Salisbury University – Social Work – Welcome to the Social Work Department! #salisbury #university, #social #work, #welcome #to #the #social #work #department!


Welcome to the Social Work Department!

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A Special Note to New BASW MSW Students:

Important information regarding orientation and the required online skills training course can be found here . We look forward to seeing you the week of August 14, 2017!


Have you applied to Graduate? Spring graduates apply by Nov. 15th – Fall graduates apply by May 15th. Applications are processed through your Gullnet account via the drop down box in the middle of your student center.

Good Neighbor Graduate Scholarship allows eligible students to enroll in graduate programs at Salisbury University and its satellite locations and apply for support to cover a portion of the non-resident graduate tuition at SU. Recipients of the Good Neighbor Graduate Scholarship will receive a discount equal to 75% of the difference between the graduate program’s resident and non-resident tuition rate per semester credit hour. This discount is only valid for students currently residing in contiguous counties to SU’s main campus or satellite location. This discount does not apply to online courses. All participants are responsible for mandatory fees. Find the application here.

MSW Candidates: Check out this video (click HERE ) which demonstrates how to properly put on your hood.

About the Department

Social work is a profession devoted to helping people function the best they can in their environment. Social workers are people who care about people who want to make a difference. The Social Work Department began in 1974 to serve the needs of Maryland and the neighboring states, and since then it has grown to include the dual-degree program with the University of Maryland Eastern Shore in 1990 and a new Master of Social Work Program launched in 2001. In 2006, the Department expanded to include satellite programs at Cecil College Northeast campus, the Eastern Shore Higher Education Center at Chesapeake College and the University System of Maryland at Hagerstown campus and in 2013 to the Southern Maryland Higher Education Center in California, Maryland. All of SU’s undergraduate and graduate social work programs are fully accredited by the Council of Social Work Education, a must for earning licensure.

Mission Vision

The Social Work Department at Salisbury University is dedicated to excellence in the education of professional social workers at the baccalaureate and masters level. Both programs are committed to student-centeredness and active community engagement in the pursuit of social and economic justice. Therefore, the mission of the department is to prepare competent social work professionals for beginning level generalist and advanced direct practice with individuals, families, and groups. In addition, the program will provide regional leadership in the provision of professional development, service, consultation, and research to advance the well-being of the region served and will contribute to the expansion of social work knowledge.

Click to view our Departmental Course Policies:

Online social work school #online #social #work #school


School of Social Work

Myron B. Thompson

Thank You
For Supporting the
Myron B. Thompson
School of Social Work

Mahalo to the many individuals and organizations that have made monetary contributions this past year. Your generosity helps enhance the quality of our School and community.
Hinahina Doners
($10,000 – $24,999) Laura Thompson

($5,000 – $9,999) Caroline & Francis Oda
Queen’s Health Systems

Pak Lan Donors
($1,000-$4,999) Abilities Unlimited
Colette Browne
Susan Chandler
Consuelo Foundation
First Hawaiian Bank Foundation
Hawai i Medical Service Association
Hawai i Pacific Health
Hawaiinuiakea School of Hawaiian Knowledge
Jerris Hedges
Kayo Iwami and Steven Howard
Seunghye Hong & Hojong Do
Claire Hughes
Noreen Mokuau & Frank Carlos Jr.
Queen Liliuokalani Trust
Duk Hee and Richard Murabayashi
Masaru and Kiyoko Oshiro
Na Lei Aloha Foundation
Lynette Paglinawan
Parents & Children Together
Janis Reischmann
Christobel Sanders
Oswald Stender
Carol & John Weber

Ohai Ali i Donors
($500-$999) Janet Browne
Christina Lam
Stephen Morse
NASW-HI Chapter

To see all the names of
alumni and friends
who have donated to the School
click here

Welcome to The University of Hawai i at M noa
Myron B. Thompson School of Social Work

Mahalo piha for your interest in the Myron B. Thompson School of Social Work at the University of Hawai i at M noa. As one of the premier schools of social work in the Pacific-Asia region, we are dedicated to providing an educational experience that is anchored in excellence. Challenges and opportunities abound for social workers in a global community that is increasingly more culturally diverse. Our principal responsibility is the creation and transmission of knowledge reflecting the advancement of social work and the achievement of social justice as the “noble cause.” Our unique focus is on resolving critical social problems that challenge s multicultural world, with specific attention to indigenous wisdom and perspectives.

