Dual
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Dual
The award program encourages all California schools to strengthen and expand their dual enrollment offerings, particularly focusing on the inclusion of students of color, socioeconomically disadvantaged students, and students who are the first in the family to attend college.
To be eligible for the Dual Enrollment Grant program, a student enrolled in an eligible high school must be admitted to and enrolled in an eligible postsecondary institution. Institutional admission requirements will govern the initial grant eligibility of dual enrollment students. A student must be a Tennessee resident, as defined by regulations promulgated by the Tennessee Board of Regents under TCA 49-8-104.
6. The corresponding grades for the postsecondary credit hours taken as a dual enrollment credits shall not be included in the postsecondary cumulative grade average for purposes of the Tennessee HOPE Scholarship program.
In Dual Credit, a student is enrolled in a course which allows him/her to earn high school credit and college credit simultaneously. This course may be taught on a college campus or on a high school campus, but it will be in conjunction with a college or university. Dual credit courses must comply with KRS 158.007(8) which defined dual credit as "a college-level course of study developed in accordance with KRS 164.098 in which a high school student receives credit from both the high school and postsecondary institution in which the student is enrolled upon completion of a single class or designated program of study."
dual (third-person singular simple present duals, present participle (UK) dualling or (US) dualing, simple past and past participle (UK) dualled or (US) dualed)
Dual Enrollment (DE) courses allow you to earn your high school diploma and college credits simultaneously. Frederick Community College (FCC) offers a variety of dual enrollment options in partnership with Frederick County Public Schools (FCPS).Your goals determine which option is best for you. Contact your school counselor for more information on each program or to enroll.
Students who meet criteria for General Education dual/joint enrollment, or one year of Algebra or Math for Technology I and II with a minimum grade point average of 2.5 in these courses. The Technology Department requires one year of physics, chemistry, principles of technology or physical science with a minimum grade point average of 2.5. The Business Department requires one year of English or applied communications with a minimum grade point average of 2.5.
Dual Credit provides students with the potential to earn high school and college credit at the same time through successful completion of a course and/or corresponding exam. Exam-based options include Advanced Placement (AP), Cambridge International (CI), International Baccalaureate (IB) programs., Course-based dual credit options include Career and Technical Education (CTE) Dual Credit, College in the High School (CHS), and Running Start programs. Additional steps may apply for these tests or courses to result in college course credit.
Why dual credit In today's world, two-thirds of all jobs require some post-high school training or education. Taking dual credit is connected to higher high school graduation rates, college enrollment, and degree completion.
Exam-based dual credit allows a student to take an exam (AP, CI, or IB) and apply to receive college credit with a corresponding exam score of 3 or better (for AP), a score of 4 or better (IB), and E or better (CI).
In course-based dual credit (concurrent enrollment), a student enrolls in a class that has the potential to earn both high school and college credit. Course-based dual credit classes can be offered at the high school (Career and Technical Education and College in the High School) or at the college (Running Start).
While most federal and state-funded resources are available to students who qualify for free or reduced lunch, students should always ask their counselor if there are any other schools or community-based resources that can help.For all dual credit programs, some schools receive Academic Acceleration Incentive Program funds based on their demonstrated commitment to equitably expanding dual credit. High schools may also apply for Consolidated Equity and Sustainability Grant (FP 154) funding to expand their programs, increase access, and lower costs for students. These funds can be used to help students with the costs any dual credit program.For college preparatory courses with exams (AP/IB/CI):
In 2021, OSPI established a new, competitive Consolidated Equity and Sustainability (CES) grant (form package 154) to support dual credit students with a focus on eliminating equity gaps. This new grant combined the CHS Subsidy (form package 732) and Building Equitable, Sustainable Dual Credit grant (form package 983 & 103) to reduce duplicative work for all, while also expanding access to opportunities to better serve underrepresented students in dual credit. For more details log into EDS or check out the Consolidated Equity and Sustainability (CES) Dual Credit Grant Package.
