DOCSLIB.ORG

College Gf the Sacred Heart Denver, Colorado

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
College Gf the Sacred Heart Denver, Colorado CO L L EGE gf TH E SA CRED H EART E ER L RAD D NV , CO O O CATA L O G U E 1 9 1 7 - 1 9 1 8 ( ANNO UNCEM ENT S 1 9 1 8 - 1 9 1 9 CO RPO RAT E T ITL E “ Colleg e 3 the S a cred H ea rt E VER L D N , CO O RA DO DIRECTORY OF THE COLLEGE ” r The C o llege is Within the City limits , ab o ut fo u miles fr om the c entr a l lo o p of the Denver Tramway “ ” system . The ROCKY MT . LAKE c ar (No . 37 ) r uns to th e C o llege gro unds ever y twenty min utes . All c ommunic ati ons by mail dir e cted to Pr esi in i l dent , Registrar , Pr c pa , Memb er of Fac ulty or n n l Reside t Stu de t , sho u d b e a ddr ess ed : COLLEGE OF THE SACRED HEART, Denver , C olor ado . C AL END A R; 1 9 1 8 - - E ra a s a s . Sept . 2 3, M o m Tue nt nce ex min tion s a Sept . 3, Tues day , Regi tr tion . F r A 4 s a s s . Sept . , Wedne d y , o mal opening of cla es , M . s s H G s A Sept . 5 Q Thurs day , Ma of the oly ho t , . M . r a z a Sept . 1 4 , Saturday , Reo g ni ation of Sod lity . S r R r C s Sept . 2 8 , atu day , eo ganization of ollege Societie . - 4 a s s r a s b . Nov . Q Mond y , Mid eme te ex mination egin A R s 1 5 F s s b . Nov . , riday, Quarterly em ly and eport 2 8 r a a ks Da . Nov . , Thu s d y , Th n giving y Dec . 8 , Sunday , S odality Reception . 20 Fr r s as r s s b s . Dec . , iday , Ch i tm ece egin 1 9 1 9 A 3 Fr as s s . , iday , Cl se re umed at . M 1 6 Thurs day , S emes ter examina tions b egin . 31 , Friday , Quarterly A s s embly and Reports . l — s l Saturday , S econd emes ter b egins . ’ 2 2 a s s B r Saturday, W hington i thday . 4 P r 1 , Friday, eliminaries fo r Elocution Contest . ’ 1 7 a S t P a k s Da , Mond y , . tric y . 1 s -s s r a , Tue day , Mid eme te ex mination s b egin . 1 4 r r A s s b r , Monday, Qua te ly em ly and Repo ts . 1 E r 7 , Thursday, a s te reces s b egins . 2 2 C a s s s r s a A Tuesday, l e e umed t . M . 2 5 F C fo r S a a , riday , ompetition ulliv n Med l . 3 C a a , Saturday, ompetition for Mon gh n Medal . 1 1 , Sunday , Elocution Contes t . 1 6 , Friday, Competition fo r Campion Medal . 30 F D a , riday, ecor tion Day . 9 F a s , Monday , inal ex mination b egin . 1 5 , Commencement Week . BOA RD OF TRUSTEES B A RE H . R . M ER W S J . V Y V JO N J O N , , Pr esiden t A Z A A M . R . M RE W S . J . V ILLI J FIT GE LD , , Vi ce-P r es ident REV FRANCIS X . HOEFKENS , S . J . , A . Tr easur er REV JOSEPH E. HYDE , S . J . , S ecr etary REV. LEO M . KRENZ , S . J . , INTRO D U CTO RY STA TEM ENT r r This ins titution , under the cont ol and di ection of the a Fathers of the Society of J es us , wa s er ected and form lly opened in 1 888 . s a r a 2 8 1 889 By the a c t of the State Legi l tu e , M rch , , the College wa s duly empowered to confer Degrees and to grant n as Honors a d Diplom . SCOPE The C o llege is intend e d to offer to yo ung m en e n l ll an e du c atio n in th e c om pl test s e s e , to d eve o p fu y — n l an d harm o nio u sly a ll th e ir p o w ers i te lle ctu a , n r m o ra l an d physic a l . Its Offi c ers a d Pro fe sso s a s s um e that o n this h arm o nio us d eve lo pm ent will d e p end the char a cter o f the stu d ents an d the m e a sur e o f their futur e utility to thems e lves and to the c om m