Introduction and Rationale. The University of Wisconsin-Superior maintains an educational partnership with the Wisconsin Technical College System to provide opportunities for students to enter bachelor’s degree programs. In the interest of fostering cooperation between our institutions, and to better serve the transfer of students from the Wisconsin Technical College System to the University of Wisconsin-Superior, the faculty and administration of our institutions have established this articulation agreement. Child life specialists are skilled professionals who have earned a minimum bachelor’s or master’s degree, with an educational emphasis on human growth and development, education, psychology, or a related field of study. This agreement specifies the transfer of credit from the WTCS Early Childhood Education AAS degree program to the UW-S Child Life program in recognition that the WTCS program prepares students for admission to this program. The underlying assumption for this agreement is that the technical college provides a foundation of coursework and UW-S provides the upper-level courses required within the Child Life program. WTCS students who successfully complete the Early Childhood Education AAS degree program and wishing to transfer to the UW-S will be awarded the following credits toward the Child Life program: WTCS Program UW-Superior Program course # course title cr course # course title cr. granted Program Courses 00-000-000 ECE: Children with Differing Abilities 3 ECED 353 Exceptional Needs of Young Children 3 00-000-000 00-000-000 ECE: Art, Music & Language Arts and ECE: Practicum 4 3 3 ECED 355 Early Childhood Methods I 3 00-000-000 00-000-000 ECE: Math, Science & Social Studies and ECE: Practicum 2 3 3 ECED 357 Early Childhood Methods II 3 00-000-000 ECE: Family & Community Relationships 3 ECED 479 Family and Culture 3 00-000-000 ECE: Administering Early Childhood Program 3 ECED 486 Administration of Child Development Programs 3 *See Child Life Description addendum listing requirements Requirements: 42 total credits are required to complete the UW-S Child Life program - 15 credits from the WTCS Early Childhood Education AAS degree program directly transfer in as listed above. Students from the WTCS Early Childhood Education AAS degree program must have completed the program with a cumulative grade point average of at least 2.5/4.0 for consideration for transfer under the terms of this document. Elective courses taken at WTCS which are not listed in this agreement ...
Introduction and Rationale. The University of Wisconsin-Superior maintains an educational partnership with Mid-State Technical College (MSTC) to provide opportunities for students to enter bachelor’s degree completion programs. In the interest of fostering cooperation between our institution, and to better serve the transfer of students from Mid-State Technical College to the University of Wisconsin-Superior, the faculty and administration of our institutions have established this articulation agreement. This agreement specifies the transfer of credit from the MSTC Associate in Applied Science (AAS) to the named above to the UW-S Bachelor’s Degree named above in recognition that the MSTC program prepares students for the admission to this bachelor’s degree program. The underlying assumption for this agreement is that MSTC provides a foundation of coursework and the University provides the upper-level course required within the bachelor’s degree program. MSTC students who successfully complete the MSTC Associate degree named above and wishing to transfer to the University of Wisconsin-Superior will be awarded the following credits toward a Bachelor of Science in Exercise Degree. MSTC Program UW-Superior Program Course # Course title Credits Course # Course Title Cr. granted 00-000-000 English Composition I 3 WRIT 102 College Writing 3 00-000-000 Intro to Sociology 3 SOCI 101 Intro to Sociology 3 00-000-000 Intro to Ethics: Theory and Application 3 PHIL 221 Contemporary Moral Problems 3 00-000-000 Intro to Psychology 3 PSYC 101 Intro to Psychology 3 00-000-000 Speech 3 COMM 110 Intro to Communication 3 HHP 110 Intro to HHP Majors 1 HHP100-200 Activity Courses HLTH 158 Responding to Emergencies 2 HLTH 160 Intro to Health Science & Terminology 2 HHP 182 Weight Training 1 HHP 203 Group Fitness 1 00-000-000 General Anatomy & Physiology 4 HLTH 264 Human Structure and Function I 3 HLTH 265 Human Structure and Function II * HHP 282 Introduction to Physical Assessment * HHP 312 Aquatic Safety * HHP 332 Motor Learning * HHP 337 Practicum in HHP 102 Lab * HHP 340 Organization & Administration of HP, Health & Athletics * HHP 362 Kinesiology * 00-000-000 Nutrition for Health Living 3 HHP 363 Principles of Nutrition 3 00-000-000 Health Coaching for the Wellness Professional 3 HHP 403 Health Coach 3 HHP 497 Senior Capstone Exp * Electives 00-000-000 Heathy Aging 3 HLTH 289 HLTH Elective 3 00-000-000 Behavior Change for Wellness 3 HLTH 289 HLTH Elective 3 00-000-000 Mental Wellness & Stress Managemen...
