text:
updated February 5, 2008 by Phoenix |
On Conformity is included in the print anthology Rising in Words with this introductory note: "In this essay from 2001, I examined one of two basic inclinations I regard as vital to all life. Neither is definitively superior or thoroughly preferable (contrary to many points of view about them). We know one in genetic terms as mutation, and it appears in cultural exceptions, mental originality and social dissidence. The other inclination involves continuation of a trait, maintenance of the same, known as conformity in social terms." I have written about conformity before (in The Promethean Manifesto), when I identified conformity as an "acceptance of sameness and interdependence" on an individual and a mass scale. I discussed it primarily in the derogatory terms of its being both a warning sign of a suppression or decay of mental fortitude and independence, and a potential catalyst for that suppression or decay by the replacement of one's own active faculties, turning over to others one's self-reliance and responsibility. These are useful ways of thinking about conformity in many instances. Those who would push themselves forward, those who would push humanity forward, fight and must fight conformity. It tends to be the many, exhibiting disbelief, fear, and hostility, that stand in the way of progress, improvement, and what is superior. Those tend to come by way of the rare and the few, or the one. In the pursuit of individualism and individuality, by its very nature a struggle for what is special and unique, and more individual by comparison, it is sometimes easy to demonize conformity. Even if this is avoided, it is easier to dismiss conformity as entirely disagreeable, so that one is always in the position of wishing to argue for the unusual, for the exception, simply because it is different. In most cases, this is a position warranted in order to correct the heavy, combined weight of mediocrity that people have become accustomed to endorse in the traditions of normalcy, convention, expectation, and similarity. But most criticism of conformity entirely misses what should be the real point. Most criticism of conformity consists of little more than a contempt for what is conventional merely because it is not different, without judging its possible merits (which might explain how it came to be followed), or of criticizing those who follow the example of others, on the assumption that they are feeble-minded as sheep. Reflex anti-conformity is still too simple, too predictable. It is time to cease reactionary attacks on what is conventional, instead accepting the truly revolutionary responsibility of judging what is best, from among both what is old-fashioned and what is new-fashioned. Always "rebelling against conformity" becomes a habit, a conformity in itself. It is not a substitute for the real strength which allows one greater freedom of choice to judge whether the less popular, less accepted or the more popular, more accepted ways are better. Conformity is a complicated phenomenon, and there is much to consider if we wish to understand the worth or worthlessness of conformity as measured by the standard of life, to understand the impact of conformity on our lives, on their fulfillment and advantage. That is, after all, the one Promethean standard. First of all, if conformity were always such a hindrance to the fullest expression of life, it would be puzzling to explain just why it is so ingrained in human behavior. If we consider conformity as simply following the path established by others without deliberation, conformity would include every instance of following an established convention which has not been consciously examined, a potentially infinite list. Surely, if we stop to consider every convention we follow with every action and every thought, we will get nothing done. Nor do we actually have the choice. Our mental faculties are incapable of pausing to reflect on everything, including the very elements of language, symbols and conceptual models we use to formulate thoughts, which already exist to be absorbed from others, including the fact of reading the lines on this page from left to right. So, at the extreme generality of what we might mean by conformity, clearly it is innate, and it is necessary. Or, if we take the more specific meaning of following a common pattern of behavior without due reflection, conformity is unavoidable. To consider the wisdom of all one tends to do because one has learned it from parents, friends, neighbors, or widespread cultural material, frequent exposure to others would leave one practically unable to function due to the time for reflection it would demand. And besides being necessary, following what already exists can also be useful, in order to build upon it. It is natural for all animals, humanity included, to follow some patterns of behavior established either by genetic programming, or by genetics in combination with the constructions of culture. But that is not of course the kind of conformity that is worth talking about; almost always conformity refers to patterns of behavior in areas which seem fitting for deliberation, such as lifestyle, artistic form, political ideology, scientific principles, or philosophical ideas. We should still ask why that sort of conformity is such a consistent part of human behavior. In fact, wherever it exists conformity by its very definition is the common practice, and it is obvious that there are strong drives within us all to be accepted, to receive approval and other reinforcement from others in what we do. There are usually either instituted or informal (but still expected) rewards for conforming to an established pattern or system, such as money, promotion, position, rank, respect, or affection, making the proverbial 'road less traveled' a potentially far more difficult one in practice than the more-traveled path. If we are really honest in reexamining everything according to the standard of what is life-advancing, we must admit that conforming can happen to be quite advantageous for those who follow it, and not only for the rewards that have been built up around it (which would not explain its existence in the first place). Positive conformity might take the form of following already established and quite popular life-advancing customs and ideological precedents. A blunt example is the nearly worldwide, if diversely expressed, bias against murder (at least, outside of the allowed exceptions in war, honor-killings, and so forth). Or, positive conformity might take the form of following less mainstream, subcultural, more unpopular life-advancing traditions simply because of a greater exposure to them, or some other conditioning which got them accepted. The most common way this happens is almost certainly inheritance of subculture from parents. For instance, not every advocate of what is, after all, frequently a minority, subcultural opinion, the principle that individual freedom has essential importance, has arrived at this idea through careful seeking and deliberation. Parents are the most likely catalyst of its acceptance. Probably in just about any group of any size, there are behaviors, beliefs, and principles taken for granted which really do stand up to careful scrutiny under the light of what is or is not of true advantage. But, the possibility that unquestioned tradition first became established thanks to being truly advantageous is not enough of an explanation for the repeated human preference for what is the same at the expense of what is different, even when what is different might be entirely helpful and more enjoyable for all concerned, and even to the extent of ostracizing those who create such positive differences as though they are cancerous cells in the bloodstream of society. This is demonstrated time and again in history and surely prehistory, recent centuries actually being a remarkable improvement, in comparison. On the face of it, this phenomenon would seem to make little profitable sense for those concerned, because improvement through human action can only be possible in the first place through an individual who originally presents it to the others in a group, never from some spontaneous change from the group as a whole (very popular nonsense among theoreticians, but impossible nonsense nonetheless, due to the individual nature of human creation and thought). And, there is no specific reason why what is unique or unusual from an individual would usually be worse than what is common and traditional. It certainly might be, if tradition really represents the collected wisdom of a group as preserved over time. But although this is true of traditions sometimes, quite often it is not true at all. Many cultural traditions are as surprising as they are to outsiders because outsiders are unfettered by superstition concerning them, and can apply just a few seconds of common sense to conclude that a given tradition is amazingly ruinous, burdensome, nonsensical, or otherwise far from wise or purposeful. The typical reason traditions are followed is not that they are good traditions, it is simply that they are traditions. People have already been following them, so they continue to follow them. Realizing these things, it becomes tempting to damn conformity as something that gets in the way too much and has no essential place in an individualistic, diverse, unrestrained, and vibrant human society. But before we jump to that conclusion, let us assume that the substantive category of conformity identified above, the sort which concerns areas of importance, the kind which is the most subject to choice, and also the most potentially troublesome kind for the individual who represents advances, might present an additional advantage of some kind besides the haphazard one of preferring what is common to what is uncommon. After all, if it did not, why then would it have become an integral part of us? The answer is probably that like the flocking behavior of birds or the herding behavior of grazing animals, the human urge to conform to what is perceived as established cultural practice is an evolved protective advantage of sorts. Conforming to a norm can protect against change which might be more detrimental than advantageous to the group of individuals, quite possibly including the individual who would introduce it. Consider the example of the internet. It comprises all variety of electronic media and content from the most conventional and mainstream to the most eccentric and bizarre, is a vast array of human expression and an excellent opportunity to observe both diversity and uniformity. In using it to develop and promote a new movement and a new philosophy which is intentionally different, I have had ample opportunity to experience what has uncharitably been labeled "the lunatic fringe," which is to say the domain of ideas outside of the common and mainstream. Much that is innovative, or simply different, is relegated to the fringe of what has already been accepted. Here, there is genius. There is brilliance. There is that which is not yet understood but one day will become accepted as mainstream (or at least, deserves to become accepted), simply because it is so ahead of what is commonly understood. There is also freakish oddity. There is absurdity without purpose. There is both abject and highly