Deutsch-Französisch Studieren Und Promovieren 2018/2019 September 2018 September

Total Page:16

File Type:pdf, Size:1020Kb

Deutsch-Französisch Studieren Und Promovieren 2018/2019 September 2018 September Deutsch-französisch studieren und promovieren 2018/2019 September 2018 September www.dfh-ufa.org 2 DFH UFA 2018/2019 Inhalt Die Deutsch-Französische Hochschule und ihr Netzwerk ............................................................................................ S. 4 Deutsch-französische Studiengänge: das Wichtigste im Überblick .................................................................. S. 6 Was ist ein integrierter deutsch-französischer Studiengang? ........................................................................................................ S. 6 Welche Fachrichtungen werden angeboten? .................................. S. 7 Welche Hochschultypen bieten diese Studiengänge an? ........ S. 7 Welche Abschlüsse werden verliehen? ................................................. S. 8 Welche Zulassungsvoraussetzungen gibt es und wie schreibe ich mich ein? ....................................................................................... S. 9 Welche Vorteile bietet ein integrierter Studiengang? ................... S. 10 Wie erhalte ich die Mobilitätsbeihilfe der DFH? ............................... S. 11 Die Studiengänge und Doktorandenkollegs der DFH ...... S. 12 Ingenieur- und Naturwissenschaften, Mathematik und Informatik ................................................................................................................. S. 13 Wirtschaftswissenschaften ........................................................................... S. 20 Rechtswissenschaften ...................................................................................... S. 22 Geistes- und Sozialwissenschaften .......................................................... S. 23 Lehrerbildung ......................................................................................................... S. 28 Wo finde ich detaillierte Informationen zu den einzelnen Studiengängen und Doktorandenkollegs? ..... S. 29 Was bietet die DFH ihren Studierenden und Absolventen? .............................................................................................. S. 32 DFH UFA 2018/2019 3 Kiel Wilhelms- Hamburg haven Lüneburg Bremen Berlin Potsdam Hannover Frankfurt/O. Braunschweig Hildesheim Bielefeld Lemgo Münster Wernigerode Paderborn Bochum Dortmund Essen Leipzig Düsseldorf Wuppertal Mönchengladbach Dresden Köln Weimar Siegen Chemnitz Aachen Bonn Ilmenau Zwickau Lille Koblenz Geisenheim Frankfurt/M. Douai Mainz Bayreuth Darmstadt Bamberg Trier Würzburg Worms Erlangen Kaiserslautern Mannheim Rouen Compiègne Heidelberg Reims Saarbrücken Speyer Cergy-Pontoise Saint-Denis Metz Landau Karlsruhe Nanterre Paris Regensburg Versailles Cachan Eichstätt Nancy Stuttgart Sceaux Kehl Strasbourg Brest Gif-sur-Yvette Tübingen Passau Troyes Offenburg Reutlingen Rennes Augsburg Le Mans Orléans Colmar Furtwangen München Lorient Freiburg Angers Mulhouse Tours Dijon Lörrach Konstanz Nantes Besançon La Rochelle Clermont-Ferrand Lyon Chambéry Saint-Étienne Grenoble Bordeaux Alès Avignon Toulouse Nice Aix-en- Provence Marseille Über die DFH Die Deutsch-Französische Hochschule (DFH) ist ein Netzwerk von über 190 Partnerhochschulen aus Deutschland, Frankreich und – bei trinationalen Studiengängen – weiteren Ländern. Seit 1999 fördert sie die deutsch-französische Ko operation in den Bereichen Hochschulbildung und Forschung. Die DFH konzentriert sich auf drei Schlüssel- bereiche: • Hochschulbildung: binationale und trinationale Studiengänge auf Bachelor- und Masterniveau in zahlreichen Fachbereichen, die jeweils mit deutsch-französischem Doppeldiplom abschließen • Forschung: PhD-Track-Programme, binationale Promotionsverfahren