Higher Education in Cyprus
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What's the Difference Between the B.A. and B.S. Degree In
What’s the Difference Between the B.A. and B.S. Degree in ES? 8.1.20 If you’re thinking about pursuing Environmental Studies (ES) at UC Santa Barbara the first important decision you have to make is choosing which degree to pursue, the Bachelor of Arts (B.A.) or Bachelor of Science (B.S.) in Environmental Studies. While both majors are similar in design and stress the importance of understanding the complex interrelationships between the humanities, social sciences, and natural science disciplines, having two degree options allows students maximum flexibility to choose a major that best fits their environmental interests and goals. In this document we provide a detailed comparison of the academic requirements of the B.A. and B.S. major so one can understand the differences and can make an educated decision. Given your decision will also be based on what you want to do after graduation we thought it might be helpful to also highlight just a few example career paths each degree might lead to. Just remember, no matter which major you choose, your decision should be based on what you believe will ultimately make you happy. Simply put, the B.A. degree in ES is the more interdisciplinary major, requiring a swath of introductory courses in the humanities, social, physical, and natural sciences. It stresses the importance of comprehending basic social, cultural, and scientific theories and understanding how they interact with one another and play an important part of every environmental issue. While this degree will make one science literate, the degree offers maximum flexibility to select ES electives and outside concentration courses from just about every academic discipline at UCSB, including: arts, policy, culture, languages, humanities, and economics to name just a few. -
Ankara University International Programmes
ANKARA UNIVERSITY INTERNATIONAL PROGRAMS Ankara-2019 I Dear Students, Ankara University is one of the oldest and the most eminent universities acting as a leader in the academic arena. Founded in 1946, Ankara University's roots extend to the middle of 1800’s with the opening of Faculties of Veterinary Medicine, Agriculture and Political sciences. As a prominent university, it offers the most privileged opportunities to its students in scientific, cultural and social areas. I would proudly like to state that Ankara University educates well-equipped individuals with its outstanding academic members. We attach great importance to our university’s modern and democratic identity, investigative and innovative understanding as well as participative and liberal approach. In the light of our universal values, we work devotedly to reach our student oriented goals. Our aim is to have our students acquire privileges during their education, and sustain those privileges after graduation as successful individuals with the “Ankara University” brand. Ankara University is an institution promoting high quality education and competitiveness, striving to meet international standards and aiming to prepare professionals able to assert themselves following their graduation, either at home or in any country in the world. We are happy to offer more than 50 English courses towards degrees in various fields, which you will find in this catalogue. Finally, I would like to express that I would be very pleased to welcome you to Ankara University and a member of Ankara -
National Reforms in School Education
Published on Eurydice (https://eacea.ec.europa.eu/national-policies/eurydice) 2020 Responses by the Ministry of Education to the Covid-19 outbreak In order to counter the Covid-19 emergency, the government of Cyprus decided to suspend the in- school operation [1] of all public and private schools at all levels on March 11, 2020. Within a few days after school closure, teachers were recalled to schools to teach through distance synchronous and asynchronous methods. Teachers worked mainly from home using online tools and were present at the school only when necessary. Existing infrastructure was used to support distance learning. Priority was given to students’ access to a computer/tablet and internet at home. A distance synchronous education programme had been implemented using Microsoft Teams with more than 110 000 teachers and students having access to the software. Intensive online teacher training courses were provided by the Pedagogical Institute of Cyprus. Supportive educational material for all students was uploaded onto the Ministry of Education, Culture, Youth and Sports, (MECYS) web page and on individual school web pages. Public and private television channels supported overall efforts by broadcasting lessons and other educational programmes, especially for younger students. In addition, the website [2]was created in order to support students and to help teachers' efforts in distance learning. The material posted, as well as guidance from other sources, has been useful to parents and guardians trying to support children living at home. According to the government plan for reopening schools, priority was given to the final year of upper secondary education. -
