Accreditations, Recognitions Rankings and Memberships
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(ABET) Accreditation for Mechanical Engineering Program
Research Article Eng Technol Open Acc Volume 3 Issue 5 - February 2021 Copyright © All rights are reserved by Ibrahim M Alarifi DOI: 10.19080/ETOAJ.2021.03.555621 Comparative Analysis on Regional (NCAAA) and International (ABET) Accreditation for Mechanical Engineering Program Ibrahim M Alarifi1, 2* 1Department of Mechanical and Industrial Engineering, Majmaah University, Saudi Arabia 2Engineering and Applied Science Research Center, Majmaah University, Saudi Arabia Submission: February 04, 2021; Published: February 15, 2021 *Corresponding author: Ibrahim M Alarifi, Department of Mechanical and Industrial Engineering & Engineering and Applied Science Research Center, College of Engineering, Majmaah University, Al-Majmaah 11952, Riyadh, Saudi Arabia Abstract The mechanical engineering department of Majmaah University was being upgraded for ABET accreditation from 2017 to 2019. The quality appraisal by an autonomous agency is the requirement for the accreditation of the university. Accreditation can be obtained either for the entire institution or for individual programs within an institution. Universities request accreditation agencies to assess their programs, faculty, and students’ achievement, whether they comply with the criteria set for higher educational institutions. The organization is regularly reassessed and accredited to ensure compliance with standards. Therefore, the study aims to identify the effectiveness and efficiency of two accreditation systems. Majmaah University had been upgrading it’s academic as well as non-academic infrastructure for both regional (National Commission for Academic Accreditation and Assessment-NCAAA) and international (Accreditation Board for Engineering and Technology-ABET) accreditation; afterward, the ME program was recognized by international (ABET) accreditation two years ago. The study showed that criteria and standards for academic assessment and accreditation were determined by establishing NCAAA in Saudi Arabia. -
Proceedings 2013
Proceedings International Conference www.isa-sociology.org; www.europeansociology.org; www.instituti-sociologjise.al; Organizers: Albanian Institute of Sociology (AIS) Ministry of Education and Sports, Albania University Aleksander Moisiu of Durres – Albania Municipality of Durres, Albania University Academy of Applied Studies, Durres-Albania (Talenti Ed. Group) Democracy in Times of Turmoil; a multidimensional approach Durres-Albania 22-23 November 2013 © Albanian Institute of Sociology (AIS) Ed: Lekë SOKOLI & Elda KUTROLLI Design: Orest MUÇA Contacts: Mobile: ++355(0)694067682; ++355(0)692032731; ++355(0)696881188 E-mail: [email protected]; [email protected]; www.instituti-sociologjise.al; Last International Conference of the Albanian Institute of Sociology On 100 Anniversary of the Albanian Independence Proceedings International Interdisciplinary Conference Vlora-Albania 26-28 November 2012 Albanian Institute of Sociology (AIS) University Ismail Qemali of Vlora Albanian University, Tirana University Pavaresia of Vlora Universitety Reald, Vlora University Marin Barleti, Tirana “AULEDA” Local Economic Development Agency International School, Vlora CONFERENCE THEMES: Central Theme: “Identity, Image & Social Cohesion in the time of Integrations and Globalization” Other themes: by 15 Thematic Sections Special Session: The application of modern methods in aquatic environment research •410 Participants • 22 countries • plenary session • a special session • 61 parallel thematic sessions • Contents: I. General Conference Program -
Adult Basic Education and Training in South Africa: the Perspectives of Rural Women, in Khotso
ISSN 2039-2117 (online) Mediterranean Journal of Vol 9 No 1 ISSN 2039-9340 (print) Social Sciences January 2018 Research Article © 2018 Sampson Tawiah and Frederick Ngmenkpieo. This is an open access article licensed under the Creative Commons Attribution-NonCommercial-NoDerivs License (http://creativecommons.org/licenses/by-nc-nd/3.0/). Adult Basic Education and Training in South Africa: The Perspectives of Rural Women, in Khotso Sampson Tawiah PhD Candidate, Department of Adult Basic Education, University of South Africa Frederick Ngmenkpieo Research Fellow, Faculty of Educational Sciences, Walter Sisulu University Doi: 10.2478/mjss-2018-0005 Abstract The aim of the study was to understand the perspectives of rural women in Adult Basic Education and Training (ABET), in Khotso. Rural women in the area lag behind in knowledge and skills for livelihood. The aim of ABET was to provide the educationally disadvantaged individuals, especially rural women, with knowledge and skills for livelihood in the countryside. Despite this initiative, rural women still lack skills for better living. Without basic education, these rural folks can be condemned to perpetual poverty and desolate. A qualitative research method in the form of a case study was designed to understand the issues from the point of view of the participants in context-specific settings. This qualitative design gives the authors, in-depth understanding of the phenomenon under study. A sample of sixteen women participants was purposively selected from four ABET centres. This sampling method was used to help the researchers focused on the real life situations of participants in their natural environment which delved better into their experiences. -
