#Public History Practicum

[joseluisbenavides]

Anišinabe Waki Aztlán - Truman College 2023

[mbti-notes]

Anon wrote: Hello mbti-notes! I'm 25 & INFJ. I currently feel directionless, lost and stagnant. Due to this I've isolated myself for a long time up until recently when I realized it's making me more anxious. I've been trying not to isolate myself by taking daily walks, practicing mindfulness, interacting a little with people, learning soft skills and learning from your blog.

Many setbacks have occurred in the past few years. I feel after covid I've just had hardship after hardship without break. I've lost my drive and goals. So I started I've started rethinking my goals. I always knew that I wanted to do a career involving history, travel and in service to others so I worked towards that. In my final year of uni my friend suggested going into teaching because I could do history + teach abroad. I thought it was a good idea. I've taught for one year in my own country.

Since I've entered the teaching field I've had a very difficult time and experienced burnout in no time. I don't feel supported or guidance to overcome challenges that I have. I'm lacking strong classroom management in a class of 40 students (public schools). Senior teachers have told me that I should consider switching to kindergarten or that I would be viewed as incompetent and lose my job. I was also told I'm going to struggle in this field because I struggle to socialize with colleagues. I'm very introverted and lack social skills due to being socially isolated during my middle childhood to teenage years. I'm working on this and try to socialize with colleagues.

It feels discouraging to constantly be criticized. I was told twice by two teachers I worked with closely I work diligently and they'd love to work with me again. First teachers usually struggle with classroom management the difference is how slow or fast one gets a grip on it. For some it's months, just a year or many years. I'm not given the time or space to practice my classroom management. During my entire first year I believed myself to be incompetent because of the comments from experienced, high rank teachers. Which caused me stress and unhealthy perfectionism because I internalized those comments due to my low self worth & external validation. I'm working on changing this belief and learning about myself. I know I can do it with experience, guidance and support. I believe that I'm capable of doing any job or career if I have proper guidance or mentoring.

Unfortunately, only teachers with good classroom management are employed. Unless a school is interested in taking on new teachers and mentoring them which isn't frequent. So far I haven't been able to find stability in this career either. I've just gotten accepted for contract posts which are only for a few months. I'm currently taking a break from being a school teacher and I've started volunteering work by tutoring children. I'm at crossroads with what to choose. Especially because I'm doubting whether I'm suitable to be a teacher considering my classroom management which is very important. I'm considering exploring other jobs than teaching or continuing in that field but as a tutor, online teaching or private schools (20 in a class and my classroom management is good with 20). My question is how do I know if I'm on the right path? How do I find healthy direction? Thank you for your time.

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1) Trying to learn on the job can be very challenging because of the greater sense of responsibility and the pressure it generates to succeed quickly.

To my ears, the amount of help you need actually sounds a bit unreasonable. There is one point about your situation that is unclear. Did you get a teaching degree that included a proper internship or practicum? (If you entered into a position without the right qualifications or training, then you shouldn't be surprised about struggling.) It's not the job of the employer or your colleagues to educate you once you've already graduated from school, though they may choose to be supportive as part of their mission or as resources allow. Technically speaking, the training should've already happened in your practicum, so it is assumed you already have enough classroom experience to get a grip on things quickly on your own.

If you haven't had enough practical classroom training, it might benefit you to spend time working as a teaching assistant in order to learn from experienced teachers in a more appropriate way, rather than expecting your colleagues to add teaching you to their already full plates of teaching 40 students.

Factors such as student demographics and school funding also influence the workplace environment for teachers, so it might be a good idea to try out many different schools to ensure that the problem doesn't lie solely with you. It could be that the workplace culture in specific schools isn't a good fit for you. It's not something to cast blame about but to accept; simply move on and look for a better fit.

There are many different forms of teaching, so just because you can't manage a class of 40+ doesn't mean you have to give up teaching entirely. Yes, private schools and sometimes schools in more rural areas generally have smaller classes. Also, there are companies that provide after school tutoring programs, so you could actually work as a tutor if one-on-one teaching appeals to you. Private tutoring can be lucrative if you produce good results and the right parents spread the word about your services.

2) The idea of "the right path" is somewhat misleading because it doesn't exist in any absolute sense. And believing there is only one right path for you isn't the healthiest mindset because it makes you less open to possibility and then less adaptable to change. That said, there are some very general indicators you can use to determine whether life is going well, for example:

- Emotional Well-Being: Do you generally feel good? When life is going well, your mood should be relatively stable, your attitude positive, and your outlook optimistic. Remember, pain is a warning that something is wrong. Similar to problems with physical health, if there are any aspects of your life that produce pain and suffering for you, it's better to address them sooner rather than later.

- Healthy Self-Esteem: Are you proud of who you are? Healthy pride comes from things like: taking responsibility for yourself and what you put out; making wise judgments and decisions; speaking constructively; working productively; nurturing and appreciating individuality; building good moral character. It's important to pay attention to feelings of guilt, shame, inadequacy, or self-loathing because they shine a light on opportunities for personal growth.

- Being of Value: Do you feel that you matter? To "matter" basically means your existence is better than your nonexistence. To feel as though you matter in the world, you need to offer something of value and also have your offerings valued by others. If you feel as though you have little or nothing of value to offer, then you might have an underlying issue of low self-worth to address. If you feel as though others don't value you, then you need to examine what is causing the problematic disconnect in your interpersonal life.

- Sense of Purpose: Do you have good reasons to get up every morning? People with a strong sense of purpose generally: strive to use their time and energy in meaningful ways; undertake work that produces tangible benefits; look for opportunities to make a positive contribution; make a commitment to higher goals and ideals. Feeling unmotivated, stuck, lost or adrift often points to lack of purpose in life. Purpose doesn't magically appear. You have to make purposeful choices in accordance with the value you see in yourself and want to express out into the world.

It's not my place to tell people how to make life decisions. You have to reflect on whether this is the career you want and then explore your options and find the position of best fit. This difficulty you are facing in your career could mean any number of things. It could be the challenge you need to learn the skills that you've neglected up until now. It could be a wake up call for realizing that a change of direction is necessary. To be a healthy INFJ means being able to use Ni to connect with the whole truth of the matter. Who else can tell you what is right for you? You have to reflect on it with as much self-honesty as you can muster.

[lboogie1906]

Elvi Gray-Jackson (born April 8, 1953) is the second African American woman elected to the Alaska state senate and the first African American to become Chair of the Senate. Born in Newark, New Jersey, she attended the Fashion Institute of Technology. She graduated with a BS in Accounting and Business Administration from the University of Alaska-Anchorage.

She worked for the Municipality of Anchorage Assembly at the Public Transit Department. She rose from Administrative Assistant to Director of the Budget and Legislative Services Office. She worked for Municipal Light and Power as Director of the Alaska Railbelt Energy Authority. She transitioned to Vice-Chair at the Municipality’s Cooperative Services Authority and as Chair.

She was elected to the Assembly where she rose to Vice-Chair and Chair. She made her bid for the Alaska State Senate to represent District I. She won the Senate seat in the general election with 60 percent of the votes, becoming the second African American woman to be elected to the Alaska state senate.

She sponsored Senate Bill 40 which passed on establishing February as Black History Month. She has been responsible for putting forth legislation to declare Juneteenth Day a statewide holiday while establishing Alaska Native Heritage Month, Women’s History Month, and LGBTQ Pride Month. She has introduced or supported bills that banned chokeholds and established a climate change commission. She serves as an active member of numerous legislative committees including the Community and Regional Affairs Committee, Labor and Commerce Committee, and Alternating Chair for the Select Committee on Legislative Ethics.

She is involved with several organizations and has been a guest speaker at the University of Alaska-Anchorage. She works with students on municipal hierarchy and budget issues. She has served twice as an agency supervisor for the social work practicum program. She received many awards and recognitions including the Women of Achievement Award.

She has one son. #africanhistory365 #africanexcellence

[arjaysingh]

Exploring Semey State Medical University: A Detailed Insight

Semey State Medical University, located in Semey, Kazakhstan, stands as a beacon of excellence in medical education and research. With a rich history dating back to its establishment in 1953, the university has evolved into a prestigious institution renowned for producing competent healthcare professionals. Let's delve into a detailed insight into this esteemed university.

History and Legacy

Semey State Medical University traces its roots to the East Kazakhstan State Medical Institute founded in 1953. Over the decades, it has undergone significant transformations, adapting to changing educational paradigms and healthcare needs. The university's rich legacy is marked by its commitment to academic excellence, research innovation, and community service.

Academic Programs

The university offers a diverse range of undergraduate, postgraduate, and doctoral programs in medicine, dentistry, pharmacy, nursing, and public health. These programs are designed to equip students with comprehensive knowledge, practical skills, and ethical values necessary for a successful career in healthcare. The curriculum is constantly updated to align with global standards and emerging medical trends.

Faculty and Research

Semey State Medical University boasts a distinguished faculty comprising experienced professors, researchers, and healthcare practitioners. These experts are committed to nurturing the next generation of medical professionals through rigorous academic training, mentorship, and research guidance. The university's research endeavors encompass various fields, including biomedical sciences, clinical medicine, epidemiology, and public health, contributing to advancements in healthcare knowledge and practice.

Infrastructure and Facilities

The university's modern campus is equipped with state-of-the-art facilities to support teaching, research, and extracurricular activities. Lecture halls, laboratories, libraries, and simulation centers provide students with a conducive learning environment conducive to academic exploration and practical skill development. Additionally, the university offers student accommodation, recreational amenities, and sports facilities to promote holistic development and well-being.

