1. List of Active Partners by Country
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Global Reach – Graduate Exchange
Schulich School of Business GRADUATE EXCHANGE Global Reach. Megan Kates (IMBA ‘15) ESSEC Business School, France THE SCHULICH GRADUATE Finland EXCHANGE NETWORK Norway Denmark United Netherlands Kingdom Germany France Hungary Austria Yo ur Italy USA Spain Turkey Japan China South Korea Israel Taiwan passport Mexico India Thailand Philippines Venezuela to the Singapore Brazil Peru world. Australia South Africa Chile Argentina “My exchange semester was one of the most incredible and defining experiences of my life. It gave me a chance to broaden my perspectives both academically and personally.” JUDY PATLA (MBA ‘15) PARTNER COUNTRIES 54 SCHOOLS 30 WORLDWIDE ARGENTINA FINLAND • IAE Business School, • Aalto University School of Business, Universidad Austral, Buenos Aires Helsinki AUSTRALIA FRANCE • Melbourne Business School, • ESSEC Business School, University of Melbourne, Melbourne Cergy Pontoise • Australian Graduate School of • EMLYON Business School, Lyon Management (AGSM), University of • HEC Paris, Paris New South Wales (UNSW), Sydney • IAE Aix-Marseille Graduate School of Management, Aix-Marseille AUSTRIA University, Puyricard • Wirtschaftsuniversität Wien – Vienna University of Economics GERMANY and Business (WU), Vienna • WHU – Otto Beisheim School of Management, Düsseldorf BRAZIL • University of Mannheim Business • Fundação Getulio Vargas – Escola School, Mannheim de Administração de Empresas de São Paulo (FGV-EAESP), São Paulo HUNGARY • CEU Business School, Central CHILE European University, Budapest • Pontificia Universidad Católica -
Case Study: Thammasat University
Question time for prospective Thai medics Testing for potential Every year, 200–300 people apply to Thammasat was study on the international Medicine course “ at CICM at Thammasat University in the first university Thailand, which needed to find a fair and in Thailand to use accurate way to reduce these down to just 100 interviewees. BMAT, to help decide which 30 students For the past three years, the university has used Cambridge Assessment Admissions Testing’s BioMedical Admissions to select for the Test (BMAT) to identify applicants who will thrive on its Medicine and medical course from Dentistry degree courses. the 300 applications BMAT has been employed by world-leading universities since 2003, helping received every year. admissions tutors to make objective selection decisions and allowing ” students to show their full potential. Thammasat was the first university in Thailand to use BMAT, to help Contact us decide which 30 students to select for the medical course from the 300 applications received every year. Cambridge Assessment Admissions Testing The Triangle Building Assistant Professor Peerapong Kitipawong, Managing Director of CICM Shaftesbury Road Admissions and Test Centre, Thammasat University, said the BMAT test Cambridge score accounts for 50% of a candidate’s mark and the interview the other CB2 8EA 50%. Applicants have reported finding the written part of the test more United Kingdom difficult than the scientific part, but this accounts for only 10% of their admissionstesting@ mark, so does not have a huge bearing on a student’s selection, he added. cambridgeassessment.org.uk About Faculty of Kitipawong is very happy with the relationship Thammasat has with Medicine, Thammasat Admissions Testing and is proud that it was the first university in the University in Thailand country to use BMAT. -
Wine Tasting Competition for Leading Business Schools, Higher Education Establishments and Universities
Wine Tasting Competition for leading business schools, higher education establishments and universities 2018 Press Kit Press contact: Marie Mézy-Saubot Email : [email protected] Phone: (+33) 5 56 30 38 40 Website: www.commanderiedubontemps.com Facebook: @commanderiedubontemps Instagram: www.instagram.com/commanderiedubontemps LBBC: Facebook @LeftBankBordeauxCup Instagram: https://www.instagram.com/leftbankbordeauxcup 1 Bordeaux, October 2017 January- June 2018 17th event of the The Left Bank Bordeaux Cup First International Wine Tasting Competition for leading business schools, higher education establishments and universities With the participation of more than 60 wine clubs in the world, The Left Bank Bordeaux Cup becomes the