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CISMP-V9 Foundation Certificate in Information Security Management Principles V9.0 study help | http://babelouedstory.com/
CISMP-V9 study help - Foundation Certificate in Information Security Management Principles V9.0 Updated: 2024
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CISMP-V9 Foundation Certificate in Information Security Management Principles V9.0
The CISMP-V9 (Foundation Certificate in Information Security Management Principles V9.0) is a certification test that focuses on providing individuals with a foundational understanding of information security management principles. Here are the test details for CISMP-V9:
- Number of Questions: The test consists of multiple-choice questions. The exact number of questions may vary, but typically, the test includes around 75 questions.
- Time Limit: The time allocated to complete the test is 1 hour and 45 minutes.
The CISMP-V9 course is designed to cover various aspects of information security management principles. The course outline typically includes the following topics:
1. Information Security Management Principles:
- Understanding the core principles of information security management.
- Recognizing the importance of information security governance and risk management.
2. Security Management Frameworks and Standards:
- Familiarizing with different security management frameworks and standards, such as ISO 27001 and COBIT.
- Understanding the roles and responsibilities of key stakeholders in security management.
3. Risk Management and Compliance:
- Understanding the concepts and processes of risk management.
- Identifying and assessing information security risks.
- Implementing risk mitigation and control measures.
- Complying with legal and regulatory requirements related to information security.
4. Security Incident Management:
- Recognizing the importance of incident management and response.
- Understanding incident detection, handling, and reporting processes.
- Developing incident response plans and procedures.
5. Business Continuity Planning:
- Understanding the concepts and principles of business continuity management.
- Developing and implementing business continuity plans.
- Conducting business impact assessments.
6. Physical and Environmental Security:
- Understanding the importance of physical and environmental security controls.
- Identifying and mitigating physical threats to information assets.
The objectives of the CISMP-V9 test are as follows:
- Assessing candidates' understanding of information security management principles and concepts.
- Evaluating candidates' knowledge of security management frameworks and standards.
- Testing candidates' proficiency in risk management and compliance.
- Assessing candidates' ability to manage security incidents and implement incident response measures.
- Evaluating candidates' knowledge of business continuity planning and management.
- Testing candidates' understanding of physical and environmental security controls.
The specific test syllabus for the CISMP-V9 test covers the following areas:
1. Information Security Management Principles
2. Security Management Frameworks and Standards
3. Risk Management and Compliance
4. Security Incident Management
5. Business Continuity Planning
6. Physical and Environmental Security
Foundation Certificate in Information Security Management Principles V9.0 BCS Certificate study help
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Foundation Certificate in Information Security Management
http://killexams.com/pass4sure/exam-detail/CISMP-V9 Question: 38
Which of the following is a framework and methodology for Enterprise Security Architecture and Service Management?
A . TOGAF
B . SABSA
C . PCI DS
E . OWAS Answer: B Question: 39
How does network visualisation assist in managing information security?
A . Visualisation can communicate large amounts of data in a manner that is a relatively simple way for people to analyse and interpret.
B . Visualisation provides structured tables and lists that can be analysed using common tools such as MS Excel.
C . Visualisation offers unstructured data that records the entirety of the data in a flat, filterable ftle format.
D . Visualisation software operates in a way that is rarely and thereby it is less prone to malware infection. Answer: D Question: 40
Which of the following is NOT a valid statement to include in an organisationís security policy?
A . The policy has the support of Board and the Chief Executive.
B . The policy has been agreed and amended to suit all third party contractors.
C . How the organisation will manage information assurance.
D . The compliance with legal and regulatory obligations. Answer: C Question: 41
Which security framework impacts on organisations that accept credit cards, process credit card transactions, store relevant data or transmitcredit card data?
A . PCI DS
C . TOGA
E . ENISA NI
G . Sarbanes-Oxiey Answer: A
https://digitalguardian.com/blog/what-pci-compliance Question: 42
Which of the following is NOT considered to be a form of computer misuse?
A . Illegal retention of personal data.
B . Illegal interception of information.
C . Illegal access to computer systems.
D . Downloading of pirated software. Answer: A Question: 43
Which term describes the acknowledgement and acceptance of ownership of actions, decisions, policies and deliverables?
A . Accountability.
B . Responsibility.
C . Credibility.
D . Confidentiality. Answer: A
https://hr.nd.edu/assets/17442/behavior_model_4_ratings_3_.pdf Question: 44
What form of training SHOULD developers be undertaking to understand the security of the code they have written and how it can Excellerate security defence whilst being attacked?
