Guilford College, founded in 1837 by members of the Religious Society of Friends , is an independent college in Greensboro, NC. It is the third-oldest coeducational institution in the country, the oldest such institution in the South, and the fourth-oldest institution of higher learning in North Carolina. Guilford has both traditional students and students who attend its Center for Continuing Education . Guilford's academic programs—both disciplinary and interdisciplinary—include 36 majors and 53 minors, with a range of liberal arts and pre-professional opportunities. Guilford also supports students in creating individualized programs and in selecting studies which will contribute to their own development and interests. Wikipedia.
News Article | May 3, 2017
LearnHowToBecome.org, a leading resource provider for higher education and career information, has analyzed more than a dozen metrics to determine the best two-year and four-year schools in North Carolina for 2017. 50 four-year colleges and universities were ranked, and Duke University, University of North Carolina at Chapel Hill, North Carolina State University at Raleigh, Wake Forest University and Queens University of Charlotte were the top five. Of the 50 two-year schools also made the list, with McDowell Technical Community College, Rockingham Community College, Asheville-Buncombe Technical Community College, Pitt Community College and Durham Technical Community College taking the top five positions. A complete list of schools is included below. “Students in North Carolina have a lot of options when it comes to earning a certificate or degree, but the schools on our list have distinguished themselves as being a cut above the rest,” said Wes Ricketts, senior vice president of LearnHowToBecome.org. “Not only do they offer solid educational programs, they also have career services that lead to strong post-college earnings.” To be included on the “Best Colleges in North Carolina” list, all schools must be regionally accredited, not-for-profit institutions. Each college is ranked on additional statistics including the number of degree programs offered, the availability of career and academic resources, the opportunity for financial aid, graduation rates and annual alumni earnings 10 years after entering college. Complete details on each college, their individual scores and the data and methodology used to determine the LearnHowToBecome.org “Best Colleges in North Carolina” list, visit: The Best Four-Year Colleges in North Carolina for 2017 include: Appalachian State University Barton College Belmont Abbey College Bennett College Brevard College Campbell University Catawba College Chowan University Davidson College Duke University East Carolina University Elizabeth City State University Elon University Fayetteville State University Gardner-Webb University Greensboro College Guilford College High Point University Johnson C Smith University Lees-McRae College Lenoir-Rhyne University Livingstone College Mars Hill University Meredith College Methodist University Montreat College North Carolina A & T State University North Carolina Central University North Carolina State University at Raleigh North Carolina Wesleyan College Pfeiffer University Piedmont International University Queens University of Charlotte Saint Augustine's University Salem College Shaw University St Andrews University University of Mount Olive University of North Carolina at Asheville University of North Carolina at Chapel Hill University of North Carolina at Charlotte University of North Carolina at Greensboro University of North Carolina at Pembroke University of North Carolina Wilmington Wake Forest University Warren Wilson College Western Carolina University William Peace University Wingate University Winston-Salem State University The Best Two-Year Colleges in North Carolina for 2017 include: Alamance Community College Asheville-Buncombe Technical Community College Beaufort County Community College Bladen Community College Blue Ridge Community College Caldwell Community College and Technical Institute Cape Fear Community College Carolinas College of Health Sciences Carteret Community College Catawba Valley Community College Central Carolina Community College Central Piedmont Community College Cleveland Community College Coastal Carolina Community College College of the Albemarle Craven Community College Davidson County Community College Durham Technical Community College Fayetteville Technical Community College Forsyth Technical Community College Gaston College Guilford Technical Community College Halifax Community College Haywood Community College James Sprunt Community College Johnston Community College Lenoir Community College Martin Community College McDowell Technical Community College Mitchell Community College Montgomery Community College Nash Community College Pamlico Community College Piedmont Community College Pitt Community College Randolph Community College Rockingham Community College Rowan-Cabarrus Community College Sandhills Community College South Piedmont Community College Southeastern Community College Southwestern Community College Stanly Community College Surry Community College Vance-Granville Community College Wake Technical Community College Wayne Community College Western Piedmont Community College Wilkes Community College Wilson Community College ### About Us: LearnHowtoBecome.org was founded in 2013 to provide data and expert driven information about employment opportunities and the education needed to land the perfect career. Our materials cover a wide range of professions, industries and degree programs, and are designed for people who want to choose, change or advance their careers. We also provide helpful resources and guides that address social issues, financial aid and other special interest in higher education. Information from LearnHowtoBecome.org has proudly been featured by more than 700 educational institutions.