International Collaboration

Semey State Medical University actively collaborates with renowned institutions, organizations, and healthcare facilities worldwide to enhance academic exchange, research collaboration, and clinical training opportunities. These partnerships facilitate student and faculty mobility, cross-cultural learning experiences, and access to diverse perspectives and resources, enriching the educational landscape and fostering global citizenship.

Clinical Training and Practicum

Clinical training is an integral component of the university's medical education programs. Students have access to affiliated hospitals, clinics, and healthcare centers, where they gain hands-on experience under the guidance of seasoned professionals. This practical exposure enables students to apply theoretical knowledge in real-world healthcare settings, develop clinical skills, and cultivate empathy and professionalism in patient care.

Student Support Services

Semey State Medical University prioritizes the well-being and success of its students, offering a range of support services to address their academic, personal, and professional needs. Academic advising, counseling, career guidance, and extracurricular activities are available to foster student engagement, resilience, and overall development. Moreover, international students receive assistance with visa processing, accommodation, cultural adaptation, and language proficiency, ensuring a smooth transition and enriching experience.

Community Engagement and Outreach

The university is deeply ingrained in the local community, actively engaging in outreach initiatives, public health campaigns, and community service projects. Students and faculty participate in health screenings, vaccination drives, health education programs, and initiatives aimed at addressing prevalent health challenges and promoting preventive care. Through these endeavors, the university demonstrates its commitment to societal well-being and healthcare equity.

Conclusion

Semey State Medical University epitomizes excellence in medical education, research, and healthcare service. With its distinguished legacy, comprehensive academic programs, renowned faculty, modern infrastructure, and global partnerships, the university nurtures competent, compassionate, and socially responsible healthcare professionals equipped to address the evolving needs of communities worldwide. As a beacon of innovation and excellence, Semey State Medical University continues to inspire and shape the future of healthcare

[gyofukuki]

Introducing: Shoko Ieiri

Origin:

Sourced from: Jujutsu Kaisen (manga up to ch. 263 + anime up to s2)

Voiced by: Aya Endo

Character Name:

Full name: Shoko Ieiri

Nicknames: Doc, Sho

Basic Information:

Age: 17 / 28* (verse dependent)

Gender: female

Date of Birth: November 7

Place of Birth: Yamagata, Japan

Place of Residence: Tokyo, Japan

Nationality: Japanese

Physical Appearance:

Height: 5'6

Build: compact, gamine

Hair Color: milk chocolate brown

Eye Color: milk chocolate brown

Scars or distinguishing marks: birth mark under the right eye

Personality Traits:

Strenghts: pragmatic, diligent, resourceful, charismatic, witty

Weaknesses: cynical, enabling, morbid, inert, compulsive

Background and History:

Family Background: big, if somewhat impoverished family of absolutely no status in the Jujutsu society, mixing freely with non-sorcerers, told to be majorly descendant from Emishi people

Parents: Harumi and Yoshio Ieiri, your perfect... marriage of convenience. Both were Jujutsu Sorcerers, both are now deceased, having died in the line of duty. Harumi was first, Yoshio soon followed. Shoko has only somewhat hazy memories of both from when she was a child.

Siblings (if any): none

Childhood: From her first years of life, she remembers mostly being on the road a lot, and lots, lots of cousins and aunts and uncles. That was when her parents were still alive, as they tended to be quite busy with work and so it was often up to the extended family and family friends to take care of her. There wasn't any overt harm to that, she was generally treated well, especially considering most of the adults in her life were not very well off, and still they tried their best to provide for her as well without any real obligation to do so. It has, however, prevented her from creating any strong, lasting bonds during that time. Too many changes, of households, schools, whathave you. It became even more chaotic after both of her parents died, up until she was scouted by Masamichi Yaga and enrolled into Tokyo Metropolitan Curse Technical College. Only then she had a chance to know stability, both in everyday life and financial.

Education: She attended regular, public primary and junior high school, the only irregular thing about it being she was transferred multiple times due to moving from one place to another to live with different family members. All the while, she was trained and instructed in Jujutsu techniques, showing great propensity for the Reversed Cursed Technique and absolutely no talent for use of actual Cursed Technique. After that, she attended Tokyo Jujutsu High, where the focus was shifted towards making the most out of her healing abilities. After graduating, she enrolled into private medical collage to make sure she has best possible training in that regard as well. Overall, she has been a very picky, and occasionally rebellious, but a good student, hungry for knowledge.

Major/Area of Study: Emergency Medicine

Favorite Subjects: Disaster Medicine, Cadaver Practicum, Forensic Pathology

Least Favorite Subjects: Pharmacology, Biochemistry

Career/Profession: medical doctor

Current Occupation: school doctor at Tokyo Jujutsu High, makeshift forensic pathologist at the same location

Previous Jobs: bar hostess

Career Goals: finding a way to imbue Reversed Cursed Technique into objects so the healing effect can be carried through without a sorcerer's presence

Hobbies and Interests:

Hobbies: drinking, playing guitar, origami

Interests: motorcycle racing, live music, urban exploration

tbc.

[practicum2023]

Renovation and Bio File Suggestions

Friday Sept. 8, 2023 10am - 3pm. / Supervisor: Akiko

Photo caption: The John Henry Faulk Library or the old Central Library next to the Austin History Center or the Austin Public Library as it was called in 1933. Both are currently being renovated.

For as long as I been volunteering at the History Center, there was talk of one day being renovated but as you may know, the city moves slowly. Of course the year I decided to do my practicum, construction started... Usually I work out of the Community Archive office at the end of the hall but the noise sounding like a dentist drill came from the floor underneath. I chose to retreat to the Reading Room.

I now understand a good portion of the History Center would be moving to the building across the parking lot. I overheard the last to go would be the cold storage for negatives kept in the top floor in cooler temperature.

Renovations is the main reason I moved to three days a week, five hours a day. By my calculations I should finished half the required 120 hours by October. My supervisor estimated 5-10 hrs a week in October so 20-40 hours and with November, I can do between 2-3 days a week with another 40-60 hours. I'm confident it will all workout.

Photo caption : My workspace at the Reading Room. Transcripts on the left, iPad with keyboard to the right.

Regarding my current project, I realized I might be over doing the summary description of bio files. I'm writing out much longer descriptions than previous summaries. I plan on looking over and edit down my summaries next week.

After spending the week working with the bio files I've come up with some suggestions I will bring up to Akiko next time I see her.

Have future interviewee list their pronouns. I have come across a situation where the unisex name leads to confusion, nor could I infer from the transcript which pronoun to use. When this happens, I default to using their last name such as in "Robertson wrote the book in 1997" instead of "He wrote the book in 1997"

The transcripts should be numbered on the bottom of the page. If a 40 page transcript should fall to the ground it wouldn't be difficult to place back in order.

I plan on working on bio files and Alice Yi Papers later this week.

Total Practicum Hours left ; 95 hours

[psycflex]

Art Therapy Wellness Solution

WHAT IS ART THERAPY?

Art therapy, as defined by the American Art Therapy Association, is the therapeutic use of making art, within a professional relationship, by people who have experienced illness, trauma or challenges that have caused varying degrees of dysfunction within their lives. Art therapy is helpful for people who seek personal development through creating art and reflecting on their artwork and the process of making art. Through art therapy an increased awareness of self is developed. The self that emerges through the creation of art in art therapy is enhanced and stabilized, enabling one to cope with challenges, stresses and trauma. The learning process is enriched through creating art and enjoyment of art making increases self awareness, cognitive abilities and defines the life-affirming pleasures of making art.

The American Art Therapy Association promotes established standards for art therapy education, ethics and practice. Volunteer committees composed of members and other experts in the field actively work on governmental affairs at the national and state level, clinical issues and professional development. The Association’s dedication to continuing education and research is demonstrated through its annual national conference, publications, its distance learning capacity which is in development and national awards recognizing excellence in the field of art therapy.

HOW ART THERAPY DEVELOPED

Throughout history, Visual expression has been used for the purposes of healing, but art therapy did not emerge as a distinct profession until the 1940s. Early in the 20th century, psychiatrists became increasingly interested in the artwork their patients with mental illness created. And educators were discovering that children’s art expressions reflected developmental, emotional, and cognitive growth. The work of many contemporary artists of that time used both primitive and child-like styles to express psychological perspectives and dispositions (Dubuffet, Picasso, Miro and Braque, for example.)

By the mid-century, hospitals, clinics, and rehabilitation centers increasingly began to include art therapy programs along with the more traditional verbal therapy techniques, recognizing that the process of creating art enhanced recovery, health, and wellness. As a result, the profession of art therapy grew into an effective and important method of communication, assessment, and treatment of children and adults in a variety of settings. Today, the profession of art therapy has gained importance in healthcare facilities throughout the United States and within psychiatry, psychology, counseling, education, and the arts.

WHAT DOES AN ART THERAPIST DO?

Art therapists, as defined by the American Art Therapy Association, are masters level professionals who hold a degree in art therapy or a related field. Educational requirements include: theories of art therapy, counseling, and psychotherapy; ethics and standards of practice; assessment and evaluation; individual, group, and family techniques; human and creative development; multicultural issues; research methods; and practicum experiences in clinical, community, and/or other settings. Art therapists are skilled in the application of a variety of art modalities (drawing, painting, sculpture, and other media) for assessment and treatment.

Visit Here For More Info :- Hypnotherapy.