Faculty for Montenegrin Language and Literature
Faculty for Montenegrin Language and Literature EVALUATION REPORT August 2018 Team: Luc Hittinger, Chair Marian Dzimko Ian McCready Christina Rozsnyai, Team Coordinator Institutional Evaluation Programme Faculty for Montenegrin Language and Literature/August 2018 Contents 1. Introduction .................................................................................................... 3 2. Governance and institutional decision-making .............................................. 7 3. Quality culture .............................................................................................. 10 4. Teaching and learning .................................................................................. 11 5. Research ....................................................................................................... 13 6. Service to society .......................................................................................... 14 7. Internationalisation ...................................................................................... 15 8. Conclusion .................................................................................................... 16 2 Institutional Evaluation Programme Faculty for Montenegrin Language and Literature/August 2018 1. Introduction This report is the result of the evaluation of the Faculty for Montenegrin Language and Literature. The evaluation took place in the framework of the project “Higher Education and Research for Innovation and Competitiveness” (HERIC), implemented by the government -
Investing and Doing Business in Montenegro
Investing and Doing Business in Montenegro AccraVaticaanstadPortOfSpainHoustonPretoriaFrankfurtMainLaPazBelgradoBoedapestHamburgVancouverDhakaDubaiBangkokAnkaraAlgiersKhartoemDubaiKobgP ใ2 เ Contents Introduction 1. General Business Climate 1.1 Montenegro as a Business Destination 5 1.2 The Montenegrin Economy 6 1.3 Montenegro’s Euro-Atlantic integration 7 1.4 Montenegrin Trade Agreements 8 1.5 Bilateral Trade with the Netherlands 8 1.6 Overview of Foreign Direct Investment 9 2. Opportunities in Montenegro for Dutch top sectors 2.1 Agriculture, Food and Horticulture 11 2.2 Energy 12 2.3 Creative Industries 13 2.4 High Tech 13 2.5 Logistics 14 2.6 Water 15 2.7 Tourism 15 3. Regulatory Framework for Business in Montenegro 3.1 Registration of Business in Montenegro 17 3.2 Competition Law 18 3.3 Aquisitions 18 3.4 Environment 18 3.5 Real Estate and Construction 18 3.6 Labour Law 19 4. Financing Dutch Business in Montenegro 4.1 Multilateral Financial Institutions 21 4.2 The Montenegrin Banking System 23 4.3 Montenegrin State Support for Business 24 4.4 Financial Services Available from the Dutch Government 24 4.5 Support by the Economic and Trade Department of the Dutch Embassy 25 5. An Example of Dutch Business in Montenegro 5.1 mRay Consulting Montenegro 27 6. Useful Links Useful Links in Montenegro 29 Useful Links in the Netherlands 30 3 Introduction The Embassy of the Kingdom of the Netherlands understands how challenging it may be to enter a foreign market, especially when making the first steps. Selecting a location for your business, learning about local laws and customs, and finding available sources of funding are important steps that require solid preparation. -
Accreditation As an Incentive for Internationalization: a South American Case Study
Accreditation as an Incentive for Internationalization: A South American Case Study Pablo Landoni, Director of the Graduate School Universidad Católica, Uruguay Warren Roane, Director of Study Abroad Program in Montevideo Abilene Christian University, Abilene, Texas. A paper presented at the Annual meeting of the American Association for Higher Education, March 17-20, 2005 in Atlanta. Accreditation as an Incentive for Internationalization: A South American Case Study This paper will briefly look at the history and purposes of accreditation in the United States, examine its basic elements, and note its tendency to encompass ever- increasing geographic areas. We contrast those with the experience of Uruguay within MERCOSUR and its history of accreditation. In order to make this comparison across both regions, we focus on the negotiation of engineering standards. U.S. HISTORY OF ACCREDITATION Introduction The United States is not the first country to implement or seek a mechanism of accreditation. A review of history shows that many universities in the Americas were founded by religious orders, with authorization of the Catholic Church. In France, the university was successful in its bid for some academic autonomy as early as 1231 when Pope Gregory IX issued a papal bull ending the dominance of the local bishop over the university (Lewis, 2003). What is intriguing about the U.S. system is that it has several overlapping layers of accreditation mechanisms and that its accreditation beginnings seem to be unclear. Some scholars credit the formation of the New England Association of Schools and Colleges and the Southern Association of Schools in 1885 as the first of the regional accrediting bodies in the United States (Lewis, 2003). -