unity ; c o nsistently they a im to give that s o lid r inin f in n r hi ill k t a g o b oth m d a d he a t , w ch w m a e fo r p erfe ct d e ve lo p ment an d fit their stu d ents for n i the j ust i ter pr etatio n and us e of l fe . The institutio n m ainta ins a COLLEGE DIVISION, with fo ur differ ent pro grams o f strictly c o llegiate instr u ction A STANDARD COLLEGIA TE SCHOOL OF A RTS , c o nferring the d egr e e of A B . A STA NDARD COLLEGIA TE SCHOOL OF SCIENCE , c o nferrin g the d egre e o f BS . A STA NDARD COLLEGIA TE SCHOOL OF PHIL OSOPHY A ND LITERA TURE , c onferring the n i degr ee o f Ph . B . a d L tt . B . A STA NDA RD COLLEGIA TE SCHOOL OF PRE M EDICAL STUDIES . The better to s e c ur e the r es ults a im e d at in its e d u c ationa l w ork and to effe ct a m or e p erfe ct ar tic ulation b etw e en high scho o l an d c o llegiate stu d i h l in es , t e C o le ge ma tains a lso a STA NDARD HIGH S CHOOL . There ar e m any d e cid e d advantages in hi l i n n t s c o s e affiliat o , whic h e ables th e stu d ent to b e in hi i in h Hi o l n g s stu d es t e gh Scho , a d then p ass o n thro ugh the C o llege to grad u atio n in the same in 5 stitution . Besides affor ding the a p pr e ciable b enefit f n i n n n i o c o s ste t m oral i flu e c e , it s ecur es a un form and hom o gen e o us c o urs e o f te a ching an d of train ing . The r esult of su ch a c o urs e of stu dy is a con tin u o us an d n o rm a l d eve lo pm ent of th e mental fac i l n ll- fin lin n h n u lt es a o g w e d e e d e s , a d t e c o sequ ent p o ssession o f a c le ar and c o her ent system o f prin n i n i ciples , up o wh ch a y sp ec a l c o urse m ay after war ds safely r est . The High Sch o o l DiV1s1 on also has its fo ur dif ferent pr o grams of instru cti on : A STA NDA RD CLASSICAL HIGH S CHOOL, pr e p ar atory for the C o llege of Arts ; A STANDARD SCIENTIFIC HIGH SCHOOL, pr e p ar atory for the C o lleg e o f Science ; A STA NDA RD LITERARY HIGH S CHOOL, pre p ar ato ry for the C o lle ge o f Letters and Philos o phy ; A STANDA RD COMMERCIAL HIGH SCHOOL, di or for in c r r re ctly pr e p arat y a b us ess a ee . EDUCA TIONAL PRINCIPLES A ND SYSTEM Th e e d u catio n al system in u se thr o u gho ut the i n ni C olle ge is n ot an exp er ment , b ut a orga zed sys i in ci le in it ur o t tem , d e finite in ts pr p s and s p p s e , r es n ri n n i ing u p on a long a d wide e xp e e ce . Substa t ally it is th e s ame as that em plo ye d in the tw o hundr ed and tw enty- seven c o lleges and universities c o n du cte d by tl e S o ciety o f J e s us in n early a ll p arts o f the w orlé Tr uly p sycho lo gic al in its metho ds and based ’ n f n n u p on the very atur e o m a s m e tal pro c ess , it s e c ur es that stability which is so e ssentia l to ed uc a n ne il tio al thoro u gh ss , wh e at the s am e tim e it is n i i r e aso ably e last c , so a s to make l b era l a llo wan c es for the wid ely varying cir cu mstan c e s of time and l o n h n han d c o n er i n in p ac e ; t e o e s vat ve i r eta ing , as i le a ll ha i o f n i far a s p o ss b , t t s u qu est onable valu e in h o ld er l arnin it is o n the o h r n t e e g , , t e ha d , s ane ly pr o gr essive in as m uch a s it fr eely ad o pts an d inc or 6 p orate s the b est r esu lts of m or e r e c ent exp eriment hl u - o - d e i h s n ot an d o b s ervation .