Art therapists are professionals trained in both art and therapy. They are knowledgeable about human development, psychological theories, clinical practice, spiritual, multicultural and artistic traditions, and the healing potential of art. They use art in treatment, assessment and research, and provide consultations to allied professionals. Art therapists work with people of all ages: individuals, couples, families, groups and communities. They provide services, individually and as part of clinical teams, in settings that include mental health, rehabilitation, medical and forensic institutions; community outreach programs; wellness centers; schools; nursing homes; corporate structures; open studios and independent practices.

An art therapist requires a license to practice art therapy. Art therapy licensing differs from state to state.

WHO BENEFITS FROM ART THERAPY?

Art therapy addresses a part of the brain that is often functional when other parts are dysfunctional or not functioning well.

Many can benefit from art therapy, including hospitalized children, teens, adults and the elderly. In addition, art therapy benefits the mentally ill. In many cases, those with depressions, fear and anxiety caused by trauma or developmental challenges have difficulty expressing their deep feeling. Creating art often allows them to begin to become released from their own dysfunctions.

The elderly, and particularly Alzheimer’s patients, suffering from varying degrees of memory loss, time and space dysfunction do to aging can respond to drawing, painting and sculpting and begin to take control and regain some of these lost capabilities.

Studies have shown that art therapy sessions with the elderly have encouraged memory and brain function–creative movement has reduced the risks of falls and accidents and encourages balance and movement. The Museum of Modern Art in New York has a program called “Meet and MOMA.” On Tuesdays, when the Museum is usually closed, group of Alzheimer’s patients and their caregivers tour the galleries. The stimulation of seeing and discussing artwork enriches their lives and stimulates them mentally. Since the establishment of this program, many patients have exhibited marked improvement in memory, cognitive awareness and self expression.

Art therapy helps prisoners address their angers, fears, and resentments. Through creating, they begin to see themselves and realize what motivated them to commit a crime. And art making gives many a chance to develop a skill that can enrich, not only their lives, but the lives of others.

Art and the creative process brings balance, self-esteem and enjoyment to anyone who is challenged by mental or physical disabilities. Through the creative process, deep-seated feelings emerge in an gentle, nurturing atmosphere. People are enabled to meet their worst fears, anxieties and challenges by doing artwork that expresses that challenge. When it is identified, view and discussed, often the overwhelming proportion is diminished. In a group, the participants realize that others have fears and problems also, just like them. Eating disorders can be addressed and in some cases, cured by creativity because the underlying cause of the disorder is often hidden and emerges through the art work.

Read More info :- Intensive Counselling.

HOW ART THERAPY WORKS

Art therapy, active in a professional setting, creates a sense of self, that which is often lost in the elderly, Alzheimer’s patients or those with mental illness. Sensory stimulation through art making fills in where there is a deficit of sense of self and sensory stimulation. This is proven through the use of any and all uses of art materials and skills, including painting, drawing, water color, collage or sculpture.

For example, collage creates a sense of putting things back together and connectedness. Creating a collage deals with the juxtaposition of identifiable images that resonate in the individuals’ experience and can bridge the communication gap between the anxiety or fear a person feels and the outside world. Making art externalizes and through discussion with an art therapist who can interpret what the art work says relative to the patient’s behavior and challenges, the patient can begin to identify that which impedes their thinking and balanced growth.

As evidenced by the Meet At MOMA Program, Alzheimer’s affects that part of the brain that makes memories. The parietal lobe is stimulated by art. When a patient looks at a painting, the painting encourages a dialogue with the viewer. Questions and interpretations of the visual response develop. Those that cannot remember their name or the names of their loved ones, can often, talk about what they see in a painting and be clear about their own interpretations of the painting. Often memories are stimulated as well, and things forgotten come into the dialogue.

When those in art therapy are given paints, pencils, clay, or collage materials, a here and now, active stimulation begins. Through work with the hands, imagination is stimulated and, it has recently been discovered that the imagination will be there when the rest of the brain is dysfunctional through a progressive disease such as Alzheimer’s.

There is an important need to get thoughts and feelings out in some way, especially in teens, adults and the elderly. It has been evidenced that very young children who have not yet learned how to express themselves verbally, will grab a crayon and begin drawing naturally. Older persons are challenged because they are at a loss to express themselves, but can find balance and enrichment in painting or drawing.

Art therapy demonstrates that creativity is a deep core need in all of us and that making a painting will help one remember, recall the past that had been forgotten.

There is another value to art therapy, as well. Institutionalized people, those in prisons, nursing homes and hospitals often feel they are just a number or a file. Art therapy gives them back their individuality. These people are given back a sense of control over their lives that they had to give up for going into an institutionalized environment.

And in a hospital setting, especially for people with a cancer diagnosis–it is often very difficult to talk about it. Art gives them an opportunity to express the way they feel, come into control and alignment with their feelings and give them, through the art therapist, a perspective on their life.

ART THERAPY ON A GLOBAL SCALE

In Saudi Arabia, a psychological and religious counseling program for militants has been developed incorporating art therapy for imprisoned Jihadists. This successful rehabilitation program came into operation today as the result of the Saudi’s commitment to lessening the production of home grown Jihadists.

The International Medical Corp provides clinical support for people on the front lines of disaster and uses art therapy to rehabilitate victims of war, famine, political upheaval, and natural disasters.

The National Geographic Society has supplied cameras to people in Uganda to take pictures of their lives and work through the pain and loss they have experienced through war. Ultimately, what we are discovering is that no one is safe from the anxieties, challenges and fearful factors of every day life. And, as we begin to realize that physical health and mental health often are integrated and dependent on each other, the role of the art therapist becomes more and more important in addressing our well being the development and maintenance of our total well being

[chicago-geniza]

According to The Slavic Review there is a "[post]colonial" turn in Polish studies/Polish history and works that discuss the Second Republic in terms of...colonial frameworks have only been published for the last couple of years like. This rhetoric dominated public discourse! My go-to example is Wanda Melcer's "Czarny ląd" reportage series for Wiadomości in 1932 and Debora Vogel's rebuttal that compares her POV to a British or French--will need to double check--colonial administrator-cum-anthropologist who published a book about the Primitive Natives. It's telling that Stefania says "we in Western Europe," implicitly including Poland in that cultural construct as a contrast to the East, when recording her impressions of the USSR. Do you know how widely Haeckel was read in the Habsburg empire. I joked that Stefania's review of Green Pastures, where she made a great chain of being re: civilizations remark, as "ontology recapitulates phylogeny," but I wasn't wrong! Those ideas actually informed her reading of the film! And let's not even get into the Jewish Uganda project!!! Or the multiple semantic facets of the word "murzyn"!!! Or the 393948484875 colonial projects Poland was developing re: the Baltic Sea, or the fact that UJ added courses on tropical medicine etc. for future colonial doctors to its curriculum in the late 30s, at the Ministry of Education's behest, overseen by a doctor-bureaucrat who trained in France and did his practicum in FRENCH ALGERIA. I just. New imperial history that accounts for the three partitions, for the fact that while the November and January uprisings can be integrated into national mythology, the uprisings associated with the Spring of Nations can't, because they're too regionally fractured and too specific to each empire, these tensions spill over in the Second Republic, you can't study interwar Poland for more than 30 seconds without these frameworks, how is this NEW or NOVEL

[architectnews]

12 architecture and design projects from the Savannah College of Art and Design students

From a New York hub that aims to help people live more sustainably, to addressing the decline of water-based travel in Mumbai, the Savannah College of Art and Design presents 12 student projects in our latest school show.

The undergraduate and graduate projects also include an analysis of the tourist industry's impact on the Galapagos Isabela Island's mangrove forests and a project proposing the repurposing of Oregon Pacific Railway's defunct trains for immersive storytelling shows.

Savannah College of Art and Design

School: Savannah College of Art and Design Courses:  Master of Architecture, BFA Architecture, MFA Furniture Design, BFA Furniture Design, MFA Interior Design, BFA Interior Design, BFA Preservation Design, Master of Urban Design Tutors: School of Building Arts Faculty Members

School statement:

"The Savannah College of Art and Design (SCAD) is the preeminent source of knowledge in the building arts. With preservation design and interior design programme as two of the university's original eight programmes, SCAD has prepared talented students for professional careers in this multibillion-dollar market for more than 40 years.

"SCAD enrols upwards of 1,200 building arts students across six disciplines focused on architecture, interior design, furniture design and other building arts-related industries. It is the only art and design university in the United States to offer a Master of Urban Design degree and the first and only university to offer an MFA in Architectural History."

Transfora: Your tool to becoming a sustainable New Yorker by Chloe Arenzana Du Boys

"Leading a sustainable lifestyle in metropolitan cities has become much harder to accomplish because of inconvenience, social constructs and difficulty in changing hard-wired habits. Transfora is a sustainability hub in New York City that provides its users with tools that help provide the essentials to live more sustainably in the city.

"Through a personalised immersive learning experience and a sustainable indoor market, users can learn and engage in eco-conscious actions that they can then easily implement into their lifestyles. It creates a community of 'green citizens' that support, motivate and help each other in their journey towards a sustainable lifestyle."

Student: Chloe Arenzana Du Boys Course: BFA Interior Design with minor in Design for Sustainability Email: chloe_arenzana@yahoo.es

In'terminal: Reunion District by James K. Jung

"In'terminal is a multi-modal transit hub that embodies the transformative power of architecture in the creation and evolution of the built environment. The project aims to redefine the streets not only as spaces in-between but as places to promote social interaction and refuge. It seeks to promote a sustainable urban lifestyle by transforming an abandoned parking garage into social infrastructure.

"By reconciling mobility as the public realm prioritising social capital, In'terminal adopts placemaking strategies layered in rich shared spaces where a community becomes the domain of many – a common network – woven with empathy to unify social identity and a sense of belonging."

