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The site is experiencing issues and is unable to fulfill your request at this time. If this problem persists please contact customer support. ![]() Commercial reading programs are called Basal Readers Publishers of basal reading programs boast that their program is a complete literacy program. Basal reading programs for elementary schoolchildren explored. Information, news, and reviews about teaching children to read. Basal reading programs are comprehensive courses of reading instruction for teachers and students from kindergarten to those in grades 6, 8 and sometimes 12th grade. How I evaluated the basal reading series. A basal reading program is a core reading program that is used to teach children to read. The term 'basal' comes from the word 'base,' as the program acts as the. Summary and ranking of the basal reading series. I examined five contemporary basal series using a planned sampling strategy focused mostly on optimal decoding. 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Cooperative education is taking on new importance in helping young people to make the school- to- work transition. Cooperative learning falls under the umbrella of work- integrated learning (alongside internships, service learning and clinical placements) but is distinct as it alternates a school term with a work term in a structured manner, involves a partnership between the academic institution and the employer, and generally is both paid and intended to advance the education of the student. Cooperative ESL Ministries train, network, mobilize, and inspire hundreds of current and prospective volunteers who work directly with newcomers in Calgary. The Cooperative Dog in Boston, Massachusetts is a full-time dog training and behavior consulting service offering practical training for everyday life in group classes in Brookline, Wellesley and Revere as well as private, in. The COMET Program creates environmental science education and training in support of a diverse community of users by offering products and services such as: the development of media-rich, interactive, multi-lingual distance.Schneider observed that several of the more successful Lehigh graduates had worked to earn money before graduation. Gathering data through interviews of employers and graduates, he devised the framework for cooperative education (1. About that time, Carnegie Technical Schools, now Carnegie Mellon University, opened and thereby minimized the need for Schneider's co- op plan in the region around Lehigh University. However, in 1. 90. University of Cincinnati appointed Schneider to their faculty. The Art and Science of Starting a Cooperative Business. Cooperative Business Development Training Program is a rigorous course for participants to develop the skills to start a new cooperative and assist. National Council for Cooperative Training has been constituted by the National Cooperative Union of India under its bye-laws with the concurrence of Government of India, Ministry of Agriculture, Department of Agriculture and. ![]() In 1. 90. 5 the UC Board of Trustees allowed Schneider to . The University of Cincinnati returned to the matter in its September 2. Cooperative Education officially ended, for the success of which the Board resumed full responsibility. Schneider, beginning from the rank of Assistant Professor, would rise through the rank of Dean of Engineering (1. Throughout his career, he was an advocate for the co- op framework. His thirty years of service to the University of Cincinnati are partly credited for that institution's worldwide fame. In 2. 00. 6 the University of Cincinnati unveiled a statue of dean Schneider outside the window of his office in Baldwin Hall. In 1. 96. 5, The Cooperative Education and Internship Association (CEIA) created . The award is given annually to an outstanding educator from faculty or administration. In 2. 00. 6 The University of Cincinnati established the Cooperative Education Hall of Honor . By 1. 92. 1, Antioch College had adapted the co- op practices to their liberal arts curricula, for which reason many called co- op the . This school was later renamed Kettering University. This stemmed from the University. Drexel's belief that Drexel University should prepare its men and women for successful careers through an education that balanced classroom theory with real world practice. In 1. 92. 5, the five- year co- op program took hold in the chemical engineering department, which would later become the foundation of Drexel's cooperative education program. Today, the cooperative education program supports students of more than 7. In 1. 92. 2, Northeastern University emphasized its commitment to co- op by extending it to the College of Business Administration. As new colleges opened at Northeastern, such as the College of Liberal Arts (1. College of Education (1. By the 1. 98. 