Blood Test Might One Day Help Spot Migraines

Blood Test Might One Day Help Spot Migraines

Researchers report that measuring levels of certain fats in the bloodstream might one day help spot women at high risk for migraines.

“While more research is needed to confirm these initial findings, the possibility of discovering a new biomarker for migraine is exciting,” wrote study author Dr. B. Lee Peterlin, associate professor of neurology at Johns Hopkins University School of Medicine in Baltimore.

In the study, the researchers assessed 52 women with episodic migraine (average of nearly six migraines a month) and 36 women who did not have the debilitating headaches. Blood samples from the women were checked for fats called ceramides, which help regulate energy and brain inflammation.

Women with episodic migraines had lower levels of ceramides than those who did not have headaches. Every standard deviation increase in ceramide levels was associated with about a 92 percent lower risk of migraine.

Conversely, the researchers found that two other types of fats were associated with a 2.5 times greater risk of migraine with every standard deviation increase in their levels.

The researchers also tested the blood of a random sample of 14 of the participants and, based on these blood fat levels, correctly identified which women had migraines and which women did not.

The findings were published online Sept. 9 in the journal Neurology.

In an editorial accompanying the study, Dr. Karl Ekbom, of the Karolinska Institute in Stockholm, Sweden, wrote, “This study is a very important contribution to our understanding of the underpinnings of migraine and may have wide-ranging effects in diagnosing and treating migraine if the results are replicated in further studies.”

Do Genes Link Headaches, Irritable Bowel Syndrome?

Do Genes Link Headaches, Irritable Bowel Syndrome?

TUESDAY, Feb. 23, 2016 (HealthDay News) — Genetic links may exist between irritable bowel syndrome (IBS) and migraine and tension-type headaches, researchers report.

“Since headache and irritable bowel syndrome are such common conditions, and causes for both are unknown, discovering a possible link that could shed light on shared genetics of the conditions is encouraging,” study author Dr. Derya Uluduz said in a news release from the American Academy of Neurology.

The findings might help point to new treatments for all of the disorders, suggested Uluduz, of Istanbul University in Turkey, and colleagues.

The study included 107 people with migraine, 53 with tension-type headache, 107 with IBS and 53 without any of the conditions.

People with migraine were about twice as likely as those with tension headache to also have IBS — 54 percent versus 28 percent, respectively. Of the people with IBS, 38 also had migraine and 24 also had tension headache, the investigators found.

The researchers then focused on genetics, in particular, the serotonin transporter gene and the serotonin receptor 2A gene. The study authors found that people with IBS, migraine or tension headache had at least one gene that differed from those of people without any of the disorders.

The findings were released online Feb. 23, and are scheduled for presentation in April at the American Academy of Neurology’s annual meeting, in Vancouver, Canada. The data and conclusions should be considered preliminary until published in a peer-reviewed medical journal.

“Further studies are needed to explore this possible link,” Uluduz said in the news release. “Discovering shared genes may lead to more future treatment strategies for these chronic conditions.”

IBS — which causes symptoms such as abdominal pain, cramping, a bloated feeling, gas, diarrhea or constipation — is the most common gastrointestinal disorder worldwide, the researchers said. It affects as many as 45 million Americans. The exact cause of the chronic condition is unknown and many people go undiagnosed.

Severe Migraines May Hint at Higher Risk of Pregnancy, Childbirth Problems

Severe Migraines May Hint at Higher Risk of Pregnancy, Childbirth Problems

FRIDAY, March 11, 2016 (HealthDay News) — Severe migraines are associated with an increased risk of complications during pregnancy and childbirth, especially among older women, new research suggests.

“The results of this study were of particular interest because more than half of the pregnant women with migraine experienced some type of adverse birth outcome, suggesting that these pregnancies should be considered high risk,” study author Dr. Matthew Robbins, said in a Montefiore Medical Center news release.

Robbins is director of inpatient services at Montefiore Headache Center. He’s also chief of neurology at the Jack D. Weiler Hospital of Montefiore in New York City.

It’s important to note that the study only found a link between women with severe migraines and pregnancy and delivery complications. The study wasn’t designed to prove that having or treating migraines caused these problems.

The study included 90 women. All of the women sought emergency medical care for severe migraines while pregnant.

About 20 percent of the women had the pregnancy complication preeclampsia, the study found. Women with preeclampsia have dangerously high blood pressure. About 8 percent of women in the general population have this complication, the researchers said.

Nearly 30 percent of the women in the study had preterm delivery. About 10 percent of women in the general population normally have a preterm delivery, according to the study. Nineteen percent of the women with migraines had low-birth weight babies, the study showed. That compares to a rate of 8 percent among women without migraines.

Women aged 35 and older with severe migraines were seven times more likely to have these complications than women in the general population.

Sixty-two percent of the women in the study received a combination of pills and intravenous drugs to treat their migraines. The researchers said it’s not clear if these medications played a role in the pregnancy and birth complications.

“These findings need to be replicated with a larger number of women, including those who have migraine that does not manifest with severe attacks during pregnancy,” Robbins added.

The study is to be presented in April at the American Academy of Neurology’s annual meeting, in Washington, D.C. Findings presented at meetings are generally viewed as preliminary until they’ve been published in a peer-reviewed journal.