Student: James K. Jung Course:  Master of Architecture Email: jamesjung.us@gmail.com

Rising With the Seas by Jillian Nadolski

"This project came as the result of a quarter-long design project for PRES 480 Studio VIII: Innovative Adaptation Collaborative Practicum with Professor CT Nguyen. My design solution was developed to prompt communities to start embracing climate change. It uses the industrial port of Porto Marghera, Italy, as a catalyst.

"The project is built around the idea of 'living with water'. It asks the question: what if we can rise with the seas instead of fighting it? This radical, integrative redevelopment plan hopes to put to rest the longstanding conflict of humans vs nature."

Student: Jillian Nadolski Course: BFA Preservation Design Email: jgnadolski@gmail.com

Fleeting Moments by Kathryn Luu

"Situated in scenic Portland (OR), on the Oregon Pacific Railway (OPR), the proposed Caper Express provides an opportunity for adults to re-experience their childlike wonderment for the Polar Express anew through live 'theatrical dinner' mysteries. By repurposing OPR's defunct trains, adults can take part in immersive storytelling shows tailored to them. It's these fleeting moments that will linger as lifelong memories while the rest fade to grey."

Student: Kathryn Luu Course: BFA Preservation Design Email: Katemacdonald1999@gmail.com

Exploring the emerging Potentials Of Urban Infrastructure - The Hyperloop Urban Hub by Pranav A Ghadashi

"The future is bright, uncompromising and unstoppable! Technology is progressing at accelerating rates. Cities are experiencing a resurgence in population growth, which in turn is pushing transport systems to expand and improve.

"The thesis intends to design a portal that will introduce a new paradigm of transport, reconfigure the urban infrastructure and the mental mapping of a city and thus reshape our habitual understanding of distance and proximity.

"It proposes a hyperloop station that reconfigures the concept of 'regional becoming the new local'. It embraces the potential of transport and explores innovative sustainable strategies integrating the natural environment and urban functions."

Student: Pranav A Ghadashi Course: Master Of Architecture Email: pghada20@student.scad.edu

The Nodal Connector, Incubator for the FinTech industry by Preethi Chitharanjan

"Nodal Connector is an incubator for the financial technology industry. It is a space dedicated to the development of the industry driven by diverse users and technology. The incubator is designed in the fast-growing city of Atlanta, Georgia.

"The nodal connector acts as a catalyst for research and workspaces, with the core idea to connect, collaborate and conserve through primary, secondary and tertiary interactions that influence spatial planning.

"These ideas are the macro, micro and nano-scale networking that happen with diverse users while also attracting the local neighbourhood. The project facilitates a collaborative approach in education, community-driven, professionals and corporate employees while prioritising creators."

Student: Preethi Chitharanjan Course: Master of Architecture Email: preethichitharanjan14@gmail.com

The Portal - Redefining the water transit of the city by stitching the land to the water by Sanjana Sanjay Vadhavkar

"This thesis aims to observe the decline in water-based travel in Mumbai and design a solution to the problem. To revitalise the essential industry for Mumbai, creating a water transit hub would reduce the load on other modes of transportation and transform the water-based industry in the city, bringing a new mode of transportation to Mumbai.

"To bring back the missing identity of a port city, the city plans to redevelop Mumbai's eastern waterfront. In addition to the proposal, this thesis seeks to bring about a change through architecture by resolving the current problems and proposing a terminal that will cope with the city's increasing population demands and give the region a renewed identity. It will be an epitome and a means for the city's potential water transport."

Student: Sanjana Sanjay Vadhavkar Course: Master of Architecture Email: sanjana.vadh@gmail.com

Area 10: The Last Nuclear Bomb Memorial by Sophie Ribeiro

"As part of the Nevada Testing Site, Yucca Flat was the host for over 900 bomb tests. As a result, a crater on the site – Sedan Crater – is 300 feet deep and 1,150 in diameter. Sedan is the proposed site for the Area Ten Interpretation + Research Centre.

"Area Ten will inform people of nuclear war and the consequences of it on humanity and nature through learning spaces that use exhibitions, viewing points and atomic gardening – the study of plants that can grow from the radioactivity of the land.

"The goal is for visitors to leave with an understanding of the site's history and an awareness of the importance of peace."

Student: Sophie Ribeiro Course: BFA Architecture Email: sophielribeiro@hotmail.com

+ by Tasha Akemah

"Almost a century ago, we thought that nuclear weapons were the solution for world peace, but history tells us otherwise. The detonation that ended world war two set humanity for a new course that would determine the future; our present.

"Currently, humanity is facing a similar war, except this time we have to fight it together. This project asks for repent against the crime that society has done to itself by offering hope. The architecture is composed of a series of experiences divided between the structure and the memorial.

"While the structure serves as a church that would house the procession, the memorial offers salvation. The main structure offers a diving facility, and the memorial will restore endangered coral reefs in the area. The war that we were fighting a hundred years ago may have different causes, but both were fighting for the same objective: humanity."

Student: Tasha Akemah Course: BFA Architecture and BFA Architectural History Email: tashakemah@gmail.com

Hiraeth by Teddy Breedlove

"Hiraeth is a collection of furniture designed for the high-end luxury market. The pandemic has made the home the centre of our lives again. It has become a place for personal expression and function.

"As a result, trends have begun to change from a minimalistic approach towards a more ostentatious design language. Hiraeth is contemporary in design language featuring soft curves, ribbing and a neutral colour palette. It brings a breath of fresh air into the home while keeping your soul at peace."

Student: Teddy Breedlove Course: BFA Furniture Design Email: Teddybreedlove@icloud.com

Interwoven by Tingxin (TX) Zheng

"Under the business strategy of fast-fashion brands, disposable clothing is part of a trend toward fast fashion. Consumers start throwing away the old items they owned and moving on to the next trend quickly.

"Interwoven is a multi-functional space for exhibition, experience, retail, communication that connects to people's memories and clothes. It aims to bring the diluted awareness of cherishing clothing back to the people to drive the rebirth of old garments, promote sustainable fashion and inform the community about the increasingly negative effects of fast fashion."

Student: Tingxin (TX) Zheng Course: BFA Interior Design Email: txzheng12@gmail.com

Isabela Island: Infrastructure for Tourism and Conservation by Zhiying Deng

"The proposal is based on the analysis of the Galapagos Isabela Island's mangrove forests and the status of tourism on the island. It aims to provide tourists with a better chance to experience the island's natural resources while not disturbing its species.

"Paths and boat routes are designed within the mangrove forests to allow visitors to experience different mangrove zones and watch species within the habitat while other mangroves are conserved. The design also responds to the climate change and sea-level rise."

Student: Zhiying Deng Course: Master of Urban Design Email: dzyzd123@gmail.com

Partnership content

This school show is a partnership between Dezeen and Savannah College of Art and Design. Find out more about Dezeen partnership content here.

The post 12 architecture and design projects from the Savannah College of Art and Design students appeared first on Dezeen.

[joseluisbenavides]

Delving into shared Indigenous and Chicanx cultural histories, Anišinabe Waki-Aztlán was a 1977 art exhibition originally held at Harry S. Truman College. The exhibition featured Indigenous and Chicanx artists, organized by Movimiento Artístico Chicano (MARCh) & the Chicago Indian Artists’ Guild. Anišinabe Waki-Aztlán featured a total of 52 participating artists, lectures, poetry readings, and performances, with lead organizer Carlos Cumpián. Featured artists included Malu Alberro y Ortega, Loniel Poco, Sharon Okee-Chee Skolnic, Salvador Vega, Robin Whitespear, Joe Yazzie, and many more. The event poster was made by Carlos Cortéz Koyokuikatl.

This re-creation and celebration of the original exhibition includes images Truman College art lecturer, Jose Luis Benavides, gathered since 2019. His research into this little-documented Chicago history started with a grant from the Illinois Humanities, with presentations and screenings at local-Chicago art spaces Chuquimarca and Comfort Station in 2022. He was also awarded a “Service-Learning and Civic Engagement Faculty Research Fellowship” from The Service-Learning and Civic Engagement Consortium (SLCEC) to expand this research. 

With the support of the University of Chicago’s Public History Practicum, three graduate students, Mariah Bender, Teagan Harris, and Zi Yun Huang, created a digital archive of artworks related to Anišinabe Waki-Aztlán with special access to Carlos Cumpián’s private collection.

This Truman campus exhibition includes research materials of brochures, flyers, photographs, woodcut prints, graphics, and poetry chapbooks from some of the original artists involved in the 1977 exhibition. 

A special screening of the film, This is Indian Land: Sharon Okee-Chee’s Vision, will share the rich history of The American Indian Center in Chicago. Truman students and the community are invited to learn about the important cross-cultural solidarity work sustained by Chicanx and Indigenous elders in Chicago. 

Event Schedule April 10-12, 2023

Luncheon with Carlos Cumpián on Mon. April 10, at 12:30 pm (Larry McKeon Building Room 146/147).

Exhibition Opening on Mon. April 10 at 3:30 pm (Wilson Lobby). 

Screening of “This is Indian Land: Okee-Chee’s Vision” on Wed. April 12, at 3:30 pm (Novar Hall).

Zoom Panel with UChicago Public History Practicum students on Wed. April 12, at 7 pm 

(Zoom link: https://cccedu.zoom.us/j/81684305612).

