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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
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Paper Mario. Utilizing the GameMaker Studio 2 game engine, this project holistically explores the game design process, including implementing exploration and combat systems, creating a world, building its characters, and writing a story that will keep players engaged. Players can experience a variety of features such as a traversable map, collectable items, and battles with enemies. Along their journey, players will delve into the game’s narrative and interact with a diverse cast of characters
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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
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testament to this school,” she said of her upcoming production. “It is quite a gift to let a student use the mainstage for a performance. At most schools, that does not happen.” Schultz has selected “In the Garden of Live Flowers” by Attilio Favorini and Lynne Conner, a drama inspired by the life of environmentalist Rachel Carson and the writing of her groundbreaking book, “Silent Spring.” In making this ambitious choice, Schultz said she was looking to select a play that would make the audience both
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comparison, they’re really not.” Jamila Haji, 13, has been in the United States for two years, and is still working on her reading and writing skills. But the teen is quickly adapting to the options her new country presents for her future. When asked what she wants to be when she grows up, Haji rattled off a “top four” list of career options that doesn’t sound much different from the aspirations of a native-born teenager: doctor, lawyer, singer, teacher. When asked which was best, she said, “The best
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. The film took three years to produce. With Swingler’s input, the world surrounding Jameson and Wolf gained a playfully dark atmosphere and a Dr. Seuss-like rhyme scheme. Petersen said telling the story through rhymes was one of the most strenuous aspects of writing the film: “Sometimes we would agonize over one line, but if we changed that, then we’d have to change the paragraph before that.” "There were all these various things in the theatre department that I had to work on that I realized
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student in writing, either via the midpoint clinical evaluation or through a Performance Progression Alert form. Students should not hear about any weaknesses or issues for the first time at the final evaluation. An electronic copy of the Performance Progression Alert form should be transmitted to Academic Advisor; Chair of RAP committee; Associate Director of Advising, Admission, and Student Support; School of Nursing Dean; and as appropriate, Lead Course Faculty and/or the level/track faculty as
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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
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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
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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
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