News Article | August 2, 2017
Greensboro, N.C., Aug. 02, 2017 (GLOBE NEWSWIRE) -- The University of North Carolina at Greensboro (UNCG) today announced two new co-admission agreements with Guilford Technical Community College (GTCC) and Alamance Community College (ACC) to facilitate degree completion and bolster student success by improving access to undergraduate and graduate educational resources, university facilities and support systems. Unlike other traditional four-year, community college co-admission agreements, the UNCG-GTCC-ACC partnerships are unique: the GTCC “G²"(Gsquared) partnership expands opportunities for transfer students to access and complete their baccalaureate degrees in a selection of popular majors. These efforts capitalize on two recent academic innovations: “This new partnership is designed to bridge the gap for students in our state, making it easier and more affordable for them to get their degree in a shorter timeframe, and get them into the workforce sooner,” said UNC system President Margaret Spellings. “For students, for the business community, for our economy and beyond, this initiative is a win-win for the state of NC. Together, we are setting the stage for a successful future.” “At UNCG, we are dedicated to improving our transfer student graduation rates,” said UNCG Chancellor Franklin D. Gilliam, Jr. “Partnerships like these are essential to delivering results that benefit our students, our communities and our state. On one hand, they enable us to offer expanded educational opportunities to community college students at a tremendous cost-savings – because reducing student debt is a top priority. On the other hand, we know that creating a seamless transition from the community college environment to a four-year institution has direct, tangible benefits to student success. This collaboration with GTCC and ACC will produce a greater number of qualified graduates for our workforce." “As pioneers in improving student success in learning, and in credential and degree completion, partnering with UNCG on this endeavor allows us to build upon both of our institutions’ strengths to advance our mission of strengthening pathways to transfer and completion,” said GTCC President Dr. Randy Parker. “This co-admission agreement with UNCG further demonstrates our ongoing commitment to significantly increase student success rates and impact the lives and careers of our students.” “We at Alamance Community College are very grateful and excited to partner with UNCG on this initiative that creates a pathway for many of our students to qualify for guaranteed admission and accessibility to The University of North Carolina at Greensboro,” said ACC President Dr. Algie Gatewood. “I commend Chancellor Franklin D. Gilliam, Jr. and the other excellent personnel at UNCG for working so collaboratively with our staff on this partnership. We look forward to maximizing the benefit of this agreement and forging new opportunities for our students to advance from the associate degree at Alamance Community College to earn the bachelor’s degree through The University of North Carolina at Greensboro.” Application for the “G²” and “Spartan Passage” programs have been streamlined to benefit students; one application, with a waived application fee for UNCG; access to campus facilities, events, activities and services, including the UNCG University Library (in-house and online); the new Leonard J. Kaplan Center for Wellness; academic advising, financial aid, among other benefits. For more information, visit: admissions.uncg.edu/apply-coadmissions-programs.php. The need for these programs is clear. According to research from the Community College Research Center at Columbia University’s Teachers College, and the Aspen Institute, approximately 80 percent of incoming community college students begin with the goal of eventually earning a four-year degree. Yet just 14 percent do so within six years.