text:
Evergreen Elm
Residential Homes
Supportive Living
Mobile Med
Horticulture Program
Richard Appleby – Knitting by ...
Richard Appleby – Knitting by Heart.
July 16, 2015 Josh Curcio Stories
Should you stop by 8 Elm Street in Bradford and hear Black Sabbath playing in one part of the house and The Hoppers in another, the strange fusion of heavy metal and southern gospel
music can mean only one thing: Richard Appleby is knitting.
Rich and 10 other men live in this handsome, century-old brick house at the top of the hill near South Avenue, one of Evergreen Elm's three Supportive Living group homes. "A lot of dynamics in here," says staff member Rod Woodhouse, being diplomatic. Those dynamics include wildly different musical tastes — Rich's run toward the religious.
So when things in the house get too loud, or too hectic, Rich retreats to his second-floor room, locks the door behind him and puts on some music that really gets his fingers moving. "This is where it all happens," he jokingly says while showing his room to a visitor. And when knitting is happening, the other guys know to stay out.
Rich settles into his well-worn knitting chair. Like his fellow knitter Rosey Grier, the old-time professional football player, Rich is a big guy, standing 6'4. He's 50, cheerful and soft-spoken, with low-cut salt and pepper hair and a goatee. He's dressed up a bit in a blue dress shirt, gray slacks and an argyle vest.
The somewhat cluttered room has only a limited view of the outside — of the house next door and a sliver of the street — but it does offer everything Rich needs to knit: his chair, his
supplies and a TV he tunes to the gospel music channel. Stephen King's "Under the Dome" sits on the bed. It seems apt. Under a dome, or in a zone, or in a bubble, is exactly how Rich knits. "I pretend like I'm the only one here. Don't disturb me!" he says. Rod says he has seen Rich knit while watching amovie; Rich surprises Rod by revealing that he also sometimes
knits in the dark.
Rich unfurls a finished four-footlong purple and pink accessory scarf that's lacy and delicate and beautiful. It's a gift for Rod's wife. "I had no idea what I was doing when I started it," he says. A friend had brought what Rich calls "rockababy" fabric. It didn't go well at first. The fabric was thin and fell off, so he switched to a bamboo needle. A week later, it was perfect.
Now he's working on a purple and gold baby blanket, and a red and black checkerboard piece that might not be wide enough for a baby. Rich says he'll probably just add a border
to make it so. Rod's two-year-old grandson will be getting a very cool camo blanket.
Rich sometimes follows a pattern, but usually he just wings it. He hunts for whatever yarn looks good at the dollar stores around town, then makes the best of what he has.
Life's been like that for Rich. He went through a tough childhood and has had some rough patches as an adult, including mental health challenges. He came to Evergreen Elm in March 2009 and has spent most of those four years with Rod at 8 Elm. "We've become friends," says Rod.
A medication reminder sheet hangs on the wall. Evergreen Elm's Mobile Medication program worked well for Rich. After being in the program for a time, he now keeps track of his meds himself. Knitting also helps Rich manage. A lot of people find that the pastime is relaxing, and he says that's true for him as well. But for Rich, it's not all about helping himself. It's also about helping others.
His "chemo caps" end up on patients undergoing treatment for cancer. He shows off a couple. One is burgundy and gold with straight road bars, the other red, white and blue with jagged, narrow stripes.
Baby blankets go to BRMC's Healthy Beginnings Plus. Socks, like the hot pink ones he lays out, and gloves are headed for the Salvation Army. Tiny caps and booties make their way to the nursery at the hospital. "It's nice to know that they're wanted and will be put to good use," he says.
When asked where his generous nature comes from, the answer is immediate: his grandmother. She brought Rich up in Eldred, raising him in the church. His faith has been steadfast. A portrait of Jesus hangs above a fancy clock in his room, and crosses adorn two of the other walls. Rich sings in the choir at St. Bernard's.
When Rich was 11, his grandmother taught him how to knit. The first thing he tried was a black scarf. He zig-zags his hand, smiling, while demonstrating how ragged his first attempt at knitting turned out. His grandmother passed away when he was 17. "Sometimes when I'm knitting I get sad, but I know she's in
my room with me," he says.
It might sound like Rich hides out in his room to shield himself from the world, but that's far from the truth. When the door is unlocked again, he opens himself up to the rest of the house, and the community, with gusto.
When there's an issue with one of Rich's housemates, Rod or another staff member often asks him to step in. Rich's status as the second-oldest resident works wonders. "I take the
young guys under my wing," he says. Soon, they're coming to him for help. Rich even taught housemate James how to knit. James is lefthanded, so it was a little morechallenging, and at first he was selfconscious. He didn't exactly turn into a devoted knitter, but he does pick it up from time to time.
Away from home, Rich is the former secretary and current vice president of The Guidance Center's STEPS Drop-in-Center, a program that offers social and recreational activities to people who receive mental health services. He takes notes and runs the meetings when the president can't attend, among other duties. Recently, he's been organizing a mental health advocacy group with some of his peers at Dickinson Mental Health Center.
"I like being busy," he says. And he is. Rich cooks. He does all sorts of arts and crafts. He decorates 8 Elm for practically every holiday. Just before the Fourth, the columns on the home's spacious front porch were festooned with Rich's red, white and blue creations.
It seems like the only things he can't do are sing the Latin verses in church — and go camping. He shakes his head at the idea of camping out. "I tried it. I just can't do it. I need locks. I need four walls," he says.
But wouldn't he enjoy knitting in the woods?
Rich puts on that sneaky little smile of his.
Josh CurcioRichard Appleby – Knitting by Heart. 07.16.2015
Evergreen Elm, Inc.
Bradford, PA 16701
Our services and employment are provided in a nondiscriminatory manner, without regard to race, sex, color, national origin, ancestry, religious creed, disability and age.
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Ian Hudghton (Greens/EFA) ‒ I congratulate my colleague Mr Maragall on this report. I am however disappointed that his amendment supporting the languages used in each country's education system did not pass. Education in Europe is provided through mediums which go well beyond the EU's official languages and this reality should be recognised within Erasmus. It is ironic that on a day this House voted to promote an 'EU aspect' in education systems, it voted to deny the rights of speakers of Scots, Gaelic, Welsh and Catalan.


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text:
Jake Mark Johnson Weinberger (* 28. Mai 1978 in Evanston, Illinois) ist ein US-amerikanischer Schauspieler, der durch die Sitcom New Girl bekannt wurde.

