Java Coding Samples. A Hello. World! A sample of how to call methods in the same class. Uses the built. in int data type so only good to 1. Enhanced for. Parameters: An example that shows the behavior of value parameters. In. Java all parameters are passed by value. Various Java programs to illustrate various concepts. Very simple version of the Conway's Game of Life. Experts Exchange > Questions > Simple add object to an array in bluej Want to Advertise Here? I am sure that this is very simple to have the method add. Is this program something you came up with or is this a. Debugging Java programs with BlueJ. There are simple ways to find out if a program is incorrect.
A few brief examples of String manipulations. A program with examples of various Java syntax that. String. Prime. Ex A. Used. to demonstrate Java syntax. You need the. Stopwatch class, a non. Java class, as well. Pointers. as Value parameters. Array. Examples. 2D array. Example. A simplified version of filtering a picture represented by ints. Demonstration of try /. The CIA 2. 00. 8 Factbook may be downloaded from. Project Gutenberg. Int. List. Ver. 1. First version of the Int. List class developed in class. Developing class to. Java. Includes. versions of to. String using String concatenation and String. Buffer to. illustarte performance differences. Inherits from In. List. Ver. 3 to create a Sorted. Int. List. A class that. Demo. Class. This illustrates some of the more confusing concepts in class syntax and. A class for. measuring how long it takes for a program to run. Includes examples on finding space taken up by files in a directory. Fibonacci numbers, and a simple knapsack problem. Eight Queens. example. Code to find a a solution to an N queens problem. Note the. queens. Are. Safe method has not been completed. Airlines. example. Determine if airlines can be moved from airline to another. Here is a. sample input file. Minesweeper. Changed the Generic. List class so that it implements. Iterable interface in order to demonstrate how to implement an. Generic. List. Version. A. singly linked node class used to build linked lists. IList. A simple. list interface. Linked. List. Does not contain all the. Linked. List. Also implements the iterator. O(N) time. An O(1) time remove method is possible. Currently only the add method is.
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After all, sometimes it’s only after graduating from college, and even working for a time, that many individuals find what it is they want to do with their lives. And the intrinsic rewards and personal satisfaction of teaching appeals to many who have worked for a short time or even after many years in other fields. Fortunately there is a path for those with degrees in specific subject areas, enabling them to start teaching immediately, and that path is called alternative teaching certification. As of 2. 01. 0, 4. District of Columbia have some alternate route to teacher certification. Which Chicago Schools Offer Teacher Certification. Which Chicago Schools Offer Teacher Certification Programs? Learn about teaching schools in Chicago. Teacher Certification Degrees » Teacher Certification Center » Illinois Alternative Teacher Certification. Illinois Teacher Certification Teaching Schools. Illinois Alternative and Resident Teacher Certification Programs. Use our directory and resources to compare and contact schools that offer Alternative Teacher Certification Programs in Illinois. Alternative Teacher Certification Programs. These alternative routes to teacher certification allow individuals with at least bachelor’s degrees to teach without necessarily going through a college’s campus- based teacher education program. Alternative Teaching Certification Requirements by State. The National Center for Education Information (NCEI) estimates that more than 2. ALTERNATIVE AND RESIDENT TEACHER CERTIFICATION PROGRAMS. No Work Experience Waived for Chicago Public Schools Complete one year internship teacher. Certification Provisional Alternative teaching certificate. Alternative High Schools (16 to 21 years old). You can earn a high school diploma at the City Colleges of Chicago! NCEI states that alternative routes to certification have had a major impact on the teaching profession. More men, more non- whites, more mature, life- experienced, educated professionals have become K- 1. This nontraditional process places individuals immediately in the classroom, getting them working with students and teaching while working on certification requirements. Requirements for Alternative Certification. Numerous alternative certification routes are available, and each state sets its own requirements for these routes. However, many states share some or all of the following characteristics for alternative certification: Targeting talented individuals who have bachelor’s degrees and often careers in fields other than education. Chicago Center for Urban Life and Culture 1448 E. 52nd Street #430, Chicago, IL. Find out what the many communities of Chicago have to say through. Traditional Path to