sowie Deutsch-Französische Doktorandenkollegs • Berufseinstieg von Absolventen und Promovierten 4 DFH UFA 2018/2019 Kiel Die DFH in Zahlen Wilhelms- Hamburg haven Lüneburg Bremen 194 Partnerhochschulen Berlin Über 6.400 Studierende und rund 350 Doktoranden Potsdam Hannover Frankfurt/O. Braunschweig Hildesheim 180 integrierte deutsch-französische Studiengänge Bielefeld Lemgo Münster Wernigerode Paderborn 26 integrierte deutsch-französische Doktorandenkollegs Bochum Dortmund Essen Düsseldorf Leipzig Über 100 Hochschulstandorte Wuppertal Mönchengladbach Dresden Köln Weimar Rund 1.500 Absolventen pro Jahr Siegen Chemnitz Aachen Bonn Ilmenau Zwickau Lille Koblenz Geisenheim Frankfurt/M. Douai Mainz Bayreuth Darmstadt Bamberg Trier Würzburg Worms Erlangen Kaiserslautern Mannheim Rouen Compiègne Heidelberg Reims Saarbrücken Speyer Cergy-Pontoise Saint-Denis Metz Landau Karlsruhe Nanterre Paris Regensburg Versailles Cachan Eichstätt Nancy Stuttgart Ein weitläufiges internationales Sceaux Kehl Strasbourg Brest Gif-sur-Yvette Tübingen Passau Troyes Offenburg Reutlingen Rennes Augsburg Le Mans Orléans Colmar Furtwangen München Lorient Freiburg Angers Mulhouse Netzwerk Tours Dijon Lörrach Konstanz Nantes Besançon Über 80 deutsche Hochschulen La Rochelle Über 80 französische Hochschulen Clermont-Ferrand Lyon Chambéry Saint-Étienne 30 Drittland-Partnerhochschulen Grenoble Bordeaux in folgenden Ländern: Australien, Belgien, Großbritannien, Italien, Alès Avignon Toulouse Nice Luxemburg, Marokko, Niederlande, Österreich, Aix-en- Provence Marseille Polen, Schweiz, Spanien, Tschechien, Ukraine Mein von der DFH «geförderter Studiengang in Paris, Madrid und Berlin war für mich menschlich eine sehr bereichernde Erfahrung. Ich habe mich in allen drei Ländern sozial engagiert, zum Beispiel indem ich Flüchtlings- kindern in Berlin geholfen und bei einem binationalen Workshop Menschen mit Hörbehinderung unterstützt habe. Auf diese Weise habe ich gelernt, mich anderen Kulturen und ganz allgemein dem Anderen zu öffnen. Heute fühle ich mich mit Stolz als Europäerin! Alexandra Verdeil DFH-Absolventin » Studiengang „Management“ ESCP Europe Paris | ESCP Europe Berlin | ESCP Europe Madrid DFH UFA 2018/2019 5 Was ist ein integrierter deutsch- französischer Studiengang? Aktuell umfasst das Netzwerk der DFH 180 integrierte binationale Studiengänge. Diese werden von Partnerhochschulen aus Deutschland und Frankreich angeboten, die sich paarweise zusammengefunden haben, um ihr Kooperationsprojekt unter dem Dach der DFH durchzu- führen. Die Studierenden der DFH profitieren nicht nur von einer hervorragenden Ausbildung in ihrem Fachgebiet, sondern erwerben auch interkulturelle und sprachliche Kompetenzen, die auf dem internationalen Arbeits- markt sehr geschätzt sind. Sie absolvieren, weit über den klassischen Auslandsaufenthalt hinausgehend, die Hälfte ihres Studiums in einer gemischten Gruppe im Partnerland und lernen dadurch das Studien­­ system des „anderen“ Landes genauso gut kennen wie ihr eigenes. Am Ende ihres Studiums erhalten die Studierenden einen doppelten deutsch-französischen Abschluss. In einem komplexen geopo- « litischen Kontext und ange- sichts eines möglichen wirtschaftlichen Konflikts, der das globale Wachstum bedrohen könnte, brauchen wir Europa dringend. Eine Erneuerung Europas wird jedoch nur mit Akteuren möglich sein, die politische Stabilität mitbringen, also konkret mit Frankreich und Deutsch- land. Die DFH trägt – weit über den Dop- pelabschluss hinaus – eine europäische Dimension in sich. Ihre Studierenden beweisen die Fähigkeit, sich in einem internationalen Umfeld erfolgreich zu Xavier Susterac bewegen, sich an unterschiedliche Kul- Senior Vice President turen anzupassen, gegen Populismus BASF Personal Care EMEA und wachsenden Protektionismus ein- Vizepräsident der Deutsch- zutreten, in mehreren