_______________________________________________________________________

Chuquimarca is pleased to present a two event program:

Join us for a dialogue and presentation about the Anišinabe Waki-Aztlán exhibition (1977) with Carlos Cumpián, Sal Vega, & Dylan A.T. Miner, PhD. moderated by Jose Luis Benavides, online via Zoom on Tuesday, 09/28 at 7pm CST . Register for the Zoom link here : https://bit.ly/2X36CFq

Additionally, please join us the Friday before the talk, 09/24, for a special screening of This Is Indian Land, Okee-Chee's Vision by Sharon Okee-Chee Skolnick at Comfort Station in Logan Square. 

Screening: “This Is Indian Land, Okee-Chee's Vision” by Sharon Okee-Chee Skolnick

Date and Time: Friday, September 24, 2021, 7:00-8:00pm CST

Location: Comfort Station, 2579 N Milwaukee Ave, Chicago, IL 60647

“This Is Indian Land, Okee-Chee’s Vision” by Sharon Okee-Chee Skolnic is a 35 minute independent documentary using interviews and images by Okee-Chee with her collaborators to highlight her vision and contribution to their community at the American Indian Center and Chicago. Sharon Okee-Chee is a visual artist and filmmaker who originally participated in the Anišinabe Waki-Aztlán exhibition at Truman College in 1977. We are honored to screen this film as an addition to the Anišinabe Waki-Aztlán Exhibition (1977) discussion, developed by Jose Luis Benavides, to highlight her role within Chicago arts communities. This film was produced by Nancy Bechtol and David Bechtol from Shadow Bechtol Studio in 2017.  This will be an outdoor screening on Comfort Station’s lawn.

Image source 2:  Carlos A. Cortéz, Anisinabe Waki-Aztlan, 1977, linoleum cut on paper, Smithsonian American Art Museum\Carlos A. Cortéz, Anisinabe Waki-Aztlan, 1977, linoleum cut on paper, Smithsonian American Art Museum [Link]

Dialogue/Presentation: Anišinabe Waki-Aztlán Exhibition (1977)

Date and Time: Tuesday, September 28, 2021, 7:00-8:30pm CST

Zoom Registration Link: https://bit.ly/2X36CFq

Delving into shared Indigenous and Chicanx cultural histories, Anišinabe Waki-Aztlán was a 1977 exhibition at Harry S. Truman College that featured both Indigenous and Chicano artists and was organized by Movimiento Artístico Chicano (MARCh) & the Chicago Indian Artist Guild. A total of 52 participating artists and organizers including Loniel Poco,  Joe Yazzie, Sharon Okee-Chee Skolnic, Sal Vega, Carlos Cumpián and many more participated in the show with posters made by Carlos Cortéz Koyokuikatl.

We’re honored to have Carlos Cumpián, poet and lead organizer of MARCh along with Sal Vega,  local-muralist and exhibited artist, to share their experience and reflection on the show and how the title came about. Indigenous artists and scholar Dylan A.T. Miner, Ph.D will also account his interpretations of the show’s posters from his book Creating Aztlán: Chicano Art, Indigenous Sovereignty and Lowriding Across Turtle Island (University of Arizona Press). This event was developed and will be moderated by Jose Luis Benavides, who will start the conversation with a presentation of their research on the exhibition.

All are welcome to this open dialogue and presentation to highlight and learn more about the significance of this event with participating artists and scholars!

This event was a postponed program from 2020. To access info about the initial program, please visit the project’s page on chuquimarca.com. 

Closed Caption will be available. Discussion event will be recorded and published on Youtube. 

Programs made possible in part by a grant from Illinois Humanities, the National Endowment for the Humanities, and the Illinois General Assembly

For any questions, please contact info@chuquimarca.com or visit Chuquimarca.com

_______________________________________________________________________

Sharon Okee-Chee is a Fort Sill Chiricahua Apache-Sioux tribal elder and recognized artist, writer, archivist, former-director of The American Indian Center. She attended the Institute of American Indian Arts in Santa Fe, N.M. She has exhibited at Michigan State University Museum and the University of Tulsa's Gilcrease Museum. She was featured in the City of Chicago-sponsored Chicago Artists Month program in October 2011. She also created a diorama of Native dolls for an exhibit at Chicago's Field Museum. For a decade she operated Okee-Chee's Wild Horse Gallery, Chicago's first Native American art gallery. Her 1997 childhood memoir "Where Courage Is Like a Wild Horse: The World of an Indian Orphanage" (University of Nebraska Press), written with her husband Manny Skolnick, earned a literary award from Friends of American Writers Chicago.

Carlos Cumpián was born and raised in Texas and now lives in Chicago. He is the author of the poetry collections Coyote Sun (1990), Armadillo Charm (1996), and 14 Abriles (2010), as well as the children's book Latino Rainbow: Poems About Latino Americans (1995, illustrated by Richard Leonard). His poems have appeared in many anthologies, including Emergency Tacos: Seven Poets con Picante, With a Book in Their Hands: Chicano Readers and Readership Across the Centuries, Hecho en Tejas: An Anthology of Texas Mexican Literature, Dream of a Word: The Tia Chucha Press Poetry Anthology, and El Coro: A Chorus of Latino and Latina Poetry. Cumpián edits March Abrazo Press.

Salvador Vega was born on May 6, 1957 in Chicago, Il in the Little Village, La Villita, the 26th street barrio. He attended McCormick Chicago Public School where he became interested in art. Graduated from Harrison High School (CPS), where he started his work as a muralist.  He painted his first murals there, “Mother Earth” and “Drug Sadness” and “La Azteca.” He worked with Mexican-born artist Aurelio Diaz on the mural “Xochilmilco” in the 18th street Pilsen barrio.  Sal also collaborated with the late Rey Vasquez on a few projects but in Pilsen’s Dvorjak Park, Sal worked with the highly acclaimed artists Juanita Jaramillo and Marcos Raya. Vega also created a special portable mural for the alternative high school Latino Youth, Inc.  He has had numerous solo exhibits across Illinois. 

Dylan A.T. Miner, PhD is an artist, activist, and scholar. He is Director of American Indian and Indigenous Studies, as well as Professor in the Residential College in the Arts and Humanities, at Michigan State University. In Spring 2019, he was Denison Visiting Professor of Native American Studies at Central Michigan University. In 2010, he was an Artist Leadership Fellow at the National Museum of the American Indian, Smithsonian Institution. He serves on the board of the Michigan Indian Education Council and is a founding member of the Justseeds artist collective. Miner is a registered citizen of the Métis Nation of Ontario. @wiisaakodewinini 

Jose Luis Benavides is a queer Latinx artist, filmmaker and educator. His work was recently featured in Reeling: The Chicago LGBTQ+ International Film Festival, Chicago, US (2020), Full Spectrum Feature’s - Chicago Cinema Exchange: Mexico City (2020), Onion City: Experimental Film and Video Festival, Chicago, US (2020), MSU Latinx Film Festival, Lansing, US (2020), and Revolutions Per Minute Festival, University of Massachusetts Boston, US (2020). He also programs video-art screenings through Sin Cinta Previa: Latinx & Queer Archive Video Series, which was awarded a POWER Project grant from the Art Leaders of Color Network (2018) and a Propeller Fund grant (2019). @lu3ge

Chuquimarca is an art library tasked to gather and share resources related to Native, Caribbean, and Latin American contemporary art and art histories.

[pioneersacademy]

Everything About B.Sc. from Mohanlal Sukhadia University

Bachelor of Science (B.Sc.) or B.S. is one of the most popular academic degree courses among the science students after class 12th. The duration of B.Sc. degree course ranges from 3 years to 5 years, depending upon the country in which you are studying for eg. In India the course is generally of 3 years whereas in Argentina the course duration is 5 years.

The B.Sc. degree course is a graduate degree course in Science; this can be a part-time or full-time course. This course forms the basis of science and comprises of the subjects like physics, chemistry, biology, zoology and mathematics.

OBJECTIVES OF THE COURSE

The objectives of theory course prescribed for the B.Sc. B.Ed. course are as follows:

To develop competence to teach subjects of their specialization on the basis of an adequate theory of learning and a sound knowledge of the subjects.

To develop interest, attitude and knowledge which will enable them (i) to foster the all-round growth and development of children under their care and (ii) to provide guidance to individual pupils?

To develop an understanding of the aims and objectives of education in the Indian background and to promote an awareness of the role of the school and the teacher in realizing these aims and ideals.

To develop an understanding of the close relationship between societies and the school, between life and school work.

To become self-regulated learners; develop professional commitment and work as responsible professionals.

To make them comfortable with content and pedagogical effective use and utilization of ICT.

To enable them to critically analyse the various evaluation tools to serve CCE.

To reflect on teacher practices and interface with societal resources

To build up professional consciousness.

If you want to complete your B.Sc. studies from Mohanlal Sukhadia University and want to get complete curse details, you must look below and for more details visit Mohanlal Sukhadia B.Sc. Course Details 

COURSE CONTENT

UNIT- I Indian Society & Education

1. Meaning, Nature & purpose of Education:

According to different thinkers i.e,Gandhi, Tagore, Aurobindo, J.krishnamurti, Rousseau and Dewey.

According to important National documents on Education i.e Education commission (1966) NPE (1986) its revision 1992, NCF (2005),

2. Concept of Social diversity, inequity and Marginalisation and role of Education to cope up with these issues.

3. Universalization of Education/RTE(2009) & its Challenges

4. Globalization, Liberalization, and Privatization and their implications in Education.

UNIT- II Education in India

1. Education in Pre Independence Period/ Macaulay's Minutes/ and major educational polices during preInde pendence British Period.