colorful stupidity, beyond the slow, normal and boring stupidity more likely in the mainstream. Usually masking what is truly innovative or ahead of the norm, there is the much more palpable lunacy that fills out the 'lunatic fringe' — generally more noticeable from the conventional viewpoint, justifying disdain for the unusual, even the unusual genius, by association. Conformity is the name for those forces in the psyche and the interrelated psyches within a group of people which keep both the desirable and undesirable deviations, such as the array in evidence on the internet, from drawing as much attention and accreditation as what is more 'normal' because it is already accepted. Effectively this functions as a rough substitute for the much more difficult (but more accurate and potentially rewarding) efforts necessary to differentiate between the two. It would be unrealistic to expect the expenditure of those efforts in every case, so it is easy to see why conformity has to exist in some cases as a backup, particularly where the capacity to tell the difference is lacking. So in general, the factors which contribute to conformity do exist for a reason: conformity serves a species (whether in a biological or cultural sense) in that it keeps the oddities, the mutations which are not beneficial and spectacular from taking root and spreading. Surely human conformity evolved as a social defense mechanism against problematic change from within. But so often it dominates so much which is advanced, along with much which is flaky or abhorrent and only 'exceptional' for the literal reason of being an exception to the usual. The conforming tendencies we have inherited have become dangerous in their own right, for we are a species within which relative uniformity is no longer the defining, basic characteristic it is for other species. We are in a way a species of species. If the tendency to conform encourages uniformity among people, then it truly is an abomination to the way human life works when at its best. The expression of individuality allows a chance that in at least some of the infinite permutations of human beings, wonderful possibilities can be realized. To be sure, some of those permutations are bound to be just oddball, or pathetic, or dangerous — something different, but not promising or fulfilled or potent. But uniformity discourages all possibilities which deviate from what remains the same. The discriminating task of those who would fulfill the nature and the potential of the human species, as a species whose greatest strength may be individuality, is not a futile attempt to eliminate conformity or harass it at every turn, but to align a society in which conformity can continue to function as safety ballast, yet the rare and exceptional because it is superior, advanced, or beautiful is not held back from becoming known, agitating if need be, and spreading out. Preferably, it is also encouraged and made welcome. Although, if we consider Nietzsche's theory that pressure upon the stubbornly different strong individual may be necessary to inspire him to shine, as in the formation of diamonds from the weight of thousands of tons of coal, perhaps it should not become too easy for the individualist, if indeed it ever could. The need for pressure against change in order to inspire change might be yet another hidden function of conformity, a seemingly paradoxical one which nonetheless is plausible to me due to many apparent examples in its favor, including my very own experiences. However, it is quite a difficult theory to test. The "safety ballast" aspect of conformity tends to come from the subtler influences of convention against insurgent difference within a situation of free association. It comes from self-regulation in the face of this. It too really comes from within the individual, when comparing himself to the example of others, rather than from the actions of those outside to persecute, or from the establishment of an official orthodoxy which becomes too unquestionable according to what is promoted and policed as good conscience or seemly behavior. Thus, a balance between conformity as ballast and a readiness to put conformity aside when it is desirable to do so is most likely in the circumstance of radical individual freedom, sans government or any other forceful bureaucratic institution which centralizes, dominates, and reinforces orthodoxy and cultural stasis. That radically free and open condition would exist in a Promethean society, where at the very least we can say that force, official indoctrination and official punishment for deviation, and systematized normalcy of behavior would not be factors reinforcing an innate desire to be like other people, and the exceptional individual need only overcome his own hesitancy to be unlike others, so far as he and they have built it up. Even more promising, it is likely that the recognized value of individuality and diversity will help others to feel that they can recognize innovation and improvement brought by an individual despite its difference, rather than showing disapproval as a reflex or simply not showing support, which would remain appropriate as a response to dangerous, problematic, or substandard deviation. That reaction should always remain an acceptable option even among advocates of individual expression. For in all honesty, it is a benevolent outlet for the inherent human desire to conform. |
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previously published
on March 17, 2001 |


text:
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subset: commoncrawl


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Perspectives on key principles of generalist medical practice in public service in Sub-Saharan Africa: a qualitative study
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Perspectives on key principles of generalist medical practice in public service in Sub-Saharan Africa: a qualitative study
Reid, Stephen J.
Mash, Robert
Downing, Raymond V.
Moosa, Shabir
Date Issued:
Abstract Background: The principles and practice of Family Medicine that arose in developed Western countries have been imported and adopted in African countries without adequate consideration of their relevance and appropriateness to the African context. In this study we attempted to elicit a priori principles of generalist medical practice from the experience of long-serving medical officers in a variety of African counties, through which we explored emergent principles of Family Medicine in our own context. Methods A descriptive study design was utilized, using qualitative methods. 16 respondents who were clinically active medical practitioners, working as generalists in the public services or non-profit sector for at least 5 years, and who had had no previous formal training or involvement in academic Family Medicine, were purposively selected in 8 different countries in southern, western and east Africa, and interviewed. Results The respondents highlighted a number of key issues with respect to the external environment within which they work, their collective roles, activities and behaviours, as well as the personal values and beliefs that motivate their behaviour. The context is characterized by resource constraints, high workload, traditional health beliefs, and the difficulty of referring patients to the next level of care. Generalist clinicians in sub-Saharan Africa need to be competent across a wide range of clinical disciplines and procedural skills at the level of the district hospital and clinic, in both chronic and emergency care. They need to understand the patient's perspective and context, empowering the patient and building an effective doctor-patient relationship. They are also managers, focused on coordinating and improving the quality of clinical care through teamwork, training and mentoring other health workers in the generalist setting, while being life-long learners themselves. However, their role in the community, was found to be more aspirational than real. Conclusions The study derived a set of principles for the practice of generalist doctors in sub-Saharan Africa based on the reported activities and approaches of the respondents. Patient-centred care using a biopsychosocial approach remains as a common core principle despite wide variations in context. Procedural and hospital care demands a higher level of skills particularly in rural areas, and a community orientation is desirable, but not widely practiced. The results have implications for the postgraduate training of family physicians in sub-Saharan Africa, and highlight questions regarding the realization of community-orientated primary care.
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Nicole J Sichak
Mc Donald, PA
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April 12, 2012
Chris Peak Panther-lair.com
Paul Chryst spoke to the media after Pitt's final practice of spring camp 2012, and Panther-Lair.com has video. ...More... To continue reading this article you must be a member. Sign Up Now for a FREE Trial
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text:
Swarm drawings SP0018, SP0019, SP0022 and SP0024. Leonel Moura
page 4
Swarm Paintings
Non-human art
-> However, art and culture is the result of historical and social consensus, established through a non analytical process. It is the community involved with the production, circulation and fruition of art that determines the value of a particular work of art or artist. Art that nobody is interested in faints, the one that pleases to a great number prospers and occupies the Museums and the collective imaginary. And, such as in nature, a bizarre mutation rejected first can in determined circumstances give place to a future consensus. Think about Van Gogh. This means that art and culture emerges also from a kind of 'natural' selection.
The separation between 'artistic forms' produced by non-human life, be it natural or so called artificial, and those made by human artists, is not justified. The extreme anthropocentrism that characterizes our culture is not clever, nor productive. The nature is bursting with extraordinary works of art that we should appreciate, as such, in order to enrich our environment and existences. The esthetical experience is present everywhere and is not an exclusively human behaviour. For example beauty, so important for any definition of human aesthetics, can be translated as the level of adaptation of an organism to its environment. A greater beauty (or fitness) means a superior capacity of survival and reproduction. Thus to refuse all the possible forms, be it human mind origin, mechanical origin or natural selection origin, results in a limitation of our own universe. When our Museums will have human artefacts aside with non-human art (organic or artificial) the process of human aesthetic evolution will speed up. The development of forms will be more complex and dynamic. Typically self-centred subjective matters, as authorship, sensibility or taste, will tend to be irrelevant. The recognition that life, intelligence and art are everywhere will open a new vision of all things and reorient our own place in the universe. It will be less grandiloquent but much more productive and exciting.
In conclusion, the main objective of an artificial art is to overcome the anthropocentric bias.
Swarm drawing 0016.
