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Pathways Online Courses are offered to provide educational preparation toward leading a congregation as a Commissioned Ruling Elder (CRE) or Commissioned Lay Pastor (CLP). Courses are open to all, and one does not need to be working toward becoming a CRE or CLP in order to participate. Courses aim to enhance knowledge and discipleship, and each course includes live (synchronous) class meetings as well as asynchronous (at-home) assignments. Class meetings will not be recorded.

After you register for a course, the syllabus will be sent to you, usually in advance of the first class meeting. The online class meeting link will be shared within the course syllabus and/or by way of email.

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A.J.V. and M.M.B. designed the project, analysed the data, interpreted the results and wrote the manuscript, with inputs from other authors. A.J.V. collected data, wrote scripts and performed the contact fingerprinting analyses. X.D. and G.L. helped with interpretation of the activation pathways. T.F. helped with the collection of disease mutations. S.B. performed the sequence analysis of GPCRs. D.B.V., M.B., F.M.H. and T.M. designed and performed the mutagenesis and BRET assays and analysed the data. G.F.X.S. and C.G.T. provided general input on the project. M.M.B. supervised the project.

The alignment of 311 non-olfactory class A human GPCRs were obtained from GPCRdb. Percentage of residue pairs making a contact in the inactive state only (a, orange spectrum; five bins) and the active state only (b, green spectrum; five bins). The set of large hydrophobic/aromatic residues was defined to include the following amino acids: Val, Leu, Ile, Met, Phe, Tyr, Trp. c, The percentage of amino acids occupying residue positions 3x46, 6x37 and 7x53 involved in the conserved rearrangement is shown. d, The odds of finding a large hydrophobic or aromatic residue at a pair/triplet of positions that form a contact during the conserved rearrangement. See Methods for details.

A comprehensive structural analysis of 27 class A G-protein-coupled receptors (GPCRs) reveals that, despite the extensive diversity in the activation pathways between receptors, the pathways converge near the G-protein-coupling region. The convergence is mediated by a highly conserved structural rearrangement of residue contacts between transmembrane helices. These findings may explain how the activation steps initiated by diverse ligands enable GPCRs to bind a common repertoire of G proteins, and will have implications for the modelling and engineering of GPCRs for structure-based drug discovery.

Project-Based Learning Experience

Project-based learning allows students to gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. The project is framed by a meaningful problem to solve or a question to answer, at the appropriate level of challenge. Students engage in a rigorous, extended process of asking questions, finding resources, and applying information. Students often make their project work public by explaining, displaying and/or presenting it to people beyond the classroom.

Service-based learning integrates meaningful service to enrich and apply academic knowledge, teach civic and personal responsibility (and other employability skills), and strengthen communities. SBL can be classified by three core indicators: 1. Integrating academic study with service experience; 2. Reflecting larger social, economic, and societal issues; and 3. Collaborative efforts between students, schools, and community partners.

Mission: San Diego College of Continuing Education commits to student success and community enrichment by providing tuition-free, accessible, equitable, and innovative quality education and support services to diverse learners in pursuit of lifelong learning, training, career advancement, and pathways to credit college. read more

Pathways incorporates pedagogical approaches that foster active learning and critical thinking; earlier clinical experience; and advanced clinical and student-tailored basic/population science experiences that will provide customized pathways for every student.

Students meet with their Pathways Program class, their advisor, and a peer mentor each week for 50 minutes. The curriculum focuses on successfully transitioning to college by not only focusing on skills such as time management, effective study strategies and stress management, but also by building a foundation of self-awareness and reflection, helping students learn who they are, what they value and where their interests lie.

Note: Only students in the classes of 2021 and prior have access to the Certificate of Individual Achievement (CIA) as a graduation pathway, which includes both off-grade assessments and meeting the L2 threshold. Students in the Classes of 2022 and beyond, if using the SBA as their graduation pathway, would have to hit the graduation scores to be considered to have completed that pathway.

AIM Pathways courses are designed for educators and education administrators interested in incorporating a culture of literacy in their schools and adding the science of reading to their classroom practice. The AIM Pathways platform was a Gold Award winner in the Science of Learning category at the 2020 Reimagine Education conference and one of 13 event finalists.

Students who 1) do not register for the class during their first semester, or 2) fail or withdraw from the class, may be required to meet with their advisor prior to registration for the following semester.

Prince George's Community College participated in a five-part documentary film series about community colleges in the process of implementing guided pathways. "Many Minds Working Together" describes the collaborative work to implement Pathways at the College. To learn more about the College's process to implement Pathways, watch our short film.

Candidates who fit this profile are teachers who already possess a New York State classroom teaching certificate and are interested in teaching another subject while completing requirements to become certified in the new classroom teaching subject.

Leadership Pathways (LP) is an Air Force program that Air Combat Command has adopted to help support the Comprehensive Airmen Fitness Strategy. Helping agencies across the installation will offer courses/classes that support or focus on one of the four CAF domains (social, physical, spiritual and mental). Many of the courses offered are ones you've seen before on base wingman days or throughout the year, but now they are part of LP (e.g., Dads 101, Vital 90, Bundles for Babies).

Airmen and their families will now receive LP credit for attending the courses and recognized at the flight, squadron, group and wing level for their accomplishments. The goal of LP and the integration of CAF-centered courses is to help our Airmen, Air Force civilians and family members become more resilient and better-equipped to deal with the rigors of military life. LP courses will help create and sustain communities at Offutt AFB that give Airmen and their families a sense of belonging to the Air Force community, in which they live, work and play. The courses will encourage help-seeking in a low-stress, classroom environment, helping reduce the stigma associated with seeking help.

A1. The most up-to-date course catalog is posted on this webpage. The catalog contains the class descriptions, class duration and point of contact for more information on the specific course.

Q2. Where can I find more information on Leadership Pathways?

A2. This webpage will be your primary source for information. If you would like to know more information or have additional questions, contact the Community Support Coordinator, at 402-232-8731.

Q3. How do I sign up for a class?

A3. All courses allow sign-up through their respective POCs, see Course Catalog to obtain POC information.

Q4. Can I include my LP classes as professional development for my performance reports?

Q4. You can include the LP classes as professional development on your performance reports. The weight/strength of impact will be at the discretion of your chain of command.

Q5. What kind of recognition or award do I receive for participating in LP?

Q5. The biggest reward that LP will give you is one that may not be tangible. The program and its classes will give you tools to tackle issues or challenges in every facet of your life, helping you become more resilient and better-equipped to deal with the rigors of military life.

The recognition process is a three-tiered system: Bronze, Silver and Gold. At this time, each level requires completion of a pre-identified number of classes (i.e. Bronze level award requires completion of 8 classes). For more detailed information regarding number of required classes for each level, reference Leadership Level Award Verification.

The Gender, Globalization and Empire Pathway provides students with an opportunity to examine the production of raced and gendered subjects through a series of interdisciplinary courses linking ideas about gender to imperial pasts, postcolonial theories, social and political constructions of citizenship, diverse religious movements and the intricacies of globalization. Courses associated with the Gender, Globalization and Empire Pathway highlight the need to historicize and contextualize individuals experiences within relevant categories of race, sex, class, culture and nation. Issues students will likely encounter in these courses include, but are not limited to: orientalism, modernity, hegemony, nationalism, militarism, fundamentalism and the gendered division of labor.

Mathematics pathways are a rapidly growing national movement in colleges and universities that better support student learning and success. We seek to ensure that ALL students have access to high-quality mathematics pathways that: 2351a5e196