The Journey Nick Archer the Journey
NICK ARCHER THE JOURNEY NICK ARCHER THE JOURNEY 5 October – 1 November 2017 LONG & RYLE 4 John Islip Street, London SW1P 4PX t : +44 (0) 20 7834 1434 • e: [email protected] www.longandryle.com • tues – fri 10–5:30 sat 11–2 THE 3 JOURNEY Nick Archer’s new landscape paintings focus on dwarfed and overwhelmed by the beauty of its our relationship with the natural world and its surroundings. The power of nature and its sublime place in our imagination. qualities appear to be a central force within these paintings and his method betrays a magic in spite The paintings are at first glance made from of the dark places he takes us. beautiful passages of rich colour which have been flooded onto the canvas, exposing interior Archer is not attempting to capture something landscapes that echo hollow fear and an inner about a particular place or time in these paintings, amazement like a child watching an abandoned rather a notion or idea of landscape in a grander fairground coming alight in the dark. An imaginary sense, something in our imagination which refers landscape, where a seemingly enchanted to traditional fairy tales and time gone by. At times landscape lifts off the canvas and into the mind’s a caravan, a vehicle or run-down cottage is central eye. to the composition. These motifs possess human qualities, but they are abandoned and in a state of The new series of forest paintings Archer has made decay. They are in the process of being reclaimed are like scenes from contemporary fairy tales. -
Inter-Communal Contact and Exchange in Cyprus' Higher Education Institutions: Their Potential to Build Trust and Cooperation
08 HIGHER EDUCATION FOR PRINT.qxp_Layout 1 18/11/2019 2:43 PM Page 1 In all the years of search for a comprehensive settlement to reunify the island under Inter-Communal a bi-communal federal government, one unchanging fact – which also constitutes Contact and Exchange the main barrier to the negotiation process – has been the deep distrust between in Cyprus’ Higher the two sides. As part of a broader project which recognizes this fact, this thematic Education Institutions: report on Higher Education seeks to explore possible structures of genuine Their Potential to Build cooperation that may both alleviate distrust and foster substantial collaboration Trust and Cooperation across the dividing line promoting a logic of interdependence that can be constructive to peace building. This Report focuses on inter-communal contact and Gregoris Ioannou exchange in Cyprus’ Higher Education Institutions and its potential to build trust Sertac Sonan and cooperation. After a brief mapping of the Cyprus’ Higher Education field in the two parts of the island, the Report reviews the relevant international literature on universities as sites of cooperation, exchange and peace-culture-building in conflict ridden societies. Subsequently, some examples of past and existing academic cooperation in Cyprus are mentioned in the fields of research and teaching. The Report then discusses the obstacles, opportunities and possibilities that currently exist given the prevailing political as well as structural conditions. The Report is based on a series of anonymous interviews and focus groups with Greek Cypriot and Turkish Cypriot academics from various disciplines currently working in several universities across the dividing line. -
The Role of Puppets in Kindergarten Education in Cyprus
Open Access Library Journal The Role of Puppets in Kindergarten Education in Cyprus Çağda Kıvanç Çağanağa, Ayten Kalmış Faculty of Education, European University of Lefke, Lefka, Cyprus Email: [email protected] Received 27 June 2015; accepted 12 July 2015; published 17 July 2015 Copyright © 2015 by authors and OALib. This work is licensed under the Creative Commons Attribution International License (CC BY). http://creativecommons.org/licenses/by/4.0/ Abstract This qualitative research aims to investigate that if the puppets can be used as a teaching tool in kindergarten education and how it is effective for children to learn. The question that this re- search is trying to find out is who the pre-school language learners are. The data are gathered us- ing two different kinds of research methods: observation and interview. It is a case study in which 20 kindergarten children are taught English with a puppet named Pepe and students are observed whether or not they learn the language. In addition, two kindergarten teachers are interviewed about the use of puppets in English language classrooms. The data show that puppets are engaging and motivating for young learners. They are effective tools, which can be used in English language classrooms. However the study is limited to the role of puppets in kindergarten education in Eng- lish language classrooms. Further studies may focus on the role of puppets in kindergarten educa- tion in other fields such as science, art, and so on. Keywords Puppets, Preschool Education, Young Learners (YLs), Kindergarten Subject Areas: Education 1. Introduction The pre-school years which are between ages 3 - 5 are known to be a special time in the lives of young children. -