0s, Northeastern was the acknowledged leader in co- op education across the world.(Smollins 1. In 1. 92. 6, Dean Schneider invited those interested in forming an Association of Co- operative Colleges (ACC) to the University of Cincinnati for the first convention. The idea took hold, and was followed by three more annual conventions. In 1. 92. 9, the Society for the Promotion of Engineering Education, now called American Society for Engineering Education (ASEE), formed the Division of Cooperative Engineering Education, incorporating the membership of the ACC (Auld 1. In 1. 95. 7, the first Canadian co- operative education program began at the University of Waterloo with an inaugural class of 7. This program was seen as a joke and was not expected to succeed, however it quickly became a model for other co- op programs across Canada. These programs were based on both the sandwich education model popularized in Britain and the new American co- op programs. Canadian co- op programs generally follow a four- month school system interspersed with four month work terms. This common system allows employers to hire students from multiple institutions with common timelines and training programs. That study resulted in the formation of the National Commission for Cooperative Education (NCCE). NCCE remains today to promote and lobby for co- operative education in the United States. Its membership comprises sponsoring corporations and organizations (not individuals) from academia and business. Within Canada, the need for connections between co- op programs became clear by 1. The Canadian Association for Co- operative Education (CAFCE) began with 2. In its first form, it did not include any employers or industry representatives. The institutions felt that they should decide on an integrative plan for co- op education prior to admitting employers as members. In 1. 97. 7, employers, HR representatives and recruiters began to join CAFCE. Many were outside of engineering. The need for professional support of non- engineering programs became obvious, and the membership of ASEE, in 1. Cooperative Education Association. To reflect its membership more accurately, it was eventually (sometime in the 1. Cooperative Education and Internship Association, it remains today as the professional association for co- operative education outside of ASEE. Much of those early efforts of NCCE focused on lobbying and promotiing co- operative education. In 1. 96. 5, the federal Higher Education Act provided support specifically for co- operative education. Funding continued from the federal government through 1. Congress ended its support of co- operative education. In all, a total of over $2. Carlson 1. 99. 9)In Canada, regulation of co- operative education programs is overseen by CAFCE. Programs can apply for accreditation after the first class of co- op students has graduated. In order to be accredited, 3. In 1. 98. 1 and 1. President Ryder, convened an international conference on cooperative education. In 1. 98. 3, several college and university presidents, educational specialists, and employers from around the world (including Australia, Canada, Hong Kong, the Netherlands, the Philippines, the United States and the United Kingdom) formed the World Council and Assembly on Cooperative Education to foster co- operative education around the world. In 1. 99. 1, it renamed itself the World Association for Cooperative Education (WACE). By 2. 00. 5, that Association boasted a membership of over 1,0. Australian Co- operative Education Programs. Australian institutions often refer to co- operative education as Work Placement, VET or Prac. This unpaid work goes towards credits for graduation in both school and universities Australia wide. Many companies in Australia are more inclined to hire an individual who has had proper training within their specific field than those who have not, which has created many more successful applicants and jobs within Australia. In one model, students alternate a semester of academic coursework with an equal amount of time working, repeating this cycle several times until graduation. The parallel method splits the day between school and work, typically structured to accommodate the student's class schedule. Thus, like school- to- work (STW), the co- op model includes school- based and work- based learning and, in the best programs, . These activities help students explicitly connect work and learning. Other models, such as the sandwich model and the American- style semester model instead have students work a 4. After this period is over, students return to the classroom for an academic semester after which they may have another work term. This cycle often repeats multiple times, adding a year or more to the students. In this model, students. Beyond informal and anecdotal evidence, however, a familiar refrain in the literature is the lack of well- done research that empirically demonstrates these benefits (Barton 1. Wilson, Stull & Vinsonhaler 1. Barton (1. 