Proposed Amendment to Sections 3.47 and 3.50 of the Rules of The
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Doctor of Science in Physical Therapy Physical Therapy Program School of Health Sciences Oakland University
Doctor of Science in Physical Therapy Physical Therapy Program School of Health Sciences Oakland University DEGREE Applicants with an undergraduate GPA less than Doctor of Science in Physical Therapy (DScPT) 3.00 with the appropriate academic background and strong letters of recommendation may be considered ACADEMIC UNIT for conditional admission. Students who qualify for Inside this brochure: School of Health Sciences this course status must complete a minimum of 8 credits of graduate coursework achieving a grade Description, admis- 1 ACCREDITATION point of 3.0 or above in each course before condi- sion and application North Central Association of Colleges and tional status is removed. Schools Degree requirements 2,3 DESCRIPTION APPLICATION REQUIREMENTS Special points The post-professional DScPT is designed for The application materials and steps to be completed of interest: physical therapists who received an entry-level are: bachelor’s or master’s degree in physical therapy A certificate may be 1. Application for Admission to Graduate Study earned with the and are interested in obtaining an advanced clini- and non-refundable application fee. DScPT degree: cal doctorate which includes an individual Orthopedics research project under the guidance of a doctoral 2. Professional vitae or resume and one page nar- rative goal statement outlining academic and Orthopedic Manual committee. Physical Therapy professional goals. Pediatric Rehabili- ADMISSION TERMS AND DEADLINES 3. Official transcripts of all previous undergradu- tation Students may be admitted for the fall, winter or ate and graduate level academic work and proof Neurological Reha- spring semester. Applications will be accepted until August 1 for the following fall semester, of degree. -
AAAA Statement on Clinical Doctorate Degrees
AAAA Statement on Clinical Doctorate Degrees The American Academy of Anesthesiologist Assistants is dedicated to maintaining the standards of the profession and the specialty by remaining current with the ongoing changes and emerging needs in health care delivery while promoting the safety and upholding the rights of all patients undergoing medical treatment involving an anesthesia provider. A recent proliferation of entry-level clinical doctorate degrees into the educational models of non-physician providers has caused a commensurate increase in the use of the title “doctor” in the healthcare system. Inappropriately, the title "resident" and "doctor" has been used in the clinical setting by students and graduates of these programs despite their non-physician status. This trend is a recognized source of potential confusion for patients concerning their medical care and has potential negative implications with respect to scope of practice infringement and conflict of interest, decreased professional diversity, increased health care costs, and aggravation of provider shortages. The AAAA believes that the practice of medicine remains the domain of physicians and that the entry-level doctorate degree for the practice of medicine is the MD/DO. Physicians are integral members and leaders of the health care team. In the interest of patient safety, Anesthesiologist Assistants practice exclusively in, promote, and are dedicated to the Anesthesia Care Team as defined by the AAAA and ASA. The AAAA is committed to instilling confidence in the public by encouraging practitioners to adhere to established ethical norms and regional legal constraints. Furthermore, we believe in optimizing the use of all provider resources to deliver health care to everyone. -
Factsheet 2001-02
Yale University -- Some Facts and Statistics Yale University is a private, independent institution founded in 1701. # of Solicited # of Alumni Semester system; 295-acre campus in New Haven, Connecticut. University Alumni Donors: Alumni Donors % Participation Yale University is a large research university with a wide array of programs, departments, 1994-95 110,153 49,410 45% Schools (Yale College, Graduate School of Arts & Sciences, and 10 Professional Schools), 1996-97 111,506 52,849 47% centers, museums, and many affiliated organizations. This summary addresses some 1998-99 114,642 50,314 44% frequently asked statistical questions about Yale, especially those concerning the 2000-01 117,265 47,891 41% undergraduate programs. Only a subset of Yale's resources are represented here. Fall, 2001 Enrollment: Male Female TOTAL Undergraduate Fees: Tuition Room & Board Total Yale College: 2,661 2,592 5,253 1994-95 $19,840 $6,510 $26,350 Special (Degree and Non-Degree) 17 16 33 1995-96 $21,000 $6,630 $27,630 1996-97 $22,200 $6,680 $28,880 Graduate School of Arts & Sciences: 1,270 1,064 2,334 1997-98 $23,100 $6,850 $29,950 1998-99 $23,780 $7,050 $30,830 Professional Schools: 1999-00 $24,500 $7,440 $31,940 Architecture 111 61 172 2000-01 $25,220 $7,660 $32,880 Art 52 67 119 2001-02 $26,100 $7,930 $34,030 Divinity 196 163 359 2002-03 $27,130 $8,240 $35,370 Drama 80 105 185 2000-01 Undergraduate Financial Aid: Forestry and Environmental Studies 128 157 285 All scholarships and grants are awarded on the basis of demonstrated financial need. -