First International Wine Tasting Competition for leading business schools, higher education establishments and universities. According to the well-known concept of the America Cup, challengers from North America, Asia and Europe will come to compete against the best wine clubs of universities, leading business schools and higher education establishments in France. Chaired by Baron Eric de Rothschild, owner of Château Lafite-Rothschild, this unique Wine Tasting Competition, organised by the Commanderie du Bontemps, first came into existence in 2002. The aim of this contest is to enable the future elite of our country to come into closer contact with Great Growth wines of Bordeaux’s left bank. Many French leading business schools, higher education establishments and universities have taken part in this event since the time it was initially launched: Ecole Centrale de Paris, Dauphine University, Ecole Normale Supérieure, Ecole Supérieure de Commerce de Paris, ESSEC, HEC, Sciences-Po, Polytechnique, Ecole des Mines de Paris... Since 2004, the competition first welcomed competitors from England, the Universities of Oxford and Cambridge and their participation is now a traditional feature. -
International Entrepreneurial Activities at ESSEC Business School
International entrepreneurial activities at ESSEC Business School ESSEC Business School (French: École Supérieure des Sciences Économiques et Commerciales) was founded in 1907 and is recognised as one of the leading business schools in the world. ESSEC has two campuses in Paris, France (Cergy-Pontoise and La Défense), as well as one each in Singapore and Rabat in Morocco. ESSEC has approximately 6,000 students and seeks to maintain close connections with its 50,000 alumni. The Business School has eight departments: Accounting and Management Control; Economics; Finance; Information Systems, Decision Sciences and Statistics; Management; Marketing; Operations Management; and Public & Private Policy. ESSEC is highly international and multicultural, and its approach is to create and disseminate cutting- edge knowledge, blending academic learning with practical experience, and to ensure multicultural openness and dialogue. This is manifested in the ESSEC campuses abroad as well as its range of international partner universities, professional alliances and company partners. In addition, faculty and students are drawn from a broad range of countries. According to ESSEC’s Research Yearbook 2015, its students stem from 84 countries. The 162 ESSEC professors represent 36 nationalities. Beside its two campuses in other countries, ESSEC offers double degrees – i.e. students work for two degrees in parallel – with partner universities in Germany, China, Mexico and India. Moreover, ESSEC has further partnerships with 200 universities in all continents. In 2011, ESSEC was a founding partner of the Council on Business & Society, an international alliance between six of the world’s leading business schools. On the corporate side, ESSEC has more than 700 company partners in all parts of the world. -
Kasetsart University in Thailand: an Analysis of Institutional Evolution and Developntent Lntpact
A.LO. Project Impact Evaluation Report No. 69 Kasetsart University in Thailand: An Analysis of Institutional Evolution and Developntent lntpact September 1988 Agency for International Development (A.l.D.) Washington, D.C. 20523 PN-AAX-207 This report and others in the evaluation publication series of the Center for Development Information and Evaluation (CDIE) may be ordered from A.I.D. Document and Information Handling Facility 7222 47th Street, Suite 100 Chevy Chase, MD 20815 telephone: (301) 951-9647 A list of all CDIE evaluation publications is available from PPC/CDIE Room 105, SA-18 Agency for International Development Washington, D.C. 20523 U.S.A. telephone: (703) 875-4818 KASETSART UNIVERSITY IN THAILAND: AN ANALYSIS OF INSTITUTIONAL EVOLUTION AND DEVELOPMENT IMPACT A.I.D. PROJECT IMPACT EVALUATION REPORT NO. 69 by J.H. Eriksen, Team Leader/Agricultural Economist (Ithaca International Limited) J.L. Compton, Agricultural Extension Specialist (University of Wisconsin) N.M. Konnerup, Veterinarian (Consultant) H.D. Thurston, Plant Pathologist (Cornell University) G. Armstrong, Economist (Agency for International Development) U.S. Agency for International Development September 1988 The views and interpretations expressed in this report are those of the authors and should not be attributed to the Agency for International Development TABLE OF CONTENTS Foreword vii Acknowledgments viii Summary . x Glossary xiii 1 . Project Setting . 1 2 . Project Description 2 2 . 1 Direct U.S. Assistance Agency Support 3 2.2 Oregon State University Assistance . 3 2 . 3 Renewed Direct U.S. Assistance Agency Support 5 2.4 University of Hawaii Assistance 5 3 . Direct Indicators of Kasetsart University's Impact on the Agricultural Sector in Thailand . -
