text:
` ef`^dl. q eb p `elli lc p l`f^i p bosf`bp. ^ ajfkfpqo^qflk OMMTJOMMU. ^ kklrk`bjbkqp
- Damon Roberts
- 3 years ago
- Views:
1 q e b r k f s b o p f q v l c ` ef`^dl q eb p `elli lc p l`f^i p bosf`bp ^ ajfkfpqo^qflk ^ kklrk`bjbkqp OMMTJOMMU
2 THE UNIVERSITY OF CHICAGO THE SCHOOL of SOCIAL SERVICE ADMINISTRATION ANNOUNCEMENTS Fall 2007
3 For information and application materials: Office of Admissions The School of Social Service Administration 969 E. 60th St. Chicago, IL Telephone: For information regarding field instruction: Office of Field Instruction Telephone: Callers who cannot get through on these numbers may leave a message with the School s switchboard at For university residences information: Neighborhood Student Apartments The University of Chicago 5316 S. Dorchester Ave. Chicago, IL Telephone: International House 1414 E. 58th St. Chicago, IL Telephone: Volume XXVII The statements in these Announcements are subject to change without notice.
4 TABLE of CONTENTS 1 OFFICERS AND ADMINISTRATION 1 Officers of the University 1 Administration of the School 1 Officers of Instruction 2 Faculty Emeriti 3 Visiting Committee 5 THE FIELD AND THE SCHOOL 5 The Field of Social Welfare 5 The School of Social Service Administration 6 The Mission of the School 7 The Educational Program 8 Professional Careers 8 The Broader Context 8 The University 9 The City 11 EDUCATIONAL PROGRAMS 11 The Master of Arts Program 11 Student Educational Outcomes 12 The Core Curriculum 14 Field Placement 15 The Concentration Curriculum 15 Clinical Practice Concentration 18 Social Administration Concentration 21 Special Programs 25 Joint Degree Programs 27 Extended Evening Program 28 Doctoral Degree Program 28 Curriculum 29 Supports for Students 29 Requirements for the Ph.D. Degree 31 Timeline 31 Professional Development Program 33 ADMISSION REQUIREMENTS 33 Master of Arts Students 33 First Year 34 Second Year 34 Doctoral Students 34 Students from Other Countries 35 Application Procedures for Degree Students 35 Application Deadlines 35 Steps in the Admission Process
5 iv The School of Social Service Administration 37 Special Procedures for Students From Other Countries 38 Scholarships 38 Financial Needs Analysis 38 Awards Administered by the School 40 Awards Administered by Organizations and Agencies Outside the School 41 Loan Funds 41 Stafford Student Loan (Subsidized and Unsubsidized) 41 Perkins Student Loans 41 Named University Loan Funds 43 GENERAL INFORMATION 43 Schedule of Fees 44 Estimate of Expenses 44 Administrative Information on Courses and Requirements 47 Veterans 49 RESOURCES AND SERVICES 49 Resources 49 Advising 49 Library 49 Computer Laboratory 50 Career Services 50 SSA Career Services 50 Career Advising and Planning Services (CAPS) 51 University Human Resources Management 51 Living Accommodations 52 University of Chicago Student Health Care 52 Health Insurance Requirement 52 Automatic Enrollment 52 Eligibility 52 Student Health and Wellness Fee 53 Summer Health and Wellness Fee 53 Immunization Requirements 53 Other Services 53 Student Associations 54 The Alumni Association 55 Social Service Review 55 Research Centers 55 Chapin Hall Center for Children 55 Center for Health Administration Studies
6 The University of Chicago v 57 COURSES OF INSTRUCTION 57 Master s Level Courses 84 Doctoral Level Courses 91 FACULTY 115 ASSOCIATES 115 Adjunct Instructional Staff Master Practitioner Instructors Social Administration Liaisons Field Agencies and Field Instructors SSA CALENDAR 124 CAMPUS MAP
8 The University of Chicago 1 OFFICERS and ADMINISTRATION OFFICERS OF THE UNIVERSITY James Crown, Chairman of the Board of Trustees Robert Zimmer, President of the University Thomas F. Rosenbaum, Provost ADMINISTRATION OF THE SCHOOL Jeanne C. Marsh, Dean Sarah Gehlert, Deputy Dean for Research Tina Rzepnicki, Deputy Dean for Faculty and Academic Affairs Karen Teigiser, Deputy Dean for the Curriculum Penny Ruff Johnson, Dean of Students Sydney Hans, Chair of the Doctoral Program Michael Sosin, Editor of Social Service Review Stephen Gilmore, Associate Dean for External Affairs Keith Madderom, Associate Dean for Administration Sue Fournier, Assistant Dean for Administration and Director of Grants and Contracts Michael Jogerst, Assistant Dean and Director of Career Services Linda Clum, Director of Admissions Christina Cole, Director of Alumni Affairs and the Annual Fund Richard Kass, Director of Information Technologies Susan Knight, Director of Field Education Maureen Stimming, Director of Professional Development and Marketing TBA, Director of Communications Brandie Egan, Assistant Director of Continuing Education and Communications Quenette Walton, Assistant Director of Admissions Eileen Libby, Librarian Beverly Mason, Office Manager OFFICERS OF INSTRUCTION Beth Angell, Ph.D., Associate Professor William Borden, Ph.D., Senior Lecturer Evelyn Z. Brodkin, Ph.D., Associate Professor E. Summerson Carr, Ph.D., Assistant Professor Robert J. Chaskin, Ph.D., Associate Professor; Research Fellow, Chapin Hall Center for Children Yoonsun Choi, Ph.D., Assistant Professor; Faculty Associate, Chapin Hall Center for Children Malitta Engstrom, Ph.D., Assistant Professor Robert P. Fairbanks II, Ph.D., Assistant Professor Sarah Gehlert, Ph.D., Professor; Graduate Program in Health Administration and Policy; Research Associate, Center for Health Administration Studies; Faculty Associate, Institute for Mind and Body; Director, Center for Health Disparities Research; Investigator, University of Chicago Cancer Research Center
9 2 The School of Social Service Administration Colleen Grogan, Ph.D., Associate Professor; Faculty Advisor, Center for Health Administration Studies; Faculty Director, Graduate Program in Health Administration and Policy Neil Guterman, Ph.D., Professor Sydney L. Hans, Ph.D., Associate Professor Julia R. Henly, Ph.D., Associate Professor Penny Ruff Johnson, Ph.D., Lecturer Waldo E. Johnson, Jr., Ph.D., Associate Professor; Director, Center for the Study of Race, Politics, and Culture; Faculty Associate, Chapin Hall Center for Children Susan J. Lambert, Ph.D., Associate Professor; Research Associate, Alfred P. Sloan Center on Parents, Children, and Work Judith Levine, Ph.D., Lecturer; Research Associate, Population Research Center; Research Associate, Alfred P. Sloan Center on Parents, Children, and Work Jens O. Ludwig, Ph.D., Professor Jeanne C. Marsh, Ph.D., George Herbert Jones Professor Stanley McCracken, Ph.D., Senior Lecturer Jennifer Mosley, Ph.D., Assistant Professor Dolores G. Norton, Ph.D., Samuel Deutsch Professor Virginia Parks, Ph.D., Assistant Professor Charles Payne, Ph.D., Frank P. Hixon Distinguished Service Professor Harold Pollack, Ph.D., Associate Professor; Director, Center for Health Administration Studies; Faculty, Graduate Program in Health Administration and Policy Melissa Roderick, Ph.D., Hermon Dunlap Smith Professor Tina L. Rzepnicki, Ph.D., David and Mary Winton Green Professor Gina M. Samuels, Ph.D., Assistant Professor; Faculty Associate, Chapin Hall Center for Children William Sites, Ph.D., Associate Professor Michael Sosin, Ph.D., Emily Klein Gidwitz Professor Karen Teigiser, A.M., Senior Lecturer Dexter Voisin, Ph.D., Associate Professor Henry Webber, A.M., Senior Lecturer; Vice President for Community Affairs Michael E. Woolley, Ph.D., Assistant Professor FACULTY EMERITI Sharon B. Berlin, Ph.D., Helen Ross Professor Emerita Irene Elkin, Ph.D., Professor Emerita Paul Gitlin, D.S.W., Professor Emeritus Laurence E. Lynn, Jr., Ph.D., Sydney Stein, Jr., Professor Emeritus Elsie M. Pinkston, Ph.D., Professor Emerita William Pollak, Ph.D., Associate Professor Emeritus Harold A. Richman, Ph.D., Hermon Dunlap Smith Professor Emeritus Margaret K. Rosenheim, J.D., Helen Ross Professor Emerita Pastora San Juan Cafferty, Ph.D., Professor Emerita John R. Schuerman, Ph.D., Professor Emeritus Bernece K. Simon, A.M., Samuel Deutsch Professor Emerita Mary Louise Somers, D.S.W., D.H.L., Professor Emerita Irving Spergel, Ph.D., George Herbert Jones Professor Emeritus Froma Walsh, Ph.D., Mose and Sylvia Firestone Professor Emerita
10 The University of Chicago 3 VISITING COMMITTEE The School s Visiting Committee was established in 1955 to help interpret the School s mission and goals to the public, advise the Dean about the needs and concerns of the community, and assist the School in its financial development efforts. Committee members hold positions of leadership in many social service and philanthropic agencies. David J. Vitale, Chairman Donna E. Barrows Judith S. Block Frank M. Clark Peter H. Darrow James Dimon Judith Dimon Arne Duncan Sunny Fischer Dr. Betsy R. Gidwitz Mary Winton Green Cynthia Greenleaf Valerie B. Jarrett Richard L. Jones Iris J. Krieg Joseph G. Loundy Amy S. Lubin Lindy Kelly Lymburn Dr. Katharine (Kitty) Mann Suzanne Muchin Terry Peterson Thomas B. Puls II Brian P. Simmons Rev. Richard L. Tolliver Gail Waller LIFE MEMBERS Daniel Alvarez, Sr. Shirley R. Brussell Elizabeth M. Butler Charles R. Feldstein Nancy J. Johnstone Ann Dibble Jordan Elliot Lehman Beatrice Cummings Mayer Jean S. Meltzer Arthur E. Rasmussen, Jr. James T. Rhind Dorothy W. Runner Rev. Dr. Kenneth B. Smith, Jr. Bernice T. Weissbourd Maynard I. Wishner vvv
11 4 The School of Social Service Administration
12 The University of Chicago 5 THE FIELD and the SCHOOL THE FIELD OF SOCIAL WELFARE Social work attracts idealists: people with an acute sense of human suffering and injustice, people with a strong commitment to reduce that suffering and injustice. Some issues that engage us endure over time, others change. Early social workers fought to outlaw child labor and to provide universal social security. Their successors struggle to prevent child abuse, to improve the quality of life of the impaired elderly, and continue to work on problems of financial insecurity. The central commitment to helping those in need and working to bring about effective social change locally, nationally, and globally remains constant. To people who have this kind of commitment, graduate training in social work offers two things: First is the opportunity to explore, in the disciplined and intellectually rich environment of the University, the dimensions of social need and response. Second is the opportunity to acquire, through class and fieldwork experiences, the skills for effective action. The School of Social Service Administration pioneered the idea that social work demanded a firm intellectual base. Its founders identified that base in the social sciences and in their own pathbreaking research on social conditions and methods of intervention. Today the School continues to challenge students to combine a concern for human distress with a clear-eyed, thoughtful understanding of its causes and consequences. It also provides training in clinical, analytic, and organizational skills to enable students to act to improve the well-being and capacity for independence of vulnerable individuals, families, and communities. Graduates take jobs at many levels of social involvement: clinical practice and other direct service in public and private agencies, community organization, leadership of social organizations, and involvement in the making of public policy at all levels of government. Throughout their careers, SSA graduates are agents of personal and social change and advocates for the amelioration of human distress through effective service and social policy. THE SCHOOL OF SOCIAL SERVICE ADMINISTRATION The School of Social Service Administration (SSA) is not simply a place to learn about social work, it is one of a handful of institutions that has helped create and define the profession of social work and the field of social welfare. SSA s first leaders were activists in the Chicago settlement house movement, one of the main strands in what eventually became social work. Graham Taylor, who organized SSA s predecessor, the Chicago School of Civics and Philanthropy, was a social gospel minister and founder of Chicago Commons, a settlement house; Sophonisba Breckinridge, Grace and Edith Abbott, and Julia Lathrop, the women who shaped SSA into an institution of national importance, were residents of Jane Addams Hull House. While most early schools of social work concentrated on practical training for caseworkers, SSA s leaders insisted on the need for a solid foundation in social science and
