Search

overreacting to the virus. Later, peers became so overwhelmed with converting everything to virtual learning that they didn’t have time.” Two other institutions in New York and Georgia contributed samples from students, and some PLU students in the Statistics 232 course reached out to others on social media. Eventually, more than 900 respondents from across the country participated in the study. Psychology major Kriszha Sheehy ‘21 and Assistant Professor of Psychology Corey Cook. PLU psychology major Ricky

science you might end up writing code for software simulations of proteins, creating the next big video game, or developing a social application that connects people in new ways. The possibilities are limitless. Read Previous PLU Wind Ensemble: Musica Ignota Read Next Hope, a Pacific Lutheran University Christmas Concert COMMENTS*Note: All comments are moderated If the comments don't appear for you, you might have ad blocker enabled or are currently browsing in a "private" window. LATEST POSTS Three

a professional theater company would be like and what sort of things people do in those companies. I feel so honored to be working with a well-established and well-known company in the Seattle theatre community. I enjoyed hearing all of these wonderful artists and professionals talk about the theater process and how it looks in the professional world. Read Previous Speedcubing builds problem-solving skills and social connections in schools Read Next PLU School of Nursing professor to be inducted

employ fewer people, but so that we can put those human hands on a more important task. Getting firsthand experience, seeing those manual processes get automated  – that’s really huge.  Why did you want to major in economics and minor in data science? I liked the major because it taught me about the world around me. I’ve taken classes like psychology and sociology, and those definitely teach you a lot, but I feel like economics as a social science is incredibly applicable to day-to-day interactions

Questioning Barriers: Angela Pierce-Ngo ’12 understands post-secondary success requires questions Posted by: Logan Seelye / November 3, 2022 November 3, 2022 By Lora ShinnResoLute Guest WriterWhile at PLU, Angela Pierce-Ngo ’12 was worried by a troubling pattern. After the first year of college, many peers and friends — especially classmates of color — left school or took an extremely long break.Even as she worked as a diversity advocate and progressed toward her degree in social work, she felt

translates to “the ongoing catastrophe,” in reference to the ethnic cleansing that occurred in 1948. I am going to argue that ethnic cleansing never stopped, it just changed form.  Are there other motivations for pursuing these research topics, outside of your interactions with Palestinians in the military? I can’t deny the human rights violations aspect of what is happening in Palestine, since I am able to follow Arabic speakers and Palestinian farmers on social media, who are just trying to live their

degree in nursing program. That was until a friend told her about PLU and the chance its nursing program provided her to earn a bachelor of science in nursing. “A bachelor’s degree had been something I regretted not finishing,” she recalls. Millett and Lopez began classes during the spring semester of 2020, in the early days of the COVID-19 pandemic. On the first day of classes in early February, neither of the women knew what was coming in just one month — lockdowns, social distancing, the

from physiological to social issues relevant in psychology. It turns out understanding people (psychology) and asking questions (philosophy) are two attributes that make for a successful wealth advisor. In 2008, Bell went to work at Cannataro Family Capital Partners in Manhattan. Today he has a slew of professional licenses in everything from long-term care insurance to retirement income, and has taken courses at The Wharton School at the University of Pennsylvania. He’s one of four partners in his

integration into the “social and intellectual fabric of an institution”; • commitment to the institution; and • commitment to the goal of earning a college degree (Hausmann, Schofield and Woods 2007). Belonging is a central part of these processes. Students’ sense of belonging can be encouraged in curricular and co-curricular realms of university experiences. Curricularly, course content, classroom experiences and interactions with faculty can enhance or undermine student belonging. Co-curricularly

public leaders to conserve and protect the water and land resources from pollution and development? And then what about housing for all as a right rather than privilege? Are we training young people in the Puget Sound to conserve and protect this remarkable part of the world? PLU once had a vital commitment to care for the Earth. Will that continue in the future as we face the greatest of social issues: the drastic changing of the climate? Monastic communities looked to the future, not the immediate