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Faculty Research Grant, Pacific Lutheran University (2017-18) Karen Hille Phillips Regency Advancement Award, Pacific Lutheran University (2015-16) Kelmer-Roe Faculty-Student Research Award, Pacific Lutheran University (with Clayton Bracht) (2013-14) Award for Excellence in Teaching Writing, Duke University (2009) Research Travel Grants, Thompson Writing Program, Duke University (2008, 2009, & 2010) Louisville Institute Dissertation Fellowship (2006-07) Summer Research Fellowship, Duke University
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are not allowed to have an active application for more than one program concurrently, as per our admissions process. Sample Curriculum Clinical Nurse Leader (CNL) TrackSummer 2024 15 credits GNUR 305: Patho/Pharm I (4) GNUR 306: Found of Care Delivery/Health Promotion (3) GNUR 307: Health & Physical Assessment (3) GNUR 308: Clinical Practicum I (3) GNUR 309: Prof Foundations & Principles of Leadership (2) Fall 2024 13 credits GNUR 310: Scholarly Writing Concepts (1) GNUR 311: Patho/Pharm II (2
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production be strong was the limited scope of actors’ focus: not on memorization, blocking, or facial expressions, but on the soundscape of intonation, voice intensity, and diction. Nate Lovitt '22An English Writing major in a radio play? You bet! Nate has studied poetry with Professor Rick Barot and put those skills to work as The Poet reading “The Raven” for Twisted Tales of Poe. Nate noted that an interesting aspect of the show was learning to speak in meter. He said, “‘The Raven’ has a rhythm to it
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philosophy but never really had a chance to explore it in a classroom setting and read actual philosophical texts. When I got to college, my writing 101 class was taught by philosophy professor Dr. Michael Rings, so he kind of led me into it. Once I took a philosophy course, I realized it was a lot of fun. I love talking about ethics, morality, logic and argumentative writing. My formal Logic course was a lot of fun and actually helped me in a different math course.Mathematics at PLUStudy math at
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philosophy but never really had a chance to explore it in a classroom setting and read actual philosophical texts. When I got to college, my writing 101 class was taught by philosophy professor Dr. Michael Rings, so he kind of led me into it. Once I took a philosophy course, I realized it was a lot of fun. I love talking about ethics, morality, logic and argumentative writing. My formal Logic course was a lot of fun and actually helped me in a different math course.Mathematics at PLUStudy math at
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production be strong was the limited scope of actors’ focus: not on memorization, blocking, or facial expressions, but on the soundscape of intonation, voice intensity, and diction. Nate Lovitt '22An English Writing major in a radio play? You bet! Nate has studied poetry with Professor Rick Barot and put those skills to work as The Poet reading “The Raven” for Twisted Tales of Poe. Nate noted that an interesting aspect of the show was learning to speak in meter. He said, “‘The Raven’ has a rhythm to it
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and practice of acknowledgment, linking this content to treaty relationships (or lack thereof).” Print Books (on display) These first two books listed are not related to Salish languages but are include in this exhibit due to their focus on indigenous language and writing. E98.E85G46 2003 Genocide of the mind : new Native American writing E98.E85A48 2006 American Indian rhetorics of survivance: word medicine, word magic Below are books more locally focused on people and language. E99.P98A5x
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Writing Seminar (4): Students will learn strategies for writing, thinking, speaking and reading. They encounter writing as a way of thinking, of learning, and of discovering and ordering ideas. Working with interdisciplinary themes, students practice the various academic conventions of writing. After completing FYEP 101: Students will employ rhetorical strategies effective for a specific context, purpose, and audience. Students will articulate, develop, and support an argument, point of view, or
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c. Performing a task related to the discipline of a student; or d. Providing a service or benefit relating to the student or student’s family, such as health care, counseling, job placement, financial aid, or writing letters of recommendation. 2. To officials of another school, upon request, in which a student seeks or intends to enroll. 3. To certain officials of the US Department of Education, the Comptroller General, and state and local educational authorities, in connection with certain
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placement, financial aid, or writing letters of recommendation. 2. To officials of another school, upon request, in which a student seeks or intends to enroll. 3. To certain officials of the US Department of Education, the Comptroller General, and state and local educational authorities, in connection with certain state or federally supported education programs. 4. In connection with a student’s request for or receipt of financial aid, as necessary to determine the eligibility, amount, or conditions
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