The BSW, MSW and PhD programs prepare students to be educated global citizens who advance social justice. Our BSW and MSW programs have been fully reaccredited by the Council on Social Work Education for a maximum of 8 years, 2010-2018. Our faculty are highly knowledgeable, vastly experienced, and fully committed to the educational enterprise, and are well-known in endeavors of practice, policy and research. Faculty specialists in child and family, gerontology, health, and behavioral health, function as leaders in the School and the community. In broadening our educational reach beyond the M noa campus, our distance education option provides neighbor island residents with an opportunity to achieve their MSW degree via a blended approach of interactive television, computer-based technology, and face-to-face instruction.

I invite you to review our information and consider acquiring your education at our School in Hawai i – one of the most culturally diverse communities in the world.

Me ka oia i o,

Noreen Mokuau, D.S.W.,
Dean and Professor

Latest News and Events

2017 DSW Convocation

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Social Networking Safety – National Crime Prevention Council #how #does #social #networking #work


Social Networking Safety

Tips for Parents

They love it! And oftentimes it seems that they can’t live without it. The rise of social networking sites has teens throughout the United States fanatical about these addictive websites. Social networking is a platform of online sites that focus on building relationships among people who may share the same interest or activities. It provides a way for users to interact over the Internet. Users are often identified by their profiles, which can consist of photos and basic information, such as location, likes and dislikes, as well as friends and family. Well-known sites such as Facebook, MySpace, and Friendster, have taken social networking to a new level. In addition to the convenience of being able to access these websites from a computer, there are also applications on mobile devices that make it easy to access social applications anywhere and anytime. As a parent, you want to make sure your child is safe when he or she is engaged in social networking. You may find it challenging to keep up with the ever-changing technology. You may also feel like your child is much more Internet savvy than you are, and in fact, that may be true. But as savvy as your teen may be, he or she may not be aware of the dangers of online networking and what precautions he or she should take to stay safe. It is time to talk to your teen about social networking safety.

Familiarizing yourself with the basic terminology that is used on most social networking sites will help you communicate effectively with your teen about the topic.

  • Post -A message that can be updated to notify your selected followers of what you are doing or thinking.
  • Tagging-To label friends in a photo and link to their profile pages. If tagged, you’re notified so that you can de-tag or stay linked to the comment, video, or photo.
  • Wall-Area on your profile where friends can post their current locations, comments, pictures, or links.
  • Places- This feature allows a user to post his or her current location. This information is then shared with all of the user’s followers.
  • Friend Request-A person interested in being a friend will send a request, which can either be accepted or denied.
  • Blocking- Prevents another user from searching and viewing your profile; you can ban access temporarily or permanently.
  • Hacker- Someone who breaks into computers or computer networks and accesses a profile user’s information to get money or to break into other personal accounts. Some may also create false profiles or pose as another user.