* About The University of North Carolina at Greensboro The University of North Carolina at Greensboro, located in the Piedmont Triad region of North Carolina, is a higher-research activity university as classified by the Carnegie Foundation. Founded in 1891 and one of the original three UNC system institutions, UNCG is one of the most diverse universities in the state with more than 20,000 students and over 2,700 faculty and staff members representing more than 90 nationalities. With 17 Division I athletic teams, 85 undergraduate degrees in over 100 areas of study, as well as 74 master’s and 32 doctoral programs, UNCG is consistently recognized nationally among the top universities for academic excellence and value, with noted strengths in health and wellness, visual and performing arts, nursing, education, and more. For additional information, please visit uncg.edu and follow UNCG on Facebook, Twitter and Instagram. Guilford Technical Community College (GTCC) is the fourth largest of the state’s 58 community colleges, serving more than 35,000 students annually through its six campuses. This includes the main location at Jamestown and additional locations in Greensboro, High Point and Colfax. In addition, the Aviation Campus in Greensboro comprises three specialized aviation centers, and the College operates two small business centers. GTCC is committed to providing access to lifelong learning opportunities for personal growth, workforce productivity, and community service. GTCC proudly serves all the diverse segments of Guilford County’s population, delivering quality educational programs and services, through partnerships with businesses, community groups, and other educational institutions. GTCC boasts a comprehensive educational program including 93 degrees, 25 diplomas, and 74 certificates from approximately 90 unique programs. Learn more at www.gtcc.edu. Alamance Community College, founded in 1958, was among North Carolina’s first community colleges. It provides students opportunities to earn degrees and certificates in more than 40 educational programs, including University Transfer, biotechnology, culinary arts, nursing, business administration, machining, and horticulture. ACC’s mission is to prepare students for employment in a 21st century global economy. High school students get a head start on their education or job training through Early College, Career and College Promise, and Career Accelerator Program apprenticeships. For more information, please visit: alamancecc.edu. The Frontier Set is a new model of partnership and sharing of best practices to improve student outcomes in higher education. The network brings together a diverse set of high-performing two-and four-year colleges, organizations, and state systems that are already pioneers in transforming the way they operate to improve student success in learning, credential/degree completion, and transition to the labor market. The Frontier Set is an integral part of the Bill & Melinda Gates Foundation’s effort to increase postsecondary credential and degree attainment. For more information: http://postsecondary.gatesfoundation.org/frontier-set-fact-sheet/ A photo accompanying this announcement is available at http://www.globenewswire.com/NewsRoom/AttachmentNg/4bcaa376-a5dc-4ff3-8bad-3236d50d1676 A photo accompanying this announcement is available at http://www.globenewswire.com/NewsRoom/AttachmentNg/ebe9c363-bdfb-441e-aa12-b0dde0bb785a
Henrich J.,University of British Columbia |
Ensminger J.,California Institute of Technology |
McElreath R.,University of California at Davis |
Barr A.,University of Oxford |
And 9 more authors.
Science | Year: 2010
Large-scale societies in which strangers regularly engage in mutually beneficial transactions are puzzling. The evolutionary mechanisms associated with kinship and reciprocity, which underpin much of primate sodality, do not readily extend to large unrelated groups. Theory suggests that the evolution of such societies may have required norms and institutions that sustain fairness in ephemeral exchanges. If that is true, then engagement in larger-scale institutions, such as markets and world religions, should be associated with greater fairness, and larger communities should punish unfairness more. Using three behavioral experiments administered across 15 diverse populations, we show that market integration (measured as the percentage of purchased calories) positively covaries with fairness while community size positively covaries with punishment. Participation in a world religion is associated with fairness, although not across all measures. These results suggest that modern prosociality is not solely the product of an innate psychology, but also reflects norms and institutions that have emerged over the course of human history.