Load more

Recommended publications
  • Quebec Education: the Unfinished Revolution
    Norman Henchty Quebec Education: The Unfinished Revolution Profound changes have taken place in the Province of Quebec since 1960. The period is described as the Quiet Revo­ lution and like all genuine revolutions change penetrated deeply into every aspect of the society - the identity, the culture, the institutions, and the people. The French-speaking Quebecer was once defined by his attachment to tradition, his allegiance to the Church, his elitist view of society, his distrust of change, and his detachment from the economic life of the continent. But a new definition has been emerging over the last decade: concern for the present, adherence to a secular and political ethic, an egalitarian view of society, a commit­ ment to change, an engagement in the technology and econ­ omics of the post-industrial state. As the identity of the French Quebecer alters, the tradi­ tional assumptions on which the English Quebecer has oper­ ated no longer hold. His economic and social cocoon has been broken open and he finds himself a member of a minority group, a stranger in a strange land. His identity is trans­ formed and in an ironic way he exchanges places with the French: it is now the English Quebecer who worries about the survival of his culture and language, who seeks his security in tradition, who stands on his constitutional rights. As identities change, so do cultures and institutions. Churches and convents, once the citadels of power, become shrines of a history turned aside; the theology and history of the classical college become the sociology and informatique of the Cegeps; the triumvirate of doctor-lawyer-priest becomes that of bureaucrat-accountant-animateur .
    [Show full text]
  • 2018-2019 Student and Family Handbook
    Student/Parent Handbook 2018-2019 A Classical College Preparatory High School Education Rooted in 2000 Years of Church Teaching www.thesummitva.org (540) 684-3989 Table of Contents Introduction 1. Purpose and Philosophy 1.1 Mission Statement 1.2 School Motto 1.3. The Goals of Catholic Education 1.4 A Classical Liberal Arts Education 2. Schedule 2.1 Key Dates for the 2018-2019 School Year 2.2. Daily Schedule 3. Academics 3.1 Study and Homework 3.2 Class 3.3 Grade Reporting 3.4 Grade Scale 3.5 Dean's List and Honors 3.6 Incompletes 3.7 Pass/Fail Options 3.8 Graduation Requirements 4. Discipline & Community Wellbeing 4.1 Detention 4.2 Suspension/ Expulsion 4.3 Readmission After Suspension 4.4 Absences/Tardiness 4.5 Fraternization 4.6 Food Sensitivities 5. Communications 5.1 Electronic Mobile Device Policy 5.2 Addressing Concerns 5.3 Electronic Mobile Device Policy 5.4 Social Media Policy 6. Dress Code 6.1 General Guidelines 6.2 Definitions and Attire 7. Athletics and Extra Curricular Activities 7.1 Emerging Arts, Sports and Development Program 7.2 Preparations and Assessments Introduction Each fall, the Student-Parent Handbook is provided to the students and posted on The Summit website. The school reserves the right to amend this handbook at any time. Any amendments will be communicated to parents via the school webpage and written communication. The guiding principles of the handbook are to be taken as oriented towards the first two commandments: 1. "Love the Lord your God with all of your heart, soul and mind." 2.