Annual Report 2010
MINISTRY OF EDUCATION AND CULTURE ANNUAL REPORT 2010 NICOSIA 2011 PART Α´ EDUCATION 1. STRUCTURE OF THE MINISTRY OF EDUCATION ΑΝD CULTURE 1.1 ADMINISTRATION OF PRIMARY EDUCATION Primary Education constitutes the main and fundamental stage of education, which lays the foundation for the harmonious development of children in the cognitive, emotional and psychomotor domains. For this reason the Administration of the Department of Primary Education persists in the continuous and steady progress, improvement and upgrading of Primary Education by encouraging the in-service training of the teaching staff, the composition of a reviewed curriculum and new books that meet the demands and the challenges of the 21st century, the appointment of more teachers in the Education for Children with Special Needs, the participation and involvement of teachers in European Programmes, the implementation of educational measures and policies that facilitate the smooth integration of groups from different cultural identities in a creative environment, the introduction of innovative approaches to teaching, and the extension, improvement or construction of new school buildings, etc. The various sectors of the Department of Primary Education include: • the District Education Offices which are responsible for the administration of the Public, Communal and Private Nursery Schools (Pre-Primary Education), the Public and Private Primary Schools (Primary Education), the Special Schools and the rendering of individualized help to children with special needs placed in special units, in Primary and in Nursery Schools (Education for Children with Special Needs), the • Cyprus Educational Mission in the U.K., • Education of the Greeks of Diaspora, • Educational and Summer Campings, and • Adult Education Centres. -
Students' Competition Announcement for The
STUDENTS’ COMPETITION ANNOUNCEMENT FOR THE DEVELOPMENT OF INNOVATIVE SCIENCE EXHIBITS The Consortium of the European Project “CSRC” (Cyprus Science & Research Centre) invites you to participate in the university students’ competition for innovative exhibits' proposals. The proposed innovative exhibits1 should be destined to be installed in the future Science and Research Centre, which will focus on the promotion of science communication, teaching and learning in Science, Technology, Engineering, Arts or Mathematics (STEAM). CSRC project aspires to become a Centre of Excellence in Cyprus and the Eastern Mediterranean. It seeks to exploit the knowledge and state of the arts technology for advancing teaching and learning and research in science and for communication of scientific achievements. CSRC It is the first time that all Cypriot universities2 are joining forces to create a Science Centre. Science Centres play an important role internationally in communicating and promoting science in an informal way to people of all ages. Science Centres contribute to making Science fun and popular to all, setting the grounds for new scientific achievements, and inspiring young people to like science and learn about science. More information can be found about the project on the project's website (http://cysrc.eu/index.php/en/). Examples of Science Centers from abroad can be found at the following links: http://www.universcience.fr/en/home/ , http://www.cittadellascienza.it/ ). Competition Entries The competition is open to all students, from public and private universities in Cyprus, from all schools and departments, and all levels (undergraduate, postgraduate, doctoral and post-doctoral). Interested individuals can also participate in the competition as members of groups. -
Bachelor of Science
Bachelor of Science 1 École Polytechnique at a Glance Founded in 1794, École Polytechnique is France’s Located in a world-renowned science leading institution in science and technology. and technology ecosystem Over two centuries, alumni have profoundly marked The École Polytechnique campus is situated less than the history of science and industry and contributed to an hour from central Paris at the heart of the Paris Saclay the great advances in their fields that have shaped the research and business cluster. It encompasses research world as we know it today. facilities, numerous higher education institutions and also over fifty research centers of private companies. Since its founding, the university has borne a long tradition of scientific excellence. Researchers, professors and alumni from École Polytechnique have received prestigious awards and distinctions, including Nobel Prizes and Fields Medals. International Reputation 2 4 28 30 Top Universities in France Best small universities Graduate Employability Rankings Top universities QS 2017 Times Higher Education 2017 QS 2018 with the best student-to-staff ratio Times Higher Education 2018 World-Class Research 480 24 22 Researchers 39% Academic Research International and professors and Research Laboratories Faculty Chairs 570 PhD 1,400 and post-doctoral Publications students per Year 3 Driving Tomorrow's Science and Technological Innovation At the heart of a vibrant scientific community, our and promotes experimentation from their first-year students interact with internationally renowned onwards. scientists, engineers, managers, entrepreneurs and CEOs of major companies. The Research Center The École Polytechnique Research Center combines the most fundamental aspects of research with the pursuit of progress in the most applied main fields in order to meet future scientific, technological and societal challenges. -