13 6 The School of Social Service Administration social research as well. In its first decade, Chicago School faculty and students were investigating such issues as juvenile delinquency, truancy, vocational training, and housing in the rapidly growing city. The decision in 1920 to join the School to the University of Chicago opened students to contact with the social sciences and the strengths of the University. In the decades since then, the emphases on social research and on applying the insights of social science to solving human problems have continued. Crucial to that effort has been the Social Service Review founded in 1927 with the aim of opening scientific discussions of problems arising in connection with the various aspects of social work. Like SSA itself, the Social Service Review has not only reflected the social welfare field but helped to shape it. It remains the premier journal in its field. Early research at SSA had a distinct public policy cast. Investigations of the status of mothers and children, for example, laid the foundations for the child-related provisions of the nation s Social Security system in the 1930s. Beginning in the 1940s, SSA energies turned to issues in the social work profession itself. Such faculty members as Charlotte Towle and Helen Harris Perlman applied the insights of ego psychology to casework and developed the generic casework curriculum, which became a model for social work education. Recent contributions to the direct practice tradition have included the application of cognitive perspectives to clinical practice and resilience in individuals and families. The School is thus in the unique position of having been a pioneer both in policy research and in the development of innovative methods of social work practice. SSA today continues to establish the connections between the social and behavioral sciences, research, and the real world of policy and practice. The faculty is drawn both from social work and from such related fields as law, economics, psychology, human development, and sociology. Research at the School reflects this diversity. Current projects investigate social work interventions with teenaged mothers, impaired elderly clients, and adolescent street gang members; examine comparative treatments of depression; evaluate child welfare services; explore the social cognitive development of children in deprived environments; and analyze family supportive policies in the workplace. SSA faculty members have been honored as White House Fellows, Fulbright Fellows, and Kellogg Fellows. They have strong ties both to public and private welfare agencies and to local, state, and national governments. Among them, for example, is the former director of strategic planning and development for the Chicago Public Schools as well as a senior policy scholar who advises the federal government on welfare laws. Faculty members have contributed their expertise to long lists of national and state commissions on such topics as juvenile justice, mental health, aging, and child welfare. THE MISSION OF THE SCHOOL The Statement of Purpose of the master s degree program at The University of Chicago School of Social Service Administration, adopted by the faculty in 2007, establishes the commitment and direction of the School. SSA is dedicated to working toward a more just and humane society through research, teaching, and service to the community. As one of the oldest and most prestigious graduate schools of social work, SSA prepares working professionals to handle society s most difficult problems by developing new knowledge, promoting a deeper understanding of the causes and human
14 The University of Chicago 7 costs of social inequities, and building bridges between rigorous research and the practice of helping individuals, families, and communities to achieve a better quality of life. All helping professions attract individuals committed to taking action on behalf of others. Two characteristics combine to distinguish graduates of the School of Social Service Administration from those trained in other helping and administrative disciplines: (1) SSA graduates have learned that the foundation of effective service is an understanding of the person-in-environment. Individual distress occurs in a social context involving the interaction of biological, psychological, familial, economic, and cultural factors. Effective helping requires a broad and imaginative perspective on the context and dimensions of need and on the range of possible responses. In most cases, alleviating distress requires an emphasis on helping individuals and families acquire the resources, skills, and authority to secure adequate solutions to their own problems. Some cases require an emphasis on individual and intra-familial dynamics, calling for brief interventions or for sustained emotional support and psychotherapy. (2) SSA graduates understand that whatever the focus of their practice direct service, community action, agency management, policy analysis, or research their activities are informed by an appreciation of service in society. Social workers and social administrators must have a critical awareness of the web of institutional relationships linking efforts to promote individual well-being with the formation and evolution of social policy locally, nationally, and globally. Social welfare professionals must be able to scrutinize the assumptions, values, theoretical frameworks, and evidence on which service delivery and social policy are based, and from this analysis develop new strategies to promote social well-being. SSA graduates are thus agents of social change, as well as advocates for the alleviation of individual distress. Historically, social welfare professionals have been motivated by a commitment to help those in greatest distress through public and private welfare systems. The concept of alleviating need has also been broadened to include prevention as well as treatment. Over time, the concepts of vulnerability and need have come to encompass the poor and those in precarious circumstances; the mentally and physically disabled; children and families with impaired capacities for successful growth and development; elderly people whose capacities for independent living are similarly impaired; young people with problems at home, school, or in their communities; individuals whose behavior is self-destructive or harmful to others; those who lack skills for any but the most rudimentary jobs; victims of crime, discrimination, violence, and serious illness; victims of political oppression and international conflicts; and residents of deteriorating, poorlyserved communities and neighborhoods. THE EDUCATIONAL PROGRAM The School of Social Service Administration offers graduate work leading to both the A.M. and the Ph.D. degrees. The master s program prepares students to enter advanced professional practice. The curriculum includes: (a) the core curriculum, which offers all students a solid introduction to the fundamentals of direct practice with individuals, families, organizations, and communities and to the fundamentals of administration and policy in their first two quarters; (b) an elective concentration in either clinical practice or social administration;
15 8 The School of Social Service Administration and, (c) field placements to supplement both the core and the concentrations. The doctoral program offers specialized study at a more advanced level. Each student s program is worked out individually and features course work (including courses in related disciplines taught in other units of the University), independent study, and research leading to the dissertation. Detailed descriptions of the graduate programs are offered on pages PROFESSIONAL CAREERS SSA graduates take jobs that reflect the breadth of the education the School offers. Those who concentrate in clinical practice use their clinical training in such settings as health and mental health agencies, child and family services, school social work, geriatric services, and employee assistance programs in business and industry, as well as private practice. Because the School attracts outstanding graduate students, and because it offers students the opportunity to complement clinical training with courses in research and management, many graduates of SSA s clinical practice program move into supervisory and administrative positions in their chosen agencies within a few years of graduation. Social administration students find program planning and management positions both in public and private agencies and in federal, state, and municipal government. Others conduct research and evaluation of social welfare programs in public and private nonprofit and for-profit organizations and in universities. Still others use their skills in political action, in community organizing and advocacy, and in electoral politics. Alumni of the School are found in diverse leadership roles in social welfare. Nationally, they direct departments at nearly 800 social welfare organizations and are deans of several professional programs in social work. More than 140 alumni hold senior positions in federal, state, or local government agencies. Alumni are also involved on the global stage, working with governments, NGOs, and international organizations. Recent graduates apply their training to enhance the well-being of individuals in health and mental health agencies, child and family services, school social work, and geriatric services. Others plan programs at agencies or in government, evaluate social welfare programs, or get involved in politics, community organizing, and advocacy. Because of its position as a leading institution, SSA continues to shape the field and identify new patterns of need and response. The School s educational program, which encourages broad understanding of social problems and multiple techniques for dealing with them, enables graduates to make significant contributions to social work and social welfare throughout their careers. THE BROADER CONTEXT THE UNIVERSITY The School of Social Service Administration had ties to the University of Chicago from its very beginnings, and in 1920 it became a formal part of the University. Edith Abbott, the School s first dean wrote, We were clear in Chicago that only in a university, and only in a great university, could a school of social work get the educational facilities that advanced professional students must have if they were to become the efficient public
16 The University of Chicago 9 servants of democracy. The University of Chicago is one of the foremost institutions in the country; the School of Social Service Administration has both benefited from and contributed to its special strengths. The University has a strong emphasis on graduate and professional education. It has a fruitful tradition of encouraging interdisciplinary approaches to knowledge. Among its strongest divisions have always been the behavioral and social sciences, which, in the tradition of the Chicago School, have combined attention to social theory with concern for the pressing real-world problems of an urban society. Several faculty members of the School of Social Service Administration hold joint appointments in other departments and committees. SSA students are encouraged to take advantage of the resources of the University. They do this by taking courses (currently students are enrolled in courses in health administration, business, divinity, history, sociology, economics, and psychology), as well as by making informal contacts. Other students choose joint degree programs SSA has established with the Graduate School of Business, the Divinity School, and the Harris School of Public Policy Studies. THE CITY As a setting for graduate study, Chicago offers something more than the bucolic tranquility typically promised in university catalogs; it promises the diversity and vitality of a great city. The University itself is located in the attractive Hyde Park neighborhood on the city s south-side lakefront. The neighborhood s architectural and historic distinctions won it a place on the National Register of Historic Places in Many students and faculty live in Hyde Park, taking advantage of its museums, galleries, restaurants, and shops, as well as the rich cultural activity centered around the university community. But the broader context is Chicago, and it is an irresistible context for the student of social welfare. Chicago has been the center of pioneering movements in social work, community organizing, women s rights, urban planning and architecture, labor organizing, and black politics. Through Chicago s leadership, Illinois was the first state to pass a Mother s Pension Act (forerunner of AFDC and TANF) and the first to create a Juvenile Court. A list of its movers and shakers would include not only Cyrus McCormick, Montgomery Ward, and Richard J. Daley, but also Jane Addams, Saul Alinsky, Julia Lathrop, Frank Lloyd Wright, Bertha Palmer, Clarence Darrow, Gail Cincotta, and the Reverend Jesse Jackson. Chicago confronts the major issues facing American cities in such areas as economic development, public education, and the political empowerment of minorities, and its efforts are watched by other cities throughout the country. After a century of immigration, the city s people are extraordinarily diverse (a trivial but telling reflection is the choice of restaurants, which ranges from Armenian to Vietnamese and includes most of the cuisines of Europe, Asia, and the Americas along the way). The city and metropolitan area support a vigorous cultural life whose chief glories are the Chicago Symphony Orchestra, the Art Institute, the Lyric Opera, a distinguished literary tradition, a nationally hailed theatrical scene, and the finest urban architecture