Karriere
Zwischen 2006 und 2010 spielte Johnson in mehreren Film- und Fernsehrollen mit. Unter anderem bei Lass es, Larry!, Lie to Me oder FlashForward. Im Jahr 2011 war er in der romantischen Komödie Freundschaft Plus neben Natalie Portman und Ashton Kutcher zu sehen. Zwischen 2011 und 2018 spielte er eine der Hauptrollen in der Fox-Comedyserie New Girl, die eine von acht Preisträgern in der Kategorie aufregendste neue Serie bei den Critics' Choice Television Awards war, gewählt von Journalisten, die die Pilotfolge gesehen hatten. 2019 spielt er neben Cobie Smulders in der ABC-Serie Stumptown eine Hauptrolle, die Serie wurde jedoch aufgrund der COVID-19-Pandemie trotz schon ergangener Verlängerung nach einer Staffel eingestellt. 2022 übernahm er die Hauptrolle als Verleger von pornografischen Magazinen in den 1970er Jahren in der Comedy-Serie Minx, bei der er auch als einer der ausführenden Produzent agiert. Für 2023 ist seine Regiedebüt Self Reliance angekündigt.

Privates Leben
Johnson wurde in Evanston, Illinois, einem nördlichen Vorort von Chicago, geboren. Johnson mag Basketball und Tennis, er ist sowohl ein Mitglied der Sunday Men's Basketball League als auch der Interstate 5 Tennis Association.

Er ist mit der Künstlerin Erin Payne verheiratet.

Filmografie
 2006: Best Men (Kurzfilm)
 2006: Channel 101 (Fernsehserie, mehrere Folgen)
 2006: Clark and Michael (Fernsehserie, mehrere Folgen)
 2006: The Great Sketch Experiment (Kurzfilm)
 2007: Bunny Whipped
 2007: Derek and Simon: The Show (Fernsehserie, 6 Folgen)
 2007: Lass es, Larry! (Curb Your Enthusiasm, Fernsehserie, eine Folge)
 2007: The Unit – Eine Frage der Ehre (The Unit, Fernsehserie, eine Folge)
 2007: This Is My Friend (Kurzfilm)
 2008: Redbelt
 2009: Lie to Me (Fernsehserie, eine Folge)
 2009: Paper Heart
 2010: Spilt Milk
 2010: Ceremony
 2013–2019: Drunk History (Fernsehserie, 3 Folgen)
 2010: FlashForward (Fernsehserie, eine Folge)
 2010: Shirtless Man  (Kurzfilm)
 2010: Männertrip (Get Him to the Greek)
 2011: Junk
 2011: Harold & Kumar – Alle Jahre wieder (A Very Harold & Kumar 3D Christmas)
 2011: Allen Gregory (Fernsehserie, 6 Folgen)
 2011: Freundschaft Plus (No Strings Attached)
 2011: Spooky Buddies – Der Fluch des Hallowuff-Hunds (Spooky Buddies)
 2011–2018: New Girl (Fernsehserie)
 2012: 21 Jump Street
 2012: Journey of Love – Das wahre Abenteuer ist die Liebe (Safety Not Guaranteed)
 2013: Drinking Buddies
 2013: The Pretty One
 2014: The LEGO Movie (Stimme)
 2014: Bad Neighbors (Neighbors)
 2014: Let's be Cops – Die Party Bullen (Let's be Cops)
 2015: Tim und Lee (Digging for Fire)
 2015: Jurassic World
 2015–2017: BoJack Horseman (Fernsehserie, 3 Folgen, Stimme)
 2016: Mike and Dave Need Wedding Dates
 2016, 2019: Easy (Fernsehserie, 2 Folgen)
 2017: Win It All
 2017: Die Schlümpfe – Das verlorene Dorf (Smurfs: The Lost Village, Stimme)
 2017: Die Mumie (The Mummy)
 2018: Catch Me! (Tag)
 2018: Spider-Man: A New Universe
 2019–2020: Stumptown (Fernsehserie, 18 Folgen)
 2020: Hoops (Fernsehserie, 10 Folgen, Stimme)
 2022: Ollies Odyssee (Miniserie)
 seit 2022: Minx (Fernsehserie)
 2023: Self Reliance (auch Regie und Drehbuch)

Weblinks

Einzelnachweise

Filmschauspieler
US-Amerikaner
Geboren 1978
Mann

redpajama_set_name: RedPajamaWikipedia


text:
/*
 * To change this template, choose Tools | Templates
 * and open the template in the editor.
 */
package prefux.data.io.sql;

import java.sql.ResultSet;
import java.sql.ResultSetMetaData;
import java.sql.SQLException;
import java.util.HashSet;
import java.util.Iterator;
import java.util.logging.Logger;

import prefux.data.Schema;
import prefux.data.Table;
import prefux.data.Tuple;
import prefux.data.io.DataIOException;
import prefux.data.util.Index;
import prefux.data.util.TableIterator;

/**
 * Is responible fpr processing a ResultSet and transfering
 * it into a Prefuse-Table.
 *
 * Is just a refactoring of the DatabaseDataSource.
 *
 * @author Sascha Thielemann
 */
public class DatabaseResultSetProcessor {

    private static final Logger s_logger = Logger.getLogger(DatabaseResultSetProcessor.class.getName());
    protected SQLDataHandler m_handler;

    /**
     * Creates a new DatabaseResultSetProcessor for reading data from a SQL relational
     * database.
     */
    public DatabaseResultSetProcessor(SQLDataHandler handler) {
        m_handler = handler;
    }

    /**
     * Process the results of a SQL query, putting retrieved data into a Table
     * instance. If a null table is provided, a new table with the appropriate
     * schema will be created.
     *
     * @param t the Table to store results in
     * @param rset the SQL query result set
     * @param remove decides of rows which have no counterpart in the ResultSet
     *               should get removed
     * @param lock object used for syncronization
     * @return a Table containing the query results
     */
    public Table process(Table t, ResultSet rset, String key, Object lock, boolean remove)
            throws DataIOException {
        // clock in
        int count = 0;
        long timein = System.currentTimeMillis();

        boolean tableIsNew = false;
        HashSet<Tuple> rowsToRemove = new HashSet<>();

        if (t != null) {
            TableIterator iterator = t.iterator();
            while (iterator.hasNext()) {
                Integer row = iterator.nextInt();
                rowsToRemove.add(t.getTuple(row));
            }
        }

        try {
            ResultSetMetaData metadata = rset.getMetaData();
            int ncols = metadata.getColumnCount();

            // create a new table if necessary
            if (t == null) {
                t = getSchema(metadata, m_handler).instantiate();
                tableIsNew = true;
                if (key != null) {
                    try {
                        t.index(key);
                        s_logger.info("Indexed field: " + key);
                    } catch (Exception e) {
                        s_logger.warning("Error indexing field: " + key);
                    }
                }
            }

