BIO-TBL Information from coaching staff, 1%. Information from Career Services, 7% University of virginia(1). U. of Washington(2). U of west virginia(1) http://www.earlham.edu/~assess/html/majorsdept/natsciences/bio/bio-tbl.html
Extractions: In what fields are they working? FIELD OF EMPLOYMENT NO. Arts/Crafts (musician, actor, artist) Business (accountant, sales, personnel, mgmt) Clergy/Ministry Computer (programming, systems analysis) Education (professor, el ed, day care) Engineering/Construction (architect, interior design ) Farming/Conservation Foreign Service (interpreter, diplomat, Peace Corp) Health Services Homemaking Law (lawyer, judge, police, politician) Mental Health (social worker, psychologist) Scientific Research/Application Writing/Journalism Unemployed Other No Update
The University Of Virginia's College At Wise Asst Vice Chanc for Ath dev GYM 201 PO Box 1499 Wise VA 24296 3286227 214 west 2nd St., North Big Stone Gap VA 24219 mlw6v@uvawise.edu. 376-4558 http://www.wise.virginia.edu/directories/faculty_staff.html
Extractions: FEATURED UPDATES: Several redesigned pages are now available for easy reference to recent opinions and case developments. Topical summaries of recent opinions are available on a newly-updated page. In addition, information and news about opinions and cases recently granted have been organized for easy reference on three separate topical pages relating to: Civil Criminal , and Family Law. Filed Case No. Case Name Lindsie D. L. v. Richard W. S. SER Brum v. Bradley, Magistrate of Wood Co. 31561.Dis SER Brum v. Bradley, Magistrate of Wood Co. SER Rees v. Hatcher, Judge 31555.Dis SER Rees v. Hatcher, Judge SER Cities of Charleston v. WV Economic Development 31540.Con SER Cities of Charleston v. WV Economic Development 31540.Con SER Cities of Charleston v. WV Economic Development
West Virginia School Boards Association Professional dev.Use free teaching modules created by professional The WestVirginia School Boards Association is a leader in providing courses for new http://www.edutopia.org/php/orgs.php?id=org_402878
Superintendents In Action Professional dev.Use free teaching modules created by professional developmentexperts In Mercer County, west virginia, where Deborah S. Akers has been http://www.edutopia.org/php/article.php?id=Art_1054&key=238
Abbreviated Titles 1995 : C C44 Child dev. Child development RJ1.C3 Child welf. Child welfare HV701. For.Exp. Stn. Circular west virginia University Agricultural and Forestry http://www.nal.usda.gov/indexing/lji95/abrtid.htm
State Library Agencies Hawaii State Public Library System, Dept. of education west virginia LibraryCommission, WV Library Commission. Wisconsin Division for Libraries, http://www.lori.ri.gov/aboutus/sla.php
Extractions: new COOLjsMenu("menu1", MENU_ITEMS_STYLING) Library Board of Rhode Island Library Advocacy Task Force LORI Committee State Library Agencies State Library Agency (see note Governing Body/Place in Gov't Alabama Public Library Service Dept. of Archives and History Alaska State Library Dept. of Education Board of Library, Archives, and Public Records California State Library Dept. of Education Colorado State Library Dept. of Education Connecticut State Library State Library Board Delaware Division of Libraries/State Library of Delaware Dept. of State Dept. of State Georgia Public Library Service Board of Regents of the University System of Georgia Hawaii State Public Library System Dept. of Education Idaho State Library State Board of Education Illinois State Library Dept. of State Indiana State Library Indiana Library and Historical Board State Library of Iowa Iowa Commission of Libraries Kansas State Library State Library Advisory Commission State Library of Louisiana State Library Board Maine State Library Maine Library Commission Maryland Division of Library Development And Services Dept. of Education
Southern LINCS - Special Collections Three states, Arkansas, Mississippi, and west virginia had proposals funded for For the last quarter, Southern LINCS and virginia Adult education and http://slincs.coe.utk.edu/about_slincs/programs_activities/reports/report_archiv
Extractions: Report Prepared By: Mary Ziegler, Limin Mu, Wil Hawk, Donna JG Brian, Angela Rivera I. Goals and Objectives for last quarter II. Activities planned for the quarter: Update on workforce education special collection. Continue to collaborate with the Virginia Literacy Resources Center on GTE project. Continue to develop Learning Activities Bank (LAB) with the Virginia Literacy Resource Center as part of the GTE grant.
