Introduction and Rationale. The University of Wisconsin-Superior maintains an educational partnership with Wisconsin State Colleges and Universities to provide opportunities for students to enter bachelor’s degree completion programs. In the interest of fostering cooperation between our institutions, and to better serve the transfer of students from Northwood 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 Northwood Technical College Associate Degree named above to the UW-S Bachelor’s Degree named above in recognition that the Northwood program prepares students for admission to this Bachelor’s degree program. The underlying assumption for this Agreement is that the college provides a foundation of occupational courses and the University provides the upper-level courses required within the Bachelor’s degree program. Northwood students who successfully complete the Business Management Associate of Applied Science degree wishing to transfer to the University of Wisconsin- Superior will be awarded the following credits toward the Bachelor of Science Degree Programs in the Department of Business and Economics. Northwood Program UW-Superior Program course # course title Cr course # course title cr. granted Major and General Studies Courses 10101101 Financial Accounting 1 4 ACCT 200 ACCT 189 Financial Accounting Accounting Elective 31 10145101 Entrepreneurship 3 BUS 405 Entrepreneurship 3 10101174 Quickbooks Accounting - Beginning 2 ACCT 390 Quickbooks for Accounting 2 10104102 10104180 Marketing Principles Business and Marketing Field Study 32 BUS 370 BUS 289 Principles of Marketing Business Elective 32 10105100 Introduction to Business 3 BUS 101 Introduction to Business 3 10114107 Principles of Finance 3 FIN 320 Principles of Finance 3 10116100 or 10104198 Human Resource Management -or- Managing Human Resources 3 BUS 382 Human Resource Management 3 101031 10103146 10103151 10103152 10103162 10103106 MS Outlook MS Word A MS Excel A MS Excel B MS Access A MS PowerPoint 111111 BUS 189 Business Elective 6 10105125 Business Law 3 BUS 211 Business Law 3 10196191 Supervision 3 BUS 289 Business Elective 3 101 10196157 10196188 Customer Service Mgmt Strategic Planning Project Management 313 BUS 289 BUS 289 BUS 289 Business Elective Business Elective Business Elective 313 10801136 English Composition 3 WRIT 102 Introduction to Academic...
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. 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. The University of Wisconsin-Superior maintains an educational partnership with The Wisconsin Technical Colleges to provide opportunities for students to enter bachelor’s degree completion programs. In the interest of fostering cooperation between our institutions, and to better serve the transfer of students from Wisconsin Technical Colleges 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 WTCS Associate of Applied Science Degree named above to the UW-S Bachelor’s Degree named above in recognition that the WTCS program prepares students for admission to this Bachelor’s Degree program. The underlying assumption for such agreement is that the technical college provides a foundation of coursework and the university provides the general education and degree completion courses required within the Bachelor’s Degree program. WTCS students who successfully complete the Associate of Applied Science Degree named above and wishing to transfer to the University of Wisconsin-Superior Community/Public Health Promotion with their degree in Nursing will be awarded the following credits toward a B.S. Degree in PE: Community/Public Health Promotion. WTCS Program UW-Superior Program course # course title cr. course # course title granted. cr. needed cr. General Studies/University Studies Courses 00-000-000 00-000-000 Written Communication or English Composition 1 3 WRIT 102 College Writing II 3 0 WRIT 209 Professional Writing 3 00-000-000 Speech 3 COMM 110 Intro to Communication 3 0 HHP 102 Health and Wellness 0 3 Math Math Core (112, 115, 130, 230,150, 151, 240; CSCI 101, 201: IDS 110) 0 3 History Course 0 3 Literature Course 0 3 World Language, Culture or Philosophy area 0 3 00-000-000 Introduction to Sociology 3 SOCI 101 Introduction to Sociology (Social Science) 3 0 Introduction to Psychology 3 PSYC 101 Introduction to Psychology 3 0 Environmental Course (BIOL 100, CHEM 100, 101, GEOL 130, IDS 107 0 2 Lab Course: BIOL 111, 115, 123, 130; CHEM 102, 105, 181; GEOL 110, 130; PHYS 100, 107, 160, 201 0 4 Art History: ART 221, 222, 224, 331; COMM 104, 122, 285, 286, 287, MUSI 160, 266; WRIT 215, 216 0 3 Aesthetic Experience: ART 101; COMM 125, 180, 200, 273; HHP 132- 136; MUSI 104-112 0 3 Total WITC Credits Transferred 12 Total Gen Eds Transferred from WTCS 12 Total General Education Credits Needed to Complete Degree 30 Total Genera...
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. 1.1. On 16 March 2022, agreements were concluded whereby the Altron Group, via its major subsidiaries, Altron TMT Proprietary Limited (“ATMT”) and Altron TMT SA Group Proprietary Limited (“ATMTSA”) would dispose of all its business interest in Altron Document Solutions (“ADS”) and its associated subsidiary in the Eastern Cape, Genbiz Trading 1001 Proprietary Limited (“Genbiz”), to a third party purchaser, Xerotech Proprietary Limited (“Xerotech”), a subsidiary of Bi-Africa Investment Holdings Proprietary Limited (“Bi-Africa”). In terms of the disposal, Altron, ATMT, ATMTSA, Xerotech and BiAfrica (collectively “the Parties”) have concluded a sale of business agreement and a sale of shares agreement to record the salient terms of the disposal therein (“the Transactions”) (“the Agreements”). The disposal of the ADS operating division is aligned to the Group’s 2.0 strategy and the decision to dispose of the ADS business will result in a greater focus on Altron’s core ICT businesses which still remain in the portfolio of companies.
