Dover, DE, United States
Dover, DE, United States

This article is about Wesley College in Dublin, Ireland. See Wesley College for articles on other institutions named "Wesley College".Wesley College is a fee-paying coeducational secondary school for day-pupils and boarders in Dublin, Ireland. Wesley College is under the control of a Board of Governors, appointed each year by the Methodist Church in Ireland.Wesley College was founded on 1 October 1845 and counts two Nobel laureates among its alumni.Strong emphasis is put on religious education for all denominations and both extra-curricular activities and sport play an important part in this school.The College offers pupils an opportunity to explore the humanities, science, technology, business studies, English literature, music and the arts.Wesley College offers a range of extracurricular and sporting activities in the belief that these assist a sound general education and contribute to the whole person. Wikipedia.

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News Article | November 9, 2016
Site: www.prweb.com

AccreditedSchoolsOnline.org, the Community for Accredited Online Schools has released it’s ranking of the 2016-2017 Best Paralegal Schools in the U.S. Using more than a dozen unique statistics from both online and on-campus Paralegal programs across the country, the higher education resource provider awarded top marks to Madonna University, Hampton University, Colorado Mountain College, Utah Valley University and Mount Saint Joseph University for four-year schools and Metropolitan Community College, Cape Fear Community College, Cincinnati State Technical and Community College, Johnson County Community College and South Piedmont Community College for two-year schools. “Earning a paralegal degree can open many doors for students interested in law,” said Doug Jones, CEO and Founder of the Community for Accredited Online Schools. “These schools are going above and beyond to provide their students the stepping stones to success, whether they plan to go on to law school or begin a paralegal career immediately after graduation.” Schools earning a spot on the Best Paralegal Schools ranking are required to meet several standards. Each must hold regional accreditation and be registered as public or private not-for-profit institutions. Schools must also provide career placement services to students after graduation. The Community for Accredited Online Schools analyzes school-specific statistics, such as graduation rates, student teacher ratios and financial aid availability, to determine a score and rank for each qualifying college. The Best Two-Year and Four-Year Schools with Paralegal Programs in the U.S. are listed alphabetically below. Rankings and school scores can be found at the link below, along with details on the data and methodology used: Baker College of Auburn Hills Bay Path University College of Our Lady of the Elms College of Saint Mary College of Southern Nevada Colorado Mountain College Daemen College Davenport University Eastern Kentucky University Gannon University Hampton University Highline College Humphreys College – Stockton, Modesto Campuses Husson University Idaho State University Lewis-Clark State College Liberty University Madonna University Marian University Marist College Midland College Missouri Western State University Mount Saint Joseph University Pennsylvania College of Technology Roger Williams University Saint Mary of the Woods College St Petersburg College State College of Florida - Manatee-Sarasota Suffolk University Texas State University Touro College University of Akron Main Campus University of Alaska Fairbanks University of Arkansas - Fort Smith University of Cincinnati - Clermont College University of Cincinnati - Main Campus University of Detroit Mercy University of Great Falls University of Hartford University of La Verne University of Louisville University of North Georgia University of Toledo Ursuline College Utah Valley University Washburn University Webster University Wesley College Widener University - Delaware Campus William Woods University About Us: The Community for Accredited Online Schools (AccreditedSchoolsOnline.org) was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable education that has been certified by an accrediting agency. Our community resource materials and tools span topics such as college accreditation, financial aid, opportunities available to veterans, people with disabilities, as well as online learning resources. We feature higher education institutions that have developed online learning programs that include highly trained faculty, new technology and resources, and online support services to help students achieve educational success. environments that include highly trained faculty, new technology and resources, and online support services to help students achieve educational and career success.


