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Youngstown State University Bulletin Graduate Edition 2006–2008
Youngstown State University Bulletin Graduate Edition 2006–2008 Effective August 2006 Youngstown, Ohio Youngstown State University reserves the right to change without notice any statement in this bulletin concerning, but not limited to, rules, policies, tuition, fees, curricula, and courses. Youngstown State University is committed to a campus environment that values all individu- als and groups, and to nondiscrimination and equal opportunity for all persons without regard to sex, race, religion, color, age, national origin, sexual orientation, handicap/disability, or identifica- tion as a disabled and/or Vietnam Era veteran. The University is also committed to the principles of affirmative action and acts in accordance with state and federal laws. Inquiries should be addressed to Youngstown State University’s director of Equal Opportu- nity and Diversity, who is responsible for coordinating the University’s programs for compliance. Inquiries can be initiated in writing or by calling (330) 941-3370. Youngstown State University Graduate Bulletin VOLUME 73 ISSUE 1 (2006–2007) EFFECTIVE AUGUST 2006 School of Graduate Studies and Research Youngstown State University One University Plaza Youngstown, OH 44555 Contents Ohio Board of Regents, YSU Board of Trustees, and Executive Officers 4 Academic Calendar 2006–2007 5 General Information 7 University Policies 25 Research at YSU 27 The School of Graduate Studies and Research 31 Student Fees, Charges, and Fines 44 State Residency Status 51 Financial Assistance 55 Course Numbering System, Abbreviations, -
Study Into the Need to Regulate Music Therapists in the Commonweath Of
Virginia Department of Health Professions June 2019 THE VIRGINIA BOARD OF HEALTH PROFESSIONS STUDY INTO THE NEED TO REGULATE MUSIC THERAPISTS IN THE COMMONWEALTH OF VIRGINIA JUNE 2019 VIRGINIA BOARD OF HEALTH PROFESSIONS 9960 MAYLAND DR, SUITE 300 HENRICO, VA 23233-1463 (804) 367-4403 1 CONTENTS Executive Summary ................................................................................................................................................................................................ 4 Authority ..................................................................................................................................................................................................................... 4 The Criteria and Their Application .................................................................................................................................................................. 5 Criterion One: Risk for Harm to the Consumer ..................................................................................................................................... 5 Criterion Two: Specialized Skills and Training ..................................................................................................................................... 5 Criterion Three: Autonomous Practice .................................................................................................................................................... 5 Criterion Four: Scope of Practice ............................................................................................................................................................... -
For More Information
For More Information Inquiries about Western Illinois University are welcome. Please direct all inquiries to the appropriate departments listed below. Athletics Academic Departments Department of Intercollegiate Athletics .... (309) 298-1106 Accountancy .................................................(309) 298-1152 African American Studies ........................... (309) 298-1181 Billing Questions Biological Sciences ..................................... (309) 298-1546 Billing and Receivables Office ................... (309) 298-1831 Business Administration .............................(309) 298-2442 Chemistry .................................................... (309) 298-1538 Counseling Center (Macomb) ............... (309) 298-2453 College Student Personnel ......................... (309) 298-1183 Communication ........................................... (309) 298-1507 Disability Services Communication Sciences and Disability Resource Center ......................... (309) 298-2512 Disorders.................................................. (309) 298-1955 Text Telephone ............................................ (309) 298-1856 School of Computer Sciences .....................(309) 298-1452 Counselor Education ...................................(309) 762-1876 Financial Aid Curriculum and Instruction........................ (309) 298-1961 Financial Aid Office ....................................(309) 298-2446 Economics ....................................................(309) 298-1153 Educational and Interdisciplinary Studies ..................................................... -