            // set the lock, lock on the table itself if nothing else provided
            lock = (lock == null ? t : lock);

            // process the returned rows
            while (rset.next()) {
                synchronized (lock) {
                    // determine the table row index to use
                    int row = getExistingRow(t, rset, key);
                    if (row < 0) {
                        row = t.addRow();
                    }
                    rowsToRemove.remove(row);
                    //process each value in the current row
                    for (int i = 1; i <= ncols; ++i) {
                        m_handler.process(t, row, rset, i);
                    }
                }

                // increment row count
                ++count;
            }

            if (!tableIsNew && remove) {
                // remove all no longer relevant columns
                Iterator<Tuple> iterator = rowsToRemove.iterator();
                while (iterator.hasNext()) {
                    Tuple tuple = iterator.next();
                    boolean removeRow = t.removeTuple(tuple);
                    assert removeRow : "maybe some syncronization problems";
                }
            }
        } catch (SQLException e) {
            throw new DataIOException(e);
        }

        // clock out
        long time = System.currentTimeMillis() - timein;
        s_logger.info("Internal query processing completed: " + count + " rows, "
                + (time / 1000) + "." + (time % 1000) + " seconds.");

        return t;
    }

    /**
     * See if a retrieved database row is already represented in the given
     * Table.
     *
     * @param t the prefux Table to check for an existing row
     * @param rset the ResultSet, set to a particular row, which may or may not
     * have a matching row in the prefux Table
     * @param keyField the key field to look up to check for an existing row
     * @return the index of the existing row, or -1 if no match is found
     * @throws SQLException
     */
    protected int getExistingRow(Table t, ResultSet rset, String keyField)
            throws SQLException {
        // check if we have a keyField, bail if not
        if (keyField == null) {
            return -1;
        }

        // retrieve the column data type, bail if column is not found
        Class type = t.getColumnType(keyField);
        if (type == null) {
            return -1;
        }

        // get the index and perform the lookup
        Index index = t.index(keyField);
        if (type == int.class) {
            return index.get(rset.getInt(keyField));
        } else if (type == long.class) {
            return index.get(rset.getLong(keyField));
        } else if (type == float.class) {
            return index.get(rset.getFloat(keyField));
        } else if (type == double.class) {
            return index.get(rset.getDouble(keyField));
        } else if (!type.isPrimitive()) {
            return index.get(rset.getObject(keyField));
        } else {
            return -1;
        }
    }

    /**
     * Given the metadata for a SQL result set and a data value handler for that
     * result set, returns a corresponding schema for a prefux table.
     *
     * @param metadata the SQL result set metadata
     * @param handler the data value handler
     * @return the schema determined by the metadata and handler
     * @throws SQLException if an error occurs accessing the metadata
     */
    public Schema getSchema(ResultSetMetaData metadata, SQLDataHandler handler)
            throws SQLException {
        int ncols = metadata.getColumnCount();
        Schema schema = new Schema(ncols);

        // determine the table schema
        for (int i = 1; i <= ncols; ++i) {
            String name = metadata.getColumnName(i);
            int sqlType = metadata.getColumnType(i);
            Class type = handler.getDataType(name, sqlType);
            if (type != null) {
                schema.addColumn(name, type);
            }
        }

