                           www.ndsu.edu/arch www.ndsu.edu/bisonconnection www.ndsu.edu/cms www.ndsu.edu/diversityresources www.ndsu.edu/english www.ndsu.edu/hnes www.ndsu.edu/its www.ndsu.edu/itsecurity www.ndsu.edu/mu www.ndsu.edu/student_success www.ndsu.edu/recordsmanagement www.ndsu.edu/tfac www.ndsu.edu/univsenate www.ndsu.edu/vpit www.ndsu.edu/vpur www.ndsu.edu/weather connectnd.ndus.edu helpcenter.ndsu.edu sits.ndus.edu ag.ndsu.edu www.ndsu.edu/finearts www.ndsu.edu/gradschool www.ndsu.edu/international www.ndsu.edu/news www.ndsu.edu/physics www.ndsu.edu/registrar www.ndsu.edu/vpsa                            www.ndsu.edu/alcoholinfo www.ndsu.edu/bulletin www.ndsu.edu/carringtonrec www.ndsu.edu/cdfs www.ndsu.edu/commencement www.ndsu.edu/communication www.ndsu.edu/counseling www.ndsu.edu/disabilityservices www.ndsu.edu/dining_services www.ndsu.edu/eci www.ndsu.edu/education www.ndsu.edu/forestservice www.ndsu.edu/ime www.ndsu.edu/modernlanguages www.ndsu.edu/oira www.ndsu.edu/pesticide www.ndsu.edu/president www.ndsu.edu/pkp www.ndsu.edu/saem www.ndsu.edu/sheepandgoat www.ndsu.edu/staff_senate www.ndsu.edu/statistics www.ndsu.edu/trio www.ndsu.edu/vpaa www.ndsu.edu/web www.ndsu.edu/webmaster www.ndsu.edu/wellness
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Important Legal Information for Adolescents and Parents According to Iowa law, a minor (an individual younger than 18 years) may seek medical care for the following without the permission or knowledge of his parents: • Substance abuse treatment; • Sexually Transmitted Infection(STI) testing and treatment; • HIV testing – if test is positive, Iowa law requires parent notification; • Contraceptive care and counseling, including emergency contraception; and Even though teenagers young • Blood donation if 17and years of age or adults can receive these treatments older. without their parent’s knowledge, it is important to remember parents are a key part of all aspects of your life. We encourage parents and teens to be open and honest with each other when it comes to health care decisions. It is important for teens to know that if they are covered by their parents’ medical insurance and want it to cover their treatment, they will need to consent to their medical records being shared – possibly even with parents. A minor may also consent for evaluation and treatment in a medical emergency or following a sexual assault. However, treatment information can not be kept confidential from parents. Bill of Rights for Teens and Young Adults • The things you tell us in confidence will be kept private. • We will speak and write respectfully about your teen and family. • We will honor your privacy. YOU HAVE THE RIGHT TO: Emotional Support • Care that respects your teen’s growth and development. • We will consider all of your teen’s interests and needs, not just those related to illness or disability. Respect and Personal Dignity • You are important. We want to get to know you. • We will tell you who we are, and we will call you by your name. We will take time to listen to you. • We will honor your privacy. Care that Supports You and Your Family • All teens are different. We want to learn what is important to you and your family. Information You Can Understand • We will explain things to you. We will speak in ways you can understand. You can ask about what is happening to you and why. Care that Respects Your Need to Grow and Learn • We will consider all your interests and needs, not just those related to your illness or disability. Make Choices and Decisions • Your ideas and feelings about how you want to be cared for are important. • You can tell us how we can help you feel more comfortable. • You can tell us how you want to take part in your care. • You can make choices whenever possible like when and where you YOU HAVE THE RIGHT TO: receive your treatments. Bill of Rights for Parents Respect and Personal Dignity • You and your teen will be treated with courtesy and respect. Make Decisions About Your Teen’s Care • We will work in partnership with you and your teen to make decisions about his care. • You can ask for a second opinion from another healthcare provider. Family Responsibilities YOU HAVE THE RESPONSIBILITY TO: Provide Information • You have important information about your teen’s health. We need to know about symptoms, treatments, medicines, and other illnesses. • You should tell us what you want for your child. It is important for you to tell us how you want to take part in your teen’s care. • You should tell us if you don’t understand something about your teen’s care. • If you are not satisfied with your teen’s care, please tell us. Provide Appropriate Care • You and the other members of the health care team work together to plan your teen’s care. • You are responsible for doing the things you agreed to do in this plan