Introduction and Rationale. With this Agreement the University of Wisconsin Oshkosh establishes an educational partnership with Minneapolis Community and Technical College to provide opportunities for students to enter bachelor’s degree completion programs. This Agreement specifies the transfer of credit from the Associate Degrees named above to the Bachelor of Science Degree in Human Services at UW Oshkosh, in recognition that these programs prepare students for admission to this bachelor’s degree program. The underlying assumption for this Agreement is that the technical college provides a foundation of occupational courses and the University provides the upper-level courses required within the Human Services program.
Introduction and Rationale. Public health surveillance is defined by the Centers for Disease Control as “the ongoing systematic collection, analysis, and interpretation of health-related data essential to the planning, implementation, and evaluation of Public Health practice, closely integrated with the timely dissemination of these data to those who need to know. The final link in the surveillance chain is the application of those data to prevention and control” [17]. Collection methods of public health surveillance data continue to evolve [2] with the “technology” of the times with an ever-increasing dependence on electronic data capture, transfer, storage, analysis, dissemination, and representation (e.g., visualization). The relatively young interdisciplinary field of public health informatics continues to play an essential role in bridging the information gap between the surveilled and those looking to investigate, evaluate, monitor, and impart public health interventions[2,6,7,15]. When describing the application of public health informatics (by informaticians) in the field of surveillance, Krishnamurthy and St. Louis state that “Informaticians use disciplines such as information science, computer science, communications theory, psychology, neuroscience, and systems engineering to understand and address the information requirements of an organization” [7]. The Collaborative Requirements Development Methodology (CRDM) [11], developed by the Public Health Informatics Institute (PHII), is a commonly utilized informatics methodology applied in the field of public health informatics in recent decades. The CRDM methodology relies heavily on a classic operational or systems engineering approach whereby subject matter experts and/or participants within a business process are engaged in a detailed workflow or task flow analysis. This approach begins by first considering the general context of the business (or public health operation). Next, the current state of how the work is being done is elicited from stakeholders and documented in a series of task flow diagrams that illustrate the primary tasks and decision points performed when completing a specific task. Once agreement is reached on the current state, a second phase of the methodology calls for a critical evaluation of the current state to identify inefficiencies or opportunities to improve the current state workflows resulting in a new enhanced future state. The final phase of the CRDM is to translate the future state workflows i...
Introduction and Rationale. In accordance with the University of Wisconsin System guidelines for articulation agreements between UW System Institutions and WTCS (Wisconsin Technical College System) Districts, this Agreement will allow required coursework taken in the Paralegal program at NWTC to transfer and satisfy requirements within the Bachelor of Arts Degree, Democracy and Justice Studies major at UW-Green Bay. The purpose of this Agreement is to provide a seamless transfer process for students from NWTC who desire further education to enter UW-Green Bay. Conditions: The terms of this Articulation Agreement apply only to NWTC students who successfully complete the Paralegal program, meet the admission requirements for UW-Green Bay, and have a Declaration of Major e- form approved for the Democracy and Justice Studies major. Students who change their major at UW-Green Bay to something other than Democracy and Justice Studies major will be subject to having the Block Equivalency transfer credits removed from their record. Students completing the NWTC degree on or after May 2018 qualify for the terms described in this agreement. Students are required to successfully complete all UW-Green Bay degree requirements to earn a UW-Green Bay degree. Articulated Courses: Students who successfully complete the Paralegal program at NWTC and meet the admission requirements of UW-Green Bay will transfer 65 credits towards the Bachelor of Arts Degree, Democracy and Justice Major. Courses will be assigned by course-to-course and block equivalency as listed in the tables below. Course-to-Course Equivalencies Number Title Cr Number Title Cr 801-136 English Composition 1 3 WF 100 First Year Writing 3 801-196 Oral/Interpersonal Comm 3 COMM 166 Fund. Of Interpersonal Comm. 3 809-166 Intro to Ethics: Theory & App 3 PHILOS 102 Contemporary Ethical Issues 3 804-134 Mathematical Reasoning 3 MATH 100 Math Appreciation 3 809-198 Intro to Psychology 3 PSYCH 102 Intro Psychology 3 809-172 Intro to Diversity Studies 3 HUM STUD 213 Ethnic Diversity Human Values 3 Total Course to Course Equivalency Credits: 18 Block Equivalency Number Title Cr Number Title Cr 890-101 College 101 1 110-101 Paralegal Intro/Legal Ethics 3 110-174 Law Office Administration 3 101-106 Accounting Principles 3 105-101 Career Planning 1 110-104 Legal Research 3 110-175 Legal Computer Applications 3 110-168 Criminal Law and Procedures 3 110-114 Estates and Probate 3 105-103 110-102 Career Preparation Civil Litigation 13 DJS Lower Level El...