The four major dangers of using social networking websites are

  • Over sharing information. When creating a profile page, most websites will ask for personal information such as home addresses, birthdays, and phone numbers. Giving this information can be very dangerous and will be made public to anyone who visits a user’s profile page, especially if privacy settings are not set correctly. Even if account settings are set to private, users are still at risk of their accounts being hacked. If someone hacks into an account he or she will be able to view and use the information. Sharing simple things like your favorite color can tip off a hacker to try to see if you used that as a password on your account. The biggest threat of over sharing information is identity theft. Identity theft is not uncommon in the world of online social networking. Online computer criminals look to steal identities in obvious and not so obvious ways. An obvious way would be someone asking for your social security number. A not so obvious way is luring a user to click on a link that will allow the criminal to download all of the user’s personal information. The anonymity provided online makes it easier for computer criminals to go undetected.
  • He’s not who you think he is. Social networking sites make it very easy to pretend to be someone else. Even if an individual may be friends with someone on the site, anyone can take control of a user’s account if he or she can obtain the user’s password. As a result, someone who is a “Friend” can ask for money or gain personal information that can be used to hack into other accounts. For example, you may get a message from a relative asking you for your banking information because he or she would like to wire you some money for your birthday. You may think you’re talking to your relative, but in fact the information is being requested by someone who has hacked into your relative’s account.
  • Location-based services. Location-based services can be one of the most dangerous features provided by social networking sites. It exposes the profile user’s location and whereabouts. The service also has a feature that allows users to tag who they are with at any given time. While it can be fun to share your location with friends and family, it can also increase your vulnerability, potentially opening you up to being robbed, sexually assaulted, or worse. Predators can use this tool to track your movements and determine when you are alone or when you are not at home.
  • Posting photos. One of the features of online social networking that many teens enjoy is the photo-sharing feature. This feature allows you to post photos 24 hours a day. Whether it is from your computer or mobile device, posting photos can be done in seconds. The Internet makes it easy to obtain photos and use the images in any way a person may choose. Posting inappropriate photos that may be deemed as fun, cute, or sexy, can end up where one least expects it. Photo tampering is a big threat when it comes to posting photos online. The use of photo editing tools allows people to manipulate online images in any way they choose, whether it’s used for good or bad purposes. While posting pictures and sharing them with friends can be fun, it can also be risky.

Teaching Your Teen Three Simple Steps To Increase Safety

  1. Don’t give optional information-When creating a profile, you do not need to enter all of the information that is requested. The set-up page usually requires you to fill out basic information, such as your name and email. Everything else is optional. Do not feel obligated to put your address and telephone number.
  2. Third level of privacy- There are three levels of privacy settings to choose from for your profile. There is “open to everyone,” “open to friends of friends” and “friends only.” The best setting to use is the “friends only” setting on all of your privacy choices. “Friends only” is the strictest level of security; it only allows people that you have accepted as a friend to view information about you.
  3. Accept only people you know- Accepting only people you know and trust is a great way to ensure safety when using social networking sites. Doing this can protect you from spammers, pedophiles, and other people who use social networking sites to commit crimes.

When discussing social networking safety with your child, encourage him or her to always use discretion when posting any type of photo, location status, and message. Tell your teen to ask him or herself these four questions before posting to the world:
“Think Before They Post”

  1. Should I share this? Will the information you share put yourself or someone else in danger?
  2. Do people really need to know where I am and who I am with? – Is it a good idea to let everyone know my exact location?
  3. Am I selecting friends online that I can trust? –Always keep in mind that it’s not just about what you post, but how others may use that content.
  4. Is the information I am sharing transparent? – Before sharing information to the public, does your post give out too much personal information?

Having a discussion with your teen about social networking sites can ease some anxiety about your child’s safety. Social networking sites help us stay connected to family and friends. However, it’s important to make sure your child knows how to be safe while online. Encourage them to enjoy the sites but to be safe at all times.
For more information on social networking safety visit

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Business loans

  • APR means annual percentage rate of charge. It is an illustrative rate that lets you to make comparisons against other products. It reflects the annual cost of credit, taking into account the rate of interest and any fees charged for taking out the loan.
  • Representative Annual Percentage Rate (representative APR) means the highest rate we expect that at least 51% of customers to get, when entering into a loan agreement in response to an advert. It is based on our reasonable expectations of what customers are likely to receive, taking into account the APRs of past agreements.

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  • Cognitive Behavioral Therapy (CBT): Nuts & Bolts, Online CE CEUs for psychologists, MFTs, psychotherapists #cognitive #behavioral #therapy, #cognitive #therapy, #cognition, #self-talk, #locus #of #control, #perception, #meaning, #cbt, #beck, #meichenbaum, #lazarus, #therapy, #psychotherapy, #couples #therapy, #marital #therapy, #psychology, #ce, #credits, #apa, #nbcc, #lcsw, #aswb, #bbs, #social #work, #counselor, #marriage #and #family #counselor, #psychiatry


    Cognitive Behavioral Therapy (CBT): Nuts Bolts

    4 CE Credits/Hours – Online Course – $39.00

    Developed by Sage de Beixedon Breslin, Ph.D.