Sabin J.A.,University of Washington |
Riskind R.G.,Guilford College |
Nosek B.A.,University of Virginia
American Journal of Public Health | Year: 2015
Objectives. We examined providers' implicit and explicit attitudes toward lesbian and gay people by provider gender, sexual identity, and race/ethnicity. Methods. We examined attitudes toward heterosexual people versus lesbian and gay people in Implicit Association Test takers: 2338 medical doctors, 5379 nurses, 8531 mental health providers, 2735 other treatment providers, and 214 110 nonproviders in the United States and internationally between May 2006 and December 2012. We characterized the sample with descriptive statistics and calculated Cohen d, a standardized effect size measure, with 95% confidence intervals. Results. Among heterosexual providers, implicit preferences always favored heterosexual people over lesbian and gay people. Implicit preferences for heterosexual women were weaker than implicit preferences for heterosexual men. Heterosexual nurses held the strongest implicit preference for heterosexual men over gay men (Cohen d = 1.30; 95% confidence interval = 1.28, 1.32 among female nurses; Cohen d = 1.38; 95% confidence interval = 1.32, 1.44 among male nurses). Among all groups, explicit preferences for heterosexual versus lesbian and gay people were weaker than implicit preferences. Conclusions. Implicit preferences for heterosexual people versus lesbian and gay people are pervasive among heterosexual health care providers. Future research should investigate how implicit sexual prejudice affects care.
Comes R.,University of Virginia |
Liu H.,University of Virginia |
Khokhlov M.,University of Virginia |
Khokhlov M.,Guilford College |
And 3 more authors.
Nano Letters | Year: 2012
CoFe 2O 4 (CFO)-BiFeO 3 (BFO) nanocomposites are an intriguing option for future memory and logic technologies due to the magnetoelectric properties of the system. However, these nanocomposites form with CFO pillars randomly located within a BFO matrix, making implementation in devices difficult. To overcome this, we present a technique to produce patterned nanocomposites through self-assembly. CFO islands are patterned on Nb-doped SrTiO 3 to direct the self-assembly of epitaxial CFO-BFO nanocomposites, producing square arrays of CFO pillars. © 2012 American Chemical Society.
Williams L.,Guilford College
Journal of Preventive Medicine and Public Health | Year: 2013
A commitment to physical activity is necessary for personal health, and is a primary goal of physical activity practitioners. Effective practitioners rely on theory and research as a guide to best practices. Thus, sound theory, which is both practical and parsimonious, is a key to effective practice. The purpose of this paper is to review the literature in search of such a theory - one that applies to and explains commitment to physical activity in the form of sport and exercise for youths and adults. The Sport Commitment Model has been commonly used to study commitment to sport and has more recently been applied to the exercise context. In this paper, research using the Sport Commitment Model is reviewed relative to its utility in both the sport and exercise contexts. Through this process, the relevance of the Investment Model for study of physical activity commitment emerged, and a more parsimonious framework for studying of commitment to physical activity is suggested. Lastly, links between the models of commitment and individuals' participation motives in physical activity are suggested and practical implications forwarded. Copyright © 2013 The Korean Society for Preventive Medicine.
Lawrence E.K.,Guilford College
Journal of Environmental Education | Year: 2012
This study examined college students visits to natural areas on campus and how these visits relate to place identity and environmentally responsible behaviors. The majority (76.5%) of the 115 participants visited the natural areas, and 55.7% of these students visited for a course requirement. Students who lived on campus, were younger, and majored in environmental studies, humanities, or arts made more frequent visits. Among those who had visited the natural areas (n = 88), place identity and environmental responsibility were related to visitation frequency, and were stronger for those who had visited for a course requirement. Place identity mediated the relationship between visiting for a course requirement and environmental behaviors, but did not mediate the impact of visitation frequency. © 2012 Copyright Taylor and Francis Group, LLC.
Brick T.,Great Ormond Street Hospital NHS Foundation Trust |
Peters M.J.,Great Ormond Street Hospital NHS Foundation Trust |
Peters M.J.,Guilford College
BMC Medicine | Year: 2014
Severe anemia contributes significantly to child mortality in sub-Saharan Africa. Blood transfusion is used in emergencies but carries risks. In BMC Medicine, Olupot-Olupot and colleagues report the findings of a phase II trial in children with severe anemia in Eastern Uganda. They provide important early safety and efficacy data supporting large volume whole blood transfusion (30 ml/kg) compared with the World Health Organization recommendation of 20 ml/kg. Large volume transfusions result in more rapid and frequent correction of severe anemia; they can be expected to reduce the risk of transfusions, and help manage the scarce resource of donor blood. However, severe anemia arises from varying combinations of acute, sub-acute and chronic etiologies.The Fluid Expansion As Supportive Therapy study reminds us that the risks and benefits of even simple interventions are complex, and that rapid normalization of physiology may not always be the best strategy. There is no substitute for high quality evidence and to this end we strongly support Olupot-Oluput and colleagues' call for a definitive trial of large volume transfusions in severe anemia.Please see related research article http://www.biomedcentral.com/1741-7015/12/67/abstract. © 2014 Brick and Peters; licensee BioMed Central Ltd.
