum cultural identity of the candidate continuous computations viz., calculus, algebra, discreet math archaeology‘s locale is Kalinga (cleaver & intelligent) [3], in imperative and declarative languages; offers semantics; Utkala (excellent) and Kosala (capable), which have an embedment; steganography & VLSI type; lattices of various enviable heritage in high rise construction (intact array); orders; types & axis; symmetry with versatility and an architecture[4, 5]; compass & maritime engineering [6-7]; extraordinary level of mathematical maturity is reported from inspirational designs [8]; positional astronomy [9,10] and the first time. 1020 posits also as unique & novel testing archaeoastronomy [11,12] continuously from c.6th A.D [13], platform number. -
The Denisova Hominin Need Not Be an out of Africa Story
Journal of Human Evolution 60 (2011) 251e255 Contents lists available at ScienceDirect Journal of Human Evolution journal homepage: www.elsevier.com/locate/jhevol News and Views The Denisova hominin need not be an out of Africa story María Martinón-Torres a,*, Robin Dennell b, José María Bermúdez de Castro a a National Research Centre on Human Evolution (CENIEH), Paseo Sierra de Atapuerca s/n, 09002 Burgos, Spain b Department of Archaeology, Northgate House, University of Sheffield, Sheffield S1 4ET, UK article info Giraffa camelopardis at Latamne, Syria, from the late Early Pleisto- cene (Guérin et al., 1993) (depending on whether or not the gravels Article history: underlying the Acheulean horizon at this site are regarded as late Received 7 May 2010 Early Pleistocene in age); and the African suid Kalpochoerus at Accepted 5 October 2010 Evron, Israel, ca. 1.0 Ma (Tchernov et al., 1994). Theropithecus, Keywords: Palaeoloxodon antiquus, Panthera leo, and Panthera pardus were Evolutionary scenario other mammals that left Africa in the Early Pleistocene (Martínez- Atapuerca Navarro and Rabinovich, in press). There is also archaeological Eurasia evidence of at least two hominin dispersals before 0.7 Ma. The first Hominin dispersals is marked by the appearance of an early Acheulean bifacial tech- Homo heidelbergensis nology at ‘Ubeidiya, Israel, ca. 1.4e1.5 Ma (Bar-Yosef and Goren- Inbar, 1993), and the second is marked by the appearance of African types of cleavers at Gesher Benot Ya‘aqov (GBY), Israel, ca. 780 ka (Saragusti and Goren-Inbar, 2001). Both of these dispersals The recent retrieval of a complete mitochondrial (mt) DNA appear to have been very localised within Asia, as there is no sequence from a 48e30 ka human bone from Denisova (Siberia) unequivocal evidence of Acheulean assemblages outside the Levant (Krause et al., 2010) is a remarkable achievement fully deserving until ca. -
ACCREDITING COMMISSION for COMMUNITY and JUNIOR COLLEGES Western Association of Schools and Colleges
ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES Western Association of Schools and Colleges COMMISSION ACTIONS ON INSTITUTIONS At its January 6-8, 2016 meeting, the Accrediting Commission for Community and Junior Colleges, Western Association of Schools and Colleges, took the following institutional actions on the accredited status of institutions: REAFFIRMED ACCREDITATION FOR 18 MONTHS ON THE BASIS OF A COMPREHENSIVE EVALUATION American River College Cosumnes River Folsom Lake College Sacramento City College Chabot College Las Positas College Citrus College Napa Valley College Santa Barbara City College Taft College ISSUED WARNING ON THE BASIS OF A COMPREHENSIVE EVALUATION Southwestern College REMOVED FROM WARNING ON THE BASIS OF A FOLLOW-UP REPORT WITH VISIT The Salvation Army College for Officer Training at Crestmont REMOVED SHOW CAUSE AND ISSUED WARNING ON THE BASIS OF A SHOW CAUSE REPORT WITH VISIT American Samoa Community College ELIGIBILITY DENIED California Preparatory College Accrediting Commission for Community and Junior Colleges January 2016 Commission Actions on Institutions THE COMMISSION REVIEWED THE FOLLOWING INSTITUTIONS AND CONTINUED THEIR ACCREDITED STATUS: MIDTERM REPORT Bakersfield College Cerro Coso Community College Porterville College College of the Sequoias Hawai’i Community College Honolulu Community College Kapi’olani Community College Kauai Community College Leeward Community College Windward Community College Woodland Community College Yuba College FOLLOW-UP REPORT Antelope Valley College De Anza College Foothill College Santa Ana College Windward Community College FOLLOW-UP REPORT WITH VISIT Contra Costa College Diablo Valley College Los Medanos College El Camino College Moreno Valley College Norco College Riverside City College Rio Hondo College . -