Sprachen zu kom- Französischen Industrie- munizieren, in Teams zu arbeiten und und Handelskammer somit zum Erfolg multinationaler Firmen Mitglied des Hochschul- beizutragen. rats der DFH Der Erfolg der deutschen Industrie in Verbindung mit den schwierigen demo- graphischen Herausforderungen hat in Deutschland zu einem Mangel an qualifiziertem Personal geführt. Die Chancen für junge franzö- sische DFH-Absolventen jenseits des Rhein sind also enorm. » 6 DFH UFA 2018/2019 Welche Fachrichtungen werden angeboten? Das Angebot umfasst über 200 integrierte deutsch-französische Studien- gänge und Doktorandenkollegs in zahlreichen Fachrichtungen: • Ingenieurwissenschaften / Architektur • Naturwissenschaften / Mathematik / Informatik • Wirtschaftswissenschaften • Rechtswissenschaften • Geistes- und Sozialwissenschaften • Lehrerbildung Welche Hochschultypen bieten diese Studiengänge an? In Deutschland: In Frankreich: • Universitäten • Universités • Technische Universitäten • Grandes Écoles • Fachhochschulen • Instituts d’Études Politiques (IEP) • Pädagogische Hochschulen • Écoles • Duale Hochschulen www.dfh-ufa.orgAKTUELLES ÜBER DIE STUDIENGÄNGE UND DIE DFH DFH UFA 2018/2019 7 Welche Abschlüsse werden verliehen? Die Studiengänge der DFH führen zu jeweils zwei gleich wertigen national anerkannten Studienabschlüssen. Je nach Fach oder Hochschultyp werden neben Bachelor, Master und Doktortitel auch noch andere Abschlüsse angeboten. Zum Beispiel vergibt eine Grande École in Frankreich weiterhin ein „Diplôme de Grande École (Grade de Master)“. Abschlüsse an französischen Hochschulen sind: • An den Universitäten: - Licence / Bachelor - Master - Vorbereitung auf den „Concours“ in Fächern wie der Lehrer- bildung - Doktortitel im Rahmen der PhD-Track-Programme und Doktorandenkollegs • An den Grandes Écoles und IEP: das „Diplôme“ der Hochschule, zum Beispiel der „Titre d’ingénieur diplômé“ bei den Ingenieuren, mit dem zugleich der „Grade de Master“ verliehen wird Abschlüsse an deutschen Hoch schulen sind: • Bachelor • Master • Master (LL.M.) in Jura (für ausländische
Recommended publications
  • National Blue Ribbon Schools Recognized 1982-2015
    NATIONAL BLUE RIBBON SCHOOLS PROGRAM Schools Recognized 1982 Through 2015 School Name City Year ALABAMA Academy for Academics and Arts Huntsville 87-88 Anna F. Booth Elementary School Irvington 2010 Auburn Early Education Center Auburn 98-99 Barkley Bridge Elementary School Hartselle 2011 Bear Exploration Center for Mathematics, Science Montgomery 2015 and Technology School Beverlye Magnet School Dothan 2014 Bob Jones High School Madison 92-93 Brewbaker Technology Magnet High School Montgomery 2009 Brookwood Forest Elementary School Birmingham 98-99 Buckhorn High School New Market 01-02 Bush Middle School Birmingham 83-84 C.F. Vigor High School Prichard 83-84 Cahaba Heights Community School Birmingham 85-86 Calcedeaver Elementary School Mount Vernon 2006 Cherokee Bend Elementary School Mountain Brook 2009 Clark-Shaw Magnet School Mobile 2015 Corpus Christi School Mobile 89-90 Crestline Elementary School Mountain Brook 01-02, 2015 Daphne High School Daphne 2012 Demopolis High School Demopolis 2008 East Highland Middle School Sylacauga 84-85 Edgewood Elementary School Homewood 91-92 Elvin Hill Elementary School Columbiana 87-88 Enterprise High School Enterprise 83-84 EPIC Elementary School Birmingham 93-94 Eura Brown Elementary School Gadsden 91-92 Forest Avenue Academic Magnet Elementary School Montgomery 2007 Forest Hills School Florence 2012 Fruithurst Elementary School Fruithurst 2010 George Hall Elementary School Mobile 96-97 George Hall Elementary School Mobile 2008 1 of 216 School Name City Year Grantswood Community School Irondale 91-92 Guntersville Elementary School Guntersville 98-99 Heard Magnet School Dothan 2014 Hewitt-Trussville High School Trussville 92-93 Holtville High School Deatsville 2013 Holy Spirit Regional Catholic School Huntsville 2013 Homewood High School Homewood 83-84 Homewood Middle School Homewood 83-84, 96-97 Indian Valley Elementary School Sylacauga 89-90 Inverness Elementary School Birmingham 96-97 Ira F.