(MUS) Fall 2021 Department of Music Chairperson Christina Dahl Staller
MUSIC (MUS) Fall 2021 Department of Music Chairperson Christina Dahl Staller Center 3304 (631) 632-7330 Graduate Program Director Erika Honisch Staller Center 3346 (631) 632-4433 Degrees Awarded M.A. in Music History and Theory; M.A. in Ethnomusicology; M.A. in Composition; M.M. in Music Performance; Ph.D. in History and Theory; Ph.D in Ethnomusicology; Ph.D. in Composition; D.M.A. in Music Performance. Website https://www.stonybrook.edu/commcms/music/ Application Applications to our programs can be found on our website here: https://www.stonybrook.edu/commcms/music/academics/_graduate/index.php Description of the Department of Music The Department of Music offers programs that normally lead to the Doctor of Philosophy degree in Music History and Theory, in Ethnomusicology, and in Composition. The Department also offers programs that normally lead to the Doctor of Musical Arts degree in Music Performance. Masters Degrees in Music History and Theory, in Ethnomusicology, in Composition, and in Music Performance are also available. Stony Brook’s programs have grown out of an unusual partnership between the academy and the conservatory. The Music Department has a distinguished and well-balanced faculty in the areas of music history, theory, ethnomusicology, composition, and performance. The degree programs are designed to favor interaction among musical disciplines that have traditionally been kept separate. For example, the performance programs at Stony Brook all have an academic component. Graduate courses typically have a healthy mix of students from all areas. A number of courses are team taught by two or more faculty members, examining topics from several disciplinary viewpoints. -
Master of Music Musicology Admission Requirements 1
Conservatory of Music and Dance MASTER OF MUSIC MUSICOLOGY ADMISSION REQUIREMENTS 1. All admissions materials must be received by the Conservatory no later than February 1st. 2. Possess a bachelor’s degree in music. 3. Complete an application for admission. 4. Submit transcripts of all prior work. 5. Possess a minimum overall grade point average of 3.0 (4.0 =A) for all prior work. 6. Possess a minimum overall grade point average of 3.0 (4.0=A) in undergraduate music history courses. 7. Submit examples of writing skills. (The writing sample is to be chosen from (1) a ten-page paper (minimum) on some aspect of the major field -- can be an earlier term paper from the baccalaureate degree or (2) a senior project from the baccalaureate degree.) 8. Possess reading knowledge in at least one language other than English ENROLLMENT REQUIREMENTS MATRICULATION EXAMINATION The matriculation examination in dictation, music history, and music theory must be completed before enrolling for the first term of admission. It is administered during the week prior to the first day of classes of each term. The results of the examination will determine the number and level of music history and music theory courses, which must be completed. All review courses must be passed with a grade of B- or better. APPLIED AUDITION Perform a placement audition before enrolling the first term of admission. Not required for admissions but necessary to determine level of placement in applied lessons. SUPERVISORY COMMITTEE The Supervisory Committee, which consists of at least two music history faculty plus one other member, is assigned to approve the planned program and prepare and grade the comprehensive examination. -
Reva and Sid Dewberry Family School of Music 1
Reva and Sid Dewberry Family School of Music 1 REVA AND SID DEWBERRY FAMILY SCHOOL OF MUSIC Linda Monson, Director Music for Well-Being Graduate Certificate A417 deLaski Performing Arts Building The Graduate Certificate in Music for Well-Being builds on courses Fairfax Campus currently offered in the School of Music and on the school-wide initiative around well-being as an important consideration and subject of study for Phone: 703-993-1380 all musicians. Website: music.gmu.edu Expanding and supplementing courses developed in connection with the undergraduate minor in Music for Well-Being, the certificate Undergraduate Programs allows students to explore the connections between music and consciousness and between vibration, meditation, and well-being. The Bachelor's Degrees graduate certificate gives students a thorough grounding in theory and The two undergraduate degree programs offered through the School practice and includes instruction in compositional and improvisational of Music, the Bachelor of Arts (BA) in Music and the Bachelor of Music approaches. Although there is some overlap in subject matter, this is not (BM), prepare students for graduate work in music and music literature; intended as a program in music therapy. The certificate is conceived as research and professional work in musical activities; and state licensure, a compliment to the programs focused on mindfulness and well-being or certification, to teach vocal and choral or instrumental music at the that are a priority across the university. The success of the long-running elementary and secondary school levels. Healing Arts Ensemble at the graduate level, as well as the undergraduate level, and the growth in the new minor in Music for Well-Being indicates The School of Music enables students to pursue worthwhile vocational the potential level of student interest in the program. -
