...Barnett Introduction: What Jim Collin’s epic book Good to Great is to the business and leadership world, Len Sperry and Jon Carlson’s book, How Master Therapists Work (2014) is to the field of psychotherapy and counseling. Both books tell us with vivid accuracy what key qualities separate the best of the best from simply being good at what you do. Len Sperry, MD, PhD, ABPP and Jon Carlson PsyD, EdD, ABPP. and their subject matter are of great interest to me. The subtitle captures the heart of the book’s content and the quintessence of what I want to learn more about, Effecting Change from the First through the Last Session and Beyond. I felt very inadequate as I began practicum concurrent with starting the MAPC program in August, 2013 (still do). Adding the privilege of doing practicum in a real clinic right from the start with real clients resulted in a high motivation to learn quickly in order to be effective and helpful. One of my supervisors at that clinic, in her first formal assessment of me wrote in response to the category/rating: uses theories appropriately: Rating 4 (out of 5) “but unknowingly” (Fountain, 2013. p.4). My interest in acquiring tools, techniques, and knowledge of the counseling process was and remains very high. This book is a means toward that end....
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...the instructional and leadership capacity of staff. (ISLLC 2008: 2F; ELCC 2.4) Relevancy of Task to Principal Candidate Effective leaders are often faced with situational crises that involve the need for immediate teacher supervision and evaluation. They will be asked to assess the situation, identify the appropriate path to follow, and recommend possible solutions to the crisis. Assessment: Student Prompts/Teacher Directions 1) Individual: A Sticky Affair: Evaluating Teachers (Benchmark Assessment) a) General Practicum Information: i) Review the EDA Program Handbook in its entirety in Module 1. ii) Identify a principal in an area Title I school who is willing to work as your mentor as you move through this class. Contact this principal, identify yourself as a GCU student, and request an opportunity to shadow the principal and observe, participate, or lead in the day-to-day undertakings and responsibilities of the principal. iii) The 15-hour practicum/field experience in this course is framed by Action Inquiry, a process used by school leaders to identify and solve problems.** An Action Inquiry template is available in Course...
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...University of Illinois at Urbana-Champaign College of Business Department of Business Administration BADM 449: STRATEGIC MANAGEMENT / BUSINESS POLICY (FALL 2015) Section J: Tuesday – Thursday 11:00 A.M. – 12:20 P.M. BIF 2041 Name: Shinjinee Chattopadhyay Visting Assistant Professor Office: 465 Wohlers Hall Office Hours: Tuesday, 2-3.20 pm (Or by appointment) Office Phone: 217-300-1033 Email: schattop@illinois.edu Website: Maintained on Illinois Compass 2g INTRODUCTION AND COURSE OBJECTIVES Strategic management deals with decisions that fundamentally influence the direction of the organization and effective implementation of the direction chosen. Strategic management addresses the organizational structure, resources & capabilities, and the strategic positioning of the organization to create, capture, and sustain competitive advantage. In addition to economic value creation, management also must make decisions concerning the distribution of this economic value across stakeholders. In BADM 449, you will develop your skills at: • Understanding how firms create, capture, and sustain competitive advantage; • Analyzing strategic business situations and formulating strategy; and • Implementing strategy and organizing the firm for strategic success. Success ultimately depends not only on the soundness of the formulated strategy, but also on effective implementation through appropriate organizational choices. This capstone business course focuses...
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...alarming rise in morbidity and mortality among hospitalized patients throughout the United States heightens concerns about professional competency.1 Nurses and other health care professionals are under increased scrutiny to provide safe, effective care. Likewise, nursing education programs are faced with increased pressure to produce graduates who are capable of providing safe patient care. Toward that end, nursing education programs develop curricula, hire qualified faculty, and select learning experiences for students in an effort to train and graduate competent, effective nurses. The instructional strategies utilized in both didactic and clinical components of nursing education courses are highly influential in determining critical thinking and clinical decisionmaking ability as well as in developing the psychomotor skill performance of new graduates. Of course, it is unrealistic to think that graduates of nursing education programs have received all the training they need when they depart the doors of academia. Orientation programs for new graduates and continuing education for nurses are essential tools to help practitioners improve their knowledge, skills, and expertise so that quality patient care is provided and outcomes are optimized while errors are minimized. Ongoing evaluation of nursing competence is necessary to promote patient safety. In the Institute of Medicine (IOM) report, To Err is Human: Building a Safer Health Care System, simulation training is...