Introduction and Rationale. In accordance with the University of Wisconsin System guidelines for articulation agreements between UW System Institutions and WTCS (Wisconsin Technical College System) Districts, this Agreement will allow required coursework taken in the Environmental Engineering Technology program at NWTC to transfer and satisfy requirements within the Bachelor of Science Degree, Environmental Engineering Technology major at UW-Green Bay. The purpose of this Agreement is to provide a seamless transfer process for students from NWTC who desire further education to enter UW-Green Bay. Students completing the Associate Degree will meet the desired learning outcomes for some of the fundamental and supporting courses in the Environmental Engineering Technology major.
Introduction and Rationale. The United Nations Children’s Fund (UNICEF) has called malnutrition “the silent emergency” because of its persistent attack on humankind, the millions of lives it has taken and the little attention it has garnered from the public.[3] In India, child malnutrition underlies an estimated 50 percent of all deaths. Furthermore, approximately one in three women aged 15-19 years has a body mass index (BMI) below 18.5 kg/m2, indicating severe nutritional deficiency and undernutrition. [2, 3] In Bihar, India, one of the regions poorest states, these numbers are even further exasperated where 28 percent of babies are low birth weight and one in two women have a BMI below 18.5 kg/m2.[2] In recent decades, maternal mortality rates have seen no decline, and infant mortality rates have seen little improvement, indicating a new strategy for improving child and maternal nutrition is needed. [4] Improving maternal nutrition while a woman is pregnancy and nursing may improve pregnancy outcomes and reduce infant and maternal mortality rates. Understanding current maternal nutrition practices and perceptions is key to improving maternal nutrition and thereby reducing infant and maternal mortality rates. Malnutrition in India In India child malnutrition rates are even more staggering considering that nearly one- third of the country’s population is under five. Consequently, India has one of the highest rates of child malnutrition in the world. [5] While India has made huge investments in combating child undernutrition and child mortality, with the Integrated Child Development Services (ICDS) program establishment in 1975, for example, in recent years little improvement has been seen.[6] Arguably, one opportunity in improving child mortality and child undernutrition lies in improving the nutritional status of pregnant and nursing women. Women are the principal providers of nourishment to their children, but this bond is created even before the child is born. [3] The nutritional status of mothers during pregnancy influences her child’s health both beneficially and adversely. Recent research has highlighted the association between undernutrition in pregnancy with maternal, fetal and infant morbidity and mortality. [7] This research indicates a link between malnutrition in early life, including the period of fetal growth, and the development later in life of chronic conditions like coronary heart disease, diabetes and high blood pressure, giving the countries in which malnutrit...
Introduction and Rationale. This policy has been written to: Set out the key principles expected of all members of the school community at St Joseph’s Primary School with respect to the use of ICT-based technologies. Safeguard and protect the children and staff of St Joseph’s Primary School Assist school staff working with children to work safely and responsibly with the Internet and other communication technologies and to monitor their own standards and practice. Set clear expectations of behaviour and/or codes of practice relevant to responsible use of the Internet for educational, personal or recreational use. Have clear structures to deal with online abuse such as cyberbullying which are cross referenced with other school policies. Ensure that all members of the school community are aware that unlawful or unsafe behaviour is unacceptable and that, where appropriate, disciplinary or legal action will be taken. Help parents understand how they can help their child stay safe on line. This policy makes reference to and links to other documents, such as St Joseph’s School’s Anti-bullying policy Child Protection and SafeGuarding policy Twitter policy Acceptable Use Agreements Photograph/Video Policy At St Joseph’s Primary School, we wish to make use of ICT hardware and software to enhance children’s learning opportunities and understanding. We seek to use such devices to share information, communicate and connect electronically to the wider world in a safe, controlled manner. Staff will make use of systems such as e mail and online calendars to assist in the smooth day to day running of the school. We wish to allow children to use ICT safely and responsibly and educate them in the benefits and potential dangers of ICT. We do not wish to create a ‘lock down system’ but rather a ‘managed’ system whereby children know how and why it is important to protect themselves online. For the purpose of this document, e-safety may be described as the school’s ability: to protect and educate pupils and staff in their use of technology to have the appropriate mechanisms to intervene and support any incident where appropriate. The breadth of issues classified within e-safety is considerable, but can be categorised into three areas of risk: content: being exposed to illegal, inappropriate or harmful material contact: being subjected to harmful online interaction with other users conduct: personal online behaviour that increases the likelihood of, or causes, harm. This ...