    [Show full text]
  • STRATEGIC PLAN 2015-2020 2 Loyola High School’S Strategic Plan, 2015-2020
    STRATEGIC PLAN 2015-2020 2 Loyola High School’s Strategic Plan, 2015-2020 TABLE OF CONTENTS President’s Introduction 4 Preamble 7 The Process 8 STRATEGIC GOALS Pillar I: Sustaining and Enhancing the Mission 9 Pillar II: Increasing Accessibility and Diversity 10 Pillar III: Living the Mission in Context 11 Pillar IV: Governance and Transition 12 Pillar V: Development of a Long-Term Financial Strategic Plan 13 Conclusion 14 Appendix 1 17 Appendix 2 18 Loyola High School Strategic Plan 3 We aim to form leaders in service, men and women of competence, conscience and compassionate commitment. Peter-Hans Kolvenbach S.J., Superior General of the Society of Jesus (1983-2008) Loyola High School is steeped in rich tradition and is one of the pre-eminent secondary educational institutions in Canada, with roots reaching into the mid-seventeenth century. In 1635, the French Jesuit missionaries in New France established the firstcollège classique in Quebec City, with its eight-year classical course based on the Ratio Studiorum (“Plan of Studies”), a compilation of best practices drawn from the many Jesuit schools throughout Europe. (Please see Appendix 1 to this report for a fuller description.) “Along with a rigorous academic programme based on an orderly progression throughout the years of studies, each school year was interspersed with exercises of repetitio (repetition, review) and honesta aemulatio (honest rivalry or competition). These were regular reviews of class material along with innumerable disputationes (debates), concertationes (academic presentations), spelling-bees and quizzes aimed to encourage students to emulate each other in achieving academic excellence.” (Joseph B.
    [Show full text]
  • 1922 Bishop's College—Classical Colleges Chap. 4, 5 27 CHAP. 4 An
    1922 Bishop’s College—Classical Colleges Chap. 4, 5 27 CHAP. 4 An Act to authorize a grant for purposes of éducation to the Univeisity of Bishop’s College [Assented to, 21 st of March, 1922] HIST MAJESTY, with the advice and consent of the Legislative Council and of the Legislative Assembly of Quebec, enacts as follows: 1 . The Lieutenant-Governor in Council is authorized Grant to to grant to the University of Bishop’s College a sum o f Bishop’s not more than one hundred thousand dollars, payable, ° ege' in annual instalments of twent.y thousand dollars each, out of the Consolidated revenue fund. 2. This act shall corne into force on the day of its Corning sanction. into forc{ C H A P. 5 An Act to authorize the granting of subsidies to classical colleges, and to certain other schools. [Assented to, 8th of March, 1922] "^ T H E R E A S for over two centuries the classical colleges Preamble. hâve rendered undeniable services to the population of Canada; Whereas, heretofore, they hâve borne almost alone the costs of secondary instruction, which has benefited thou- sands of citizens of this Province and of the entire cont­ inent; • Whereas, since their foundation, they hâve annually given free tuition to numerous young persons, Whereas,it is in the interest of the Province that second­ ary instruction should continue to progress ; Whereas, in order to better attain this object, it is urgent to put at the disposai of classical colleges subsidies enabling them to effect the progress and improvement which they desire, and, especially, to send to the superior normal schools of Quebec, Montreal or elsewhere, pupils or prof essors destined for the teaching of secondary in­ struction ; And Whereas, it is likewise expédient to aid certain Protestant schools; 28 Chap.
    [Show full text]
  • 2019-20 Profile
    THE CAMBRIDGE SCHOOL OF DALLAS A Christ-Centered Classical College Preparatory School School Profile 2019-2020 CURRICULUM The Cambridge School of Dallas seeks to prepare students for universities that are highly selective in www.cambridgedallas.org their entrance requirements. The single-track curriculum in core subject areas seeks to prepare all students and provide access to Advanced Placement courses which teach to the rigor and standards 3877 Walnut Hill Lane of the College Board. Students are encouraged but not required to take AP exams; however, all AP Dallas, Texas 75229 courses are designed to prepare students to master the material. Courses of study without an AP Office: 214.357.2995 exam terminus, such as theology, are taught with similar rigor, expectations, and objective standards. Fax: 214.357.0880 CLASS of 2020 COURSE OFFERINGS Mathematics English Foreign Language Fine Arts School Code Geometry Classical Lit. & Comp. Latin I Studio Art I, II, & III 441803 Algebra II Med./Ren. Lit. & Comp. Latin II AP Art (2-D Design) Pre-Calculus AP Eng. Lang. & Comp. Intermediate Latin AP Art (3-D Design) AP Calculus AB AP Eng. Lit. & Comp. Latin Literature AP Art (Drawing) Finite Math AP Latin Cambridge Chorale B. Paul Wolfe, Ph.D. History Spanish I Photo Journalism Headmaster Science Anct./Med. History Spanish II John Howell, Ph.D. Biology European History Spanish III Theology Chemistry AP U.S. History AP Spanish Language Biblical Theology Dean of School Physics Political Philosophy Greek I Theological Studies I Louie Little, M.B.A., M. Hum. Environmental Sci. U.S. Govt./Pol. Greek II Theological Studies II College Placement AP Physics 1 French I Apologetics AP Physics 2 Philosophy French II Barbara Isbell, Ph.D.
