College Comeback: ODHE Formal Guidance
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Pioneering Transformations
CHARLEE OTTERSBERG ’15 CLASS OF 2014 & 2015 Major: Advertising/Public Relations Minor: Marketing & Leadership Studies Class of Dec. 2013 & May 2014: Plans as of April/May 2015/prior to Graduation Hometown: Denver, Colorado PIONEERING Outcome data was found (through various methods—faculty, Kent State University (2) – Information and Library Science, “The liberal arts foundation at Marietta allowed alumni office, self-report, Facebook, LinkedIn) on 218 out of 265 unknown total students, 82 percent. Lock Haven University – Physician Assistant Program TRANSFORMATIONS me to learn about a lot of different things. I Report on Engagement and Post-Graduation Plans developed an inquisitive nature, which is very Marietta College (3) – Physician Assistant Program (2), Vocal important in the ‘real world.’ ” Graduate School: 26 provided graduate school/program Pedagogy information: 11.9 percent Medical School of Grenada Fast Facts: Academic Year 2014-15 Once Charlee visited Marietta College, she Michigan State University College of Law knew the environment was a good fit for her GRADUATE SCHOOLS CLASS OF 2014 MEMBERS ARE Muskingum University – HR INTERNSHIPS: diverse interests and leadership plans. Her ATTENDING: Ohio State University (3) • More than 90 internships for academic credit involvement in Greek life was a huge factor in American University – MS in Marketing Ohio University (2) • More than 50 percent were paid internships enhancing her college experience, as it was Bowling Green State University – Geology, MFA Creative Writing Towson State University – Experimental Psychology • Some of the internships occurred outside of the U.S. In fact in the summer of 2015, through Greek life that she met some of her best California University of Pennsylvania – MS in Exercise Science and University of Akron 10 were in China and one was in Hong Kong. -
Killing Us Softly 4 Advertising’S Image of Women
MEDIA EDUCATION FOUNDATION STUDY GUIDE Killing Us Softly 4 Advertising’s Image of Women Study Guide by Kendra Hodgson Edited by Jeremy Earp and Jason Young 2 CONTENTS Note to Educators 3 Program Overview 3 Pre-viewing Questions for Discussion & Writing 4 Key Points 5 Post-viewing Questions for Discussion & Writing 9 Assignments 11 Semester-Long Project 14 For additional assignments, please download the Killing Us Softly 3 study guide: http://www.mediaed.org/assets/products/206/studyguide_206.pdf For handouts associated with the Killing Us Softly 3 study guide, also download: http://www.mediaed.org/assets/products/206/studyguidehandout_206.pdf © The Media Education Foundation | www.mediaed.org 3 NOTE TO EDUCATORS This study guide is designed to help you and your students engage and manage the information presented in this video. Given that it can be difficult to teach visual content – and difficult for students to recall detailed information from videos after viewing them – the intention here is to give you a tool to help your students slow down and deepen their thinking about the specific issues this video addresses. With this in mind, we’ve structured the guide to help you stay close to the video’s main line of argument as it unfolds: Key Points provide a concise and comprehensive summary of the video. They are designed to make it easier for you and your students to recall the details of the video during class discussions, and as a reference point for students as they work on assignments. Questions for Discussion & Writing encourage students to reflect critically on the video during class discussions, and guide their written reactions before and after these discussions. -
Systems Portfolio - 12/3/2018
Owens Community College - Systems Portfolio - 12/3/2018 Systems Portfolio Owens Community College 12/3/2018 Page 1 Owens Community College - Systems Portfolio - 12/3/2018 1 - Helping Students Learn 1.1 - Common Learning Outcomes Common Learning Outcomes focuses on the knowledge, skills and abilities expected of graduates from all programs. The institution should provide evidence for Core Components 3.B., 3.E. and 4.B. in this section. 1P1: PROCESSES Describe the processes for determining, communicating and ensuring the stated common learning outcomes, and identify who is involved in those processes. This includes, but is not limited to, descriptions of key processes for the following: Aligning common outcomes (institutional or general education goals) to the mission, educational offerings and degree levels of the institution (3.B.1, 3.E.2) Determining common outcomes (3.B.2, 4.B.4) Articulating the purposes, content and level of achievement of the outcomes (3.B.2, 4.B.1) Incorporating into the curriculum opportunities for all students to achieve the outcomes (3.B.3, 3.B.5) Ensuring the outcomes remain relevant and aligned with student, workplace and societal needs (3.B.4) Designing, aligning and delivering cocurricular activities to support learning (3.E.1, 4.B.2) Selecting the tools, methods and instruments used to assess attainment of common learning outcomes (4.B.2) Assessing common learning outcomes (4.B.1, 4.B.2, 4.B.4) 1R1: RESULTS What are the results for determining if students possess the knowledge, skills and abilities that are expected at each degree level? The results presented should be for the processes identified in 1P1. -
2009 Report to the Community Table of Contents