99. 6) identifies some of the research problems for secondary co- op as follows: federal data collection on high school co- op enrollments and completions ceased in the 1. Experiential activities are necessarily rewarded in post- secondary promotion and tenure systems (except in certain extenuating situations), and co- op faculty may be isolated from other faculty (Crow 1. Schaafsma 1. 99. 6). Despite the current emphasis on contextual learning, work is not recognized as a vehicle for learning (Ricks et al. Schaafsma (1. 99. Van Gyn (1. 99. 6) agree that the field places too much emphasis on placements rather than learning. Wilson, Stull & Vinsonhaler (1. Some institutions are fully dedicated to the co- op ideal (such as Drexel University, Georgia Institute of Technology, RIT, Kettering University, La. Guardia Community College, and Purdue University). In others, the co- op program may be viewed as an add- on and therefore is vulnerable to cost cutting (Wilson, Stull & Vinsonhaler 1. Even where co- op programs are strong they can be threatened, as at Cincinnati Technical College when it became a comprehensive community college (Grubb & Villeneuve 1. La. Guardia during a budget crisis (Grubb & Badway 1. For students, costs and time to degree completion may be deterrents to co- op participation (Grubb & Villeneuve 1. Other deterrents may include financial barriers, aversion to moving frequently due to family obligations or other pressures as well as difficulty managing the job search during a school semester. New approaches. 1. John, Doherty & Nichols 1. Federal investments in school- to- work and community service have resulted in a number of initiatives designed to provide . Because this has always been a principle of co- op, the field is in a position to capitalize on its strengths and the ways it complements other experiential methods in the effort to provide meaningful learning opportunities for students. What is a Cooperative? Although cooperatives vary in type and membership size, all were formed to meet the specific objectives of members, and are structured to adapt to member's changing needs. Cooperatives are formed by individuals who coordinate among themselves (horizontal coordination) to achieve vertical integration in their business activities. Although people have been working together for their mutual benefit throughout human history, the cooperative form of business organization began during the Industrial Revolution. Cooperatives were useful for promoting the interests of the less powerful members of society. Farmers, producers, workers, and consumers found that they could accomplish more collectively than they could individually. Cooperative Principles. The US Department of Agriculture listed three principles that uniquely characterize a cooperative organization: The User- Owned Principle: The people who own and finance the cooperative are those who use the cooperative. The User- Control Principle: The people who control the cooperative are those who use the cooperative. They democratically elect a board of directors. The board sets the overall operating policies, approves the annual budget, oversees its operation, and distributes the benefits derived from use of the cooperative to members. The board also hires professional management to handle the day- to- day operations. The User- Benefit Principle: The cooperative's sole purpose is to provide and distribute benefits to its users on the basis of their use. While the goal of agricultural cooperatives is not to generate a return on investment, they, like all businesses, must cover costs and generate capital to cover expansion and unforeseen emergencies. Other Principles. The International Cooperative Alliance is a world- wide association of cooperatives. The Statement of Cooperative Identity which it adopted in 1. Voluntary and Open Membership. Democratic Member Control. Member Economic Participation. Autonomy and Independence. Education, Training and Information. Cooperation Among Cooperatives. Concern for Community- top- Types of Cooperatives. Most simply, cooperatives can be categorized by their purpose; their members procure from and/or provide goods and services to the cooperative. For example, members of grocery cooperatives procure grocery items from their cooperatives while members of worker cooperatives provide their labor to their cooperative. Sometimes, members provide goods and/or services to the cooperative, as well as procuring goods and/or services; for example, members of an arts and crafts cooperative can purchase supplies from the cooperative and provide their artwork and labor to market their crafts through a cooperative store. Cooperatives operate in a broad variety of industries, including the following: Agricultural cooperatives help producers assure markets and supplies, achieve economies of scale, and gain market power through jointly marketing, bargaining, processing, and purchasing supplies and services. Today, there are more than 3,0. U. S., with 2. 