    [Show full text]
  • 2020 ACCS Annual Conference | Louisville, Kentucky Jon Balsbaugh Has Over Twenty Years Experience As A
    SPEAKER BIOGRAPHIES Jon Balsbaugh has over twenty years experience as a high school and junior high teacher and currently serves as the president of Trinity Schools, Inc ., a national network of classically oriented Christian schools dedicated to providing an education that awakens students to the reality of the human condition and the world in which they live . Before taking over as president, he served as the headmaster of Trinity School at River Ridge in Eagan, MN . Mr . Balsbaugh received his master’s degree in English from the University of St . Thomas, studying the theological aesthetics of Hans Urs von Balthasar. He has published on C.S. Lewis and is serving as the editor-in-chief of Veritas Journal, a new online journal of education and human awakening. Jason Barney serves as the academic dean at Clapham School, a classical Christian school in Wheaton, IL. In 2012 he was awarded the Henry Salvatori Prize for Excellence in Teaching from Hillsdale College. He completed his MA in bBiblical exegesis at Wheaton College, where he received the Tenney Award in New Testament Studies . In addition to his administrative responsibilities in vision, philosophy and faculty training, Jason has taught courses in Latin, humanities, and senior thesis from 3rd–12th grades . He regularly speaks at events and conferences, including SCL, ACCS, and nearer home at Clapham School Curriculum Nights and Benefits. Recently he trained the lower school faculty of the Geneva School in Charlotte Mason’s practice of narration in August 2019 . Jason blogs regularly on ancient wisdom for the modern era at www.educationalrenaissance.com, where he has also made available a free eBook on implementing the practice of narration in the classical classroom .
    [Show full text]
  • 2021-2022 Course Guide
    WALNUT HILLS HIGH SCHOOL Cincinnati, Ohio 2021-2022 COURSE GUIDE WALNUT HILLS HIGH SCHOOL CINCINNATI PUBLIC SCHOOLS 3250 VICTORY PARKWAY, CINCINNATI, OHIO 45207 OFFICE (513) 363-8400 FAX (513) 363-8420 www.walnuthillseagles.com ADMINISTRATORS John Chambers, Principal Daniel Coleman, Assistant Principal Kathy Restle, Assistant Principal Jessica Smitson, Assistant Principal Joseph Stewart, Assistant Principal Ashley Thomas Morgan, Assistant Principal COUNSELORS Renita Brooks Adrian Cabrera Tanya Ficklin William Harris Becky Junewick Daryan Martin Patty Morgan Morgan Taylor DEPARTMENT CHAIRS Steve Ellison, Athletics Brian Sweeney, English Tanya Ficklin and Patty Morgan, Counseling Laura Brogden, Latin Ellen Wathen, Library Ferd Schneider, Mathematics Johanka Hart-Tompkins and Doreena Fox, Modern Foreign Language John Caliguri and Mike Sherman, Fine Arts Heather Lloyd, Physical Education / Health Rajni Harsh and Denise Pfeiffer, Science Sara McGuire-Jay, Social Studies 1 COURSE GUIDE TABLE OF CONTENTS FOREWORD 3 I. INTRODUCTION 4 II. ADMISSION REQUIREMENTS FOR COLLEGE ACCEPTANCE 4 III. HISTORY OF WALNUT HILLS HIGH SCHOOL 5 IV. WHHS GRADUATION AND COURSE REQUIREMENTS 6 V. GENERAL INFORMATION 7 VI. ADDITIONAL SCHEDULING NOTES 8 VII. GRADE CALCULATION, GPA/NEW COURSES 9 IX. ADVANCED PLACEMENT PROGRAM AT WALNUT HILLS 9 ACADEMIC COURSE SELECTION GRID 11 ELECTIVES 12 OPTIONING TIMELINE 13 ART 14 CLASSICS 18 COMPUTER SCIENCE 22 ENGLISH 25 MATHEMATICS 34 FOREIGN LANGUAGES 41 MUSIC 45 PHYSICAL EDUCATION/HEALTH 54 SCIENCE 56 SOCIAL STUDIES 63 THEATRE 72 2 FOREWORD STATEMENT OF PHILOSOPHY Walnut Hills High School, a classical six-year college preparatory high school, is dedicated to the pursuit of academic excellence in a culturally diverse community. Academic ability, a respect for learning, and a will to achieve are tools for the student body and faculty alike.