    This course includes materials consisting of:

    General Course Description

    Cognitive Behavioral Therapy (CBT) is one of the most practiced therapeutic skill sets today. CBT is defined as the integration of Cognitive and Behavioral therapies designed by greats like Ellis, Beck, Watson and Skinner.

    Unlike psychoanalytic therapies that focus on the intrapsychic root of a person’s issues, CBT practitioners believe that changing thought patterns results in long lasting emotional, behavioral and cognitive changes. CBT is one of the most widely known and used brief therapies utilized for symptom reduction, and it is a highly effective tool for resolving negative self-talk that may support ineffective, inappropriate and, sometimes, even dangerous behavior. CBT is one of the therapies of choice by most Managed Care companies as it is relatively efficient and keeps session use to a minimum. CBT is a great skill to have in your toolkit. It can be used effectively to treat depression, anxiety, panic, Obsessive Compulsive Disorder, Post-Traumatic Stress Disorder, chronic illness and fatigue, and more. This course will provide a general introduction to CBT. For advanced instruction review the Resource & Links page for organizations that provide advanced training in the field.

    This course is comprised of ten articles, divided into three sections. The first three articles define and describe the foundations and interventions associated with CBT. The next three articles pose ways in which CBT can be used with special populations and, finally, the last cluster of articles presents evolving trends and modifications of CBT.

    Educational Objectives

    This course will teach psychotherapists to:

    1. Review the history and foundations of Cognitive Behavioral Therapy.

    2. Utilize the various interventions associated with CBT.

    3. Identify disorders that can be treated with CBT (and implement treatment).

    4. Recognize the benefit of combined pharmaceutical/ CBT treatment.

    5. Summarize the contemporary trends in the field of CBT.

    Course Syllabus

    History Founders

    • Aaron Beck: Cognitive Therapy
    • Albert Ellis: Rational Emotive Therapy (RET)
    • Maxie C. Maultsby, Jr. M.D. Rational Behavior Therapy
    • Aldo Pucci: Rational Living Therapy
    • Jeffrey Young: Schema Focused Therapy
    • Marsha Linehan: Dialectical Behavior Therapy
    • Meichenbaum: Stress Inoculation Therapy
    • Burns: Feeling Good Therapy

    Interventions Associated with CBT

    • Socratic Questioning
    • Cognitive Restructuring
    • Automatic Thought Logs
    • Homework

    Disorders that can be treated with CBT

    • Michael Mahoney, Ph.D.
    • Arthur Freeman, Ed.D
    • Arnold Lazarus, Ph.D. Multimodal Therapy (MMT)

    Courses – Derby Adult Learning Service #basic #skills, #esol, #return #to #work #and #learning, #learning #difficulties, #maths #gcse, #business, #book-keeping, #teacher #training, #computers, #clait, #ecdl, #word #processing, #it #courses, #hospitality, #sports #and #leisure, #aromatherapy, #mendhi, #sugarcraft, #aerobics, #fitness, #keep #fit, #badminton, #wine #appreciation, #yoga, #pilates, #tv #repairs, #health, #social #care #and #public #service, #counselling, #deaf #awareness, #early #years #education, #pre-retirement, #visual, #performing #arts, #art, #dancing, #woodwork, #pottery, #singing, #song #writing, #embroidery, #craft #and #jewellery, #guitar, #painting, #rug #making, #sewing, #languages, #communication, #english #as #a #foreign #language, #english #gcse, #creative #writing, #french, #german, #italian, #spanish, #greek, #sign #language


    Derby Adult Learning Service provides hundreds of courses in Derby for you to choose from in a whole range of subjects. Select one of the learning areas below for a list of related courses available:

    Computing for beginners, Internet and Email, European Computer Driving License (ECDL), Digital Photography, Various entry level courses

    Cookery and Baking
    Introduction to Cookery, Italian, Indian Cookery, All about Chocolate, Wine Appreciation