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...2014-2015 Undergraduate Academic Calendar and Course Catalogue Published June 2014 The information contained within this document was accurate at the time of publication indicated above and is subject to change. Please consult your faculty or the Registrar’s office if you require clarification regarding the contents of this document. Note: Program map information located in the faculty sections of this document are relevant to students beginning their studies in 2014-2015, students commencing their UOIT studies during a different academic year should consult their faculty to ensure they are following the correct program map. i Message from President Tim McTiernan I am delighted to welcome you to the University of Ontario Institute of Technology (UOIT), one of Canada’s most modern and dynamic university communities. We are a university that lives by three words: challenge, innovate and connect. You have chosen a university known for how it helps students meet the challenges of the future. We have created a leading-edge, technology-enriched learning environment. We have invested in state-of-the-art research and teaching facilities. We have developed industry-ready programs that align with the university’s visionary research portfolio. UOIT is known for its innovative approaches to learning. In many cases, our undergraduate and graduate students are working alongside their professors on research projects and gaining valuable hands-on learning, which we believe is integral...
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...Transforming Lives Communities The Nation …One Student at a Time Disclaimer Academic programmes, requirements, courses, tuition, and fee schedules listed in this catalogue are subject to change at any time at the discretion of the Management and Board of Trustees of the College of Science, Technology and Applied Arts of Trinidad and Tobago (COSTAATT). The COSTAATT Catalogue is the authoritative source for information on the College’s policies, programmes and services. Programme information in this catalogue is effective from September 2010. Students who commenced studies at the College prior to this date, are to be guided by programme requirements as stipulated by the relevant department. Updates on the schedule of classes and changes in academic policies, degree requirements, fees, new course offerings, and other information will be issued by the Office of the Registrar. Students are advised to consult with their departmental academic advisors at least once per semester, regarding their course of study. The policies, rules and regulations of the College are informed by the laws of the Republic of Trinidad and Tobago. iii Table of Contents PG 9 PG 9 PG 10 PG 11 PG 11 PG 12 PG 12 PG 13 PG 14 PG 14 PG 14 PG 14 PG 15 PG 17 PG 18 PG 20 PG 20 PG 20 PG 21 PG 22 PG 22 PG 22 PG 23 PG 23 PG 23 PG 23 PG 24 PG 24 PG 24 PG 24 PG 25 PG 25 PG 25 PG 26 PG 26 PG 26 PG 26 PG 26 PG 26 PG 27 PG 27 PG 27 PG 27 PG 27 PG 27 PG 28 PG 28 PG 28 PG 28 PG 28 PG 33 PG 37 Vision Mission President’s...
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...ork2012 - 2013 Catalog A Message from the President “Sullivan University is truly a unique and student success focused institution.” I have shared that statement with numerous groups and it simply summarizes my basic philosophy of what Sullivan is all about. When I say that Sullivan is “student success focused,” I feel as President that I owe a definition of this statement to all who are considering Sullivan University. First, Sullivan is unique among institutions of higher education with its innovative, career-first curriculum. You can earn a career diploma or certificate in a year or less and then accept employment while still being able to complete your associate, bachelor’s, master’s or doctoral degree by attending during the day, evenings, weekends, or online. Business and industry do not expand or hire new employees only in May or June each year. Yet most institutions of higher education operate on a nine-month school year with almost everyone graduating in May. We remained focused on your success and education, and continue to offer our students the opportunity to begin classes or to graduate four times a year with our flexible, year-round full-time schedule of classes. If you really want to attend a school where your needs (your real needs) come first, consider Sullivan University. I believe we can help you exceed your expectations. Since words cannot fully describe the atmosphere at Sullivan University, please accept my personal invitation to visit and experience...
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...BELHAVEN UNIVERSITY Jackson, Mississippi A CHRISTIAN UNIVERSITY OF LIBERAL ARTS AND SCIENCES FOUNDED IN 1883 CATALOGUE 2014-2015 EFFECTIVE JUNE 1, 2014 Directory of Communication Mailing Address: Belhaven University 1500 Peachtree St. Jackson, MS 39202 Belhaven University 535 Chestnut St. Suite 100 Chattanooga, TN 37402 Belhaven University 7111 South Crest Parkway Southaven, MS 38671 Belhaven University – LeFleur 4780 I-55 North Suite 125 Jackson, MS 39211 Belhaven University 15115 Park Row Suite 175 Houston, TX 77084 Belhaven University Online 1500 Peachtree St. Box 279 Jackson, MS 39202 Belhaven University 1790 Kirby Parkway Suite 100 Memphis, TN 38138 Belhaven University 4151 Ashford Dunwoody Rd. Suite 130 Atlanta, GA 30319 Belhaven University 5200 Vineland Rd. Suite 100 Orlando, FL 32811 Traditional Admission Adult and Graduate Studies Admission – Jackson Atlanta Chattanooga Desoto Houston Memphis Orlando Alumni Relations/Development Belhaven Fax Business Office Campus Operations Integrated Marketing Registrar Student Life Security Student Financial Planning Student Development Online Admission Online Student Services (601) 968-5940 or (800) 960-5940 (601) 968-5988 or Fax (601) 352-7640 (404) 425-5590 or Fax (404) 425-5869 (423) 265-7784 or Fax (423) 265-2703 (622) 469-5387 (281) 579-9977 or Fax (281) 579-0275 (901) 896-0184 or Fax (901) 888-0771 (407) 804-1424 or Fax (407) 367-3333 (601) 968-5980 (601) 968-9998 (601) 968-5901 (601) 968-5904 (601) 968-5930 (601) 968-5922...