8 million memberships, a total net income of nearly $1. Marketing, supply, and service cooperatives are the most common types of agricultural cooperatives organized in the United States. Marketing cooperatives assemble, pack, process, and sell members' products in both domestic and foreign markets. The level of service provided depends on member needs and the product. Supply cooperatives purchase products and services for their members. They make large- scale purchases of fuel, seed, fertilizers, and crop protectants and pass their cost- savings on to members. Service cooperatives provide members with specialized services, such as ginning, hulling, and horticultural advice, which are usually not economical for an individual farmer to obtain. Additionally, there are bargaining cooperatives, which are often called bargaining associations. They bargain or negotiate with processors and other first handlers for better prices and terms of trade for their producer- members. Today's agricultural cooperatives, large and small, are an important part of the global market. They have formed marketing agencies- in- common to jointly export their products, and continue to serve their members by looking for growth opportunities and the use of new technologies. The mission of cooperatives, however, always remains the same- -to serve members.- top- Arts and Crafts Cooperatives. Cooperatives offer several benefits to artists and craftspeople. By working together artisans can gain marketing advantages, reap quantity discounts on supplies through joint purchasing, and share studio space and equipment. Performing artists use the cooperative model to increase their artistic freedom and control over performances. Arts and Crafts cooperatives are democratic organizations that are governed on a one- member one- vote basis. Typically the cooperative members elect a board of directors that makes major policy decisions and may hire a manager or staff to maintain day- to- day operations. Some artisans operate their cooperative as a collective where all members function as the board of directors and make decisions through consensus. Through joint marketing artisans of all types can maintain their independence and creativity while reducing time spent on selling and promoting their art. Artisans can open a cooperative store to provide a retail and display place to sell and market their product. Cooperative members can pool their resources to hire a store manager, allowing them to devote more time to their craft. Because they are member- owners of the cooperative, they can decide how their pieces will be displayed and devise equitable ways to rotate or share prime display sites within the store. By marketing their products jointly, co- op members can earn more from sales because they don't have to pay a dealer or agent. They may also be able to reach a broader market through catalogue or retail sales. By forming a cooperative, artisan members can share studio space that they may be unable to obtain on their own. They can share expensive tools, kilns, or equipment by purchasing them together. When artisans use similar supplies and materials they can use the cooperative for joint purchasing and save money through bulk or quantity purchases. If they wish to, members can offer technical assistance, collegiality, and constructive critiques to one another. Some arts and crafts cooperatives operate as performance troupes. These performing arts cooperatives are owned and democratically controlled by the performers, directors, stage hands, and other staff of the troupe. Performing arts cooperatives offer member artists more artistic freedom and control over performances than is usually available in more traditional stage companies and dance troupes.- top- Business cooperatives. Business cooperatives are formed by businesses to purchase supplies or obtain services at a lower cost. They vary widely both in size and type and include cooperatives of individual business proprietors such as individual taxi- cab owners joining together for dispatch services, small businesses such as retail pharmacies, hardware stores or plant nurseries that purchase supplies cooperatively and real estate information- sharing cooperatives. Child care and preschool cooperatives. Parents are attracted to child care and preschool cooperatives because they offer high quality, affordable child care or early education programs for children. The parent involvement allows parent input and intimate knowledge regarding their preschoolers' out- of- home experiences, as well as opportunities to interact with other parents. As members, parents elect a board of directors that establishes policies and hires qualified staff who run the day- to- day operations. Preschool cooperatives, also known as parent participation nursery schools (PPNS), date