CV Choisungyong.Pdf
Sungyong Choi Curriculum Vitae, Jan. 2021 Yonsei University E-mail: [email protected] Room #504, 222 Wangsimni-ro [email protected] Seongdong-gu, Seoul Phone: +82-2-2220-1047/1169 (Phone/Fax) Republic of Korea +82-10-5223-0790 (Cell) 04763 Skype ID: sungyong.choi Education 2009 Rutgers Business School, Newark and New Brunswick, NJ Ph.D. in Operations and Supply Chain Management, Aug. 2009 Thesis Advisor: Distinguished Professor Ⅱ Andrzej Ruszczyński 2004 Michigan State University, East Lansing, MI Master of Science in Statistics and Probability, May 2004 1998 Korea University, Seoul, South Korea Master of Business Administration, Feb. 1998 1994 KAIST (Korea Advanced Institute of Science and Technology), Daejeon, South Korea Bachelor of Science in Management Science, Aug. 1994 Employment Hanyang University Business School, Division of Service and Operations Management - Associate Professor of Operations and Supply Chain Management, 2019 Fall-Present Yonsei University, Division of Business Administration, College of Government and Business - Associate Professor of Operations and Supply Chain Management, 2019 Spring - Assistant Professor of Operations and Supply Chain Management, 2012-2018 - Research-Focus Track, 2013-2019 Nanyang Technological University, Division of Systems and Engineering Management, Singapore - Postdoctoral Research Fellow in Operations and Supply Chain Management, 2010–2012 - Supervisor: Prof. Xiaofeng Nie Rutgers Business School, Newark and New Brunswick, NJ - Adjunct Instructor in Operations and Supply -
This Thesis Has Been Submitted in Fulfilment of the Requirements for a Postgraduate Degree (E.G
This thesis has been submitted in fulfilment of the requirements for a postgraduate degree (e.g. PhD, MPhil, DClinPsychol) at the University of Edinburgh. Please note the following terms and conditions of use: • This work is protected by copyright and other intellectual property rights, which are retained by the thesis author, unless otherwise stated. • A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. • This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author. • The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author. • When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. Systems in the Post-War Art School: Basic Design, Groundcourse and Hornsey Catherine Sloan VOLUME I PhD The University of Edinburgh 2013 1 THE UNIVERSITY OF EDINBURGH ABSTRACT OF THESIS Regulation 3.1.14 of the Postgraduate Assessment Regulations for Research Degrees refers These regulations are available via: http://www.ed.ac.uk/schools-departments/academic- services/policies-regulations/regulations/assessment Name of Candidate: Catherine Sloan Address : 10/2 Dalmeny Street, Edinburgh Postal Code: EH6 8RA Degree: Doctor of Philosophy Title of Thesis: Systems in the Post-War Art School: Basic Design, Groundcourse and Hornsey No. of words in the main text of Thesis: 85,000 This thesis makes the first sustained attempt to locate post-war British art school pedagogy in relation to systems-inspired cultural practice after World War II. -
Annual Report 2019 - 2020
Annual Report 2019 - 2020 1 | CONTENTS 1 | INTRODUCTION 1.1. Message from the CEO and President of the Council, Dr. Christoforos Hadjikyprianou, and the Rector, Prof. Kostas Gouliamos 5 1.2. Senate members 2019-20 7 2 | UNIVERSITY FACILITIES 2.1. Microsoft Innovation Center (MIC) 9 3 | ACADEMIC AFFAIRS 3.1. Message from the Vice Rector of Academic Affairs, Prof. Loizos Symeou 11 3.2. New Programs of Study Accredited and Offered for the First Time during the Academic Year 2019-20 12 3.3. Re-Accredited School Departments 12 3.4. Re-Accredited Programs of Study 12 3.5. Applications for Accreditation of New Programs of Study 13 3.6. Faculty Professional Development Program 13 4 | DiSTANCE EDUCATION UNIT 4.1. Message from the Director of Distance Education Unit, Dr. Paraskevi Chatzipanagiotou 15 5 | INTERNAL PROCESSES AND QUALITY OFFICE 5.1. Message from the Head of Internal Processes and Quality, Dr Pieris Chourides 16 5.2. Times Higher Impact Rankings 16 6 | LiBRARY 17 6.1. Indicative activities 2019-2020 17 7 | RESEARCH AND EXTERNAL AFFAIRS 7.1. Message from the Vice Rector of Research and External Affairs, Prof. Andreas Efstathiou 19 7.2. Faculty Distinctions and Achievements 20 7.3. Participation in Funded Research Projects 24 7.4. Participation in Research Projects 29 7.5. Research Centers 29 7.5.1. Contemporary Music Lab 29 7.5.2. Medical Innovation Center (MEDIC) 30 7.5.3. Laboratory of Instrumental Music Education and Research 40 7.5.4. SYSTEMA Research Center 41 7.5.5. Aristarchus Research Center (ARC) 44 7.5.6.