Historical rosters can be found at http://141.211.39.65/allroster/rostinfo.htm Search RBs between 1980 and 1989 and they will all come up. The table doesn't format here properly or I would copy it.

Brigham Young University (BYU) is located in Provo, Utah, USA. Provo is located south of Salt Lake City, Utah. It is run by the Church Educational System (CES), the educational arm of The Church of Jesus Christ of Latter-day Saints. Originally founded in 1875, it has grown from humble beginnings into the largest and one of the most elite private religious universities in the United States. The school offers Undergraduate and Graduate programs.

The CES also runs two other sister schools using the BYU name, however they are separate and independent schools.

1. Brigham Young University-Idaho (BYUI) is located in Rexburg, Idaho. Rexburg is a town of approx. 30,000 people in the Snake River Valley of eastern Idaho. Formerly known as Ricks College, named after its original founder Thomas E. Ricks. The school was founded in 1888. Ricks College was the largest private religious college in the USA but in 2001 transitioned to university status adopting the name Brigham Young University - Idaho, as a means to boost recognition and popularity of the church school. The school offers Undergraduate programs.

2. Brigham Young University-Hawaii (BYUH), is located in Laie, Hawaii, USA. It was founded in 1955, and caters largely to students from Polynesia. The campus is famous for the Laie, Hawaii Temple and the Polynesian Cultural Center. Undergraduate programs are offered.

The CES also runs two other centers of learning.

1. BYU-Jerusalem Center is an offshoot of BYU, although BYU offers programs allowing students from the other church schools to also attend.

2. LDS Business College (LDSBC), founded in 1886. This is located in downtown Salt Lake City.

There were several football players on the San Diego state football team in 1966. A few of the men were Bob Howard, Teddy Washington, and Haven Moses.

A professional surfer living in Hawaii who had her arm bit off by a shark. She still competes in surf competitions today and fulfilled her dream to becoming a pro surfer, even with one arm.

Marquette University is an urban campus located on the west end of downtown Milwaukee, Wisconsin

The University of Notre Dame requires both academic and extracurricular excellence. A high GPA, leadership in extracurriculars, and high standardized test scores will all be required to be considered for admission.

1) RB Jamal Anderson, 1994-2001 with the Atlanta Falcons

2) LB Anthony Davis, 1993-2000 with the Seahawks, Chiefs, Packers, and Ravens

3) TE Kurt Haws, 1994 with the Washington Redskins

4) WR Curtis Marsh, 1995-1997 with the Jaguars and Steelers

5) DE Bronzell Miller, 1995 with the Jacksonville Jaguars

6) G Anthony Brown, 1995-1999 with the Bengals and Steelers

7) DT Luther Ellis, 1995-2004 with the Lions and Broncos

You're looking at a bit over two and a half years. I'd say there is adequate time to become proficient at boxing. The basics can be learned in a matter of months. If you are already in good shape, the key will be obtaining experience with training partners and in competition. Any aerobic exercise will assist you in losing weight. A good diet and lots of exercise are the keys to weight loss. And boxing will build muscle, particularly if you lift weights and hit the bags on a regular basis.

Bethany was 13 when she got bit by the shark.

SAT verbal score comes from the Reading Section - it is out of a possible 800 points. It is completely different from the SAT writing score. If you are looking for SAT study material, practice tests, or prep tests these can be found on line. There are options for live classes too, you can study online, exchange notes and interact with teachers.

What are the major approaches to marketing audit services and obtaining new clients? What are the major approaches to marketing audit services and obtaining new clients? what are the major approaches to marketing audit

An ungraded school is a school that does not formally classify the students by the traditional grade levels. Instead, teachers evaluate each individual student.

Working capital is a fundamental concept in financial management, and it possesses several key characteristics that are important for businesses to understand and manage effectively. Here are the primary characteristics of working capital:

Short-Term Nature: Working capital deals with assets and liabilities that are expected to be converted into cash or settled within a relatively short period, usually one year or less. This short-term focus distinguishes it from long-term capital.

Liquidity: Working capital includes assets that can be quickly converted into cash or used to pay off short-term liabilities. Maintaining sufficient liquidity in the form of cash or easily convertible assets is crucial for covering immediate financial obligations.

Operating Cycle: It is closely tied to a company's operating cycle, which is the time it takes to convert raw materials into finished products, sell them, and collect cash from customers. Effective management of the operating cycle can optimize working capital.

Cyclical Nature: Working capital needs may fluctuate throughout the business cycle. For instance, a retailer may require more working capital to support increased inventory during the holiday season.

Dynamic and Variable: The working capital requirements of a business can change over time due to factors like growth, seasonality, market conditions, and economic cycles. Companies must adapt their working capital strategies accordingly.