    Education Training
    Supporting Teaching and Learning in Schools
    City and Guilds – Train the Trainer Level 3 Award in Education and Training and Level 4 Certificate in Education and Training

    English and Maths
    Brush up on your English, Improve your maths skills, English GCSE, Maths GCSE

    Hospitality, Sports and Leisure
    Wine Appreciation including WSET (Wines, Spirits, Educational Trust) Level 2 and 3 Qualifications, Italian Cookery, Indian Cookery, Yoga, Tai Chi for Health and Relaxation, Keep Fit – Mature Movers, Keep Fit – Seated Exercise

    Jobseeker’s Learning Programmes
    Improving your skills for gaining employment, Adult Learning Service Work Club, Creating and updating your CV, Building up your confidence, interview skills and techniques, presentation skills, job applications

    Languages and Communication
    Arabic, French, German, Greek, Italian, Russian and Spanish. Also includes British Sign Language (BSL)

    Psychology GCSE

    Skills for Life (Foundation)
    Basic Skills, ESOL (English for Speakers of Other Languages), Return to work and learning, Programmes for those with learning difficulties

    Visual and Performing Arts
    Life Drawing, Watercolour Drawing, Painting and Drawing, Pottery, Woodwork, Silversmithing, Embroidery, Textiles, Jewellery, Mixed Crafts, Singing, Guitar, Banjo, Ukulele

    Department of Sociology and Anthropology – NC State #ncsu #social #work


    Inequality: Class, Gender and Race

    A Graduate Area Specialization in NC State’s Sociology Program

    Students in the inequality concentration study the structural sources and individual consequences of racism, sexism and economic exploitation. We begin with the recognition that it is along the dimensions of class, gender and ethnicity that inequalities in life chances are most clearly distributed and contested. This area encourages students to develop a holistic approach to the analysis of inequality, recognizing the complex connections between culture, work, politics and everyday life. Faculty and student research run the gamut of methodological orientations, but tend to share a conceptually rich and social justice oriented approach to the sociological study of inequality. Inequality is currently the largest graduate concentration in the NC State Ph.D. program.

    • Social Stratification(SOC 736). This course focuses on the interplay of class, gender and race in the organization and attainment of education, employment, and wealth. Sustained attention is given to processes of human, social, and cultural capital development, discrimination, workplace organization, and spatial inequality.
    • Sociology of Gender(SOC 737). This course focuses on the theories which explain the development, maintenance and changes in gender stratification. We address gender as a social structure, its historical roots, contemporary patterns in both personal and public spheres, and the possibilities for change in feminist directions.
    • Racial and Ethnic Inequality(SOC 738). This class focuses on the nature of racism, discrimination, prejudice, racial conflict, and racial oppression in American society. Special emphasis will be given to the relationship between race and social class. Race is one of the most important organizing principles in our society. Therefore, it is essential that graduate student in sociology be exposed to theories and perspectives that shed light on race, racial inequality in particular. To this end, this class will explore the diverse theoretical perspectives and sociological research on race.
    • Social Psychology of Inequality (SOC 739). This course draws primarily on ethnographic research to examine how people’s thoughts, feelings, and behaviors are affected by, and serve to reproduce or challenge, various kinds of inequalities. The premise of the course is that inequalities are created and maintained by the actions of thinking and feeling human beings, and therefore it is impossible to understand the existence or persistence of inequality without taking the actor, interpretation, and interaction into account.
    • Cynthia Anderson. Assistant Professor, Iowa State University. Research on inequality resulting from textile industry restructuring.
    • Marino Bruce. Assistant Professor, University of Wisconsin – Madison. Research on masculinity, locality, and crime.
    • Michael Calloway. Assistant Research Professor and Associate Director of the Shepps Center for Health Services Research, University of North Carolina-Chapel Hill. Research on interorganizational networks.
    • William Danaher. Assistant Professor, College of Charleston. Research on poverty and migration and the role of folk songs in worker rebellions.
    • Jeff Davis. Assistant Professor, California State University -Long Beach. Research on race and the social psychology of workplace inequality.
    • Beth Davison. Assistant Professor, Appalachian State University. Research on crime, neighborhoods and inequality.
    • Sandra Harding. Dean, School of Management, Queensland (Australia) University of Technology. Research on organizational utopias.
    • Shu Hui Huang. Associate Professor, World College of Journalism and Communication, Taipei, Taiwan. Research on political and social change in Taiwan.
    • Matthew Johnsen. Research Director, R.O.W. Sciences. Research on disabilties and inequality.
    • Jacqueline Johnson. Assistant Professor, Syracuse University. Research on gender and ethnic inequality in job search and job matching.
    • Kristen Myers. Assistant Professor, Northern Illinois University. Research on a biracial, women’s social movement organization.
    • Karen Parker. Assistant Professor, University of Florida. Research on inequality and homicide.
    • Jammie Price. Assistant Professor, University of North Carolina – Wilmington. Research on straight-gay male friendships.
    • Rosemary Ritzman. Social Research Associate II, North Carolina Dept. of Corrections. Institutional research on gender and ethnic discrimination in the corrections system.
    • Vincent Roscigno. Distinguished Professor, Ohio State University. Research on racial Inequality in education and the role of folk songs in workers rebellions.
    • Robert Wendt. Assistant Professor of Sociology, Millikin University. Research on ethnicty, unemployment and displaced workers and the history of slavery in Illinois.
    • ​The Organizations, Occupations, and Work Section, American Sociological Association participates actively in the annual national sociology meeting, publishes an informative and lively newsletter, and includes many additional links on its webpage.
    • RC28, the Social Stratification Research Committee of the International Sociological Association holds conferences twice a year.
    • The local chapter of Sociologists for Women in society provides a professional group to discuss feminist ideas and social action. While the local chapter does not have a web page, the national and southern regional SWS organizations do.
    • The Society for the Study of Social Problems provides a focus for change-oriented social scientists through its annual meeting and its journal, Social Problems .