back to 1. University of Chicago organized a cooperative program to provide social and educational experiences for their young children, and to gain child- free time to pursue volunteer activities. Contemporary preschool cooperatives usually offer enrichment activities for children for two to four hours per weekday. The program is staffed by an expert in early childhood education and parents assist in the classroom. Parent involvement contributes to the quality of the program and also cuts down on operational costs. Because PPNS programs often have significant parent participation requirements, they tend to attract children with one parent who is at home full- time. Child care cooperatives offer quality care for children while their parents work. Although many aspects of the programs are identical to PPNS programs, they usually differ from them in three significant ways: they offer full- day care, more staff are hired, and parent participation requirements are significantly reduced. A growing number of PPNS programs are modifying or offering options to their programs so they can accommodate employed parents. Many offer additional . Some allow nannies or grandparents to complete the parent participation requirements or participation options that can be completed during evenings or weekends. Other programs offer members the option of reducing their parent participation requirements by paying an increased fee. Employer- Assisted Cooperative Child Care can be a useful model for on- or near- worksite child care. In the employee model, parents at the worksite develop a child care cooperative as previously described. The employer may assist the cooperative by helping with start- up expenses, contributing financially, or by providing in- kind assistance like utilities, use of buildings and outdoor space, duplicating, secretarial assistance, or other goods or services. 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This chapter covers the College’s general academic policies and policies that govern the academic standards and requirements to maintain matriculated status and to qualify for a degree. Grades. Grading Symbols. The following grading symbols are used: Grade. Identification. Quality Points per Credit. AExcellent. 4. 0. A- 3. 7. B+3. 3. BGood. B- 2. 7. C+2. 3. CSatisfactory. DPassing. 1. 0. FFailing/unsuccessful completion of course. PPass- WWithdrew with no penalty- WAAdministrative Withdrawal- WNNever Attended 0. WNNever Attended - WUWithdrew Unofficially (counts as failure)0. Ralph Klein The Honourable; 12th Premier of Alberta; In office December 14, 1992 – December 14, 2006: Monarch: Elizabeth II: Lieutenant Governor: Gordon Towers Bud Olson Lois Hole Normie Kwong: Preceded by: Don Getty. Commenting Guidelines. LifeSiteNews welcomes thoughtful, respectful comments that add useful information or insights. Demeaning, hostile or propagandistic comments, and streams not related to the storyline, will be. Full text documents available online: sexual minority history, spirituality, communities, relationships, and alcohol / drug use and abuse. Marriage remains an important social institution, despite many changes over time. What are the federal and provincial laws related to marriage in Canada? The all-new ASWB Guide to the Social Work Exams. Order online or by calling Candidate Services at 888.579.3926. INCIncomplete (temporary grade)- AUDAuditor- ZNo grade submitted by instructor- PENGrade Pending- FINFailure (changed from Incomplete)0. A brief explanation of the grades receiving no quality points follows: FNo credit is received for a course in which the student is assigned a grade of F. If a student wishes to receive credit for the course, it must be repeated with a passing grade; however, the F remains on the transcript (see section on Repeating Courses). PCourse requirements have been satisfied. This grade is used only for specially designated courses and for courses taken at another college for which a student receives advanced standing. WStudents may withdraw without academic penalty from any course up to the end of the ninth week of the semester (see College calendar for date); a grade of W will be assigned. ![]() After that date, students may petition the instructor and the chairperson for permission to withdraw until the last day of classes. Consult the Office of the Registrar for the procedures to be followed when withdrawing from a course. If these procedures are not followed, students may receive a penalty grade of WU. In cases of illness, students may apply to the Medical Office for a medical withdrawal. Under no circumstances will a W be assigned after the last day of classes without positive action by the Committee on Course and Standing or its designee. WAStudents not in compliance with the New York State immunization requirement receive the grade of WA. This grade carries no academic penalty. WNNever Attended. No credit is received for a course in which this grade is assigned, it is equivalent to a grade of F.