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REFLECTIVE JOURNALING TOOLS Reflective J ournalingTools LEARNING: • How is practice different from theory? Did this exercise help you to understand your theory and the application of theory better? How? Why? • Did you learn anything that helped you to better understand a theory, the use of a test that you were taught in lectures/labs? • What did you learn that were not taught in lectures (e.g. communication with patients), and how did you cope or learn more about this to improve your performance? Or how can this be incorporated into lectures? • Did this exercise help you to remember or recall later other aspects of previous experiences that you have forgotten? • Did this exercise help you identify areas that need to be changed, improved etc. in yourself/peers/staff/clinical training etc. Why and how? • What actions did you take you take and what are the results (what did you learn)? SELF ASSESSMENT: • Did you identify areas/issues that you were unclear of, or disagreed with your supervisors/peers, or different from what you have learned in your past lectures? Justify the actions taken. Did this help you in your learning? How? • Have you been open to share with others and to listen what others have to say? • Have you paid attention to both your strong and weak points? Can you identify them? What are you going to do about them? • How did faculty supervision/RW help you in your clinical experiences in relation to your professional growth? (eg. did it encourage you to be more independent, to become more confident in professional activities and behaviors etc) • What have you noted about yourself, your learning altitude, your relationship with peers/supervisors etc. that has changed from doing this exercise? COMMUNICATION: • What have you learned from interacting with others (peers/supervisors/staff etc)? • Did your peers gain anything from YOUR involvement in this exercise and vice versa? • Did this exercise encourage and facilitate communication? • Did you clarify with your supervisors/peers about problematic issues identified? Why (not)? What are the results? • How could you/your peers/staff help you overcome negative emotions arising from your work? Did your show empathy for your peers? PROFESSIONALISM: • Did you learn that different situations call for different strategies in management? • What are the good and bad practices that you have identified? How would you suggest to handle the bad/poor practices identified (if any)? • Did you learn to accept and use constructive criticism? • Did you accept responsibility for your own actions? • Did you try to maintain high standard of performance? • Did you display a generally positive altitude and demonstrate self-confidence? • Did you demonstrate knowledge of the legal boundaries and ethics of contact lens practice? EMOTION & PERSONAL GROWTH: • Did you reflect on your feelings when dealing with the case/peers/supervisor (eg. frustration, embarrassment, fear) for this exercise? If not, why not? If yes, who should be responsible — you, your patient or your supervisor? Why? • Did you find reflection (as required for this exercise) helpful, challenging, and enjoyable, change the way you learn? How? Why (not)? • How and what did you do to handle negative emotions arising from doing this subject? How could these feelings be minimized? • Did you try to find out if your feelings were different from your peers? Why? What did you do to help your peers? • Did you reflect on your learning altitude? How was it? Is there room for improvement? How? Why (not)? • What did you learn about your relationship with your peers/supervisors? What did you learn about working with others? Ideas for Reflective Journaling Writing Contributor(s): Dr. Michael Ying and Dr. Pauline Cho
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5. Mean projections and mean student scores are calculated. Student Projection1 Student Score 1 Student Projection 2 Student Score 2 Student Projection 3 Student Score 3 Student Projection 4 Student Score 4 Student Projection 5 Your School Student Score 5 Student Projection 6 Student Score 6 Student Projection 7 Student Score 7 Student Projection 8 Student Score 8 Student Projection 9 Student Score 9 Student Projection 10 Student Score 10 Student Projection 11 Student Score 11 Student Projection 12 Student Score 12 Student Projection 13 Student Score 13 Student Projection 14 Student Score 14 Student Projection 15 Student Score 15 Student Projection 16 Student Score 16 Student Projection 17 Student Score 17 Student Projection 18 Student Score 18 Student Projection 19 Student Score 19 Student Projection 20 Student Score 20 Mean Projected Score Mean Student Score Copyright © 2003. Battelle for Kids