Johns Hopkins University

Johns Hopkins University

Introduction
The Johns Hopkins University (commonly referred to as Johns Hopkins, JHU, or simply Hopkins) is a private research university in Baltimore, Maryland. Founded in 1876, the university was named after its first benefactor, the American entrepreneur, abolitionist, and philanthropist Johns Hopkins. His $7 million bequest—of which half financed the establishment of The Johns Hopkins Hospital—was the largest philanthropic gift in the history of the United States at the time. Daniel Coit Gilman, who was inaugurated as the institution's first president on February 22, 1876, led the university to revolutionize higher education in the U.S. by integrating teaching and research. Adopting the concept of a graduate school from Germany's ancient Heidelberg University, Johns Hopkins University is considered the first research university in the United States.

Johns Hopkins is organized into ten divisions on campuses in Maryland and Washington, D.C. with international centers in Italy, China, and Singapore. The two undergraduate divisions, the Krieger School of Arts and Sciences and the Whiting School of Engineering, are located on the Homewood campus in Baltimore's Charles Village neighborhood. The medical school, the nursing school, and the Bloomberg School of Public Health are located on the Medical Institutions campus in East Baltimore. The university also consists of the Peabody Institute, the Applied Physics Laboratory, the Paul H. Nitze School of Advanced International Studies, the education school, the Carey Business School, and various other facilities.

A founding member of the American Association of Universities, Johns Hopkins has been considered one of the world’s top universities throughout its history. The University stands among the top 10 in US News' Best National Universities Rankings and top 20 on a number of international league tables.  Over the course of almost 140 years, thirty-six Nobel laureates have been affiliated with Johns Hopkins. Founded in 1883, the Blue Jays men’s lacrosse team has captured 44 national titles and joined the Big Ten Conference as an affiliate member in 2014.

The first name of philanthropist Johns Hopkins is the surname of his great-grandmother, Margaret Johns, who married Gerard Hopkins. They named their son Johns Hopkins, who named his own son Samuel Hopkins. Samuel named one of his sons after his father and that son would be the university's benefactor. Milton Eisenhower, a former university president, once spoke at a convention in Pittsburgh where the Master of Ceremonies introduced him as "President of John Hopkins." Eisenhower retorted that he was "glad to be here in Pittburgh."

The original board opted for an entirely novel university model dedicated to the discovery of knowledge at an advanced level, extending that of contemporary Germany. Building on the German education model of Alexander von Humboldt, it became dedicated to research. Johns Hopkins thereby became the model of the modern research university in the United States. Its success eventually shifted higher education in the United States from a focus on teaching revealed and/or applied knowledge to the scientific discovery of new knowledge.
Campus
The first campus was located on Howard Street. Eventually, they relocated to Homewood, in northern Baltimore, the estate of Charles Carroll, son of the oldest surviving signer of the Declaration of Independence. Carroll's Homewood House is considered one of the finest examples of Federal residential architecture. The estate then came to the Wyman family, which participated in making it the park-like main campus of the schools of arts and sciences and engineering at the start of the 20th century. Most of its architecture was modeled after the Federal style of Homewood House. Homewood House is preserved as a museum. Most undergraduate programs are on this campus.

Collectively known as Johns Hopkins Medical Institutions (JHMI) campus, the East Baltimore facility occupies several city blocks spreading from the Johns Hopkins Hospital trademark dome.

School of Medicine: The School of Medicine is widely regarded as one of the best medical schools and biomedical research institutes in the world.
Bloomberg School of Public Health: The Bloomberg School was founded in 1916, the world's first and largest public health school. It has consistently been ranked first in its field.
School of Nursing: The School of Nursing is one of America's oldest and pre-eminent schools for nursing education. It has consistently ranked first in the nation.
Carey Business School: The Carey Business School was established in 2007, incorporating divisions of the former School of Professional Studies in Business and Education. It was originally located on Charles Street, but relocated to the Legg Mason building in Harbor East in 2011.
Peabody Institute: founded in 1857, is the oldest continuously active music conservatory in the United States; it became a division of Johns Hopkins in 1977. The Conservatory retains its own student body and grants degrees in musicology and performance, though both Hopkins and Peabody students may take courses at both institutions. It is located on East Mount Vernon Place.
Admission
The full-time, four-year undergraduate program is "most selective" with low transfer-in and a high graduate co-existence. The cost of attendance per year is $60,820; however, the average need met is 99%. The university is one of fourteen founding members of the Association of American Universities (AAU); it is also a member of the Consortium on Financing Higher Education (COFHE) and the Universities Research Association (URA).


In 2014, 88% of admitted students graduated in the top tenth of their high school class and the inter-quartile range on the SAT composite score was 2120-2310. In 2013, 96.8% of freshmen returned after the first year and 88% of students graduated in 4 years. The average GPA of enrolled freshmen in the class of 2018 is 3.88. Over time, applications to Johns Hopkins University have risen steadily. As a result, the selectivity of Johns Hopkins University has also increased. Early Decision is an option at Johns Hopkins University for students who wish to demonstrate that the university is their first choice. These students, if admitted, are required to enroll. This application is due November 2. Most students, however, apply Regular Decision, which is a traditional non-binding round. These applications are due January 1 and students are notified April 1.