*WNNever Attended. No credit is received for a course in which this grade is assigned; it is equivalent to a grade of F. INCThe grade INC is a temporary grade assigned when, in the instructor’s judgment, course requirements are not completed for valid reasons. Recipients of INC are required to complete all assignments before the end of classes during the succeeding semester. Students should not register a second time for a course in which an INC is given. Rather, arrangements should be made with the instructor to complete the remaining work. If a student registers again for a course in which an INC was awarded, the INC will become a FIN and the course will appear a second time on the student’s transcript with the grade earned. FINIf a grade of INC is not changed before the last day of classes of the succeeding semester, it will automatically be changed to a grade of FIN. If the required work is not completed for continuing valid reasons, the course instructor may grant an extension. Such extensions shall not exceed a period of more than two years beyond the original due date of the uncompleted work. AUDStudents may audit courses for which they are registered by presenting a written statement to the Registrar declaring their status as auditors within the first three weeks of the semester. This statement must be countersigned by the instructor of the course. No credit is received for an audited course. PENAdminstrative grade. YThe pending grade is used in the first semester of a two- semester course. ZAn administrative symbol assigned when no grade has been submitted by the instructor. Pass/Fail Grading Option. Undergraduate matriculated students of the College of Staten Island have the option to elect a Pass/Fail grade with the following restrictions: Students may not elect the pass/fail option for any courses satisfying general education, pre- major, major, minor, or certification requirements. Academic departments may exclude additional courses and may prohibit pass/fail courses from being used as prerequisites for degree requirements. Courses taken on permit at other institutions and independent study courses may not be taken on a pass/fail basis. Credit Maximum: The student may not elect more than eight credits (8) total as Pass/Fail. The total number of P grades on a transcript may not exceed 9. This includes all credits transferred from other institutions. Grading and Grade Point Average: For courses taken as Pass/Fail, letter grades “A through C” are converted to P; letter grades of D and F are converted to F. A pass “P” grade is not counted in the student’s grade point average. A fail “F” grade is counted in the student’s grade point average. Prerequisite Academic Standing: A student must be matriculated, with sophomore, junior, or senior standing. Transfer students must have completed a minimum of 1. College of Staten Island. To elect this option, the student must have a GPA greater than or equal to 2. Deadlines: Students must elect the pass/fail option each semester by the “last day to withdraw from course(s) without a grade of “W” as listed in the academic calendar for that semester. Students may not elect the pass/fail option retroactively. Once the election of pass/fail has been made, the student may no longer choose to receive a letter grade other than P/F for the course. Grade Appeals. Students wishing to appeal a grade other than WU or FIN must do so within 6. Appeals must be submitted in writing to the chairperson of the department in which the course was offered. Upon receipt of the appeal, the chairperson shall direct the student to discuss the issue with the instructor who assigned the grade. If the issue remains unresolved, the student may request a review by the Department Committee on Grade Appeals. This Committee on Grade Appeals shall review all information presented by the student and shall meet with the instructor. The committee shall render a decision within 3. If the committee upholds the appeal by a vote of 3- 0, the chairperson shall change the grade to reflect the decision of the committee. If the committee does not uphold the student, there is no further appeal within the College. In all deliberations on grade appeals, the burden shall be on the student to prove that a violation of the College’s regulations occurred or that the instructor’s own stated criteria for grading, which shall have been enunciated at the beginning of the semester, have not been followed. Students needing advice on the procedure may consult an academic and personal counselor. Students wishing to have a WU or a FIN grade changed to a grade of W must file a written petition supported by documentation to the Committee on Course and Standing.