ity 2009 Report to the Commun Table of Contents page one › Letter from the President page two › Giving Into the Future Together page three › Making History page four › Donation Provides Unique Opportunity page five › Renaissance Man page six › Corporate Donations Fill Instructional Equipment Needs page seven › Helping Students “Achieve the Dream” page eight › Foundation Raises Funds for the Future page nine › Foundation Events page ten › Student of the Year page eleven › Scholarship Recipients Thank Benefactors at Annual Scholar-Donor Breakfast page twelve › In Memoriam: Raymond Polchow page thirteen › Keeping Pace with Rapid Changes in Technology page fourteen › Donors Invest in the Community page fifteen › Operating Budget 2008-2009 page sixteen › Foundation Financials page seventeen › Donor Acknowledgements page twenty-one › College Leadership back cover › Acknowledgements About the cover › The accomplished individuals pictured on the cover are graduates of Zane State College. Many continued their education after leaving the College and all have become active contributors to the community. Their success speaks volumes about Zane State College’s enormous impact in Southeast Ohio. › Steven Barrows ’08, student, U.S. Merchant Marine Academy › Ann Beasley ‘93 and ‘94, administrative associate, American Electric Power › Melissa Corbett ‘85, radiology technician, Southeast Ohio Regional Medical Center › Roberta Cramer ‘03 and Keith Saylor ‘03, chefs and owners of Roberta’s Professional Cakes and Catering › Dick Sorg ‘71, executive director, Muskingum Soil and Water Conservation District › Ed Voorhies ‘93, deputy director, Southern Ohio Region of Prisons › Sue Wilson ‘77, vice president, The Community Bank Letter from the President During a celebratory dinner last fall to mark the end of our year-long 40th anniversary celebration, I reminded the assembled guests of when Charles Stewart, father of our valued board member, Bill Stewart, joined a delegation in Columbus to request our charter from the Board of Regents. -
The Perfect Sacrifice Lesson Focus | Since His Beginning, Man Has Always Offered Sacrifices to God in Order to Atone for His Sins
St. Mary's At-Home Guide - February 24 (Ch 20-21) - Grade 5 Lesson 20 The Perfect Sacrifice Lesson Focus | Since his beginning, man has always offered sacrifices to God in order to atone for his sins. No sacrifice, however, could truly atone for sin because no sacrifice was perfect. Jesus’ offering of himself on the Cross, however, was. That’s because Jesus, who both offered the sacrifice and was the sacrifice, was perfect. At every Mass, Jesus, through the priest, continues to offer himself to God when the bread and wine are transformed into his Body and Blood. It is the same sacrifice offered on Calvary, re–presented in time. 1 | begin Pray the Glory Be with your child. Show your child pictures of sheep, goats, calves, doves, wheat, and wine. Explain that if you had lived in Jerusalem during Jesus’ time, your family would have gone to the temple to give these items to the priest for sacrifice. Together read John 1:19–30 aloud. 2 | summarize Summarize this week’s lesson for your child: Example: When Jesus offered his life on the Cross, he became the one, perfect sacrifice, the Lamb of God offered up for all the world’s sins. After that, it was no longer necessary for people to offer up other ritual sacrifices, such as goats, lambs, and doves. 3 | review References Review this week’s lesson by asking your child the following questions: Student Textbook: 1. What is a sacrifice? (The offering up of something to God.) Chapter 20, pp. 83–86 2. -
Stemm = 1-800-Afford-It
STEMM = Developing Our Future Innovators Science, Technology, Advancing STEMM and STEMM Education The Choose Ohio First Scholarship Program is designed to Engineering, signifi cantly strengthen Ohio’s competitiveness within STEMM Mathematics disciplines and STEMM education. Choose Ohio First provides scholarships to students in innovative academic programs and Medicine developed by Ohio’s colleges and universities and their business partners to recruit and retain more students in STEMM fi elds. Additionally, the scholarships have leveraged more than $18 million in matching funds from the participating entities. Choose Ohio First funds higher education and business collaborations that will have the most impact on Ohio’s position in world markets such as aerospace, medicine, computer technology and alternative energy. These collaborations will ultimately produce substantive improvements to the pipeline of STEMM graduates and STEMM educators in Ohio. Choose Ohio First is part of a strategic effort to bolster Ohio’s economic strength by ensuring a ready workforce for STEMM-related industries. The Scholarships Each collaboration develops its own selection criteria for Choose Ohio First scholarships. To date, scholarship funds have been awarded to 48 of Ohio’s public and private colleges and universities for students in undergraduate, graduate OhioHigherEd.org/ChooseOhio1st and professional STEMM disciplines. Scholarship awards range from $1,500 to $5,200 per student per academic year. Additionally, the scholarships have leveraged more than $30 -
Protecting the Right to Freedom of Expression Under the European Convention on Human Rights
