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? This study is grounded in my own personal experiences in a Black female academic space and through stories of Black womxn to illustrate mechanisms of whiteness. Furthermore, these experiences will be examined through a critical race theory lens. The goal of this research is to untangle the complexities of whiteness with the hope of creating space centered around Black womxn scholars. Why I majored in Gender, Sexuality, and Race Studies: I majored in WMGS/GSRS because I am invested in deconstructing

pages). (4) ENGL 591 : Independent Study To provide individual graduate students graduate-level study not available in the regular curriculum. The title will be listed on the student term-based record as IS: followed by the specific title designated by the student. (1 to 4) ENGL 595 : Internship To permit graduate students to relate theory and practice in a work situation. The title will be listed on the student term-based record as Intern: followed by the specific title designated by the instructor

An artists rendering of the upper floor of the new PLU Nursing Center. (McGranahan Architects) Impact The Center provides: Learning through practice Enhanced opportunities to learn through practice using patient care scenarios to practice skills and develop clinical competency. Realistic environments Realistic environments with spaces that duplicate equipment and furnishings found in today’s modern high-tech healthcare settings. Application of classroom theory Ability to apply classroom theory by

as DS: followed by the specific title designated by the student. (1 to 4) ENGL 300 : Living Stories A gateway course for the intermediate-level courses in each of the English major concentrations, focusing on the imaginative, critical, and social power of reading and writing. Students will read and write in a variety of genres, engage criticism and theory, and reflect on the broad question of why reading and writing matter, with a special focus on storytelling. Required for all English majors

ideologies and supporting linguistic justice. (2) EDUC 491 : Independent Study To provide individual undergraduate students with advanced study not available in the regular curriculum. The title will be listed on the student term-based record as IS: followed by the specific title designated by the student. (1 to 4) EDUC 495 : Internship To permit undergraduate students to relate theory and practice in a work situation. The title will be listed on the student term-based record as Intern: followed by the

care to patients, nor do they impose more than minimal additional risks to patients.What are some examples of QI? ensuring new evidence-based interventions are incorporated into practice improvement of over-all quality of life reduction of morbidity and mortality ensuring patients receive evidence-based interventions for their particular illness improvement in patient and family comprehension reduction in in-patient admissions and length of stay reduction of ER visits reduction in costs of service

patients, nor do they impose more than minimal additional risks to patients.What are some examples of QI? ensuring new evidence-based interventions are incorporated into practice improvement of over-all quality of life reduction of morbidity and mortality ensuring patients receive evidence-based interventions for their particular illness improvement in patient and family comprehension reduction in in-patient admissions and length of stay reduction of ER visits reduction in costs of service evaluating

more than minimal additional risks to patients.What are some examples of QI? ensuring new evidence-based interventions are incorporated into practice improvement of over-all quality of life reduction of morbidity and mortality ensuring patients receive evidence-based interventions for their particular illness improvement in patient and family comprehension reduction in in-patient admissions and length of stay reduction of ER visits reduction in costs of service evaluating procedures no greater than

the evidence and resist being taken in by the text’s rhetorical force. 13Quotation Commentaries Students receive a handout with set of quotations from a recent reading assignment and then comment on them, following a specific process: paraphrase, interpret, and comment. 14Insights-Resources-Applications (IRAs)In conjunction with an assigned reading, students complete a written assignment that includes three components: new perceptions or understandings (Insights), resources they have found that

the debris went through entrainment and tractional contact with the bed, likely through a subglacial fluvial system. Evidence of a large moulin and surface crevasses back up the theory of origin for the proglacial zone by being an avenue from which debris that has fallen onto the glacier can make its way into the entrainment process and on to the terminus of the glacier. A very large and complex proglacial stream system suggests a powerful subglacial fluvial environment capable of eroding the bed