A . Red Team Training.
B . Blue Team Training.
C . Black Hat Training.
D . Awareness Training. Answer: C Question: 45
Which of the following is the MOST important reason for undertaking Continual Professional Development (CPD)within the Information Securitysphere?
A . Professional qualification bodies demand CP
C . Information Security changes constantly and at speed.
D . IT certifications require CPD and Security needs to remain credible.
E . CPD is a prerequisite of any Chartered Institution qualification. Answer: B
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https://killexams.com/exam_list/BCSGraduate Certificate in Professional Study
Give Your Teaching Career a Boost with a Professional Study Graduate Certificate
This field-based certificate program, available through the SNHU Vermont Campus, is ideal for practicing educators seeking applied learning and professional development opportunities within the syllabu areas of curriculum, assessment and evaluation, education technology, learning and development, and teacher leadership.
Although this program is currently available in a limited number of districts within the state of Vermont, we encourage you to reach out to the SNHU Vermont Campus at firstname.lastname@example.org if you are interested in participating or learning more.
See Yourself Succeed with a Professional Study Graduate Certificate from SNHU
The field-based Professional Study Graduate Certificate program in education at SNHU allows you to choose from the following five subject areas: Curriculum, Assessment and Evaluation, Education Technology, Learning and Development, and Teacher Leadership. This is a 15-credit program, and you will select five three-credit courses to complete in accordance with your chosen topic.
As a private, nonprofit university, SNHU has one mission - to help you see yourself succeed. The benefits of enrolling in a field-based graduate program at SNHU include:
Convenience. Pursue your graduate degree or certificate where you work, and complete international field studies around your teaching schedule.
Supportive community. We have a deep understanding of how adults learn best, and we know all of our students personally. Our cohort model allows you to learn with colleagues.
Relevance. All course material and assignments apply directly to your classroom practice.
Affordability. It‚Äôs our mission to make higher education more accessible. That‚Äôs why, SNHU is one of the most affordable private, nonprofit universities in New Hampshire.¬†
Constructivist classrooms. Our instructors design the classroom experience so that it begins with your experiences and builds toward exceptional practice in a collaborative manner.
Careers & Outcomes
The Professional Study program is designed to help educators advance their careers without committing to a full master‚Äôs degree program. The goal of this program is to produce teachers who are prepared to impact their schools and their students in meaningful ways, both inside and outside of the classroom. Whether your goal is to develop new curriculum, become familiar with new teaching technology, or learn new leadership skills, SNHU can help you take the next step in your career.
Professional Study (Post-Master's Graduate Certificate)
In addition to the standard Professional Study Graduate Certificate in education program, SNHU also offers a Professional Study Post-Master's Graduate Certificate option. This program is similar to the standard graduate certificate version, but is designed for educators who have already earned their Master of Education. This program also features Curriculum, Assessment and Evaluation, Education Technology, Learning and Development, and Teacher Leadership as subject areas; however, many of the courses within the post-master's program cover more advanced topics.
With multiple pathways to choose from, the program will help you develop a deeper understanding of responsive, responsible teaching methods. Participants will plan and deliver purposeful learning opportunities that incorporate current research and best practices to engage students in meaningful ways. SNHU will help you learn to create strengths-based, inclusive, and collaborative learning communities in classrooms and schools. The program will also help you understand the need for professional analysis, innovation, and continually evolving professional strategies while evaluating your own personal growth, teaching practice development, and personal leadership.
Our Manchester campus aims to keep tuition and related costs¬†low for our students so that you can pursue your degree and your goals.
Beyond low tuition rates, we help our students save through transfer credits, credit for prior learning, grants and scholarships, tuition assistance and more.
This certificate is not eligible for federal financial aid. Students seeking alternatives to federal financial aid can explore tuition assistance, grants and scholarships, as well as private loans. To learn more about private loans, visit our Funding Your Education with Student Loans¬†page.
Tue, 19 Dec 2023 09:59:00 -0600entext/htmlhttps://www.snhu.edu/campus-majors/certificates/graduate-professional-studyQuality Management Certificate
Poor quality in manufacturing and service can cost companies as much as 20 percent of revenue in rework, scrap, brand switching, and loss of goodwill. Organizations have begun to understand that prevention saves more time and money than the discovery of flaws after the fact.
The school‚Äôs management-oriented certificate program focuses on quality as a priority. Developed in cooperation with industry, the courses can help students develop a total quality management environment to combine the theory and practice of statistical quality control with leadership, teamwork, and problem-solving concepts and skills.