    [Show full text]
  • NCF Academic Catalog | Page 1
    NCF Academic Catalog | Page 1 [intentionally blank] NCF Academic Catalog | Page 2 Academic Catalogue 2019 – 2020 Education is the food of youth, the delight of old age, the ornament of prosperity, the refuge and comfort of adversity, and the provocation to grace in the soul. ST. AUGUSTINE physical address 136 3rd Avenue South, Franklin, TN 37064 mailing address P.O. Box 1575, Franklin, TN 37065 615-815-8360 newcollegefranklin.org NCF Academic Catalog | Page 3 AUTHORIZATION New College Franklin is authorized by the Tennessee Higher Education Commission. This authorization must be renewed each year and is based on an evaluation by minimum standards concerning quality of education, ethical business practices, health and safety, and fiscal responsibility. NON-DISCRIMINATION New College Franklin admits students of any race, color and national or ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at New College Franklin. It does not discriminate on the basis of race, color, national and ethnic origin in the administration of its educational policies, admissions policies or any other school-administered programs. FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA) New College Franklin is committed to the privacy and confidentiality of student records. It may release financial, academic, and personal information to parents of dependent students seventeen years of age and younger without students’ consent. If students are eighteen or older and independent from their parents, they must provide written consent to the college before financial, academic, and personal information is released to the parents. College personnel may reveal generally observed public behavior to parents.
    [Show full text]
  • The Development and Improvement of Instructions
    WELFARE AND CONVERSION: THE CATHOLIC CHURCH IN AFRICAN AMERICAN COMMUNITIES IN THE U.S. SOUTH, 1884-1939 A Dissertation by WILLIAM FRANCIS COLLOPY Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY December 2011 Major Subject: History Welfare and Conversion: The Catholic Church in African American Communities in the U.S. South, 1884-1939 Copyright 2011 William Francis Collopy WELFARE AND CONVERSION: THE CATHOLIC CHURCH IN AFRICAN AMERICAN COMMUNITIES IN THE U.S. SOUTH, 1884-1939 A Dissertation by WILLIAM FRANCIS COLLOPY Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee, Harold C. Livesay Committee Members, Cynthia A. Bouton April L. Hatfield Albert S. Broussard Lanny Martindale Head of Department, David Vaught December 2011 Major Subject: History iii ABSTRACT Welfare and Conversion: The Catholic Church in African American Communities in the U.S. South, 1884-1939. (December 2011) William Francis Collopy, B.A., Iona College; M.L.A., University of St. Thomas Chair of Advisory Committee: Dr. Harold C. Livesay The dissertation argues that Catholicism’s theology and sacramentalism constituted the foundation of a ministry that from Reconstruction through the 1930s extended the religion’s reach in the U.S. beyond its historical loci of numerical strength and influence to African American communities in the South. The dissertation draws on decrees of the Council of Trent, papal encyclicals, pastoral letters, theological treatises, and Catholic interpretation of Judeo-Christian scripture to demonstrate that the Church’s beliefs manifestly shaped its African American ministry.