[page 1] [page 2] [page 3] [page 4]


text:
Requirements for Graduation
Academic Procedures and Policies
Requirements For Baccalaureate Graduation
Though appropriate UNCP
faculty and staff make every effort to insure that students register for the
courses required by their chosen degree program, the ultimate responsibility
for meeting graduation requirements lies with the individual student. Each
candidate for graduation must meet all of the following requirements:
1. Have a minimum of 120 to 128 semester hours of course work in accordance with specific degree requirements excluding ENG 104, MAT 104, EDN 104, MUS 106;
2. Have successfully completed the General Education Program;
3. Earn a grade of "C" (2.0) or better in both English composition courses, ENG 105 and ENG 106;
4. Have successfully completed a program for an academic major;
5. Have a minimum overall cumulative quality point average of 2.0 and have a minimum cumulative quality point average of 2.0 in all work attempted at the University of North Carolina at Pembroke;
6. Have a minimum overall cumulative quality point average of 2.0 in the major field of study;
7. Complete a minimum of 9 semester hours above the General Education Program level in the major field of study at UNC Pembroke if the student transferred here;
8. Be registered during the academic year in which the student's graduation occurs;
9. Complete the last 25 percent of course work in residence at UNC Pembroke. An internship or study abroad program approved by the Dean and the Department Chair may be substituted unless it reduces the number of semester hours in residence at UNC Pembroke to fewer than 30;
10. Count no more than 3 semester hours of activity courses toward the credit hours required for graduation. Activity courses are defined as having: no regularly scheduled class meeting time, no well defined instructional format, and no graded (A, B, C, D) work required. Excluded from this definition are FRS 100 (Freshman Seminar) and supervised internship courses;
11. Count no more than 24 semester hours of correspondence and/or extension credit (with no more than 12 hours of correspondence from regionally accredited institutions toward a degree, provided that such correspondence credit is approved by the Office of the Registrar and will not be applied to satisfy specifically stated course requirements in major programs) (NOTE: Any student needing to take correspondence work after admission to study at UNC Pembroke may be permitted to do so only after obtaining formal approval from the student's academic advisor, from the Office of Academic Affairs, and from the Office of the Registrar.);
12. Meet the requirements of one catalog which were current at the time the student entered this institution or a subsequent catalog. Students will not be allowed to meet some of the requirements of one catalog and some of the requirements of another catalog;
13. Meet the requirements of the catalog in effect at time of readmission or those of a subsequent catalog if attendance is interrupted for more than one semester;
14. Have the recommendation of the faculty;
15. Make application for the degree by November 1st for the following spring or summer commencement and April 1st for the following winter commencement when earned hours reach 75 (end of first semester of junior year).
a. Complete (including all required signatures) a Degree Application Form (available in the Office of the Registrar);
b. Pay a non-refundable graduation fee of $40 by the required date or an additional $25 late filing fee will be charged;
c. If a candidate fails to qualify by the time of commencement, but does qualify at a later time, the student must submit another application and a $25 diploma fee;
d. If the candidate fails to meet this requirement as specified, the student must wait until the next commencement to receive his or her degree;
16. Satisfy all financial obligations to the University.
All candidates are encouraged to complete a file in the
A student may complete
graduation requirements at the end of fall, spring or summer session. A student who completes requirements in fall
or spring is required to attend commencement at that time. A student who
completes graduation at the close of the summer sessions will have the option
of returning to participate in the winter commencement or of receiving the
diploma in absentia. If the student elects to receive the diploma in absentia,
the student must submit to the Registrar one month prior to commencement a
written request which indicates the address to which the diploma will be
mailed. The diploma will be mailed after commencement.
A student may participate in
commencement exercises if he or she has met all the requirements for
graduation. When commencement takes place before final grades are processed, a
student may participate in commencement if the Registrar has not been notified
that the student will not meet all the requirements by the last day of exams.
Students who wish to enroll in
courses at other institutions to apply toward a degree at UNCP must adhere to
the following policies:
1. Have written approval from their UNCP advisor.
2. Have written approval from their UNCP Department Chair if the course is part of their major curriculum.
3. Have written approval from the UNCP Registrar.
4. Have a minimum QPA of 2.0.
5. Be in good social standing.
6. Have an official transcript submitted to the UNCP Office of the Registrar immediately upon completion of the course.
7. After attaining junior standing (60 hours), no student may take or transfer courses from any two-year college.
8. After completing 75% of course work, no student may take or transfer courses from any other academic institution.
9. Courses accepted for transfer credit will be evaluated in terms of UNCP's academic policies, curriculum and the student's proposed program at UNCP. Fractional credit will not be granted for partial completion of any course.
10. Credit hours will transfer for courses in which the student earns a "C" or better. Grades earned at other institutions are not used to compute UNCP's quality point average.
11. Permission will not be granted to repeat a course at another institution. Students may elect to repeat any course if the original course and the repeat course are taken at UNCP.
Students are expected to
enroll in at least 15-16 semester hours credit per term so that it is possible
for them to graduate in four years (eight semesters). Full-time students must carry at least 12
semester hours each semester. The maximum load is 18 semester hours except as
follows. Students who are on the Honors List may take up to 19 semester hours;
students who are on the Chancellor's List may take up to 21 semester hours.
Summer session students may carry no more than 7 semester hours each summer
session term. All course work counts
toward student load whether the student is enrolled for credit or as an auditor
at this or another institution
All undergraduate degree
programs at UNCP require between 120-128 semester hours for graduation. In
order to graduate in 4 years (8 semesters), it is necessary to take (and pass)
15-16 semester hours for 8 semesters. Students must work with their advisors
and their major departments to ensure that they follow the scheduling sequence
of required courses for their majors.
Students entering as of fall
1994 who take more than 140 hours to
complete a baccalaureate degree must pay a tuition surcharge of 25%. (See
Tuition and Fees.)
Students are expected to learn
the University requirements and regulations which are applicable to them, and
are individually responsible for meeting all such requirements and
regulations. Before the close of each semester, the student is expected to discharge
all financial obligations to the University. A student may not register for
a new semester nor receive a degree, certificate, or transcript until all
University bills are paid.
Regulations concerning
academic eligibility are subject to constant revision and change. In the event
of a change all students will conform to the newer regulations.
of Students
Regular students at UNCP are
classified according to the number of semester hours they have earned in
keeping with the following table:
than 30 hours-Freshman |
to 89 hours-Junior |
to 59 hours-Sophomore |
hours to graduation-Senior |
System (Undergraduate)
Students may view their
midterm and final grades on BraveWeb.
Students needing a copy of their grades may print them from BraveWeb or
request a transcript.
A letter grade and plus-minus
system for evaluating academic performance is used for evaluating all
undergraduate students. Each letter grade has a quality point value for each
semester hour it represents. The hour and quality points are used in
determining a student's grade point average for a semester's work and in
averaging grades for all work completed to find a student's cumulative quality
point average.
Academic eligibility for a
student shall be determined by current regulations.
The letter grades and quality points
represented by each, as of 1 January 1989, are as follows:
W or AU= 0.0 |
The "P" grade is earned in
designated courses and carries semester hours credit. However, the hours are
not counted in quality hours. Quality hours are the hours used in figuring
quality point averages.
The "I," or incomplete grade,
is given when a student is unable to complete required work because of an
unavoidable circumstance such as illness.
It is not to be given to enable a student to do additional work to
improve a grade. Assigning the "I" grade
is at the discretion of the individual instructor. It is the student's responsibility to request
the "I" grade. Generally, the student
will have completed most of the work required for the course before the "I"
grade is requested. An incomplete must
be removed within one semester (excluding summer term) or it will automatically
be converted to a grade of "F" by the University Registrar. In determination of
quality hours and quality point averages, an "I" is counted as an "F" until it
is removed. An "I" grade does not fulfill prerequisite requirements.
The "T," grade pending, is
given only for
The "W" grade is assigned when
a student withdraws from a course during the designated drop-add period or when
special permission is granted to withdraw (see below, for withdrawal process).
When a student receives a "W" grade, the grade is recorded, but the semester
hours attempted are not counted as quality hours.
Audited classes are listed on
the permanent record. They are designated by the letters "AU." The AU's and W's
will be listed as attempted hours, but not as quality hours for figuring
quality point averages.
Quality Point Average and Scholastic Standing
Scholastic standing at UNC
Pembroke is based on the quality point average. To figure quality point
average, multiply the number of quality hours (attempted hours minus P credits,
AU's and W's) assigned to each course by the number
of quality points received, add the quality points received for all courses,
and divide by the number of quality hours.
Course |
Final Course Grade |
Quality Hours |
x |
Quality Points |
= |
Quality Points Earned |
Course A |
3 |
x |
2.3 |
= |
6.9 |
Course B |
3 |
x |
2.7 |
= |
8.1 |
Course C |
1 |
x |
4.0 |
= |
4.0 |
Course D |
0* |
x |
0.0 |
= |
0.0 |
Course E |
1 |
x |
0.0 |
= |
0.0 |
Course F |
3 |
x |
3.0 |
= |
9.0 |
Course G |
3 |
x |
3.7 |
= |
11.1 |
Course H |
2 |
x |
0.0 |
= |
0.0 |
Total Quality Hrs. 16 |
Total Quality Pts. 39.1 |
Quality Point Average = 39.1 divided by 16 = 2.44
*A grade of P counts as hours earned but not as quality hours and is computed as 0 hours in figuring quality point averages.
A cumulative quality point
average is obtained by including in the quality point average calculation the
quality hours and quality points received from UNCP only.
