Wilfrid Laurier University Transcript Request
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St. Jerome's University in the University of Waterloo Department
St. Jerome’s University in the University of Waterloo Department of Italian and French Studies Ital 201 Intermediate Italian Winter 2021 INSTRUCTOR INFORMATION Instructor: Dr. Andrea Privitera Office: Remote Office Hours: Tuesdays and Thursdays, 1:00pm - 2:00pm Eastern time on Microsoft Teams or by appointment. NOTE: Thursdays from 1 To 1:30 PM are CONVERSATION TIME. Email: [email protected] Lectures: Wednesdays and Fridays 11- 11:45 am Eastern time on Microsoft Teams COURSE DESCRIPTION This course builds on the grammar and vocabulary introduced in Ital 101 and Ital 102. It introduces additional grammar and vocabulary to enhance speaking, listening and writing practice. In this course we complete the textbook Oggi in Italia 9th edition (chapters 11 to 18). Any second-hand version of Oggi in Italia ninth edition can be used. Students will be exposed to contemporary Italian texts, films and aspects of culture. It is strongly recommended that students attend the bi-weekly 45-minute lessons. Nonetheless, attending these lectures is NOT obligatory and recordings will be made available. HOW TO CONNECT TO THE BI-WEEKLY LECTURES ON MICROSOFT TEAMS Lessons will take place on Wednesdays and Fridays 11 - 11:45 am Eastern time on Microsoft Teams. To access lectures please click on the information below: Join on your computer or mobile app Click here to join the meeting Or call in (audio only) +1 226-243-6399,,595343256# Canada, Kitchener-Waterloo (833) 827-4832,,595343256# Canada (Toll-free) Phone Conference ID: 595 343 256# Find a local number | Reset PIN Please allow some time to test the audio and video before the beginning of each lecture. -
Classified Ads for Laurentian University
ASSISTANT PROFESSOR, DEVELOPMENT PRACTICE St. Paul’s University College at the University of Waterloo invites applications for a three-year definite term appointment in Development Practice at the rank of Assistant Professor and commencing no later than September 1st, 2013 and ending June 30th, 2016. This position will creatively develop and teach the curriculum for the practice-related requirements of two degree programs: 1) The Bachelor of Environmental Studies (Honours) in International Development and 2) the Master of Development Practice. These degree programs have their home in the University of Waterloo’s Faculty of Environment through the Faculty’s School of Environment, Enterprise and Development (SEED). St. Paul’s University College collaborates with SEED to deliver both degree programs the curricula of which reflect Waterloo’s renowned integration of theory and work-related learning. As a St. Paul’s faculty member the Assistant Professor, Development Practice is expected to hold a Joint Appointment in SEED for the period of the three-year definite term St. Paul’s University College is an academic community, affiliated St. Paul’s University College is committed since 1962 with the University of Waterloo, committed to academic to the principles of employment equity freedom and welcoming to students, faculty and staff of all faiths and and in accordance with Canadian backgrounds. The mission of St. Paul’s University College is to immigration requirements this advance social justice by teaching, research and a learning advertisement is directed in the first community that together foster a strong moral compass, compassion instance to Canadian citizens and for the marginalized and an aptitude for practical problem-solving. -
Teacher Study Not Published
. — , Teacher study not published by Dave Silburt In a memorandum distributed to filled out and returned. bothered at all," and only about ntions only sometimes bothered 40 Complete results of last year's faculty in May, Harper said, "the Questions on the survey in- eight per cent were "very study per cent of the respondents, but on teacher stress at Humber main problem areas were aspects cluded the teachers' age, sex, class bothered." over 15 per cent were always College will not be released be- of students, and interactions with size, number of years of teaching Lack of maturity among stu- bothered by it. cause some faculty, who answered administration," but did not experience, and educational dents was not a source of stress to When asked if they are the questionnaire anonymously, do elaborate. about backgrounds. 26 per cent , while 62 per certt "bothered by not want the fact (they) are the results disclosed, ac- The memo suggested all data be questionnaires also asked were only "somewhat bothered." The affiliated to a union," about33 per cording to Business Division in- released for publication unless teachers how they perceive their Only slightly less than 12 per cent cent of the teachers said never, al- structor Anne Harper. some of the respondents disagreed working conditions in the clas- were "very bothered'' "oy it. most 38 per cent Harper, said sometimes, who has a background Harper said a few have since told with administration. The majority of the 104 re- sroom and and less than four per cent in said ;hey industrial psychology, distri- her the results should not be made sponding teachers, approximately Although srane of the raw data are "mosdy" bothered by die pre- buted 250 questionnaires last public. -