University of Toronto

University of Toronto

Introduction
The University of Toronto (U of T, UToronto, or Toronto) is a public research university in Toronto, Ontario, Canada, situated on the grounds that surround Queen's Park. It was founded by royal charter in 1827 as King's College, the first institution of higher learning in the colony of Upper Canada. Originally controlled by the Church of England, the university assumed the present name in 1850 upon becoming a secular institution. As a collegiate university, it comprises twelve colleges, which differ in character and history, each retaining substantial autonomy on financial and institutional affairs. It has two satellite campuses located in Scarborough and Mississauga.

Academically, the University of Toronto is noted for influential movements and curricula in literary criticism and communication theory, known collectively as the Toronto School. The university was the birthplace of insulin and stem cell research, and was the site of the first practical electron microscope, the development of multi-touch technology, the identification of Cygnus X-1 as a black hole, and the theory of NP-completeness. By a significant margin, it receives the most annual scientific research funding of any Canadian university. It is one of two members of the Association of American Universities located outside the United States.

The Varsity Blues are the athletic teams representing the university in intercollegiate league matches, with particularly long and storied ties to gridiron football and ice hockey. The university's Hart House is an early example of the North American student centre, simultaneously serving cultural, intellectual and recreational interests within its large Gothic-revival complex.

The University of Toronto has educated two Governors General of Canada and four Prime Ministers of Canada, four foreign leaders, fourteen Justices of the Supreme Court, and has been affiliated with ten Nobel laureates.

The First and Second World Wars curtailed some university activities as undergraduate and graduate men eagerly enlisted. Intercollegiate athletic competitions and the Hart House Debates were suspended, although exhibition and inter faculty games were still held. The David Dunlap Observatory in Richmond Hill opened in 1935, followed by the University of Toronto Institute for Aerospace Studies in 1949. The university opened satellite campuses in Scarborough in 1964 and in Mississauga in 1967. The university's former affiliated schools at the Ontario Agricultural College and Glendon Hall became fully independent of the University of Toronto and became part of University of Guelph in 1964 and York University in 1965, respectively. Beginning in the 1980s, reductions in government funding prompted more rigorous fundraising efforts. The University of Toronto was the first Canadian university to amass a financial endowment greater than C$1 billion.
Campus
The university grounds lie about 2 kilometers (1.2 mi) north of the Financial District in Downtown Toronto, and immediately south of the neighborhoods of Yorkville and The Annex. The site encompasses 71 hectares (180 acres) bounded mostly by Bay Street, Bloor Street, Spadina Avenue and College Street. An enclave surrounded by university grounds, Queen's Park contains the Ontario Legislative Building and several historic monuments. With its green spaces and many interlocking courtyards, the university forms a distinct region of urban parkland in the city's downtown core.[27] The namesake University Avenue is a ceremonial boulevard and arterial thoroughfare that runs through downtown between Queen's Park and Front Street. The Spadina, St. George, Museum, and Queen's Park stations of the Toronto rapid transit system are located in the vicinity.

The architecture is epitomized by a combination of Romanesque and Gothic Revival buildings spread across the eastern and central portions of campus, most of them dating between 1858 and 1929. The traditional heart of the university, known as Front Campus, is located near the centre of the campus in an oval lawn enclosed by King's College Circle. The centerpiece is the main building of University College, built in 1857 with an eclectic blend of Richardsonian Romanesque and Norman architectural elements. The dramatic effect of this blended design by architect Frederick William Cumberland drew praise from European visitors of the time: "Until I reached Toronto," remarked Lord Dufferin during his visit in 1872, "I confess I was not aware that so magnificent a specimen of architecture existed upon the American continent." The building was declared a National Historic Site of Canada in 1968.[30] Built in 1907, Convocation Hall is recognizable for its domed roof and Ionic-pillared rotunda. Although its foremost function is hosting the annual convocation ceremonies, the building serves as a venue for academic and social events throughout the year. The sandstone buildings of Knox College epitomizes the North American collegiate Gothic design, with its characteristic cloisters surrounding a secluded courtyard.

Developed after the Second World War, the western section of the campus consists mainly of modernist and internationalist structures that contain laboratories and faculty offices. The most significant example of Brutalist architecture is the massive Robarts Library complex, built in 1972 and opened a year later in 1973. It features raised podia, extensive use of triangular geometric designs and a towering fourteen-storey concrete structure that cantilevers above a field of open space and mature trees.[40] Sidney Smith Hall is the home to the Faculty of Arts and Science, as well as a few departments within that faculty. The Leslie L. Dan Pharmacy Building, completed in 2006, exhibits the high-tech architectural style of glass and steel by British architect Norman Foster.
Admission
The Faculty of Arts and Science is the university's main undergraduate faculty, and administers most of the courses in the college system. While the colleges are not entirely responsible for teaching duties, most of them house specialized academic programs and lecture series. Among other subjects, Trinity College is associated with programs in international relations, as are University College with Canadian studies, Victoria College with Renaissance studies, Innis College with film studies and urban studies, New College with gender studies, Woodsworth College with industrial relations and St. Michael's College with Medievalism. The faculty teaches undergraduate commerce in collaboration with the Rotman School of Management. The Faculty of Applied Science and Engineering is the other major direct-entry undergraduate faculty.

