Ribn program cfcc

This course is designed to develop the ability to produce clear writing in a variety of genres and formats using a recursive process. Emphasis includes inquiry, analysis, effective use of rhetorical strategies, thesis development, audience awareness, and revision. Upon completion, students should be able to produce unified, coherent, well-developed essays using standard written English. This course provides an overview of the scientific study of human behavior.

Topics include history, methodology, biopsychology, sensation, perception, learning, motivation, cognition, abnormal behavior, personality theory, social psychology, and other relevant topics.

Upon completion, students should be able to demonstrate a basic knowledge of the science of psychology. This course introduces the concepts within the three domains of the individual, healthcare, and nursing. Emphasis is placed on the concepts within each domain including medication administration, assessment, nutrition, ethics, interdisciplinary teams, informatics, evidence-based practice, individual-centered care, and quality improvement. Upon completion, students should be able to provide safe nursing care incorporating the concepts identified in this course.

This course provides a continuation of the comprehensive study of the anatomy and physiology of the human body. Topics include the endocrine, cardiovascular, lymphatic, respiratory, digestive, urinary, and reproductive systems as well as metabolism, nutrition, acid-base balance, and fluid and electrolyte balance.

This course is a study of human growth and development. Emphasis is placed on major theories and perspectives as they relate to the physical, cognitive, and psychosocial aspects of development from conception to death. Upon completion, students should be able to demonstrate knowledge of development across the life span.

This course is designed to further develop the concepts within the three domains of the individual, healthcare, and nursing. Emphasis is placed on the concepts of cellular regulation, perfusion, infection, immunity, mobility, comfort, behaviors, health-wellness-illness, clinical decision-making, caring interventions, managing care, and safety. This course, the second in a series of two, is designed to teach professional communication skills.

Emphasis is placed on research, listening, critical reading and thinking, analysis, interpretation, and design used in oral and written presentations. Upon completion, students should be able to work individually and collaboratively to produce well-designed business and professional written and oral presentations. This course, the second in a series of two, introduces research techniques, documentation, styles, and writing strategies. Emphasis is placed on analyzing information and ideas and incorporating research findings into documented writing and research projects.

Upon completion, students should be able to evaluate and synthesize information from primary and secondary sources using documentation appropriate to various disciplines. This course is designed to assimilate the concepts within the three domains of the individual, healthcare, and nursing. Upon completion, students should be able to demonstrate the knowledge, skills, and attitudes necessary to provide quality, individualized, entry level, nursing care.

ELE is a category of electives and not a specific course. The list of approved courses are shown in the Social Science Electives table. Lecture, Lab, Clinical, and Credit Hours are determined by the course selected. This course introduces the origins and historical development of art. Emphasis is placed on the relationship of design principles to various art forms including but not limited to sculpture, painting, and architecture. Upon completion, students should be able to identify and analyze a variety of artistic styles, periods, and media.

This course covers the development of art forms from ancient times to the Renaissance. Emphasis is placed on content, terminology, design, and style. Upon completion, students should be able to demonstrate an historical understanding of art as a product reflective of human social development. This course covers the development of art forms from the Renaissance to the present.

This course introduces the use of critical, thinking skills in the context of human conflict. Upon completion, students should be, able to demonstrate orally and in writing the use, of critical thinking skills in the analysis of, appropriate texts. This course is a basic survey of the music of the Western world.

Emphasis is placed on the elements of music, terminology, composers, form, and style within a historical perspective. Upon completion, students should be able to demonstrate skills in basic listening and understanding of the art of music. This course introduces the origins and musical components of jazz and the contributions of its major artists.

Emphasis is placed on the development of discriminating listening habits, as well as the investigation of the styles and structural forms of the jazz idiom. Upon completion, students should be able to demonstrate skills in listening and understanding this form of American music. This course introduces fundamental issues in philosophy considering the views of classical and contemporary philosophers.

Emphasis is placed on knowledge and belief, appearance and reality, determinism and free will, faith and reason, and justice and inequality.

Upon completion, students should be able to identify, analyze, and critically evaluate the philosophical components of an issue. This course introduces theories about the nature and foundations of moral judgments and applications to contemporary moral issues. Emphasis is placed on moral theories such as consequentialism, deontology, and virtue ethics. Upon completion, students should be able to apply various ethical theories to moral issues such as abortion, capital punishment, poverty, war, terrorism, the treatment of animals, and issues arising from new technologies.

Transition Nursing program students will enter the third semester of the traditional ADN program provided they have met the admission criteria outlined for the program, have completed all co-requisites for semester one and two, and there is space available.

Lecture Hours: —? Lab Hours: —? Clinical Hours: —? Credit Hours: —? Additional information is available here. We offer several credentials that provide the flexibility you need. Most degree programs last two years and provide the most in-depth study of a particular subject.

Diplomas and certificates take less time and are often taken in conjunction with other degree programs. Specialized training is also available for workforce development programs that are completed in less than a year. View application requirements here. View application deadlines here. Nursing programs are approved by the North Carolina Board of Nursing. Craven Community College degree programs satisfy the professional licensure requirements in North Carolina and prepare students to sit for these exams.

However, requirements in other states may be different. If you are considering a degree program that could potentially lead to professional licensure, please note that at this time Craven Community College may or may not be able to advise whether a program meets requirements outside of North Carolina. Prior to enrolling in a degree program, please discuss this important topic with your advisor.

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Fraction basics -- program 8. A The basics -- program 2. Functions -- program 3. Linear equations -- program 4. Quadratic equations -- program 5. Quadratic roots -- program 6. The quadratic formula -- program 7. I really don't want to rack up anymore student loans if I can help it.

But, we'll see I'll do what I have to do to get it done. I went to a PSB prep course on Saturday and learned that spelling no longer has a minimum score requirement. It still counts for points but you don't have to get 30th percentile. Additionally, one person already filed her intent and said the first testing date was November 15th. Last but not least Oct 18, Sounds like there was a lot of really good information at that session!

I wish I would have known about it, I would have went. So, high 90s on all section to make the cutoff? No pressure right?! I'm worried about filing too soon and then I won't be prepared for the PSB.. Maybe I'm overthinking it. There is another class on the 29th from They hold two a month. As for the intent to apply I don't know. I wanted to go the first day but thought the school was closed like UNCW. Part of me just wants to get it over with but then I found out the natural science portion is 90 questions long and I don't want to bomb it.

The longer we wait, the closer the testing dates will get to the filing date. I'm still leaning towards filing soon since testing won't be until November and the cramming every waking second.

Wait until you are ready. Edited Oct 18, by Calobie. Jan 12, Just wanted to say hello! Fortunately, I am able to carry over all my prerequisites that I completed at another school.