The certificate in quality management teaches the nuts and bolts of a quality organization, prepares students to introduce quality concepts to their organization, and teaches how to put quality principles to work. The certificate can prepare students to work as quality trainers, facilitators, team leaders, or managers at various levels of an organization.
This program is no longer accepting new student applications.
Sun, 03 Mar 2019 22:43:00 -0600entext/htmlhttps://www.rit.edu/study/quality-management-certificatePre-Health Professions Certificate
Pursuing a career in a health profession¬†means committing to an arduous academic path and choosing to be held to high standards. Health profession programs aim to gauge abilities beyond the sciences. They are looking for students who have ‚Äúthe complete package‚ÄĚ ‚Äď smart, resilient, empathetic, collaborative, compassionate and reliable.
The Pre-Health Professions Certificate is designed to help any UT Austin student, regardless of major, prepare for a potential future in a health profession.
Certificate for Natural Sciences Majors¬†
As a CNS student, your science-focused major will lay the foundation in mastering the most common requisites needed for professional health programs. The Pre-Health Professions Certificate will help you diversify your degree.
You will gain invaluable skills in ethics, social sciences, communication, and other areas of interest increasing your skillset and marketability.
Certificate for Majors Outside of Natural Sciences
As a non-CNS student, your major in business, arts, communication or humanities often provides the framework for interdisciplinary study. The Pre-Health Professions Certificate helps in accessing the prescribed prerequisites for professional health programs.
You will take the same chemistry, biology, math and physics courses as College of Natural Sciences students, ensuring you gain the math and science skills needed to help you succeed.
Overview of the Certificate
The certificate requires 18 hours of coursework and provides a solid foundation for students interested in pursuing a career in the health professions. Requirements and procedures for the certificate programs will be based on the catalog under which a student is earning their degree, so please select accordingly and talk to your advisor if you are unsure.
Science Major Track
Pre-Health Professions (Science Majors)
Checklist (coming soon)
Pre-Health Professions (Science Majors)
Pre-Health Professions (Science Majors)
Pre-Health Professions (Science Majors)
Non-Science Major Track. Students outside of the College of Natural Sciences only.
Pre-Health Professions (Non-Science Majors)
Checklist (coming soon)
Pre-Health Professions (Non-Science Majors)
Pre-Health Professions (Non-Science Majors)
Pre-Health Professions (Non-Science Majors)
Taking the next step
There is no need to apply for the Pre-Health Professions Certificate as part of your admissions application. Once admitted to UT, you can simply inform your academic advisor anytime after New Student Orientation that you wish to pursue the Pre-Health Professions Certificate as part of your academic curriculum at UT Austin.
Your academic advisor can then guide you on how to get started.¬†
Pursue the Pre-Health Professions Certificate
An application for admission is required in order to pursue the Pre-Health Professions Certificate.
Graduates of the Certificate of Study in Clinical Research program will achieve five program level outcomes that describe the skills, competencies and knowledge gained through completion of the program curriculum.
Successfully apply the framework and philosophies of research to the management of clinical trials, employing quality principles of current good clinical practice to produce valid and useful data
Demonstrate sound ethical principles and values as they are recognized and upheld in research involving a human population
Describe and evaluate the design conduct and documentation of clinical trials as required for GCP guidelines
Explain the elements of clinical study design, implementation, and data integrity and quality assurance
Summarize the legislative and regulatory framework that supports the development and registration of new medicines, devices and biologics
Mon, 24 May 2021 18:58:00 -0500entext/htmlhttps://drexel.edu/medicine/academics/graduate-school/clinical-research/certificate-of-study-in-clinical-research/Environmental Decision Making
Because students in each of these fields will engage important environmental policy, program implementation, and decision-making processes in the course of their professional careers, the environmental orientation of this certificate program will help students better understand the complexities of environmental decision making.
The focus of certificate study is on environmental decision making, which can be defined as the process by which stakeholders in environmental outcomes engage in communications to seek solutions to environmental problems. Familiarly, decision making can refer to environmental policy making by governmental institutions, but a meaningful understanding of the syllabu in today's world will also include processes such as information acquisition and dissemination and such notions as negotiation, mediation, information policy and public participation as part of the decision making lexicon. The decision making focus furthermore expands the scope of "stakeholders" to include not only the institutions and agencies of government, but also the large variety of citizen-based nongovernmental organizations and the business and industrial private sector.