USC Campus Careers Courses
International Student Guide 2015 Study Campus Careers USC Courses usc.edu.au/international Welcome to the University of the Sunshine Coast. At USC, we believe the best outcomes are achieved when students have access to both the academic services they require and the support services that build skills, confidence and commitment. Our students learn from the most highly awarded teaching and support staff in the nation, and benefit from flexible entry pathways, industry relevant degrees and excellent study facilities. Every year our graduates rate their experiences and the support they receive at USC very highly, and our alumni are making their mark both locally and globally. If you need any more information about USC, or your study options, please contact us. We look forward to meeting you. Professor Greg Hill Vice-Chancellor and President Connect: g usc.edu.au/international ? usc.edu.au/askusc m +61 7 5430 2843 M [email protected] f facebook.com/USCinternational y youtube.com/unisunshinecoast Published by University of the Sunshine Coast April 2014. Information contained in this publication was correct at the time of publishing; however, the University reserves the right to alter any course, procedure or fee. Prospective students should check for any amendments before submitting an application. For the most up-to- date information, visit www.usc.edu.au/international | All prices are in Australian dollars. | University of the Sunshine Coast is registered on the Commonwealth Register of Institutions and Courses for Overseas Students. -
Annual Report Academic Programme Quality 2019 / 2020
Annual Report Academic Programme Quality 2019 / 2020 Contents 1 Executive summary .......................................................................................................................... 3 2 The Covid-19 effect .......................................................................................................................... 5 3 Accreditations .................................................................................................................................. 7 3.1 NOKUT ..................................................................................................................................... 7 3.2 EQUIS ....................................................................................................................................... 7 3.3 EOCCS Re-accreditation ........................................................................................................... 7 4 Improvement projects in 2019/2020 ............................................................................................... 8 4.1 Revised Programme Quality System ....................................................................................... 8 4.2 Future Bachelor Model ............................................................................................................ 8 4.3 Digital exams - Wiseflow ......................................................................................................... 9 5 Quality assessment of programme portfolio ................................................................................ -
(2) of Act No. 111/1998 Sb., on Higher Education Institutions and On
Internal Regulations of the University of West Bohemia In accordance with Article 36 (2) of Act No. 111/1998 Sb., on Higher Education Institutions and on Amendments and Supplements to Other Acts (the Higher Education Act), the Ministry of Education, Youth and Sports registered, on 5 June 2017, under Ref. No. MSMT- 16039/2017, Habilitation Procedure and Professor Appointment Procedure Regulations. ………………………………………. Mgr. Karolína Gondková Director of the Higher Education Department HABILITATION PROCEDURE AND PROFESSOR APPOINTMENT PROCEDURE REGULATIONS Dated 5 June 2017 [Note: Habilitation is a Czech academic procedure whereby a person is awarded the academic rank of Docent, which is usually considered equivalent to Associate Professor.] PART ONE General Provisions Article 1 General Provisions (1) This Internal Regulation formulates rules for the habilitation and professor appointment procedures at the University of West Bohemia (hereinafter referred