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    David F. Cowan. M.D.

    Dr. Cowan practices Internal Medicine and Pediatrics and is Board Certified in both specialists. As such, he brings exceptional training and experience to Orlando Family Doctor, Family Medicine Services for all age groups from newborn to Medicare since 1984.

    He graduated from the University of Florida College of Medicine and served internships and residencies at USF and UF. Dr. Cowan has served in numerous leadership roles in medical groups and at the Arnold Palmer Children’s Hospital. He volunteers at local clinic’s for the indigent.

    He enjoys golf, flying and family time.

    Allison Barnes. M.D.

    Born in Dallas, Texas, Dr. Barnes is a native of the Southwest. She moved to Oklahoma, graduating high school from the Oklahoma School of Science and Mathematics. She received her undergraduate degree in Electrical Engineering with high honors from the University of Oklahoma. After working briefly as an engineer in Washington, D.C. she decided to enter medical school and graduated in 2008 from the University of Oklahoma College of Medicine.

    Dr. Barnes completed her internship in Pediatrics, and loves seeing children learn and grow. It was here where the concept of the Patient Centered Medical Home began to emerge as the model for the care she provided. With an emphasis in coordinated, accessible, preventive care where the patient is a member of the medical team, this model has consistently demonstrated both improved patient satisfaction and health outcomes. She trained in ophthalmology at the University of Texas in Houston, but decided to focus on preventive family care. While working as a physician, she earned her Masters in Public Health with an emphasis in Policy and Management. Her interests are in preventive medicine, community health, and accountable care.

    Teri Stapleton. M.D.

    Dr. Stapleton was born and raised in Jacksonville, Florida. She received her Bachelor of Science in Biology from the University of North Florida in 2002. Dr. Stapleton graduated from Ross University School of Medicine in 2008. She completed her Family Medicine residency at Southwest Georgia Family Medicine Residency in Albany, Georgia in 2012. Dr. Stapleton moved to Kissimmee, Florida and began practicing medicine in September 2012. She and her husband had their first child, a little boy, in March 2016. They enjoy going to the Disney parks and cruising. Dr. Stapleton joined Primary Care Specialists in September 2016. She feels that for optimum health, the patient and health care provider need to work as a team. Dr. Stapleton looks forward to partnering in your care and providing you with the best health care she possibly can.