Services Available for Students with Lds at Ontario Colleges and Universities
Services Available for Students with LDs at Ontario Colleges and Universities Institution Student Accessibilities Services Website Student Accessibilities Services Contact Information Algoma University http://www.algomau.ca/learningcentre/ 705-949-2301 ext.4221 [email protected] Algonquin College http://www.algonquincollege.com/accessibility-office/ 613-727-4723 ext.7058 [email protected] Brock University https://brocku.ca/services-students-disabilities 905-668-5550 ext.3240 [email protected] Cambrian College http://www.cambriancollege.ca/AboutCambrian/Pages/Accessibilit 705-566-8101 ext.7420 y.aspx [email protected] Canadore College http://www.canadorecollege.ca/departments-services/student- College Drive Campus: success-services 705-474-7600 ext.5205 Resource Centre: 705-474-7600 ext.5544 Commerce Court Campus: 705-474-7600 ext.5655 Aviation Campus: 705-474-7600 ext.5956 Parry Sound Campus: 705-746-9222 ext.7351 Carleton University http://carleton.ca/accessibility/ 613-520-5622 [email protected] Centennial College https://www.centennialcollege.ca/student-life/student- Ashtonbee Campus: services/centre-for-students-with-disabilities/ 416-289-5000 ext.7202 Morningside Campus: 416-289-5000 ext.8025 Progress Campus: 416-289-5000 ext.2627 Story Arts Centre: 416-289-5000 ext.8664 [email protected] Services Available for Students with LDs at Ontario Colleges and Universities Conestoga College https://www.conestogac.on.ca/accessibility-services/ 519-748-5220 ext.3232 [email protected] Confederation -
Undergradua Ndergraduate Academic Booklet Cademic Booklet 2017/2018
WILFRID LAURIER UNIVERSITY Waterloo | Brantford | Kitchener | Toronto Undergraduate Academic Booklet 2017/2018 wlu.ca Table of Contents Table of Contents Grades .....................................................................12 Using This Calendar ..........................................................1 Examinations ............................................................14 Introduction..................................................................1 Progression Requirements ............................................17 Laurier Visioning Statements............................................1 Academic Petitions .......................................................20 Academic Programs at Laurier ..........................................1 Faculty Petitions Procedures.........................................20 Quick Reference Telephone Numbers and Email Addresses.....1 Senate Student Appeals Committee Procedures for Enrolment Services.......................................................1 Considering Student Appeals ........................................21 Academic Counselling ...................................................1 Academic Privileges and Responsibilities..........................23 Other University Departments.........................................2 Student Regulations ...................................................23 Classification of Students ................................................2 Student Code of Conduct and Discipline..........................23 Course Description Definitions..........................................3 -
Bridging Into the B.Eng.-Mechanical Systems Engineering (MSE) at Conestoga College
Bridging into the B.Eng.-Mechanical Systems Engineering (MSE) at Conestoga College • Earn a degree in engineering o 2 or 3 years completion o Co-op experience o Project-based learning • Fully accredited by the Canadian Engineering Accreditation Board – Engineers Canada • Become a professional engineer with PEO Bridging Opportunities for 3 Year Mechanical Technology (Advanced) Diploma Programs: • Must have a minimum 75% (GPA 3.5) average in your diploma (recommendations regarding upgrading available upon request) • Must have a university/college level calculus course including differential and integral calculus completed as part of the diploma program or prior to the bridging term (e.g. MATH2130 offered at Conestoga during the May – August semester or MATH2400 offered by Continuing Education, Technical Calculus I offered online by Ontario Learn) General Time-frame During September YY-1 to mid-March YY (YY= year of the bridging module start): 1. Apply to the B.Eng.-MSE program directly through Conestoga Registrar, Program Application (for Conestoga students only) or through OCAS (for students from other colleges); the application deadline is March 30th YY. For the appropriate MSE level for which to apply, see Table 1 at the end of the document. 2. Send Resume for analysis to the Admissions Officer, Cheri Atkins [email protected]. Transcripts for applicants from other colleges must be requested through OCAS with your application. Conestoga College students are not required to submit transcripts. During May YY: 3. Interview with the Pathway Admission Panel (two MSE faculty and the Program Coordinator). 4. Candidates interviewed will be contacted by the interview panel indicating whether their application has been successful and indicating academic conditions that must be satisfied prior to beginning the fall bridging semester. -