Teaching Certification. Some alternative programs allow you to begin teaching before your formal.Rigorous screening procedures regarding acceptance, including interviews and demonstrated mastery of subject content. In some states, tests over subject matter are required to prove competence. High performance standards while in the program, as well as for final completion of the program and certification. Field- based programs, meaning working directly with students in the classroom. Prospective teachers working with mentors, such as other teachers and educational support staff. Prospective teachers taking courses or equivalent workshops and experiences in educational studies before and while teaching. Becoming a teacher through an alternative route often goes by many names. Some call it an emergency or temporary route, others call it a nontraditional route, and still others simply call it an alternative teaching route. All of these names basically denote the same thing - alternative pathways for certifying individuals to teach. Shortage areas or high demand for certain teachers.
One route to alternative teaching certification resulted from a high demand for teachers qualified to teach certain subjects during the 1. While many other alternative certification routes now exist, emergency certification still exists in some states and for certain subject areas. Alternative Teaching Certification Statistics and Facts. On average, 9. 7% of those entering teaching through alternate routes state they feel highly competent in several areas of teaching. Nearly half of those who enter teaching through alternate routes were working in a non- education occupation the year prior to entering an alternative route program. Nearly half of those who became teachers through alternate routes state that if these alternate routes had not been available, they would not have entered the teaching field. Programs for teaching positions in these areas are job- specific, meaning that they recruit individuals for specific teaching positions and place individuals in these positions – in the classroom - early in their training programs. For individuals wanting to teach math and science, states usually require content- area expertise, and might test individuals to ensure they have this knowledge. Some states also require that those wanting to teach special education have an understanding of how to work with people with disabilities. In situations where a true “emergency” exists, the prospective teacher receives an emergency certificate or waiver allowing the individual to teach, usually without any on- site support or supervision. But they must simultaneously take traditional teacher education courses required for full, standard certification. In other situations where there’s a high demand, but it’s not classified as an immediate emergency, prospective teachers will work with mentors, and many go through alternative certification programs in groups or cohorts with other prospects so they’re not isolated or feel alone. And many of these programs integrate classes, workshops, and professional development efforts from the state’s department of education, colleges and universities, and the hiring school districts. However, many states are now renaming these “emergency” or “temporary” certification routes to simply alternative certification routes. Because the need to fill these positions is ongoing, most are now considered permanent approaches to fill these in- demand teaching positions. Residency programs. Many states have started alternative certifications they call “teaching residencies.” Again, the elements and requirements of these programs are driven by a state’s teaching needs, and so many varieties of these routes exist. School districts, states, and nonprofit organizations based the development of these programs on the medical residency programs that train future doctors. Residents learn the essentials of great teaching under the guidance of an experienced teacher. In addition, many residencies require that these individuals work toward a master’s degree in education. Additionally, states and school districts often partner with nonprofit organizations and universities to develop innovative residency programs. For example, the Urban Teacher Residency United, or UTRU started with schools in Chicago, Boston, and Denver in 2. UTRU recruits diverse, talented individuals, including recent college graduates, those wanting to change careers, or those who are community members. Each participating school district partners with UTRU to find candidates that fill their specific needs, but special attention is paid to individuals of color, and individuals desiring to teach science, math, or special education. In many cases, residency programs require a commitment of staying with the school district for a number of stated years after receiving the degree and certification. Wanted: individuals with passion for helping others learn. Some individuals don’t live in states or areas with high- needs schools. In other words, there are no teacher shortages. Failing