PROTECTING THE RIGHT TO FREEDOM OF EXPRESSION This handbook, produced by the Human Rights National Implementation Division of the Directorate General of Human Rights and Rule of Law, is a practical UNDER THE EUROPEAN CONVENTION tool for legal professionals from Council of Europe member states who wish to strengthen their skills in ON HUMAN RIGHTS applying the European Convention on Human Rights and the case law of the European Court of Human Rights in their daily work. Interested in human rights training for legal professionals? Please visit the website of the European Programme for Human Rights Education for Legal Professionals (HELP): www.coe.int/help Exergue For more information on Freedom of Expression and the ECHR, have a look at the HELP online course: 048117 Prems Citation http://www.coe.int/en/web/help/help-training-platform www.coe.int/nationalimplementation ENG The Council of Europe is the continent’s leading human Dominika Bychawska-Siniarska rights organisation. It comprises 47 member states, A handbook 28 of which are members of the European Union. All for legal practitioners www.coe.int Council of Europe member states have signed up to the European Convention on Human Rights, a treaty designed to protect human rights, democracy and the rule of law. The European Court of Human Rights oversees the implementation of the Convention in the member states. PROTECTING THE RIGHT TO FREEDOM OF EXPRESSION UNDER THE EUROPEAN CONVENTION ON HUMAN RIGHTS A handbook for legal practitioners Dominika Bychawska-Siniarska Council of Europe The opinions expressed in this work are the responsibility of the author and do not necessarily reflect the official policy of the Council of Europe. -
Between Belief and Delusion: Cult Members and the Insanity Plea
REGULAR ARTICLE Between Belief and Delusion: Cult Members and the Insanity Plea Brian Holoyda, MD, MPH, and William Newman, MD Cults are charismatic groups defined by members’ adherence to a set of beliefs and teachings that differ from those of mainstream religions. Cult beliefs may appear unusual or bizarre to those outside of the organization, which can make it difficult for an outsider to know whether a belief is cult-related or delusional. In accordance with these beliefs, or at the behest of a charismatic leader, some cult members may participate in violent crimes such as murder and later attempt to plead not guilty by reason of insanity (NGRI). It is therefore necessary for forensic experts who evaluate cult members to understand how the court has responded to such individuals and their beliefs when they mount a defense of NGRI for murder. Based on a review of extant appellate court case law, cult member defendants have not yet successfully pleaded NGRI on the basis of cult involvement, despite receiving a broad array of psychiatric diagnoses that could qualify for such a defense. With the reintroduction of cult involvement in the DSM-5 criteria for other specified dissociative disorder, however, there may be a resurgence of dissociative-type diagnoses in future cult-related cases, both criminal and civil. J Am Acad Psychiatry Law 44:53–62, 2016 Cults are generally considered to be new charismatic organization. Because of this perception, it can be groups that espouse religious doctrine that differs difficult for an outsider to know whether a belief is from mainstream beliefs. -
4-Year Public Campuses: Bowling Green State
Campuses Who Participated in the Changing Campus Culture Report by the Deadline: 4-Year Public Campuses: Bowling Green State University Central State University Cleveland State University Kent State University Miami University Northeast Ohio Medical University The Ohio State University Ohio University Shawnee State University The University of Akron University of Cincinnati The University of Toledo Wright State University Youngstown State University 2-Year Public Campuses: Belmont College Central Ohio Technical College Cincinnati State & Technical College Clark State College Columbus State Community College Edison State Community College Hocking College Lakeland Community College Lorain County Community College Marion Technical College North Central State College Northwest State Community College Owens Community College Rhodes State College Rio Grande Community College Sinclair Community College Southern State Community College Stark State College Terra State Community College Washington State Community College Zane State College Private Campuses: Ashland University Aultman College of Nursing Baldwin Wallace University Bluffton University Capital University Case Western Reserve University Cedarville University The Christ College of Nursing Cleveland Institute of Music Columbus College of Art & Design Defiance College Franciscan University of Steubenville Franklin University Heidelberg University John Carroll University Kettering College Malone University Marietta College Mercy College of Ohio Mount Carmel College of Nursing Mount St. Joseph University Mount Vernon Nazarene University Muskingum University Oberlin College Ohio Northern University Ohio Wesleyan University Otterbein University Tiffin University University of Dayton University of Northwestern Ohio The University of Findlay University of Mount Union Ursuline College Walsh University Wilmington College Wittenberg University Xavier University *Eastern Gateway Community College & Denison University submitted their reports after the deadline; therefore, their data is not included in the posted report. -
Catalog 2014-2015