Mackin W.A.,Guilford College
Condor | Year: 2016
Cryptic species are often difficult to count and thus protect. Audubon's Shearwater (Puffinus lherminieri) is a cryptic seabird that has disappeared from many colonies, but knowledge of the population's status is incomplete. This paper reviews the survey methods in detail and assesses the status. This species nests or once nested on at least 154 islands in the Caribbean and remains on 137 today, with most habitat just above sea level. Remaining colonies represent 1% of the former breeding area and are remote, with 98 sites lacking any estimate of density. In 16 plots searched on multiple nights using playback, the probability of detection of defended nests was 79 ± 5% (57 of 72 defended nests) in a single night of searching. Pairs were attempting to breed in 54 ± 6% (39 of 72) of defended nests. Average densities, adjusted for missed detections, ranged from 0.6 to 246 defended nests ha-1 (n = 21 colonies, median = 18.5 ha-1, area-weighted mean = 104 ha-1). Using the best data from every colony, at least 13,600 defended nests (7,400 breeding pairs) remain. If conservative densities from surveyed colonies occur on unsurveyed colonies, then about 37,900 defended nests (20,500 breeding pairs) should exist. Assuming shearwaters nested on the known extirpated sites in lower densities compared to surveyed colonies, populations were at least 446,000 and potentially >2,000,000 defended nests. Uncertainty in current population estimates could be reduced by surveying the largest unsurveyed colonies first. Audubon's Shearwater could be used as an indicator of island and marine ecosystem health with the caveat that the population is a small fraction of its former size. Conservation recommendations include continuing standardized monitoring, surveying large unsurveyed sites, limiting the rise of sea level, and removing invasive species from colonies. © 2016 Cooper Ornithological Society.
News Article | November 14, 2016
The Winter Lacrosse Showcase Camp will have 4 full field, 10 vs 10 games, on field turf. College coaches will be coaching teams along with attending the event to scout and recruit players. There will also be an instructional practice session the on first day. Directing the Lacrosse Showcase Camps is Roanoke College Men's Lacrosse Coach, Bill Pilat. Coach Pilat states, “I am very excited to be hosting lacrosse prospects at the winter showcase camp at Roanoke College. Every winter, I enjoy working with these talented players and providing them with a platform to showcase their talents and helping to get them ready for the next level." Coach Pilat goes on to say, "We have a great line-up of schools that attend each year and this year will be no different." The following colleges were in attendance at the Winter Showcase in 2016 - Roanoke College, VA , University of Mary Washington, VA, Lebanon Valley College, PA, Guilford College, NC, Concordia University Chicago, IL, Depauw University, IN, Lynchburg College, VA, Ferrum College, VA, Pfeiffer College, NC, Ohio Wesleyan, OH, Randolph Macon College, VA, Randolph College, VA, Shenandoah College, VA, Hampden Sydney College, VA, Virginia Tech University, VA and Cornell College, IN. This Lacrosse Showcase camp will only enroll the first 144 Players who sign up. Campers and teams are encouraged to register early. For more information please visit http://www.ussportscamps.com/lacrosse or call 1-800-645-3226 About US Sports Camps US Sports Camps (USSC), headquartered in San Rafael, California, is America's largest sports camp network and the licensed operator of Nike Sports Camps. The company has offered camps since 1975 with the same mission that defines it today: to shape a lifelong enjoyment of athletics through high quality sports education and skill enhancement.