schools are not a driving factor for alternative teaching routes, nor are there critical openings in science, math, or special education. Yet there still is a need to recruit talented, committed individuals who want to teach. And there are many individuals with degrees in subject areas other than education, or who have valuable work experience from other professional careers, who have a desire to make a difference in other children’s or adolescents’ lives. Many states have alternative routes for these individuals, for positions in both elementary and secondary grade levels. These alternative teacher certification routes involve teaching with a trained mentor, and classes taken while teaching. This instruction focuses on the theory and practice of teaching. Some states permit prospective teachers to take these classes in the summer before and/or after the teaching experience. And in recent years, some private organizations have dedicated themselves to increasing awareness on the need to recruit more energetic, devoted individuals to the teaching profession. They have also opened up alternative routes for teaching certification. These organizations include Teach for America, Troops to Teachers, and various routes for college professors who want to teach in K- 1. Individual states decide whether or not to permit these alternative routes to certification. The NCEI estimates that over 5. However, the organization states that the numbers continue to grow, and will continue to increase in the years ahead. Alternative routes to teaching are now important ways for states to attract the best to this dynamic profession. If you are interested in pursuing alternative teaching certification, explore your state's particular requirements. APEXi Power FC Adapter Kit (8. RX- 7)APEXi Power FC Harness Adapter (8. RX- 7)Harness Adapter will fit all S4 ('8. Mazda RX- 7 Turbo II's. This Harness Adapter Kit will allow you to install the FD3s APEXi Power FC(NOT included in kit) into your Series 4 FC3s without modifying your Engine or Dash Harnesses at the ECU. 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Actually, as par scientific resources, the human body, much like a computer, contains myriad data processors. They include, but are not limited to, the chemical- electrical activity of the brain, heart, and peripheral nervous system, the signals sent from the cortex region of the brain to other parts of our body, the tiny hair cells in the inner ear that process auditory signals, and the light- sensitive retina and cornea of the eye that process visual activity. We are on the threshold of an era in which these data processors of the human body may be manipulated or debilitated. Definition of psychotronic (psycho- physical) weapons Psychotronic Weapons (PF- weapons) this is the totality of all possible methods and means (techno- genic, suggestive, pharmacological, paranormal, complexes, and others) of hidden, forced influences on the psyche of a person for the purpose of modifying his onsciousness, behavior and health for what is desired in the way of influencing aspects of control. Victims loose their families, jobs, homes, and cars. Ultimate goal to destroy a persons life which will isolate them from family, friends. The isolation is needed to have access to the person to conduct many of the experiments on them. The second phase is the assaults of Directed Energy Weapons. After a victim becomes isolated from everyone in the world. The victim now having feelings of regret, remorse, of loss, trauma, and are drained and broken emotionally and physically. During this time many have been implanted with microchips. Many begin experiencing extreme pain to their head. Then pain is delivered to various other parts of their bodies. The pain is delivered by Directed Energy Weapons. Directed Energy Weapons. Some of the weapons were known as non- lethal weapons. They use such weapons as extremely low frequency Elf electromagnetic weapons (which has been used in mind control), acoustics, harmonics (which have been used as a mind control technique), ultrasound, microwave audiograms, microwave pulsed, and radio frequency. Another electromagnetic energy beam can be used to induce “considerable agitation and muscular activity” or “induce muscular weakness and lethargy” this weapon is know as Ultra High Frequency EM. Psychological warfare tactics are being used against unsuspecting citizens to destroy their jobs, their families and their lives. The perpetrators will stop at nothing. Their objective is to utterly destroy a person, very often resulting in a person taking his or her own life, or ending up in a mental hospital. This has been taking place for years and nothing is ever said about it. Nothing is ever written about it. Some people also experience electronic harassment. This is extremely distressing, painful and invasive, and feels like one’s mind and body is undergoing constant rape, 2. The technology used to do this is unknown, but hundreds of victims report the same physical sensations and experiences. Many take their lives in an attempt to escape the horror. The technology involves the use of electromagnetic waves of various frequencies to achieve different results. Some frequencies will make a person tired, while others may cause confusion or memory loss.