    [Show full text]
  • HHS Early Years Newsletter Fall 2012
    Heidelberg High School Newsletter The Early Years, Classes of 1947 to 1965 Fall 2012 View of Heidelberg and the Schloß from above the Philosophenweg, copper engraving by Matthäus Merian, 1620 Memories of HHS and Beyond Cindy Beck Fox ’61 Dear Early Years Staff, My husband, David, and I look forward to the Newsletter, and reunions. Although Dave isn’t an Overseas Brat or DOD Alum, he was in the Air Force for 21 years and we were stationed at Hahn AFB, Germany (where I taught Kindergarten for two years); Itazuki & Hakata, Kyushu, Japan (where I substitute taught with my former 6th grade/Camp Drake, Tokyo, science teacher, Worth Gurley), and Tachikawa AFB, where I taught in the Middle School. So Dave definitely has a sense of my past experiences, added to the new ones we shared. I taught in the countries where I had attended school in my “army brat” years. And we did attend the Heidelberg, Germany reunion in 2006. We both love the stories you include in the Newsletter. Our favorite was Tony Donovan’s “A Quick Side Trip Down Memory Lane”. Who doesn’t remember Miss Fowlkes’s purple hair and her Shakespeare drama. Ms Kay was my homeroom and English teacher, and, if I recall correctly, the class of 1961 advisor. The fearsome Algebra and Geometry teacher that Tony spoke of was likely Ms Clauson. She was probably my favorite, because I loved math...and ultimately became a high school math teacher. Every time my mascara was too thick or I wore a pretty scarf, I thought of her.
    [Show full text]
  • Entire Document
    DOCUMENT RESUME ED 447 582 EA 030 738 TITLE Department of Defense Education Activity School, District, Area, and System, 1995-1996: Accountability Profiles. INSTITUTION Department of Defense Education Activity, Arlington, VA. PUB DATE 1997-03-00 NOTE 393p.; For the DoDEA Accountability Report, see EA 030 737. Cover page varies. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC16 Plus Postage. DESCRIPTORS *Accountability; *Educational Assessment; Elementary Secondary Education; Evaluation; *Profiles; Program Implementation; Reports; School Policy IDENTIFIERS *Dependents Schools ABSTRACT This report is part of a two-volume publication that outlines the Department of Defense Education Activity (DoDEA) 5-year plan to transform education in DoD schools. It is based on the vision that the DoDEA will be a learner-centered organization, unbound by traditional school concepts of time, location, and age requirements, and will be recognized for its ability to provide students with the knowledge and high-level skills required for success. The accountability profiles presented here provide information on the school, district, area, and system levels. The report is divided into two documents. The first document includes the system, area, district, and school profiles for the Department of Defense's overseas schools, whereas the second document focuses on the department's domestic schools. The areas, districts, and schools are organized alphabetically within each larger organizational group. Each profile includes student-enrollment data, the mobility rate, the military services and civilian groups served by DoDEA schools, professional-educator demographics, and the percentage of teachers who have completed various levels of education. Each profile also includes principals' and superintendents' assessments, listing the highlights of their programs, important benchmarks for growth, parents' perceptions of the schools, and each school's degree of parent participation.