Southern LINCS - Special Collections Alaeplannews list was created for Alabama Adult education Program during Created Web-based interactive calendar for state partners (west virginia ABE http://slincs.coe.utk.edu/about_slincs/programs_activities/reports/report_archiv
Extractions: Report Prepared By: Mary Ziegler, Limin Mu, Wil Hawk, and Dona JG Brian I. Goals and Objectives for last quarter II. Activities planned for the quarter: Plan and conduct joint Hub meeting with Midwest LINCS in New Orleans Continue to collaborate with the Virginia Literacy Resources Center on GTE project Develop Learning Activities Bank (LAB) with the Virginia Literacy Resource Center as part of the GTE grant. Reorganize the workforce education and correctional education sites so more materials can be added Publish the second issue of Southern LINCS newsletter and put it online Continue cataloging on-line locally produced materials with WAIS databases Provide more support for WAIS databases cataloging Increase the power of browser function for the online locally produced materials Create more electronic discussion lists and provide technical support for state level users Conduct comprehensive updates on the Southern LINCS Web pages, especially on locally produced materials
Extractions: //For Jeff's Modules. var what="LNCAI"; var uri=document.location; FindLaw For the Public For Small Business For Corporate Counsel ... Legal Commentary Research a Lawyer Use the Thomson Legal Record to access a lawyer's litigation record, articles and more! Search by Name Search by Experience Search FindLaw FindLaw Articles News Commentary Browse Resources My current location: city Change Location Constitutional Law Center U.S. Constitution Fourteenth Amendment > Annotations previous Annotations p. 25 next Education Development and Application of ''Separate But Equal'' .Cases decided soon after ratification of the Fourteenth Amendment may be read as precluding any state-imposed distinction based on race, but the Court in Plessy v. Ferguson adopted a principle first propounded in litigation attacking racial segregation in the schools of Boston, Massachusetts. Plessy concerned not schools but a state law requiring the furnishing of ''equal but separate'' facilities for rail transportation and requiring the separation of ''white and colored'' passengers. ''The object of the [Fourteenth] [A]mendment was undoubtedly to enforce the absolute equality of the two races before the law, but in the nature of things it could not have been intended to abolish distinctions based upon color, or to enforce social, as distinguished from political, equality, or a commingling of the two races upon terms unsatisfactory to either. Laws permitting, and even requiring their separation in places where they are liable to be brought into contact do not necessarily imply the inferiority of either race to the other, and have been generally, if not universally, recognized as within the competency of the state legislatures in exercise of their police power.''
East Stroudsburg University - President's Bio the Russian Space Center, and the west virginia Department of education;special education programs for NASA, the FBI, the west virginia High Tech http://www3.esu.edu/about/president_bio.asp
Extractions: Tuesday, September 27, 2005 Select a Page Access Student Account Admission Print Center Advancement (Univ.) Academic Calendar Applied DNA Sciences Business Accelerator Ctr. Research/Economic Dev. Computing Services Disability Services Directions to ESU Employment Opportunities ESU Bookstore ESU Directory Finance and Admin Human Resources Institutional Review Board (IRB) Intramurals Koehler Rec. Hours Library NEPA Writing Project Photo Gallery Performance Indicators Procurement Recreation Center Retired Faculty and Staff SECA Stony Acres Student Records Study Abroad/NSE Telecom Services University Properties, Inc. University Senate Info. Web CT The Weekly Professor Virtual Tour Robert J. Dillman, President Dr. Robert J. Dillman, was named the 12th president of East Stroudsburg of Pennsylvania by the Board of Governors of the State System of Higher Education in January, 1996. He began his duties at the university in July, 1996, succeeding Dr. James E. Gilbert who had served as president from 1987 to 1996. President Dillman previously served as president of Fairmont State College in Fairmont, West Virginia. At Fairmont he spearheaded numerous improvements and modifications to academic and administrative programs and developed new initiatives to enhance the goals and mission of the institution. New programs and accomplishments at Fairmont included; enhancement of the General Education core requirements; new academic programs in nursing and aviation; a unique Aerospace Scholars Program associated with NASA, the Russian Space Center, and the West Virginia Department of Education; special education programs for NASA, the FBI, the West Virginia High Tech Consortium; and an Academic Advising Center before joining Fairmont.