Go ANYWHERE! VISION Building a Vibrant Community MISSION Empowering people, enriching lives, and advancing the region through education, collaboration, and opportunities. 2014-2015 Academic Catalog TABLE OF CONTENTS College Vision and Mission Statement .............................................................................................................................................. 1 Specialized Accreditation ................................................................................................................................................................... 2 Zane State College ............................................................................................................................................................................. 4 Educational Facilities ......................................................................................................................................................................... 4 Core Values and Guiding Principles ................................................................................................................................................... 6 Institutional Goals .............................................................................................................................................................................. 6 Assessment of Institutional Effectiveness ......................................................................................................................................... 7 Degrees and Certificates -
Functional Requirements Document (FRD) Project# Project Title: Date Prepared: 1086075 PPS-CR#29689 Masking Additional 10/31/16 Information in Myepp
United States Department of Agriculture Office of the Chief Financial Officer National Finance Center Government Employees Services Division Functional Requirements Document (FRD) Project# Project Title: Date Prepared: 1086075 PPS-CR#29689 Masking Additional 10/31/16 Information in MyEPP Version 2.0 As of: 3/07/17 Scope: The scope of this request is to increase security of Personal Identifiable Information (PII) data in the Employee Personal Page (EPP) and Reporting Center (RC) for all customers. This will require more complex security functionality, which includes masking PII data that is viewed and printed from EPP and RC. Assumptions: Functional Requirements Payroll Applications Systems Branch (PASB) Requirements “Not Applicable” Personnel Applications Systems Branch (PESB) Requirements “Not Applicable” Administrative Applications Systems Branch (AASB) Requirements “Not Applicable” Payroll Web Systems Branch (PWSB) Requirements EPP: The following PII data on the Statement of Earnings and Leave will be masked entirely with asterisks (*) in EPP for viewing and printing: The SSN on the Print Friendly, View PDF, View DOC (Word), and View Xls (Excel) viewed and printed versions. Bank financial account number, DD/EFT Routing numbers for CHKING/SAVING on the Print Friendly, PDF, Excel, and Word viewed and printed versions. Financial allotments account number and routing numbers for CHKING/SAVINGS on the Version: 11 February 2015 Page 1 of 5 Functional Requirements Document (FRD) Project# Project Title: Date Prepared: 1086075 PPS-CR#29689 Masking Additional Information in 10/31/16 MyEPP Print Friendly, PDF, Excel, and Word viewed and printed versions. Discretionary allotments account number and routing numbers for CHKING/SAVINGS on the Print Friendly, PDF, Excel, and Word viewed and printed versions. -
Undermining Freedom of Expression in China the Role of Yahoo!, Microsoft and Google
UNDERMINING FREEDOM OF EXPRESSION IN CHINA The role of Yahoo!, Microsoft and Google Amnesty International ‘And of course, the information society’s very life blood is freedom. It is freedom that enables citizens everywhere to benefit from knowledge, journalists to do their essential work, and citizens to hold government accountable. Without openness, without the right to seek, receive and impart information and ideas through any media and regardless of frontiers, the information revolution will stall, and the information society we hope to build will be stillborn.’ KofiA nnan, UN Secretary General Published in July 2006 by Amnesty International UK The Human Rights Action Centre 17-25 New Inn Yard London EC2A 3EA United Kingdom www.amnesty.org.uk ISBN: 187332866 4 ISBN: 978-1-873328-66-8 AI Index: POL 30/026/2006 £5.99 CONTENTS Executive summary 4 1. Freedom of expression 8 1.1 A fundamental human right 8 1.2 Internet governance and human rights 8 2. Human rights responsibilities of companies 10 2.1 Responsibilities of Internet hardware and software companies 11 3. The human rights situation in China: an overview 13 3.1 The crackdown on human rights defenders 13 3.2 Curtailment of freedom of expression 14 3.3 Internet censorship in China 16 4. The role of Yahoo!, Microsoft and Google 17 4.1 Mismatch between values and actions 17 4.2 Contravening their principle that users come first 23 4.3 Uncovering their defences 23 4.4 From denial to acknowledgement 26 5. Recommendations for action 28 EXEcutIVE SuMMARY Amnesty International has produced many reports documenting the Chinese government’s violations of human rights.1 The expansion of investment in China by foreign companies in the field of information and communications technology puts them at risk of contributing to certain types of violation, particularly those relating to freedom of expression and the suppression of dissent.