        return schema;
    }
}

redpajama_set_name: RedPajamaGithub


Should I go DO or MD?
Apply Early! It Really Helps!
I know this advice is coming a little late, but it is very important to get your application in right away!
A few years ago, when I was applying to osteopathic schools, I turned in my application right away. I was early in the cycle. I had a decent application, nothing too special, but what I had going for me was timing and quality. I made sure that I got things in right away. That included getting secondary applications in right away.
When I applied I sent in 10 initial applications, and they all asked for secondary applications. And right away I filled out 8 secondary applications. For one reason or another I decided against filling out 2 of the secondary applications. Of those 8 secondary applications I got 4 interviews and by mid October I had learned that I had been accepted to all 4 schools.
Now, as I said before, I feel that I had a decent application, but nothing too spectacular. I was good enough that I met the requirements for MD and DO school applications, but I really wanted to be a DO and therefore I only applied to DO schools. Every school that I interviewed with mentioned that I had given myself an advantage by applying early. Osteopathic schools want students that truly want to be DOs, and I showed them that I really wanted to be a DO.
I guess what I am trying to tell you is that if you don't have your application in already, then you need to get the ball rolling! Get it in right away! With that said, make sure you do a good job. Don't shoot yourself in the foot by having a poor personal statement, but we'll talk more about personal statements in a later post.
Osteopathic Med Student has posted more new GPA and MCAT scores. This time the numbers are for Ohio University College of Osteopathic Medicine. If you are interested in applying to OU-COM you should take a look at OU-COM's MCAT and GPA stats. You should also take a look at a recent guest blog post by Diane Lui. Diane recently interviewed at OU-COM and provided us with a great review of her experience.
Diane Lui recently had an interview with the Ohio University College of Osteopathic Medicine and was gracious enough to provide us with her experience about the interview day. Thank you. If anyone else out there has interview experiences please feel free to share. Email me at domedstudent at gmail dot com.
For the students who are planning on getting to OUCOM the night before the interview, I recommend staying at the Holiday Inn Express or the Ohio University Inn. From all the reviews I read online, those two seem to be the most comfortable. I stayed at the Holiday Inn for about $100, so it wasn't too bad; and another girl from my group stayed at the OU Inn and loved it.
The interview day is from 830am-330pm. We had a group of 12 interviewees that day and everyone was really friendly; I'm pretty sure everyone was from Ohio. We spent the first hour or so in a conference room and Dr. Schriner from Admissions talked to us about the admissions process, the curriculum, clinical rotations, etc. Then someone from Financial Aid came to discuss loans, FAFSA, etc. Afterwards, our host for the day, Ginny Valentin (from Admissions) gave us a tour of the facilities and the 2 buildings where the med students have class.
Because not all the students who enter OUCOM have the same anatomy exposure, the first month of med school is basically an anatomy immersion program. This is before students decide whether they want to pursue the Patient-Centered Curriculum (PCC) track or the Clinical-Presentation Curriculum (CPC) track. The anatomy lab is pretty nice. There are about 8 screens hanging from the ceiling, so the professor can demonstrate things and all the students can get a good view of it. I think the room holds 24 cadavers (not sure exact number). The OMM lab was big. Large demonstration area in the center, with screens for students to watch from. Nice OMM tables, not the older wooden ones.
Afterwards, they fitted us for our white coats and took ID pictures. We thought it was kind of weird, but I assume this reduces the number of things that need to be done when the students attend orientation at the end of July. Had a delicious lunch, where we had time to chat with some current med students. Interviews were right after lunch, between 1-330pm.
Each student had at least 3 1/2-hr interviews; some had 4 or 5 (if DO/PhD). They were very casual and the interviewers were super nice. It really felt more like a conversation than an interview. I was pretty nervous about them, but right when I walked in the door, I could tell that it wouldn't be as bad as I expected. And they weren't! Almost every interviewer asked "Why DO? Why OUCOM?" One asked about my strengths and weaknesses; another asked about my greatest challenge in life so far and how I handled it; why would you be a good fit at OUCOM? The majority of questions came from my file; ie. talk about volunteering, shadowing, etc. Almost all the questions were posted on the SDN Interview Feedback site, so that's definitely a great resource.
After the interviews, we were done for the day. After the students leave, the interviewers meet and make their final decision that day (Friday). Acceptances are emailed out that following Monday and that day, the official letters are mailed out as well. Overall, it was a wonderful experience and the Admissions Staff was amazing! You could really tell that OUCOM is a supportive community and all the students seem to love it there. When we were walking between buildings to get to our interviews, current students who were in class would wish us good luck and it just felt good to be there!
During the interview day, we also had a van tour of the area around OUCOM, the city of Athens, "uptown" (it's actually downtown, but you have to go up a hill), and places where current students live. It was nice to be able to check out the area outside of the school, since I probably wouldn't have driven around on my own.
If you are anything like me, then you want to know if you are competitive at a school before you spend all the money to submit initial applications and then another $40-175+ for secondary applications. I know I spent a fair amount of time searching out data about schools. Recently, I mentioned that I am working on upgrading features on this site. One of the features is that I am going to put up the most up to date MCAT and GPA statistics that I can find for each osteopathic medical school. I am working on collecting the most up to date MCAT/GPA information I can find. This may take a little while (I am still a student and school has to take priority), but if anyone out there has any information that they would like to contribute to this effort please let me know.
If you are looking at this while preparing your applications for the next year or two then please check back soon. Updates are on the way.
First Round of Acceptances Done!
Students accepted to osteopathic school before November 15th needed to send deposits in by December 14th to hold their seats for fall 2009. This means a few things. Most importantly to those of you still in the application process, you now have a lot of seats available. This is a great time to be interviewing with schools.
As I have mentioned before, I was accepted to a few different schools and I found it very difficult to decide which school to attend. Because I couldn't make up my mind it took me a while to decline my seat at a few schools. Many people were in the same situation. I have given my deposit and accepted a spot at LMU-DCOM. This means that KCOM, WVSOM, and LECOM now have openings that were previously filled. A lot of people did the same thing, so there are lots of seats open now. Get your application in. Get your secondary applications done. Brush up your interview skills and get ready… this could be your time.
We Want Hear From You!
OsteopathicMedStudent.com is looking for your application, interview, acceptance, or even rejection experiences. We would love to provide students with the most information possible so they can make the most informed decision possible. Please, if you have a moment email your experience to me.
Stories sent in may be posted in part or in their entirety on this site. We would like to post as many stories as possible.
WVSOM's interview day was very relaxing. My interview day started at 10 AM. Half of the people had their interviews first thing at 8 AM and the rest of us were interviewed after the presentations, tour, and lunch. WVSOM seemed to feel that keeping the interview day very personal was a way to make interviewees feel at home and comfortable (I rather enjoyed how comfortable the day was). We started off the day in the foyer where we all sat in a circle in nicely padded chairs. There we had quick presentations about the school.
1- What do you do when you find you are struggling in a class?
2- How will you handle the fast pace and difficulties of medical school?
3- Why do you want to be a DO? Why did you only apply for osteopathic schools?
Obviously there were more questions than that, but they seemed to be fairly standard "getting to know you" questions. I was a little doubtful because of how much they seemed to focus on some past struggles. Only one of the people interviewing me seemed to really care (the PhD), but the other two seemed to think that my more recent academics and my plan I presented proved that I could handle the stresses that would come. Apparently my answers were good enough because I found out two days later that I was accepted. WVSOM's online system is nice because you don't have to wait for the letter to come in the mail; you can check out your account whenever you want to see for updates. My acceptance was already posted by the time I got home from the interview. Talk about a stress reliever.
And now for other interview day information. First we heard from different faculty members and the financial aid office. About the only bad thing about the West Virginia School of Osteopathic Medicine was the tuition for out of state students. Now, the tuition is high, but the cost of living is relatively low. Because of this the overall budget is still high but is closer to being competitive with DO schools in places like California, and it is quite a bit lower than the budget at Michigan State University.
After the presentations we went for a tour of the campus. It was a very nice campus. I really liked how spread out the campus was, and that you were able to go outside when moving between classes and buildings. The WVSOM anatomy labs was huge and was very clean, both visibly and smelling. The cadaver tables are equipped with special ventilation systems to remove the special stench that most labs have.
The classrooms were nice too. The classrooms are very large lecture halls with nice chairs. Each room also has 3 screens for powerpoint presentations. They also record all the lectures for students so you can download them later. It seemed like a pretty nice setup.
WVSOM is also building a few new buildings. One of them is going to be a really nice gym, or "wellness center." I wish I could remember what the other building was, but I remember it sounded nice, something like a research center…I don't quite remember. All I know is that WVSOM was one of my favorite schools I have seen and if you get the chance to interview with them I would highly recommend it.
In a previous post I mentioned that I interviewed with LECOM-Erie. I thought I would give you a quick idea about how their interview day goes. It was my first interview and it was about two months ago so the details of time are hazy, but I definitely remember the interview very well.
The day started around 8 AM and I arrived about 20 minutes early. I know it sounds way early, but I was not the first person to arrive. Two other interviewees arrived up to 30 minutes earlier than I did! To start the day about 10 med school hopefuls piled into a conference room. At this time the director of admissions came in and started to get to know us. When he got to me he started speaking in fluent Japanese (luckily, I know Japanese). Always be careful about what you put in your application. You never know what a school might test you on.
Their day ran fairly similar to other schools interview days. After the introductions we were privileged enough to sit through powerpoint presentations about LECOM. Then we got to hear from the financial aid office and other administrators. These activities took up most of our morning.
Right before lunch was the interview. At LECOM they have recently decided to use a different interview method than other schools. I was interviewed by a 2 person panel. One interviewer was a man with a PhD in English and the other was a physiology instructor for LECOM. Neither of the men had ever seen my file. Because of this they had no knowledge of my past academic history, MCAT score, research or clinical experience. They had never even read my personal statement, secondary essays, or letters of recommendation. LECOM feels that if you made it to the interview then those aspects of you application are competitive enough and now your interviewers need to find out what kind of person you truly are. We spent most of our interview talking about my family (my wife and kids), and about my experiences that I have had serving as a religious representative in Japan for my church.
1- Why do you want to be an osteopathic physician?
2- Have you applied to any allopathic schools?
3- Why would you want to come to school at LECOM?
4- Do you have any concerns about attending school in Erie?
As you can see, none of these are particularly difficult. I didn't have to explain anything in regard to question #2. I only applied to DO programs. Even if you did apply to MD schools, don't worry, just make sure that you acknowledge the differences between the two methods of medicine and that you are very excited about the benefits provided through studying osteopathic medicine.
The whole interview lasted about a half an hour. It went very quickly and was very low pressure. I found it very refreshing to experience an interview with a closed file. Both men were friendly and never seemed to be interested in intimidating their interviewees at any time.
After the interview we had lunch with a couple of students that were able to talk about the different learning methods at LECOM and answer any questions about living in Erie. Of all the places I interviewed Erie was definitely the most non-rural place to live.
After interviews and lunch we had a few more presentations and ranked our learning style preference, and stated if we were interested in attending the Seton Hill campus. With LECOM-Stone Hill as an option you are essentially interviewing for one of over 300 seats in their school. This should be a big comfort to many people out their knowing that your odds much greater here than at most other schools in this nation.
Interviewing for medical school can be a nerve-racking experience for anyone. You have been working toward this moment for a long time and now the moment has arrived. Relax. You have no need to worry. The school that has invited you for an interview invited you because they already like you.
Schools do not invite you to interview with them so you so they can mock or taunt you! They spend money when you come to visit. They are to printing information for you, providing food, and paying physicians and teachers to interview you. This would be a huge waste of time and money for them if they didn't think that they want YOU to attend their school.
When I interviewed with schools I was worried that they would notice that 5 years ago I got a D+ in calculus, or that last year I earned a C+ in the first semester of organic chemistry. Reality is that only one school even halfway brought up the C+ (only to comment that I did improve in the o-chem 2) and nobody mentioned the calculus grade at all.
I'm not saying don't be prepared to counter such questions, but realize that they already know about these flaws and they still invited you to check out their school. This is your chance to show that you are a person that cares enough about other people to be a physician. Take the chance to show that you are more than a pile of statistics and that you will be the type of physician that will represent their school well!
I know it sounds silly to tell you not to worry, but remember, they already like you. Show them they were right to invite you for an interview.
Harrogate, TN, is a very small rural community. Luckily, it is just a quick tunnel drive through a mountain to Middlesboro, KY, which has a population of roughly 10,384 (someone may have moved recently). Lincoln Memorial University is a smaller school itself; however, they do have many graduate programs. The DeBusk College of Osteopathic Medicine is one of the more recent programs at the school.
DCOM is a nice school. On interview day we all sat down in a board room and had a few presentations. During the presentations someone said, "We might just be the most technologically advanced medical school in the nation." I heard that and thought, "Sure, every school thinks that." However, while touring the school I was very impressed. They might really stand up to their claim. Of all the schools I have visited, DCOM definitely the most advanced school in terms of technology.
I was particularly excited when we were shown how all the lectures are audio and video recorded, and are quickly made available for students to view and study with. I have found it useful in my premed studies to listen to lectures again, and feel that video would only enhance my learning experience.
As with other schools, DCOM also utilizes robots for students to practice what they are learning. These simulators are impressive and deserve a post of their own.
DCOM is a new school, but the faculty is not new to teaching in any way. All of the teachers have taught before. Some of the teachers have even been deans at other medical schools before starting at DCOM. I could be mistaken, but I remember one of the presenters stating that currently all of the faculty even writes for the national exams. This is a new school, but they are set up for success.


