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Priority status is given to students who have qualified for Pell Grants and who possess the lowest Expected Family Contributions EFCs based on their FAFSA results. FSEOG funding is based on application date, financial need, school funding, and the schools financial aid policies. Federal Supplemental Opportunity Grants typically range between $100 and $4,000 per academic year. In 2008 2009, the top five locations providing the highest average FSEOGs had been the District of Columbia, the Virgin Islands, Vermont, Hawaii, and Massachusetts. TEACH Grants are offered to students who commit to serving as full time teachers in high need fields in public/private elementary or secondary schools that serve low income students. Example of high need fields include mathematics, science, reading specialists, foreign languages, bilingual education, English language acquisition, and special education. Within eight years of graduation, grant recipients must teach for at least four academic years. If these stipulations are not met, the grants will be retroactively converted to Unsubsidized Stafford Loans, interest will accumulate, and students will be responsible for repaying the money. TEACH Grants are awarded for up to $4,000 per year. According to the U. S.

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Each module requires at least six months of full time studying, although part time studying is also acceptable. In case of part time studying, the institute allows a six month extension for each module at no extra charge. After enrollment, Westlawn will send all the necessary text books and study plans required at the beginning of each module and instructors will guide the student throughout the courses. The school is accredited by the Distance Education and Training Council DETC. They accept US $2,800 fee and International students $2,990 fee. Online boat building courses are available through ProBoat E Training. There courses deal with boat design, engineering and repairing and they may last from two to six weeks. Each course includes a 24 hour discussion board, live classes, home assignments and downloadable material. The price varies from $175 $390 depending on the requirements of the class a student will choose. The student attending the program receives a Continuing Education Unit CEU for every ten hours of participation. This is not a college credit but it is sometimes necessary for some professionals in order to maintain their certification.

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The University and the College of Nursing and Health Sciences assist the students in obtaining resources for financial aid, tutoring, placement exams, test taking strategies, writing/grammar and math tutorial programs and other services that will enhance learning and prepare them for success. These tutorial strategies assist them in taking the nursing entrance test and other exams throughout the program. We do everything we possibly can to assist the students in achieving their goal, Burkhalter said. In addition, Burkhalter said the Laredo community scholarship donors and HRSA made it possible to award more than $75,000 in scholarships this Fall, not including Pell Grants. There are multiple scholarship opportunities for nursing students. Students need to avail themselves of every scholarship opportunity by contacting the Office of Financial Aid for more information, she added. A Baccalaureate of Science in Nursing BSN makes you more marketable it increases marketability in the nursing workforce. One hundred percent of our graduates find jobs. Nurses are not unemployed. All three of the local hospitals support the University by providing the clinical experiences for our students and we provide them with a pool of graduate nurses to work in their facilities, Burkhalter said. For more information, please contact Burkhalter at or 326.

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" Like what?"You know you're heavy, baby, and I'm light"?Given closer scrutiny, two of the studies that CTW most frequently touts similarly hint at advocacy masquerading as social science. The Educational Testing Service ETS, hired by the workshop early on and present at some initial planning sessions, supposedly demonstrated significant gains among viewers in a number of basic skills such as counting and naming letters and numbers. But a later Russell Sage Foundation review of the ETS data, under the direction of Northwestern University psychologist Thomas Cook, threw cold water on these results. Cook and his colleagues found very modest effects from the show, and even these gains they attributed to "encouragement to view"the phone calls, promotional material, and weekly visits from ETS researchers to ensure an experimental group of regular viewers. Furthermore, they argued, whatever small value the show did have actually increased the intellectual gap between middle class and poor children, exactly the opposite of the ETS findings. The most recent research, published this spring by Aletha C. Huston and John C. Wright of the Center for Research on the Influences of Television on Children, hardly even attempts to disguise its bias. Although they had not completed "in depth analyses" of their data, the authors write, "there were practical, sentimental, academic, political, and personal reasons to complete the first report" of their findings in time for Sesame Street's 25th anniversary. In fact, Huston and Wright, long time advocates of educational television for children and previous CTW consultants, are "pleased" that their preliminary report can make the greatest claims yet for the show. Unlike most positive findings so far, which have merely asserted a correlation between watching Sesame Street and emerging literacy, Huston and Wright went so far as to state that watching the show "appears to play a positive causal role in development of readiness for school.

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The results show that negative commodity price shocks increase NPLs and bank costs, and decrease bank profits only in countries without macro prudential policies. In contrast, countries with macro prudential instruments are better able to cope with the detrimental impacts of adverse commodity price shocks. The implementation of macroprudential policy does not matter when it comes to provisions to NPLs as commodity price slumps lower provisions to NPLs in countries with or without macro prudential policy. Adverse commodity price shocks tend to lead to financial problems in non diversified economies. The results also highlight that the detrimental effects of commodity price shocks are more common in countries with a low diversification of their export base. A lack of diversification may increase exposure to adverse external shocks and vulnerability to macroeconomic instability. While a diversified export base may allow countries to better handle declines in commodity related revenues with alternative sources. In terms of policy implications, the findings underscore the necessity of adopting policies to increase the resilience of resource rich countries. First, developing countries should promote sound economic policies and good governance that will ensure the effective use of natural resource windfalls and build fiscal buffers, including through sovereign wealth funds or similar arrangement. The presence of a sovereign wealth fund can effectively mitigate the impact of commodity price shocks and stabilize the economy. More generally, sound fiscal policy, characterized by low debt levels is an important buffer against exogenous shocks.