“Electronic harassment” or e- harassment is a catch- all term used to describe a group of circumstances which a large number of people are currently experiencing in common. Saturday, Februar 1. PSYCHOTRONIC WEAPONS . BRAIN MANIPULATION FROM A DISTANCE In October 2. Denis J. Kucinich introduced in the American Congress A bill, obliging the American president to get engaged in the negotiations aimed at the ban of space based weapons. In this bill the definition of a weapon system includes: any other unacknowledged or as yet undeveloped means inflicting death or injury on, od damaging or destroying, a person(or the biological life, bodily health, mental health, or physical and economic well- being of a person) through the use of land- based, sea- based,or space- based systems using radiation, electromagnetic, psychotronic, sonic, laser, or other energies directed at individual persons or targeted populations or the purpose of information war, mood management, or mind control of cush persons or populations. As in all legislative acts quoted in this article the bill counts with sound, light or electromagnetic stimulation of human brain. Psychotronic fweapons remain, at least for a layman uninformed of secret military research, in the sphere of science fiction, since so far none of the published scientific experiments was presented in the way which would allow for its replication. That it is feasible to manipulate human behavior with the use of subliminal, either sound or visual, messages is now generally known. This is why in most of the countries the use of such technologies, without consent of the user, is banned. Devices using light for the stimulation of the brain show another way how the light flashing in certain frequencies could be used for the manipulation of human psychic life. As for the sound, a report on the device transmitting a beam of sound waves, which can hear only persons at whon the beam of sound waves is targeted, appeared last year in the world newspapers. The beam is formed by a combination of sound and ultrasound waves which causes that a person targeted by this beam hears the sound inside of his head. Such a perception could easily convince the human being that it is mentally ill. The acts presented in this article suggest that with the develpment of technology and knowledge of the functioning of human brain new ways of manipulation of human mind keep emerging. One of them seem to be the electromagnetic energy. BRAIN- MACHINE INTERFACE Robert Asher, Sandia National Laboratories June 2. Arlington, Virginia Increasingly, the human is being asked to take in multisensory inputs, to make near- instantaneous decisions on these inputs, and to apply control forces to multitask and control machines of various sorts. The multitasking, multisensor environment stresses the human, yet, more and more s/he being asked to operate in such an environment. As an example, the visionary project on uninhabited combat vehicles discusses an increased workload in piloting combat vehicles. DARPA has a brain- machine interface program about to start. This program has as its goal human ability to control complex entities by sending control actions without the delay for muscle activation. The major application for this program is control of aircraft. The intent is to take brain signals and use them in a control strategy and then to impart feedback signals back into the brain. The DARPA program could be extended to include a broader range of potential impact by including the possibility of other applications: learning and training, automobile control, air traffic control, decision- making, remote sensing of stress, and entertainment. Learning and training might be implemented as information coded into brain signals and then input into the person. Air traffic control in increasingly busy skies can use such capability: the controller has multiple inputs from multiple aircraft. These can be input into his brain in a 3- D aspect and an alertness signal used to . Not only intellectual data might be passed from one person to another without speaking, but also emotional and volitional information. Decisionmaking may become more precise as emotional, fatigue, and other cognitive states can be appraised prior to making a critical decision. The potential impact on automobile safety is great. The driver can have quicker control of his automobile (Fig. E. 1. 5), allowing for safer driving while reducing the car- tocar spacing on congested highways. But when, how and why it came to be used is hotly debated among scientists. With increased resources and energy, these ancestors were able to travel farther distances and expand to other continents. One hypothesis, for example, explains fire as a result of rock pounding that created a spark and spread to a nearby bush. Fire use is so crucial to our biology, it seems unlikely that it wasn't taken advantage of by our ancestors.
