Mitchell Community College

This commentary examines the cases of “Bashiir” and “Jaquann” (Singer, Deboard-Lucas, & Fuentes, 2024) through an ecological lens as it pertains to addressing child maltreatment. The authors of these case studies offered a robust case formulation that provided an enhanced understanding of culturally informed treatment in cases where child maltreatment was a factor. This commentary explores ways in which the authors skillfully illustrated the theoretical tenets that shaped the treatment interventions, and offers an examination of key elements for further consideration related to child maltreatment.

ABSTRACTEula is a lytic microbacteriophage extracted from a soil sample collected in Statesville, NC, and isolated on Microbacterium foliorum NRRL B-24224. The Eula double-stranded DNA genome is 41,379 bp, with 69 predicted protein-coding genes and 1 tRNA. Based on gene content similarity, Eula was assigned to bacteriophage cluster EB.

Indian art and culture, in any case are a joint creation of the dravadian and Aryan genius a welding together of symbolic and representative, abstract explicit language and thought. Already at Bhar hut and Sanchi, 'The Aryan symbol is yielding to its environment and passing into decoration kushan art with the fact of imagery and its roots in bhakti is essentially Darvidian'. Already, however, the Indian shanti Figure at Bodhgaya shows Aryan affecting Dravidian models of expression, anticipating the essential of all latar 'Sativik Images'.

ABSTRACT Working through the COVID-19 pandemic, many community colleges were driven to continue operations in a time of extreme uncertainty, all while dealing with enrollment declines, helping those already marginalized through wrap around services, and transforming educational service delivery in an online environment. Throughout rapidly changing circumstances of the pandemic and post-pandemic environments, equity-minded leaders are prompted to ask, “Are we doing enough?” The current article describes the COVID-19 responses of two community colleges in North Carolina, Forsyth Technical Community College, an urban institution serving the areas in and around Winston-Salem, and Wilkes Community College, serving a three-county service area in a more rural area of the North Carolina mountains. The approaches of the two colleges from different geographic areas shows both common and unique challenges, as we describe how they took action to (1) maintain continuity, (2) address enrollment declines and engage the disengaged, and (3) lead for the future through academic, workforce, and equity initiatives. The colleges benefited from a strong commitment among their faculty and staff to convert to virtual service delivery, engaged in bold actions that will pay dividends for years to come, and experienced their share of challenges implementing safety protocols. Some of the post-pandemic recommendations based on the experiences of the two colleges include: expecting greater demand for virtual learning, considering the needs of colleges from diverse geographies, committing to varied forms of communication in crisis, staying innovative even in uncertain times, and considering the needs of the whole student.

Cognitive and noncognitive college readiness were assessed for participants in the Huskins dual credit program (n = 42), non-Huskins dual enrollment program (n = 10), and Early College High School (n = 31) at Mitchell Community College in Statesville, North Carolina. College readiness was also assessed for two comparison groups: nonconcurrently-enrolled college bound high school students (n = 32) and regularly matriculated college students (n = 50). Cognitive college readiness variables included the percentage of Cs or better in college transfer courses and the rate of acceptance into colleges at various degrees of entrance difficulty. Noncognitive college readiness variables included commitment to education, self- and resource-management skills, interpersonal and social skills, academic success skills, and career planning skills. After controlling for the effects of age, ethnicity, gender, prior completion of college transfer courses, completion of developmental education courses, verbal skills, and mathematical skills, the Huskins and non-Huskins dual enrollment groups had significantly higher probabilities of Cs or better than the college comparison group. After controlling for the effects of age, ethnicity, gender, and pretest levels of the five noncognitive college readiness variables, the Huskins and non-Huskins dual-enrollment groups had significantly higher levels of career planning skills than the high school comparison group. Although the results did not prove the existence of a causal relationship, they supported the notion that concurrent enrollment might have a positive impact on college readiness.