17 10 The School of Social Service Administration and contemporary blues music in America. SSA has both benefited from Chicago s vitality and played its own part in Chicago activism. Julius Rosenwald, an early president of Sears Roebuck and one of the School s founding trustees, established scholarships for two black students with the specification that they do their fieldwork in the city s early black community on the West Side. In the years since then, students and faculty have studied and worked in Chicago s ethnic communities, its housing projects, its criminal justice reform movements, and other social experiments. Students who come to SSA have access to the extraordinary laboratory that is the City of Chicago. vvv
18 The University of Chicago 11 EDUCATIONAL PROGRAMS THE MASTER OF ARTS PROGRAM The Master of Arts program, continuously accredited by the Council on Social Work Education and its predecessor organizations since 1919, prepares students for advanced professional practice. The School of Social Service Administration s master s degree program aims to provide a sophisticated understanding of the person-in-environment. Individual distress is seen in a social context, influenced by biological, economic, familial, political, psychological, and social factors. This perspective recognizes that economic, organizational, political, and social factors shape the work of social welfare professionals. Effective helping requires a broad understanding of possible responses, ranging from short-term strategies for gaining new resources and skills to long-term social and psychological interventions. The professional must be aware of and able to act within the web of relationships that link individual well-being with wider social and political forces to achieve social and economic justice. STUDENT EDUCATIONAL OUTCOMES Values 1. Students will acquire and apply professional social work values and standards of ethical behavior. 2. Students will be committed to and involved in improving the lives of vulnerable populations, including the oppressed, poor, disabled, and other social minorities racial, ethnic, and cultural. 3. Students will be involved in promoting social and economic justice locally, nationally, and globally. 4. Graduates will value and pursue opportunities for continued professional growth and development. Knowledge and Skills 1. Students will acquire and apply a broad range of theoretical perspectives and empirical knowledge to better understand human suffering and develop ways to prevent and intervene to reduce suffering. 2. Students will acquire and apply knowledge of the relationships among different levels of social intervention (community, family, individual, organization, policy, program). 3. Students will acquire and apply knowledge and skills necessary for effective practice with diverse populations. 4. Students will learn to examine critically the theoretical, empirical, and value base that supports their fields of practice and to examine their own practice.
19 12 The School of Social Service Administration To accomplish these educational objectives, the School s program is organized into a core curriculum and an elective concentration in either clinical practice or social administration. All students have a field placement in their first year and another placement in their second year. No academic credit is awarded for life or work experience. THE CORE CURRICULUM The core curriculum is central to the educational program at the master s level. It brings together all students, whatever their career interests, for a solid introduction to the fundamentals of social policy formulation and program implementation, social research, and direct practice. The core curriculum places particular emphasis on understanding and working with culturally diverse and economically disadvantaged populations. After completing core studies in the first year, students who choose clinical practice begin their concentration with an established awareness of the broader contexts of individual distress and helping responses, while social administration students enter their concentration with a corresponding understanding of social work intervention at the direct practice level. Required courses in the first 2 quarters of the first year provide students with a common foundation of knowledge concerning social welfare issues, human development, direct practice intervention strategies, and social research. This foundation provides the background for concentration in clinical practice or social administration. Fieldwork placements in the first year are continuous for 3 quarters. They provide direct practice experience with distressed people and the institutions established to help them. Core curriculum courses are distributed in the following manner for students in the day program: Autumn Winter Spring SSAD SSAD Concentration or Elective SSAD SSAD Concentration or Elective SSAD SSAD Concentration or Elective Field Work Field Work Field Work Core curriculum courses for the Extended Evening Program (EEP) are offered during the first and second years of study. Social Intervention: Programs and Policies (SSAD 30000). This 2-quarter course introduces students to the issues and problems associated with social welfare interventions at the community, agency, and policy levels. Students are expected to learn and exercise skills in analyzing the components of current policies, designing programmatic alternatives, anticipating substantive, operational, and political advantages and disadvantages, weighing benefits against financial costs, and making sound choices among imperfect alternatives. While focusing on public policies, the course will include consideration of the impact of policies and programs on individuals and families. The course will give students a thorough grounding in several critical areas of social work practice, including poverty and at least 2 social service areas such as mental health and child welfare.
20 The University of Chicago 13 Social Intervention: Direct Practice (SSAD 30100). This 2-quarter course emphasizes the design and practice of social work interventions at the individual, family, and group levels. Students are introduced to the values, theories, concepts, skills, and empirical evidence that form the base for direct social work practice. Complementing SSAD 30000, material is presented to examine needs, resources, and potential for change at the individual, family, and group levels, as well as to provide students with an understanding and appreciation of various options for intervention. Students will develop skills in identifying and defining problems, implementing and refining intervention strategies, evaluating the impact of clinical interventions, and weighing the ethical considerations of various choices. Particular attention is given to developing intervention approaches for working with underserved groups. A field seminar is required. The Applied Learning seminar introduces students to basic social work skills of interviewing and assessment, as well as issues related to the agency and community context of their work. It provides experiential learning drawing on students field work. Social Intervention: Research and Evaluation (SSAD 30200). This course focuses on the generation, analysis, and use of data and information relevant to decision making at the case, program, and policy levels. Students learn and develop skill in the collection, analysis, and use of data related to fundamental aspects of social work practice: problem assessment and definition; intervention formulation, implementation, and refinement; and evaluation. The course covers specification and measurement of various practice and social science concepts, sampling methods, data collection strategies, and statistical and graphical approaches to data analysis. Students with strong research background and skills may be eligible for placement in an advanced course Social Intervention: Advanced Research and Evaluation (SSAD 30400). Human Behavior and the Social Environment (SSAD 32700). This course teaches biological and social science concepts concerning human development that are fundamental to social work practice: social and ecological systems; life course development; culture, ethnicity, and gender; stress, coping, and adaptation; and social issues related to development over the life course. Students with extensive background in the sociocultural, socio-economic, psychological, and cognitive contexts of human growth and behavior, may waive into an advanced course. Human Diversity Requirement In keeping with the School s mission and the commitment to train students for practice in a heterogeneous society, curriculum content on human diversity is integrated into nearly every course. In addition, students must take 1 or more courses from a list of approved first- and second-year offerings. The requirement in human diversity is intended to provide students with an analytical framework to understand human behavior and political processes in the environment of a diverse society to satisfy the following 5 goals: 1. To promote respect for ethnic and cultural diversity as an integral part of social work s commitment to preserve human dignity. 2. To foster knowledge and understanding of individuals, families, and communities in their sociocultural and socioeconomic contexts. 3. To analyze the ethnic and political issues related to the patterns, dynamics, and consequences of discrimination and oppression.
THE UNIVERSITY OF CHICAGO THE SCHOOL of SOCIAL SERVICE ADMINISTRATION ANNOUNCEMENTS Fall 2004 For information and application materials: Office of Admissions The School of Social Service AdministrationMore information
C HICAGO. T HE S CHOOL of S OCIAL S ERVICE A DMINISTRATION
T H E U N I V E R S I T Y O F C HICAGO T HE S CHOOL of S OCIAL S ERVICE A DMINISTRATION A NNOUNCEMENTS 2005-2006 THE UNIVERSITY OF CHICAGO THE SCHOOL of SOCIAL SERVICE ADMINISTRATION ANNOUNCEMENTS FallMore information
THE UNIVERSITY OF CHICAGO THE SCHOOL of SOCIAL SERVICE ADMINISTRATION ANNOUNCEMENTS Fall 2003 For information and application materials: Office of Admissions The School of Social Service AdministrationMore information
THE UNIVERSITY OF CHICAGO THE SCHOOL of SOCIAL SERVICE ADMINISTRATION ANNOUNCEMENTS Fall 2002 For information and application materials: Office of Admissions The School of Social Service AdministrationMore information
Appendix A. Educational Policy and Accreditation Standards
Appendix A Educational Policy and Accreditation Standards A new Educational Policy and Accreditation Standards has been approved by the CSWE Board of Directors in April 2008. Preamble Social work practiceMore information
2. Educational Policy and Accreditation Standards
2. Educational Policy and Accreditation Standards Preamble Social work practice promotes human well-being by strengthening opportunities, resources, and capacities of people in their environments and byMore information
Educational Policy and Accreditation Standards
Educational Policy and Accreditation Standards Copyright 2001, Council on Social Work Education, Inc. All rights reserved. Sections renumbered December 2001, released April 2002, corrected May 2002, JulyMore information
Phone: 572-5536 Program Coordinator: Dr. Robert Kersting, ACSW, Ph.D., DCSW, MSW
MSW Program Description As of September 2010, Westfield State University is working with the Council on Social Work Education (SCWE) for accreditation of the MSW program. Further details on CSWE accreditationMore information
Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education
Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education B1.0 SCOPE AND INTENT OF THE CURRICULUM POLICY STATEMENT B1.1 This document setsMore information
MASTER OF SOCIAL WORK Director: Sherry Edwards
Social Work MASTER OF SOCIAL WORK Director: Sherry Edwards Program Description The mission of the Social Work Program at The University of North Carolina at Pembroke seeks to prepare students to becomeMore information
MASTER OF SOCIAL WORK Director: Sherry Edwards
486 MASTER OF SOCIAL WORK Director: Sherry Edwards Program Description The mission of the Social Work Program at The University of North Carolina at Pembroke seeks to prepare students to become leadersMore information
College of Education. Rehabilitation Counseling
* 515 MEDICAL AND PSYCHOSOCIAL ASPECTS OF DISABILITIES I. (3) This course is designed to prepare rehabilitation and mental health counselors, social works and students in related fields with a workingMore information
Graduate Program Goals Statements School of Social Work College of Education and Human Development
Graduate Program Goals Statements School of Social Work College of Education and Human Development December 12, 2014 Program Youth Development Leadership (MEd) Master of Social Work (MSW) Doctorate inMore information
VCU 1 SOCIAL WORK, MASTER OF (M.S.W.) WITH A CONCENTRATION IN ADMINISTRATION, PLANNING AND POLICY PRACTICE Program accreditation Council on Social Work Education Program goal The VCU School of Social WorkMore information
ADMINISTRATION OF HUMAN SERVICES Department of Sociology, Criminal Justice and Human Services Program Contact Information Graduate Program Coordinator: Barbara Hogan, Ph.D., Dean of the School of GraduateMore information
VCU 1 SOCIAL WORK, MASTER OF (M.S.W.) WITH A CONCENTRATION IN CLINICAL PRACTICE Program accreditation Council on Social Work Education Program goal The VCU School of Social Work offers a graduate professionalMore information
Master of Arts, Counseling Psychology Course Descriptions
Master of Arts, Counseling Psychology Course Descriptions Advanced Theories of Counseling & Intervention (3 credits) This course addresses the theoretical approaches used in counseling, therapy and intervention.More information
Social Work (MSSW) www.utpa.edu/grad. A d m iss i o n Requirements Apply to the UTRGV Graduate College:
The Master of Science in Social Work (MSSW) prepares graduates for advanced practice with Latino individuals and families, and groups or advanced practice with organizations and communities. Distance EducationMore information
School of Social Work
Social Work 282 School of Social Work St. Patrick s Building 469 Telephone: 788-5601 Fax: 788-7496 The School Director of the School: Gillian Walker Supervisor of Graduate Studies: Allan Moscovitch TheMore information
CSULB School of Social Work - Master of Social Work (MSW) About Our Program
1 QUICK LINKS ABOUT OUR PROGRAM ADMISSION CONCENTRATIONS COURSE DESCRIPTIONS FIELD EDUCATION (FIELDWORK) PROGRAM PLANS REQUIRED COURSES: 2-YEAR & 3-YEAR REQUIRED COURSES: ADVANCED STANDING SEQUENCE OFMore information
Counselor Education COLLEGE OF EDUCATION AND HUMAN SERVICES. Master of Science in Education. 136 / Graduate Catalog 2015-2016 Chapter 2
136 / Graduate Catalog 2015-2016 Chapter 2 Counselor Education http://epse.ehs.siu.edu/ COLLEGE OF EDUCATION AND HUMAN SERVICES Graduate Faculty: Asner-Self, Kimberly K., Associate Professor, Ed.D., GeorgeMore information
CURRICULUM VITAE. Eric D. Lock, M.A., Ph. D. Candidate
CURRICULUM VITAE Eric D. Lock, M.A., Ph. D. Candidate January, 2013 EDUCATION Ph.D. Cand. University of Chicago, School of Social Service Administration, Chicago, IL. (current program of study; June 2009More information
Metropolitan State University of Denver Master of Social Work Program Field Evaluation
Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receiveMore information
Master s Program Community & Social Change. Department of Educational and Psychological Studies
Master s Program Community & Social Change Department of Educational and Psychological Studies Program Overview The 30-credit master s degree program in Community & Social Change (C&SC) is designed toMore information
Advanced Generalist Concentration Handbook
SCHOOL OF SOCIAL WORK University of Wisconsin- Madison Advanced Generalist Concentration Handbook 2015-2016 Requirements School of Social Work Building 1350 University Avenue Madison, Wisconsin 53706 TableMore information
Master of Science in Education Counseling
Program Director Matthew Paylo 3312 Beeghly Hall (330) 941-3264 email@example.com Program Description Master of Science in Education Counseling The counseling program prepares individuals as professionalMore information
School Psychologist Graduate Program: Frequently Asked Questions by Applicants
Brooklyn College of the City University of New York Department of School Psychology, Counseling and Leadership School Psychologist Graduate Program Room 1107 James Hall 2900 Bedford Avenue Brooklyn, NewMore information
NORFOLK STATE UNIVERSITY THE ETHELYN R. STRONG SCHOOL OF SOCIAL WORK MASTER OF SOCIAL WORK PROGRAM FIELD PRACTICUM MANUAL 2009 2010 OFFICE OF FIELD EDUCATION 700 PARK AVENUE NORFOLK, VA 23504 Brenda GilmoreMore information
MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING Department Chair & Professor: Nancy G. Calleja, Ph.D., LPC Office: 234 Reno Hall Telephone: (313) 578-0436 Email: email@example.com Assistant Professor:More information
MELISSA HARDESTY. North Carolina State University. August 2007, Indiana University Northwest, Gary, IN Concentration: Leadership
MELISSA HARDESTY ACADEMIC EMPLOYMENT August 2014- current Assistant Professor EDUCATION Ph.D. December 2014 The, Chicago, IL M.S.W. B.S. August 2007, Indiana University Northwest, Gary, IN Concentration:More information
Southern Illinois University At Carbondale
Southern Illinois University At Carbondale School of Social Work Graduate Program Handbook of Field Instruction Dr. Mizan Miah, Director Judith McFadden Graduate Field Practicum Coordinator School of SocialMore information
Counselor Education Program Mission and Objectives
Counselor Education Program Mission and Objectives Our Mission The LSU Counselor Education program prepares students to function as professional counselors in a variety of human service settings such asMore information
themselves in a more efficacious and convincing manner. categorical logic, prepositional logic, and predicate logic. Prerequisite: ENGL 1301 We discuss three systems of logic: Offered: Once Every Two YearsMore information
Public Administration
University of Illinois at Chicago 1 Public Administration Mailing Address: Department of Public Administration (MC 278) 412 South Peoria Street, Room 160 Chicago, IL 60607-7064 Contact Information: CampusMore information
Psychology. Forensic Psychology Master of Science (M.S.)
University of North Dakota 1 Psychology http://www.und.edu/dept/psych/ Bradley, Derenne, De Young, Ferraro, Grabe, Holm, Kehn, Kelly, King, Legerski, Looby, McDonald, Miller, Peters, Petros, Plumm, Poltavski,More information
Social Work. Course List. Code Course Title Unit
Social Work 1 Social Work Departmental Mission The missions of the Department of Social Work are to provide quality professional and academic training in social work, to develop knowledge related to socialMore information
2014-2015 Program and Admission Information
Ph.D. Program in Higher Education Administration Bowling Green State University 2014-2015 Program and Admission Information Review of applications begins December 15, 2014 On-campus interviews will beMore information
Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING
Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING Dr. Peggy Whiting, Coordinator Counselor Education Program Program Telephone: (919) 530-6182 Fax: (919) 530-5328More information
College of Agriculture, School of Human Environmental Sciences
251 PERSONAL AND ILY FINANCE. (3) Management of personal and family financial resources throughout the lifespan. A study of individual and family finances as related to planning, credit, savings, investment,More information
STEPHEN J. KOFFMAN, LCSW firstname.lastname@example.com PROFESSIONAL PROFILE Dedicated to establishing professional relationships, working partnerships and providing effective connections and support to strengthen communities.More information
Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook
Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revisedMore information
Masters of Science in Clinical Psychology: MFT & LPCC Program Information Packet
Masters of Science in Clinical Psychology: MFT & LPCC Program Information Packet Department of Psychology One Washington Square San Jose CA 95192-0120 psych.sjsu.edu/grad/clinical Dear Prospective Student,More information
Criminal Justice - Law Enforcement
Criminal Justice - Law Enforcement Dr. Charles Adair, Acting Chair Criminal Justice Department email@example.com 631-420-2692 School of Arts & Sciences Associate in Science Degree The goal of thisMore information
Metropolitan State University of Denver Master of Social Work Program Field Evaluation
Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receiveMore information
DARRON D. GARNER, PHD; LCSW E-mail: email@example.com SUMMARY OF EXPERIENCE Nine years of experience an independent social work practitioner in Houston Texas. Combined eight years of demonstrated studentMore information
Master of Arts in Criminal Justice
Mission The mission of the Curry College Master of Arts in (MACJ) program is to provide students with the intellectual and pragmatic skills needed to become effective leaders, reflective practitioners,More information
MASTER OF SCHOOL OF Program Delivery The MSW Program accepts students as full-time or part-time students to begin in fall or spring semesters. Students entering with a degree other than the BSW must completeMore information
Mary Winners MS Gero 2012 President, About Senior Solutions. College of Business and Public Management Master of Science in Gerontology
2012-2013 Academic Year College of Business and Public Management Master of Science in Gerontology Mary Winners MS Gero 2012 President, About Senior Solutions U.S. News & World Report and Forbes MagazineMore information
NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes
NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes In keeping with the social teachings and values of the Roman Catholic Church,More information
Social Work. College of Health and Social Sciences. School of Social Work Program. School of Social Work. Accreditation. Purpose.
1 Social Work College of Health and Social Sciences Dean: Alvin Alvarez School of Social Work HSS 227 415-338-1003 Fax: 415-338-0591 E-mail: email@example.com Director: Susanna Jones School of Social WorkMore information
Penn Sociology. Sample of Double Degree & Certificate Opportunities at Penn
Penn Sociology Sample of Double Degree & Certificate Opportunities at Penn Dual or joint degrees must be sought with the consultation of the Chair of the Graduate Group in Sociology and the Dean of theMore information
136 / Department of Social and Behavorial Sciences THE BACHELOR OF ARTS DEGREE IN PSYCHOLOGY (PSYC) Psychology is a relevant field of study for many professions and careers in psychology as well as otherMore information
School of Social Work
MSW Core Curriculum for Generalist Practice St. Catherine University/University of St. Thomas Core and Advanced Competencies of the MSW Program The SCU/UST MSW curriculum prepares its graduates for advancedMore information
DARRON D. GARNER, PHD; LCSW Phone: 936-261 1670 E-mail: firstname.lastname@example.com
DARRON D. GARNER, PHD; LCSW Phone: 936-261 1670 E-mail: email@example.com SUMMARY OF EXPERIENCE Ten years of experience as the sole independent practitioner of a behavioral health practice in HoustonMore information
Sarah I. Pilgrim, B.S.W., M.S.W., Ph.D. (c) 913-375-8062 email@example.com email@example.com
Sarah I. Pilgrim, B.S.W., M.S.W., Ph.D. (c) 913-375-8062 email@example.com firstname.lastname@example.com Education, Ph.D., Dissertation Defense: June 27 th 2012 Graduation December 2012, Master of SocialMore information
The University of Alabama Rehabilitation Counselor Education. Information for Prospective Students
The University of Alabama Rehabilitation Counselor Education Information for Prospective Students Thank you for your interest in the Rehabilitation Counselor Education (RCE) program at The University ofMore information