Scholastic Requirements
To indicate to a student
his/her scholastic standing, four categories have been established: good
standing, warning, probation, and suspension. Suspension means a minimum of two
semesters separation from the University to allow more maturation in those
attributes that enhance the student's academic ability.
Required levels of academic
achievement increase progressively over the approximately four years leading to
graduation. This is in recognition of the adjustment period of transition from
high school to college level, which is sometimes difficult. The total semester
hours from all colleges attended will be the basis for determining the required
minimum cumulative Quality Point Average (QPA). However only those grades
earned at the University will be used to compute the student's cumulative
quality point average. The cumulative quality point averages required are as
Hours |
Point Average |
1-29 |
1.375 |
30-44 |
1.500 |
45-59 |
1.625 |
60-74 |
1.750 |
75-89 |
1.875 |
90 or more |
2.000 |
Academic Warning and Probation Policy
A student who falls below the
specified cumulative grade point average for the number of quality hours
attempted (including transfer hours) will be placed on warning (1-18 attempted
hours) or probation (19 or more attempted hours) and restricted to enrollment
of not more than 13 semester hours.
The following policies will
apply to students who are placed on warning/probation:
1. In order to be taken off warning/probation, the student with 1-18 attempted hours must reach the required grade point average in two (2) semesters; the student with 19 or more attempted hours must reach the required grade point average in one (1) semester.
2. If the required cumulative minimum grade point average is not reached in the specified time, the student may continue on warning/probation if a grade point average of 2.0 or higher is earned for the probationary semester[s].
3. If either of the above requirements is not satisfied, the student will be suspended for two (2) semesters.
4. Any new student (first-semester freshman or new transfer student) who receives all "F"s in academic (three-semester-hour) courses will be placed on academic probation. In order to continue in the second semester, an academic contract must be completed in the Office of Advisement and Retention, and the student must enroll in a 6-week, non-credit Academic Success Seminar. One of the following conditions must be met to avoid a two (2) semester suspension at the conclusion of the second semester: (a) a second semester quality point average (QPA) of 2.0 or higher, and/or (b) an overall quality point average (QPA) above, or equal to, the University minimum for the number of earned semester hours.
a. Suspension and Readmission
After at least two semesters
of academic suspension for failure to meet the Minimum Scholastic Requirements
outlined above, a student may apply for readmission. Before registering for
classes, the student must meet with the Director of Retention Activities and
complete an "Academic Success Contract" that specifies the actions the student
will take to improve his/her academic standing.
The Academic Success Contract will specify the following, all at the
discretion of the Director of Retention Activities: 1) the number of semester
hours (6-13) for which the student can register, 2) a schedule of regular
meetings with the Retention Officer, 3) class attendance policies, and 4) other
appropriate intervention strategies.
Only after the Academic
Success Contract is signed by the student and the Director of Retention
Activities will the student be allowed to register for courses. Copies of the
Academic Success Contract will be kept on file in the Office of Advisement and
Retention and the Academic Affairs Office. The student's advisor and the
student will also receive copies.
Suspension and Early Readmission
A student may appeal his or
her two-semester suspension by complying with the following procedure:
1. Meet with the Director of Retention Activities and complete an Academic Success Contract, as defined above.
2. Enroll in a 6-week, non-credit seminar on academic success.
3. Present a written appeal to the Readmission Appeals Committee at least four days prior to registration for classes that contains the following items:
A) justification for the student's early readmittance;
B) written proof of health, personal, or other problems that may have affected the student's academic performance in the past, with an explanation of how these problems will be remedied
C) a signed copy of the Academic Success Contract.
If the required cumulative
minimum grade point average is not reached by the end of the semester, the
student may continue on warning/probation if a grade point average of 2.3 or
higher is earned for the probationary semester.
Special Readmission Policy (See Admissions section of the catalog.)
Academic Honors
with Honors
Graduating seniors may be
considered for honors if they have earned a Quality Point Average (QPA) of at
least 3.4 for 45 semester hours of course work in residence at UNCP. All course
work attempted (including quality hours from other institutions and repeated
hours) will be included in the calculation of the cumulative QPA for determining
the particular honors designation awarded. Students who attain a cumulative QPA
of 3.85 or higher are graduated summa cum
laude. Those who achieve a minimum cumulative QPA of 3.7 are graduated magna cum laude and students whose
cumulative QPA is at least 3.4 are graduated cum laude.
Students who achieve the hours
and the QPA requirement at the beginning of the last semester of their senior
year will be recognized at commencement. The final assessment is done after
graduation and honors are pending for all students until this is completed. The
honors designation will appear on the student's diploma and transcript.
Students are eligible for
Honors List if they achieve a minimum semester quality point average of 3.2
while passing at least 15 semester hours of course work, of which at least 12
hours must not be Pass/Fail.
Students are eligible for
Chancellor's List if they achieve a minimum semester quality point average of
3.7 while passing at least 15 semester hours of course work, of which at least
12 hours must not be Pass/Fail.
New Student and Family Orientation and Testing
The Office of New Student and
Family Orientation offers several programs during the spring and summer of each
year to acquaint new students and family members with the academic,
co-curricular, and social opportunities offered at the University. These
programs are designed to ease the transition of incoming students and their
family members to UNC Pembroke. All
students who are required to attend New Student and Family Orientation will be
mailed information concerning the program.
In addition, freshman students are required to attend a Welcome Program
in August.
Students requiring placement
testing will take a battery of University-administered tests prior to the
student's first registration. Those students will register for classes after
they have completed their placement exams. The tests will be administered
during one of the testing dates offered during the year. The tests are not
entrance examinations and will not deny admission to any student. The purpose
of the test is to provide information to assist in advising every student and
in planning the student's academic schedule.
Those students who score below acceptable
standards on the University-administered test in Composition will be placed in ENG
104. Students who score below acceptable standards on the
University-administered mathematics test will be placed in MAT 104. Students
who score below acceptable standards on the reading test will be placed in EDN
104. Students placing in one or more of these courses will be advised to limit
their course loads to 12 semester hours in the fall semester and to seek
tutorial aid. ENG 104, MAT 104, and EDN 104 do not count toward graduation.
Academic Advisement
New freshmen are advised by
the staff of the Office of Advisement and Retention when registering for first
semester courses, after which time they will be assigned faculty advisors. In most cases, Freshman Seminar instructors
become their students' advisors. When a
student declares a major, he or she will be assigned an advisor in the
appropriate academic department. The
advisor's role is to assist the student in planning a suitable academic program
and to maintain a record of progress during the student's college career. However, the final responsibility for meeting
all academic program requirements lies with the student. The Office of
Advisement and Retention also serves as a resource center for students who may
wish to seek additional academic help.
In addition, faculty members may refer students to the Office of
Advisement and Retention for academic counseling.
Each student must complete
registration online. No student is considered to be officially registered until
the student has completed registration as outlined below. Students who fail to
complete registration as prescribed will have their names dropped from all
class rolls. If these students subsequently request to register, they must
follow registration procedures just as if they had not started registration before.
The advisor's role is to
assist the student in planning a suitable academic program. However,
the student is responsible for following all applicable academic
regulations. This includes general
education requirements, prerequisites, and major/minor requirements. Students are individually responsible for all
course registrations and for completing the requirements for graduation. The Office of the Registrar will drop students
who register for courses without following departmental or University regulations. Each student must register online prior to
the first day of class. After classes
begin, each student must register in person in the Office of the Registrar.
The University has a two-phase
registration system: the early registration phase and the regular registration
Students currently enrolled at
the University of North Carolina at Pembroke may complete their registration
by: (1) consulting with their advisor during the designated early registration
period, (2) obtaining the registration material (Permit to Register Card) from
the advisor and preparing their class schedule for the next semester, (3)
registering for the approved course work online, and (4) paying tuition and
fees to the Cashier's Office.
entering UNCP for the first time or returning after an absence of one semester
or more may complete their registration by: (1) consulting with their advisor
during the designated registration period, (2) obtaining a Permit to Register
Card and preparing their class schedule for the semester, (3) registering for
the approved course work online, and (4) paying tuition and fees at the
Cashier's Office.
Adding, Dropping, and Withdrawing from Courses
After a student has completed
registration the only way the student's schedule can be changed is through the
drop-add procedure. To add a course a student must obtain a Drop-Add Form from
an academic department, complete the form, have it approved by his or her
advisor, obtain the signature of the gaining professor, and present the form to
the Office of the Registrar. To drop a
course a student must obtain a Drop-Add Form from an academic department,
complete the form, have it approved by his or her advisor, and present the form
to the Office of the Registrar.
