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Request Google Group Account for Club/Organization (link) view page Use this form to renew or request new Google Group account for your club or organization. When you click the link, you will see a search bar. To request a group account, as a Club/Org Leader, for a new club/organization: Type into the search bar "Account Requests and Login Issues". To request access, as a Club/Org Leader, to an active group account for your club/org: Type into the search bar "Shared Drive Access (Netstor
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Request Google Group Account for Club/Organization (link) view page Use this form to renew or request new Google Group account for your club or organization. When you click the link, you will see a search bar. To request a group account, as a Club/Org Leader, for a new club/organization: Type into the search bar "Account Requests and Login Issues". To request access, as a Club/Org Leader, to an active group account for your club/org: Type into the search bar "Shared Drive Access (Netstor
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Request Google Group Account for Club/Organization (link) view page Use this form to renew or request new Google Group account for your club or organization. When you click the link, you will see a search bar. To request a group account, as a Club/Org Leader, for a new club/organization: Type into the search bar "Account Requests and Login Issues". To request access, as a Club/Org Leader, to an active group account for your club/org: Type into the search bar "Shared Drive Access (Netstor
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with Disabilities Studying Away It is very important to plan ahead and research the right program. To make an informed decision about the program that is best for you, we have compiled a list of several questions to help guide your thought process that can be found on our Documents and Forms page. Without careful planning, a student’s disability could have a negative impact on the Study Away experience. Plan for a detailed discussion of your goals and needs with staff from both Office of
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, working on documents of the International Tracing Service now in the possession of the Museum. Julia was one of fourteen students accepted for this opportunity, which is usually available only to students at the MA or PhD level. Walsh studied “Trends in the Study of Holocaust Perpetrators.” She explored trends in perpetrator studies, focusing on changes over time as seen in the work of individual scholars, such as Christopher Browning and Hannah Arendt. As she writes, “Trends in historiography matter
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strategies and rely on a “tried and true” approach, often relying on techniques learned in high school. Students rarely seek assistance from librarians and are more likely to seek advice from friends or family members. Recent graduates indicated they were not adequately prepared for solving information problems in the workplace (and several large surveys of employers mirror this finding). How to Use This Guide The resources in this guide are intended to serve as supplements to the existing goals and
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has a ‘whiteboard’, chat function, the ability to project documents and other resources for students to see, the ability to transfer files to students (as in a handout), and importantly both audio and video feeds. You can see each other, talk in real time, and establish a ‘human’ connection that is missing from online experiences that just use messaging or email functions.” Gregory J. Williams in class with students on November 24, 2015 (PLU Photo/Katie Martell) What are the benefits, for you and
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the ability to participate in thoughtful and challenging discussion, to write clearly, to build and explain complex arguments, to locate and use evidence ethically, and to advocate for the rights and dignity of others. ~~~~~~~
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of the universe and natural world with pre-recorded and digitally produced sounds along with a live solo horn performance. She also received acclaim for her composition “Mountain Ascent,” awarded first place at the International Women’s Brass Conference Competition in 2022. With an international reputation and a string of commissions from prestigious ensembles and musicians, Gillie’s substantial, relevant, and influential work has elevated her status as a composer and contributed significantly to
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theory and methods classes; and two new courses specifically designed for students who plan to use their education background for educational work in non-school community institutions, such as: museums, environmental education centers, performing arts organizations, businesses, etc. This education background along with the student’s area of academic emphasis will be taken into consideration for the job-shadow and internship components of this program. Required Content Area and Emphasis Students must
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