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traditions, while still moving the learning process forward in the schools. And learning to adapt – sometimes on the spot – with different cultural norms. Such as corporeal punishment. “Many Namibians are accustomed to being hit,” Weiss said. “It isn’t legal, but it just happens. When the kids are misbehaving, they’ll tell a PLU teacher “just beat him, Miss.”’ Of course that’s not an option for the PLU students, who find different ways to keep order in the classroom that don’t involve fists. One student
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the world,” Frey said, adding that optimum access to teaching, learning and living spaces is necessary to fulfilling the institution’s mission. “Renovations and repairs that are ADA-compliant serve everyone. It means that all students have access to space and, ultimately, to the diversity of voices that speak in the classroom. That’s the positive.” Shared knowledge is key to the process, Orr stressed: “It takes all of us to figure it out. I need the input, understanding and communication amongst
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like the PLC wherever I end up.”Biology major Susan Schowalter ’19, another student assistant director, helped a student and a family member with a college application process last year, which she said was a rewarding highlight. “I was drawn to the PLC because it was an opportunity to provide exceptional resources like writing help and class tutoring to students in the Parkland community,” she said. “Being a university that brings in large numbers of people from around the country, PLU asks a lot
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, and I’m very grateful for my time in student government. Learning about the legislative process, getting experience writing legislation, and making changes on campus was gratifying. I’m also proud of what senators accomplished, including integrating more authors of color in classroom textbooks and launching a campaign for a $15 unlimited yearly pass for Pierce Transit. What are your plans for the future? Ruggeri: After graduation, I’ll pursue environmental policy political work and work in
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outside the student’s role as an employed RN. Students may request to apply time spent on health system quality work toward their total clinical hours, but this must be: Discussed with the faculty in advance Meet course outcomes Constitute no more than [10%] of total clinical hours Practice as a nurse educator (education process, curriculum work, or educating nursing students) does not qualify for graduate clinical practice, unless the student has specified the Nurse Educator track for the MSN
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was doing, but I thought I could do anything,” she said. In the process Wagstaff learned about what it took to run a business, and sponged advice from successful people she met along the way. The mortgage landscape began to change, and Wagstaff soon had a baby on the way. She wanted a job – with benefits and security – which led to her next stop as an account manager for a subprime mortgage company, even though she had little experience with the lending side of the business. As she always did
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brokerage company. “Again, I had no idea what I was doing, but I thought I could do anything,” she said. In the process Wagstaff learned about what it took to run a business, and sponged advice from successful people she met along the way. The mortgage landscape began to change, and Wagstaff soon had a baby on the way. She wanted a job – with benefits and security – which led to her next stop as an account manager for a subprime mortgage company, even though she had little experience with the lending
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determine whether we had made sufficient progress on fulfilling our mission and meeting the strict requirements of the accreditation process. At the end of the visit, the accreditation team met with the campus in open forum to read aloud the results of their findings. PLU received the following commendation: The evaluation committee commends the Faculty Joint Committee and campus leadership for following procedures outlined in the faculty handbook for reduction of faculty positions; the University
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determine whether we had made sufficient progress on fulfilling our mission and meeting the strict requirements of the accreditation process. At the end of the visit, the accreditation team met with the campus in open forum to read aloud the results of their findings. PLU received the following commendation: The evaluation committee commends the Faculty Joint Committee and campus leadership for following procedures outlined in the faculty handbook for reduction of faculty positions; the University
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counterproductive to the learning process. The proficiency model, on the other hand, while parading as a “neutral” contextualization of language, can perpetuate a male-biased, heterosexist, often racist and classist view of culture. Concomitantly, the goal of achieving competency often reinforces exclusionary cultural norms. This emphasis on contextualized, conversational usage fails to ask whose conversational agenda is being taught; for example, conversations about sports are more frequently offered as models
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