2. Education in Post Independence period-

Policies regarding Education in post Independence Period [Specially NPE (1986), RTE (2009)

Important national documents on Education – Education commissions (1966), NCF (2005),

Learning without burden (Yashpal committee report), NCFTE (2009)

Dellors commission report – relevance to Indian Conditions

UNIT- III – Challenges in Education

1. Language policy

2. Enhancement of quality in Education and role of SSA and RAMSA in this.

3. Increasing enrollment at different stages

UNIT- IV Gender, School and Society

1. (a) Gender Sensitivity and its importance for society

(b) Gender discrimination in Family

(c) Gender discrimination in society

(d) Gender discrimination in Schools

2. Role of Education, family, media and legislation in developing gender parity.

UNIT – V - Values in Education –

1. Values: concept and classification, unity of all life and being); tolerance; Values in modern Indian context with the reference to the Indian Constitution. Rights and Duties of a citizen as stated in constitution.

2. Value Education and role of school. Human rights & danger to Social Security, Role of Education in safe guarding human rights. Activities helpful in Inculcation of values.

3. Environmental Education- Role of teacher in Promoting Conservation of Environment.

4. Education for peaceful and cooperative living.

Practicum/Sessional work

Attempt any two-(One each from following sections)

Section A 1. Term paper on any one Topic/issues related to Education 2. Two abstract of any Two articles related to Education

Section B 1. Prepare a report on Co-curricular Activities of a school supporting Environment protection. 2. Case study of any one institution with reference to gender sensitivity. 3. Prepare a report of a group discussion conducted on language Policy/ Constitutional values/ Globalization/ Liberalization/ Privatization.

REFERNCES

1. Agnihotri, R.K (1995), Multillgualism as a classroom resource. In K.Heugh.A.Siegruhn,&P.Pluddemann (Eds) Multilingual education for south Africa ( pp.3-7) Heinemann Educational Books. 2. Batra,P. (2005), Voice and Agency of teachers: Missing link in national curriculum framework 2005. Economic and Political Weekly, 4347-4356. 3. Chakravarti, U.(1998). Rewriting history: The life and times of Pandita Ramabai Zubaan. 4. De,A.Khera, R.Samson, M.& Shiva kumar, A.K. (2011) PROBE revisited: A report on elementary education in India. New Delhi: Oxford University Press. 5. Dewey. J (2004), Democracy and Education Courier Dover Publications 6. Freire, P (2000) Pedagogy of the oppressed Continuum 7. Ghosh,S.C (2007) History of Education in India. Rawat Publications. 8. GOI,(1966) Report of the Education Commission:Education and national development New

If you want to start B.Sc. coachings and confused about the decision of choosing the best coaching classes for the same, you must select Pioneers Academy for opting the complete study material and doubt solvings. Pioneers Academy provides you the best faculty for more efficient study. You can also study from your home also using the video lectures on the pioneers app at very affordable prices.

[emmeoutofline]

Everyone in the British wizarding world knows St. Mungo’s is the place to go for any malady or injury. Over the centuries, it has grown and flourished with the initial space expanding to fit the needs of modern patients and hospital staff. On any given day, you can find a wizard have the flowers that replaced his ears trimmed and a witch reeling from noxious poison fume inhalation. Whatever a patient’s needs, St. Mungo’s takes great care in being able to provide.

Hospital Staff

Full staff: When most people think about St. Mungo’s, they think of only a few roles: healers, mediwix, and the bright shining face of the welcome witch. Their staff is far more expansive, however. Taking care of the building itself are the maintenance and custodial staff members. On the ground floor to run the Admissions Department are archivists who update and organize hospital records. Upstairs on the fifth floor are a whole team of potioneers, apothecarists, and herboligists running the pharmacy and apothecary, as well as the tea and gift shop staff. Together this team work to create the safe and comfortable network the average wix thinks of when St. Mungo’s is mentioned.

Trainee program: Healers and mediwix both have a six month general education, followed by a training rotation to each of the floors. Healers take two years with a rotation every four months for on-the-job experience in each department. Mediwix take one year with a rotation every two months. After spending a full internship on each floor for observation, practicum, and mentoring, a trainee chooses the floor where they feel they will have the best fit to return for another full term where they explore the particularly wards for the best fit and gradually receive more independence. It should be noted that trainees are not necessarily locked into these department roles if they determine that another place may better suit their interests and talents. It is also not uncommon for a trainee to begin their final four month rotation in one department and transfer floors a month in. The important part of the process is to understand how each healer or mediwix can flourish within the St. Mungo’s system. For the more particular wards with specialized expertise, up to six months more can be required in a program. Total, trainees spend two and a half to three years at some point in their training before they are considered a full healer or mediwitch.

Hospital Layout

Although the average wix may not be as familiar with it, there is a specific system in place that was used to facilitate and organize expansion as the hospital has grown. Some floors are significantly larger than others based on the number of wards or volume of patients, sometimes both. For that reason, the undetectable extension charms used across the hospital are not the same size for each floor. The units themselves also have been shifted and expanded where needed over time.

Explanation of floor coding: Each floor serves a unique purpose. Because magical injuries are often so specific, patients are divided up according to injury type. The first number of each ward’s code reflects the floor on which it is housed. The second number refers to the specific purpose of the ward numbered 1-9. Not every floor necessarily has a ward for each number. 1 is always an emergency and diagnosis ward. 2-5 are saved for specialized areas on the floors. 6 is for general care like physicals and precautionary checkups. 7 is intensive care for people who cannot be immediately treated but have severe, often life-threatening symptoms. 8 is recovery for short term stays and observation after treatment. 9 is permanent and long term care.

Purge and Dowse, Ltd: This is the facade name used for St. Mungo’s outward appearance, as the building is located in Muggle London. Wix can enter by traveling from the outside, or by floo or apparition directly into the reception area.

Ground Floor: Reception and Artifact Accidents Department

Reception Area and Welcome Desk:  (Sometimes informally referred to as Ward -01 by hospital staff) Where visitors enter and where non-immediate emergency patients wait for redirection. This includes any singing, sprouting, sputtering, or otherwise non-fatal conditions.

Admissions Department: Where records are created and kept for all incoming patients. A patient’s name and birthday being written on a particular scroll automatically calls forward all of that patient’s previous medical history for review or a newly added entry.

Ward 01: Artifact Emergency Unit: For walk-ins and immediate care or diagnosis before redirection to other artifact wards.

Ward 02: Ignatia Wildsmith Explosive Care Unit: Where victims of (accidental or purposeful) exploded objects go. This includes exploding cauldrons and backfiring wands if there is no potion or spell specific damage inflicted.

Ward 03: Cursed Artifacts Ward: Where victims exposed to dark artifacts come for treatment.

Ward 04: Mishandled Artifacts Ward: For patients whose injuries were caused by the mishandling of specialized magical artifacts. This includes broom-related injuries.

Ward 06: Tertius Ward for Precautionary Artifact Care: General physicals for patients who believe they may be suffering long term ill effects from exposure to a magical artifact. Also general physicals for an artifact-related event where the patient has seemingly no ill effects.

Ward 08: Artifact Aftermath Ward: Where already treated patients stay overnight or for a few days when their injuries seem fully treated, but a stay for observation has been recommended.

Ward 09: Artifact Alteration Ward: For patients who have been permanently altered by some form of artifact injury and can no longer function on their own.

First Floor: Creature-Induced Injuries Department

Ward 11: Creature Emergency Unit: For walk-ins and immediate care or diagnosis before redirection to other creature wards.

Ward 12: Flavius Belby Ward for Creature Maimings: Where those slashed, gouged, generally bitten or otherwise disfigured by a run in with a magical creature go for care and repair. Sometimes seen as a vanity ward because many creature experts have little problem with scars or missing limbs.

Ward 13: “Dangerous” Dai Llweellyn Ward for Serious Bites: For creature bites of a more severe caliber, especially when venom and other magical side effects are in play. Despite the name, they also handle severe stings and poisonous scratches.

Ward 14: Magical Insect Infestation Ward: For anyone suffering from concerns like embedded spiders or magical worms. Though magic is specified in the name, they also handle wix suffering the effects of ringworm, parasites and insects considered mundane in nature.

Ward 17: Creature Care of Complexity Unit: Houses patients for a few reasons: severe reactions to an unknown creature encounter, creature venom complicated by a potions reaction, reactions to attacks from multiple kinds of creatures at once, or any other unusual situation which doesn’t fall under one of the main three wards.

Second Floor: Magical Bugs and Ailments Department

Ward 21: Disease Diagnosis Ward: For walk-ins and immediate care or diagnosis before redirection to other magical ailment wards.

Ward 22: Xavier Rastrick Contagion Unit: Where highly contagious diseases like Vanishing Sickness and Scrofungulus are treated.

Ward 23: Gungilda of Gorsemoor Ward: This ward’s specific focus has changed over St. Mungo’s history, as it is renamed to reflect the most dangerous and prevalent contagious disease is during a particular time. Since Dragon Pox is so specific and continues to have outbreaks, this unit has remained named after the cure creator since the 1400s. Even though that cure is not always effective, it remains the single most important step forward in Dragon Pox research.

Ward 24: Miserable Maladies Ward: For unpleasant but not inherently contagious magical maladies.

Ward 25: Mundane Maladies Ward: For treatment of muggle diseases such as the flu or pneumonia. Most wix of at least halfblood pedigree choose to check themselves or family members into St. Mungo’s if simple potion treatments aren’t working rather than trust muggle doctors.