Student Transitions Project WebBased Resources
Ontario Native Education Counselling Association Student Transitions Project WebBased Resources Index Section Content Page 1 Schools and Education Institutions for First Nations, Inuit and Métis 3 ‐ Alternative Schools ‐ First Nations Schools ‐ Post‐Secondary Institutions in Ontario 2 Community Education Services 5 3 Aboriginal Student Centres, Colleges 6 4 Aboriginal Services, Universities 8 5 Organizations Supporting First Nations, Inuit and Métis 11 6 Language and Culture 12 7 Academic Support 15 8 For Counsellors and Educators 19 9 Career Support 23 10 Health and Wellness 27 11 Financial Assistance 30 12 Employment Assistance for Students and Graduates 32 13 Applying for Post‐Secondary 33 14 Child Care 34 15 Safety 35 16 Youth Voices 36 17 Youth Employment 38 18 Advocacy in Education 40 19 Social Media 41 20 Other Resources 42 This document has been prepared by the Ontario Native Education Counselling Association March 2011 ONECA Student Transitions Project Web‐Based Resources, March 2011 Page 2 Section 1 – Schools and Education Institutions for First Nations, Métis and Inuit 1.1 Alternative schools, Ontario Contact the local Friendship Centre for an alternative high school near you Amos Key Jr. E‐Learning Institute – high school course on line http://www.amoskeyjr.com/ Kawenni:io/Gaweni:yo Elementary/High School Six Nations Keewaytinook Internet High School (KiHS) for Aboriginal youth in small communities – on line high school courses, university prep courses, student awards http://kihs.knet.ca/drupal/ Matawa Learning Centre Odawa -
Annual Report 2019-20
ANNUAL REPORT 2019-20 Conestoga College Institute of Technology and Advanced Learning Contents Message from the President ......................................................................................................................... 3 Vision/Mission/Values .................................................................................................................................. 5 Vision ......................................................................................................................................................... 5 Mission ...................................................................................................................................................... 5 Values ........................................................................................................................................................ 5 Goals: ........................................................................................................................................................ 5 Achievement of Strategic Plan Goals and 2019-20 Business Plan Objectives ............................................. 6 QUALITY .................................................................................................................................................... 6 CAPACITY ................................................................................................................................................. 11 SUSTAINABILITY ..................................................................................................................................... -
Graduate Student Poster Competition and 3 Minute Poster (3MP) Competition
Graduate Student Poster Competition and 3 Minute Poster (3MP) Competition Terms of reference Graduate student poster competition Posters may be based on any research performed as a graduate student. Prizes Poster competitions held at the Canadian Chemical Engineering Conference (CCEC) normally follow the format below for prizes. Prize values and quantities may change based on sponsorships received. Some Divisions will provide additional prizes. Visit the most recent conference website for up-to-date information on prize numbers and amounts. 1st Place $300 2nd Place $200 3rd Place $100. 3-Minute poster (3MP) competition Graduate students will provide a 3-Minute summary of their poster in 2 rounds of judging. The first round will include all entries presenting their posters in an oral competition. Round two will have ten students competing for prizes. Prizes View the most recent Canadian Chemical Engineering Conference (CCEC) website for up-to-date instructions on graduate and undergraduate student competitions. 1st Place $300 2nd Place $200 3rd Place $100. Complete list of recipients 2018 Poster First place, Mehr Negar Mirvkili, University of British Columbia Second place, Alex Paquette, University of Calgary Third place, Ye Zhang, University of Alberta Energy Division First place, Alex Paquette, University of Calgary Second place, Sannan Toor, University of Waterloo Third place, Maryam Arefmanesh, University of Toronto 3-Minute poster competition Research First place, Christina Bitar, McGill University Second place, Madeline Simpson, -
OCAD University At-Large Faculty Senator Elections 2016 List of Candidates