Manager À L’Heure Des Recompositions Coordination Territoriales Laurent Rieutort
Manager à l’heure des recompositions Coordination territoriales Laurent Rieutort Qu’ils soient administratifs ou issus de projets, les territoires se recomposent rapidement et l’action publique tente de réduire les disparités en favorisant un développement harmonieux et équilibré. Toutes les formes spatiales (de l’hyper-ruralité aux métropoles) et Manager toutes les échelles (de la commune à l’Union européenne) sont concernées en France. Cet ouvrage fait le point sur le repositionnement des trois fonctions à l’heure des publiques (État, territoriale, hospitalière) face aux transitions terri- toriales. Quels sont les effets en termes de pilotage, de manage- ment territorial et de formation ? Comment agir dans le champ de Laurent Rieutort (coord.) l’ingénierie territoriale en étant facilitateur ou même coordonna- • recompositions teur ? Il s’agit ici d’appréhender les méthodes et savoir-faire qui favorisent l’innovation et la co-construction et permettent l’adap- tation au changement. Les études de cas, éclairages et mises en perspectives abordent des questions aussi variées que les terri- territoriales toires de santé, les fractures sociales et territoriales, la transition écologique, la convergence avec les politiques européennes ou le renforcement de la décentralisation. Des chercheurs et praticiens, issus des différents secteurs de la fonction publique, ouvrent des pistes concrètes aux acteurs publics pour mettre en place de nouvelles stratégies de régénération des territoires. Coordination Ce livre a été conçu et coordonné par Laurent Rieutort, agrégé de Laurent Rieutort géographie, professeur à l’université Clermont-Auvergne et direc- teur de l’Institut d’Auvergne-Rhône-Alpes du développement des serviceprofession cadre public territoires. -
Francophone Historical Context Framework PDF
Francophone Historic Places Historical Context Thematic Framework Canot du nord on the Fraser River. (www.dchp.ca); Fort Victoria c.1860. (City of Victoria); Fort St. James National Historic Site. (pc.gc.ca); Troupe de danse traditionnelle Les Cornouillers. (www. ffcb.ca) September 2019 Francophone Historic Places Historical Context Thematic Framework Francophone Historic Places Historical Context Thematic Framework Table of Contents Historical Context Thematic Framework . 3 Theme 1: Early Francophone Presence in British Columbia 7 Theme 2: Francophone Communities in B.C. 14 Theme 3: Contributing to B.C.’s Economy . 21 Theme 4: Francophones and Governance in B.C. 29 Theme 5: Francophone History, Language and Community 36 Theme 6: Embracing Francophone Culture . 43 In Closing . 49 Sources . 50 2 Francophone Historic Places Historical Context Thematic Framework - cb.com) - Simon Fraser et ses Voya ses et Fraser Simon (tourisme geurs. Historical contexts: Francophone Historic Places • Identify and explain the major themes, factors and processes Historical Context Thematic Framework that have influenced the history of an area, community or Introduction culture British Columbia is home to the fourth largest Francophone community • Provide a framework to in Canada, with approximately 70,000 Francophones with French as investigate and identify historic their first language. This includes places of origin such as France, places Québec, many African countries, Belgium, Switzerland, and many others, along with 300,000 Francophiles for whom French is not their 1 first language. The Francophone community of B.C. is culturally diverse and is more or less evenly spread across the province. Both Francophone and French immersion school programs are extremely popular, yet another indicator of the vitality of the language and culture on the Canadian 2 West Coast. -
Education Abroad