Hahn E.D.,Salisbury University | Bunyaratavej K.,Wesley College
Journal of Operations Management | Year: 2010

Empirical research on the growing wave of services offshoring has examined the impact of several key factors such as wages and personnel quality on firm choices of offshore locations. However, examinations of culture in services offshoring to date have largely been confined to the relatively coarse concept of aggregate cultural differences between the home and host countries. We propose that specific cultural attributes are more closely aligned with successful service provision. We empirically examine our theoretical development of service cultural alignment and investigate the impact of cultural dimensions on the location of service offshoring projects. In addition, we examine whether Western and Asian firms have different cultural preferences in terms of the location of services offshoring projects. We find that host countries with lower levels of Hofstede's uncertainty avoidance as well as higher levels of individualism and power distance are able to attract greater numbers of service offshoring projects, even after controlling for macroeconomic, linguistic, and risk-related factors. We did not find that Western and Asian firms have different cultural preferences in this regard. We discuss implications of the findings with respect to theory, managerial practice, and governmental policy. © 2009 Elsevier B.V. All rights reserved.


The project is multi-disciplinary by character. It focuses upon socio-historical processes of the transformation and circulation of educated and ruling elites in several uniquely composite (both multi-ethnic and multi-confessional) East European regional or national societies, having experienced a number of radical changes of social and political regime as well as state souvereignty in the first half of the 20th century. The historical scope of the study extends from post-feudalism to communism. Societies involved comprise Hungary, Slovakia, Transylvania, Voivodina in the Carpathian Basin, Latvia and Estonia in the Baltics. The study draws upon sociological survey methods applied to historically successive elite brackets in form of exhaustive or quasi-exhaustive computerized prosopographical data banks, based on standardized individual biographies of elite members (as permitted by mostly archival sources to be exploited). The main targets would include secondary school graduates, students and graduates of higher education, the main intellectual professions (like doctors and lawyers.), the political power elites as well as reputational elites - those cited in biographical dictionaries. The information fed into our data banks help to clarify thanks to various procedures of multi-variate statistical schemes the contrasting socio-cultural selection and recruitment of elite members, their educational path from primary to higher education, their professional career, intellectual creativity as well as socio-political standing and orientation. This is the first time that large region- or country-wide elite clusters are submitted to systematic socio-historical analyses, covering simultaneously all or most markets of activity and self-assertion of educated clusters in a vast international and comparative perspective related to culturally composite societal formations.


Kevill D.N.,Northern Illinois University | D'Souza M.J.,Wesley College
Current Organic Chemistry | Year: 2010

The original Grunwald-Winstein equation (1948) involved the development of a scale of solvent ionizing power (Y). Subsequent work has refined this scale and involved the development of scales of solvent nucleophilicity (N) and a term to correct for deviations when aromatic rings are present, governed by the aromatic ring parameter (I). These three scales, and the sensitivities towards each, can be related to specific rates of solvolysis through linear free energy relationships (LFERs). One important area of application of LFERs has been to the solvolyses of tert-alkyl halides. It has been proposed that the solvolysis of tert-butyl chloride involves a nucleophilic component, although other workers have suggested that the effects observed are related to electrophilic not nucleophilic influences. Takeuchi (1997) studied a compound with two of the methyl groups of tert-butyl chloride replaced by neopentyl groups. For this highly-hindered substrate there was no evidence for nucleophilic participation. Liu (1998) and Takeuchi (2001) have reported concerning the solvolyses of additional significantly-hindered tertiary alkyl chlorides. Liu (2009) has presented a parallel study of bromides. Martins (2008) has considered hindered tertiary alkyl halides, mainly with carbon-carbon multiple bonds as substituents. It was proposed that the hI term was of importance, with the sensitivities (h) sometimes positive and sometimes negative. To explain negative values, it was suggested that the I scale might contain a nucleophilicity component. In this review, we bring together, with analysis and commentary, the work of Takeuchi, Liu, Martins and others concerning the solvolyses of tertiary alkyl halides, with emphasis on the relevance of the three scales that have been developed for use in Grunwald-Winstein correlations. © 2010 Bentham Science Publishers Ltd.