    [Show full text]
  • Hinterbrand Lodge Outdoor Education Center Part II
    Hinterbrand Lodge Outdoor Education Center Part II Table of Contents Yearly Schedules Administrative or Teacher Designed Special Programs Teacher Weekends Munich DSO School Designed Outdoor Education Programs Special Olympics Silver Thistle - A Week in Berchtesgaden Spin-off programs Bitburg Middle School Charm School (Vicenza Middle/High School) Project Bold Staff Project Bold components Staff Training The Flying Pheasant JJ Hinterbrand Lodge Outdoor Education Center School Year *1981-82 By Jimmie Jeffcoat Richard Gordon, Director Karen Thompson, Instructor Peter Reynolds, Instructor Jimmie Jeffcoat, Instructor (Replacing Marlene Knudsen at mid-year) (*I was only present after mid-term 1981-82) January 1982 11-15 Fulda High School 18-21 Staff in-service 25-29 Nürnberg High School February 8-12 Special Olympics (Jann Williams) 16-19 Würzburg Elementary School 22-26 Patch High School March 1-5 Heilbronn Junior High School 5-7 Health Educator Teacher Weekend 6-12 Outdoor Education Curriculum Workshop 15-19 Nürnberg Elementary School #2 22-25 Illesheim Elementary School 29- April 2 Vilseck Elementary School April 12-16 Bindlach Elementary School 19-23 Ulm Elementary School 26-30 Garmisch Elementary School May 3-7 Augsburg High School 7-9 Teacher Weekend 17-21 Zwëibruecken High School 24-28 Hohenfels Elementary School Project Bold June 14-30 Staff training July 3 - 21 Project Bold #24 July 26- August 15 Project Bold #25 Hinterbrand Lodge Outdoor Education Center School year 1982-83 By Jimmie Jeffcoat Richard Gordon, Director Jimmie Jeffcoat,
    [Show full text]
  • CURRICULUM VITAE September 2018
    CURRICULUM VITAE September 2018 Wolfgang von Schweinitz Wolfgang von Schweinitz was born on February 7, 1953 in Hamburg, Germany. After initial compositional attempts since 1960, he studied composition in 1968-1976 with Esther Ballou at the American University in Washington, D.C., with Ernst Gernot Klussmann and György Ligeti at the State Music Conservatory in Hamburg, and with John Chowning at the Center for Computer Research in Music and Acoustics in Stanford, California. Then he pursued his freelance composing work, living in Munich, Rome and Berlin, for twelve years in the countryside of Northern Germany and from 1993 to 2007 again in Berlin. In 1980 he lectured at the International Summer Courses for New Music in Darmstadt, and in 1994-1996 he was a guest professor at the Music Conservatory “Franz Liszt” in Weimar, Germany. He is currently based in Southern California, where he assumed James Tenney’s teaching position in September 2007 as a professor at the California Institute of the Arts. Since 1997, his compositions have been concerned with researching and establishing microtonal tuning and ensemble playing techniques based on non-tempered just intonation. Website: www.plainsound.org EDUCATION 1961 – 67 Private piano lessons 1965 Private music theory lessons with Christoph Weber, Hamburg 1968 – 69 Piano, music theory and composition lessons with Dr. Esther Ballou at the American University, Preparatory Division, Washington, D.C. 1970 Private counterpoint lessons with Prof. Ernst G. Klussmann, Hamburg 1971 High-school diploma at
    [Show full text]
  • Annexes Au Rapport Annuel De L'ufa Anhang Jahresbericht Der