Graduate students currently matriculated and in good academic standing in their graduate degree programs at SUNY-ESF and Syracuse University are eligible to apply for entrance to the certificate program.
Application and admissions procedures, compliance with college requirements for successful graduate study and the awarding of certificates are all administered by ESF's Dean of Instruction and Graduate Studies, 227 Bray Hall. If enrollment limitations are established, acceptances will be made on a rolling basis, according to the date of receipt of applications.
Student applications are made by completing the application form found in the Advising Guide. This provides contact information for applicants and verifies their matriculated status at Syracuse University. Upon completion of program credit hour requirements, students file a Certificate Request Form, which identifies completed course work and initiates actions to produce official transcripts, leading to the award of the certificate.
Forms are available in ESF's Office of Instruction and Graduate Studies, 227 Bray Hall, and in the Department of Environmental Studies Office, 107 Marshall Hall.
Prospective students are encouraged to speak with their Syracuse University academic advisors about the advisability of and timing for entering this certificate program. To assist certificate students in making suitable course selections and to answer related program questions, an ESF faculty advisor is available at the Department of Environmental Studies.
Tue, 21 Nov 2023 22:51:00 -0600entext/htmlhttps://www.esf.edu/academics/certificates/environmental-decision-making.phpStudy Suggests Horticulture Therapy Could Help Fight DepressionNo result found, try new keyword!A study suggests that horticulture therapy, which focuses on gardening activities, may help reduce depression symptoms in older adults. The greatest benefits were found when therapy lasted 4-8 ...Thu, 14 Dec 2023 10:00:00 -0600en-ustext/htmlhttps://www.msn.com/How Crying Can Help You, Here Is What A Study Says
It may be good to cry out loud. (Photo: Getty Images)
They say that there's no sense in crying over spilled milk. But what do they know? Crying can get you another glass of milk if you do it loud enough. Plus,¬†crying may serve a real physiologic purpose,¬†according to a study published recently in Emotion, meaning the journal and not in an Emo-kind of way.
For the study, three researchers from the University of Queensland (Leah S. Sharman, Genevieve A. Dingle, and Eric J. Vanman) and one from Tilberg University (Ad J. J. M. Vingerhoets) recruited 197 female undergraduate students. They said that they choose all women rather than including men because pilot testing of sad videos had revealed that more women than men cried or at least more women revealed that they were crying. This did not account for the men who cried inside or used some bro-language or high fives to hide the crying.
The research team then showed each of the study participants either a video that are supposed to make them feel sad (sad videos) or a video that was not supposed to elicit any emotion (neutral videos) like something from a documentary or a ted talk. Each video lasted for close to 18 minutes. After the video, the researchers noted whether or not¬†each participant had cried while watching the video. Ultimately, 65 participants watched the neutral video, 71 watched the sad video and cried during it, and 61 watched the sad video and did not cry. Presumably, no one cried during the neutral video. But then again, actor Bryce Dallas Howard was able to cry¬†when¬†Conan O'Brien talked about Home Depot in this¬†Conan¬†clip:
Then, each participant underwent a Cold Pressor Stress Test (CPT), which involved placing the participant's¬†left hand, up to the wrist, in cold 0¬į to¬†5¬įC water. Unless you are the Iceman or Killer Frost, this is supposed to be painful. The research team measured how long each participant could stay in this position until pulling¬†her hand out of the water. During the study, the research team¬†continuously¬†measured each participant's heart rate and respiratory rate and periodically measured cortisol levels from saliva samples. Cortisol is a stress-hormone that's produced by the body.
Also, at four points during the study, participants answered questions from the Positive and Negative Affect Scale short form (PANAS). These questions asked the degree to which the participant was experiencing ten different emotions and to rank each on a five-point scale that ranged from¬†a¬†one (very slightly or not at all) to a five (extremely).
When it came to cortisol levels and how long the participants could keep their hands submerged in the cold water, the study ended up finding not much difference between the neutral video watchers, the sad video non-criers, and the sad video criers.¬†So if you are about to dunk yourself in cold water or take a cold shower, it may not help to cry first.
But here's¬†a difference that the study found. Are you ready? Take a deep breath. The difference was breathing rates. While watching the videos, the non-criers tended to have elevations in their breathing rates, whereas, by contrast, the criers tended to maintain their initial breathing rates. In other words, tearing up could have helped participants better control their breathing rates. This provides further evidence that crying may help you better regulate arousal, serving as an emotional release.