Master of Social Work: Grace Abbott School of Social Work, College of Public Affairs & Community Service
www.unomaha.edu/graduate www.facebook.com/unograduatestudies 402-554-2341 firstname.lastname@example.com Master of Social Work: Grace Abbott School of Social Work, College of Public Affairs & Community ServiceMore information
Children, Youth and Families Concentration
Children, Youth and Families Concentration Brief Description The Children, Youth and Families (CYF) Concentration prepares students for direct and administrative positions working with children, youthMore information
Dr. Brian Roland, Dr. Kwiryung Yun
MASTER of SOCIAL WORK-M.S.W Program Director: Primary Faculty, NYC: Dr. Mayra Lopez-Humphreys Dr. James Long, Dr. Mayra Lopez-Humphreys, Dr. Brian Roland, Dr. Kwiryung Yun Students who complete the MSWMore information
Online Master of Jurisprudence in Children s Law and Policy. Educate, Advocate, Lead
L O Y O L A U N I V E R S I T Y C H I C A G O S C H O O L o f L A W Online Master of Jurisprudence in Children s Law and Policy Educate, Advocate, Lead As a result of Loyola s MJ program, I can now moreMore information
SCHOOL OF SOCIAL WORK MISSION SCHOOL OF SOCIAL WORK GOALS: Teaching:
Southern University at New Orleans School of Social Work Master of Social Work Degree Program 6400 Press Drive, Room 211 New Science Building New Orleans, Louisiana 70126 (504) 286-5376 FAX (504) 286-5387More information
STUDENT LEARNING OUTCOMES PLAN. Undergraduate and Graduate Programs DEPARTMENT OF SOCIAL WORK
STUDENT LEARNING OUTCOMES PLAN Undergraduate and Graduate Programs DEPARTMENT OF SOCIAL WORK Introduction Our Student Outcomes Plan begins with our department s mission which is linked to the universityMore information
MASTERS DEGREES in COUNSELING AND THERAPY
MASTERS DEGREES in COUNSELING AND THERAPY Explore your Mind, Start your Career, Benefit Others Clinical Mental Health Counseling Marriage and Family Therapy Creative Arts Therapy Concentrations ExploreMore information
NEW YORK CITY SOCIAL WORK EDUCATION CONSORTIUM CHILD WELFARE CURRICULUM COMPETENCIES Purpose statement These child welfare competencies are developed to support the ongoing enhancement of social work educationMore information
Master of Arts in Criminal Justice
Mission The mission of the Curry College Master of Arts in (MACJ) program is to provide students with the intellectual and pragmatic skills needed to become effective leaders, reflective practitioners,More information
M.A. in School Counseling / 2015 2016
M.A. in School Counseling / 2015 2016 Course of Study for the Master of Arts in School Counseling Initial License (Pre K 8 or 5 12) Candidates for the degree of Master of Arts in School Counseling areMore information
2012-2013. Student. Handbook for the Master of Social Work Degree. Program 2015-16. Department of Social Work
Student 2012-2013 Handbook for the Master of Social Work Degree Department of Social Work Program 2015-16 University of Memphis School of Urban Affairs and Public Policy Department of Social Work 226 McCordMore information
EDUCATION SPECIALIST IN EDUCATIONAL LEADERSHIP SCHOOL OF EDUCATION 56 Available on the Jackson, Germantown and Hendersonville Campuses; in School Reform available online The purpose of the Education SpecialistMore information
The proposed doctoral program in Criminology & Criminal Justice will provide a number of important benefits to the region and the state.
7. Program Description Provide a brief narrative description of the program, including a list of its central academic objectives. Explain how the curriculum is structured to meet the program s stated objectives.More information
Social Work COLLEGE OF EDUCATION AND HUMAN SERVICES. Master of Social Work. Admission Requirements. The Graduate School Social Work / 399
The Graduate School Social Work / 399 Social Work http://socialwork.siu.edu/ email@example.com COLLEGE OF EDUCATION AND HUMAN SERVICES Graduate Faculty: Buila, Sarah, Associate Professor, Undergraduate ProgramMore information
DUAL PHD/JD DEVELOPMENTAL PSYCHOLOGY AND LAW Nearly every aspect of the law involves psychology. As the study of human behavior, psychology is at the heart of all crimes, all investigations, all trials:More information
Criminal Justice and Sociology
Criminal Justice and Sociology Professor Stone (chair); Lecturers Fremgen, Kaiser, Redmann, and Rummel Mission Statement The mission of the Department of Criminal Justice and Sociology at Jamestown CollegeMore information
Standards for the School Social Worker [23.140]
Standards for the School Social Worker [23.140] STANDARD 1 - Content The competent school social worker understands the theories and skills needed to provide individual, group, and family counseling; crisisMore information
Social Work. Career opportunities A bachelor of social work will prepare you to work in settings such as the following:
Bonnie Holiday, Chair and Director Emily Dixon, Director of Field Instruction Randy Baxter Nathan Foster Jaclyn Caroffino, Adjunct mission The social work program of Spring Arbor University is dedicatedMore information
Dean of the School of Adult Learning North Park University Chicago, IL
Dean of the School of Adult Learning North Park University Chicago, IL Click Here To Apply Dean of the School of Adult Learning North Park University POSITION PROFILE and ANNOUNCEMENT North Park UniversityMore information
Education and Counseling (M.A.Ed.)
III: Influencing Literacy Instruction and Leadership RDG 5320 Diversity and Multicultural Education RDG 5330 Leadership in Reading RDG 5610 Diagnosis, Assessment, Instruction, and Practicum in ReadingMore information
Online Master of Jurisprudence in Children s Law and Policy
LOYOLA UNIVERSITY CHICAGO SCHOOL of LAW Online Master of Jurisprudence in Children s Law and Policy Educate, Advocate, Lead As a result of Loyola s MJ program, I can now more effectively integrate legalMore information
Courses Descriptions. Courses Generally Taken in Program Year One
Courses Descriptions Courses Generally Taken in Program Year One PSY 602 (3 credits): Native Ways of Knowing Covers the appropriate and valid ways of describing and explaining human behavior by using theMore information
Course offerings and Descriptions CED Counseling and Educational Development Courses
Course offerings and Descriptions CED Counseling and Educational Development Courses 506 Institutes in Education (1-3) Practicum or workshop experiences to focus on issues, problems, or approaches in theMore information
Department of Psychology
The University of Texas at San Antonio 1 Department of Psychology The Department of Psychology offers the Master of Science Degree in Psychology and the Doctor of Philosophy Degree in Psychology. MasterMore information
M.A. Counseling Psychology 2015 2016 Program Guidebook
M.A. Counseling Psychology 2015 2016 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised version. 2) PoliciesMore information
YALE CLINICAL PSYCHOLOGY: TRAINING MISSION AND PROGRAM STRUCTURE The Clinical Psychology Program at Yale University aspires to educate the next generation of leading academic and research psychologistsMore information
UTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping
UTAH STATE UNIVERSITY Professional School Guidance Counselor Education Program Mapping Course Key: PSY 6130 Evidence-Based Practice: School Intervention PSY 6240 Comprehensive School Counseling ProgramsMore information
Online CMHC Program Course Descriptions
Online CMHC Program Course Descriptions Students must meet with their advisor prior to registering for courses. If a student wishes to take a course outside the suggested schedule of study, they must firstMore information
MASTER OF SCIENCE IN NURSING (MSN) COURSE DESCRIPTIONS 600. THEORETICAL FOUNDATIONS OF ADVANCED NURSING (Credit, 3 hours). A systematic examination of the concepts of nursing, human beings, health, andMore information
2012 Assistant Professor, School of Criminal Justice, University at Albany, State University of New York
October 2013 HEATHER MARIE WASHINGTON CURRICULUM VITAE School of Criminal Justice Office: 518.591.8737 University at Albany Fax: 518.442.5380 135 Western Avenue, Draper 219 Albany, NY 12222 E-mail: email@example.com information
DAVID JOHN HERRING CURRICULUM VITA. CURRENT POSITION Dean and Professor of Law, University of New Mexico School of Law, 2013 present;
University of New Mexico School of Law 1117 Stanford NE, MSC11 6070 1 University of New Mexico Albuquerque, NM 87131-0001 (505) 277-4700 firstname.lastname@example.com DAVID JOHN HERRING CURRICULUM VITA CURRENT POSITIONMore information
Psychology. Forensic Psychology Master of Science (M.S.)
University of North Dakota 1 Psychology http://www.und.edu/dept/psych/ Bradley, Derenne, De Young, Ferraro, Grabe, Holm, Kehn, Kelly, King, Legerski, Looby, McDonald, Miller, Peters, Petros, Plumm, Poltavski,More information
Amend and readopt Ed 507.14, previously effective 10/25/08 (Doc #9306), to read as follows:
Initial Proposal Annotated Text June 16, 2016 Page 1 Amend and readopt Ed 507.14, previously effective 10/25/08 (Doc #9306), to read as follows: Ed 507.14 SCHOOL SOCIAL WORKER (a) For an individual toMore information
Bachelor of Social Work (B.S.W.)
Bachelor of Social Work (B.S.W.) 1 Bachelor of Social Work (B.S.W.) Cheri Carter, Ph.D, M.S.W., Assistant Professor, Undergraduate Program Director Ritter Annex 581 215-204-1228 email@example.com information
JACKSON STATE UNIVERSITY DEPARTMENT OF SCHOOL, COMMUNITY AND REHABILITATION REHABILITATION COUNSELING PROGRAM NATURE AND SCOPE Jackson State University in cooperation with the U.S. Department of Education,More information
Postdoctoral Fellowship in Clinical Psychology 2016 2017. Advanced training in cognitive behavioral treatment and applied behavior analysis
Postdoctoral Fellowship in Clinical Psychology 2016 2017 Advanced training in cognitive behavioral treatment and applied behavior analysis Excellence in service, training, and research is a critical elementMore information
College of Social Work. Social Work
College of 124 INTRODUCTION TO SOCIAL SERVICES. (3) Introduction to social welfare concepts and philosophies. Examination of the profession of social work and its philosophy and value commitments withinMore information
WHITNEY M. YOUNG, JR. SCHOOL OF SOCIAL WORK MSW PROGRAM. OFFICE OF THE DEAN Thayer Hall Telephone: (404) 880-8555
WHITNEY M. YOUNG, JR. SCHOOL OF SOCIAL WORK MSW PROGRAM OFFICE OF THE DEAN Thayer Hall Telephone: (404) 880-8555 Brief History of the Whitney M. Young, Jr., School of Social Work The first school of socialMore information
DEPARTMENT OF HUMAN RESOURCE DEVELOPMENT 435A Pawley Hall (248) 370-4109 Fax: (248) 370-4095 Internet: www2.oakland.edu/sehs/hrd
SCHOOL OF EDUCATION AND HUMAN SERVICES 409 DEPARTMENT OF HUMAN RESOURCE DEVELOPMENT 435A Pawley Hall (248) 370-4109 Fax: (248) 370-4095 Internet: www2.oakland.edu/sehs/hrd Chairperson: Michael P. LongMore information
SPECIAL EDUCATION AND DISABILITY STUDIES GRADUATE Master's programs Master of Arts in Education and Human Development in the field of early childhood special education (http:// bulletin.gwu.edu/education-human-development/mastersprogram/education-human-development-early-childhoodspecial-education)More information
Members Absent: Dr. Donna Davis, Dr. Charles Eagles, Dr. Tom Lombardo (ex-officio), Dr. David Nichols, Dr. Karen Raber, and Mr. Philip Schwab.
Graduate Council July 10, 2007 Minutes Members Present: Dr. Maurice Eftink (ex-officio), Dr. Jeffrey Hallam, Dr. Tim Letzring, Dr. Lynne Murchison (ex-officio), Dr. Charles Noble, Dr. Michael Repka, Dr.More information
Master of Arts in Higher Education (both concentrations)
Higher Education Dickinson Hall, Room 419 (501) 569-3267 Master of Arts and Doctor of Education The Master of Arts in Higher Education is designed for those individuals who are interested in entering orMore information
SMHC Course Descriptions
Applied Psychology- Human Development Division 3700 Walnut Street Philadelphia, PA 19104-6216 Tel 215.898.4610 Fax 215.573.2115 www.gse.upenn.edu/aphd SMHC Course Descriptions The mission of the SchoolMore information
Graduate Catalog 2012-2013 Social Work / 459. http://socialwork.siuc.edu/ email@example.com COLLEGE OF EDUCATION AND HUMAN SERVICE Graduate Faculty:
Graduate Catalog 2012-2013 Social Work / 459 SOCIAL WORK http://socialwork.siuc.edu/ email@example.com COLLEGE OF EDUCATION AND HUMAN SERVICE Graduate Faculty: Buila, Sarah, Assistant Professor, UndergraduateMore information