LONG TERM PROGRAM PREVIEW STUDY ABROAD PROGRAM EDUCATION ABROAD Do you want to broaden your perceptions of the world, experience life overseas, and still continue to earn academic credits towards your degree? The Center for Global Engagement assists students find a variety of academic opportunities abroad. Use the list below as a starting point of long-term (9-16+ weeks) program options. A full list of study abroad programs are available on the CGE website: http://bit.ly/FeaturedProgramsPage. AMERICAS à Exchange: Hochschule à CIEE Open Campus à ISEP Exchange: Worms Capetown, South Africa Thammasat University à Direct Enrollment: Worms, Germany Rangsit, Thailand Universidad San Ignacio NORTH AFRICA/ de Loyola (USIL) à Exchange: Bundeswehr MIDDLE EAST à ISA Korea University Cusco and Lima, Peru University Seoul, South Korea à Direct Enrollment: Noor Munich, Germany à à Exchange: University Majan Institute CIEE Open Campus à of New Brunswick ISA American College of Ibri, Oman Shanghai, China Fredericton, Canada Greece Singapore, Singapore Athens, Greece à Direct Enrollment: à ISA Universidade do Sul Sijal Arabic Language AUSTRALIA/ à de Santa Catarina CIEE Open Campus Institute NEW ZEALAND: Florianopolis, Brazil Berlin, Germany Amman, Jordan Copenhagen, Denmark à Direct Enrollment: à CIEE STEM and Society London, England à ISEP Exchange: University of Sydney Monteverde, Costa Rica Paris, France American University of Sydney, Australia à CIEE Open Campus Madrid, Spain Sharjah à ISEP Exchange: La Sharjah, UAE Buenos Aires, Argentina Rome, -
Early Childhood Master's Degree Program (M.Ed.) Prospectus
Kent State University College of Education, Health and Human Services School of Teaching, Learning and Curriculum Studies EARLY CHILDHOOD MASTER’S DEGREE PROGRAM (M.Ed) *NOTE: The M.Ed. requires a minimum of 32 semester hours of course work Name: Home Address: E-mail address: City: State: Zip code: Telephone number: Kent State ID: Date graduate work started: Advisor: Final date for completion (all coursework must be completed within the six year limit): Exit Project: Yes No Expected completion date of exit project: CONCENTRATION (if selected): ENDORSEMENT (if selected): _________________________________________________________________________________________ Instructions for Filing the Prospectus 1. During the first semester of course work, you must schedule a meeting with your advisor to discuss the self assessment form and prospectus. Consult the graduate catalog for electives prior to meeting with advisor. 2. The prospectus must be completed and filed by the end of the first year of course work in 418 White Hall. Prior to filing the prospectus in 418 White Hall, make two (2) copies. Give one (1) copy to your major advisor. Retain one (1) copy for your personal use. 3. Any deviation from the prospectus MUST BE APPROVED IN ADVANCE by the student’s advisor. Changes are to be filed by the student with the Coordinator of Graduate Education Programs, Valorie Adkins, in Room 418 White Hall one semester prior to anticipated graduation. She can be contacted at 330-672-0559 or [email protected]. 4. You have 6 years to complete your program work. The time limit begins when you take your first course toward the degree; or if you are seeking to transfer courses, your time limit begins with the earliest of those transferred courses. -
Master of Arts in International Business
Willkommen – Welcome – Bienvenue – Bienvenidos – Benvenuti 歡迎 – Добро пожаловать – ﻧﺮﺣﺐ Master of Arts in International Business Alexander Pawellek (Master Student) and Christine Heber (Student Advisor) 20 Years Experience in International Management Education 1991 Founded as „Europäische Betriebswirtschaftsakademie“ (EBA) in Munich 1999 Accredited as the First Private University in Bavaria 2003 Renamed „Munich Business School“ 2007 FIBAA‐Accreditation for all programs 2010 400 current students and 800 alumni Study Options at Munich Business School Master International Business 20 Month Full‐Time Program 1 Semester Abroad or Dual Degree Degree: Master of Arts MBA General Management 24 Month Part‐Time Program MBA Health Care Management 24 Month Part‐Time Program Bachelor International Business 6 Semesters + Bachelor‘s Thesis 1 Semester Abroad Degree: Bachelor of Arts Language of Instruction German Track 70% German / 30 % English English Track 100 % English 6 International Business Concentrations International International Accounting Marketing Financial and Management Management Corporate Taxation Luxury International Innovation and Management Family Firms Entrepreneurship Dual Degree Options USA Boston University Florida International University Australia Bond University France SKEMA ‐ Grande Ecole INSEEC, Paris ‐ Grande Ecole Semester Segmentation Master of Arts Master Dual Degree International Business 1st Semester: MBS 1st Semester: MBS 2nd Semester: MBS 2nd Semester: MBS 3rd Semester: 3rd Semester: Semester abroad Semester -