Preparing Underserved Students for High Demand Occupations
May 2014 In the following report, Hanover Research examines best practices and peer programs for preparing underserved students for high-demand (STEM and health) occupations, with a focus on the California community college system. Executive Summary and Key Findings ................................................................................ 3 INTRODUCTION ........................................................................................................................... 3 KEY FINDINGS ............................................................................................................................. 3 Funding .............................................................................................................................. 3 Program Features .............................................................................................................. 4 Best Practices ..................................................................................................................... 5 Section I: Peer Program Profiles ......................................................................................... 6 PALOMAR COLLEGE ..................................................................................................................... 6 GLENDALE COMMUNITY COLLEGE AND COLLEGE OF THE CANYONS (AIM) .............................................. 7 SANTA ANA COLLEGE AND FULLERTON COLLEGE (ENGAGE) ............................................................... 8 SAN BERNARDINO VALLEY COLLEGE ............................................................................................... -
College Course Equivalency Spreadsheet (CCES)
EQUIVALENT COURSES TO DE ANZA'S NURSING PREREQUISITES Courses listed in this document have been determined to be equivalent to the De Anza Nursing Prerequisites shown at the top of each page. If you wish to petition for equivalency to De Anza Nursing prerequisites for courses not listed, you will need to submit a General Petition form to the appropriate department along with sufficient documentation about the class(es) in question (catalog description, course outline, course syllabus, textbook used, etc.). The General Petition form can be downloaded from the following web page: http://www.deanza.edu/registration/forms.html DE ANZA COLLEGE BIOLOGY 40A,B,C BIOLOGY 26 BIOLOGY 45 PSYCHOLOGY 14 Anatomy & Physiology Microbiology Intro to Human Nutrition Developmental Aspects of Psych. CABRILLO Bio 4 - Human Anatomy Bio 6 - Intro to Micro No Equivalent Course - 10/2010 No Equivalent Course - 10/2010 Bio 5 - Human Physiology CANADA Biol 250 - Human Anatomy Biology 240 - Microbiology No Equivalent Course - 10/2010 Psyc 200 - Developmental Psych Biol 260 - Human Physiology CHABOT Anat 1 - Human Anatomy Micro 1 - Microbiology No Equivalent Course - 10/2010 Psych 12 - Life-span Psych Phys 1 - Human Physiology CITY COLLEGE - SAN FRANCISCO Anat 25 - Human Anatomy MB 12 - Intro to Micro No Equivalent Course - 10/2010 No Equivalent Course - 10/2010 Phys 1 or 12 - Human Physiology COLLEGE OF SAN MATEO Biol 250 - Anatomy Biol 240 - General Micro No Equivalent Course - 10/2010 Psy 200 - Developmental Psych Biol 260 - Physiology DIABLO VALLEY BioSC 139 - Human Anat Bio 146 - Prinnciples of Micro No Equivalent Course - 10/2010 No Equivalent Course - 10/2010 BioSC 140 - Human Physio EVERGREEN (ANAT 1 - Human Anatomy OR Micro 70 or Micro 74 No Equivalent Course - 10/2010 Psych 92 - Dev. -
Transfers to Four-Year Institution, 2019-20