A student may withdraw from a
course after the drop-add period but prior to and including the last day of the
first week of classes after midterm grades are reported, with a grade of W, if
the student obtains the signature of her or his advisor.
Withdrawal without penalty from a course or
courses after the deadline for withdrawal, but before the last two weeks of
classes in the semester, may be approved only for appropriate cause such as
serious illness. Appropriate documentation is required. Unsatisfactory academic
performance does not by itself constitute sufficient reason to grant a late
The student should secure a
course withdrawal form from the Registrar's office, obtain the instructor's
signature and the advisor's signature, and return the form to the Academic
Affairs Office for review. Approved requests receive W in the course. A copy of
the completed form and any required documentation must be on file with the
Academic Affairs Office before a late course withdrawal will be considered. A
second copy of the completed withdrawal form will be forwarded to the
Registrar's Office for entry of the assigned grade.
Withdrawal from the University
Up to the last day to receive
a W in a course, a student may complete a "Request for Withdrawal" form,
available from the Office of the Registrar. The student should get the required
signatures, take the I.D. card to the Student Accounts Office, and return the
form to the Office of the Registrar. The University makes applicable refunds
only after the withdrawal procedure is completed.
After the last day to receive
a W in a course, the Office for Academic Affairs approves withdrawal from the
University without academic penalty only when unusual and documentable
circumstances warrant. Unsatisfactory academic performance does not by itself
meet the requirement. As soon as possible, and no later than before the
beginning of the last two weeks of classes in the semester, the student
petitioning to withdraw from the University must meet with the Assistant
Vice-Chancellor for Academic Affairs, present the required documentation, and
complete the necessary forms. Approved requests receive W in all courses. Students who stop attending classes without
completing the withdrawal procedure ordinarily receive an F in courses for
which they are registered.
Repetition of Course Work
A student who wishes to repeat
a course must adhere to the following policies:
1. The original course and the repeat course must be
taken at UNCP.
2. The course being repeated must be the same course
taken previously; no substitutions are allowed.
3. Students may repeat a course a maximum of three
times. Exceptions to this limit require approval of the chair of the department
offering the course and the appropriate dean.
4. All grades received in courses repeated will be
used to compute the quality point average, unless the student elects to use a
grade replacement (see "Grade Replacement Policy" below).
5. A student will receive credit (earned hours) for a
course one time, and the most recent grade will be used in meeting graduation
6. All entries remain a part of the student's
permanent record.
Grade Replacement Policy
a. Students Entering UNCP Prior to Fall 1994
Undergraduate students who entered UNCP before the
fall of 1994 and who follow the repeat policy will automatically have the grade
replaced for all eligible repeats. The semester hours and quality points in
courses repeated are counted only once, and the most recent grade and the
quality points corresponding to the most recent grade are used in computing the
quality point average and meeting graduation requirements. However, all entries
remain a part of the student's permanent record.
Students Entering UNCP for Fall 1994 and Thereafter
Beginning with the fall
semester of 1994/ undergraduate students who enter UNCP and who wish to replace
a course grade must adhere to/the following policies:
1. A student must follow all regulations regarding
repetition of course work.
2. Some courses may be taken more than once for full
credit; these courses are not eligible for grade replacement.
3. The semester hours and quality points in courses
repeated are counted only once, and the most recent grade and the quality
points corresponding to the most recent grade are used in computing the quality
point average and meeting graduation requirements.
4. Students entering UNCP as freshmen will have the
option of replacing a maximum of 15 credit hours with improved grades earned by
repeating courses. No student is eligible for more than 15 hours of replacement
credit regardless of his/her entry date.
5. The credit hours associated with each repeated
course will count toward the cumulative replacement hours.
6. Students transferring or readmitted to UNCP may
replace grades for courses taken at UNCP for a maximum number of hours as
determined by the scale below, which is based on the number of hours accepted
for transfer or readmission.
or Readmission Hours Accepted as of
Fall 1994 |
Hours for Replacement |
0-23 hours |
15 |
24-51 hours |
12 |
52-89 hours |
9 |
90 or more hours |
6 |
Candidate for Second Bachelor's degree |
6 |
7. The student must secure a form from the Registrar's
Office and indicate in writing which course grades are to be replaced for
computation of the quality point average. The form designating specific course
grade replacements will be maintained on permanent file in the Registrar's
8. Decisions for course grade replacement are irrevocable.
9. All entries remain a part of the student's
permanent record.
Internships, practica, and other external learning experiences provide
opportunities for students to earn academic credit for approved work or
research programs in cooperating business-government, or education
organizations. The internships, which are of one-term duration, are open to
qualified junior or senior students with the approval of the department
All internships, practica, and other external learning experiences are
supervised by UNC Pembroke faculty, who also assign grades in the courses.
Experiential Learning and Cooperative Education
Practical work experience is
very important in today's world. Students at UNC Pembroke may elect to get some
practical work experience which is related to their program major (or minor)
through several practical work experiences.
a. Experiential Learning Program: Experiential Learning is a working-and-learning arrangement. The student negotiates a proposal in some area of interest to the student. Negotiation involves the student, the University, and an organization (business, agency, etc.) where the student plans to work. Experiential Learning is available through academic departments and requires approval of the chairman.
The following regulations
govern the offerings of Experiential Learning:
1. The Experiential Learning Program consists largely of Experiential Learning I and Experiential Learning II. A student must take the courses in numerical order. They cannot be taken concurrently.
2. The amount of credit that can be earned in Experiential Learning I and II varies from one to three semester hours in each course, and is jointly determined by the student and the student's major advisor on the basis of what the student contracts to do.
3. To be eligible for enrollment in Experiential Learning I or II, a student must:
* have declared for a major program in a department which provides its students with practical work experience through Experiential Learning I and II;
* be classified as a junior or senior;
* have an overall cumulative quality point average of at least 2.0;
* have the written recommendation and approval of the major department chairman and the major advisor.
4. Each eligible student who registers for Experiential Learning I or II is required to sign and carry out a written work-learning contract jointly developed by the student, the student's advisor, and the organization providing the practical work experience which states:
* what the student is to do, what the major advisor is to do, and what the organization is to do;
* the number of semester hours the students will earn in completing the contract;
* that credit will be earned only if all of the contracted work is completed with a contract period of one-semester or term of summer session;
5. Eligible students are allowed to use not more than a total of six semester hours credit in Experiential Learning I and II in meeting the 128 semester hours minimum requirement for the degree.
b. Cooperative Education Program: Cooperative Education is an arrangement whereby UNC Pembroke cooperates with an outside business or agency to help a student directly explore a career-related field as an integral part of the educational program. The program allows participating students to alternate full-time work and on-campus study as complementary educational experiences while pursuing an academic degree program. To be eligible, a student must have completed a minimum of 30 semester hours and normally must have earned a cumulative QPA of 2.0 or above. Participants typically receive pay, and academic credit may be awarded if approved by the department chair, the Academic Affairs office, and the Registrar. Cooperative Education is coordinated by the Career Services Center.
Independent Study
A student who wishes to enroll
in an Independent Study Course in any department must: (1) meet the
requirements established by the department for Independent Study and (2) submit
a written Request for Independent Study to the department chair. The Request
for Independent Study must include a complete description of the Independent
Study Project and a schedule for submission of the Project. The Request must be
approved by (1) the professor supervising the Independent Study Project and (2)
the department chair. A student may
elect to work for one, two, or three semester hours of credit.
Upon completion of the
Independent Study Project, the student must submit the Project to the
supervising professor. The supervising
professor will evaluate the Project and assign a grade. A copy of the Project will be submitted to
the department chair, who will keep it on file.
Departments permitting
Independent Study Projects will have written guidelines setting out the
requirements for Independent Study.
Supervision of Independent Study Projects by faculty is voluntary.
Regular class attendance is
important to the educational experience of each student and to the academic
integrity of the university curriculum. Students are expected to attend every
class beginning with the first session. The University reserves the right to
administratively withdraw students who have never attended any classes for the
semester. Regular class attendance is a
student responsibility. A student is
responsible for all the work, including tests and written work, of all class
meetings. No right or privilege exists
that permits a student to be absent from any given number of class
For all general education
classes, instructors will keep attendance records. If a student misses three consecutive class
meetings, or misses more classes than the instructor deems advisable, the
instructor will notify the Office of Freshman Seminar and Academic Advisement
(administrator of the Early Alert program) for appropriate follow-up. Departments may also develop and distribute
attendance policies and procedures to be followed for students who miss an
excessive number of classes.
For all classes, instructors
have the discretion to determine how the attendance policy will be implemented,
the circumstances under which make-up work may be allowed, and whether
attendance will be used as a criterion in determining the final grade.