WVSCTC - West Virginia State Community & Technical College west virginia State College PO Box 1000 Institute, WV 251121000 Phone (304)766-3707 mcdaniel@mail.wvsc.edu WVSCTC Home WVSU Home Campus Map http://www.wvsctc.edu/AcademicDegreePrograms/OccupationalDevelopment.htm
Extractions: Associate in Applied Science in Occupational Development The A.A.S. in Occupational Development degrees result from a partnership involving West Virginia State College, the U.S. Department of Labor Bureau of Apprenticeship and Training, companies, and labor unions. Apprentices who seek the A.A.S. in Occupational Development earn part of their college credits from the Annual Classroom Training and On-the-Job Training that are required in their apprenticeship programs and other college credits through enrollment in courses at West Virginia State College. These A.A.S. degrees are typically organized as follows: Component I consists of a minimum of seven (7) college courses, including English, speech, mathematics, natural sciences, social sciences, humanities, business, and the fine arts for a total of 21-22 credit hours. Some apprenticeship programs may require more than seven (7) college courses. Check with the program director regarding your craft. Based on their ACT/SAT scores, it is possible that some apprentices might have to take remedial/developmental courses in English and mathematics. Component II consists of Classroom Training , over a thousand clock hours of instruction, typically over a 3-5 year period. The College awards up to 30 credit hours for Classroom Training in the apprenticeship program.
JONA The Journal Of Nursing Administration - Fulltext Volume 33 Corresponding author June H. Larrabee, PhD, RN, west virginia J Nurs StaffDev. 1996; 12( 2)8185. Fulltext Link Medline Link Context Link http://www.jonajournal.com/pt/re/jona/fulltext.00005110-200305000-00003.htm
Relief As Development, But Development As Reilef? Relief professionals see staff in developmental programs as ill trained generalists, People with training in development, such as education, http://www.jha.ac/articles/a024.htm
Extractions: "RELIEF AS DEVELOPMENT, BUT DEVELOPMENT AS RELIEF?" Donald P Brandt [Document first posted on 4 July 1997] Dr Donald P Brandt is a senior researcher with World Vision International, a humanitarian development and relief organisation with a Christian focus. The author serves in the Policy and Planning Department as a member of World Vision's Early Warning System team. Another of his responsibilities is to help facilitate enterprise development with the organization's field offices. Introduction. Are old ways of thinking applicable to complex humanitarian emergencies (CHEs)? Increasingly, the answer by relief staffs is "No." For development workers, the answer seems to be "Yes." Who's right? The basis of the traditional disaster model is that linear interventions lead from relief to sustainable development. In this paradigm, no serious breaks or discontinuities disrupt the progression of projects and programs designed to assist beneficiaries. Food distribution leads to food-for-work that, in turn, induces agricultural development, serves as an example of interventions in the traditional model. The traditional model is open to criticism on two counts. Practitioners assume that discrete subsets of activities are associated with each phase. Certain interventions are done in the relief stage but not in rehabilitation or relief. Likewise, rehabilitation or development are associated with their own set of strategies and operations. This classification of activities into relief, rehabilitation, and development interventions is often arbitrary. Requirements of donors are partially responsible: government grants usually mandate discrete activities because program boundaries simplify financial accountability.