The University of Toronto is the birthplace of an influential school of thought on communication theory and literary criticism, known as the Toronto School. Described as "the theory of the primacy of communication in the structuring of human cultures and the structuring of the human mind", the school is rooted in the works of Eric A. Havelock and Harold Innis and the subsequent contributions of Edmund Snow Carpenter, Northrop Frye and Marshall McLuhan. Since 1963, the McLuhan Program in Culture and Technology of the Faculty of Information has carried the mandate for teaching and advancing the Toronto School.


Several notable works in arts and humanities are based at the university, including the Dictionary of Canadian Biography since 1959 and the Collected Works of Erasmus since 1969. The Records of Early English Drama collects and edits the surviving documentary evidence of dramatic arts in pre-Puritan England, while the Dictionary of Old English compiles the early vocabulary of the English language from the Anglo-Saxon period.

U.S. says it may not need Apple to open San Bernardino iPhone

U.S. says it may not need Apple to open San Bernardino iPhone

U.S. prosecutors said Monday that a "third party" had presented a possible method for opening an encrypted iPhone used by one of the San Bernardino shooters, a development that could bring an abrupt end to the high-stakes legal showdown between the government and Apple Inc.

A federal judge in Riverside, California, late Monday agreed to the government's request to postpone a hearing scheduled for Tuesday so that the FBI could try the newly discovered technique. The Justice Department said it would update the court on April 5.

The government had insisted until Monday that it had no way to access the phone used by Rizwan Farook, one of the two killers in the December massacre in San Bernardino, California, except to force Apple to write new software that would disable the password protection.

The Justice Department last month obtained a court order directing Apple to create that software, but Apple has fought back, arguing that the order is an overreach by the government and would undermine computer security for everyone.

The announcement on Monday that an unnamed third party had presented a way of breaking into the phone on Sunday - just two days before the hearing and after weeks of heated back-and-forth in court filings - drew skepticism from many in the tech community who have insisted that there were other ways to get into the phone.

“From a purely technical perspective, one of the most fragile parts of the government's case is the claim that Apple's help is required to unlock the phone," said Matt Blaze, a professor and computer security expert at the University of Pennsylvania. "Many in the technical community have been skeptical that this is true, especially given the government's considerable resources.”

Former prosecutors and lawyers supporting Apple said the move suggested that the Justice Department feared it would lose the legal battle, or at minimum would be forced to admit that it had not tried every other way to get into the phone.

In a statement, the Justice Department said its only interest has always been gaining access to the information on the phone and that it had continued to explore alternatives even as litigation began. It offered no details on the new technique except that it came from a non-governmental third party, but said it was "cautiously optimistic" it would work.

"That is why we asked the court to give us some time to explore this option," a spokeswoman for the Justice Department, Melanie R. Newman, said. "If this solution works, it will allow us to search the phone and continue our investigation into the terrorist attack that killed 14 people and wounded 22 people."

It would also likely end the case without a legal showdown that many had expected to reach the U.S. Supreme Court.

An Apple executive told reporters on a press call that the company knew nothing about the Justice Department's possible method for getting into the phone, and that the government never gave any indication that it was continuing to search for such solutions.

The executive characterized the Justice Department’s admission Monday that it never stopped pursuing ways to open the phone as a sharp contrast with its insistence in court filings that only Apple possessed the means to do so.

Nate Cardozo, staff attorney at the Electronic Frontier Foundation, a civil liberties group backing Apple, said the San Bernardino case was the "hand-chosen test case" for the government to establish its authority to access electronic information by whatever means necessary.

In that context, he said, the last-minute discovery of a possible solution and the cancellation of the hearing is "suspicious," and suggests the government might be worried about losing and setting a bad precedent.

But George Washington University law professor Orin Kerr, a former Justice Department computer crime prosecutor, said the government was likely only postponing the fight.

"The problem is not going away, it's just been delayed for a year or two," he said.

Apple said that if the government was successful in getting into the phone, which might involve taking advantage of previously undiscovered vulnerabilities, it hoped officials would share information on how they did so. But if the government drops the case it would be under no obligation to provide information to Apple.

In opposing the court order, Apple's chief executive, Tim Cook, and his allies have argued that it would be unprecedented to force a company to develop a new product to assist a government investigation, and that other law enforcement agencies around the world would rapidly demand similar services.

Law enforcement officials, led by Federal Bureau of Investigation Director James Comey, have countered that access to phones and other devices is crucial for intelligence work and criminal investigations.

The government and the tech industry have clashed for years over similar issues, and Congress has been unable to pass legislation to address the impasse.

(Reporting by Joseph Menn, additional reporting by Mari Saito; Editing by Leslie Adler and Andrew Hay)

NCAA tournament gives employers tool to boost creativity

NCAA tournament gives employers tool to boost creativity

WEST LAFAYETTE, Ind. — The NCAA basketball tournament could actually benefit workplace productivity, according to a Purdue University expert in work-life issues.

"Employers who encourage employees to take time at work to participate in the NCAA tournament frequently see benefits," said Ellen Ernst Kossek, the Basil S. Turner Professor of Management and research director of the Susan Bulkeley Butler Center for Leadership Excellence.

Kossek said bringing the activity into office culture could provide a meaningful long-term productivity boost. She offers the following ideas for management to consider as they plan workflow around the annual sports tournament.

* Innovation is more likely to occur when employees collaborate. "Having some levity in the workplace can help people decompress from stress. Food and social events can be shared in the conference room and not the local bar, which may be appealing to many workers," Kossek said.