Another interesting finding was that right before crying, participants tended to experience decreases in¬†their heart rates, seemingly in anticipation of the crying. Once the crying began, their heart rates then tended to creep back up but not above where their heart rates had been before everything began. This may be further evidence that crying has a beneficial regulatory effect on your physiology.
So perhaps next time you start crying you can tell people that you are regulating your physiology. You've probably heard of people saying that they had a good cry and feel better after they've let the tears flow. It can be important to find reasonable ways to periodically release your emotions. Otherwise, you may end up¬†bottling everything up like a hot air balloon that can explode when you least expect it.
Moreover, crying can be a way of communicating. It's really the only way that babies can express their needs before they learn how to say things like "why you throwing shade on me," or "I'm not Gucci." Crying can help communicate to others that you need more sympathy, comfort, or help. Of course, this can be misused. You don't want to cry every time your order at a restaurant doesn't come out right. And of course, there is the whole concept of crocodile tears: people crying to get something when they don't really mean it.
Crying can also be a way of communicating with yourself. Even when you cry alone, you may be telling yourself about your own state because, like many people, you could be terrible at studying your own emotions and situation. Tears could be your body's way of saying, "hey, take a break," or "something's not right," or "take care of yourself."¬†Tearing up can then be a way of your body literally crying out to you.
Your body is a complex system. Crying can be complex. Your tears can flow when you are very sad, very angry, or even very happy. Better understanding what causes us to cry and what happens as a result could help us better handle our emotions and stress.
Sun, 21 Jul 2019 07:48:00 -0500Bruce Y. Leeentext/htmlhttps://www.forbes.com/sites/brucelee/2019/07/21/how-crying-can-help-you-here-is-what-a-study-says/Performing Arts Certificate
Sem. Cr. Hrs.
This course applies technical, performing, script analysis, stage management, and other skills to an real theatrical production. Students contract with a department mentor for responsibilities and the appropriate credit expectations. In addition to production responsibilities, students are expected to complete studying and writing assignments connected to the production. This course is repeatable for credit. (Enrollment in this course requires permission from the department offering the course.) Lec/Lab (Fall, Spring).
Choose three of the following:
¬†¬† Introduction to Performing Arts
This course will examine the characteristics and elements of theatre and the performing arts, emphasizing the principles and conventions that guided theatre productions through history. The course examines the ways that theatre influences and is influenced by cultures and by individual life experience. Particular attention is paid to the development of scripts, visual theatre, theatre vocabulary, and the emergence of Deaf and multicultural theatre. Lecture 3 (Fall, Spring, Summer).
¬†¬† Introduction to Stagecraft
This course introduces students to the technical and design processes of theatre, including scenery, costume, lighting, make-up, and prop craft. Students experience the range of skills needed to create successful productions, and identify their own areas of interest and strength for future theatre participation. Lecture 3 (Fall).
¬†¬† Sign Mime, Creative Movement, and Visual Theatre
This course expands students‚Äô understanding of the use of physical space through creative movement strategies. These are supplemented by images, gesture, and sign representation of story elements. Techniques developed from visual theatre practices are studied. Through active participation, students learn the language of movement, mime and visual theatre. Ensemble work based on performance standards, character creation, and theme development is emphasized. Lecture 3 (Fall, Spring).
¬† ¬†Independent Study: Performing Arts
The description will be specified on each Independent Study Contract. Ind Study (Fa/sp/su).
¬† ¬†Appreciation of Theatrical Design
This course fosters the understanding and appreciation of design as part of theatrical productions with specific reference to the fields of scenic, lighting, and costume design and the personnel involved. Students will explore the historical and cultural aspects of theatre while examining the relationship to their activities in everyday life. Students will learn how theatrical scripts and stage directions influence the design, aesthetics, and use of space in a theatrical production, and how to use the script to visualize the design process. Deaf Theatre and other cultural references will be used to discuss the ever growing need to address diversity and accessibility in theatrical productions. Emphasis will be placed on using literary analysis of themes and metaphors inherent in a script to develop an appreciation for the artistic and aesthetic aspects of technical theatre. No artistic or technical skills necessary. Lecture 3 (Fall, Spring).
¬†¬† Appreciation of Media in Performance
This course fosters the understanding and appreciation of the integration of media to support and enhance storytelling in theatre, dance, and experimental performances. Focus will be placed on the study and appreciation of media in performance through an exploration of theory, historical perspectives, and creative expression. Examples of media from early integration to current practices will be explored, as well as the various types of technology and equipment used. Deaf Theatre and other cultural references will be used to discuss the need to support accessibility and create inclusive environments. Instances where media and technology were used to push the boundaries, as well as to develop and test new technology, will also be examined. Lecture 3 (Fall, Spring, Summer).
