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About the ETS® Proficiency Profile Custom Comparative Data Report
5/24/2018 About the ETS® Proficiency Profile Custom Comparative Data Report The Custom Comparative Data Report can assist you in interpreting the scores from the ETS® Proficiency Profile by helping you determine how your students' skills compare with the skills of students at similar institutions. The report generates descriptive statistics based on a reference group of 10 or more other institutions of interest which you select. Information about an institution gathered through ETS Proficiency Profile administrations cannot be released in any form attributable to or identifiable with an individual institution. The anonymity of each institution's performance is maintained by reporting only the aggregate performance of the selected reference group. Below are descriptions of the various tables you can generate using this service: Distribution of Individual Students' Total Scores/Subscores - The distributions in these tables may be used to interpret individual student results by determining what percent of those taking the test at the selected institutions attained scores below that of a particular student. Each table shows scaled score intervals for Total Score and Subscores separately. By looking up the Total Score or Subscore and reading across the row to the corresponding number in the column headed "Percent Below," the percent of individuals scoring below any interval can be determined. Distribution of Institutional Mean Total Scores/Subscores - The distributions in these tables present the number of institutions at each mean score level. These tables provide a way to compare the Total Score and Subscore means for your institution with those of other participating institutions you selected. These tables show the mean of means (or the average of the mean scores for those institutions selected) as well as the standard deviations of those means. -
Call a Convention to Amend the Constitution
Intelligence Squared U.S. - 1 - 12/8/2016 December 7, 2016 Ray Padgett | [email protected] Mark Satlof | [email protected] T: 718.522.7171 Intelligence Squared U.S. Call a Convention to Amend the Constitution For the Motion: Lawrence Lessig, Mark Meckler Against the Motion: David Super, Walter Olson Moderator: John Donvan AUDIENCE RESULTS Before the debate: After the debate: 33% FOR 44% FOR 22% AGAINST 43% AGAINST 45% UNDECIDED 13% UNDECIDED Start Time (00:00:00) John Donvan: Hi. Jeffrey. So, Jeffrey, I'll let introduce you first. Well, I've introduced you both by name. But Jeffrey, you are president and CEO of the National Constitution Center, and you're also a professor at the George Washington University School of Law. And Nicholas Quinn Rosenkranz is the director of the Rosenkranz Foundation and a professor at Georgetown Law. But, Jeffrey, I'll let you tell the story about how it comes about that we're in partnership with the National Constitution Center today, including what the NCC is. Jeffrey Rosen: Wonderful. Well, ladies and gentlemen, the partnership between the National Constitution Center and Intelligence Squared is one of the crown jewels of our Constitutional programming. And the National Constitution Center is a very special. It's this beautiful museum in Philadelphia of the Constitution on Independence Mall right across from Independence Hall. 0:00:48 But it's also the only place in the United States where the charter from the U.S. Congress to host bipartisan or multi-partisan Constitutional debates and education. And this debate series is the core of our efforts. -
Easter Means Christ Is RISEN!
1 First Quarter 2007 PO Box 12555, Prescott AZ 86304, 1 888 ISSUES–9 web site <www.issuesineducation.org> Bob & Geri Boyd “In My Father’s house are many mansions. If it were not so, I would have told you.” Jesus in John 14:2 Easter means Christ is RISEN !!! But what does that mean to a generation that doesn’t believe it? What does “Jesus Saves ” mean to a generation that has no idea Who He is or what He saves them from? A generation that is lost doesn’t know they need a SAVIOR. People are urged to be saved before they know they are lost. Is HELL a real place ? What happens to people who die but don’t go to heaven ? Do they just cease to exist? Or do they go to a literal place called HELL? Why would a loving God create such a place as HELL? If hell did not exist, why did Jesus talk about a place of “ eternal punishment ” so much? For those who say, “Oh I don’t believe in hell,” not believing in hell doesn’t make it go away. For those who say, “I’ll be with my drinking buddies and we’ll have a great time in hell ,” they don’t have any idea what they’re talking about. LISTEN! In hell, all your worst fears and nightmares come true. This is a place of intense heat, constant torture, fear, regret, pain, desperate screaming, loneliness- you will never see any of your loved ones or anyone else you knew on earth. -
American Evangelicalism