text:
- Find low Nature Air fares with Skyscanner
- Search by airport or country to find flight routes
- Enter depature dates, months or find cheapest month
Nature Air
Find out more about Nature Air including the airports and routes operated by Nature Air plus the latest Nature Air sale offers, discount codes and online deals for 2019/2020. Learn about hand & checked baggage allowances, upcoming Nature Air sale dates and much more.
Latest Nature Air sale offers & deals for 2019/2020
Browse the latest sale offers, discount codes and online deals on Nature Air flights in 2019/2020. Compare airline fares with popular flight booking engines and comparison websites. Discover how you can save money on your next Nature Air flights before you book online.
Where does Nature Air fly?
Explore which airports are served by Nature Air and the flight routes that it operates. Select a route and check flight prices before you book online. Alternatively compare flight prices using the search form below.

subset: commoncrawl


text:
This is my brainstorm of what I know about the Holy Spirit.
Holy Spirit came at Pentecost Day:
What Happen: The holy spirit came into the disciples including Mary and the holy spirit gave them confidence and they started to speak tongues and they had little flames on their head. The disciples started to preaching to everybody but in a different language.


text:
Recyclebank Points | 25 Free Points
Here is another opportunity to add 25 Recyclebank Points to your account.
- Sign up or log into Recyclebank
- Click on the "Earn Rewards" tab
- Scroll down until you see "Paper Pilot"
- Fly the Paper Airplane around the obstacles to add 25 points to your Recyclebank account.
New to Recyclebank? Check here for more ways to add points to your account


text:
YES! The answer is definitely yes. You need SEO for ecommerce websites.
Ecommerce websites or websites that sell merchandise online have a huge potential for ranking high on search engines. Ecommerce websites have an even greater possibility to rank for keywords or groups of keywords online then average content or service websites. The reason ecommerce website can rank so well when optimized properly is because of their large amount of products, categories and options associated with a specific product group… cloths, toys, shoes ect… Keep in mind that Ecommerce Web Design is not the same as regular website design.
Bear with me, I promise I have a point. Imagine a Fish store that sells unique fish, rare fish, colorful fish, blue fish, green fish, purple fish, salt water fish, fresh water fish, fish for ponds, fish food and aquarium supplies for fish. Now these are only 10 examples of things that could be in the ecommerce shopping cart for the fish store. If the store was Structured Property(we will get to that soon) the massive amount of weight being the keyword "fish" associated with that many different products would likely make your ecommerce site an authority on fish. Each one of these products will have its own page that can be optimized with keywords, title tags, structured data markup for products, content, images and categories that can be seo coded for search. If each of the product pages in your shopping cart was optimized properly the visibility compared to a shopping cart that wasn't optimized would be drastically different. With SEO Content, SEO Titles, SEO Structured Data, title and alt tag images properly, seo enforced category options I have seen 300% increase in sales in only 3-4 months with an ecommerce seo shopping cart campaign. Macy's is the perfect example of structure, categories, design based on search volume.
Site Structure in an ecommerce website is one of the most important parts of the seo process. Ecommerce and shopping cart websites must be build with seo in mind. If your shopping cart is not organized based on search volume you could lose 50-75% of the users that would otherwise find your site and purchase a product. If I make more money selling Gold Ring on my jewelry site, yet I have 30 different types of cubic zirconium displayed, chances are I will rank online for Cubic Zirconium rings & 90% of my visitors will be looking for that product. This is an extremely important part of seo and ecommerce web design. Please! DO NOT hire a web designer that does not know seo site structure for shopping carts without consulting with an seo expert first. As a Digital Consultant I love working with web designers. They are usually amazing at what they do but without guidance on what must be in a shopping cart related to the specific market of the goods sold, you could end up needing a complete ecommerce shopping cart re-build.
There are a whole lot of resources online for structured data markup online accessible. Schema.org launched a structured data library for the internet and it is growing rapidly. Structured Data is extra metadata that helps search engines take the guess work about your product, price, description, and many more options that could give you a huge advantage online. Google has a Structured Data Testing tool that will validate your code and make sure it is correct and contains the proper information. Google also has an introduction to structured data page that can guide you through the process. BE CAREFUL, IMPROPER STRUCTURED DATA CAN GET YOU PENALIZED OR INDEXED WHERE PEOPLE CANNOT FIND YOUR PRODUCT ONLINE. Do not take this lightly. Incorrect website markup can be worse then no markup at all.
People also searching for… will find this information useful.
Do I Need SEO For WooCommerce, WooCommerce Ecommerce Website SEO for Products.
Do I Need SEO For WordPress Shopping Cart, WordPress Shopping Cart SEO for Products.
Do I Need SEO For Big Commerce Sites, Big Commerce SEO for Produces.
Do I Need SEO For Shopify websites, Shopify SEO for Products and shopping cart seo.


text:
The new team, renamed CWM LCR Honda, in collaboration with CWM FX, will line up two riders in the top class:
with Briton Cal Crutchlow riding the Honda RC213V, and the young Australian Jack Miller riding the RC213V-RS.
Together, GIVI and CWM LCR HONDA will participate in 10 out of 18 races in the Moto GP program between the months of March and October.
The Brand will be displayed on the riders' suits and also on the new Honda livery of the talented Jack Miller.
|29 March
|Losail Circuit | Qatar
|19 April
|Autódromo Termas de Río Hondo | Argentina
|3 May
|Jerez | Spain
|17 May
|Le Mans | France
|31 May
|Mugello | Italia
|27 June
|Assen | Netherlands
|9 August
|Indianapolis Motor Speedway | United States
|11 October
|Motegi | Japan
|25 October
|Sepang Circuit | Malaysia
Keep an eye on "our" colour-bearer on www.hondalcr.com
This website uses cookies, browsing this page or clicking on any buttons or links you agree to the use of cookies.×