    2018 Annexes au rapport annuel de l’UFA Anhang Jahresbericht der DFH Établis en cours d’année universitaire, les chiffres relatifs aux étudiants publiés dans le présent rapport sont provisoires. Die Studierendenzahlen des vorliegenden Berichts wurden im Laufe des akademischen Jahres erfasst und sind demzufolge vorläufig. En raison des arrondis, la somme des pourcentages n’est pas toujours égale à 100 %. Abweichungen von 100 % sind rundungsbedingt. Anhang · Jahresbericht 2018 der DFH · 1 Données en date du | Stand: 31.12.2018 Prof. Dr. Andreas Feuerborn Quatre personnalités du monde économique, Heinrich-Heine-Universität Düsseldorf cooptées par le conseil d’université LA DIRECTION Prof. Dr. Laurent Guihéry Vier Persönlichkeiten aus der Wirtschaft, die DE L’UFA EN 2018 Université de Cergy-Pontoise vom Hochschulrat kooptiert werden DIE LEITUNG Dr. Joern Pütz Katrin Adt DER DFH IM JAHR 2018 Université de Strasbourg Leiterin von smart, Daimler AG Wolfgang Chur Prof. Dr. Dr. h.c. David Capitant Deux représentants de la Conférence des Mitglied des Kuratoriums der Robert Bosch Président l Präsident UFA-DFH recteurs des universités allemandes (HRK) Stiftung Prof. Dr. Olivier Mentz Zwei Vertreter der Xavier Susterac Vice-président l Vizepräsident UFA-DFH Hochschulrektorenkonferenz (HRK) Vice-président BASF Personal Care and Dr. Jochen Hellmann Prof. Dr. Dr. h.c. Horst Hippler Nutrition GmbH Secrétaire général l Generalsekretär Ehemaliger Präsident der Laurence Parisot Dr. Marjorie Berthomier Hochschulrektorenkonferenz Présidente de Citi en France, ancienne Secrétaire générale adjointe l Prof. Dr. Dieter Leonhard présidente du MEDEF Stellvertretende Generalsekretärin Rektor der Hochschule Mannheim LES MEMBRES DE LA LES MEMBRES Un représentant de la Conférence des COMMISSION SCIENTIFIquE DU CONSEIL D’UNIVERSITÉ présidents d’université (CPU) DIE MITGLIEDER DES DIE MITGLIEDER Ein Vertreter der Konferenz der WISSENSCHAFTLICHEN BEIRATS DES HOCHSChulRATS französischen Universitätspräsidenten (CPU) Prof.
    [Show full text]
  • Blue Ribbon Schools Program
    Archived Information BLUE RIBBON SCHOOLS PROGRAM Schools Recognized 1982-1983 Through 1999-2002 For further information, contact: Blue Ribbon Schools Program Knowledge Applications Division Office of Reform Assistance and Dissemination Office of Educational Research and Improvement U.S. Department of Education 555 New Jersey Avenue, NW Washington, DC 20208-5643 (202) 219-2149 BLUE RIBBON SCHOOLS PROGRAM Purpose: Since the Blue Ribbon Schools Program was established by the Secretary of Education in 1982, it has developed into a national school improvement strategy with three purposes. First, it identifies and recognizes outstanding public and private schools across the nation. Second, the program makes research-based effectiveness criteria available to all schools so they can assess themselves and plan improvements. Third, the program encourages schools, both within and among themselves, to share information about best practices based on a common understanding of criteria related to educational success. Blue Ribbon Schools are models of both excellence and equity. To be recognized, a school must demonstrate a strong commitment to educational excellence for all students. The program welcomes applications from schools that have demonstrated sustained success in achieving these values, as well as schools that have overcome obstacles and can provide evidence of significant improvements. Which Schools May Be Nominated? Public and private schools serving grades K-12 from the 50 states, the District of Columbia, Puerto Rico, and the U.S. Virgin Islands, as well as Bureau of Indian Affairs, and Department of Defense Dependents Schools, may be nominated. Elementary and secondary schools are eligible to participate in alternate years. Middle schools participate in program with secondary schools.