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MSc (DUAL Award, Greenwich) Finance and Investment
This master's in finance and investment helps you develop the key finance and investment analytical skills you need for management careers within the finance industry. Your study topics will include financial markets and products, investment management, financial analysis and valuation. You also undertake a research project to test and improve your critical and evaluative thinking.
As part of this course, you study for one term in Paris at the IPAG Business School and graduate with master's awards from both institutions. The degree is closely aligned to the CFA syllabus and the university has applied for recognition under the CFA Institute University Recognition Program.
You spend a term studying at IPAG Business School in Paris.
Graduate with two Master's awards, from the University of Greenwich and from IPAG Business School
Our courses in Accounting and Finance have 80% in student satisfaction (The Complete University Guide League Tables 2022)
Our courses in Accounting and Finance are ranked in TOP 10 overall in London (The Guardian 2022).
Our courses are ranked TOP 10 in Accounting & Finance subjects in London (The Complete University Guide League Tables 2022)
What you will study
Financial Analysis and Valuation (15 credits)
Academic English for Postgraduates (Business)
Research Methods (15 credits)
Foundations of Scholarship (Dept ACC) (15 credits)
Principles of Finance (30 credits)
Investment Management (30 credits)
Financial Markets & Products (30 credits)
Research Project (30 credits)
Financial Engineering and Machine Learning (15 credits)
In a typical week, learning takes place through a combination of lectures and seminars. You'll be able to discuss and develop your understanding of topics covered in lectures in smaller group sessions.
Class sizes
Our master's courses in finance have a typical intake of over 80 students, which includes over 30 nationalities. This provides you with an excellent opportunity to exchange viewpoints on global financial impacts with peers from around the world.
Outside of timetabled sessions, you'll need to dedicate time to self-study to prepare for coursework, presentations and exams. Our Stockwell Street library and online resources will support your further reading and research.
You can also join a range of student societies, including the Trading and Investment Banking Society.
Overall workload
Your overall workload consists of contact hours (lectures, seminars, etc), independent learning, and assessments. For full-time students, the workload should be roughly equivalent to a full-time job. For part-time students, this will reduce in proportion with the number of modules you are studying.
Students are assessed through:
Lab-based exercises.
Feedback summary
We aim to provide feedback on assignments and to release examination results within 15 working days.
Careers and placements
What sort of careers do graduates pursue?
Graduates can pursue careers in investment and financial analysis such as investment management, corporate finance, financial management and consulting.
Graduates who go on to gain the CFA Institute's Chartered Financial Analyst status will be in great demand in many areas of business and finance.
Do you provide employability services?
Our Business School Employability team is committed to supporting your journey towards a rewarding graduate destination. We provide a professional service to empower you to achieve your potential and offer support for two years after graduation. Services include:
CV, cover letter, and application tips
Interviews support
Careers fairs
Mentoring.
UCAS code: -
Czas trwania: 1 year
Kampus: Greenwich
Czesne: £12,250 / £16,000
Placement: -