De Anza College Office of Institutional Research and Planning To: Senior Staff From: Lisa Ly, Senior Research Analyst Date: March 3, 2021 Subject: Transfers to Four-Year Institution, 2019-20 Overview: This report reflect data for De Anza College students who transferred to the University of California (UC), California State University (CSU), in-state private or out-of-state institutions between 2015-16 and 2019-20. Methodology: All transfer data were externally sourced from the websites listed below. University of California Office of the President - https://www.universityofcalifornia.edu/infocenter/admissions-source-school California State University Chancellor’s Office - https://www2.calstate.edu/data- center/institutional-research-analyses/Pages/reports-and-analytics.aspx California Community Colleges Chancellor’s Office - https://datamart.cccco.edu/Outcomes/Student_Transfer_Volume.aspx Summary: Transfer by Institution Type In 2019-20, De Anza students continued to transfer primarily to a CSU (1,411), followed by UC (903), out-of-state (903) and in-state private (57) institution. When compared to the previous year, transfer headcounts decreased across all institution types: in-state private (-14%), CSU (-10%), UC (-1%) and out-of-state (-1%). Total transfers decreased by -182 or -7%. UC Transfer: The UC system provides data on transfer applicants, admits and enrollees. The headcounts of De Anza students who applied and were admitted increased in 2019-20 from the prior year by +2% and +3%, respectively. However, the enrollment headcount decreased by -1%, a declining trend that is observed since 2017-18. De Anza student’ admittance rate to the UC system in 2019-20 was 78%. -
The Characteristics and Chronology of the Earliest Acheulean at Konso, Ethiopia
The characteristics and chronology of the earliest Acheulean at Konso, Ethiopia Yonas Beyenea,b, Shigehiro Katohc, Giday WoldeGabrield, William K. Harte, Kozo Utof, Masafumi Sudog, Megumi Kondoh, Masayuki Hyodoi, Paul R. Rennej,k, Gen Suwal,1, and Berhane Asfawm,1 aAssociation for Research and Conservation of Culture (A.R.C.C.), Awassa, Ethiopia; bFrench Center for Ethiopian Studies, Addis Ababa, Ethiopia; cDivision of Natural History, Hyogo Museum of Nature and Human Activities, Yayoigaoka 6, Sanda 669-1546, Japan; dEES-6/D462, Los Alamos National Laboratory, Los Alamos, NM 87545; eDepartment of Geology and Environmental Earth Science, Miami University, Oxford, OH 45056; fNational Institute of Advanced Industrial Science and Technology, 1-1-1 Umezono, Tsukuba 305-8567, Japan; gInstitute of Earth and Environmental Science, University of Potsdam, 14476 Golm, Germany; hLaboratory of Physical Anthropology, Ochanomizu University, Otsuka, Bunkyo-ku, Tokyo 112-8610, Japan; iResearch Center for Inland Seas, Kobe University, Kobe 657-8501, Japan; jBerkeley Geochronology Center, Berkeley, CA 94709; kDepartment of Earth and Planetary Science, University of California, Berkeley, CA 94720; lUniversity Museum, University of Tokyo, Hongo, Bunkyo-ku, Tokyo 113-0033, Japan; and mRift Valley Research Service, Addis Ababa, Ethiopia This contribution is part of the special series of Inaugural Articles by members of the National Academy of Sciences elected in 2008. Contributed by Berhane Asfaw, December 8, 2012 (sent for review November 30, 2012) The Acheulean technological tradition, characterized by a large carcass processing (13, 14), usually interpreted as a part of an (>10 cm) flake-based component, represents a significant techno- advanced subsistence strategy coincident with or postdating the logical advance over the Oldowan. -
Student Equity Plan
Student Equity Plan [December 18, 2015] SACRAMENTO CITY COLLEGE STUDENT EQUITY PLAN Table of Contents Signature Page Executive Summary Target Groups Goals Activities Student Equity Funding and Other Resources Contact Person/Student Equity Coordinator Planning Committee and Collaboration Access Campus-Based Research Overview Indicator Definitions and Data Conclusions: Disproportionately Impacted Student Groups Goals, Activities, Funding and Evaluation Access Baseline Data and Goals Activities to Improve Access for Target Student Groups Expected Outcomes for Target Student Groups Course Completion Campus-Based Research Overview Indicator Definitions and Data Conclusions: Disproportionately Impacted Student Groups Goals, Activities, Funding and Evaluation Course Completion Baseline Data and Goals Activities to Improve Course Completion for Target Student Groups Expected Outcomes for Target Student Groups ESL and Basic Skills Completion Campus-Based Research Overview Indicator Definitions and Data Student Equity Plan Sacramento City College Page 2 of 85 Conclusions: Disproportionately Impacted Student Groups Goals, Activities, Funding and Evaluation ESL and Basic Skills Completion Baseline Data and Goals Activities to Improve ESL and Basic Skills Completion for Target Student Groups Expected Outcomes for Target Student Groups Degree and Certificate Completion Campus-Based Research Overview Indicator Definitions and Data Conclusions: Disproportionately Impacted Student Groups Goals, Activities, Funding and Evaluation Degree and Certificate -
District-Wide Strategic Plan Development
West Valley – Mission Community College District District-wide Strategic Plan Development March 24, 2011 Report Prepared by College Brain Trust Team Dr. Shirley J. Kelly, Project Leader Robert Gamble Dr. Patricia L. Griffin Cy Gulassa Randal Lawson Darroch (Rocky) Young 1 Table of Contents EXECUTIVE SUMMARY ......................................................................................................................................... 3 HISTORY OF THE WEST VALLEY-MISSION COMMUNITY COLLEGE DISTRICT.................................. 5 WEST VALLEY – MISSION COMMUNITY COLLEGE DISTRICT ........................................................................................... 5 WEST VALLEY COLLEGE ........................................................................................................................................................ 5 MISSION COLLEGE ................................................................................................................................................................... 7 THE LAND CORPORATION ..................................................................................................................................................... 8 THE STRATEGIC PLANNING PROCESS .......................................................................................................... 10 SOURCES OF INFORMATION ............................................................................................................................ 12 EDUCATIONAL AND ENROLLMENT TRENDS AND ANALYSIS ........................................................................................... -
1 De Anza College 2,388 58 Skyline College 595 2 Santa
California Community College Total Combined Transfers to California State University (CSU) University of California (UC) Campuses Year 2016-2017 1 DE ANZA COLLEGE 2,388 58 SKYLINE COLLEGE 595 2 SANTA MONICA COLLEGE 2, 275 59 COLLEGE OF SAN MATEO 582 3 PASADENA CITY COLLEGE 1,999 60 LOS ANGELES HARBOR COLLEGE 575 4 DIABLO VALLEY COLLEGE 1,905 61 CUESTA COLLEGE 564 5 MOUNT SAN ANTINIO COLLEGE 1,845 62 EVERGREEN VALLEY COLLEGE 526 6 ORANGE COAST COLLEGE 1,817 63 SAN BERNARDINO VALLEY COLLEGE 512 7 EL CAMINO COLLEGE 1,754 64 SOLANO COLLEGE 502 8 FULLERTON COLLEGE 1,711 65 FOLSOM LAKE COLLEGE3 491 9 EAST LOS ANGELES COLLEGE 1,483 66 LOS MEDANOS COLLEGE 487 10 LOS ANGELES PIERCE COLLEGE 1,373 67 SAN DIEGO CITY COLLEGE 477 11 SADDLEBACK COLLEGE 1,310 68 BERKELEY CITY COLLEGE 455 12 FRESNO CITY COLLEGE 1,294 69 COLLEGE OF THE DESERT 453 13 PALOMAR COLLEGE 1,275 70 SAN DIEGO MIRAMAR COLLEGE 437 14 AMERICAN RIVER COLLEGE 1,251 71 IMPERIAL VALLEY COLLEGE 429 15 MOORPARK COLLEGE 1,248 72 NORCO COLLEGE 413 16 SIERRA COLLEGE 1,215 73 LOS ANGELES MISSION COLLEGE 411 17 LONG BEACH CITY COLLEGE 1,213 74 NAPA VALLEY COLLEGE 408 18 IRVINE VALLEY COLLEGE 1,198 75 MISSION COLLEGE 406 19 GLENDALE COLLEGE 1,190 76 MONTEREY PENINSULA COLLEGE 404 20 CITY COLLEGE OF SAN FRANCISCO 1,188 77 ALLAN HANCOCK COLLEGE 394 21 SANTA BARBARA CITY COLLEGE 1,177 78 SAN JOSE CITY COLLEGE 363 22 CERRITOS COLLEGE 1,160 79 LANEY COLLEGE 358 23 SANTA ROSA JUNIOR COLLEGE 1,137 80 VICTOR VALLEY COLLEGE 352 24 COLLEGE OF THE CANYONS 1,136 81 CONTRA COSTA COLLEGE 350 25 SAN DIEGO MESA