Risk Management: Inadequate working capital can lead to financial instability, while excess working capital can result in reduced profitability. Striking the right balance is crucial for risk management and sustainable operations.

Impact on Creditworthiness: Lenders and investors often assess a company's working capital position when evaluating its creditworthiness and financial health. A strong working capital position can enhance a company's ability to secure financing.

Working Capital Ratio: The working capital ratio, calculated as current assets divided by current liabilities, is a key financial metric used to assess a company's liquidity and short-term financial health. A ratio above 1 indicates positive working capital.

Efficiency Indicator: Managing working capital efficiently can improve operational efficiency by reducing costs associated with carrying excess inventory or financing short-term debt.

Strategic Management: Working capital management is a strategic activity that involves decisions about cash flow, inventory levels, accounts receivable, and accounts payable. Effective management can enhance profitability and competitiveness.

Seasonality Considerations: Some businesses may experience seasonal variations in working capital needs, requiring careful planning and management to meet peak demand periods.

Continuous Monitoring: Given its dynamic nature, working capital requires continuous monitoring and adjustment to ensure that the company remains financially stable and can meet its short-term obligations.

In summary, working capital is a dynamic and crucial aspect of a company's financial management, influencing its liquidity, financial health, and ability to operate effectively. Effective working capital management involves maintaining an appropriate balance between current assets and liabilities to support day-to-day operations and strategic growth.

in terms of placements both are at par but BUT DIFFICULTY OF ECE>CSE

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A master's or doctoral degree, and a license, are required for most psychologists. Education and training. A doctoral degree usually is required for independent practice as a psychologist. Psychologists with a Ph.D. or Doctor of Psychology (Psy.D.) qualify for a wide range of teaching, research, clinical, and counseling positions in universities, health care services, elementary and secondary schools, private industry, and government. Psychologists with a doctoral degree often work in clinical positions or in private practices, but they also sometimes teach, conduct research, or carry out administrative responsibilities. A doctoral degree generally requires 5 to 7 years of graduate study, culminating in a dissertation based on original research. Courses in quantitative research methods, which include the use of computer-based analysis, are an integral part of graduate study and are necessary to complete the dissertation. The Psy.D. degree may be based on practical work and examinations rather than a dissertation. In clinical, counseling, and school psychology, the requirements for the doctoral degree include at least a 1-year internship. A specialist degree or its equivalent is required in most States for an individual to work as a school psychologist, although a few States still credential school psychologists with master's degrees. A specialist (Ed.S.) degree in school psychology requires a minimum of 3 years of full-time graduate study (at least 60 graduate semester hours) and a 1-year full-time internship. Because their professional practice addresses educational and mental health components of students' development, school psychologists' training includes coursework in both education and psychology. People with a master's degree in psychology may work as industrial-organizational psychologists. They also may work as psychological assistants under the supervision of doctoral-level psychologists and may conduct research or psychological evaluations. A master's degree in psychology requires at least 2 years of full-time graduate study. Requirements usually include practical experience in an applied setting and a master's thesis based on an original research project. Competition for admission to graduate psychology programs is keen. Some universities require applicants to have an undergraduate major in psychology. Others prefer only coursework in basic psychology with additional courses in the biological, physical, and social sciences and in statistics and mathematics. A bachelor's degree in psychology qualifies a person to assist psychologists and other professionals in community mental health centers, vocational rehabilitation offices, and correctional programs. Bachelor's degree holders may also work as research or administrative assistants for psychologists. Some work as technicians in related fields, such as marketing research. Many find employment in other areas, such as sales, service, or business management. In the Federal Government, candidates having at least 24 semester hours in psychology and one course in statistics qualify for entry-level positions. However, competition for these jobs is keen because this is one of the few ways in which one can work as a psychologist without an advanced degree. The American Psychological Association (APA) presently accredits doctoral training programs in clinical, counseling, and school psychology, as well as institutions that provide internships for doctoral students in school, clinical, and counseling psychology. The National Association of School Psychologists, with the assistance of the National Council for Accreditation of Teacher Education, helps to approve advanced degree programs in school psychology. Licensure. Psychologists in independent practice or those who offer any type of patient care-including clinical, counseling, and school psychologists-must meet certification or licensing requirements in all States and the District of Columbia. Licensing laws vary by State and by type of position and require licensed or certified psychologists to limit their practice to areas in which they have developed professional competence through training and experience. Clinical and counseling psychologists usually need a doctorate in psychology, an approved internship, and 1 to 2 years of professional experience. In addition, all States require that applicants pass an examination. Most State licensing boards administer a standardized test, and many supplement that with additional oral or essay questions. Some States require continuing education for renewal of the license. The National Association of School Psychologists (NASP) awards the Nationally Certified School Psychologist (NCSP) designation, which recognizes professional competency in school psychology at a national, rather than State, level. Currently, 29 States recognize the NCSP and allow those with the certification to transfer credentials from one State to another without taking a new certification exam. In States that recognize the NCSP, the requirements for certification or licensure and those for the NCSP often are the same or similar. Requirements for the NCSP include the completion of 60 graduate semester hours in school psychology; a 1,200-hour internship, 600 hours of which must be completed in a school setting; and a passing score on the National School Psychology Examination. Other qualifications. Aspiring psychologists who are interested in direct patient care must be emotionally stable, mature, and able to deal effectively with people. Sensitivity, compassion, good communication skills, and the ability to lead and inspire others are particularly important qualities for people wishing to do clinical work and counseling. Research psychologists should be able to do detailed work both independently and as part of a team. Patience and perseverance are vital qualities, because achieving results in the psychological treatment of patients or in research may take a long time. Certification and advancement.The American Board of Professional Psychology (ABPP) recognizes professional achievement by awarding specialty certification in 13 different areas. Candidates for ABPP certification need a doctorate in psychology, postdoctoral training in their specialty, several years of experience, professional endorsements, and are required to pass the specialty board examination. Psychologists can improve their advancement opportunities by earning an advanced degree and by participation in continuing education. Many psychologists opt to start their own practice after gaining experience working in the field. For the source and more detailed information concerning your request, click on the related links section (U.S. Department of Labor) indicated below this answer box.