    Carl L. Sellers. MS, PS-C.

    Carl was born in Nashville, Tennessee where he lived the first ten years of his life. From an early age, Carl was bright and an extremely inquisitive young man. A trait that would serve him well all his life. He always wanted to know everything about the things around him and in the world as he saw it. Carl graduated in 1985 from KCMA with an Associates Degree in Medical Laboratory Technology.

    Carl would then go on to receive a Bachelors Degree in Biology at The University of Dayton Ohio in 1987 and in 1990 got a Master of Science Degree in Microbiology and Immunology. He then became full-time facility at KCMA ultimately achieving Assistant Professor status before deciding to become a Physicians Assistant, completing that training in 1997.

    He has been working with Dr. David F. Cowan at Primary Care Specialists since June of 2006. Before that, he worked with several Osteopaths and has been trained on Osteopathic Manipulation and has considerable experience in Sports Medicine and Family Practice.

    His hobbies include sports and building computers.

    Carl believes the quality of care and compassion ALL patients should receive is paramount. He listens to his patients takes the time to provide 100% attention to Detail and Excellence in Health Care for all his patients everyday!

    Paul H. Hutschenreuter

    Paul H. Hutschenreuter. PA-C.

    Paul Hutschenreuter was born in LaCrosse Wisconsin and enjoyed working on the family farm. He moved to Michigan for Undergraduate Education and finished his Medical Education at Kettering College of Medical Arts in Dayton, Ohio.

    He has been practicing Medicine as a Physician Assistant for the past fifteen years and has experience in Family Practice, Sports Medicine and Orthopedics.

    His hobbies include football, cycling, golfing, playing the guitar and four wheeling.

    Orlando Family Doctor

    Thank you for choosing and recommending Orlando Family Doctor . David F. Cowan MD and all the staff at Primary Care Specialists Of Orlando, LLC.

    Competence, Compassion, and Dedication to Excellence.

    Orlando Family Doctor

    St Thomas More #iu #school #of #social #work


    St Thomas More

    Our History


    St Thomas More Catholic School opened in 1952 on Holcombe Road, Tottenham, after the original work on the proposed school began in 1938. The school opened with Headteacher Mr James Rudden, at its healm.

    Mr Rudden was described as . a very good organiser, a good teacher and has achieved a high standard of behaviour throughout the school. He deserves to be congratulated oh his handling of the school. Minutes of a Special Meeting of Governors held on 18 February, 1957.

    In 1959, Mr J.J. Chamberlain was appointed Head after Mr Rudden was appointed Head of Bishop Grant School, Streatham.

    Our History


    In 1968, the school was split into the upper and lower schools. The upper school was on Bounds Green Road, whilst the lower situated on Holcombe Road.

    Mr J.J. Shaughnessy was appointed head of the lower school by the Governing Body.

    The official opening of the upper school was on Tuesday, 23 rd September 1969 by Cardinal Hennan.

    Our History


    On 10th November 1982, Keith Burkinshaw, Manager of Tottenham Hotspur F.C. officially opened the St Thomas More Sports Hall, alongside Mr. Fox (Headmaster).

    Our History


    A Mass of Thanksgiving was held on 14th July 1992 to celebrate the opening of the New Extensions and the school s 40th Anniversary.

    Feast Day was held and was celebrated by Cardinal George Basil Hume, O.S.B.

    Our History


    10th May 2006. His Royal Highness Prince Phillip, opened the Haringey Duke of Edinburgh s Award Training Centre at St Thomas More Catholic School.

    Our History


    In 2010, Martin Tissot joined the school as the acting Headteacher, becoming Executive Headteacher in 2013. His strong stance on discipline rapidly improved behaviour and attainment of pupils, In 2013 the school joined the Carindal Hume Academies Trust,

    Since Mr Tissot s arrival, the school has continued to flourish, with GCSE and A Level results remaining high. In 2015, 70% of GCSE pupils acheived 5 A* – C grades and 25% achieved A*/A.

    Since the school opened in 1952, the school has grown both physically and culturally – there are now over 50 languages spoken by the student body.