For the personal use of teachers. Not for sale or redistribution © Center for the Study of Religion and American Culture, 2014 AMERICAN EVANGELICALISM Professor Omri Elisha Department of Anthropology Queens College, CUNY Institutional and Curricular context: Queens College is part of the City University of New York (CUNY), a public university system with a mission to provide a quality college education, at relatively low cost, for students form across the socioeconomic spectrum. Located in “the most ethnically diverse county in America,” the college itself is extremely diverse, serving a population of roughly 18,000 students (approx. 14,000 undergrad) from all over the New York metro area. A significant number of our students are children of first- and second-generation immigrants, and many of them represent the first generation in their families to get a college education. It is a Queens College tradition that some of the city’s best and brightest who lack the resources to attend high-end colleges discover opportunities for intellectual and creative growth on our campus. At the same time, many are also struggling to make ends meet, working part-time jobs while maintaining full-time student status and, in some cases, supporting their own families. My department is a “four-field” anthropology program (cultural, biological, archaeological, and linguistic). In addition to required courses for our cultural anthropology curriculum, I occasionally teach courses in the comparative and ethnographic study of religion. This class, a new addition to the program, would be the only class I teach focusing on a specific religious tradition (evangelicalism) in a specific geographic region (North America), though the purview expands somewhat over the length of the course. -
Patrick Henry College Student Handbook Approved by the Board of Trustees on October 3, 2017 Recertified by the President on April 27, 2020
PATRICK HENRY COLLEGE STUDENT HANDBOOK APPROVED BY THE BOARD OF TRUSTEES ON OCTOBER 3, 2017 RECERTIFIED BY THE PRESIDENT ON APRIL 27, 2020 (2020, v.20.0) PATRICK HENRY COLLEGE STUDENT HANDBOOK TABLE OF CONTENTS 1.0. Biblical Foundations Statement .......................................................................................... 1 1.1. Statement of Faith .................................................................................................................................. 1 1.2. Statement of Biblical Worldview ......................................................................................................... 1 2.0. College Principles Statement ............................................................................................. 5 2.1. Statement of Mission and Vision ......................................................................................................... 5 2.2. Statement of Doctrinal Neutrality ....................................................................................................... 8 2.3. Christian Philosophy of Education ..................................................................................................... 8 2.4. Distinctives and Nonnegotiable Principles ..................................................................................... 20 2.5. Biblical Worldview Applications ....................................................................................................... 23 2.6. Institutional Objectives ..................................................................................................................... -
There Are Two Fundamental Reasons That Our Federal Government Has Far Exceeded Its Legitimate Authority Granted by the Terms of the Constitution
TESTIMONY OF MICHAEL FARRIS, JD, LLM HOUSE OF REPRESENTATIVES COMMONWEALTH OF PENNSYLVANIA There are two fundamental reasons that our federal government has far exceeded its legitimate authority granted by the terms of the Constitution. First, it is the nature of man to want to expand his own power. Second, the several states have never employed their constitutional authority to limit the size of the federal government. We should not be surprised that the federal government has continually expanded its power. When there are no checks on its power, not even the need to spend only the money that it has on hand, abuse of power is inevitable. George Mason was the delegate at the Constitutional Convention who best understood this propensity of government-all government-and he insisted that we create an effective check on this abuse of power. He said that when the national government goes beyond its power, as it surely will, we will need to place structural limitations on that exercise of power to stop the abuse. But, no such limitations would ever be proposed by Congress. History has proven him correct on both counts. But Mason's arguments led to the final version of Article V which gave the states the ultimate constitutional power-the power to unilaterally amend the Constitution of the United States, without the consent of Congress. The very purpose of the ability of the states to propose amendments to the Constitution was so that there would be a source of power to stop the abuse of power by the federal government. 1 It should seem self-evident that the federal abuse of power is pandemic. -
About the ETS® Proficiency Profile Custom Comparative Data Report