Excessive absences may result in failure. Faculty will distribute a written statement of their
attendance policy as part of the course syllabus. Students should not enroll in a course if
participation in University-sponsored activities causes them to miss an
excessive number of classes, as determined by the instructor.
When the University is
officially closed, no student can be counted absent, even if the instructor
holds class. Any course-related material
will be made available in some form by the instructor.
The University of North
Carolina at Pembroke complies with all provisions of the Family Educational
Rights and Privacy Act of 1974. The full statement of the University's policy
is available in the Office of the Registrar located in Lumbee Hall. With some exceptions, students have the right
to inspect and to challenge the contents of their education records. Access to academic records is coordinated
through the Registrar's Office. Students
wishing to inspect their records should contact the Registrar in Lumbee Hall
between the hours of 8:00 a.m. and 5:00 p.m. Monday - Friday, while the
University is in session.
The University routinely
releases to the public so-called Directory Information, as follows: the
student's name, address, telephone listing, electronic mail address, major
field of study, participation in officially recognized activities and sports,
weight and height of athletic teams, dates of attendance, degrees and awards
received, and previous educational agency or institution attended by the
student. Any student who wishes to have
the above Directory Information withheld must complete and sign a request in
the Registrar's Office. This request
must be renewed at the beginning of each semester.
Certain personally
identifiable information about students ("education records") may be maintained
at The University of North Carolina General Administration, which serves the
Board of Governors of the University system. This student information may be
the same as, or derivative of, information maintained by a constituent
institution of the University; or it may be additional information. Whatever
their origins, education records maintained at General Administration are
subject to the Federal Family Educational Rights and Privacy Act of 1974
FERPA provides that a student
may inspect his or her education records. If the student finds the records to
be inaccurate, misleading, or otherwise in violation of the student's privacy
rights, the student may request amendment to the record. FERPA also provides
that a student's personally identifiable information may not be released to
someone else unless (1) the student has given a proper consent for disclosure
or (2) provisions of FERPA or federal regulations issued pursuant to FERPA
permit the information to be released without the student's consent.
A student may file with the
U.S. Department of Education a complaint concerning failure of General
Administration or an institution to comply with FERPA.
The policies of The University
of North Carolina General Administration concerning FERPA may be inspected in
the office at each constituent institution designated to maintain the FERPA
policies of the institution. Policies of General Administration may also be
accessed in the Office of the Secretary of The University of North Carolina,
General Administration, 910 Raleigh Road, Chapel Hill, NC.
Further details about FERPA
and FERPA procedures at General Administration are to be found in the
referenced policies. Questions about the policies may be directed to Legal
Section, Office of the President, The University of North Carolina, General
Administration, Annex Building, 910 Raleigh Road, Chapel Hill, NC (mailing
address P.O. Box 2688, Chapel Hill, NC 27515-2688; tel:
919-962-4588). Edition 5/97
The University of North
Carolina at Pembroke Academic Honor Code sets forth the standards of academic
honesty and integrity for students at UNCP and describes attendant faculty
responsibilities. Students and faculty are expected to be familiar with its
provisions. This Code defines student behavior which violates the standards
(Section III), and enumerates the penalties for violations and the
circumstances under which such penalties may be imposed (Section IV).
Section V sets forth the
procedures for dealing with cases where a violation of the Academic Honor Code
is alleged. Those procedures permit a faculty member to address a student's
first violation through discussion with the student. If the student freely admits
the offense and accepts the penalty assigned by the faculty member, an
agreement settling the matter is signed by both, the faculty member imposes the
penalty, and the matter ends (Section V.A.). If UNCP records show that the
student has previously committed an Academic Honor Code violation, or if the
student decides not to admit guilt or accept the penalty, or if the faculty
member believes that the seriousness of the offense warrants a more severe
penalty than those which may be imposed in the settlement process, the matter
must be referred to the Campus hearing Board (Section V.B.) if any penalty is
to be imposed. The Campus Hearing Board hears the evidence from the faculty
member and student and determines whether the student did commit a violation. If
no violation if found, the matter ends and no penalty may be imposed. If the
Campus Hearing Board finds that the student did commit a violation, it
determines the appropriate penalty (Section V.C.). A student found guilty may
appeal the Campus Hearing Board's decision to the Campus Appeal Board (Section
Academic honor and integrity
are essential to the existence of a university community. Without maintenance
of high standards of honesty, members of the instructional faculty are
defrauded, students are unfairly treated, and society itself is poorly served.
Maintaining the academic standards of honesty and integrity is ultimately the
formal responsibility of the instructional faculty. To meet their
responsibilities when academic dishonesty is suspected, individual faculty
members must follow the policies and procedures stated in this Code.
Students are also members of
the academic community. As responsible members of the University, students are
obligated not to violate the basic standards of honor, and they are expected to
take an active role in encouraging other members to respect those standards.
Should a student suspect a violation of the Academic Honor Code, he/she should
make the suspicion known to a member of the faculty or University
Commitment to maintaining and
encouraging high standards of academic honesty and integrity is demonstrated in
many ways. One manifestation is the policies and procedures governing violation
of the standards. Herein contained are the provisions of the UNCP Academic
Honor Code.
Definitions and/or examples of
violations of the Academic Honor Code are as follows.
Intentionally using or
attempting to use unauthorized materials, information, notes, study aids or
other devices in any academic exercise. This definition includes unauthorized
communication (oral and/or written) or receipt of such information during an
academic exercise.
Intentionally or knowingly
presenting the work of another as one's own (i.e., without proper
acknowledgment of the source).
Intentional and unauthorized
alteration or invention of any information or citation in an academic exercise.
Falsification is a matter of altering information while fabrication is a matter
of inventing or counterfeiting information for use in any academic exercise.
Intentionally or knowingly
destroying, stealing, or making inaccessible library or other academic
Intentionally or knowingly
helping or attempting to help another to commit an act of academic dishonesty.
All acts of academic
dishonesty violate standards essential to the existence of any academic
community. Some first offenses are properly handled and remedied by the faculty
member teaching the specific course in which they occur. The faculty member
must use the settlement procedure described in Section V to handle such an
offense. The penalties which may be assessed are limited to the following: (a)
a formal warning/reprimand, (b) a reduced grade (including F) for the
assignment, (c) a reduced grade (including F) for the entire course. Whatever
the penalty, a signed form regarding the settlement will be kept for five years
(or until the student graduates) in the Office for Student Affairs. The purpose
of this record-keeping is to be sure students who violate the Academic Honor
Code a second time are dealt with appropriately. A second purpose is to deter
students from repeating offenses.
All second offenses and some
first offenses have import beyond the specific course in which the violation
occurred. The Campus Hearing Board handles such violations, and the possible
penalties are greater. In these cases the Campus Hearing Board may impose any
of the penalties listed above (a,b,c) and/or the
following: (d) disciplinary suspension from the University for a designated
period of time (one semester, one year, etc.); or (e) dismissal from University
for an indefinite period of time.
In all determinations of
penalty, the following factors should be considered:
1. The nature and seriousness of the offense.
2. The injury or damage resulting from the misconduct.
3. The student's motivation and state of mind at the time of the incident.
4. The student's prior disciplinary record.
5. The student's attitude and demeanor subsequent to the violation.
A faculty member responsible
for assigning final grades in a course may acquire evidence directly, or
through information supplied by others, that a student violation of the
Academic Honor Code may have occurred. After collecting the evidence available,
the faculty member should determine whether it warrants proceeding to the next
level of inquiry.
If the faculty member
determines that the evidence is sufficient, he/she should contact the Vice
Chancellor for Student Affairs, who will determine from his records whether the
student has previously admitted to or been found guilty of an Academic Honor
Code violation. If the suspected violation would be a second offense, the
faculty member must take the case of the Chairperson of the Campus Hearing
Board. If the suspected violation would constitute a first offense but one
which the faculty member considers the appropriate penalty to be more severe
than an F in the course, the case must be brought to the Chairperson of the
Campus Hearing Board. If the faculty member believes, however, that the
suspected violation would be remedied by a penalty no greater than F in the
course, the settlement procedure may be used to conclude the matter and provide
a record (see Section IV. Penalties).