¬†¬† Scenic Painting and Props
This course is an introduction to the methods and materials of theatrical painting and props through a project-oriented class. Techniques, communication, and use of appropriate materials and tools are emphasized. Students apply the skills learned to individual and group projects. This course prepares students for more specialized work in Theatre Practicum. Lecture 3 (Fall, Spring).
¬† ¬†Stage Makeup
This course introduces students to the principles and techniques associated with theatrical stage makeup. Through practical application and experimentation, students will be encouraged to explore a variety of methods, materials, and possibilities for a range of character types; including fantasy and special effects makeup techniques. Students will be provided lectures, handouts, and class and video demonstrations throughout the semester. Lec/Lab 4 (Fall or Spring).
¬† ¬†Appreciation of Theatrical Costumes
This course is designed as an introduction to the theory and application of costume and accessory design for the stage. Students will explore the artistic, historical, and technical aspects of creating costumes and accessories, learning about key vocabulary, equipment, and materials used in costume technology. Influences on design theory will be examined through examples from Deaf Theatre and cultural, physical, and visual-based performances. Students will gain an appreciation for the relationship that costumes and accessories contribute to the overall meanings of dramatic performance. Lecture 3 (Fall or Spring).
¬† ¬†Appreciation of Theatrical Scenery
This course introduces students to the study and appreciation of technical theatre through an exploration of theory, historical perspectives, and creative expression of theatrical scenery. Students will explore the principles, techniques, and tools used in creating scenery. Attention will also be placed on the evolution of theatrical scenery throughout time, theories and application of design elements, and the impact of the growth of technology over the last century. Influences on design theory will be examined through examples from Deaf Theatre and cultural, physical, and visual-based performances. Lecture 3 (Fall or Spring).
¬† ¬†Appreciation of Theatrical Lighting
This course introduces students to the study and appreciation of technical theatre through an exploration of theory, historical perspectives, and the creative expression of theatrical lighting. Influences on design theory will be examined through examples from Deaf Theatre and cultural, physical, and visual-based performances. Students will explore conventional lighting equipment and techniques used in creating lighting effects for theatrical productions. The evolution of lighting uses throughout time and the impact of the exponential growth of lighting technology over the last century will also be covered. Lecture 3 (Fall or Spring).
¬† ¬†Acting with Physical Expression
This course introduces students to the actor's craft, process, and technique. Major performance methods are introduced in both physical approaches to acting (Grotowski, Delsarte, Alexander technique, multi-cultural methods from African Griot to Japanese Noh) and psychological approaches (Stanislavsky, Meisner, Hagan, Strasberg). Foundation skills in translation, memorization, stage combat, mask, and mime prepare the student upper-level performance courses. Lec/Lab 4 (Fall, Spring).
¬† ¬†Seminar in Performing Arts
This course gives students the opportunity for focused, in-depth study of a selected advanced syllabu in theatre, using seminar and workshop approaches. Specific Topics vary from semester to semester, and address such areas as methods of acting, playwriting, production design, systems of analysis, genres of dance, translation, and historical influences on theatre art. This course is repeatable for credit. Lecture 3 (Fall, Spring).
¬† ¬†Dance History
This course explores the evolution of dance from early movement to the diverse representation of dance found in the world today. Emphasis will be placed on the study and appreciation of dance through an exploration of theory, history, and the perspective of cultural and social impacts, along with traditional and experimental dance forms. Students will experience and reflect on a survey of dance forms through lectures, discussions, literature references, and viewings of film and live performance. Lecture 3 (Fa/sp/su).
¬† ¬†Dance: Jazz
This course introduces students to the study and appreciation of jazz dance through an examination of movement concepts, artistic principles, and the exploration of theory, history, and socio-cultural perspectives. Students will explore various styles of jazz such as Broadway, Street, and Contemporary. Emphasis will be placed on body isolations and rhythmic phrasing to help students develop an appreciation for jazz dance as an art form. Students will discover new capabilities regarding flexibility, strength, coordination, balance, and their comprehension of jazz dance in relation to music, space, time, and energy. Through practice and application, students will develop a physical appreciation of dance from the experience of movement and creative expression. Learning about jazz dance performance and history through the use of images, video, practice, and discussions as well as studying and writing assignments will be part of the course. Lec/Lab 4 (Fall or Spring).