*Summer and winter session months are not included in the 6. Grade Point Average (GPA)The grade point average (GPA) is determined by dividing the total quality points earned by the total number of credits attempted. All credits for which the student is officially registered after the change of program period of each semester shall be considered “attempted credits,” except where the grades carry no penalty (i. W, WA, INC, AUD, and PEN). For example: Course. Grade. Credits. Quality Points per credit. Total Quality Points. ENG 1. 11. A3x. 4=1. COR 1. 00. B4x. 3=1. ART 1. 00. C3x. 2= 6. ANT 1. 00. D3x. 1= 3. PED 1. 90. F1x. 0= 0. Total Credits. 14. Total Quality Points. GPA=Quality Points=3. Total Credits Attempted. Students may calculate current and prospective grade point averages using the GPA Calculator. Transcripts and Grade Reports. At the end of each semester, students earn grades that reflect academic work undertaken. Students may access their transcript records and review semester grades in CUNYfirst via the CUNY Portal (www. Students may request copies of their transcripts online at www. Fee Schedule). Students are responsible for informing the Registrar of their specific curriculum or major. Assignment of an academic advisor is based upon this official listing. All students who have completed 4. CUNY Assessment Tests who expect to receive a bachelor’s degree from the College should declare a bachelor’s degree major. Students who have completed fewer than 4. CUNY Assessment Tests and have successfully completed 1. GPA of 2. 0. 0 or above. In addition, individual departments may modify this policy for entry into their curricula as follows: The department may require a chairperson’s approval before a student with fewer than 4. The department may require a GPA greater than 2. The department may require minimum grades in specific courses before a student may choose a major in that department. The department may require the submission of an application. Change of Major. Students who wish to change their major should file a Declaration/Change of Major form with the Registrar’s Office. Deadlines for changing your major for the current semester are posted in the academic calendar. Students applying for graduation need to make sure they are in their correct major at the time of application or it will delay their semester of graduation. Credits toward the Major. All courses listed as major requirements, including courses that apply toward concentrations, specializations, or options, are counted toward completion of the minimum credits meeting requirements for the major. Credits for pre- major courses are not included. GPA in the Major. The GPA in the major is calculated in the same manner as the overall GPA using only the courses that fulfill major requirements: all courses listed in the major requirements, including courses in concentrations, specializations, options, and all courses taken in the discipline other than those in the pre- major. Students are required to achieve at least a 2. GPA in their core or major requirements in order to earn an undergraduate degree. Riu Negril - Jamaica Hotels. Perched over Jamaica’s stunning Bloody Bay Beach, this resort is a leading destination for relaxing family retreats. The dedicated children’s pool is designed water slides and features to keep younger guests busy along with daily entertainment and programming at the Riu. Land Kids’ Club. Meanwhile, parents can unwind on a sun lounger under an iconic grass- roofed tiki hut or keep active with free water sports like kayaking and windsurfing. Add- on a luxurious treatment like a facial or body scrub from the Renova Spa for a rejuvenating experience. Jacuzzi Use of the gym, jacuzzi and sauna is restricted to guests over 1. Beauty salon. Spa Services. Hours of Operation 0. Massages. Sports Activities Offered by Hotel. Horseback riding. Volleyball. Table tennis. Multipurpose sports pitch. Swimming Pools. Outdoor pool(s) 1 with whirlpool bath. Sun loungers. Parasols. Towels. Sun terrace. Tennis. 2 Floodlit hard surface tennis courts. Water Sports Offered by Hotel. Catamaran. Snorkelling equipment. Introductory scuba diving lesson in the pool. Kayaking. Sailing. Snorkelling. Water skiing. Windsurfing. Parachute sailing. Wellness. Fitness facilities. Hours of Operation 0. Use of the gym, jacuzzi and sauna is restricted to guests over 1. Sports shoes are compulsory when using the gym. Children sleep in existing bedding and must share the room with 2 full paying adults in order to receive the discount. If one adult is travelling with one child, the child will then be considered an adult. If a single adult is travelling with 2 children, the 1st will pay adult rate and 2nd child pays special rates. Limited number of Kids Free rooms are available. Up to 2 kids can travel free with 2 full paying adults. Couple will be required to present a copy of marriage certificate at time of check- in. The certificate must be valid until 6 months after wedding date. Travel window: May 0. Oct. 3. 1/1. 