D'Souza M.J.,Wesley College | Kevill D.N.,Northern Illinois University
International Journal of Molecular Sciences | Year: 2014

The replacement of oxygen within a chloroformate ester (ROCOCl) by sulfur can lead to a chlorothioformate (RSCOCl), a chlorothionoformate (ROCSCl), or a chlorodithioformate (RSCSCl). Phenyl chloroformate (PhOCOCl) reacts over the full range of solvents usually included in Grunwald-Winstein equation studies of solvolysis by an addition-elimination (A-E) pathway. At the other extreme, phenyl chlorodithioformate (PhSCSCl) reacts across the range by an ionization pathway. The phenyl chlorothioformate (PhSCOCl) and phenyl chlorothionoformate (PhOCSCl) react at remarkably similar rates in a given solvent and there is a dichotomy of behavior with the A-E pathway favored in solvents such as ethanol-water and the ionization mechanism favored in aqueous solvents rich in fluoroalcohol. Alkyl esters behave similarly but with increased tendency to ionization as the alkyl group goes from 1° to 2° to 3°. N,N-Disubstituted carbamoyl halides favor the ionization pathway as do also the considerably faster reacting thiocarbamoyl chlorides. The tendency towards ionization increases as, within the three contributing structures of the resonance hybrid for the formed cation, the atoms carrying positive charge (other than the central carbon) change from oxygen to sulfur to nitrogen, consistent with the relative stabilities of species with positive charge on these atoms. © 2014 by the authors; licensee MDPI, Basel, Switzerland.


D'Souza M.J.,Wesley College | Carter S.E.,Wesley College | Kevill D.N.,Northern Illinois University
International Journal of Molecular Sciences | Year: 2011

The specific rates of solvolysis of neopentyl chloroformate (1) have been determined in 21 pure and binary solvents at 45.0 °C. In most solvents the values are essentially identical to those for ethyl and n-propyl chloroformates. However, in aqueous-1,1,1,3,3,3-hexafluoro-2-propanol mixtures (HFIP) rich in fluoroalcohol, 1 solvolyses appreciably faster than the other two substrates. Linear free energy relationship (LFER) comparison of the specific rates of solvolysis of 1 with those for phenyl chloroformate and those for n-propyl chloroformate are helpful in the mechanistic considerations, as is also the treatment in terms of the Extended Grunwald-Winstein equation. It is proposed that the faster reaction for 1 in HFIP rich solvents is due to the influence of a 1,2-methyl shift, leading to a tertiary alkyl cation, outweighing the only weak nucleophilic solvation of the cation possible in these low nucleophilicity solvents. © 2011 by the authors; licensee MDPI, Basel, Switzerland.


D'Souza M.J.,Wesley College | Mahon B.P.,Wesley College | Kevill D.N.,Northern Illinois University
International Journal of Molecular Sciences | Year: 2010

Correlation of the solvent effects through application of the extended Grunwald- Winstein equation to the solvolysis of isopropyl chlorothioformate results in a sensitivity value of 0.38 towards changes in solvent nucleophilicity (l) and a sensitivity value of 0.72 towards changes in solvent ionizing power (m). This tangible l value coupled with the negative entropies of activation observed indicates a favorable predisposition towards a modest rear-side nucleophilic solvation of a developing carbocation. Only in 100% ethanol was the bimolecular pathway dominant. These observations are very different from those obtained for the solvolysis of isopropyl chloroformate, where dual reaction channels were proposed, with the addition-elimination reaction favored in the more nucleophilic solvents and a unimolecular fragmentation-ionization mechanism favored in the highly ionizing solvents. © 2010 by the authors.


Grant
Agency: European Commission | Branch: FP7 | Program: CP-FP | Phase: SSH.2012.8.8-1 | Award Amount: 3.17M | Year: 2013