Once a student has received
notice that he/she is charged with an Academic Honor Code offense, the student
is not permitted to withdraw from the course in order to avoid the appropriate
A. Settlement Procedure: The faculty member meets with the student and presents the evidence of an Academic Honor Code violation, then request an explanation from the student. After hearing the explanation, if the faculty member determines that a violation has occurred, he/she fills out and signs the approved form distributed to all faculty members, noting the penalty to be applied, and gives the form to the student. The student has three school days to consider and seek advice on whether to admit guilt and accept the penalty by signing the form. If the student agrees to sign, he/she does so in the presence of the faculty member who then implements the penalty. The faculty member forwards the settlement form to the Vice Chancellor for Student Affairs, who keeps a record of first offenses for five years (or until the student graduates), and thus the matter is ended. If the student decides not to admit guilt or not accept the penalty, the faculty member must take the case to the Chairperson of the Campus Hearing Board, if any penalty is to be imposed.
B. Campus Hearing Board: The Campus Hearing Board is made up of three faculty members and one administrative member appointed by the Chancellor of the University, and three students appointed by the President of the Student Government Association. The conduct of Hearings is outlined in Article IV, Section C.2 of the University of North Carolina at Pembroke Student Constitution.
Where a student is not found
in violation of the Academic Honor Code, a written report is prepared and sent
to the Vice Chancellor for Student Affairs, who will maintain a confidential
file of materials related to the case. No part of that file becomes part of the
student's disciplinary record. The case is closed, and no penalty may be
Where a student is found
guilty of violating the Academic Honor Code, the Campus Hearing Board
determines the appropriate penalty. Both student and faculty may submit
evidence and make statements concerning the appropriate sanctions to be
imposed. The Vice Chancellor for Student Affairs will supply the Student's
previous Academic Honor Code disciplinary record.
At the conclusion of the
evidence of the appropriate penalty, the Campus Hearing Board determines the
penalty, and prepares a written report to the student and the Provost and Vice
Chancellor for Academic Affairs, who notified the faculty member and the Vice
Chancellor for Academic Affairs of its contents. If a penalty of a grade of F
in the course or less is to be assigned, the faculty member imposes that
penalty determined by the Campus Hearing Board and no other penalty. If a
greater penalty is deemed appropriate, the Vice Chancellor for Student Affairs implements
the penalty indicated in the report. The student will be notified within five
days of the Campus Hearing Board's determination of penalty.
C. Campus Appeal Board
A student found guilty has the
right of appeal, and is permitted five school days from the date the student
receives notice of the report of the Campus Hearing Board to file a written
notice of appeal with the Vice Chancellor for Student Affairs. Failure to do so
will render the decision on the Campus Hearing Board final and conclusive.
If the request for appeal has
been timely filed, the Vice Chancellor for Student Affairs shall deliver this
request as well as materials related to this case to the Campus Appeal Board.
The composition of the Campus
Appeal Board and its adjudicatory powers are descried in Article V, Section C.1
of the University Student Constitution. For Academic Honor Code violations and
their appeals, the Provost and Vice Chancellor for Academic Affairs or his
designate will represent the Chancellor of the University.
1. Faculty members should
outline their expectations pertaining to the Academic Honor Code at the
beginning of each course. In doing so they might authorize or prohibit specific
forms of student conduct which are unique to their courses of disciplines. They
should refer students to this Academic Honor Code. It is recommended that the
following statement be included in all course syllabi: Student
Academic Honor Code: Students have the responsibility to know and observe the
UNCP Academic Honor Code. This code forbids cheating, plagiarism, abuse of
academic materials, fabrication, or falsification of information, and
complicity in academic dishonesty. Any special requirements or permission
regarding academic honesty in this course will be provided to the students in
writing at the beginning of the course, and are binding on the students.
Students who violate the code can be dismissed from the University. The normal
penalty for a first offense is an F in the course. Students are expected to
report cases of academic dishonesty to the instructor.
2. Faculty members should take
preventive measures to avoid cases of academic dishonesty (e.g., examinations
should be carefully protected).


text:
Hosting a party is hard work. You have to keep your guests entertained, relaxed, and talkative…and you have to make sure the bar is fully stocked. The Android Market has a wide selection of party-oriented apps that can make your life easier and keep your guests happy. Here are 4 apps you'll want to have before your first guests arrive.
Life is short, so why fill it up with dull moments waiting in traffic, standing in line, or sitting in a physician's office? With the right apps, you can turn your Android into a mobile entertainment system.
If your knowledge of Android games starts and ends with Angry Birds, you're missing out. The Android Market is full of retro arcade games whose simple and addictive nature translates perfectly to the mobile gaming experience. Take a step back in time and revisit these classic games of yesteryear. With a little practice, you might just be able to beat your high score from all those years ago.
The Gingerbread 2.3 OS update makes the Android more user-friendly than ever before. But beyond the intuitive interface, there are several shortcuts and tricks that dedicated Android fans will want to learn to get the most out of their phone. Here's a list of some of the lesser known helpful features.
Android™ is a trademark of Google, Inc. The Android Robot is reproduced or modified from work created and shared by Google for use according to terms described in the Creative Common 3.0 Attribution License.
Get sales and other offers in your area, and insider updates on phones, games, music, and more.


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text:
I am so excited! I mean don't you remember turning it all the way up, "He's a bug-a-boo, a bug-a-boo"!! Bootylicious, Survivor...Destiny's Child is releasing a greatest hits cd and OMGoodness there is NEW music on the way too from Destiny's Child AND they will perform with Beyonce at the SuperBowl. Honestly, best kept secret in a while--the CD is already available to pre-order from Amazon. Get it here!
Get ready for the cd with this video:
Then, Justin Timberlake. This guy is unstoppable. Really. There are 5 in my family. Taylor is in love with him, I wanted her to marry him (of course prior to the whole Jessica Biel thing), the boys want to sing like him and Joey wants to hang out with him! Who DOESN'T love JT? He has new music coming out with Jay-Z and Beyone soon with a brand new cd this year.
Here's a little JT for your viewing pleasure...


text:
September 10
One of the many activities planned for today was a visit to the Denver aviation museum — Wings Over The Rockies. After a short intro in the Harrison Ford Theatre, small groups were taken around to enjoy the history of flight, all expertly guided by volunteer retired pilots who lent some of their own experiences to the most wonderful experience. This tour was arranged by the Jason Dahl Scholarship Fund which SMD3 proudly supports.


text:
Welcome To The Crichton GroupThe Crichton Group is a team of insurance professionals dedicated to selling quality insurance products, providing good counsel and delivering unparalleled services. At a time when the sale of an insurance policy is seen by some as a commodity transaction, The Crichton Group is about providing much more. Perhaps the greatest value we provide centers around the considerable capabilities of our staff. We are able to leverage these capabilities to develop the best possible insurance and risk management solution for clients. We believe in building and maintaining relationships with our clients, companies and each other with a commitment to integrity, excellence and respect. To ensure that we provide you with the protection you need, we begin by understanding your business. We review the scope of operations and risk exposures to identify areas where insurance and/or management of risk is warranted. With this knowledge, we develop a comprehensive insurance and risk management program for your business. The Crichton Advantage
The Crichton Group is a twelve time recipient of the IIABA Best Practices Award. The Best Practices Award is only given to a small select group of professional independent insurance agencies across America that meet very exacting standards. To earn it once is an accomplishment. To earn the award for twelve consecutive years speaks to the consistent commitment the agency has to the pursuit of excellence. Learn More About Our New Personal Insurance App for iPhone and AndroidIf you are personal insurance client, be sure to take a look at our new app for iPhone and Android. It is designed to help you with your personal insuarance risk management needs.
Click Here Or On The Smart Phone |


text:
Your General and Electrical Contractor!
Commercial, Industrial & Residential
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text:
Dist No 16 City Of Springfield › Page 140
You are here: 1860 U.S. Federal Census - Population › Illinois › Sangamon › Dist No 16 City Of Springfield › Page 140
Member Contributions for Dist No 16 City Of Springfield › Page 140
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Abraham & Mary Todd Lincoln household 1860
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Census - US Federal 1860Browse the 1860 US census by state, county, and civil division. This particular census is especially helpful in researching the Civil War era and the soldiers who fought in the imminent conflict. Information about each member of a household as of June 1, 1860, includes age, race, occupation, real and personal estate values, birth place, if married within the year, and if a person was deaf, dumb, blind, insane, idiotic, pauper, or convict. Relationships are not detailed until the 1880 census.
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text:
Visit : Museum/Discover
© Ville de Malmedy
- Address:
Route de Chôdes 1
4960 MALMEDY - MAPS: Google Maps
Half-timbered house from the end of the 17th century, which originally had a thatch roof. This modest house which has been completely redone now houses a small museum at the first floor. It represents the reconstruction of a "peasant" interior during the French Revolution. The Maison Vinette would later become the "headquarters" of the general revolt of the inhabitants of Malmédy against the French occupying forces.