to as "UWB"). (2) Provisions concerning the relevant Scientific Board shall also apply to the Artistic Board, where established. (3) UWB, or a relevant Faculty, shall publish these Habilitation Procedure and Professor Appointment Procedure Regulations in accordance with Act No. 111/1998 Sb., on Higher Education Institutions and on Amendments and Supplements to Other Acts (the Higher Education Act), as amended, (hereinafter referred to as the "Act"). The public may read a habilitation thesis before its defence at the Dean's office of the relevant Faculty, or at the Research and Development Division, if a habilitation procedure is conducted by UWB. Article 2 Authorisation to Conduct a Habilitation Procedure or Professor Appointment Procedure (1) A habilitation procedure or professor appointment procedure shall be conducted in accordance with the Act in fields for which UWB, or a Faculty, has received accreditation. -
LL.B. to J.D. and the Professional Degree in Architecture
85THACSA ANNUAL MEETING ANDTECHNOLOGY (ONFEKtNCE 585 LL.B. to J.D. and the Professional Degree in Architecture JOANNA LOMBARD University of Miami Thirty-four years ago, the American Bar Association (ABA) (I) that the lack of uniformity in nolnenclature was recotrunended that Ainerican law schools offer a single confusing to the public and (2) that the J.D. terminol- unified professional degree, the Juris Doctor. Sixty years of ogy inore accurately described the relevant academic sporadic discussion and debate preceded that reconmenda- accomplishment at approved law schools. The Sec- tion. The Bachelor of Laws (LL.B.) had originated as an tion, therefore, recommended that such schools con- undergraduate prograln which evolved over time to graduate fer the degree of Juris Doctor (J.D.) . on those studies while retaining the bachelor's degree designation. In students who successfully coinplete the prograln recognition of the relatively unifonn acceptancc of the 3- leading to the first professional degree in law year graduate prograln as thc first professional degree in law (decapriles 1967, 54). in thc 1960's, a number of law faculty and administrators By 1967, nearly half the law schools had colnplied with the argued for a national consensus confinning the three-year 1964 ABA resolution: a nulnber of law faculty and admin- graduate prograln and changing the first professional degrce istrators continued the debate(deCapri1es 1967, 54). Within from an LL.B. to the J.D. (Doctor of Law). The debate among the next five years, the J.D. emerged as the single, first law faculty and the process through which change occurred professional degree in law and today the J.D. -
Guidelines for Promotion of Full Time Non-Regular
UNIVERSITY OF MISSOURI – KANSAS CITY SCHOOL OF MEDICINE GUIDELINES FOR PROMOTION OF FULL TIME NON-REGULAR (NON-TENURE) PHYSICIAN FACULTY1 1 Non-Regular faculty refers to faculty who have non-tenure appointments. INTRODUCTION The University of Missouri – Kansas City (UMKC) School of Medicine (SOM) seeks faculty members who are creative scholars and inspired teachers dedicated to the pursuit of knowledge and its transmission to others. The excellence and reputation of the University depends upon the scholarly productivity and dedication of the faculty. These guidelines are intended to provide a mechanism to recognize (appoint or promote) full-time non-regular physician faculty members1 who share these objectives with faculty rank commensurate with their contributions. Further, these guidelines are designed to address the changing environment of the medical school faculty and to emphasize that scholarly activity related to the practice of medicine is the major responsibility of the UMKC SOM. To achieve this goal and to meet the specific objectives listed below, a broader definition of scholarly activity is employed. Although traditional scholarship (published research) remains an important element, excellence in teaching, an active commitment to institutional and public service and acumen of clinical practice are equally recognized for their scholarly merit and importance in the process of faculty promotion. Revised January 2013 2 PROMOTION REVIEW PROCESS2 1. A nomination for faculty promotion is initiated by a Department Chair or the Department’s or Hospital Promotion Committee, if one is present. Faculty members seeking promotion at a facility outside the departmental institution should submit their requests and required credentials to that institution’s Associate Dean. -
The Business Professional Doctorate As an Informing Channel: a Survey and Analysis