2018 Greater Victoria Point-In-Time Count Supplementary Analysis
SUPPLEMENTARY ANALYSIS A community survey of people experiencing homelessness in Greater Victoria October 2018 Acknowledgements Partners Supporters Advisory Committee Capital Regional District City of Victoria Aboriginal Coalition to End Greater Victoria Coalition to End Victoria Police Department Homelessness Homelessness Saanich Police Department Beacon Community Services Community Social Planning West Shore RCMP Canadian Institute for Substance Use Council of Greater Victoria District of View Royal Supporters Research (CISUR) Sanctuary Youth Centre Sooke RCMP Dandelion Society Volunteer Victoria Councillor Thornton-Joe Greater Victoria Extreme Weather Protocol Sponsors Island Health Monk Office Supply This report is dedicated to all M’akola Development Services Thrifty Foods of the individuals living in Our Place Society Vancity ho melessness in our PHS Community Services community . Sooke Food Bank Sooke Shelter Group Victoria Cool Aid Society We acknowledge that Thank you to all who shared Victoria Immigrant and Refugee this work took place on your stories with us. Your Centre Society (VIRCS) the unceded territory of stories and strength inspire us. Victoria Transition House Society the Lekwungen people, represented today by 10 Project Team First Nations across the Community Social Planning Council of Greater Victoria . Stefanie Hardman, PiT Count Coordinator, Report Author region. Kelly Sherwin, Operations Coordinator . Taryn Cassidy, Lead Project Assistant We recognize the . Emily Jackson, Youth Engagement Coordinator relationship between . Lisa Crossman, Indigenous Engagement Coordinator . Chelsea Fiorentino & Sarah Ayiku, Project Assistants the historical and . Annalea Sordi, Project Assistant & Reviewer ongoing colonization . Marika Albert, Project Supervisor of these lands, and Volunteer Victoria, Volunteer Coordination experiences of Greater Victoria Coalition to End Homelessness, Media & Communications displacement and Hilary Marks, Bernice Kamano, Darrin Murphy, and Malcolm Sword – homelessness. -
Information Booklet
Academic year 2011-2012 INFORMATION BOOKLET Paris London Madrid Dortmund Riga Kaliningrad Master Degree European Business School accredited by the Ministry of Education A message from the Dean and Managing Director llow me to take a few moments of your time to outline the educational goals and the mission of EBS Paris. The focus of the EBS Paris International Business and A Management program goes beyond functional business knowledge to provide graduates with contemporary management and technological knowledge together with an understanding of the interdis- ciplinary connections of history, politics, language and culture. In this way, students are equipped to face the challenges of a global, changing world. We place great importance on the development of each individual student and we cultivate in them a values-based learning environment combining project-based, interactive academic and experiential learning opportunities through professional internships and study abroad. The International Digital Campus (IDC) will be launched in September 2011 in partnership with Microsoft and this will allow the learning process to be fully interactive. The School's professors will also be tutors to improve the process of knowledge acquisition. EBS Paris is switching from a teaching school to a learning school. The new approach to education will allow the students to use pedagogical resources as where and when they want in a blended learning format. As the actor of his or her academic and professional track, the student will fit into a nomadic way of life. Furthermore, EBS Paris has the advantage of its central Paris location which, through its presence and reputation, connects students with the international academic and professional community through the EBS International Network.