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The law states that all the books whose authors are dead for seventy years are out of copyright and therefore in the public domain .ereader books Although laws vary from one country to another classic slightly from the previous era are now all in the public domain . Using a search engine , you should be able to find copies of books by authors such as Dickens , Jane Austin and others available for free download .
ereader books If you are looking for a free eReader books good place to start is the eBook stores like Amazon Kindle Store. If you type " free eReader books " in the sites search engine , you will find several pages of free books . Amazon and Apple books I have a selection of free e-books , and a selection of cheap books that you can buy for a dollar or less.
Project Gutenberg website and literally thousands of titles available for free download in a variety of formats. Google operates an online bookstore for a while in the United States , but the service is now also available in other parts of the world such as the United Kingdom.ereader books They have books and readers available in your store, containing over 3 million eBooks to read everything on the Web , Android , iPhone, iPad, Sony and Nook .
This entry was posted in books, ereader, ereader books and tagged books, ereader, ereader books on January 22, 2014 by chrissjonss.


text:
Alice Shanahan Korsick
Alice Shanahan
Other credits include a dancer in Bells Are Ringing at Warwick Musical Theatre in 1959 opposite Anne Jeffreys and Robert Sterling; a dancer in Guys and Dolls opposite Lloyd Bridges at both Warwick Musical Theatre (July 13 - 18, 1959) and New York City Hudson Celebration (July 21 - August 2, 1959); Dolores and a dancer in Pal Joey at the Carousel Theater (Framingham, MA) in 1959; a guest and dancer in Call Me Madam at the Oakdale Theatre (Wallingford, CT) opposite Billie Worth in 1959; a dancer in Can-Can at New York City Center in 1962; King Simon of Legree in The King and I at the South Shore Music Circus (Cohasset, MA) in 1963 opposite Patricia Morison. She also performed in a gala performance of the City center Showcase on May 21, 1962 in the Can-Can sequence, as well as the Actor's Equity Golden Anniversary Show on May 5, 1963 in the Music Man sequence.
I Had a Ball (Dec 15, 1964 - Jun 12, 1965)
Performer: Alice Shanahan [Dancer]
How to Succeed in Business Without Really Trying (Oct 14, 1961 - Mar 06, 1965)
Performer: Alice Shanahan
Dancer - Replacement
Sail Away (Oct 03, 1961 - Feb 24, 1962)
Performer: Alice Shanahan [Ensemble]
MusicalComedy SatireOriginal
Finian's Rainbow (May 23, 1960 - Jun 01, 1960)
MusicalComedyRevival
The Littlest Circus (Dec 25, 1959 - Jan 03, 1960)
Performer: Alice Shanahan [Performer, The Trainer, Blue Horse]
MusicalPantomimeOriginal
The Music Man (Dec 19, 1957 - Apr 15, 1961)
Resident of River City - Replacement
Search where Alice Shanahan Korsick and


text:
Drymarchon corais est une espèce de serpents de la famille des Colubridae.

Répartition
Cette espèce se rencontre :
 dans le nord de l'Argentine, dans les provinces du Chaco et de Formosa ;
 au Belize ;
 en Bolivie ;
 au Brésil, dans les États d'Amapá, de Rondônia, de Roraima et de Goiás ;
 en Colombie ;
 dans le nord-ouest du Costa Rica ;
 en Équateur ;
 au Guatemala ;
 en Guyane ;
 au Honduras ;
 au Mexique, dans les États d'Aguascalientes, de Tamaulipas et du Yucatán ;
 au Nicaragua ;
 au Panama ;
 au Paraguay ;
 au Pérou ;
 au Salvador ;
 à Trinité-et-Tobago ;
 au Venezuela.

Description

Drymarchon corais peut mesurer jusqu'à . Son dos est noir-violacé et présente des reflets iridescents en pleine lumière.

Il s'agit d'un serpent diurne non venimeux réputé être résistant au venin d'autres serpents ; toutefois sa morsure peut provoquer des hémorragies.

Son régime alimentaire se compose d'oiseaux, de petits mammifères, de tortues, d'amphibiens, de lézards et, parfois, d'œufs, de petits serpents. Il étouffe ses proies en les plaquant fortement contre le sol.

Liste des sous-espèces
Selon  :
 Drymarchon corais corais (Boie, 1827)
 Drymarchon corais orizabensis (Dugès, 1905)
 Drymarchon corais rubidus Smith, 1941 - Mexique
 Drymarchon corais unicolor Smith, 1941 - le long du Pacifique, du Mexique au Costa Rica

Publications originales
 Boie, 1827 : Bemerkungen über Merrem's Versuch eines Systems der Amphibien, 1. Lieferung: Ophidier. Isis von Oken, Jena, ,  (texte intégral).
 Dugès, 1905 : Description d'un ophidien nouveau du Mexique (Morenoa orizabensis, g. et sp. nn.). Proceedings of the Zoological Society of London, , ,  (texte intégral).
 Smith, 1941 : A review of the subspecies of the indigo snake (Drymarchon corais). Journal of the Washington Academy of Science, , .