    [Show full text]
  • It Is Difficult for Me to Think About the Spring Edition of the Quarterly
    Although Dean’s Alzheimer’s is forecasts as they relate to our long- taking a toll on his mental abilities range budget, as well as tackling he remains mobile and walks arduous areas of operation such as unassisted. He is very comfortable identifying yearbooks currently and continues to comment on the available by years and quantities in natural beauty around us. I am the archives. Bob continues to thankful for our time together, analyze our fundamental necessities It is difficult for me to think about especially the funny things that as well as doing the forward thinking the Spring Edition of the Quarterly occur daily which provide required to digitize many of the when I look at the snow outside opportunities for us to have a good areas within our organization. Just covering my flower beds and see ice laugh. I enjoy my work as a recently Bob and Kelley Germaine on the lake. When I think about the caregiver on most days! met with Fred Stipes, Head, Digital onset of spring, I visualize tulips and Production Center UNC Library & daffodils, but they will not appear in I also enjoy the diverse projects that Information Technology, University Maine until late April—early May. are in progress by members of the of North Carolina-Chapel Hill. A What can I say? Down east during AOSHS board. Tom Smith has been wealth of information was addressed the winter is challenging! At this working diligently on the Million in their 3-hour meeting. time last year, we were in the middle Dollar Challenge that you will read of a blizzard that dumped over 14 about.
    [Show full text]
  • [Needed: Class Year for Every Name
    Heidelberg High School Newsletter The Early Years, Classes of 1947 to 1963 Spring 2008 From an etching, ca. 1957, by Maxim M. Elias (father of Max Elias ’57 and Alix Elias ’59) Logo Search Most of us remember the lion and castle logos on Joan Dickson’s HHS newsletters and her lion stamp (sometimes in blue ink) on her mailing envelopes. A line drawing of the castle graced the very first HHS newsletter as well. If space permits, we will reproduce them in future issues. Max and Alix Elias’s parents were both brilliant, prolific artists. The view above of the Altstadt from across the Neckar, a gift to your editor decades ago, shows the Heiliggeistkirche, Jesuitenkirche and Peterskirche (left to right), the Old Bridge, and a statue of St. Johannes Nepomuk that is probably by the same sculptor as the statue of the Virgin Mary in the Kornmarkt below the castle seen in so many postcards. Do any of you have images of Heidelberg for our newsletter pages? One might become our regular logo, or we might use a different one for each issue. Pictures leave less space for written memories, but evoke memories of their own. Let us hear from you. The First HHS Newsletter Ever Ken Keene ’58 has sent us a treasure: an original copy of the HHS Class of ’58 newsletter that he and Joan Dickson ’58 put out on a Ditto machine (purple ink) at Miami University in Ohio. They sent questionnaires to everyone they could reach and printed the 23 responses they received.
    [Show full text]
  • Moodle Randolph College
    Moodle randolph college Continue Some of the growing community of Moodle users are listed below. To add or update your site, simply use the Registration button on the Moodle Administrator page. (Note: we regularly check these sites and remove inaccessible or invalid sites) There are 166,816 currently active sites that are registered from 242 countries. 126614 of them requested privacy and are not shown in the lists below. Afghanistan Albania Algeria American Samoa Andorra Angola Anguilla Antarctica Antigua and Barbuda Argentina Armenia Aruba Australia Australia Bahamas Bahrain Bahrain Bangladesh Belgium Belgium Belize Benin Bermion Bhutan Bolivia (Pluralization State) Bonair, Sint Estathius and Saba Bosnia and Herzegovina Botswana Botswana Brazil British Indian Ocean Territory Brunei Darussalam Bulgaria Burkina Faso Cape Verde Cambodia Cameroon Curacao Cyprus Czech Republic Ivory Coast Denmark Djibouti Dominica Dominican Republic Ecuador El Salvador Equatorial Guinea Eritrea Estonia Esvatini Ethiopia French Guiana French Polynesia Gabon Gambia Germany Ghana Ghana Greenland Grenada Guadeloupe Guam Guatemala Guernsey Guinea Guinea-Bissau Guyana Haiti Honduras Hong Kong Hungary Iceland Indonesia Iran (Islamic Republic) Iraq Ireland Isle of Man Israel Italy Jamaica Japan Jordan Jordan Kenya Kiribati Korea (Democratic People's Republic) Korea (Republic) Kuwait Kyrgyzstan Lao People's Democratic Republic Latvia Lebanon Lesotho Liberia Livia Liechtenstein Luxembourg Macau Macau Maca Malay Malaysia Maldives Mali Malta Malise Marshall Islands Martinique Mauritania Mauritius Mayotta Mexico Micronesia (Federal States) Moldova (Republic) Monaco Mongolia Montenegro Montserrat Morocco Mozambique Myanmar Namibia Netherlands New Caledonia New Caledonia , Panama State Papua New Guinea Paraguay Peru Philippines Poland Puerto Rico Romania Russian Federation Rwanda Reunion St. Kitts and Nevis St.