5/7/2019 About the ETS® Proficiency Profile Custom Comparative Data Report The Custom Comparative Data Report can assist you in interpreting the scores from the ETS® Proficiency Profile by helping you determine how your students' skills compare with the skills of students at similar institutions. The report generates descriptive statistics based on a reference group of 10 or more other institutions of interest which you select. Information about an institution gathered through ETS Proficiency Profile administrations cannot be released in any form attributable to or identifiable with an individual institution. The anonymity of each institution's performance is maintained by reporting only the aggregate performance of the selected reference group. Below are descriptions of the various tables you can generate using this service: Distribution of Individual Students' Total Scores/Subscores - The distributions in these tables may be used to interpret individual student results by determining what percent of those taking the test at the selected institutions attained scores below that of a particular student. Each table shows scaled score intervals for Total Score and Subscores separately. By looking up the Total Score or Subscore and reading across the row to the corresponding number in the column headed "Percent Below," the percent of individuals scoring below any interval can be determined. Distribution of Institutional Mean Total Scores/Subscores - The distributions in these tables present the number of institutions at each mean score level. These tables provide a way to compare the Total Score and Subscore means for your institution with those of other participating institutions you selected. These tables show the mean of means (or the average of the mean scores for those institutions selected) as well as the standard deviations of those means. -
Mark Meckler Attacks and Belittles Other Conservatives Who Do Not Agree with Him Such As Phyllis Schlafly. (Taken from the Book
Mark Meckler Attacks and Belittles other Conservatives who do not Agree with him such as Phyllis Schlafly. (Taken from the book by Orlean Koehle, America Needs Revival Not Revision, the Dangers and Risks of an Article 5 Convention, pp.76-83) In an article published in the American Spectator, Dec. 2013, [Meckler] accused Phyllis Schlafly of not being a constitution scholar. i He states: She is no constitutional scholar… and she stands almost alone on the fringe of conservatism, with no significant support from legitimate scholars or notable commentators, clutching feebly to a letter written in the 1970s by liberal activist Chief Justice Warren Burger [that warns against a COS]. Meckler further accuses Phyllis of: aligning with the liberal Burger against the American people’s right and obligation to restrain a runaway federal government? She is unwittingly leading her supporters into a desperate, sad place of permanent citizen impotence and government overreach. Instead, she should change course and align her values with the Founders. We welcome her to join the fight, bring her troops, and help the people, via the states, to restore liberty. ii Obviously, Meckler does not know very much about Mrs. Schlafly, nor has he read her writings or books. She holds a law degree just as Mark Meckler does. She has been writing about the Constitution long before Meckler was born. Most of her 20+ books and writings refer to the Constitution. She has a reputation of being a brilliant constitutional scholar. She served as a member of the Commission on the Bicentennial of the U.S. -
AMERICAN MOOT COURT ASSOCIATION T O P P R O G R a M S - 2 0 2 1
AMERICAN MOOT COURT ASSOCIATION T o p P r o g r a m s - 2 0 2 1 1. Patrick Henry College (2020 rank: 1) 2. California State University - Fullerton (6) 3. St. Thomas University (2) 4. California State University - Long Beach (12) 5. University of Louisiana at Lafayette (NR) 6. Liberty University (11) 7. University of Chicago (7) 8. Colorado Christian University (19) 9. University of Southern California (9) 10. University of Central Florida (5) 11. College of Wooster (10) 12. United States Air Force Academy (8) 13. Bentley University (4) 14. University of North Texas (13) 15. Regent University (18) 16. Baylor University (NR) 17. University of California Santa Barbara (NR) 18. University of Pennsylvania (NR) 19. Fitchburg State University (14) 20. Michigan State University (20) 21. Morehouse College (24) 22. Eastern Michigan University (3) 23. Duke University (NR) 24. Saginaw Valley State University (16) 25. Loyola University Chicago (25) Honorable Mention: San Francisco State University, College of the Holy Cross, Berea College Methodology (in brief) The Top Program Scores recognize schools based on their performance in both the AMCA National Tournament Oral Advocacy competition and the AMCA National Tournament Written Brief competition. The scores are weighted at 67 percent for the oral advocacy competition and 33 percent for the written brief competition. For example, let's say Olympus State University earned a program score of 0.0183 in the oral advocacy competition and a program score of 0.0166 in the written brief competition. Olympus State University's overall score would be 1.77 (67*0.183+33*0.0166). -