Liens externes

Notes et références

Serpent (nom scientifique)
Colubrinae


text:
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High school girl dies in car accident at school bus stop
On behalf of Woody White Law PLLC posted in Fatal Motor Vehicle Accidents on Wednesday, March 27, 2013.
When a young woman enters a bus stop area to get on an approaching school bus, other drivers in the area should probably be operating with a degree of heightened carefulness. But in this case a 14-year-old North Carolina girl stepped onto the road at a school bus stop to await an approaching school bus. Instead, she was struck and killed in a car accident.
The girl, a resident of Garner, was waiting for a bus with her 16-year-old brother. The school bus was to take them to the Garner Magnet High School where they were students. The sketchy news report does not detail how the girl happened to be struck by a car prior to the bus arriving to pick her up. Her precise location and the details of the car's movements have also not been provided.
The report indicates only that she was followed by her brother as she entered the road to 'board' the bus. The North Carolina Highway Patrol officer at the scene said no charges are expected to be filed against the driver. However, the driver's compliance or noncompliance with the motor vehicle laws does not in itself preclude the existence of negligence in causing the girl's death. It seems that there may be reason to argue that carelessness did exist here, but a final determination of that issue will have to await the published police report and interviews of witnesses at the scene.
In North Carolina and all other jurisdictions, where there is a car accident that involves a driver's negligent operation of a vehicle, and if that negligence is a substantial factor in causing a pedestrian's death in the accident, then a personal injury claim will be vested in the victim's family members. The right that passes to the next of kin is generally called a wrongful death action. In most cases, damages recoverable include lost earning capacity over the course of a lifetime, funeral costs, medical expenses and pain and suffering. The next of kin must first file an estate in the county courthouse to obtain formal authority to proceed to make a death claim against the car driver.
Source: The Daily Dispatch, "Student struck by car in fatal bus stop accident," March 26, 2013
Tags: car accident, fatal motor vehicle accident, pedestrian accident
Related Posts: 1 injured, 1 killed in North Carolina car accident, Driver dead after car accident in North Carolina, North Carolina teen in critical condition following car accident, Fatal car accident leaves 1 dead, 3 injured
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text:
FOULDS: Familiar faces unmasked in Kamloops
Christopher Foulds	/ Kamloops This Week
Just when they thought they were out, they pulled them back in.
With apologies to that memorable line uttered by Michael Corleone (Al Pacino) in The Godfather Part III, the inescapability of being tied to a particular career is a reality for some.
Consider Terry Sullivan, the retired/unretired superintendent of the Kamloops-Thompson school district. He spent 15 year at the helm of the school district when he retired to well deserved fanfare in 2014. Sullivan was a much admired rock in the often turbulent world of education. Since he walked away from running a school district covering an area the size of Belgium, Sullivan has kept busy in various education endeavours, including a teaching gig at TRU.
With current superintendent Alison Sidow set to retire on Aug. 31, and with the board of education still searching for a permanent successor, it turned to Sullivan to help steer the course for the next year.
He began his overtime period as superintendent this week and news of his return was greeted with many well wishers on KTW's social media channels. The local teachers' union also gave Sullivan's return a hearty thumb's up, as was detailed in a recent Kamloops This Week story.
Sullivan is the second blast from the past to unretire and help lead a familiar ship.
Earlier this year, Randy Diehl, the former longtime CAO of the City of Kamloops, was hired as interim CAO of the Thompson-Nicola Regional District to replace ousted CAO Sukh Gill. Diehl did a solid job, based on many with whom KTW spoke, and this week handed the office keys to incoming CAO Scott Hildebrand, who had been CAO of the City of Merritt.
Like New York Yankee managers in the George Steinbrenner era, it might be wise to say, "See you later," rather than "Goodbye" to retiring CAOs in the Kamloops region.
After all, sooner or later, they will likely get an offer they can't refuse.
The mask debate continues to rage.
In last week's edition of KTW, we published — one from a reader explaining why she wears a mask in public and one from a reader explaining why she does not wear a mask.
While we have no time for those who subscribe to paranoid COVID-19 conspiracy theories involving a New World Order, Bill Gates and 5G networks, there is room for debate.
If a letter writer has a reasoned response to the mask mandate — as last week's letter writer did — it is worth listening to and debating.
We can disagree with her — I certainly do — but that should not preclude her from expressing, in reasonable terms, why she feels the way she does.
This week, we are publishing two letters in response to the anti-mask missive.
But let's be clear — there are indeed differing medical opinions on the effectiveness of masks in preventing infection from the novel coronavirus.
And even people and organizations that initially stated that wearing masks was ineffective — among them Dr. Anthony Fauci (America's head immunologist, Dr. Theresa Tam (Canada's top doctor) and the World Health Organization — have since reversed course, based on ongoing evidence, which is what good medical health professionals and scientists do.
Rigidity to a belief can be dangerous.
Nevertheless, if one does not believe in the efficacy of masks with respect to the coronavirus, one can choose not to patronize the stores that require customers to wear masks.
It is no different from businesses requiring one to don shoes and shirts to receive service.
editor@kamloopsthisweek.com
Twitter: @ChrisJFouds