* Basketball provides examples of teamwork in action. Sometimes the game hero isn't the top scorer but the one with the most assists and rebounds. "As in business, employees learn you can't win the game trying to score all the baskets yourself," Kossek said.

* Games also provide lessons in leadership, from those who inspire the team on a roll to those who help overcome a dry spell in scoring.

* Watching the shifts in tempos and leads can show how quickly fortunes can turn. "How a team handles adversity tells a lot about mental and physical toughness, resilience and how not to let setbacks mushroom into major problems," she said.

* Observing sportsmanship and fair play on the court also can be a lesson in ethics. "This is something nearly every business needs," Kossek said. Flagrant fouls and disrespectful fans demonstrate more clearly than any lecture the value of taking the higher ground when competing.

"While not every employee will relish basketball being brought into the office, an employer who uses the tournament as a way to discuss teamwork lessons or simply have a good time may find that there's a big payoff for the business," she said.

News Service contact: John Hughey, 765-494-2432, hugheyj@purdue.edu

Princeton University

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Princeton University

Princeton University

Summary

Princeton University is a private institution that was founded in 1746. It has a total undergraduate enrollment of 5,391, its setting is suburban, and the campus size is 600 acres. It utilizes a semester-based academic calendar. Princeton University's ranking in the 2016 edition of Best Colleges is National Universities, 1. Its tuition and fees are $43,450 (2015-16).
Princeton, the fourth-oldest college in the United States, is located in the quiet town of Princeton, New Jersey. Within the walls of its historic ivy-covered campus, Princeton offers a number of events, activities and organizations. The Princeton Tigers, members of the Ivy League, are well known for their consistently strong men's and women's lacrosse teams. Students live in one of six residential colleges that provide a residential community as well as dining services but have the option to join one of more than 10 eating clubs for their junior and senior years. The eating clubs serve as social and dining organizations for the students who join them. Princeton's unofficial motto, "In the Nation's Service and in the Service of All Nations," speaks to the university's commitment to community service.
Princeton includes highly ranked graduate programs through the Woodrow Wilson School of Public and International Affairs and School of Engineering and Applied Sciences. One unique aspect of Princeton's academic program is that all undergraduate students are required to write a senior thesis. Notable alumni include U.S. President Woodrow Wilson; John Forbes Nash, subject of the 2001 film "A Beautiful Mind"; model/actress Brooke Shields; and first lady Michelle Obama. According to Princeton legend, if a student exits campus through FitzRandolph Gate prior to graduation, he or she may be cursed never to graduate.

Extended Education: Information Technology

Extended Education: Information Technology

CompTIA Technology Course (A+, N+, S+)
MCSA: Windows Server 2012 Bootcamp
MCITP: Enterprise Administrator Upgrade Bootcamp
MCITP: Enterprise Messaging Administrator 2010 Bootcamp
MCITP: Server Administrator / MCSA: Windows Server 2008 Boot Camp
MCITP: Server and Enterprise Administrator Combo Boot Camp
MCSA: Windows Server 2012 Boot Camp – Online MCSA: SQL Server 2012 Boot Camp – Online
Designing and Implementing a Server Infrastructure – Online
Implementing an Advanced Server Infrastructure – Online
Implementing a Desktop Infrastructure – Online
Implementing Desktop Application Environments – Online
Monitoring and Operating a Private Cloud with System Center 2012 – Online
Configuring and Deploying a Private Cloud with System Center 2012 – Online
Programming in HTML5 with JavaScript and CSS3 – Online
Essentials of Developing Windows Store Apps Using HTML5 and JavaScript – Online
Advanced Windows Store App Development using HTML5 and JavaScript – Online
Developing ASP.NET MVC 4 Web Applications – Online
Developing Windows Azure and Web Services – Online
Programming in C#
Essentials of Developing Windows Store Apps using C# – Online
Advanced Windows Store App Development using C# – Online
ITIL Foundation – Online
Citrix XenApp and XenDesktop Fast Track – Online
Citrix XenApp and XenDesktop Fast Track – Online
CCNAX v2.0 – CCNA Routing and Switching Boot Camp – Online
ICND1 v2.0 – Interconnecting Cisco Networking Devices, Part 1 –
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ROUTE – Implementing Cisco IP Routing v1.0 – Online
SWITCH – Implementing Cisco IP Switched Networks v1.0 – Online
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DCUCI v5.0 – Data Center Unified Computing Implementation – Online
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IPS – Implementing Cisco Intrusion Prevention System v7.0 – Online
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CAPPS – Integrating Cisco Unified Communications Applications v8.0 – Online
VMware vSphere: Install, Configure, Manage [V5.1] – Online
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Northwestern School of Communication

About the School

Northwestern’s School of Communication is one of the few places where students can find a comprehensive program in performing and media arts, including dramatic writing, film and television production, design for interactive and digital media, acting on stage and on screen, sound design and studies, theatre design and directing, theatre history, music theatre, and dance. Across the School, faculty are committed to the integration of theory/research and practice; the School’s state-of-the-art “modular” curriculum connects with and builds upon its rich co-curricular offerings. These include over three dozen theatre and dance productions a year organized by faculty as well as many more student-organized projects; media arts activities that allow students to create film, television, sound, and video installations, and digital media products; and community education and outreach projects, especially involving creative drama for young audiences. The arts curriculum has recently been extended to include theatre management and leadership for creative enterprises. An Office of External Programs, Internships, and Career Services helps students enter the creative economy with industry experience and connections to the School’s star-studded alumni network.