We're surrounded by fire's byproducts. Instead, the team suggests that the genus Homo, which includes modern humans and their close relatives, adapted to progressively fire- prone environments caused by increased aridity and flammable landscapes by exploiting fire's food foraging benefits. The data show that other animals and even some of our primate cousins use it as an opportunity to eat better; they are essentially taking advantage of landscape fires to forage more efficiently. Because woody plants and more fire- prone tropical grasses use different photosynthetic pathways that result in distinct variants of carbon, the carbon isotopic composition of paleosols can directly indicate the percentage of woody plants versus tropical grasses. This is explained by reductions in atmospheric carbon dioxide levels and increased aridity. Drier conditions and the expansion of fire- prone grasslands are also evidenced in fossil wood evidence in Omo Shungura G Formation, Ethiopia. In essence, they took advantage of the foraging benefits that fire provided. The research team identified these benefits by using the prey/optimal diet model of foraging, which simplifies foraging into two mutually exclusive components - - searching and handling - - and ranks resources by the expected net profit of energy per unit of time spent handling. This model identifies changes in the suite of resources that give the highest overall rate of gain as search and handling costs change. Foods altered by burning take less effort to chew and nutrients in seeds and tubers can be more readily digested. Those changes reduce handling efforts and increase the value of those foods. Evidence shows that other animals take advantage of fire for foraging, so it seems very likely that our ancestors did as well. Anatomical changes associated with dependence on cooked food such as reduced tooth size and structures related to chewing appear long before there is clear archaeological evidence of cooking hearths. Early fire use, therefore, would have been indistinguishable from naturally occurring fires. If you look at the other great apes, they're tied to habitats where juveniles can feed themselves. We were able to expand out of Africa into Europe and Asia because our fire use not only earned higher return rates, but also permitted older women in these communities to help feed juveniles, thereby freeing our ancestors to move into habitats where youngsters couldn't feed themselves. It gives us more insight into why we came to be the way we are; fire changed our ancestors' social organization and life history. 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Los Observatorios Urbanos « La Ciudad Viva“Iniciamos este nuevo milenio con la mitad de la poblaci. Las ciudades son, potencialmente, territorios con gran riqueza y diversidad econ. El modo de vida urbano influye sobre el modo en que establecemos v. De este modo, “los observatorios urbanos ser? Veamos las definiciones que tienen sobre estos t. Buenas Tareas, Ensayos.“Las bases de un observatorio urbano deber. En este sentido, los datos procesados y los documentos producidos por un observatorio son un insumo esencial para los tomadores de decisiones y los hacedores de pol. Facilitar y hacer accesible a los tomadores de decisiones locales, la informaci. Este ejercicio participativo permite a su vez, formular posibles correcciones y sugerencias en el accionar de las esferas gubernamentales. Una tarea adicional de estos foros es generar datos e informaciones y estimular un an. Pasando a su vez por las escalas, Regionales (subnacionales) y Nacionales, tambi. A cambio de esta certificaci. Establecer “Mejores Pr. El uso de la imagen como fuente primaria en la investigaci. El rollo legal de las cookies. La Ley 34/2002 nos obliga a avisarte de que usamos cookies propias y de terceros (ni de cuartos ni de quintos) con objetivos estad Esta ha desencadenado una fuerte sinergia en todos los . Ya en el 2. 00. 3 se formo en M. Aunque contamos ya actualmente con un Observatorio Regional: la Red de Observatorios de Cuyo. In: Urban Affairs quarterly. En: Revista Ciudades, 2. Enlaces relacionados. Observatorio de Agenda 2. NASP- Approved Programs. Since 1. 98. 8, NASP has been pleased to provide a national review and approval service for graduate programs in school psychology. NASP program approval/national recognition is an important indicator of quality graduate education in school psychology, comprehensive content, and extensive and properly supervised field experiences and internships, as judged by trained national reviewers. In addition, programs obtaining NASP approval allows for a streamlined process for program graduates to obtain the Nationally Certified School Psychologist (NCSP) credential. Thus, NASP approval/national recognition confers multiple advantages to programs, program graduates, the profession of school psychology, and, most importantly, to the children, families, and schools that we serve. Specialist level (6. NASP by providing evidence of consistency