    [Show full text]
  • Heidelbergcement Annual Report 2019
    ANNUAL REPORT 2019 Financial highlights Figures in €m 2015 2016 2017 2018 2019 Number of employees as at 31 December 45,453 60,424 59,054 57,939 55,047 Sales volumes Cement and clinker (million tonnes) 81.1 102.8 125.7 130.0 125.9 Aggregates (million tonnes) 249.2 272.0 305.3 309.4 308.3 Ready-mixed concrete (million cubic metres) 36.7 42.5 47.2 49.0 50.7 Asphalt (million tonnes) 9.1 9.4 9.6 10.3 11.3 Income statement Total Group revenue 13,465 15,166 17,266 18,075 18,851 Result from current operations before depreciation and amortisation (RCOBD 1)) 2,613 2,887 3,297 3,100 3,580 Result from current operations (RCO 2)) 1,846 1,928 2,188 2,010 2,186 Profit for the financial year 983 831 1,058 1,286 1,242 Group share of profit 800 657 918 1,143 1,091 Dividend per share in € 1.30 1.60 1.90 2.10 2.20 3) Earnings per share in € 4.26 3.40 4.62 5.76 5.50 Investments Investments in intangible assets and PP&E 908 1,040 1,035 1,061 1,183 Investments in financial assets 94 2,999 242 663 134 Total investments 1,002 4,039 1,278 1,723 1,316 Depreciation and amortisation 767 959 1,109 1,090 1,394 Cash flow Cash flow from operating activities 1,449 1,874 2,038 1,968 2,664 Cash flow from investing activities 493 -2,321 -837 -1,134 -906 Cash flow from financing activities -1,827 1,056 -922 -348 -873 Balance sheet Equity (incl.
    [Show full text]
  • Summer 2004 Arterlv the American Overseas Schools Historical Society
    ' Vol. IX, No. 3, Summer 2004 arterlv The American Overseas Schools Historical Society A Kansas Nonprofit Corporation In this Issue Open for Business Open for Business 1 The AOSHS office in Archive Info 2 Wichita, Kansas Board of Directors 2 opened its doors on Volunteers 2 June 14, 2004. The President's Corner 3 office has two Board Bulletins 3 computer work stations, storage Heidelberg MS 4 shelves to hold boxes School Closures 5 that are being Brats Film 6 processed in the office, Historical Recordings. ... 7 work tables, display France Schools List 7 shelves along one wall, Ninth Annual Meeting. ... 8 and an area where visitors can sit and „ Auditor's Report 8 ., , The new AOSHS office space m Wichita, Kansas peruse through ^ Assignment: Baghdad ... 9 available materials. Reunion News .... ... 10 The first week it was open brought two visitors. One was a volunteer in another office in the building. She had attended school in Germany and was quite excited when she saw the sign. The second person saw the sign Attachments with this issue as she drove by and stopped because her husband attended high school in Membership Program Japan. Copies of the newsletter, brochures, and membership forms are Alumni Registration Form available to visitors. Memorial Funds/Program Meet Marilyn: The office is staffed by the very The AOSHS Quarterly is efficient Marilyn Brown Kirby, graduate of published in February, May, August, and November by the Augsburg AHS, class of '61. Marilyn is the oldest of American Overseas Schools four children born to Richard and Anita Brown. Her Historical Society to enhance father was in paratrooper training at Ft.
    [Show full text]