A Threshold Crossed Israeli Authorities and the Crimes of Apartheid and Persecution WATCH
HUMAN RIGHTS A Threshold Crossed Israeli Authorities and the Crimes of Apartheid and Persecution WATCH A Threshold Crossed Israeli Authorities and the Crimes of Apartheid and Persecution Copyright © 2021 Human Rights Watch All rights reserved. Printed in the United States of America ISBN: 978-1-62313-900-1 Cover design by Rafael Jimenez Human Rights Watch defends the rights of people worldwide. We scrupulously investigate abuses, expose the facts widely, and pressure those with power to respect rights and secure justice. Human Rights Watch is an independent, international organization that works as part of a vibrant movement to uphold human dignity and advance the cause of human rights for all. Human Rights Watch is an international organization with staff in more than 40 countries, and offices in Amsterdam, Beirut, Berlin, Brussels, Chicago, Geneva, Goma, Johannesburg, London, Los Angeles, Moscow, Nairobi, New York, Paris, San Francisco, Sydney, Tokyo, Toronto, Tunis, Washington DC, and Zurich. For more information, please visit our website: http://www.hrw.org APRIL 2021 ISBN: 978-1-62313-900-1 A Threshold Crossed Israeli Authorities and the Crimes of Apartheid and Persecution Map .................................................................................................................................. i Summary ......................................................................................................................... 2 Definitions of Apartheid and Persecution ................................................................................. -
Book of Abstracts
ABSTRACTS AND BIOGRAPHIES Thursday, October 11, 2018 9.45 PANEL: Across Languages Chair: Claire Hélie (Lille University) 1. Maggie Rose (Milan University) Importing new British plays to Italy. Rethinking the role of the theatre translator Over the last three decades I have worked as a co-translator and a cultural mediator between the UK and Italy, bringing plays by Alan Bennett, Edward Bond, Caryl Churchill, Claire Dowie, David Greig, Kwame Kwei-Armah, Hanif Kureishi, Liz Lochhead, Sabrina Mahfouz, Rani Moorthy, among others,to the Italian stage. Bearing in mind a complex web of Italo-British relations, I will discuss how my strategies of cultural mediation have evolved over the years as a response to significant changes in the two theatre systems. I will explore why the task of finding a publisher and a producer\director for some British authors has been more difficult than for others, the stage and critical success of certain dramatists in Italy more limited. I will look specifically at the Italian ‘journeys’ of the following writers: Caryl Churchill and my co-translation of Top Girls (1986) and A Mouthful of Birds, Edward Bond and my co-translation of The War Plays for the 2006 Winter Olympics in Turin and Alan Bennett and my co-translation of The History Boys at Teatro Elfo Pucini from 2011-3013, at Teatro Elfo Puccini and national tours. Maggie Rose teaches British Theatre Studies and Performance at the University of Milan and spends part of the year in the UK for her writing and research. She is a member of the Scottish Society of Playwrights and her plays have been performed in the UK and in Italy. -
ABET Accreditation Criteria Revision Process
ABET Accreditation Criteria Revision Process EAC of ABET Proposed Revisions to General Criteria 3 and 5 NAE Forum February 16, 2016 Dr. P Brackin Dr. JL Sussman Topics • Who is ABET? • ABET’s Global Activities • Basics of ABET Accreditation including: • Process • Criteria • Continuous Quality Improvement • Criteria Change Proposal 2 Goal for NAE Forum Opening Session 3 Who Is ABET? ABET Statement of Purpose With ABET accreditation, students, employers, and the society we serve can be confident that a program meets the quality standards that produce graduates prepared to enter a global workforce 5 What Does ABET Accredit? • An academic program leading to a specific degree in a specific discipline • Misconceptions clarified: • Not institutions • Not schools, colleges, or departments • Not facilities, courses, or faculty • Not graduates • Not degrees 6 Accreditation in the U.S. • Non-governmental • Voluntary • Peer review 7 Who Recognizes ABET? In the U.S. • 35 Member and Associate Member Societies of ABET • Council for Higher Education Accreditation (CHEA) • State Boards for Engineering & Surveying Licensure & Registration (over 55 jurisdictions) • U.S. Patent Office • U.S. Reserve Officers Training Corps • Council of Engineering Specialty Boards (CESB) • Board of Certified Safety Professionals (BCSP) • Accreditors in other disciplines • U.S. Trade Office • U.S. State Department • Employers (position announcements) 8 Brief ABET History 1932 Engineers’ Council for Professional Development (ECPD) established 1936 ECPD first evaluated engineering -