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The Most Important Policies Every Student Must Know! The 2.0 Graduation Policy Want to graduate? First, You Must Apply For Graduation. Pick up the “Intent to Graduate” form in the Office of Admissions/Records and submit it by the deadline below: Semester Month of Graduation Intent Form Due Summer Graduation August July 1 Fall Graduation December October 1 Spring Graduation May February There is no computer in the sky that automatically knows you have completed all your coursework since programs of study change from year to year. Secondly, there are several requirements for graduation. One that we’d like for you to especially be aware of is the 2.0 Graduation Policy. You must have successfully completed all required courses for the Associate and/or Certificate desired and have the required minimum cumulative grade point average of 2.0. Further, you must have taken at least 16 hours of academic coursework at IVCC to graduate with an Associate Degree from IVCC, and/or you must have completed at IVCC at least 25% of the coursework required of your certificate program to graduate from IVCC. In doubt about CGPA? See the “Your GPA section” of this orientation! back | home | next
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Academic Program Options What educational options are available at IVCC? Okay, now that you know how to get started here at IVCC, what about academic program options? At IVCC, you can choose from five different degrees and a variety of certificate programs. If you want to transfer to a four-year college or university, you will pursue either an Associate in Arts (A. A.) degree, an Associate in Science (A. S.) degree, or an Associate in Engineering Science (A. E. S.) degree. These three degrees are called transfer degrees. If you want to learn a professional skill that will result in immediate employment after IVCC, you will pursue either an Associate of Applied Science (A. A. S.) degree or a certificate program. Another degree option available to you is the Associate in General Studies (A. G. S.) degree. This degree is individualized to meet the needs and interests of the student. It allows for the combination of both transfer and career courses. While not intended to be a transfer degree, the A. G. S. degree recognizes completion of two years of college. back | home | next
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The Most Important Policies Every Student Must Know! The most important IVCC policies that sometimes get students in trouble are: 1. Your Grade Point Average 2. The Drop/Withdrawal Policy 3. The “I” (Incomplete) Grade Policy 4. The 2.0 Graduation Policy back | home | next You can find more information on college policies by visiting the college website at www.ivcc.edu, reviewing the college catalog and student handbook.
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Frequently Asked Questions Q: Are there tutors available if I have trouble with any of my classes, especially math? A: Yes, the Peer Tutoring Center, located in CRC-D, offers free tutoring to all IVCC students in almost all subject areas. Call 815-2240479 to arrange your tutoring session. Q: How can I be certain my classes will transfer to a four-year college or university? A: Our Counselors can assist you with selecting the right courses. The Counseling Center, located in E-201, also has transfer guide sheets from most Illinois four-year colleges. Q: Do I buy or rent my textbooks? A: You can buy textbooks from the IVCC bookstore located in the Main Building C, to the right of the Lobby. Some textbooks may be available for rental. Q: I have a disability. Where can I receive reasonable accommodations? A: The Disability Services Office at IVCC assists students in achieving success in their college classes. At IVCC, professional staff and faculty, along with many academic and adaptive support services, are available to help students meet their individual special needs. For more information, contact Special Needs Coordinators: Tina Hardy 815-224-0284 or Judy Mika 815-224-0350. back | home | next
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Not All 20 Point Fonts Are Equal 20  A - Can You Read B - Can You Read C - Can You Read D - Can You Read E - Can You Read F - Can You Read G - Can You Read H - Can You Read I - Can You Read 16  J - Can You Read K - Can You Read L - Can You Read M - Can You Read N - Can You Read O - Can You Read P - Can You Read Q - Can You Read R - Can You Read 14  J - Can You Read K - Can You Read L - Can You Read M - Can You Read O - Can You Read P - Can You Read Q - Can You Read R - Can You Read 12  J - Can You Read K - Can You Read L - Can You Read M - Can You Read N - Can You Read O - Can You Read P - Can You Read Q - Can You Read R - Can You Read My Students Tell Me That They Like The Readability Of Ariel Font I never use fonts smaller than 20 point for lecture.