with the NASP Standards for Graduate Preparation of School Psychologists. The NASP standards provide the foundation for program review and approval. CAEP accredits units (e. Schools of Education), not programs, but does provide . NASP also conducts reviews of school psychology programs that are not in CAEP units and that submit materials for review by NASP on a voluntary basis. School Psychology Program information and deadlines through the College of Education at CSULB. School Psychology Program Mission. The mission of the University of Washington’s School Psychology Program is to prepare scientist-practitioners whose practice of. Are you interested in learning more about the nationally recognized UO school psychology program and how to apply for admission? Review School Psychology Graduate Programs on GradSchools.com the #1 site for School Psychology Degrees from accredited colleges & universities. The Ed.S in School Psychology provides a blend of instruction from distinguished faculty and real world experience in all facets of school psychology. There are three types of decisions that result from NASP review of school psychology programs: NASP approval/national recognition- full indicates the NASP review process found that a school psychology program demonstrated consistency with NASP standards. The period of NASP approval/national recognition- full for a program is 5 or 7 years, which includes any period of conditional approval leading up to full recognition status. Programs housed in NCATE accredited units are aligned with NCATE's 7- year approval cycle. NASP approval/national recognition with conditions indicates the NASP review process found that a school psychology program demonstrated general consistency with key NASP standards, but must submit additional documentation, usually within 1. NASP approval. Not Approved indicates a need for further development. It should be noted that NASP treats programs with full or conditional status equally in terms of the rights and benefits of NASP approval. This is true of NCATE's national recognition status as well. Further, the same benefits are offered to graduates from programs with full NASP approval/national recognition and graduates from programs with conditional NASP approval/national recognition with conditions. For more information regarding NASP program review and approval and the submission process to be used by school psychology graduate programs, please contact Dr. Links to university and program websites are provided with changes made twice a year, one month after review cycles (3/1 and 9/1). Programs are asked to send changes to links to nasppab@nmsu. The following school psychology programs have been approved/nationally recognized by the National Association of School Psychologists as of February 1, 2. The following key should be used in examining this list. Key: Program Level, SL=Specialist Level and DL=Doctoral Level. The NASP approval/national recognition status of the program (full or with conditions) is also listed, followed by the initial year of approval. Alabama. University of Alabama. SL- Full, 1. 98. 9 DL- Full, 1. Arizona. Argosy University, Phoenix. SL- Full, 2. 01. 4Arizona State University- Inactive. DL- Full, 1. 99. 1Northern Arizona University. SL- Full, 1. 99. 1; DL- Full, 1. University of Arizona. DL- Full, 1. 99. 1Arkansas. Arkansas State University. SL- With Conditions, 2. University of Central Arkansas. SL- Full, 1. 99. 4; DL- Full 2. California. Azusa Pacific University. SL- Full, 2. 01. 0California State University- Chico. SL- With Conditions, 1. California State University- East Bay (Formerly CSU- Hayward)SL- With Conditions, 1. California State University- Fresno. SL- Full, 1. 99. 4California State University- Long Beach. SL- With Conditions, 2. California State University- Los Angeles. SL- Full, 1. 99. 3California State University- Northridge. SL- With Conditions, 2. MS, EdS and PsyD in School Psychology. At PCOM, school psychology graduate students focus on understanding the whole person in an osteopathic medical. California State University- Sacramento. SL- Full, 2. 00. 1Chapman University (Orange, CA campus only)L- With Conditions, 2. Humboldt State University. SL- Full, 1. 99. 6Loyola Marymount University. SL- With Conditions, 2. San Diego State University. SL- Full, 1. 98. 9University of California- Riverside. DL- Full, 2. 00. 4University of California- Santa Barbara. SL- None, 1. 99. 8, Closed, 2. DL- Full, 2. 00. 7University of the Pacific. SL- Full, 2. 00. 8Colorado. University of Colorado- Denver. SL- Full, 1. 99. 3University of Denver. SL- Full, 2. 00. 7; DL- Full, 2. University of Northern Colorado. SL- Full, 1. 99. 0; DL- Full, 1. Connecticut. Fairfield University. SL- Full, 2. 01. 0Southern Connecticut State University. SL- Full, 1. 99. 7University of Connecticut. SL- Full, 1. 99. 1University of Hartford. SL- Full, 1. 99. 9Delaware. University of Delaware. SL- Full, 1. 99. 4; DL- Full, 2. District of Columbia. Gallaudet University. SL- Full, 1. 99. 1Howard University. DL - Full, 2. 00. Florida. Barry University. SL- Full, 2. 