Mission of the School of Communication

The mission of the School of Communication is to advance the arts, sciences, and practices of human communication through every appropriate means, and especially through education, scholarship, artistic work, policy analysis, and advocacy. In pursuit of this mission, the School has developed innovative curricula for undergraduate, professional, and doctoral programs in each of its five departments (communication sciences and disorders, communication studies, radio-television-film, performance studies, and theatre); it also offers pre-college and continuing education programs in selected areas. Its research programs provide comprehensive and interdisciplinary study of human communication and expression, from speech and hearing sciences through social scientific and humanistic studies of media to the arts of performance and storytelling. Through its clinics, theaters, centers, and co-curricular offerings, the School carries out an effective program of translational activities designed to reshape the capabilities and practices of individual communicators and the communities in which they live and work.

About our Dean

The School of Communication is led by Barbara J. O'Keefe, Annenberg University Professor, Professor of Communication Studies, and Dean. Dean O'Keefe earned her A.B., A.M., and Ph.D. in Speech Communication at the University of Illinois, Urbana-Champaign. She held faculty positions at Wayne State University, Pennsylvania State University, the University of Illinois, Urbana-Champaign, and the University of Michigan before joining the faculty at Northwestern in 2000.  Her research has explored the role of developmental processes, training, and technology in improving the effectiveness of communicators and communities.  She has studied the development of communication skills across the life span as well as the role of computing technologies—most recently networked computing—in helping people improve their skills and collaborate more effectively.

Other administrators of the School include Associate Dean of Administration and Finance Rick Morris; Associate Dean of Research Jane Rankin; Associate Dean of Undergraduate Programs and Advising Sally Ewing; Associate Dean of Graduate Programs D. Charles Whitney; Office of External Programs, Internships, and Career Services Director Heather Trulock.

Our history

The School of Communication's vibrant programs have their history in the art of elocution and oratory. In 1868, Robert McClean Cumnock began teaching a course in elocution at Northwestern University; within ten years, a certificate program in elocution was offered, serving as the founding of our school's offerings. In 1891, the School of Oratory was founded. In 1921, the School is renamed the School of Speech, and in 2001, renamed again the School of Communication to better reflect the broad array of subjects studied here. Today, the School has more than 1,200 undergraduates, 700 graduate students, and 170 faculty members, and six majors in five departments.

Symposium Explores Creating Opportunities for Adults With Autism

Symposium Explores Creating Opportunities for Adults With Autism

Researchers, business owners, and families gathered at Northwestern University on March 12 to share success stories about, and to build awareness of, autism. It was the first of what organizers hope is an annual event that will open doors to employment opportunities that are too often slammed shut.

The Autism Speaks Midwest Employee Symposium at the Norris Center brought together about 150 people for a day-long discussion of autism and the challenges adults with autism face in finding employment.

One of the event’s cochairs, Denise Boggs Eisenhauer, said she walked out of the event feeling “inspired” but also recognized that there’s so much more to do.

Eisenhauer directs Northwestern’s Center for Audiology, Speech, Language and Learning (NUCASSL), which diagnoses and treats young children and adults with communication disorders. She said it’s important for clinicians to be thinking as broadly as possible about the lifespan of these individuals on the autism spectrum.

“Honestly, we do an amazing job of providing evidence-based evaluation, diagnosis, and treatment for people with Autism Spectrum Disorders,” she said. “But after the symposium, I recognized we as providers have to do more than just say we’re the best at treating the disorder of autism. Our responsibility lies also in building community awareness and acceptance of differences that people with ASD may present to the world”.  

“We need to determine how we use the skillset that we have as clinicians to help at the other end, to help businesses to understand and develop so that our patients who are 3 and 4 years old now coming through the clinic are going to be able to walk into a job when they’re 18, 19, and 20 and be hired” she added.

Part of that, Eisenhauer said, is to create awareness in the community and to help businesses learn what they can do to provide jobs to these individuals

“Being (at the symposium) and feeling that energy was so inspiring, because it motivated all clinicians in the room to start working on the community awareness piece too,” she said.

It is estimated that 85 percent of adults with autism are either unemployed or underemployed. The Autism Speaks event featured panel discussions with several employers who have successfully hired and built businesses utilizing the skills of workers with autism.

The second part of the symposium featured a “Pitch Fest” during which small business owners vied for a first prize of $3,500 by pitching ideas for creating employment opportunities for adults with autism. Jan Pilarski and her son Chris Tidmarsh won for their proposal about expanding their Green Bridge Growers (GBG) business.

Green Bridge is a hydroponic farming operation that was founded two-and-a-half years ago by Pilarski and Tidmarsh as a way to provide quality jobs for young adults with autism. They started with a 400-square-foot greenhouse but are now in construction on two larger greenhouses – 2,200 square feet each – that will create jobs for as many as eight more adults with autism.

“My oldest son is a young adult on the autism spectrum,” Pilarski said. “He graduated from Hope College and has always been interested in science and environmental studies. … (But) a stint in the traditional workplace didn’t work out for him, so we wanted to explore something that was more entrepreneurial.

“He had already been very interested in what he saw in college of organic farming, so for us (Green Bridge Growers) was an outgrowth of his own interests and passions.”