Introduction and Rationale. Stunting is the most common form of malnutrition and has far reaching consequences, affecting individuals, families, societies and the nation (Xxxxxxxxxxx & Xxxxxxxx, 2014). Known to occur within the first 1,000 days of life and almost impossible to reverse after 24 months, childhood stunting is associated with impaired cognitive development, poor school performance, reduced lifetime earnings and the perpetuation of the intergenerational cycle of poverty and stunting (stunted women are more likely to have stunted children). Globally WHO estimates that there are over 160 stunted children (Xxxxxx et al., 2008; Xxxxxx et al., 2013; Xxxxxxx, Xxxxxx, & Xxxxx, 2016). Stunting is caused by a combination of factors, including sub-optimal feeding practices, sanitation related diseases, especially Environmental Enteric Dysfunction (EED) and maternal issues (women’s socio-economic status) (Xxxxxxxxxxx & Xxxxxxxx, 2014). Poor feeding practices and diarrhea have been associated with stunting (Xxxx, Xxx, & Xxxxxx, 2016) and recent research suggests that up to 40% of all stunting may be caused by EED, a sub-clinical condition caused by repeated infection and suspected to result from children eating soil and mouthing objects that may be contaminated with animal feces. (Xxxxx & Xxxxxx, 2011; Xxxxxxxx et al., 2015; Xxxx, 2000). EED alters the architecture of the small intestines, causing leakage into the blood stream and preventing the gut from absorbing nutrients (Xxxxx & Xxxxxxxx, 2016; Xxxxx et al., 2016; Xxxxxxxx & Xxxxx, 2016). As primary caregivers, women’s ability to adequately provide feeding and care to children is impacted by their socio-economic status and gender norms that influence household decision making, including intrahousehold food distribution (Xxxxxxxxxx et al., 2015; FAO, n.d.; IFPRI, 2013). These in turn, influence women and children’ health and nutrition outcomes. Despite this knowledge, current interventions have largely focused on improving feeding practices and at best have combined this with interventions to address EED or improve women’s empowerment. (Xxxxxx, Xxxxx, Xxxxx, & Xxxxxxx, 2018). Very few strategies or plans have addressed all these underlying causes of stunting together, explaining to some extent why current practices are unlikely to achieve the World Health Assembly (WHA) goal to reduce the number of stunted children to 100 million by 2025 (WHO, 2014).
Introduction and Rationale. On 30 December 2019, a novel enveloped RNA betacoronavirus was detected from a patient with pneumonia of unknown etiology in Wuhan, the capital city of Hubei province. The pathogen was named the severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2). 1,2 Since beginning of 2020, SARS-CoV-2 spread rapidly throughout China and the rest of the world, the first detected case in the Netherlands on 27 February 2020. In the United States, there have been over 156,000 cases as of 30 March 2019. From a cohort of patients with SARS-CoV-2 admitted to hospitals in the Wuhan region, (n=1099), a mortality rate of 1.4% was observed, with an ICU admission rate of 5% and 2.3% undergoing invasive mechanical ventilation.2 The estimated basic reproduction number (R0) of SARS-CoV-2 is ~2.2-2.7 and, on average, each infected person spreads the infection to an additional two persons. SARS-CoV-2 is being transmitted via droplets and fomites during close unprotected contact between an infector and infectee.1 According to WHO, as of 20 February 2020, 75,465 laboratory-confirmed SARS-CoV- 2 cases were established. Health-care workers face an elevated risk of exposure to- and infection of- SARS-CoV-2, although in China, surprisingly, infection of health care workers could mostly be traced back to in-household transmission.3 Of these 75,465 laboratory-confirmed cases, 2,055 (2.7%) were reported among health care workers from 476 hospitals across China. The majority of cases (77.8%) were found in the working age (30–69 years).1 In Wuhan, the hospital admission of SARS-CoV-2 infected patients substantially outweighed the number of physicians, leading to unsafe care and in-hospital transmission.4 Consequently, in the district of Wuhan 40,000 health care workers have been deployed from other areas of China to support the response in Wuhan. Subsequently, a SARS-CoV-2 pandemic reflects a serious threat to hospital personnel capacity, as the number of SARS-CoV-2 infected patients that require hospital care may well exceed the capacity of hospital personnel. It is imperative to ensure the safety, health and fitness of existing hospital personnel in order to safeguard continuous patient care. Strategies to improve the clinical course of SARS-CoV-2 infection are therefore desperately needed. To date, treatment for SARS- CoV-2 has been supportive, and no curative or protective treatments have been identified yet. Bacillus Xxxxxxxx-Xxxxxx (BCG) was developed as a vaccine against tuberculosi...