Ward 26: Dilys Derwent Children’s Ward: Unlike most floors’ ward plan, The Magical Bugs Department handles general care as part of Ward 21 with diagnosis. As a result, this ward received special designation for children, even for general physicals. Unless there is a specific cause like a cursed object or especially nasty backfired spell, this is where children are often treated at St. Mungo’s.

Ward 28: Recovery and Relapse Ward: For patients who seem cured of contagious malady to regain their strength and be under observation until they are deemed safe to rejoin the general public.

Ward 29: Incurable Illness Ward: For patients who will never be free of their illness or who have been so affected that they can no longer function on their own.

Third Floor: Plant Poisoning Department and Potions Department--Run interconnected in their goals and expertise, Share some healers and most units across the floor.

Ward 31: Potions, Plants, and Poisonings Emergency Unit: For walk-ins and immediate care or diagnosis before redirection to other potions or poisoning wards.

Ward 32: Phyllida Spore Ward for Plant-Based Problems: Where rashes, boils, breathing problems, regurgitations, hallucinations, poisonings, and any other issues caused by plant contact, ingestion, or strangulation are treated.

Ward 33: J. Pippin Ward for Potion-Based Problems: Where rashes, boils, breathing problems, regurgitations, hallucinations, poisonings, and any other issues caused by potion ingestion, incorrect brewing, and general potion spills are treated.

Ward 36: Poisoning Prevention and Precaution Unit: For patients who will be handling dangerous plants and potions to receive preventative elixirs or protections, as well as general physicals patients who may have been exposed but show no immediate symptoms.

Ward 37: Cliodna Care Unit: For when patients are clearly suffering the affects of a poisoning but for one reason or another, the cause is unknown. They also receive surprisingly frequent examples of food poisoning, and some patients end up here for lack of a better location.

Ward 38: Post-Poison Ward: Where already treated patients stay overnight or for a few days when their injuries seem fully treated, but a stay for observation has been recommended.

Ward 39: Permanently Poisoned Ward: For patients who have been permanently altered by some form of potion or plant encounter and can no longer function on their own.

Fourth Floor: Spell Damage Department

Ward 41: Spell-Based Emergency Unit:  For walk-ins and immediate care or diagnosis before redirection to other spell-based wards.

Ward 42: Dark Magic and Curse Care Unit: Where patients suffering the effects of curses, strong hexes, and other forms of dark spellwork come for recovery.

Ward 43: Transfiguration Removal Ward: For patients who received side effects or results from transfiguration gone awry or transfiguration which does not have a clear counterspell.

Ward 44: Balfour Blane Ward for Miscast Charms: For patients who suffer the effects of incorrectly cast charms or charms which do not have a clear counterspell.

Ward 45: Urquhart Rackharrow Ward for Unusual Cases: For patients whose symptoms are caused by spell-adjacent magic without clear causes due to unclear miscasting, experimental changes, and other unusual effects. This includes patients suffering effects of accidental magic by children whose magic doesn’t necessarily operate cleanly in life with commonly used spells.

Ward 46: Misspelled Precautionary Ward: General physicals for patients who may have come into contact with incorrect spellwork or be suffering long term spell-related effects.

Ward 48: Spell Surveillance Ward:  Where already treated patients stay overnight or for a few days when their injuries seem fully treated, but a stay for observation has been recommended.

Ward 49: Janice Thickey Ward:  For patients who have been so affected by spell damage or results that they can no longer function on their own.

Fifth Floor: Non-medical Areas

Tea Room and Gift Shop: Where hospital visitors can get a quick meal and buy approved goods to gift to patients.

Apothecary and Magical Pharmacy: Where ready-made potions and other treatments can be picked up, as well as commonly used ingredients for healing potions for the wix who prefers to brew their own. Some items require a healer prescription while many are available for anyone to purchase.

Staff Break Rooms: Regardless of floor level or expertise, all healers, mediwix, and other staff use the same break areas on this floor. It allows for co-mingling and has been said to be helpful in clearing the mind from the moment a healer climbs the stairs away from their floor.

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Macropost 4

My practicum experience with Community of Hope and Jobs For Life has provided me with the opportunity to gain meaningful experience and exposure to multiple public competencies along the way. After weeks of editing and revising Jobs For Life (JFL) slide decks to be impactful and effective for our target population, I understand the importance of clear communication, organized planning, and appropriate messaging. My facilitator and I generated multiple iterations of modules 5, 6, 7, 10, and 11 in order to ensure the content was displayed in a way that would translate to the virtual format, and convey the correct lesson meaning. I was continually impressed with how the Jobs For Life curriculum is tailored to include all potential student backgrounds, including those with intermittent work histories and criminal records. Jobs For Life recognizes that individual stories are diverse, and while everyone’s specific needs may be different, JFL can provide general work training that will set them on the path to either receive more specific career training, or to leave the class and seek gainful employment. The importance of job literacy is made clear through this curriculum, and it is through these modules that JFL advocates for the individual, and their ability and right to achieve meaningful employment regardless of their background. Employment is determined by many factors, including how accurate and suitable a submitted resume is, how an individual presents themselves at an interview, and how adept they are at answering sometimes tricky behavioral questions. By addressing each of these stumbling blocks to employment and more, JFL addresses one of the key social determinants of health: economic stability. When students are able to find employment that offers better pay and upward mobility, the financial security this provides has a ripple effect into other areas of their life, most significantly their physical and mental health. With unemployment rates, especially as a result of the coronavirus, at elevated levels, the need for job literacy is more pressing than ever.  

As a final project for Community of Hope, our practicum group planned to host a virtual job fair to complement our work with the online curriculum creation. We connected with local businesses, asking for their participation in our virtual event, which we planned to host on the Zoom platform. We created detailed instructions for both participating businesses and registered attendees, as well as an online form for potential attendees to complete while registering. We used this form to gather data for how effective our online marketing was for the event, and to guide future efforts when other virtual fairs are hosted. Unfortunately, our registration was too low to move forward with the event, though the connections we made with businesses will still be of benefit for Community of Hope in the future. Marketing should be expanded when the next virtual fair is held, and participating businesses should use their networks to promote the event as well. The virtual job fair was a growth point for our practicum group, as we learned which methods worked for garnering business participation, and where more effort should be placed next time in terms of marketing and promotion. However, even during this challenge, our practicum group worked well together responding to the changing expectations, shifting from planning an event to notifying participating businesses of the cancellation. Throughout the entire process, our group maintained open communication and effectively delegated tasks to ensure equal responsibilities and efficient workflow. One of the greatest strengths of our group was our ability to communicate within a virtual context, and quickly respond to changing work demands.

Throughout the semester I have been reminded of the importance of our work, and the impact it can have on individuals and communities. Public health has always inspired me by its focus on preventative strategies, and Jobs For Life has taken that same approach. By providing skills and strategies to seek meaningful employment, JFL helps individuals avoid the negative impacts of low income and unemployment. Being unemployed is often viewed by society as a result of laziness, or a fault of the individual, when in fact securing a stable job does not come without hurdles. Having an incomplete work history, or a criminal record, can make it almost impossible to find employment, even for those seeking. Rural areas have less opportunities available, and in many cases what openings there are do not offer adequate pay or needed benefits. There are also less vocational and job training opportunities in rural areas, making it difficult for individuals with low job literacy to make the necessary changes to their behaviors or resume that would be essential to receive more meaningful work. Through the creation of a virtual JFL curriculum, more individuals will have the opportunity to receive the skills and strategies to overcome unemployment and underemployment. Future needs to address will be organizing community host organizations to market and broadcast this remote curriculum in other areas that do not currently offer JFL curriculum, especially in rural areas. Partnerships with community churches would be one potential avenue, as our work with Jobs For Life through a faith-based organization was key to facilitating community connections. Other options could be local health departments or community centers, if available. Regardless, the need to involve the community in rural areas, including local businesses, will be critical to the successful implementation of Job’s For Life’s mission and a necessary step to reaching the most individuals possible.

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Gaining a Competitive Edge in the Museum Field

Learn how the online MA in Museum Studies at CUNY SPS can help you get ahead on your own terms in our latest #NYFAPartner spotlight.

As a result of the COVID-19 pandemic, the United States has collectively pivoted towards online platforms to conduct business and stay connected and informed. Prior to the crisis, however, there was a growing trend in online education as a way for individuals to gain new knowledge and a competitive edge in a diverse range of industries while balancing other life priorities. We recently spoke with three current students in the online Master of Arts in Museum Studies program at the CUNY School of Professional Studies to learn how they are building community through a first-class education, and how the program is setting them up for success in the museum field after graduation. We also gained insights from Jenna Coplin, Program Manager of the Museum Studies program.

Before museum administrator Jinelle Thompson started the MA in Museum Studies degree program in 2019, she had concerns about whether an online program would enable her to make connections with students, faculty, and practitioners in the field. She’s since found that the “discussions in this program are rich, and my colleagues are often providing insightful and compelling responses to each topic we learn.” The MA in Museum Studies program, which was developed in collaboration with the New-York Historical Society (N-YHS), offers practical assignments that introduce students to specific roles within museum settings and provide a strong foundation for a museum career. Thompson also noted that learning from professors and guest lecturers who work in museums provides both a current look at what’s happening in the field and gives insights into their unique career trajectories. Thompson, who wants to pursue museum work in public programs, education, and community outreach/engagement with an interest in amplifying artists from the Caribbean diaspora, recommends the program for its flexibility and its comprehensiveness: “It’s definitely still a lot of work, but the flexibility that I have and being able to still work is the best part of it for me. Through each class, I am learning the best practices and the ins and outs of museum education, finance, development, and curation and how these departments work alone and together."