OCAD University At-Large Faculty Senator Elections 2016 List of Candidates: Michelle Astrug (Faculty of Design) Michelle Astrug is a tenure-track Assistant Professor in the Faculty of Design, teaching in Graphic Design. She is applying for senate because she is interested in actively participating in University governance. Claire Brunet (Faculty of Art) Claire Brunet is a sculptor and Associate Professor in Media and installation art; Sculpture/Installation program and Fabrication Studio Bronze Casting and Digital Processes at OCAD University in Toronto. In June 2014 Brunet completed a PhD degree in Fine Arts, in the Interdisciplinary Program (INDI) at Concordia University in Montreal. Her research work explores expanded spatial boundaries and the influence of a 3D digital and technological context on the artist’s creative process in sculpture practice. Brunet’s sculpture project proposes opposing temporal forces—a 3D digital and technological spatial approach as a mode of production, in opposition to a critical discourse in regard to living species and their relation to their natural environment—which stresses the opposing values of an hypermodern society (Lipovetsky 2005). Brunet has presented projects and papers at conferences in New Zealand, Australia, Belgium, Germany, Greece and Canada. Her publications include: Exploring Data Space, in The Faculty of Art Newsletter (OCAD U, Toronto, 2012); “Extending Spatial Boundaries Through Sculpture Practices: Exploring Natural and 3D Technological Environments” in The International Journal of the Arts in Society (Illinois: CG Publishing, 2012); McLuhan and Extended Environment: Affect and Effect of a 3D Digital Medium on Sculpture Practice, in Y. Van Den Eede, J. Bauwens, J. Beyl, M. -
The Past, Present & Future of Visualization Educational
The Past, Present & Future of Visualization Educational Programmes The following list of college and university post-secondary programmes correspond to the topics and themes discussed during the Higher Learning event. This list is meant to serve as a jumping-off point for further research into educational and professional development. Programmes are specific to Ontario, except in very specialized cases, where there may be programmes included from abroad. Please refer to the school and individual programme websites for the most up-to-date information. Film and New Media Production and Post-production Algonquin College • Broadcasting Television (Diploma) Canadore College • Digital Cinematography (Advanced Diploma) • Television and Video Production (Diploma) Capilano University (British Columbia) • Indigenous Independent Digital Filmmaking (Diploma) Centennial College • Broadcasting and Film (Advanced Diploma) Conestoga College • Broadcasting Television (Diploma) • Videography/Broadcast Journalism with Documentary (Graduate Certificate) Centennial College • Children’s Entertainment (Graduate Certificate) Confederation College • Film Production (Diploma) • Broadcasting and Television Production (Diploma) • Multimedia Production (Advanced Diploma) Durham College • Digital Video Production (Diploma) 1 The Past, Present & Future of Visualization Educational Programmes • VFX and Digital Cinema (Graduate Certificate) Fanshawe College • Advanced Filmmaking (Graduate Certificate) • Broadcasting Television (Diploma) First Nations Technical Institute -
RENISON UNIVERSITY COLLEGE | ADMISSIONS 2021 RENISON #BEYONDIDEAS ONE SKY OVER ALL What Is Renison University College?
RENISON UNIVERSITY COLLEGE | ADMISSIONS 2021 RENISON #BEYONDIDEAS ONE SKY OVER ALL What is Renison University College? A PLACE TO LEARN … When you co-register at Renison, you’ll be a University of Waterloo student and a Renison student. By making Renison your home campus, you will benefit from extra academic support, personalized attention, and small class sizes. Our degree programs include Social Development Studies, Social Work, and Culture and Language Studies. At Renison, you’ll thrive in an environment that blends diverse learning with a traditional university experience. A PLACE TO LIVE … More than 200 students from across all six Waterloo faculties choose to live at Renison, located in the heart of the Waterloo campus. SOCIAL DEVELOPMENT STUDIES Well-known for our small, close-knit, and friendly community REGULAR AND CO-OP 2 of students, Renison is the ideal place to support your smooth ARTS AND BUSINESS 4 transition to university life. CO-REGISTER AT RENISON 5 SCHOOL OF SOCIAL WORK 6 A PLACE TO LEAD … EMPLOYABILITY 8 GRADS AT WORK 10 We offer over 100 leadership opportunities – including over 50 paid ENHANCE YOUR DEGREE 12 positions – which will allow you to gain new skills and experiences LEADERSHIP OPPORTUNITIES 14 all while building your résumé. RESIDENCE 16 ADMISSIONS 19 FINANCES 20 CAMPUS MAP 21 uwaterloo.ca/renison RENISON | 1 MORE THAN A DEGREE ABBY SOCIAL DEVELOPMENT STUDIES Ravina was uncertain about what her career path would be, but knew she wanted to stand out to future employers in a competitive job market. She decided to pursue RAVINA KAUR GILL co-op through an Arts and Business ARTS AND BUSINESS HONOURS CO-OP degree to try out a variety of jobs, SOCIAL DEVELOPMENT STUDIES MAJOR increase her network, and learn CULTURAL core business skills.