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Canisius College Facebook Letter to Student Athletes Dear Canisius Student-Athlete: Facebook.com and other similar websites have generated national concern about the safety and welfare of high school and college students. This concern has created intense discussions particularly on college campuses and more specifically, within athletic departments. The focus of these discussions has been on the posting of student-athlete profiles and photographs on these websites. Many student-athletes have elected to post pictures of themselves and teammates engaging in inappropriate activity. Examples of this activity includes: underage drinking, hazing rituals, drug use, smoking, and even questionable sexual behavior. In some instances, these photos have led to disciplinary action against student-athletes and against teams including forfeitures of contests at institutions across the country. The media has become aware of these sites and has gained access to some of this information posted. These outlets have been able to exploit student-athletes by simply copying what has been posted and allowing scrutiny of student-athlete behavior in a grander scheme. It also draws attention to the institution in a negative fashion. Opposing teams have even capitalized on the website by downloading pictures and using them as motivation for themselves or to taunt a specific studentathlete. All of our athletic teams have policies on underage drinking, hazing and inappropriate behavior. Your decision to post items on facebook.com or similar websites is a personal one; however, the Athletic Department and your individual team policies should serve as a filter for what you decide to put on line. Any public pictures or comments determined to be contrary to these departmental policies and/or the Student-Athlete Code of Conduct will be treated as violations of said policies and handled accordingly. Your coaching staff has explained the Department’s expectations in this area, so please ensure that you take the appropriate steps to avoid additional consequences. If this behavior continues, your coach will be in a position to suspend you from competition and potentially recommend a dismissal from the program and a non-renewal of your athletic scholarship. You must remember that you represent Canisius College at all times. Do not post pictures, comments or information on the websites that would/could embarrass you, your team, or Canisius College, or that are clearly contrary to the expectations for the student-athletes. It is a privilege to represent Canisius College in athletic competition, so your good personal judgment in this area is expected. Our competitive goals are clear – to win Championships within the Metro Atlantic Athletic Conference. For us to reach these goals, it takes a level of personal commitment from each student-athlete in our program. The personal decisions you make on a daily basis will determine our overall success. Do your part to help us win MAAC Championships. Sincerely, Bill Maher Director of Athletics
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Getting Started – First things first! How do you become a student at Illinois Valley Community College? 1. Submit an application for admission. If you have not submitted an application, you can begin the process on-line. Go to http://www.ivcc.edu/apply/ for more information. 2. Complete placement testing. If your ACT English sub score is a 21 or higher, ACT Reading sub score is a 23 or higher and ACT Math sub score is a 22 or higher you are exempt from placement testing. Scores of 24 and 26 in Math will also allow for placement in higher levels of math coursework. If your scores are less than indicated above you may be required to take all or portions of the IVCC placement tests. Individuals will also need to complete a Basic Computer Skills Assessment when taking Placement Tests. For more information go to http://www.ivcc.edu/assessment/placement_test.html. 3. Apply for Financial Aid. 4. Complete this orientation. 5. Meet with a Counselor to schedule your classes and register. Now on with the orientation! back | home | next
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