Pilarski said the Autism Speaks event helps create more awareness inside and outside the autism community.

“It’s a good moment to realize this is a growing movement in the business-education field,” she said. “It comes at a really good time for those of us who want to start a business with a social purpose.

“People say, ‘What kind of a difference can you make?’ because the problem is so big. But it’s planting seeds – this is a very viable type of employment; entrepreneurial employment – and there are any number of businesses that could be started given an autistic individual’s passion or interests. So it kind of turns the idea of employment on its head so people can look at it differently.”

The Autism Speaks Midwest Employment Symposium was co-sponsored by Northwestern’s Center for Audiology, Speech, Language, and Learning (NUCASLL) and the Neurodevelopmental Disabilities Lab in the Roxellyn and Richard Pepper Department of Communication Sciences and Disorders.

In recognition of World Autism Awareness Day, Northwestern’s 100-foot clock tower, which stands in the middle of the Rebecca Crown Center, will glow blue on April 2.

Post-Master’s Emergency Nurse Practitioner Certification Program of Study (13 to 19 credits)

Post-Master’s Emergency Nurse Practitioner Certification Program of Study (13 to 19 credits)

This graduate certificate is designed for the nurse practitioner (FNP, PNP, Adult-Geriatric NP) working or wishing to work in an urgent care or emergency department setting. It is also appropriate for the primary care focused nurse practitioner who wants to add these skills to be certified as an Emergency Nurse Practitioner (ENP). This certificate does not provide the education to become certified as an acute care nurse practitioner with either the adult-geriatric or pediatric populations. A minimum of 13 credits is required although some students will need additional clinical credits. An analysis of the individual student’s transcript will determine the specific number of credits required.



Admission Requirements

Nationally certified nurse practitioner.
Unencumbered registered nursing license in the state the applicant plans to do clinical.
Unencumbered advanced practice nursing license in the state the applicant plans to do clinical.
Successful completion of background checks and drug screen as required by the university
One year of emergency department, urgent care, or other critical care nursing experience is recommended (if applicant does not have this experience it will take longer to be eligible for certification as an ENP)
Official Transcripts from Nurse Practitioner program where received the MSN or DNP
Completion of Weaver Assessment
While in the program, students are required to maintain the following:

Background clearance and Negative Drug Screen
Professional liability insurance
Personal health insurance
CPR certification for Healthcare providers by American Heart Association
PALS and ACLS certification
Meet the health clearance requirements of the University and assigned clinical agencies by registering the following in Complio:
TB testing
MMR immunity or vaccination
Varicella immunity or vaccination
Hepatitis B immunity or vaccination
Annual Flu vaccine

Education Plan:  All courses online except the 2 day ENP 650A which is delivered face to face over a weekend.



Term 1
3 credits ENP 650
Acute Care Essentials

  COURSE DESCRIPTION
This course is the first of three courses to prepare nurse practitioners for roles in an urgent care setting.  This course builds on the concepts of advanced health assessment, diagnosis, management, and treatment of acute problems across the lifespan focusing on the care of the patient in an urgent setting.  This course will introduce the learner to concepts and basic strategies used in the care of patients with acute problems.



1 credit or CEU’s* ENP 650A Immersion Emergency Skills for the Nurse Practitioner


Term 2
3 credits ENP 651 Emergency Diagnosis and Management I
 
COURSE DESCRIPTION

This course is the second of three courses to prepare nurse practitioners for roles in an emergency department setting.  This course builds on the concepts of acute care diagnosis, management, and treatment of acute problems across the lifespan. This course will introduce the learner to concepts and basic strategies used in the care of patients with acute problems presenting to the emergency department for care.



Term 3
3 credits ENP 652 Emergency Diagnosis and Management II
 
COURSE DESCRIPTION

This course is the third of three courses to prepare nurse practitioners for roles in an emergency department setting.  This course builds on the concepts of acute care diagnosis, management, and treatment of acute problems across the lifespan. This course will introduce the learner to concepts and basic strategies used in the care of patients with acute problems presenting to the emergency department for care.





ENP 653 Practicum in Acute Care
3-9 credits
(144-432 hours)


COURSE DESCRIPTION

A minimum of 3 clinical credits (144 hours) is required of all students. Some students will be required to complete more clinical hours (up to 9 credits or 432 hours) to satisfy credentialing requirements. All credits will be precepted clinical hours focusing on the management of common and acute problems in an urgent care or emergency department setting. Students will work as a part of a team and apply the latest evidence to practice.   This course is a pass/fail course.



This course may be taken for 1 credit or 16 CEUS- NP’s may register only for this 1 course to acquire these skills without taking the rest of the certificate.

Master of Arts in Education

Master of Arts in Education

The Master of Arts degree in education (MAED) is designed for educators who are interested in enhancing their career through advanced professional knowledge and for non-education professionals who are seeking a career change.

We deliver a “BLUE-RIBBON” experience that is student centered and exemplifies excellence, equity, rigor, and integrity.