INTERCO-SSH sets out, firstly, to assess the state of the SSH in Europe. Secondly, it aims to outline potential future pathways that would promote cooperation across disciplinary and national boundaries. To achieve this, it is necessary to study the SSH in their socio-historical context. The project will analyze the process of institutionalization of seven disciplines - sociology/demography, economics, anthropology, political science, philosophy, literary studies, psychoanalysis - to obtain an understanding of the sociological factors that have shaped the academic unconscious of scholars and that facilitate or hinder intellectual cooperation and exchange. Attention will be paid to the relationship between the SSH and political and economic powers. The project will also investigate the already existing circulation of knowledge between countries and disciplines, encompassing an analysis of geographical mobility amongst scholars and an assessment of the circulation of ideas. The project sets out to develop a comparative analysis of the institutionalization of the SSH in at least six European countries (UK, France, Germany, Italy, Netherlands, Hungary) from 1945 to date. It will also analyze exchanges between those countries and other areas: the US, Latin-America, and Africa. The approach will combine three perspectives; it will: 1) construct patterns of institutionalization of the SSH; 2) map the exchanges between countries and disciplines; 3) study the circulation of paradigms, theories and controversies. These three perspectives will help to identify the factors that enable or inhibit intellectual cooperation and to make policy-relevant suggestions to improve it. Using the tools of the SSH to study the SSH, this project also aims to help establish the SSH studies as a proper academic field of inquiry, providing the scientific means for assessing and guiding the development of the SSH, and for strengthening the European Research Area.


Fiedler F.,Wesley College
Advances in Mathematics of Communications | Year: 2013

We enumerate H-phase Golay sequences for H ≤ 36 and lengths up to 33. Our enumeration method is based on filtering by the power spectra. Some of the hexaphase Golay sequence pairs are new. We provide a compact way to reconstruct all these Golay sequences from specific Golay arrays. The Golay arrays are part of the three-stage construction introduced by Fiedler, Jedwab, and Parker. All such minimal Golay arrays can be constructed from a small set of Golay sequence pairs with binary, quaternary, or hexaphase alphabet adjoining 0. We also prove some non-existence results for Golay sequences when H/2 is odd. © 2013 AIMS.


Grant
Agency: NSF | Branch: Continuing grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 600.00K | Year: 2014

Wesley College (Wesley) is implementing a project entitled Supporting and Sustaining Achievement in Science & Math which will provide 136 scholarships to recruit and retain diverse, academically talented, and financially needy students (Cannon Scholars) who can thrive in robust science, technology, engineering and mathematics (STEM) programs. Targeted majors are biological chemistry, biology, environmental science and mathematics. The objectives are to: (1) increase the number of students choosing the Wesley STEM majors by at least 20%; (2) retain at least 75% of the Cannon Scholars in STEM majors until the senior year; (3) graduate at least 75% of the Cannon Scholars with BS degrees in STEM areas (who will then then continue on to graduate schools in a STEM area or enter the scientific or technical workforce); and (4) upon graduation, at least 60% of Cannon Scholars will enter graduate or professional programs. Anticipated broader impacts include an increased ability to seek out, attract, prepare, and graduate financially needy students, including minorities who are typically underrepresented in STEM fields. Strong undergraduate research and education collaborations have been established with Delaware State University (a Historically Black University), the University of Delaware (the states flagship institution), and with Delawares Community College System. Scholar graduates will pursue STEM professional careers, preferably in Delaware, or pursue advanced degrees in their fields. Wesley programs have a record of successful mentoring underrepresented groups; this project will maintain this productive work and continue to shape and benefit students, their careers, and their future impacts on society.

The Cannon Scholar program is truly a collaborative effort between STEM-faculty and administrators. It is designed around the best practice of multi-tiered mentoring and is committed to proven practices that help support and retain students. The proposed program will create a nurturing environment where participating undergraduates can team up to solve problems, develop new knowledge and continuously acquire new skills, thereby increasing success in the early years and increasing the likelihood that these Scholars will graduate. Wesley will offer scholars one-on-one counseling, assessment and review sessions for job readiness, interview skills, and résumé writing. Hence, in addition to financially supporting students, this program aims to help foster a community that equips students with the skills and credentials required to move forward toward a thriving STEM career. The proposed approaches will significantly enhance well-defined institutional retention initiatives and will substantially increase student success and retention for STEM students. The program will be assessed and attainment of its objectives will be evaluated using common rubrics in courses targeting specific learning outcomes, surveys, student data (e.g. demographics, grade point average, etc.). Program outcomes will first be implemented throughout the Wesleys STEM programs and then will be disseminated through journal publications and presentations at national conferences.

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