¬† ¬†Dance: Hip Hop
This course introduces students to the study and appreciation of hip hop through an exploration of theory, historical and aesthetic foundations, and socio-cultural perspectives. Students will experience a variety of movement qualities, develop techniques for proper body stretching and conditioning, and be exposed to basic hip hop styles and trends. Students will discover new capabilities regarding flexibility, strength, coordination, balance and their comprehension of hip hop dance in relation to music, space, time and energy. Through practice and application, students will develop a physical appreciation of dance from the experience of movement and creative expression. Learning about hip hop dance performance and history through the use of images, video, practice and discussions as well as studying and writing assignments will be part of the course. Lec/Lab 4 (Fall or Spring).
¬† ¬†Dance: Modern
This course is designed as an introduction to dance as a developmental, expressive, and creative art form. Students will learn how the artistic principles and movement concepts of: basic rhythms, dance technique, improvisation and beginning choreography; impact the creation and execution of modern dance. Students will discover new technical capabilities regarding flexibility, strength, coordination, balance and their comprehension of modern dance in relation to music, space, time and energy. Through practice and application, students will understand the unique structure of their own bodies and expand their awareness of self and others. Theoretical aspects of dance related to historical and socio-cultural contexts will be explored. Learning about dance performance and history through the use of images, video, practice and discussions as well as studying and writing assignments will be part of the course. No previous dance experience is required. Lec/Lab 4 (Fall, Spring).
¬† ¬†Dance: Ballet
This course is designed as an introduction to ballet observed through artistic principles, movement concepts and the exploration of technique. Students will discover new technical capabilities regarding flexibility, strength, coordination, balance and their comprehension of the ballet form in relation to music, space, time and energy. Through practice and application, students will understand the unique structure of their own bodies and expand their awareness of self and others. While the primary focus is on strengthening individual dance technique and knowledge of traditional and contemporary ballet movements, dynamic alignment, movement efficiency, connectivity, articulation, phrasing, and breath support, students can expect to develop an appreciation for aspects of the ballet aesthetic while considering theoretical aspects related to historical and socio-cultural contexts. Learning about dance performance and history through the use of images, video, practice and discussions as well as studying and writing assignments will be part of the course. No previous dance experience is required. Lec/Lab 4 (Fall, Spring).
¬† ¬†Choreography: Designing Movement
This course focuses on the study and appreciation of dance and choreography through an exploration of theory, history, and social-cultural perspectives encompassing the elements related to designing movement. Students will explore various approaches of dance composition and the creative process from historical and cultural perspectives while examining the interactions of dance and movement found in society today. Attention will also be placed on the role of designing movement and space beyond the dance studio. Examples from live and recorded performances, as well as digitally produced creations such as animations in television, movies and video games, will be examined. Lec/Lab 4 (Fall or Spring).
¬† ¬†Special Topics: Performing Arts
The description will be specified in each Special syllabu Documentation Form. Lecture (Fall, Spring).
Total Semester Credit Hours
Fri, 06 Oct 2023 14:38:00 -0500entext/htmlhttps://www.rit.edu/study/performing-arts-certificateOzempic could help curb alcohol abuse, study reveals
Semaglutide treatments such as Ozempic and Wegovy have been shown to reduce the symptoms of alcohol use disorder (AUD), according to a study published in The Journal of Clinical Psychiatry on Nov. 27.
The collaborative study from The University of Oklahoma (OU) and Oklahoma State University (OSU) found a ‚Äúsignificant and noteworthy decrease‚ÄĚ in the Alcohol Use Disorders Identification Test (AUDIT) scores of six patients who were receiving semaglutide treatment for weight loss.
Lead study author Dr. Jesse Richards, director of obesity medicine and assistant professor of medicine at the OU-TU School of Community Medicine, said the study was inspired by his conversation with Dr. Kyle Simmons, professor of pharmacology and physiology at the OSU Center for Health Sciences.
‚ÄúI had been hearing from a significant number of patients that their alcohol intake was spontaneously decreasing while [they were] on the medication,‚ÄĚ Richards told Fox News Digital.
As a bariatric surgery clinic employee, Richards noted that it‚Äôs standard to screen patients for alcohol use.
At the clinic, a number of patients tested positive for alcohol consumption, sometimes in concerning amounts.
Later, while on semaglutide medication, they reported reduced alcohol intake.