The traditional route to becoming a public school teacher involves completing a bachelor's degree from a teacher education program and then obtaining a license. However, most States now offer alternative routes to licensure for those who have a college degree in other fields. Private school teachers do not have to be licensed but still need a bachelor's degree. A bachelor's degree may not be needed by preschool teachers and vocational education teachers, who need experience in their field rather than a specific degree. Education and training. Traditional education programs for kindergarten and elementary school teachers include courses designed specifically for those preparing to teach. These courses include mathematics, physical science, social science, music, art, and literature, as well as prescribed professional education courses, such as philosophy of education, psychology of learning, and teaching methods. Aspiring secondary school teachers most often major in the subject they plan to teach while also taking a program of study in teacher preparation. Many 4-year colleges require students to wait until their sophomore year before applying for admission to teacher education programs. To maintain their accreditation, teacher education programs are now required to include classes in the use of computers and other technologies. Most programs require students to perform a student-teaching internship. Teacher education programs are accredited by the National Council for Accreditation of Teacher Education and the Teacher Education Accreditation Council. Graduation from an accredited program is not necessary to become a teacher, but it may make fulfilling licensure requirements easier. Many States now offer professional development schools, which are partnerships between universities and elementary or secondary schools. Professional development schools merge theory with practice and allow the student to experience a year of teaching firsthand, under professional guidance. Students enter these 1-year programs after completion of their bachelor's degree. Licensure and certification. All 50 States and the District of Columbia require public school teachers to be licensed. Licensure is not required for teachers in most private schools. Usually licensure is granted by the State Board of Education or a licensure advisory committee. Teachers may be licensed to teach the early childhood grades (usually preschool through grade 3); the elementary grades (grades 1 through 6 or 8); the middle grades (grades 5 through 8); a secondary-education subject area (usually grades 7 through 12); or a special subject, such as reading or music (usually grades kindergarten through 12). Requirements for regular licenses to teach kindergarten through grade 12 vary by State. However, all States require general education teachers to have a bachelor's degree and to have completed an approved teacher training program with a prescribed number of subject and education credits, as well as supervised practice teaching. Some States also require technology training and the attainment of a minimum grade point average. A number of States require that teachers obtain a master's degree in education within a specified period after they begin teaching. Almost all States require applicants for a teacher's license to be tested for competency in basic skills, such as reading and writing, and in teaching. Almost all also require teachers to exhibit proficiency in their subject. Many school systems are presently moving toward implementing performance-based systems for licensure, which usually require teachers to demonstrate satisfactory teaching performance over an extended period in order to obtain a provisional license, in addition to passing an examination in their subject. Most States require teachers to complete a minimum number of hours of continuing education to renew their license. Many States have reciprocity agreements that make it easier for teachers licensed in one State to become licensed in another. Licensing requirements for preschool teachers also vary by State. Requirements for public preschool teachers are generally more stringent than those for private preschool teachers. Some States require a bachelor's degree in early childhood education, while others require an associate's degree, and still others require certification by a nationally recognized authority. The Child Development Associate (CDA) credential, the most common type of certification, requires a mix of classroom training and experience working with children, along with an independent assessment of the teacher's competence. Nearly all States now also offer alternative licensure programs for teachers who have a bachelor's degree in the subject they will teach, but who lack the necessary education courses required for a regular license. Many of these alternative licensure programs are designed to ease shortages of teachers of certain subjects, such as mathematics and science. Other programs provide teachers for urban and rural schools that have difficulty filling positions with teachers from traditional licensure programs. Alternative licensure programs are intended to attract people into teaching who do not fulfill traditional licensing standards, including recent college graduates who did not complete education programs and those changing from another career to teaching. In some programs, individuals begin teaching quickly under provisional licensure under the close supervision of experienced educators while taking education courses outside school hours. If they progress