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experiencing physically and hopefully empowering them to take care of themselves from that moment forward. How did studying Nursing at PLU help prepare you do go to work at Tacoma General right after graduating? PLU provided me with an abundance of clinical, hands-on experience that helped make the transition from school to work life less daunting. The nursing program really hones critical thinking skills and prepared me to take a more creative approach to problem solving. How did you choose Nursing as a

Fleurimont CONTRIBUTORS Andriana Fletcher ’10 Allison Rise ’12 Sonja Ruud ’12 Jacob Taylor-Mosquera ’09 COURTESY PHOTOS Wang Center Charles Bergman Theodore Charles ’12 Dom Calata ’08 EXECUTIVE CREATIVE DIRECTOR Simon Sung EXECUTIVE DIRECTOR OF CONTENT DEVELOPMENT Lace M. Smith WEB TEAM Logan Seelye Sam O’Hara Asuka Goya Chris Albert CLASS NOTES Laura Rose ’03, ’11 PROOFREADER Rebecca Young EDITORIAL OFFICES Neeb Center 253-535-8410 resolute@plu.edu www.plu.edu/resolute PLU OFFICERS Thomas W. Krise, Ph.D

how to respond or relate, or lost because people do things differently. By imagining how others might interpret your actions differently, you will begin to understand different points of view. 7. Use your blog or journal creatively. Include photos, sketches, song lyrics, poems, or other creative projects. You may also wish to write in the local language. Keeping a vocabulary section will also help you remember the new slang terms and expressions you have learned. 8. Critique your blog or journal

tissues, and auditory information (patient voice, heart tones, bowel and lung sounds). The student must be able to modify decisions and actions when dictated by new relevant data or after analysis of existing data. The student should be capable of recognizing and responding appropriately to life-threatening emergencies. Communication The student must communicate effectively verbally, non-verbally, and in writing in a timely manner with other students, faculty, staff, patients, family, and other

from images of the body surfaces, palpable changes in various organs and tissues, and auditory information (patient voice, heart tones, bowel and lung sounds). The student must be able to modify decisions and actions when dictated by new relevant data or after analysis of existing data. The student should be capable of recognizing and responding appropriately to life-threatening emergencies. Communication The student must communicate effectively verbally, non-verbally, and in writing in a timely

analysis of existing data. The student should be capable of recognizing and responding appropriately to life-threatening emergencies. Communication The student must communicate effectively verbally, non-verbally, and in writing in a timely manner with other students, faculty, staff, patients, family, and other healthcare professionals. He or she must be able to express ideas clearly and must be open to giving and receiving feedback.  The student must be able to convey and exchange information regarding

curriculum. The title will be listed on the student term-based record as IS: followed by the specific title designated by the student. Prerequisites: ECON 301 or 302 and consent of the department. (1 to 4) ECON 495 : Internship A research and writing project in connection with a student's approved off-campus activity. Prerequisites: ECON 101; ECON 301 or 302, sophomore standing, and consent of the department. (1 to 4) ECON 499 : Capstone: Senior Seminar - SR Seminar in economic problems and policies with

research with children must complete a supplemental HPRB form (part of online application), must obtain written parental (or guardian) consent using an HPRB approved Parent/Guardian Consent Form (please use our template), and must obtain oral assent from the child using an HPRB-approved Child Oral Assent Script (see below). Here’s what goes into a Child Oral Assent Script Investigators must take into account the age, maturity, and psychological state of the participants when writing this script

”, “Narratives of Grieving African Americans About Racism in the Lives of Deceased Family Members”, “A Womanist Legacy of Trauma, Grief, and Loss: Reframing the Notion of the Strong Black Woman Icon”, and is the co-author of the book, “African American Grief”. Her current research agenda include understanding Community Trauma and End-of Life Decisions among older African Americans. She’s also in the process in writing her second book to be entitled, “African American Grief – Revisited”. Dr. Wallace considers