You are a dual-status alien when you have been both a U.S. resident alien and a nonresident alien in the same tax year. Dual status does not refer to your citizenship, only to your resident status for tax purposes in the United States. In determining your U.S. income tax liability for a dual-status tax year, different rules apply for the part of the year you are a resident of the United States and the part of the year you are a nonresident. The most common dual-status tax years are the years of arrival and departure.
You must file Form 1040, U.S. Individual Income Tax Return if you are a dual-status taxpayer who becomes a resident during the year and who is a U.S. resident on the last day of the tax year. Write "Dual-Status Return" across the top of the return. Attach a statement to your return to show the income for the part of the year you are a nonresident. You can use Form 1040NR, U.S. Nonresident Alien Income Tax Return or Form 1040NR-EZ, U.S. Income Tax Return for Certain Nonresident Aliens With No Dependents as the statement, but be sure to write "Dual-Status Statement" across the top.
You must file Form 1040-NR, U.S. Nonresident Alien Income Tax Return if you are a dual-status taxpayer who gives up residence in the United States during the year and who is not a U.S. resident on the last day of the tax year. Write "Dual-Status Return" across the top of the return. Attach a statement to your return to show the income for the part of the year you are a resident. You can use Form 1040, U.S. Individual Income Tax Return as the statement, but be sure to write "Dual-Status Statement" across the top.
If you are a resident alien on the last day of your tax year and report your income on a calendar year basis, you generally must file no later than April 15 of the year following the close of your tax year. For additional information, refer to the Instructions for Form 1040, U.S. Individual Income Tax Return.
BA from Drew and MD from RutgersA formal articulation agreement between Drew and the Rutgers New Jersey Medical School (NJMS) makes it possible for prospective first-year students to apply directly to a special dual BA and MD degree program. Students are admitted simultaneously to both institutions, spending three years of study at Drew and four years at NJMS.While at Drew, the seven-year dual degree student will receive a total of $35,000 per year in scholarships for three years. Additional financial aid for the three years at Drew is available based on demonstrated financial need by filing the Free Application for Federal Student Aid (FAFSA).Applicants must be U.S. citizens and meet test score and other academic requirements for consideration. When to Apply: No later than November 1 of your senior year in high school.Time at Drew: Three years Time at Rutgers: Four years
Context: Implantable cardioverter defibrillator (ICD) therapy with backup ventricular pacing increases survival in patients with life-threatening ventricular arrhythmias. Most currently implanted ICD devices provide dual-chamber pacing therapy. The most common comorbid cause for mortality in this population is congestive heart failure.
Objective: To determine the efficacy of dual-chamber pacing compared with backup ventricular pacing in patients with standard indications for ICD implantation but without indications for antibradycardia pacing.
Interventions: All patients had an ICD with dual-chamber, rate-responsive pacing capability implanted. Patients were randomly assigned to have the ICDs programmed to ventricular backup pacing at 40/min (VVI-40; n = 256) or dual-chamber rate-responsive pacing at 70/min (DDDR-70; n = 250). Maximal tolerated medical therapy for left ventricular dysfunction, including angiotensin-converting enzyme inhibitors and beta-blockers, was prescribed to all patients.
Conclusion: For patients with standard indications for ICD therapy, no indication for cardiac pacing, and an LVEF of 40% or less, dual-chamber pacing offers no clinical advantage over ventricular backup pacing and may be detrimental by increasing the combined end point of death or hospitalization for heart failure.
Simone is operating at the first of five levels of awareness that we travel through as we go from lacking awareness to practicing dual awareness. At level 1, Simone functions largely on autopilot. She looks at the world through her own lens and assumes that she is seeing the objective reality and responding appropriately. She is blind to the impact that her behavior has on herself and others, and largely unaware of her own hidden iceberg.
Through dual credit courses, students earn college credit while also satisfying high school graduation requirements. Credit earned can be applied to degree programs at Lamar or transferred to other colleges and universities in accordance with the transfer policies of the degree granting institution. 59ce067264