Free visit, only outdoors.
Tourist information on the town MALMEDY
Visit our partners' webpages
- Reinhardstein Château in Metternich
- Closure of the Ramioul Prehistosite - Prehitomuseum opens in 2015
- The Grand Curtius - The Ardent City's Museum
- The Mystery Discoveries of Comblain
- Museum of the Stavelot-Malmedy Principality


text:
Posted: Dec 10, 2012 1:29 PM
BOZEMAN - Bighorn sheep will not be reintroduced into the Bridger Mountains just yet.
Montana Fish, Wildlife and Parks has decided to delay the reintroduction after reviewing the environmental assessment (EA) and public comment related to the proposal, according to a news release.
"Now is not the right time for a reintroduction," Region 3 Supervisor Pat Flowers wrote in a letter explaining the decision.
Instead of an immediate reintroduction, FWP plans to work with sheep owners in the Bridgers to help reduce the risk of contact between domestic and Bighorn sheep. The aim will be to create a better opportunity for success with a future reintroduction.
FWP expects to evaluate this effort in December of 2013 to assess whether sufficient progress has been made toward that end.
The entire decision notice including public comment on the proposal can be found online at http://fwp.mt.gov/news/publicNotices/.


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Grid Dynamics Named "Cool Vendor" by Leading Analyst Firm Company Evaluated in 2011 Cool Vendors in Infrastructure Services Report FREMONT, Calif.,– Grid Dynamics, the authority on cloud computing and enterprise systems scalability, today announced it has been included in the 2011 list of "Cool Vendors" in the "Cool Vendors in Infrastructure Services, 2011" report by Gartner, Inc. Grid Dynamics offers unparalleled expertise in creating scalable and elastic applications and infrastructure for mission-critical business functions. The company leverages its team of highly skilled architects, engineers and mathematicians to help its customers transform their core processes and systems through emerging technology. "We
elastic applications
Technology Integration Ideal for Social Games and Other Dynamic "Scale-out" Applications on the Cloud SANTA BARBARA, CA and MOUNTAIN VIEW, CA–(Marketwire – September 14, 2010) – RightScale®, Inc., the leader in cloud computing management, and NorthScale, the elastic data management software company, today announced the availability of NorthScale's Membase NoSQL database technology within the RightScale Cloud Management Platform. Starting today, RightScale users can take advantage of NorthScale's elastic data management software to cost-effectively and dynamically scale-out high-demand, elastic applications in a RightScale cloud management environment. "The combination of RightScale's automated cloud management with NorthScale's high throughput, low-latency database creates an ideal


text:
Judge refuses to
dismiss Grega case
BRATTLEBORO — A judge has rejected a motion to dismiss the case or reduce the charge against a man accused of killing his wife in a Vermont condominium almost two decades ago.
John Grega was convicted of killing his wife, Christine, in 1994, and then released from prison last August when newly tested DNA evidence suggested that someone else was involved in the murder.
But the state filed a new aggravated murder charge against Grega. He pleaded not guilty last month. His lawyer asked a judge to dismiss the charge, or at least reduce it because the state has not been able to identify a weapon.
The Brattleboro Reformer reported the judge ruled that the inability to "state definitively" what object was used doesn't invalidate the charge.MORE IN This Just InA Rutland man is expected in court today to answer his fourth charge of drunken driving. Full StoryThe man charged in a hit-and-run crash that killed a pedestrian in Killington early Sunday... Full StoryAfter Black Friday, Small Business Saturday and Cyber Monday, most shoppers have a head start on... Full Story -
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- The former home of António de Medeiros e Almeida (1895-1986) was transformed into a house-museum of the artist in the 1970s. One part of the museum is a preservation of the artist's living quarters and gardens. Throughout the rest of the property there are 26 showrooms, and the collection includes paintings, furniture, tapestry, glass, jewelery and watches which are divided up chronologically. There is also an enormous collection of Chinese porcelain, from prehistoric terracotta (Han Dynasty) to late-18th-century works. Also on display are some pieces of the well-known English silversmith Paul Storr (1792-1838), and some 16th-18th-century Portuguese silver, including a collection of about 80 paliteiros of Portuguese silver and Vista Alegre porcelain. The space can also be rented out for formal meets and other events.
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A group of faculty from the University of Michigan and Case Western University,with UMEI faculty affiliates Levi Thompson, Greg Keoleian, and Melanie Sanford as lead investigators, recently received a $1.9M award from the National Science Foundation to study non-aqueous redox flow battery chemistries. The funding comes from NSF's new Sustainable Energy Pathways (SEP) program to spark innovative energy solutions that meet societal needs without creating burdens for future generations.
NSF envisions such solutions being domestically generated, at a reasonable cost, and not dependent on rare resources–while avoiding adverse environmental or societal consequences, not contributing to greenhouse gas emissions and preserving essential ecosystems.
A key enabler of increased renewable energy penetration on our electric grid is to include energy storage to alleviate the intermittent nature of renewable generation. Flow batteries are one technology that is being considered to storing solar, wind, and other renewable energy at scale.
To achieve such solutions, the UM team is poised to tackle the transformative scientific and engineering outcomes needed to demonstrate cost-competitive, non-aqueous redox flow batteries (RFBs) for grid storage applications. Non-aqueous flow batteries offer higher energy density by replacing water as the solvent with fluids like acetonitrile, and matching the new solvent with an appropriate metal like chromium or vanadium.


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Greetings David's equalizers!
Well, it looks like they did it. They somehow combined the East and West servers into one huge world! It was actually quite impressive to watch. Of course, something had to go wrong… When they merged the worlds, they put the seam right under my house! I have a feeling that might cause some trouble in the future, but if it means happiness for everyone else, I'll take the hit. It's in my nature.
Your hero,
David the martyr
September 14, 2012
Full Server Alliance complete
The full server alliance is complete and now East and West players occupy the same world! You still log in to your usual server, but now you'll be able to play with players from both servers.
Get the details!
Celebrate DN's 1 Year Anniversary All Month Long
Continue celebrating DN's 1 year anniversary this weekend with the Bonus EXP Event and Old Maury's Harvest Challenge!
The regular Sea Dragon Nest has been conquered, but who has the guts to take Leviatha down in hardcore mode?
Exciting new features have drifted in on the Rising Tides. See the complete update notes here for the details!
See how many enemies you can defeat 1 on 1 before passing the torch to your teammates in the new PvP mode!
New pets, pet color dyes, and outfits have been packed into the Dragon Vault in the latest update!
Community Spotlight
Check out RieznRimina's awesome Archer and Warrior fan art!
See for yourself!


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Tuesday, April 2, 2013 at 7pm
Cintas Center Banquet Rooms
"The Muskies" is the annual student organization awards celebration recognizing the outstanding achievements and talents of our student organizations and their members/advisor as well as their contributions to campus and the community. Faculty, staff and students are encouraged to nominate both student organizations and individuals for the various awards to be announced at The Muskies. The deadline to submit nominations has ended. Nominations are submitted through OrgSync.
Congratulations to our Winners of The Muskies (2013)
Individual Awards |
Group Awards |
Advisor of the Year - Dr. Rashmi Assudani | Outstanding Organization - Club Sports Council |
First Year Member of the Year - Jake Haigis | Social Program of the Year |
Sophomore Member of the Year - Colleen Reynolds | Educational Program of the Year - PostSecret Lecture |
Junior Member of the Year - Genevieve Hager | Cultural Program of the Year - WorldQuest |
Senior Member of the Year - Katie Cooper | Campus Visibility Award - Unified for UNIFAT |
Look At Me Now Award - Meghan Savercool | Innovative Program Award - TEDx |
Unsung Hero Award - Kristen Kennedy | New Organization of the Year - NABA & Autism Speaks |
Diversity Development Award - SOL | |
All for One and One for All Award - SAC | |
Ad majorem Dei gloriam Award - Alternative Breaks | |
Award descriptions are available here.
For more information, please contact Markus Lasky or Sarah Craig at firstname.lastname@example.com or Dustin Lewis at email@example.com.


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Yoda Chronicles promotional set
Yoda Chronicles promotional set
Posted by Huw, 17 May 2013 14:44. Filed under New sets.
This set has been sent out to journalists and webmasters to promote the Yoda Chronicles premiere next week. You can read more and see more pictures at Game Informer and Idle Hands.
If you weren't lucky enough to get one yourself (I certainly wasn't!) you can bid a princely sum for one on eBay.
(Thanks Paul at Idle Hands for the picture and LostInTranslation for the news).
Update: The Brick Show team has published a video review of the set on YouTube.
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