Program features include:

Small university with 1:1 nurturing and interaction
The instructional schema is personalized
Online classes that meet your unique needs
Collegial Cohort Model
The USU culture is that of a global/diverse/inclusive community welcoming ethnically, culturally, and linguistically gifted students with a specific outreach to the traditionally underserved
Incomparable stamina between USU staff and students to stay the course to completion that bridges the gap between educational equity and the advancement of students that are traditionally underserved
USU is affordable with opportunities for scholarships, financial aid, and tuition counseling
MAED 36 semester credits, 3 semesters, 12 months. Open Enrollment every two months; duration is 8 months if Teaching Credential is taken at USU.

1. The MAED offers the following specializations for credentialed teachers:

Administration and Leadership, K-12 (for Credentialed Teachers)
Effective K-6 STEM Education (Elementary)
Effective 7-12 STEM Education Applied Mathematics & Engineering (Middle/High School Credentialed Teachers)
Effective 7-12 STEM Education Natural Sciences (Middle/High School Credentialed Teachers)
Effective 7-12 STEM Education Computer Sciences & Technology (Middle/High School Credentialed Teachers)
2. The MAED offers the Specialization in Special Education with Special Education Credential

3. The MAED also offers the following Specializations where the Teaching Credential is not needed:

Higher Education Administration
Early Childhood Education
Degree Requirements
Core Requirements 24 credits
Specialization Requirements 12 credits
Admission Requirements
Have earned the equivalent of a US Bachelor’s degree from an accredited institution
Submit official transcripts from the bachelor-degree awarding institution(s), and any post-bachelor degree institution including any master’s degree or credits
Programs with undergraduate prerequisites require official transcripts from the originating institution. (Foreign transcripts must be translated and evaluated by a University acceptable agency)
Have a cumulative Undergraduate GPA of 2.5 or higher
International students must have a minimum TOEFL score of 500 (paper-based)/173 computer-based /61 (online)
Program Learning Outcomes
Upon completion of the Masters of Arts in Education the student will be able to:

Write and present scholarly essays and on policy, programs and issues relating to education and education leadership
Apply quantitative and qualitative research to practical problems in education.
Effectively gather, analyze and integrate information to guide practice
Critically analyze the historical, social, economic, and political influences on education institutions and practices.
Identify and analyze social,  legal and ethical issues that arise in education practices and institutions
Analyze research and theories exposing inequities in educational access, opportunities and practices; propose solutions to enhance rather than restrict opportunities
Collaborate in a community of practice

California Teaching Credential Programs

California Teaching Credential Programs

Put your bachelor’s degree to work educating others with your single and multiple subject teaching credentials

Your California Teaching Credential is the key step you’ll take toward a rewarding career as a K-6 or 7-12 teacher. If you want to teach, US University is with you every step of the way.

If you’re interested in teaching at the K-6 level in the State of California, you’ll need a Multiple Subject Credential that prepares you to teach across disciplines. If you’re interested in teaching at the 7-12 school level, you’ll need a Single Subject Credential that provides you with strategies to teach subjects such as Mathematics, Science, Social Science, Music, Physical Education, Spanish or English.

Program features include:

Complete the program in a little over a year
16 weeks of student-teaching experience
Online or on-campus studies to meet your unique needs
Federal financial aid available to qualified students
Program Specific Admissions Requirements

Have earned the equivalent of a US Bachelor’s degree from an accredited institution
Minimum cumulative GPA of 2.5
Purpose statement
Letter of recommendation
Interview with Program Director
Completed CBEST
CSET: Proof of passing, attempting, registering, enrolling in a preparation program
Healthcare Clearance – official copy of the Tuberculin Skin test
Certificate of Clearance
CPR Certification
Student Teaching Requirements

Completed and passed the CSET
Completed and passed CalTPA Tasks 1 and 2*
32 hours of observation completed
Program Completion Requirements

All Credential Program coursework completed with a 3.00 GPA or above
Pass CalTPA Tasks 1-4*
Professional Teaching Portfolio
Exit interview
Exit survey
The Teacher Education Assessment Fee of $400 includes all CalTPA Tasks except a fee of $50.00 for late submission per task and a rescoring fee of $75.00 for each resubmitted task.

Teacher Credentialing and Licensure
Students are assisted in preparing their documents for submission of credential to CCTC. Scheduling information is available at the University for the Following Tests: California Basic Educational Skills Test (CBEST), California Subject Examination of Teachers (CSET), and the Reading Instruction Competence Assessment (RICA).

Program Learning Outcomes
By the end of the course teachers are expected to be able to:

1  Know specific pedagogical skills for subject matter instruction
2. Monitor student learning during instruction
3. Interpret and use assessments
4. Make content accessible
5. Promote student engagement
6  Demonstrate developmentally appropriate teaching practices
7. Teach English learners
8. Learn about students
9. Plan Instruction
10.Time Instruction
11. Promote healthy social environment
12. Understand professional, legal, and ethical obligations
13. Evince professional growth

Teaching Performance Expectations
By the end of theTeacher Credentialing Program candidates will learn, apply and reflect upon the following Teaching Performance Expectations (TPE’S):

TPE 1: Specific pedagogical skills for subject matter instruction
TPE 2: Monitoring student learning during instruction
TPE 3: Interpretation and use of assessments
TPE 4: Making content accessible
TPE 5: Student engagement
TPE 6: Developmentally appropriate teaching practices
TPE 7: Teaching English learners
TPE 8: Learning about students
TPE 9: Instructional planning
TPE 10: Instructional time
TPE 11: Social environment
TPE 12: Professional, legal, and ethical obligations
TPE 13: Professional growth