International Journal of Doctoral Studies Volume 4, 2009 The Business Professional Doctorate as an Informing Channel: A Survey and Analysis T. Grandon Gill Uwe Hoppe University of South Florida University of Osnabrueck Tampa, FL, USA Osnabrueck, Germany [email protected] [email protected] Abstract Although growing in popularity in other countries, the business professional doctorate has yet to gain traction in the U.S. Such programs, intended to offer advanced disciplinary and research training to individuals who later plan to apply that training to employment in industry, are fre- quently seen to be inferior to their academically-focused Ph.D. program counterparts. Further- more, if the sole purpose of a doctorate is to develop individuals focused on producing scholarly research articles, that assessment may well be correct. We argue, however, that such a narrowly focused view of the purpose of doctoral programs is self-defeating; by exclusively focusing on scholarly research and writings, we virtually guarantee that our research will never make it into practice. The paper begins by identifying a variety of types of doctoral programs that exist glob- ally and placing these in a conceptual framework. We then present a detailed case study of the information systems (IS) doctoral programs offered in Osnabrueck, Germany—where as many as 90% of candidates choose careers in industry in preference to academia. Finally, we propose— supported using both conceptual arguments drawn from the study of complex informing and ob- served examples—that the greatest benefit of business professional doctorates may be the crea- tion of enduring informing channels between practice and industry. -
ACCOUNTANCY 2019-2020 College of Business and Entrepreneurship BACHELOR of BUSINESS ADMINISTRATION School of Accountancy
ACCOUNTANCY 2019-2020 College of Business and Entrepreneurship BACHELOR OF BUSINESS ADMINISTRATION School of Accountancy This program leads to a profession which requires an occupational license as defined under Texas Occupations Code 58.001. This requires that all applicants seeking to become licensed must undergo a criminal background check prior to licensure Accountants and auditors prepare, analyze, and examine financial reports to ensure their fairness and reliability. Some accountants provide taxation advice and other consulting services to individuals and organizations or work in various capacities in not-for-profit organizations. Others serve as controllers, internal auditors, chief financial officers, and budget analysts. Demand for accountants is independent of the state of the economy and accounting graduates earn a very high salary. A – GENERAL EDUCATION CORE – 42 HOURS Students must fulfill the General Education Core requirements. The courses listed below satisfy both degree requirements and General Education Core requirements. Required 020 – Mathematics – 3 hours MATH 1324 Mathematics for Business and Social Sciences 080 - Social and Behavioral Sciences – 3 hours ECON 2301 Principles of Macroeconomics 090 - Integrative and Experiential Learning – 3 hours QUMT 2398 Decision Analytics B – MAJOR REQUIREMENTS – 78 HOURS (60 advanced) 1 – Business Core – 48 hours (30 advanced) a – Business Foundation – 18 hours ACCT 2301 Introduction to Financial Accounting ACCT 2302 Introduction to Managerial Accounting INFS 2300 Data Modeling -
List of Qualification Abbreviation
List of Qualification Abbreviation List of Qualification Abbreviation Contents Undergraduate ...................................................................................................................................1 Bachelor's degrees ..........................................................................................................................1 Foundation degrees ........................................................................................................................2 Post-graduate.....................................................................................................................................2 Postgraduate degrees .....................................................................................................................2 Master's degrees ............................................................................................................................3 Doctor's degrees.................................................................................................................................4 Professional doctorates...................................................................................................................4 Intermediate doctorates .................................................................................................................4 Higher doctorates ...........................................................................................................................5 Undergraduate Bachelor's degrees BA - Bachelor of -
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.