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...REGENT UNIVERSITY COLLEGE OF ARTS & SCIENCES UNDERGRADUATE CATALOG 2013-2014 (Fall 2013-Summer 2014) Regent University 1000 Regent University Drive Virginia Beach, VA 23464-9800 800.373.5504 admissions@regent.edu www.regent.edu PREFACE Regional Accreditation Regent University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associates, baccalaureate, masters, and doctorate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Regent University. National and State Accreditation Regent University’s undergraduate school is accredited or certified by the following bodies: Council for Higher Education Accreditation (CHEA) (www.chea.org/) The Teacher Education Accreditation Council (TEAC) The Regent University School of Education's educational leadership and teacher preparation programs and the College of Arts & Sciences interdisciplinary studies program, which are designed to prepare competent, caring, and qualified professional educators are accredited by the Teacher Education Accreditation Council for a period of seven years, from January 9, 2009 to January 9, 2016. This accreditation certifies that the educational leadership, teacher preparation and interdisciplinary studies programs have provided evidence that they adhere to TEAC's quality principles. Teacher Educational Accreditation Council, One Dupont Circle, Suite...
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...PARSONS 2012–2013 CATALOG ACADEMIC CALENDAR 2012-2013 ABOUT PARSONS PROGRAMS OF STUDY PROGRAM REQUIREMENTS FACULTY ADVISING ACADEMIC POLICIES AND PROCEDURES REGISTRATION FINANCIAL INFORMATION STUDENT LIFE OTHER UNIVERSITY POLICIES ABOUT THE NEW SCHOOL 1 ACADEMIC CALENDAR 2012-2013 FALL 2012 Registration April 2–27 (Registration (Most new for continuing students) students register over the Aug. 20–24 (Registration summer for the fall term) for transfer students and late registration for continuing students) . Classes Begin Mon., Aug. 27 Last Day to Add a Class Mon., Sept. 10 Last Day to Drop a Class Tues., Sept. 18 Last Day to Withdraw From a Class With a Grade of W Undergraduate Fri., Oct. 12 Students Parsons Graduate Fri., Oct. 12 Students All Other Graduate Tues., Dec. 18 Students Holidays Labor Day Sat., Sept. 1–Mon., Sept. 3 weekend: Rosh Hashanah: Sun., Sept. 16 eve*–Mon., Sept. 17 Yom Kippur: Tues., Sept. 25 eve*–Wed., Sept 26 *Sunday and Tuesday classes scheduled for 3:50 p.m. or later do not meet. No classes meet on Monday and Wednesday. See rescheduled days below. Thanksgiving: Wed., Nov. 21–Sun., Nov. 25 Winter Break: Wed., Dec. 19–Fri., Jan. 25 Makeups and On Tuesday, Nov. 20, Rescheduled Days classes will follow the Wednesday schedule. On Tuesday, Dec. 18, daytime classes will not meet. Spring 2013 Registration Nov. 5–30 Juries Arranged by program Classes and Exams End Tues., Dec. 18 Online Session A Aug. 27–Dec. 18 Online Session B Aug. 27–Oct. 26 Online...
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...different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. WHY USE IT? Documented results include improved academic achievement, improved behavior and attendance, increased self-confidence and motivation, and increased liking of school and classmates. Cooperative learning is also relatively easy to implement and is inexpensive. HOW DOES IT WORK? Here are some typical strategies that can be used with any subject, in almost any grade, and without a special curriculum: Group Investigations are structured to emphasize higher-order thinking skills such as analysis and evaluation. Students work to produce a group project, which they may have a hand in selecting. STAD (Student Teams-Achievement Divisions) is used in grades 2-12. Students with varying academic abilities are assigned to 4- or 5-member teams in order to study what has been initially taught by the teacher and to help each reach his or her highest level of achievement. Students are then tested individually. Teams earn certificates or other recognition based on the degree...
