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generosity and support of New Yorkers increased right alongside the numbers of COVID-19 cases. At the 7 p.m. change of shifts, New Yorkers come outside to clap, while fire stations run engine lights and play sirens. Free meals from local restaurants feed the medical staff, and hotels offer rooms to house medical workers. Children chalk sidewalks with colorful messages of appreciation, and last week, a stranger insisted on buying Chrissy’s groceries at Trader Joe’s. “It’s cool to see people understand
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while continuing to meet basic human needs. Sometimes that’s quietly working behind the scenes with families in the aftermath of a mass shooting; sometimes it’s working with a family after a home fire or a hurricane; sometimes it’s buying a refrigerator to support a food pantry in the South. The need is increasing, but whatever the crisis, the American Red Cross remains rooted in the 19th century mission born on the battlefields of the U.S. and Europe: to help people who are hurting. Sometimes that
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— they were stories of empowerment and optimism. Stories of hope. It reminded me that life hits everyone in different ways. I learned that homelessness comes in many different ways. Lack of social support, financial instability, legal issues. I felt a sense of being uplifted because the stories, while hard to hear at times, always ended in a way that had a silver lining or a positive takeaway. Has your perspective on youth homelessness changed through this project? My perspective on youth
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assigning a blog activity, instructors should critically analyze the purpose of the activity. Any blogging project should be in support of the course’s learning objectives and enhance meaningful communication. Expectations and processes for the activity should be defined up front. In most cases, technology hurdles should be minimal, allowing students to focus on the content and not the tool. It is also important to analyze the audience for student writing. Will these blogs be private to the class or
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alone. 4. Points toward important, transferable ideas within (and sometimes across) disciplines. 5. Raises additional questions and sparks further inquiry. 6. Requires support and justification, not just an answer. 7. Recurs over time; that is, the question can and should be revisited again and again (p.3). Using these criteria, a natural science course might pose the question, “What is the relationship between science and technology?” or a physical education course might ask, “What makes someone an
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,” Heath says. “‘How do you stage giant boats sailing across a stage when you have less than a thousand dollars in your total budget? How do you justify doing a play about the Passion of the Christ at Christmastime?’ They’re hard questions! But I had a lot of support from faculty and students alike who provided me with a sounding board to bounce terrible ideas off of until I came to better ideas.” This is the only mainstage show of the year that runs almost a full week; actors perform six performances
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fall 2025. As a result, PLU anticipates a growing alliance with PNWU that will increase opportunities for PLU graduates in all of these programs in the years to come. Read Previous Emily Struck ’23 reflects on her time at PLU, captivated by chemistry and research Read Next Law school-bound Jasneet Sandu ’23 is passionate about global studies, anthropology, computer science and religion LATEST POSTS Three students share how scholarships support them in their pursuit to make the world better than how
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March 14, 2008 Fighting violence with kindness In response to recent campus shootings in Illinois and Louisiana, a student-driven campaign is working to bolster the university’s sense of community and improve access to support services. The “1 to the 5th” campaign seeks to intentionally build a stronger, more supportive campus environment by empowering students to reach out to their peers and connecting them campus resources. The campaign’s mission statement asserts “the positive impact that
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, will support the development and implementation of the professional development workshops for teachers. Of the total, Whitman was awarded $127,006. Titled “Collaborative Research: Teachers on the Leading Edge: Linking K-12 Earth Science Teachers to EarthScope,” the project is a collaboration between PLU, the University of Portland, Central Washington University and Portland Community College. EarthScope is a 10-year program to explore the structure of the North American continent and advance
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vice president for the Residence Hall Association, Siburg is currently working on his capstone project for religion and economics. His research examines the religious promotion of sustainable development in third world nations. Siburg is the third PLU student to receive the fellowship. Read Previous Basketball adventure Read Next Art grants support PLU faculty COMMENTS*Note: All comments are moderated If the comments don't appear for you, you might have ad blocker enabled or are currently browsing
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