text:
Coronary CT angiography may be better than stress testing alone as a diagnostic tool for patients presenting with chest pain, according to the SCOT-HEART investigators.
Subsequent invasive angiography was less likely to show normal coronary arteries in patients diagnosed with coronary CT angiography results in lieu of stress testing data (0.96% versus 2.70% with stress testing, hazard ratio 0.39, 95% confidence interval 0.23-0.68). This group was also more likely to have confirmed obstructive coronary artery disease (CAD, 13.65% versus 11.10%, HR 1.29, 95% CI 1.08-1.55).
In addition, coronary CT angiography led to more use of preventive therapies (13.65% versus 3.57%, HR 4.03, 95% CI 3.12-5.20), David E. Newby, MD, of University of Edinburgh in the U.K., and colleagues reported online in the Journal of the American College of Cardiology.
Following-up 50 days after imaging, which was the median time for starting preventive drugs, the myocardial infarction rate in coronary CT angiography patients was half that seen in the control group (0.82% versus 1.64%, HR 0.50, 95% CI 0.28-0.88).
"We believe this reduction in events is consistent with the anticipated effect size attributable to initiation of preventive therapies together with potential benefits from lifestyle modification and coronary revascularization," Newby and colleagues wrote.
"This suggests better use of invasive angiography, especially as the rate of coronary revascularization was high in those for whom coronary CT angiography had changed the initial diagnosis and suggested the presence of obstructive disease," they wrote.
James K. Min, MD, of Weill Cornell Medical College in New York, and colleagues deemed the SCOT-HEART results the "highest-quality evidence to date for the comparative benefit of coronary CT angiography over standard-of-care approaches."
"Not only may coronary CT angiography be considered a reasonable alternative to stress testing for initial diagnostic CAD evaluation, but it may actually be preferred," they wrote in an accompanying editorial.
Coronary CT angiography now offers non-invasive fractional flow reserve measurements and thus may become "the oft-discussed 'one-stop shop' of coronary evaluation," according to Min and colleagues.
Newby's group concluded that "given the potentially greater hazards and costs of invasive angiography, our findings indicate that coronary CT angiography is as an effective and readily applicable gatekeeper for the conduct of invasive coronary angiography."
The SCOT-HEART substudy included 4,146 patients who were randomized to receive standard care with or without coronary CT angiography.
Cumulative costs were higher in the CT group, with a mean difference of $462 at 6 months. The added expenses were directly attributable to the cost of coronary CT angiography itself, the investigators suggested, as downstream costs were the same between groups.
Min's group noted that the earlier PROMISE trial had failed to show superiority for coronary CT angiography. That, they suggested, was due to "a follow-up period too short to enable realization of the salutary effects of preventive therapy, particularly in the trial's population with a low prevalence of CAD."
They argued that there is a gradient to CAD, which gives CT angiography an edge over stress testing.
"The ability to identify, quantify, and characterize atherosclerosis may be a distinguishing feature of coronary CT angiography that allows transcending beyond traditional lumen-based CAD assessments," the editorialists wrote.
Newby and colleagues acknowledged that they were limited to a modest number of events in their study group of over 4,000 patients. "The majority of subjects had no or minimal CAD and therefore were not at risk," they wrote, adding that longer-term study is underway to accrue more analyzable events.
Regardless, they concluded that "in patients with suspected angina due to coronary heart disease, coronary CT angiography leads to more appropriate use of invasive angiography and alterations in preventative therapies that were associated with a halving of fatal and non-fatal myocardial infarction."
Newby disclosed support by the British Heart Foundation and receiving honoraria and consultancy from Toshiba Medical Systems, as well as a Wellcome Trust Senior Investigator Award.
Min reported receiving grants from the NIH and the Qatar National Research Foundation and having relationships with Arineta, Autoplaq, GE Healthcare, HeartFlow, and MDDX.
- Reviewed by F. Perry Wilson, MD, MSCE Assistant Professor, Section of Nephrology, Yale School of Medicine and Dorothy Caputo, MA, BSN, RN, Nurse Planner
last updated
Primary Source
Journal of the American College of CardiologySource Reference: Williams MC, et al "Use of coronary computed tomographic angiography to guide management of patients with coronary disease" J Am Coll Cardiol 2016; DOI; 10.1016/j.jacc.2016.02.026.
Secondary Source
Journal of the American College of CardiologySource Reference: Min JK, et al "The future from the past: a chance for change" J Am Coll Cardiol 2016; DOI: 10.1016/j.jacc.2016.02.028.


text:
Independent sales agent for Immigration Services Agency
Budget $30-250 CAD
This is an on-going project with higher possibility of repeat for successful candidates.
My business is a Canadian immigration consulting business. I need an experienced marketer to sell subscriptions to my offer. The offer is a discounted 30 min consultation with a Regulated Canadian Immigration consultant to discuss possible options for a client to immigrate to Canada. I need to sell 10 subscriptions for this offer within 2 weeks. Details of the project and proper training will be provided to the selected candidates. This offer can be marketed within Canada and outside Canada worldwide , in the Philippines and in India. Please note that spamming is not allowed and false promises of guaranteed immigration are not allowed as well. Any candidate is not allowed to send any spam emails or make give any immigration advice, to make sales. The pay will be CAD$100.00 for each patch of 10 offers sold.
Awarded to:
Dear recruiter: I am a freelance agent based in El Salvador, and I would like to offer my services to your company. My experience includes cold calling lead generation, inbound sales, customer service, and technica More
6 freelancers are bidding on average $129 for this job
first i am experiance in this relevant field and know about market and sell activity,and also know that how to sale our product in every field by my thinking process
Hi, I have more than 26 years of experience in Sales & Marketing. I happen to maintain excellent relations in business community also with professional academic institutions across India. I am sure I'll be able to get More


text: On Wednesday 23 July, Tom Bridges, Gianne Derks, Anna Kostianko and Anton Savostianov attended the London Mathematical Society sponsored Spitalfields Day at the Newton Institute, Cambridge. The theme of the day was Advances in the Mathematics of Water Waves. The programme can be found here. The group photo is above.


text:
I'm so sick of the words 'gay' and 'lesbian'. They're just people... One day I want my son to come home from school and be like, 'I found this guy, and I love him.' And I'm gonna be like, 'Yes, you do, and that's ok.'
I didn't go to high school, so I don't have a high school experience. I was home-schooled during high school.
I was very fortunate and didn't personally encounter any bullies in school, however bullies exist in many ways in life.
Follow AzQuotes on Facebook, Twitter and Google+. Every day we present the best quotes! Improve yourself, find your inspiration, share with friends
or simply:


text:
almond arrangement assorted background bakery breakfast cake closeup coffee coffee break color colorful colourful confection confectionery cream dessert espresso flavor food france french gastronomy gourmet macaron macarons macaroon macaroons nobody pastel pastry photography pile pink simplicity snack soft stack stacked sugar sweet sweet food tone variety
This website uses cookies. By continuing to use this website you agree to the use of cookies. You can find our updated Privacy Policy and further information regarding the use of cookies by us here.


text:
WEST KELOWNA - Staff and a patron at a West Kelowna liquor store were able to take down two of three men allegedly attempting to steal liquor Monday night.
The attempted robbery took place at the Liquor Depot on Gosset Road at 9:46 p.m. on March 23, according to a media release from West Kelowna RCMP. Three men came in and attempted to steal liquor, but staff and an unknown patron were able to apprehend two of the men while the third escaped with two bottles, Mounties say.
Police say one of the suspects, age 19, punched a store employee several times during his attempt to get away. The employee was treated by first aid attendents at the scene.
The 19-year-old is being held in custody on several charges. The second man was released without charges and police are still trying to identify the third.
Anyone with any information is asked to contact the West Kelowna RCMP, Const. Hall, at 250-768-2880. Remain anonymous by calling Crime Stoppers at 1-800-222-8477, leaving a tip online at www.crimestoppers.net or by texting your tip to crimes (274637.)
To contact the reporter for this story, email Adam Proskiw at email@example.com or call 250-718-0428. To contact the editor, email firstname.lastname@example.com or call 250-718-2724.


text:
You currently have no notifications.
Sushi Tei $30 Voucher
This offer ends on:
SKU code: 3319-6865
Please note that gift cards or vouchers will need to be redeemed at the respective outlet stated in the Rewards Certificate
Please note, this reward is currently unavailable.
All users of our online services are subject to the Privacy Statement and agree to be bound by Terms of Service
Copyright © 2019 American Express Company. Users of this site agree to be bound by American Express Web Site Rules and Regulations. American Express International, Inc.(UEN S68FC1878J), Incorporated with limited liability in the state of Delaware, USA with a place of business at 10 Marina Boulevard #15-00, Marina Bay Financial Centre Tower 2, Singapore 018983.


text:
Welcome to the Official Website of the
Westmere Fire Department
2018 Firematic Officers
Chief - Anthony Carrow
Asst. Chief - Charles Cahill, Jr.
1st Captain - James Bornt
Captain - Timothy Playford
1st Lieutenant - John Sokil
Lieutenant - Brian Luther
Lieutenant - Mike Koff
Safety Officers
David Juron
Mike Pickel
Chief Engineer - Ted Raymond
Larry Burwell
Dominic Gemmiti
John Keimer
2018 Business Officers
President -
1st Vice President - Mark Cozza
2nd Vice President - Jeff Manor
Recording Secretary - Mark Topper
Treasurer - Donald Burkett
Financial Secretary - Ben Greenberg
Board of Directors
Chairman - Ted Raymond
Secretary - Steve Basile
Ted LaMountain
Brian Mattice, Sr.
The Westmere Fire Department is part of the Westmere Fire District. The Westmere Fire District is a governmental entity formed under the laws of the State of New York. It is governed by a board of five commissioners, each of whom serves a five year term. One commissioner is elected every year.
The district lies within the eastern portion of the town of Guilderland. It covers one of the most densely ... (Full Story & Photos)
Your feedback is important to us! Feel free to sign the guestbook.


text:
What are some of the required tests for the SATA standard?
For SATA revision 1 the following are some of Pass/Fail tests required in the standard:
Amplitude Differential Voltage
AC Common Mode Voltage
Timing Rise Time
Fall Time
Differential Skew
Jitter Total Jitter
Deterministic Jitter
Random Jitter
SSC Analysis
Out Of Band COMINIT
Note the eye diagram is not required for compliance but is recommended for fault location and as informational.
This FAQ Applies to:
Applications: Storage
FAQ ID : 54511View all FAQs »