Translating Degrees and Academic Titles Abbreviations: Challenges and Perspectives
Slađana Milinković TRANSLATING DEGREES AND ACADEMIC TITLES ABBREVIATIONS: CHALLENGES AND PERSPECTIVES SLAĐANA MILINKOVIĆ Th e Court Interpreters and Translators Association of Serbia E-mail: [email protected] Egyetemi fokozatok és tudományos címek rövidítéseinek fordítása: kihívások és perspektí- vák. Az ember társas lény, ezért természetes szükséglete a kommunikáció. Az emberi kommuni- káció fontosságát már évezredekkel ezelőtt felismerték, és gyökerei sokkal messzebbre nyúlnak vissza, mint amiről az írott történelem beszámol. Az emberi kommunikáció alapja az együttmű- ködés és a közös szándék, ahogy azt az antroposzemiotika is tanítja. Idáig azonban hosszú utat kellett bejárni. „Ἐν ἀρχῇ ἦν ὁ λόγος”,1 tanítja a Biblia, de az igét meg kell hallgatni, és terjeszteni kell. Minél messzebbre kellett eljutnia, annál fontosabb volt, hogy valamilyen módon lejegyezzék. És az em- ber másik természetes szükséglete, hogy nyomot hagyjon a világban – valamilyen képpel, szám- mal vagy betűvel. Nézzük meg röviden ennek a történetét. Kulcsszavak: latin nyelvű oklevelek, egyetemi fokozatok fordítása, tudományos címek rövidítése, bírósági tolmácsolás, a terminológia alakulása Since man is a social being, one of his innate needs is the desire to communicate. Th e importance of human communication has been recognised for thousands of years, far longer than demonstrated through recorded history. Human communication is rooted in cooperative and shared intentions, as anthroposemiotics teaches us. But it was a long road to get us here. “Ἐν ἀρχῇ ἦν ὁ λόγος”, the Bible has taught us, but it has to be heard and spread. Th e further it needed to go, the greater was the need to record it in some way. And the second man’s innate need was to make a mark in the world – with a picture of some kind, a certain sign, numeral or letter. -
Classifying Educational Programmes
Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries. -
Examining Doctorates in the Creative Arts: a Guide
Examining Doctorates in the Creative Arts: A Guide Jen Webb, Donna Lee Brien and Sandra Burr Written on the Land. Work by Trevor Rodwell and Sue Rodwell; photograph by Trevor Rodwell 2011. TABLE OF CONTENTS 1 Introduction...................................................4 2 Examiners checklist......................................6 2.1. What.an.examiner.. might.ask.of.. a.thesis..................................................6 2.2. What.some.. experienced.. examiners.do........................................7 2.3. What.an.examiner.. should.do,.be.. and.know...............................................8 3 Expectations of standards for creative arts doctorates..............................................9 4 Recommendations for the examination of creative arts doctorates................................11 5 Types of creative arts doctorate available in Australia....................................................14 6 Select bibliography........................................16 1. INTRODUCTION Creative.arts.disciplines.constitute.an.important.growth.area.for. research.higher.degrees.(HDR).and,.in.the.years.since.Dennis. Strand’s.landmark.study.(1998),.have.built.a.body.of.knowledge. and.set.of.practices.associated.with.research.and.research. training..However,.there.is.little.empirical.or.theoretical.work.that. investigates.how.examiners.of.creative.arts.doctorates.arrive.at.the. commentary.presented.in.their.reports,.or.how.such.reports.add. value.to.research.in.these.disciplines.. This.project,.‘Examination.of.Doctoral.Degrees.in.Creative.Arts’,.has. investigated.the.assessment.practices,.processes.and.policies,.as. well.as.the.beliefs.and.expectations.of.HDR.students,.supervisors. and.examiners.in.the.creative.arts..Through.a.series.of.roundtables,. focus.groups.and.surveys,.along.with.benchmarking.of.university. policies.and.processes,.and.analysis.of.a.body.of.examiners’.thesis. reports,.we.have.attempted.to.determine.a.number.of.issues..These. include:.whether.there.is.agreement.among.artist-academics.about. -
Academic Programs 15 ACADEMIC PROGRAMS