6Bonus (Added Values)Guests staying at RIU Negril will enjoy daily daytime entertainment program for adults featuring; shows, Riu evening program or live music. This is a strict Riu policy we must follow. Free Wedding package 2. Additional guests have an extra cost. This package is valid from January 1 to December 3. Taxes and administrative fees are not included in the free wedding package 2. Prices are subject to changes without prior notice. Restrictions apply in the wedding package. This is a strict Riu policy we must follow. CLASSIC wedding package 2. Additional persons have an extra cost. This package is valid from January 1 – December 3. Prices are subject to change without prior notice. Restrictions apply in the wedding package. Cost. - Civil Ceremony: $9. USD / Renewal of Vows: $9. USD. Email. - weddings@riu. RIU Royal Wedding Package 2. This is a strict Riu policy we must follow. ROYAL wedding package 2. Additional persons have an extra cost. This package is valid from January 1 – December 3. Prices are subject to change without prior notice. Restrictions apply in the wedding package. This is a strict Riu policy we must follow. CAPRICE wedding package 2. Additional persons have an extra cost. This package is valid from January 1 – December 3. Prices are subject to change without prior notice. Restrictions apply in the wedding package. RIU Hotels & Resorts, reserves the right to withhold admission to any Spring Breaker. The hotel reserves the right of admission and may request clients to show passport or official ID to prove full identification. Guests can and will be removed from the property at their own expense in case of any disturbance or complaint from other guests or hotel staff. Parties in rooms are not allowed. Spring break groups or unruly behavior is not allowed all year round at any property. Alberta LPN Programs - Become an LPN in Alberta, Virginia. Which Alberta schools offer LPN programs? Alberta LPN Progams (campus- based programs as well as online LPN programs) are medical training programs. LPN programs are typically offered at vocational schools, technical schools, state colleges, nursing universities, online LPN programs, and other higher education institutions. The best LPN school for you is the one that makes sense for you and serves your needs. Many two year colleges that offer associate degrees also offer LPN programs. Exact class size and clinical requirements will vary by each college offering the program. 10215 – 108 Street NW Edmonton, Alberta Canada T5J 1L6. Phone: 780.644.6000 Fax: 780.644.6013 Toll free: 1.866.534.7218. All lpn jobs in Alberta on Careerjet.ca, the search engine for jobs in Canada. LPN Courses Edmonton Alberta - Locate your LPN training classes! LPN program details and school locations can be found by visiting us today. How do I become an LPN in Virginia? You must complete a practical nurse program and pass the National Council of State Boards of Nursing (NCLEX- PN) exam to be certified and receive your required LPN licensure. How long will my LPN Course be? Most LPN programs take 1 year to one and a half years complete. That's a 1. 2 month to 1. Some nursing schools offer LPN programs which will qualify you for certification after only 6, 7, 8, 9 or 1. Do I need to complete an LPN program before I go to college to get an RN Degree? Programs & Courses. Academic Upgrading Programs. Calgary Alberta Click here for Map: Local Phone: 1-403-235-9300. College of Licensed Practical Nurses of Alberta. Canadian Council for Practical Nurse Regulators. NorQuest College is helping ensure Alberta is prepared to meet the growing need for continuing care and anticipated shortage of continuing care. The Internet's most complete directory of Alberta, Virginia LPN Training Programs. Get the information you need - Easily contact multiple schools for free. ![]() No. Completing LPN training is not necessary before you can get your RN license. An accredited RN degree can be completed in as little as two years. What are typical LPN Pre- Reqs? As all schools have different academic requirements to get accepted into their LPN program, Virginia LPN schools are no exception. You can expect an entrance exam or at least a prerequisite check when you submit your application to determine your eligibility. There may be additional academic requirements also. At the very least, most schools require applicants to have a High school diploma / GED. You also must get accepted to the college that you are applying to. Financial aid, including nursing scholarships or federal grant money, may be available to you as a new students enrolling in Alberta LPN classes. For more information, check with the Admissions office at the program you are applying to. Are CNA to LPN Programs Available? Yes, some vocational schools in Virginia offer CNA to LPN programs. Usually, a CNA to LPN program will last one year. CNAs who Enroll in one of these programs will build upon their existing knowledge to learn the necessary skills to work at the LPN level. |