Introduction and Rationale. 1.1.1 What is Farm-to-School Farm-to-school (FTS) was created out of dual problems of childhood obesity and an understanding of the “economic and environmental challenges” with the way the current food system operates (Xxxxxxxx & Omhart, 2012). The original farm to school programs grew out of a desire and need to support schools and early care centers in feeding students with healthy and fresh food, while also creating a win-win for the local economy by sourcing from small and medium scale farms (Xxxxxxxx & Omhart, 2012). Farm to school programs are centered around three key areas including: 1) local food procurement; 2) school gardens and connection to local agriculture; and 3) the incorporation of nutrition, garden and agriculture topics into the school curriculum (Table 1.1) (NFSN, 2020). Though all three components make up the core mission of FTS, many programs across the country and within Georgia approach these aims in different ways, with some excelling in all three areas and others focusing on just one or two. The likelihood of successful behavior change is more likely with the full continuum of activities (Berlin et al., 2013), though the program is also designed to be asset-based where schools and early care and education (ECE) centers prioritize activities that align with and build upon existing strengths. Farm to Early Care and Education (FTECE) also falls under the umbrella of farm to school. Many of the mechanisms and goals around FTECE mirror those for FTS, though programming is tailored to fit the needs of younger children and early care centers (NFSN, 2020). Farm to school and FTECE are part of a movement to provide healthier meals for students in schools and help children to be more engaged with the food they eat and the process of getting it from farm to cafeteria. Farm to school also has the potential to have an impact on more direct public health outcomes such as obesity, chronic disease, food and nutrition security, academic achievement, environmental health, climate change mitigation and racial equity.
Introduction and Rationale. As a result of Projet San Francisco’s (PSF) work in Rwanda, Couples Voluntary Counseling and Testing (CVCT) is now the standard of care in government clinics, but misconceptions about long-acting reversible contraceptive (LARC) options have prevented their widespread uptake and have inhibited the subsequent benefits of decreased unwanted pregnancies and safer conception among HIV-discordant couples. Accompanying this are provider hesitancies, limited supply and socially ingrained stigma. Couples Family Planning Counseling (CFPC) seeks to address the need for combined HIV and family planning services. In recent years, Animateurs de Santé (ADS), Rwanda’s Community Health Workers (CHW), have received extensive training through the Ministry of Health (MoH) to deliver oral contraceptive pills (OCPs) and injectable contraceptives in homes. PSF has identified a unique opportunity to expand this training to include CFPC and the promotion of LARC methods.
Introduction and Rationale. Astrapak Property Holdings Proprietary Limited (“APH”), a wholly-owned subsidiary of Astrapak, has entered into an agreement (“Transaction Agreement”) to dispose of certain properties located in the industrial area of Denver, Johannesburg. The properties, consisting of a number of warehouses, production facilities and offices measuring approximately 40,941 square meters under roof in the aggregate (“the Properties”), together with their related letting enterprises (together “the Property Businesses”), are being acquired by Injalo Warehousing Proprietary Limited, a subsidiary of Trueprop Proprietary Limited (“Injalo”) (“the Transaction”). The decision to dispose of the Property Businesses accords with Astrapak’s strategic objective to dispose of its residual properties already classified as assets held for sale.
Introduction and Rationale. During the last two decades in the United States and around the world, there has been a striking upsurge in organized volunteer service and the establishment of nonprofit organizations that carry out this type of work.1,2,3 There was a 31.5% increase in the number of all 501(c) nonprofit organizations in the U.S. between 1999 and 2009.4 An average of sixty-two million Americans reported participating in volunteer activities between 2007 and 2009,5 with college students making up the fastest-growing group of people contributing volunteer hours.6 Many volunteers choose to participate in global service trips, spending short-term periods abroad in a recent uptick in service-learning, international volunteering, and what has been dubbed ―Voluntourism.‖7 It is estimated that just under one-fourth of international volunteer activity is focused in the field of public health and healthcare, with organizations enlisting the aid of volunteers to carry out medical clinics, health education, disaster relief, and the like.8 Some organizations recruit participants based on profession or experience in a field, but many rely on the service of unskilled volunteers to carry out short-term projects.9 The implications of volunteer service work in public health are vast and controversial. Some studies suggest that intercultural exchanges are valuable assets to host communities and volunteers alike.10 Others point out both costs and benefits to resource-limited economies in hosting volunteer groups.11 Critics of recent global health initiatives claim that current approaches to international health actually damage power structures in developing world settings,12 and some argue that short-term volunteer service projects generally detract from local healthcare infrastructure.13 Without question, volunteers who carry out public health projects must be appropriately prepared to handle the work they set out to do in order to carry out successful, impactful, responsible work.