Second-term student Rachel Pitkin, who already holds one master’s degree, has found that she interacts “just as much if not more with my classmates—intellectually speaking, at least” than in the smaller, seminar-style classes she was accustomed to from her past in-person educational experience. “Because our interactions revolve around very pointed questions related to the course, our engagements are very specific and thought-provoking,” she added. Like Thompson, she’s also benefited from the N-YHS partnership: “Our professors are incredibly knowledgeable and invested in the program, and it shows through their course design and online interactions with us.” Pitkin applied to the Museum Studies program with the goal of contributing to LGBTQ-oriented institutions, and has been able to design her individual projects around this focus. A current exhibition project at the LGBT National History Archives, where she has researched and volunteered regularly, underscores how the program is helping to support her previously-established professional work as an educator and historian.

Museum administrator John Sapida, who also started the program in 2019, set out with the goal of becoming a more well-rounded museum professional who can help shape the direction of in-person, blended, and online learning for museums. “Museums are changing with the times, and we need to find opportunities to help scaffold museums along the right path,” he said. Sapida finds the program helps him balance work, life, school, and hobbies, and pushes him to do his best. “Weekly discussions with other students, professionals, and instructors are often the highlight of the courses. As we share our knowledge and experiences with each other, I am finding that my peers in the program play a huge part in pushing my own limits and exercising my own creative and critical thinking about the topics we are covering.”

Those not in New York City still form connections through clear and consistent communication in the online learning environment, said Jenna Coplin. “Students can contact faculty to directly schedule meetings during their weekly office hours. Meetings can be one-on-one or in groups and may be conducted remotely using video chat, for example.” Three of five required courses have a practicum component that is designed to engage students in the experience of doing museum work; students participating remotely can view the events via livestream from anywhere they have internet access. The video recordings from each practicum session are archived for those who are unable to attend, and courses build on materials from the practicum throughout the semester. Courses include curation, technology, and education as well as administration and finance—all geared towards providing students with a broad background on the practical application of museum work and operations. “Students emerging from the program will be prepared to work in a variety of museum-related fields with an eye to the concern for diversity and inclusiveness, something often overlooked in current museum practice,” said Coplin.

Coplin reinforced that almost all current students work, many full-time and with family or other responsibilities. Pitkin expressed confidence in being prepared for what lies ahead: “Because of its rigor, and the ability of most students to multi-manage the demands of the program with the demands of their work, I feel strongly that students in the CUNY SPS program will already have an edge in being able to handle the wide-ranging job demands that museum professionals are expected to be ready for in today's field. Diversifying the museum field means finding mechanisms to allow a diverse array of people to access preparatory programs, and this program is doing that. ”

Interested in learning more about CUNY’s Master of Arts in Museum Studies program? Register to attend this May 12 online information session. Explore the program’s curriculum, and apply for the Fall 2020 semester by Monday, May 18, 2020. 

-Amy Aronoff, Senior Communications Officer

This post is part of a regular blog series highlighting #NYFAPartner sponsor organizations, and the third in our “Get Into Grad School” series on NYFA Current. Follow NYFA on Twitter, Facebook, LinkedIn, and Instagram to see the latest news about each #NYFAPartner. Sign up for NYFA’s bi-weekly newsletter, NYFA News, to receive announcements about future NYFA events and programs.

Images: Courtesy of CUNY SPS and New-York Historical Society

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Community Outreach Giveaway Bags and 45 Pages

Thursday Aug 31, 2023 10am - 3pm.

Photo : The Austin History Center keeps biographical files on specific individuals. Here is Ramey Ko's oral history transcript and resume.

Today, my work was broken into two duties : continued work on the summaries for bio files and preparing community outreach gift bags.

Yesterday I came across a transcript for a 2 hour interview and I noticed the transcript was only four pages front and back. This seem a bit light to me. Today I am looking at Ramey Ko's 80-minute interview in about 45 page transcript. This feels about right though there was something interesting about Ko's file - there are TWO transcripts from two different interviews, though only one has the tape number. I made a note for my supervisor.

Photo caption: To prepare for the September 10th event, 100 giveaway bags were assembled with literature from the Austin History Center, a hand fan, a fridge magnet, and a reusable straw (not shown). It took close to 2 hours to put together the giveaways.

The Austin History Center’s Asian American Community Archivist Program actively collects archival materials from the communities through outreach efforts and programming. Often at public events such as festivals, the staff provide an entertainment value - usually children-related programming to draw people in.

In most cases, a gift bag with literature is given out. Too often, the public is unaware of the Austin History Center and the services provided, so outreach is an essential tool.

This Sunday, September 10th will be Oita Japan Festival held here in Austin. My supervisor Aikido Kodama, will be staffing the table to make connections and encourage material donation for the archive. I spent nearly two hours assembling a gift bag / giveaway ba - postcards, a hand fan, magnets, and information about the history center.. While the event is already at capacity, I will be helping out at another event in October.

Total Practicum Hours left ; 110 hours

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Everything You Need To Know About Becoming an Orthodontic Assistant

Dental assisting as a career is very successful in the health sector with a very great outlook. Keep reading the detailed guide and discover all you need to learn and address the issue' How to become an orthodontic assistant?'" Dental assistants are indeed a fundamental part of the dental organization that supports all dentists and administrative staff by delivering several services to customers.

The regular responsibilities of the dental assistant are:

Scheduling consultations

Explaining treatments to patients

Taking X-rays

Sterilizing equipment

Assisting orthodontics with medical procedures

Ordering dental materials

Preparing device trays

Handling and managing instruments

Maintaining medical background and treatment information

Orthodontic assistants have to have excellent communication skills when they deal with clients and dental staff regularly. They also need to clarify the dental procedure in plain language to the customers to make them feel relaxed since there are a significant number of people who are scared of dentists. 

Writing is yet another mastery that dental assistants should have. They book appointments, track medical background and medication histories, and also respond to emails, so great writing skills are essential for a promising career in dental assistance.

Last but not least, orthodontic assistants require strong organizational and management skills. Part of their job is to test stocks and, if necessary, order new ones. They plan and schedule consultations and appointments for dentists. The absence of organizational skills could result in a scarcity of supplies and mistakenly planned double dates.

Dental assistants serve mainly full time in the dental office. They may also work in the evenings as most of their employed patients request for consultations in the evenings.

The average annual income of an orthodontic assistant is $38,660.

Step 1: High School Preparation

Like many other medical professionals pursuing dental assistants, biology and chemistry courses must be taken in high school. This will help them to understand the basic anatomy and roles of the human body. They would also be encouraged to prepare for the research of the course while they participate in a training course.

As stated before, orthodontic assistants deal with people, either peers or patients every day, and focusing on interpersonal skills right from high school is a wise idea. Courses such as politics, rhetoric, and debate can assist with this. Students will also be encouraged to refine their writing skills by attending several English courses.

Almost all of the time, orthodontic assistants also have administrative tasks. They talk to manufacturers and plan patient consultations. Having a decent understanding of business management would undoubtedly help them.

Step 2: Get Dental Assisting Training

Dental Assistant Certificate Program 3 months – 1 year

Dental Assistant Diploma Programs are 30 to 40 semester credit hours programs that can be finished online or from universities. The requirements for admission are a high school diploma or something like a GED.

Curriculum

Human Biology

General Psychology I

Public Speaking

Chairside Dental Assisting

Infection Control in Dentistry Credits

Dental Radiography

Oral Health Promotion

Dental Practice Management

Dental Assistant Clinical Practicum

Dental Materials

Administrative Procedures for the Dental Assistant

Dental Infection Control

Oral Anatomy and Pathophysiology

Professional Skills for the Workplace

First Aid and CPR

The cost of a Dental assistant diploma course is between $6,250 and $18,000

Dental Assistant Associate's Degree program two years

Dental Assistant Associate Degree Programs are 60 to 70 semester credit hours programs that can be finished on campus. The requirements for admission are a high school diploma or something like a GED.

General Education Requirements (25 credits)

Human Anatomy & Physiology I

Human Anatomy & Physiology II

Principles of Communication

College Composition

Self-Integration and Computer Literacy

Career Orientation

Essentials for Success

Introduction to Psychology

College Mathematics

Culture and Diversity

Computer Applications

Core Courses (30 credits)

Dental Anatomy

Introduction to Dental Assisting

Dental Fundamentals

Clinical Science

Dental Chair

Dental Materials

Dental Materials LAB

Community Health

Dental Chairside Assisting

Dental Radiology

Dental Radiology LAB

Clinical Dental Procedures

Clinical Dental Procedures LAB

Dental Practice Management

Clinical Rotation I

Seminar I

Clinical Rotation II

Seminar II

Medical Terminology

Elective Courses (15 credits)

Healthcare Leadership

Healthful Living

Women's Health Issues

Computer Usage and Applications

Survey of Computer Information Systems

Introductory Nutrition

Business Communication

Office Ethics and Culture

Lifetime Fitness

Step 3: Get Licensed

Dental assistants have to be licensed to conduct all the job responsibilities appointed by an orthodontic in several states,

While the demands differ from state to state, the most important are: completion of a certified post-secondary education curriculum and successful execution of a practical or written test.

Step 4: Get a Certification

Certifications of the National Dental Assisting Board are acknowledged and mandated by 38 States. There are five areas in which you can get qualified and trained.  

  (NELDA™) National Entry Level Dental Assistant

  (COA®) Certified Orthodontic Assistant

  (CDA®) Certified Dental Assistant™

  (CRFDA®) Certified Restorative Functions Dental Assistant

  (CPFDA®) Certified Preventive Functions Dental Assistant