satisfactorily, they receive regular licensure after working for 1 or 2 years. In other programs, college graduates who do not meet licensure requirements take only those courses that they lack and then become licensed. This approach may take 1 or 2 semesters of full-time study. The coursework for alternative certification programs often leads to a master's degree. In extreme circumstances, when schools cannot attract enough qualified teachers to fill positions, States may issue emergency licenses to individuals who do not meet the requirements for a regular license that let them begin teaching immediately. In many States, vocational teachers have many of the same licensure requirements as other teachers. However, knowledge and experience in a particular field are important, so some States will license vocational education teachers without a bachelor's degree, provided they can demonstrate expertise in their field. A minimum number of hours in education courses may also be required. Private schools are generally exempt from meeting State licensing standards. For secondary school teacher jobs, they prefer candidates who have a bachelor's degree in the subject they intend to teach, or in childhood education for elementary school teachers. They seek candidates among recent college graduates as well as from those who have established careers in other fields. Other qualifications. In addition to being knowledgeable about the subjects they teach, teachers must have the ability to communicate, inspire trust and confidence, and motivate students, as well as understand the students' educational and emotional needs. Teachers must be able to recognize and respond to individual and cultural differences in students and employ different teaching methods that will result in higher student achievement. They should be organized, dependable, patient, and creative. Teachers also must be able to work cooperatively and communicate effectively with other teachers, support staff, parents, and members of the community. Private schools associated with religious institutions also desire candidates who share the values that are important to the institution. Additional certifications and advancement. In some cases, teachers of kindergarten through high school may attain professional certification in order to demonstrate competency beyond that required for a license. The National Board for Professional Teaching Standards offers a voluntary national certification. To become nationally certified, experienced teachers must prove their aptitude by compiling a portfolio showing their work in the classroom and by passing a written assessment and evaluation of their teaching knowledge. Currently, teachers may become certified in a variety of areas, on the basis of the age of the students and, in some cases, the subject taught. For example, teachers may obtain a certificate for teaching English language arts to early adolescents (aged 11 to 15), or they may become certified as early childhood generalists. All States recognize national certification, and many States and school districts provide special benefits to teachers who earn certification. Benefits typically include higher salaries and reimbursement for continuing education and certification fees. In addition, many States allow nationally certified teachers to carry a license from one State to another. With additional preparation, teachers may move into such positions as school librarians, reading specialists, instructional coordinators, or guidance counselors. Teachers may become administrators or supervisors, although the number of these positions is limited and competition for them can be intense. In some systems, highly qualified, experienced teachers can become senior or mentor teachers, with higher pay and additional responsibilities. They guide and assist less experienced teachers while keeping most of their own teaching responsibilities. Preschool teachers usually work their way up from assistant teacher, to teacher, to lead teacher-who may be responsible for the instruction of several classes-and, finally, to director of the center. Preschool teachers with a bachelor's degree frequently are qualified to teach kindergarten through grade 3 as well. Teaching at these higher grades often results in higher pay. For the source and more detailed information concerning this request, click on the related links section (U.S. Department of Labor) indicated below this answer box.

what is the importance opf having an open self personality?how does one devlop an open self personality. what is the importance opf having an open self personality?how does one devlop an open self personality.

yes

Dermatology is a specialty field of medicine; as such, in the United States from where I am answering this question (and in most other places, too), one first completes Medical School then an internship, and then may be admitted to a Certified Dermatology residency training program for 2-4 years. Other individuals dealing regularly with the study of Dermatology might be researchers in microbiology, virology, or immunology studying specific disease entities in that field, but they would not be clinicians (i.e. see and treat patients). Certain Advanced Registered Nurse Practitioners with a specialty in Derm. might see patients and assist Dermatologists in their practice too. People interested in studying dermatology ought to contact dermatologists living and working near them, arrange an interview, and start asking some pertinent questions.....especially "What is good and what is bad about Dermatology?"