    [Show full text]
  • Osgoode Hall), in Toronto, and the Manitoba Law School
    868 EDUCATION Art. The law schools are Ontario Law School (Osgoode Hall), in Toronto, and the Manitoba Law School. The dental, veterinary and pharmaceutical colleges are in Ontario. The theological colleges are: the Presbyterian College and the Holy Heart College, in Nova Scotia; the Presbyterian College, the Montreal Diocesan, the Wesleyan Theological College, the Congregational College and six Catholic Theological Colleges, in Quebec; Knox, Toronto Bible, Waterloo, Huron and Wy- cliffe in Ontario; Manitoba College and St. John's, in Manitoba; St. Chad's, the Presbyterian, Emmanuel and College Catholique de Gravelbourg, in Saskatchewan; Robertson and Alberta Colleges in Alberta; and the Anglican Theological College in British Columbia. The affiliated colleges for arts, etc., are: Prince of Wales, in Prince Edward Island; St. Anne's and St. Mary's, in Nova Scctia; St. Michael's and St. Jerome's, in Cntario; Brandon and Wesley, in Manitoba; Edmontcn Jesuit, in Alberta; and Columbian Methodist College, in British Columbia. The miscel­ laneous colleges are Ecole des Hautes Etudes Commercials in Quebec; the Ontario College of Art and the Royal Military College in Ontario, together with the 8 independent "secondary" institutions in Quebec. The Edmonton Jesuit College is a classical college and is "associated" with Laval University, but the 21 classical colleges above mentioned are all situated in Quebec and "affiliated" or "annexed" to the Catholic universities. An "affiliated" college in Quebec means a college of which the university has direct control of the courses and degrees; an "annexed" college is one of which the university merely approves the curriculum and by-laws, is represented at the examinations and sanctions the diplomas awarded; an "asso­ ciated" college is an affiliated college situated outside the province.
    [Show full text]
  • A Charter Proposal by Responsive Education Solutions, Inc
    A CHARTER PROPOSAL BY RESPONSIVE EDUCATION SOLUTIONS, INC. Established in 1998, Responsive Education Solutions, Inc. (“ResponsiveEd”) is a 501(c)(3) nonprofit organization that: has established, and currently operates, more than 65 charter schools throughout Texas and Arkansas; has been approved by the Indiana Charter School Board to open an open‐ enrollment charter school in Indianapolis in 2014; has been approved by the Texas Education Agency to open an additional 10 schools throughout Texas in 2014; serves nearly 6,000 students through its statewide virtual school program; established the first and only charter school in Texas to address the unique needs of children with autism; has partnered with the Austin Independent School District (“AISD”) and the Bill & Melinda Gates Foundation to open Premier High School learning centers within two AISD campuses; is accredited by AdvancED; and thanks the Mayor’s Office for considering this full application and looks forward to the opportunity to offer new, high‐quality public school options to the children and families of Indianapolis. www.foundersclassical.com www.nwaclassical.com CHARTER APPLICANT INFORMATION SHEET Name of Proposed Charter School: Founders Classical Academy of Indianapolis (“Founders” or “School”) Proposed School Address (if known): TBD School District in which Proposed School would be located: Indianapolis Public Schools or Metropolitan Schools District of Washington Township Legal Name of Group Applying for the Charter: TBD Applicant's Designated Representative:
    [Show full text]
  • Austin College Bulletin August 2020 Vol. 112 | Sherman, Texas
    Accreditation A coeducational liberal arts college founded in 1849. Sherman, Texas Colors: Crimson and Gold Accreditation and Memberships Austin College is accredited by the Southern Association of Colleges and Schools Commission on Colleges, 1866 Southern Lane, Decatur, Georgia 30033-4097, telephone number 404.679.4500. With the approval of the Texas State Education Agency, Austin College offers the Bachelor of Arts degree and the Master of Arts in Teaching degree. Austin College is on the approved list of the American Chemical Society and the American Association of University Women. Accreditation material is available through the Office of the President. Austin College holds institutional membership in the American Association of Colleges for Teacher Education, American College & University Presidents’ Climate Commitment, Annapolis Group, ASIANetwork, the Association of American Colleges and Universities, the Association of Governing Boards of Universities and Colleges, the Association of Presbyterian Colleges and Universities, the Association for the Advancement of Sustainability in Higher Education, the American Council on Education, the Council of Independent Colleges, the Council on Higher Education for Accreditation, the Council on Undergraduate Research, Independent Colleges and Universities of Texas, the Institute for the International Education of Students, the Institute of European Studies, the National Association of Independent Colleges and Universities, American Association of Collegiate Registrars and Admissions Officers,
    [Show full text]