text:
- Essays
- News & Opinion
- Blogs
- WAI Programs
- About Us
- Subscribe
Photograph of the First Duma
On April 27, 1906, Czar Nicholas II welcomed the elected members of Russia's first Parliament to his residence at the Winter Palace in St. Petersburg to read a speech from the throne. "For the first time in this elegant palace built by Empress Elizabeth … appeared a crowd of common-looking people," recalled Foreign Minister Alexander Izvolsky, "Yesterday's Russia stood face to face with the Russia of tomorrow." After the ceremony, members of the State Duma boarded a steamboat that took them down the Neva River to the Tauride Palace, the 18th-century residence of Prince Grigory Potemkin that had been remodeled into the Parliament building. On the way the deputies passed Kresty, one of Russia's most notorious political prisons; detainees waved towels out of the windows and shouted, "Amnesty! Amnesty!" That same afternoon, by a vote of 426 to 10, the State Duma elected Professor Sergei Muromtsev, a prominent leader in Russia's liberal opposition, as its speaker.
Russia was the last among Europe's great powers to attain a parliament: on October 17, 1905, in the midst of a general political strike, Nicholas II reluctantly signed a manifesto granting his subjects political freedoms and establishing that "no law shall take effect without the consent of the State Duma." Elections held in February and March of 1906 resulted in a victory for the liberals: the Constitutional Democratic Party (known as the Kadets) emerged as the largest party in Parliament, with 153 seats out of 448 (with the support of allied smaller parties and like-minded independents, the Kadets could count on 289 votes). In a declaration in response to the throne speech, the parliamentary majority laid out its principal demands: universal suffrage, legislative guarantees of political freedoms, amnesty for political prisoners, the abolition of the death penalty, universal primary education, the protection of labor rights, the increase in peasant landholdings through a mandatory purchase of landowner grounds, and—as a necessary condition for these reforms—the formation of a new government from the Duma majority.
The latter would have given Russia a precedent of parliamentary rule, with a largely symbolic constitutional monarchy on the model of Great Britain or Belgium. This was an historic opportunity to put the country on a path of peaceful legislative reforms and, as Kadet leader Pavel Milyukov phrased it, "disarm the revolution." Many in the Czar's own entourage, fearing new upheavals, backed a compromise with the Duma. In mid-June 1906, General Dmitri Trepov, the influential commandant of the imperial palaces, secretly met Mr. Milyukov at the Cubat restaurant in St. Petersburg to discuss the program and composition of a future Kadet government. This plan was disrupted by Interior Minister Pyotr Stolypin, who convinced Nicholas II to dissolve the First Duma on July 8, after just 72 days of existence. With the dissolution, Mr. Stolypin himself was appointed prime minister. "A Kadet ministry … would have been that first notch that could have halted the revolutionary process," recalled Pavel Milyukov. Importantly, the Kadets' political enemy and future Bolshevik dictator Vladimir Lenin agreed that "the dissolution of the Duma mark[ed] the end of liberal hegemony that suppressed and belittled the revolution."
The Second Duma, dominated by left-wing parties, lasted 103 days. With its dissolution on June 3, 1907, Mr. Stolypin initiated changes to the electoral law—the famous "June coup d'état"—that redistributed electoral votes in favor of landowners and affluent townspeople. The resulting Third and Fourth Dumas were mostly loyal to the Czarist regime and each lasted five years—but were hardly representative of the political makeup of Russian society and could not forestall the revolution. The last free vote before seven decades of Communist dictatorship was held in November 1917, with elections to the Constituent Assembly that were decisively won by the left-wing (but democratic) Socialist Revolutionary Party. The Bolsheviks, who had already seized power by force, only managed a second place. The elected Kadet deputies were not allowed to take their seats, as the party was banned soon after Mr. Lenin's coup. After one day of existence, in the early hours of January 6, 1918, the Constituent Assembly was forcibly dispersed by the Bolsheviks.
The next (partially) competitive poll came only in 1989, with elections to the First Congress of People's Deputies of the USSR. Held in a one-party system, the vote produced a loyal Communist majority—but with a significant number of pro-democracy deputies, including Andrei Sakharov, Yuri Ryzhov, Yuri Afanasyev, Galina Starovoitova, Anatoly Sobchak, and Boris Yeltsin, who received a national platform for their views. Independent democrats also won a significant number of seats in the Russian Republic's Congress of Deputies election one year later (the Congress was dissolved by President Yeltsin during the constitutional crisis of 1993). Multiparty parliamentary life returned to Russia in the 1990s, with elections for the restored State Duma held in 1993, 1995, and 1999 (in the first two instances, producing opposition majorities).
With Vladimir Putin's consolidation of power, the Duma became a mere decoration; after pro-democracy parties were thrown out in the heavily manipulated elections in 2003, Parliament, by the candid admission of its own speaker, Boris Gryzlov, ceased to be "a place for discussion." The lavish Duma centennial in 2006 and the 105th anniversary celebrations this week, both spearheaded by Mr. Putin's United Russia party, would have made Speaker Muromtsev and his Kadet colleagues ashamed. It is to be hoped that one day, Russia will again have a Parliament worthy of its distinguished predecessor.
Vladimir Kara-Murza's recent book on the early history of the Duma, Reform or Revolution: The Quest for Responsible Government in the First Russian State Duma, was published in Moscow in 2011.


text: I'm at my wit's end right now. difficult child received a three day suspension for the rest of the week. He hit a Special Education teacher open hand and left a mark. husband will take off tomorrow unpaid as he is out of sick time-I will take off Thursday and Friday and am not happy. He has absolutely no impulse control and yet we can't treat the ADHD because of all those medications making him worse. On top of that easy child is being a major PITA. Grades are starting to slip again in some classes. Also I asked her to please have the garbage out before I came home with difficult child from wrestling so I wouldn't have to park the car twice-was it done? NO! Honestly she doesn't seem to care about anyone but herself. She has a really bad attitude right now and is very snotty-all typical typical teen but on top of everything with difficult child right now it's just too much. I just spent about 10 minutes crying -don't want to have them see me cry so I pulled myself together. When husband gets home in a bit we're going out to eat to get away from the kids for a bit. This weekend when we head to Michigan for the wedding the kids will stay with husband's parents and we'll stay with his sister. We need the break. I did call difficult child's psychiatrist and we are increasing the Loxapine again. He really is a great psychiatrist. The nurse is too. She says not to worry about calling too much that is their job. Thanks for listening!


text:
What is Endometriosis?
Endometriosis is a chronic, often painful condition in which the tissue that normally lines the uterus (called the endometrium) starts growing outside the uterus. Most commonly, the growth is on the fallopian tubes, ovaries, or the pelvic lining, but in some cases it can also spread outside the pelvic area.
According to the Endometriosis Association, endometriosis affects 5.5 million women in the United States and Canada, and millions more worldwide.
Signs and Symptoms
Painful periods. Pelvic pain and cramping during menstruation. It may begin before and continue for several days after the onset of your monthly period. The pain can also occur in the lower abdomen or low back. It has even been known to cause shooting nerve pain in the legs, called sciatica.
Sharp, deep pain during ovulation, sexual intercourse, bowel movements, and/or urination
Heavy menstrual periods or bleeding in between periods
Indigestion, diarrhea, constipation, and nausea
Infertility. Endometriosis can cause adhesions that trap the egg.
Natural Treatments for Endometriosis
If you are experiencing painful periods or pelvic pain, it's important to see your doctor to get a proper diagnosis. Here are eight natural treatments that are used for endometriosis. Keep in mind that so far, scientific support for the claim that any form of alternative medicine can treat endometriosis safely and effectively is lacking.
1) Reduce Chemical Intake
Although earlier studies in women were conflicting, there is increasing evidence that chronic exposure to the environmental chemicals dioxins and polychlorinated biphenyls (PCBs) is associated with an increased prevalence and severity of endometriosis.
One way to reduce intake of these chemicals is to cut back on animal fat, especially high-fat dairy, red meat, and fish. Dioxin and PCBs both accumulate in animal fat, and it is our main route of exposure.
Interestingly, studies on diet and endometriosis also support this link. For example, an Italian study examined data from 504 women with endometriosis and found an increased risk with a high intake of red meat and ham. Fresh fruit and vegetables were associated with a reduction in risk.
2) Vegetables and Flaxseeds
There is some evidence that a group of plant chemicals called flavones may inhibit aromatase, the enzyme that converts androgens to estrogens. Good food sources of flavones are celery and parsley.
Broccoli, cauliflower, cabbage, kale, Brussels sprouts, and bok choy, contain compounds called indoles, which appear to improve estrogen metabolism.
Flaxseeds are high in lignans and fiber, which have been found to be beneficial for estrogen-related conditions.
3) Progesterone Cream
Alternative practitioners sometimes recommend progesterone cream. Progesterone is thought to slow the growth of abnormal endometrial tissue. Although it's not considered a cure, it may improve symptoms such as pain during menstrual periods and pelvic pain. There haven't been any studies on progesterone cream for endometriosis, so we don't know for certain about it's effectiveness or safety.
Progesterone cream is derived from either soy or Mexican wild yam. A molecule called diosgenin is extracted in a lab and converted to a molecule that's exactly like human progesterone and added to back to the cream. Some companies sell wild yam cream, but unless it has been converted in a lab it is useless, because the body can't convert wild yam to progesterone on its own.
Natural progesterone cream is applied to the wrists, inner arms, inner thighs, or upper chest at a dose and schedule that should be recommended by a professional. It's important to be supervised and to have progesterone levels monitored on lab tests, because too much progesterone can cause such side effects as mood changes, depression, water retention, weight gain, and absent or abnormal menstrual bleeding. If you're considering it, consult your doctor first.
4) Omega-3 Fatty Acids
Omega-3 fatty acids are found in fish such as salmon, mackerel, sardines, and anchovies. They are also available in fish oil capsules, which may be the preferable form because good brands contain minimal amounts of PCBs and dioxins.
Several studies have found that omega-3 fatty acids may be beneficial for people with endometriosis. For example, an animal study by the University of Western Ontario found that fish oil containing two specific compounds, EPA and DHA, can relieve pain by decreasing levels of an inflammatory chemical called prostaglandin E2. Researchers also found that fish oil could slow the growth of endometrial tissue.
5) Stress Reduction
Cortisol is a hormone involved in the stress response but is also needed to make other hormones such as progesterone. Prolonged stress can lead to elevations in cortisol, which alternative practitioners say may decrease the available progesterone and result in a hormonal imbalance.
One study involving 49 women found that cortisol levels were significantly higher in women with advanced endometriosis compared to women who didn't have this condition.
Herbs and nutrients that alternative practitioners commonly recommend for stress reduction include:
B vitamins
Vitamin C
Other stress reduction methods include:
Relaxation Response
Mindfulness Meditation
Diaphragmatic Breathing
6) Hydrotherapy
A contrast sitz bath is often recommended by alternative practitioners for endometriosis. It is a home remedy and has not been studied.
A contrast sitz bath involves sitting in a small basin or tub filled with hot water for three minutes, then getting up and sitting in another basin filled with cool water for one minute. The hot water-cold water cycle is repeated another 3 times. It is not usually done during menstruation.
7) Ginger Tea
Ginger tea may relieve the nausea that can occur with endometriosis.
Using Alternative Medicine for Endometriosis
Supplements haven't been tested for safety and due to the fact that dietary supplements are largely unregulated, the content of some products may differ from what is specified on the product label. Also keep in mind that the safety of supplements in pregnant women, nursing mothers, children, and those with medical conditions or who are taking medications has not been established. You can get tips on using supplements here, but if you're considering the use of alternative medicine, talk with your primary care provider first. Self-treating a condition and avoiding or delaying standard care may have serious consequences.
Source: About health