Patrick Henry College Student Life Manual Approved by the President on April 27, 2020
PATRICK HENRY COLLEGE STUDENT LIFE MANUAL PPROVED BY HE RESIDENT ON PRIL A T P A 27, 2020 (2020, v.20.0) PATRICK HENRY COLLEGE STUDENT LIFE MANUAL I PATRICK HENRY COLLEGE STUDENT LIFE MANUAL CAMPUS SAFETY MANUAL Quick Reference Guide To Report any Emergency, Incident, Suspicious Person, or Crime Dial 8888 from any campus phone (or 540-441-8888 from any other phone) for Campus Safety. Report who, what, when, where, and how. Call 9-1-1 first, then Campus Safety for all crimes “in progress.” Campus Safety Always on-duty. Staff and student officers cover all hours. All are trained, registered, and certified. Here to help. Quick to respond. They speak with the authority and backing of the College administration. Be prompt to comply. Personal Safety Keep doors locked when you are away. Don’t let strangers in to buildings. Don’t walk alone in the dark (Campus Safety available to escort). Report lost keys ASAP. Workers must be escorted/supervised in opposite-gender dorms. Don’t prop exterior doors open. Never be alone and out-of-sight with an unrelated minor. No unattended or unrelated minors permitted inside campus locker rooms or shower facilities (except for dorms if a camper). Be alert for potential violence— anywhere—always; if violence erupts: RUN>HIDE>FIGHT. Unknown visitors must check-in at Hodel front desk. Evacuation Procedures When alerted by fire alarm or directed by authorities: follow EXIT signs to get out of buildings (keeping head below any smoke), go to assembly area and stay put; seek shelter in basements away from exterior doors and windows in tornado emergencies. -
CQR Tea Party Movement
Res earc her Published by CQ Press, a Division of SAGE CQ www.cqresearcher.com Tea Party Movement Will angry conservatives reshape the Republican Party? he Tea Party movement seemed to come out of nowhere. Suddenly, citizens angry over the multi- billion-dollar economic stimulus and the Obama ad - T ministration’s health-care plan were leading rallies, confronting lawmakers and holding forth on radio and TV. Closely tied to the Republican Party — though also critical of the GOP — the movement proved essential to the surprise victory of Republi - can Sen. Scott Brown in Massachusetts. Tea partiers say Brown’s Tea kettle held high, a Tea Party activist dressed like a election proves the movement runs strong outside of “red states.” Revolutionary War soldier rallies tax protesters in Atlanta on April 15, 2009. It was among several But some political experts voice skepticism, arguing that the Tea protests held in cities around the nation. Party’s fiscal hawkishness won’t appeal to most Democrats and many independents. Meanwhile, some dissension has appeared among tea partiers, with many preferring to sidestep social issues, I such as immigration, and others emphasizing them. Still, the move - N THIS REPORT ment exerts strong appeal for citizens fearful of growing govern - S THE ISSUES ....................243 I ment debt and distrustful of the administration. BACKGROUND ................249 D CHRONOLOGY ................251 E CURRENT SITUATION ........256 CQ Researcher • March 19, 2010 • www.cqresearcher.com AT ISSUE ........................257 Volume 20, Number 11 • Pages 241-264 OUTLOOK ......................259 RECIPIENT OF SOCIETY OF PROFESSIONAL JOURNALISTS AWARD FOR EXCELLENCE N AMERICAN BAR ASSOCIATION SILVER GAVEL AWARD BIBLIOGRAPHY ................262 THE NEXT STEP ..............263 TEA PARTY MOVEMENT CQ Re search er March 19, 2010 THE ISSUES SIDEBARS AND GRAPHICS Volume 20, Number 11 • Does the Tea Party rep - Tea Partiers Running in MANAGING EDITOR: Thomas J. -
Map of Virginia Colleges & Universities
PA COLLEGES AND UNIVERSITIES IN VIRGINIA MD 67 55 Winchester 62 48 Ashburn 97 Purcellville Hamilton 50 61 84 Arlington Washington D.C. Middletown 26 95 95 98 93 92 87 76 43 Falls Church 3 DE Fairfax Alexandria 49 Front Royal OH 74 99 96 29 Annandale Woodbridge 51 73 4 23 Harrisonburg Locust Grove 47 Bridgewater Fredericksburg 9 Weyers Cave 18 60 10 32 WV Staunton 22 64 20 Charlottesville Ashland Clion Forge 80 72 33 Melfa Glenns Lexington 13 69 70 77 12 24 Buena Vista 68 Sweet Briar 2 Richmond100 25 Williamsburg 71 Lynchburg Chester 19 17 45 57 63 59 78 5 Petersburg 102 1 36 Farmville 15 Hampton 92 56 104 Newport News 81 Hampden-Sydney 6 7 16 65 83 94 101 79 14 52 82 Norfolk 96 37 Virginia Beach 39 58 75 Chesapeake Blacksburg 66 Roanoke 88 91 89 90 34 103 85 Salem 31 86 46 28 8 54 Ferrum Alberta Franklin KY Blueeld 35 Dublin Radford 42 Cedar Blu Grundy 30 Martinsville 105 40 21 44 Oakwood 41 Wytheville Danville 11 Wise 53 Emory 27 38 Big Stone Gap Abingdon NC Check out Virginia’s higher education options are as diverse as its landscape. Students can earn a certificate or transfer degree through one of the state’s 2-year institutions or Virginia’s colleges regional education centers, which can lead to a bachelor’s degree at one of the many Virginia 4-year public or private institutions. The Commonwealth’s schools offer career pathways, highly ranked undergraduate programs, competitive tuition, and financial aid programs.