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...The Impact of Technology Mentors on Effective Technology Integration Into the Elementary Classroom by Debra Chester An Applied Dissertation Submitted to the Fischler School of Education and Human Services in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Nova Southeastern University 2008 Approval Page This applied dissertation was submitted by Debra Chester under the direction of the persons listed below. It was submitted to the Fischler School of Education and Human Services and approved in partial fulfillment of the requirements for the degree of Doctor of Education at Nova Southeastern University. Deeb Paul Kitchen, EdD Committee Chair Date Patricia Heiselberg, EdD Committee Member Date Maryellen Maher, PhD Executive Dean for Research and Evaluation Date ii Abstract The Impact of Technology Mentors on Effective Technology Integration Into the Elementary Classroom. Chester, Debra, 2008: Applied Dissertation, Nova Southeastern University, Fischler School of Education and Human Services. Technology Integration/Educational Technology/Teacher Training/Professional Development/ Mentoring The purpose of this study was to investigate the use of mentors to increase the integration of technology, to provide teachers with skills, and to investigate the most effective strategies. Three research questions guided the study: 1. Will the utilization of technology mentors provide teachers with the skills needed to effectively...
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...UNDERGRADUATE REGULATIONS & SYLLABUSES 2014 - 2015 THE FACULTY OF SOCIAL SCIENCES TABLE OF CONTENTS MESSAGE FROM THE DEAN ............................................................. 3 UNDERGRADUATE PROGRAMMES ................................................ 4 ACADEMIC CALENDAR 2014-2015 ................................................ 5 DEFINITIONS ...................................................................................... 13 GENERAL INFORMATION & REGULATIONS .............................. 14 General Regulations for Bachelor of Science Degrees 14 Special Regulations for Degrees in Hospitality and Tourism Management........................................................... 27 Franchise Agreements .......................................................... 27 EVENING UNIVERSITY -GENERAL INFORMATION & REGULATIONS ................................................................................... 28 General Regulations for Bachelor of Science Degrees 28 General Regulations for Diploma Programmes ............ 36 General Regulations for Certificate Programmes ......... 37 STUDENT PRIZES .............................................................................. 38 CODE OF CONDUCT ........................................................................ 39 UNIVERSITY REGULATIONS ON PLAGIARISM .......................... 40 THE ACADEMIC SUPPORT/ DISABILITIES LIAISON UNIT (ASDLU) ..............................................................................................
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...work we are capable of accomplishing, and also where it’s accomplished. We have a more highly educated workforce, yet face diminishing resources with an increased demand for productivity, and the essential services we provide to the American public. To be successful at navigating these challenges leaders must develop the essential skills to motivate their employees, effectively communicate with others, fine-tune critical thinking skills, and build and leverage partnerships. Future leaders must also be visionary; i.e., possess the ability to identify trends and the courage to be innovative. Being technically adept in your field will no longer be enough. In response to these demands on senior executives, the U.S. Office of Personnel Management identified five Executive Core Qualifications (ECQs) that all aspiring government leaders and executives must possess. These ECQs and Fundamental Competencies were developed by OPM after extensive research on the attributes of successful executives in both the private and public sector. The ECQs represent the best thinking of organizational psychologists, human resources professionals, and members of the federal Senior Executive Service. * * How to use this catalog: The “Leadership Development Seminars January 2013-2014 Edition” and Readings by ECQ is a comprehensive, (although not all-encompassing) list...
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...work we are capable of accomplishing, and also where it’s accomplished. We have a more highly educated workforce, yet face diminishing resources with an increased demand for productivity, and the essential services we provide to the American public. To be successful at navigating these challenges leaders must develop the essential skills to motivate their employees, effectively communicate with others, fine-tune critical thinking skills, and build and leverage partnerships. Future leaders must also be visionary; i.e., possess the ability to identify trends and the courage to be innovative. Being technically adept in your field will no longer be enough. In response to these demands on senior executives, the U.S. Office of Personnel Management identified five Executive Core Qualifications (ECQs) that all aspiring government leaders and executives must possess. These ECQs and Fundamental Competencies were developed by OPM after extensive research on the attributes of successful executives in both the private and public sector. The ECQs represent the best thinking of organizational psychologists, human resources professionals, and members of the federal Senior Executive Service. * * How to use this catalog: The “Leadership Development Seminars January 2013-2014 Edition” and Readings by ECQ is a comprehensive, (although not all-encompassing) list...
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