Graduate Catalog 2019-2020 Academic Programs 15 ACADEMIC PROGRAMS MODESTO A. MAIDIQUE CAMPUS PROGRAMS COLLEGE OF BUSINESS http://business.fiu.edu COLLEGE OF ARTS, SCIENCES AND EXECUTIVE MASTER OF BUSINESS EDUCATION ADMINISTRATION https://case.fiu.edu/ INTERNATIONAL MASTER OF BUSINESS MASTER OF ARTS IN: ADMINISTRATION English MASTER OF ACCOUNTING Linguistics MASTER OF BUSINESS ADMINISTRATION MASTER OF FINE ARTS IN CREATIVE WRITING MASTER OF INTERNATIONAL BUSINESS MASTER OF SCIENCE IN: MASTER OF SCIENCE IN: Biology Finance Chemistry Health Informatics and Analytics Environmental Studies Human Resource Management Forensic Science Information Systems Geosciences International Real Estate Mathematical Sciences Logistics and Supply Chain Management Physics Marketing Psychology DOCTOR OF PHILOSOPHY IN BUSINESS Statistics ADMINISTRATION PROFESSIONAL SCIENCE MASTERS: DOCTOR OF BUSINESS ADMINISTRATION Environmental Policy and Management Forensic Science COLLEGE OF COMMUNICATION, DOCTOR OF PHILOSOPHY IN: ARCHITECTURE + THE ARTS Applied Mathematical Sciences http://carta.fiu.edu/ Biology MASTER OF ARCHITECTURE Biochemistry MASTER OF ARTS IN: Chemistry Architecture Earth Systems Science Interior Architecture Physics Urban Design Psychology MASTER OF ARTS IN TEACHING: Art Education (K-12) SCHOOL OF EDUCATION AND HUMAN MASTER OF FINE ARTS IN VISUAL ARTS DEVELOPMENT MASTER OF INTERIOR ARCHITECTURE http://education.fiu.edu/ MASTER OF LANDSCAPE ARCHITECTURE MASTER OF SCIENCE IN: MASTER OF MUSIC Adult Education and Human Resource Development MASTER OF SCIENCE -
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Contributors Manuela Blapp holds a Master of Arts in Tourism Destination Management from Breda University of Applied Sciences, in the Netherlands. She is a tourism professional with diverse work experience in sales, marketing, and operations in the travel trade, hospitality, and airline industry. Her research interests include sustainable tourism development, destination management, creative tourism, and authenticity in tourism. Manuela published ‘Creative tourism in Balinese rural communities’ in Current Issues in Tourism (2017, with Ondrej Mitas). Patrick Brouder, PhD, is British Columbia Regional Innovation Chair at Vancouver Island University, Canada, and a Senior Research Fellow in the School of Tourism and Hospitality, University of Johannesburg, South Africa. He serves as Chair of the Economic Geography Group of the Canadian Association of Geographers and is on the Steering Committee of the International Polar Tourism Research Network (IPTRN). Patrick is a resource editor for Tourism Geographies and an editorial board member for Polar Geography. He is co-editor (together with S. Anton Clavé, A. Gill, and D. Ioannides) of Tourism Destination Evolution (2017), an edited volume bridging economic geography and tourism studies. Marie-Andrée Delisle started her own firm in 1988 as a tourism development con- sultant for public and private organizations. Her travels through over 65 countries as a globetrotter, consultant, trainer, and travel trade journalist have given her oppor- tunities to meet with numerous cultures while conducting various assignments. She earned her Master’s degree in Tourism Planning and Management at the Université du Québec à Montréal (UQAM) in 2004 and co-authored a book on alternative tourism, Un autre tourisme est-il possible? (2007). -
Harvard University Admissions Booklet
Harvard University Table of Contents Page # Harvard University: An Introduction 1 Harvard College 1 Harvard Graduate School of Arts and Sciences 2 Harvard Business School 3 Harvard School of Dental Medicine 4 Harvard Graduate School of Design 5 Harvard Divinity School 6 Harvard Graduate School of Education 7 Harvard John A. Paulson School of Engineering and Applied Sciences 8 Harvard Kennedy School 9 Harvard Law School 10 Harvard Medical School 11 Harvard T.H. Chan School of Public Health 12 Harvard Extension School 13 Harvard Summer School 13 Harvard University Native American Program 14 Harvard University: An Introduction General Information: Harvard was founded in 1636 by vote of the Great and General Court of the Massachusetts Bay Colony and named for its first donor, the Reverend John Harvard, who left his personal library and half his estate to the new institution. Harvard University is the oldest institution of higher learning in the United States. The University as a whole has grown from nine students with a single masters’ degree to an enrollment of more than 18,000 degree candidates, including undergraduates and students in 10 principal academic units. An additional 13,000 students are enrolled in one or more courses in the Harvard Extension School. Over 14,000 people work at Harvard, including more than 2,000 faculty. There are also 7,000 faculty appointments in affiliated teaching hospitals. There is no single office at Harvard University that handles admissions for all students to all programs. Instead, each school maintains its own admissions office and specialized staff to meet the needs of prospective students.