2019-Accreditation-Statistics.Pdf
ABET AT A GLANCE AS OF OCTOBER 1, 2019 SECTION NAME SECTION WORLDWIDE UNITED STATES OUTSIDE THE US 4144 3271 873 PROGRAMS PROGRAMS PROGRAMS 812 639 173 INSTITUTIONS INSTITUTIONS INSTITUTIONS 130 19 INCREASES SINCE 2018 PROGRAMS INSTITUTIONS 4 2019 ABET Impact Report SECTION NAME SECTION GLOBAL IMPACT ABET HAS ACCREDITED PROGRAMS IN 32 COUNTRIES Austria Kazakhstan Portugal Bahrain Kuwait Qatar Chile Lebanon Russian Federation China Mexico Saudi Arabia Colombia Mongolia South Africa Ecuador Morocco Spain Egypt Oman Turkey India Palestine United Arab Emirates Indonesia Peru United States of America Jamaica Philippines Vietnam 2019Jordan ABET Impact Report Poland 5 ACCREDITATION STATISTICS As of October 1, 2019 PROGRAMS REVIEWED BY CURRICULAR AREA 2018—19 ACCREDITATION STATISTICS ACCREDITATION ANSAC ANSAC ANSAC CAC EAC EAC ETAC ETAC (AS) (BS) (MS) (BS) (BS) (MS) (AS) (BS) TOTAL Aeronautical — — — — — — — 1 1 Aerospace — — — — 14 — — — 14 Agricultural — — — — 4 — — — 4 Architectural — — — — 2 — 1 — 3 Bioengineering and — — — — 34 1 2 — 37 Biomedical Biological — — — — 5 — — — 5 Chemical — — — — 40 1 — — 41 Civil — — — — 65 1 3 2 71 Communications — — — — 3 — — — 3 Computer Engineering — — — — 63 1 5 4 73 Computer Science — — — 61 — — — — 61 Construction — — — — 4 — 1 3 8 Construction — 6 — — — — — — 6 Management Cybersecurity — — — 3 — — — — 3 Electrical — — — — 96 1 12 11 120 Electromechanical — — — — — — 2 5 7 Engineering — — — — 3 — — — 3 Management Engineering Mechanics — — — — 1 — — — 1 Environmental — — — — 11 — — 1 12 Environmental, -
Criteria for Accrediting Engineering Programs
CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS Effective for Evaluations During the 2010-2011 Accreditation Cycle Incorporates all changes approved by the ABET Board of Directors as of October 31, 2009 Engineering Accreditation Commission ABET, Inc. 111 Market Place, Suite 1050 Baltimore, MD 21202 Telephone: 410-347-7700 Fax: 410-625-2238 E-mail: [email protected] Website: www.abet.org E1 1/27/10 2010-2011 Criteria for Accrediting Engineering Programs Copyright © 2009 ABET, Inc. Printed in the United States of America. All rights reserved. No part of these criteria may be reproduced in any form or by any means without written permission from the publisher. Published by: ABET, Inc. 111 Market Place Suite 1050 Baltimore, MD 21202 Requests for further information about ABET, its accreditation process, or other activities may be addressed to the Accreditation Director, ABET, Inc., 111 Market Place, Suite 1050, Baltimore, MD 21202 or to [email protected] . ii 2010-2011 Criteria for Accrediting Engineering Programs TABLE OF CONTENTS GENERAL CRITERIA FOR BACCALAUREATE LEVEL PROGRAMS ..............................................2 Students ..................................................................................................................................................2 Program Educational Objectives ............................................................................................................2 Program Outcomes .................................................................................................................................3 -
Tourism Policy and Regional Development
Collection of Papers Content by sessions: 1. Tourism Policy and regional development ..................................... 4 2. Marketing .................................................................................................... 86 3. E-tourism ...................................................................................................... 158 4. Motivation, behaviour and HR in tourism ....................................... 187 5. Hospitality ................................................................................................... 286 6. Gastronomy ................................................................................................ 321 7. Peace and tourism .................................................................................... 342 8. Hunting tourism ........................................................................................ 387 9. Thematic routes ........................................................................................ 446 10. Natural and cultural resources............................................................. 509 11. Education in tourism and teaching..................................................... 669 Session 1: Tourism policy and regional development 4 Management of Tourism Development (Case Study of the Old Capital Cetinje, Montenegro) Montenegro Tourism School Bar, Mediterranean University Podgorica [email protected] - Montenegro Tourism School Bar, Mediterranean University Podgorica [email protected] Abstract Cetinje is the second municipality