text:
EDU|DATA
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Das Bildungssystem ist föderal organisiert.
"Taking into account the constitutional framework of Bosnia and Herzegovina, education is under full and undivided responsibility of the Republic of Srpska, ten cantons in the Federation of BiH and Brcko District of BiH. Each of these twelve administrative units has its own ministry of education, education legislation, education budgets, creates its education policy and has all other rights and obligations arising from the mandate of a competent education authority, responsible for the organization and functioning of education within its area of competence. There is the Federal Ministry of Education and Science at the level of the Federation of BiH that has a coordinating role over the cantonal ministries of education." https://unesdoc.unesco.org/ark:/48223/pf0000229929
zuletzt geprüft: 06.02.2019
Lehrplan basiertes System
"Curricula are approved by the ministries of education of the Republika Srpska (RS), the ten cantons of the Federation, and at the level of the Brčko District. They are designed and developed by the Pedagogic Institutes, which are also in charge of teacher training and assessment of school performance. Syllabi are prepared by the subject-related working groups, and are then approved by the educational authorities. The members of the working groups mainly include subject experts from schools, pedagogic institutes and university faculties. Based on the provisions of the Framework Law on Primary and Secondary Education, common core curricula are being adopted and implemented in all public and private schools, on the basis of the agreement reached by the ministries of education in 2003. The common core curricula include the subjects, subject contents and common relevant topics, and are manatory for all students." http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/Bosnia_and_Herzegovina.pdf
"Education system in Bosnia and Herzegovina is identical in terms of methodology and structure of the curricula –each of the three curricula [There are three curricula in Bosnia and Herzegovina – the Curriculum for primary schools in the Republic of Srpska, the Framework Curriculum for the Federation of Bosnia and Herzegovina, and the Croatian-language curriculum.] determines content which teachers teach to children, but they disregard the fact that teachers should provide guidance for their students in order to achieve certain objectives at the end of the primary or secondary school. Having this in mind, we can say that there is only one education system in Bosnia and Herzegovina. However, if we consider the contentof the curricula (specifically the national group of subjects), then we have three different education systems. Three different curricula are the result of the assigned jurisdictions within the education system –in the Republic of Srpska education is placed at the entity level and managed by the corresponding ministry through the Pedagogical institute of the Republic of Srpska. In the Federation of Bosnia and Herzegovina the jurisdiction is delegated to the cantons. However, the Education Institute in Mostar is in charge of all schools that follow the Croatian-language curriculum, where as the cantons comprised of Bosniak majorityuse the Framework Curriculum for the Federation of Bosnia and Herzegovina which is adapted, changed and amended." http://eu-monitoring.ba/site/wp-content/uploads/2015/06/Primary-and-secondary-education-in-Bosnia-and-Herzegovina.pdf
Pflichtschulzeit
"The implementation of new nine-year compulsory primary (basic) education programme started 2003/04, and it is intended to replace the former eight-year primary programme (still being offered in about 64% of schools in the cantons of the Federation in 2009/10). The entry age is 6. The modul of Framework Curriculum for nine-year primary school in the Federation as well as the nine-year primary school curriculum in the Republika Srpska, are organized into three-year cycles, i.e. preparatory (grades 1-3), classroom instruction (grades 4-6), and subject instruction (grades 7-9)." http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/Bosnia_and_Herzegovina.pdf
Schulbuchproduktion
Die Schulbuchproduktion ist staatlich organisiert.
"Apart from the content-oriented curricula, education in Bosnia and Herzegovina has another pressing issue – textbooks. Needless to say, textbook policy is also disparate – in the Republic of Srpska textbooks are published by the Institute for Textbook Publishing and Teaching Aids and there is only one textbook for one subject for the whole territory of the Republic of Srpska. Liberation policy has been announced as well as the prospect of issuing an invitation to tenders for textbook authorization, however, the publishing monopoly is still in the hands of the state publisher." http://eu-monitoring.ba/site/wp-content/uploads/2015/06/Primary-and-secondary-education-in-Bosnia-and-Herzegovina.pdf
Schulbuchzulassung
Schulbücher sind für den Gebrauch an Schulen zugelassen.
"The Federal Ministry of Education and Science, on behalf of the cantonal ministries of education that compose the Conference of Ministers of Education, issues an invitation to tenders for the selection of textbooks. Publishers apply for the tender with encoded manuscripts. The publishers also pay a five-member team of consulting editors for textbooks which, in accordance with a recommended form that is the same for all textbooks for all subjects, evaluate submitted manuscripts, rank them and, in accordance with the validpolicy, authorize a number of textbooks that will be used in class for a particular subject. During the tenure of the Federal Minister of Education and Science Meliha Alić, two models have been used –until 2008 out of all edited textbooks for authorization, three textbooks with the highest score were selected. For the next two years all edited textbooks that scored 85% or more points were authorized to be used in class. Because of that decision, for the time being, ten history textbooks were authorized for the seventh grade. After Damir Mašić had become the Federal Minister of Education and Science in 2011, all the earlier selection mechanisms (encoded manuscripts, five-member consulting editor team, the same editor form) were retained, however, only one textbook was authorized for schools." http://eu-monitoring.ba/site/wp-content/uploads/2015/06/Primary-and-secondary-education-in-Bosnia-and-Herzegovina.pdf
Schulbuchauswahl
Ministerium LehrerIn
"After Damir Mašić had become the Federal Minister of Education and Science in 2011, all the earlier selection mechanisms (encoded manuscripts, five-member consulting editor team, the same editor form) were retained, however, only one textbook was authorized for schools. The biggest problem with this policy of textbook selection is the lack of transparency and the lack of responsibility on the part of editors for the omissions made while evaluating the submitted manuscripts." http://eu-monitoring.ba/site/wp-content/uploads/2015/06/Primary-and-secondary-education-in-Bosnia-and-Herzegovina.pdf
"In schools where class is held in Croatian language, teachers may choose textbooks between two given publishers." http://eu-monitoring.ba/site/wp-content/uploads/2015/06/Primary-and-secondary-education-in-Bosnia-and-Herzegovina.pdf
LehrerInnenausbildung
LehrerInnen benötigen einen Universitätsabschluss. LehrerInnen benötigen eine zusätzliche praktische Ausblidung.
"Teachers are educated at eight public universities in Bosnia and Herzegovina, and two private higher education institutions. There are several teacher education faculties within each university. Faculties of teacher education prepare primary teachers (and sometimes subject teachers for upper primary schools) while subject teachers for secondary schools are prepared at non-teacher faculties for the relevant subject discipline as are most subject teachers for upper primary schools. Non-teacher faculties sometimes have a department for teachers. Teachers who teach subjects in vocational schools are prepared at the same higher education institutions where students are prepared for the corresponding vocations with no specific teacher training departments or courses provided. However, before they can teach they are obliged to pass an ecamination in the methodological-didactic group of subjects at another institution that provides relevant courses. The process of passing this exam varies substantially from one school to another. A general problem in secondary vocational schools is that teachers of vocational subjects come from non-teacher faculties and have little or no training in the educational sciences, psychology or teaching methods." http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/Bosnia_and_Herzegovina.pdf
"In Republika Srpska, the law stipulates an obligation for in-service professional development for teachers in primary, but not in secondary education. The route to obtaining a licence is regulated by a statute currently being developed for licensing pre-primary, primary and secondary teachers." http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/Bosnia_and_Herzegovina.pdf
Geschichte ist ein Einzelfach.
[For specific details see the tables on pages 12, 13 and 14.] http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/Bosnia_and_Herzegovina.pdf
Politik/Sozialkunde ist ein Kombinationsfach.
Religion ist ein Einzelfach.
[For specific details see the table on page 12.] http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/Bosnia_and_Herzegovina.pdf
Geographie ist ein Einzelfach.
Bildungsreformen
2002, Child-Friendly Schools Project: "The Child-Friendly Schools (CFS) project initiated in 2002 by UNICEF was created to address the quality of teaching by changing the teaching practices to focus on children rather than teachers and encourage child participation. Training centres and practice classrooms were established in each canton, region and district throughout the country to ensure improved school management and ongoing professional development." http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/Bosnia_and_Herzegovina.pdf
2007, Framework Law on Preschool Education: "The Framework Law on Preschool Education in Bosnia and Herzegovina of 2007 determines that preschool education is an integral part of the education system and envisages one year of compulsory preschool attendance for all preschool aged children before enrolment into primary school (Article 16). In 2008 the cantons of Sarajevo and Posavina adopted laws on preschool education and care in accordance with the Framework Law." http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/Bosnia_and_Herzegovina.pdf
2008, Law on Compulsory Schooling: "The Law on education in primary and secondary schools of the Brčko District (2008) stipulates that a pupil who reaches the age of 15 is no longer obliged to attend primary school in that calendar year, and that full-time student of a secondary school cannot be a person older than 18, or 19 years of age in case of a child with special needs. The Law on primary education in Sarajevo Canton (2008) stipulates that primary education shall last nine years and it shall be mandatory for children of age 6 to 15." http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/Bosnia_and_Herzegovina.pdf
Über Edumeres
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