00. 1Florida International University. SL- With Conditions, 2. Florida State University. SL- Full, 2. 01. 3Nova Southeastern University. SL- Full, 2. 01. 1; DL- Full, 2. University of Central Florida. SL- With Conditions, 1. University of Florida. SL- Full, 1. 98. 9; DL- Full, 1. University of South Florida. SL- Full, 1. 98. 8; DL- Full, 1. Georgia. Georgia Southern University. SL- Full, 2. 01. 2Georgia State University. DL- Full, 1. 98. 8University of Georgia. DL- Full, 1. 98. 8Valdosta State University. SL- None, 1. 98. 8; Closed 2. Idaho. Idaho State University. SL- With Conditions, 2. Illinois. The Chicago School of Professional Psychology. SL- Full, 2. 01. 0 University. Eastern Illinois University. SL- Full, 1. 99. 4Illinois State University. SL- Full, 1. 99. 0; DL- Full, 1. Loyola University- Chicago. SL- Full, 2. 00. 0; DL- Full, 2. National- Louis University. SL- Full, 1. 99. 5 University. Northern Illinois University. SL- Full, 1. 99. 2; DL- Full, 2. Southern Illinois University- Edwardsville. SL- Full, 1. 99. 9Western Illinois University. SL- Full, 1. 99. 5Indiana. Ball State University. SL- Full, 1. 99. 1; DL- Full, 1. Indiana State University. SL- Full, 1. 99. 6; DL- Full, 1. Indiana University- Bloomington. SL- Full, 1. 99. 3; DL- Full, 1. Valparaiso University. SL- Full, 2. 01. 1Iowa. University of Iowa. DL- With Conditions, 1. University of Northern Iowa. SL- Full, 1. 99. 5Kansas. Emporia State University. SL- Full, 2. 00. 2 University of Kansas. SL- Full, 1. 99. 4; DL- Full, 1. Wichita State University. SL- Full, 1. 99. 6 Kentucky. Eastern Kentucky University. SL- Full, 1. 99. 4 University of Kentucky. SL- Full, 1. 98. 9; DL- Full, 1. Western Kentucky University. SL- Full, 1. 99. 3 Louisiana. Louisiana State University. DL- Full, 2. 00. 3 Louisiana State University- Shreveport. SL- Full, 1. 99. 4 Nicholls State University. SL- Full, 1. 98. 8 Maryland. Bowie State University. SL- Full, 2. 01. 2 Towson University. SL- Full, 2. 00. 1 University of Maryland- College Park. SL- Full, 1. 98. 8; DL- Full, 1. Massachusetts. William James College (formerly Massachusetts School of Professional Psychology) SL- Full, 2. Northeastern University. SL- Full, 1. 99. 5; DL- Full, 2. Tufts University. SL- Full, 1. 99. 4 University of Massachusetts- Amherst. DL- Full, 1. 98. 8University of Massachusetts- Boston. SL- Full, 1. 99. 1 Worcester State University. Louis. SL- Full, 2. Montana. University of Montana. SL- Full, 1. 99. 4 Nebraska. University of Nebraska- Kearney. SL- Full, 1. 99. 4University of Nebraska- Lincoln. SL- Full, 1. 99. 0; DL- Full, 1. University of Nebraska- Omaha. SL- Full, 1. 99. 5 Nevada. University of Nevada- Las Vegas. SL- Full, 1. 99. 8 New Hampshire. Plymouth State University. SL- With Conditions, 2. New Jersey. Fairleigh Dickinson University. SL- Full, 2. 01. 2 Georgian Court. SL- Full, 2. 01. 0 Kean University. SL- Full, 1. 99. 9 New Jersey City University. SL- Full, 2. 00. 6 Rider University. SL- Full, 2. 00. 7 Rowan University. SL- Full, 1. 99. 4 Rutgers University. DL- Full, 2. 00. 8 New Mexico. New Mexico State University. SL- Full, 2. 00. 6New York. Adelphi University. SL- Full, 2. 01. 3 Alfred University. SL- Full, 1. 99. 4; DL- Full, 2. Brooklyn College. SL- Full, 2. 00. 6College of St. Rose. SL- Full, 2. Columbia University, Teachers College. SL- Full, 2. 00. 5; DL- Full, 2. Fordham University- Lincoln Center. SL- Full, 1. 98. 8; DL- Full, 1. Hofstra University. DL- Full, 1. 98. 9 Iona College. SL- Full, 2. 00. 8 Marist College. SL- Full, 2. 01. 5 Mercy College. SL- With Conditions, 2. Niagara University. SL- Full, 2. 01. 4 Pace University. DL- Full, 1. 99. 9 Queens College- CUNYSL- Full, 1. Roberts Wesleyan College. SL- Full, 2. 00. 9 Rochester Institute of Technology. SL- Full, 1. 99. 4 St. John's University. SL- Full, 2. 00. 7; DL- Full, 2. State University of New York- Albany. SL- Full, 2. 00. 7 State University of New York- Buffalo. SL- Full, 1. 99. 4 State University of New York- Oswego. SL- Full, 2. 00. 1 State University of New York- Plattsburgh. SL- Full, 2. 00. 8 Syracuse University. DL- With Conditions, 2. Yeshiva University. DL- Full, 1. 99. 5North Carolina. Appalachian State University. SL- Full, 1. 99. 1 East Carolina University. SL- Full, 1. 99. 6 North Carolina State University. DL- Full, 1. 98. 9 University of North Carolina- Chapel Hill DL- Full, 1. Western Carolina University. SL- Full, 2. 00. 1 North Dakota. Minot State University. SL- With Conditions, 1. Ohio. Cleveland State University. SL- Full, 1. 99. 4 John Carroll University. SL- Full, 1. 99. 4 Kent State University. SL- Full, 1. 99. 1; DL- Full, 1. Miami University. SL- Full, 1. 99. 0 Ohio State University. SL- With Conditions, 1. DL- Full, 2. 01. 4 University of Cincinnati. SL- Full, 1. 99. 1; DL- Full, 1. University of Dayton. SL- Full, 1. 99. 2University of Toledo. SL- Full, 2. 00. 6 Oklahoma. Oklahoma State University. SL- Full, 1. 99. 9; DL- Full, 1. University of Central Oklahoma. SL- With Conditions, 2. Oregon. Lewis & Clark College. |
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