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Intra- and Interpersonal Competencies within Selected Outcomes Frameworks

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The frameworks reviewed by the committee use various terms for civic engagement and citizenship, including “civic knowledge and engagement—local and global”; “social responsibility, citizenship, and involvement”; and simply “citizenship” (see Table B-1 ). Adding to these earlier, brief definitions, Torney-Purta and colleagues (2015) conducted an extensive review of existing frameworks, definitions, and assessments of civic-related constructs in higher education to develop a more comprehensive framework for assessing this complex competency. The proposed framework divides civic learning into two broad domains—civic competency and civic engagement—each of which includes the dimensions of civic competency (civic knowledge, analytic skills, and participatory and involvement skills) and civic engagement (motivations, attitudes and efficacy, and democratic norms).

Most frameworks of college learning outcomes include oral and written communication. Research suggests that this competency involves both cognitive and interpersonal skills as the individual receives and interprets messages from others and formulates appropriate responses ( Levy and Murnane, 2004 ; National Research Council, 2012b ). The frameworks reviewed by the committee highlight various dimensions of communication as critical for 2- and 4-year graduates, including “oral communication” ( Association of American Colleges and Universities, 2007 ) and “the ability to communicate effectively” ( Accreditation Board for Engineering and Technology, 2015 ). Miles and Wilson (2004) define communication skills simply as reading, writing, speaking, and listening, whereas the American Chemical Society (2015, p. 17) states:

Effective communication is vital to all professional chemists. Speech and English composition courses alone rarely give students sufficient experience in oral and written communication of technical information. The chemistry curriculum should include critically evaluated writing and speaking opportunities so students learn to present information in a clear and organized manner, write well-organized and concise reports in a scientifically appropriate style, and use relevant technology in their communications. Because chemistry is a global enterprise, knowledge of one or more foreign languages or an international experience can be a valuable asset to chemistry students and add greatly to a student’s ability to communicate with other chemists worldwide.

The Degree Qualifications Profile of the Lumina Foundation (2015, p. 18) describes “communicative fluency” as follows:

Additionally, while it takes a bit more work to soften its light, a simple, open-faced lamp is a very flexible tool, and can easily be used for dramatic, stage-like lighting when needed. In a time when soft light is too quickly taken as a given, rather than a creative choice, it is worthwhile to surround oneself with flexible tools that resist specialization and repetition.

2. Diffusion Material

Softening light is a subtle art. Whether you are using a softbox or not, at least one roll of good diffusion material will allow you to further adjust the qualities of your key light. The angle, distance, and layering of this diffusion material will all produce subtle changes in the quality of light. A large, full roll of diffusion will equip you for interviews and many other lighting scenarios. Numerous qualities and weights of diffusion are available, but RoscoE-Colour #401 Light Rolux is a versatile starting point as it is gentle and relatively soft, but can be layered to produce a more aggressive softening effect.

3. Versatile Reflector

Next, a good white reflection surface will help fill in the shadows cast by the key light and create a pleasing smoothness. In a pinch, foam core from a craft store will do quite well, but the compact, portable, and durable Westcott 5-in-1 Reflector Disc is a more convenient and durable solution.

Reflectors are no more complex than neutral, white boards of one kind or another. You may prefer a home-brewed solution, or if easy C-Stand mounting is more important than a quickly collapsible product, perhaps you prefer a silk on a solid steel frame. Whatever your style, a good reflector should never be absent on almost any video shoot.

A quick note about foam core: while this is generally not a problem, if you are experiencing an acoustic reflection that you can’t track down, a closely-placed piece of foam core may be the culprit. To demonstrate this, talk directly into a piece of foam core and listen to the change in your voice. This effect will be far less pronounced with a thin fabric reflector.

4. Boom Pole Holder

The K-Tek Airo ABH1 Boompole Holder is an excellent, simply designed tool for placing your boom pole right where you want it using a C-Stand. These holders are simple to use, but it helps to know the following technique: because it’s difficult to adjust the angle of the boom pole once it is set up, start by setting the C-Stand at a nice height. Next, position your boom mic so that it is about three feet too low. Then use only the C-Stand riser to lift the mic into position. I like to place the C-Stand high enough to allow cast and crew to pass freely beneath the boom pole.

5. Sound Blanket

Audio is the life-blood of an interview, and dampening the worst acoustic reflections will generally do far more for your sound quality than a new high-end microphone. A Matthews Sound Blanket will come in handy here, as well as help you pack your gear up safely.

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Permits for the currently licensed alternative treatment centers in New Jersey are available for review.

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At this time, the Department of Health is not accepting applications to open additional Alternative Treatment Centers (ATCs). The Department will continue to monitor and report on whether there are sufficient ATCs to meet the needs of registered qualifying patients in the state. If additional ATCs are needed, the Department will issue a Request for Applications (RFA) and publish the criteria and process to submit applications.

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The Department--in consultation with the Attorney General's Office--developed two screening tools designed to create an efficient and effective oversight model for ATCs that are applying to the Department for permits to grow and dispense medicinal marijuana. The Compassionate Use of Medicinal Marijuana Act authorizes the Department to verify the information contained in the application to obtain an ATC permit and to ensure effective documentation of the operations of each ATC prior to the issuance of the permit. In addition, the Department will subsequently monitor, oversee, and investigate all activities concerning each ATC seeking to operate in New Jersey.

The Permitting Request Form and the Personal History Disclosure Form 1 and 2 will be used by the Department to review any changes from the original application, as well as collect and consider relevant information from the ATCs and related entities and conduct background checks of owners, directors, officers and employees of the ATCs.

The forms are available by contacting the Medicinal Marijuana program through the Department of Health.

Recreational Marijuana

Please note that neither the Medicinal Marijuana Program nor the Department of Health can address questions about pending or future legislation regarding recreational use of marijuana, as this is not within the Department's purview.

Last Reviewed: 6/15/2015
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