One of Richards‚Äô patients ‚ÄĒ who previously drank large amounts of alcohol ‚ÄĒ shared a new inability to drink more than two cans of beer now because it ‚Äújust doesn‚Äôt sound good.‚ÄĚ
This response piqued Richards‚Äô interest in learning more about patients‚Äô aversion to alcohol, which directly correlated to his research.
Research has shown that this effect is ‚Äúmediated through adjustments in the reward pathway in the brain,‚ÄĚ he said.
‚ÄúThe GLP-1s are actually modifying dopamine, decreasing the craving and decreasing the motivation to acquire things in that compulsive intake category.‚ÄĚ
The most surprising takeaway from the study, Richards said, was that the same significant treatment response was seen even at very low doses.
‚ÄúWe found that even patients on the lowest dose of semaglutide ‚ÄĒ a quarter milligram ‚ÄĒ had a quite significant and relatively ‚Ä¶ quick onset reduction in alcohol intake,‚ÄĚ he said.
Of the six patients studied, all but one were on low doses ‚ÄĒ from a quarter to a half milligram.
‚ÄúAnd that‚Äôs very encouraging because we know that the lower doses of these medications are tolerated much better,‚ÄĚ said Richards.
While the results seem promising, the doctor said he does not recommend that patients use semaglutide treatments for alcohol use disorder at this time, due to supply and safety issues.
‚ÄúIf patients have [obesity and diabetes] indications for the medication and they also struggle with alcohol intake ‚Ä¶ having them on this treatment may potentially be beneficial,‚ÄĚ Richards said.
‚ÄúBut because there has been a global medication shortage, and because we don‚Äôt have prospective trials and don‚Äôt know what the specific safety is versus the well-established safety data in obesity and diabetes, [I] would not recommend it just for patients who have AUD.‚ÄĚ
There are three FDA-approved drugs available for alcoholic use disorder that are currently underused, the doctor noted.
Given that five million people in the U.S. are currently taking semaglutide medications, if it is proven that those drugs have a significant effect on alcohol use disorder, ‚Äúby default, they are going to become the most widely used drug to Excellerate these symptoms ‚ÄĒ just by virtue of the fact that so many people are on them for diabetes or obesity,‚ÄĚ Richards noted.
He confirmed that additional research is underway with two ongoing trials.
‚ÄúSince we were able to show clinically meaningful reductions in alcohol intake and AUD symptomatology in a real-world setting, that bodes very well for these types of medications,‚ÄĚ he said.
Looking ahead, Richard said there is a need for higher-quality evidence of the medication‚Äôs impact on AUD compared to placebo drugs or environmental factors.
Even though it‚Äôs unclear whether GLP-1 producers will market the medication to AUD patients in the future, Richards said this could become an ‚Äúestablished medical practice once the safety and efficacy has been determined.‚ÄĚ
For patients who struggle with AUD, Richards recommended they talk to their health care providers about available treatment.
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He also alerted patients that if they experience a reduced appetite and usually consume ‚Äúa bunch of calories‚ÄĚ in alcohol, it may be necessary to look into a more balanced diet.
Avantika Waring, 9amHealth‚Äôs chief medical officer and a trained physician and endocrinologist in San Francisco, applauded the OU and OSU study findings for further supporting what clinicians ‚Äúare already seeing in practice,‚ÄĚ she told Fox News Digital.
‚ÄúGLP-1 medications have a lot of effects that we are still learning about, and the ability to decrease cravings and the reward signals related to alcohol use are just some of the benefits,‚ÄĚ she said.
‚ÄúIt‚Äôs an important starting point for further clinical trials,‚ÄĚ she added.
Waring also warned that GLP-1 medications should not be used to treat AUD specifically, as they can cause side effects such as nausea and changes in appetite.
‚ÄúPeople struggling with alcohol use disorder should consult with their physicians before starting GLP-1 medications to make sure that they can stay hydrated and safe on therapy,‚ÄĚ she said.
Waring noted that if ongoing clinical trials find semaglutide treatments to be effective for AUD, the medical community will ‚Äúhave another tool to help people living with alcohol addiction and we‚Äôll see expanded use of these already popular drugs.‚ÄĚ
Fox News Digital reached out to Novo Nordisk for comment on the potential link between semaglutide medications and alcohol use disorder.
Sun, 10 Dec 2023 02:53:00 -0600en-UStext/htmlhttps://nypost.com/2023/12/10/lifestyle/ozempic-could-help-curb-alcohol-abuse-study-reveals/