What Is a Doctorate? CGS Acknowledges the Generous Support of Our Sponsor for the 2016 Strategic Leaders Global Summit: Table of Contents
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Literacy and Deaf Education: Toward a Global Understanding (Contributors)
Contributors Abdulhadi A. Alamri Kleopatra Diakogiorgi Special Education Department, Prince Department of Education and Social Sattam bin Abdulaziz University Work, University of Patras Al-Kharj, Saudi Arabia Patras, Greece Ghithan S. Alamri Luz Mary Lpez Franco Special Education Department, Taibah Department of Social and Human University Development, Specialized Medina, Saudi Arabia University of the Americas Panama City, Panama Farraj Alqarni Adults Teaching Department, Department of Special Education, Comfamiliar Risaralda School Jouf University Pereira, Colombia Aljouf, Saudi Arabia Cátia de Azevedo Fronza Ahmed Alzahrani Graduate Program in Applied Special Education Department, Linguistics, University of Vale do Majmaah University Rio dos Sinos Majmaah, Saudi Arabia São Leopoldo, RS, Brazil Fabiola Ruiz Bedolla Barbara Gerner de Garcia National Council for Development and Department of Education, Gallaudet Inclusion of Persons with Disabilities University (Consejo Nacional para el Desarrollo Washington, DC, USA y la Inclusin de las Personas con Discapacidad) Debbie Golos Mexico City, Mexico Department of Educational Psychology, University of Sarah Boehm Minnesota Arizona State Schools for the Deaf Minneapolis, MN, USA and the Blind Tucson, AZ, USA Catalina Henríquez Department of Psychology, Pontifcal Joanna E. Cannon Catholic University of Chile Department of Educational & (Pontifcia Universidad Catlica Counselling Psychology & Special de Chile) Education, the University of British Santiago, Chile Columbia Vancouver, British Columbia, -
In Christian Leadership
DOCTOR OF EDUCATION IN CHRISTIAN LEADERSHIP PROGRAM PROSPECTUS SCHOOL OF DIVINITY 2017-2018 ACADEMIC YEAR PROGRAM DESCRIPTION The Doctor of Education (EdD) in Christian Leadership is a fully online, praxis degree. It is the highest academic degree offered in the theory and practice of Christian leadership. As an applied theological degree, the EdD in Christian Leadership intentionally seeks to integrate a Christian worldview with study in the fields of leadership, education, and the social sciences. Since leadership, education, and the social sciences are connected fields of study, rooted in a shared theory base; this program will enable students to acquire a breadth of knowledge across these disciplines and gain the skills needed to conduct doctoral level research appropriate to diverse educational, organizational, and ministry contexts. This document is intended to acquaint the reader with the program and answer many initial questions. Please feel free to contact the program director, Dr. Gary Bredfeldt, at [email protected], with any additional questions. PURPOSE The EdD in Christian Leadership program is a research-based, terminal degree, designed to prepare further and equip demonstrated leaders with research, teaching, management, and leadership competencies for executive-level leadership roles in churches, mission organizations, faith-based organizations, non-profit organizations, and Christian academic institutions. LEADERSHIP AND EDUCATION PHILOSOPHY With regards to leadership philosophy, this program is built upon an analytical framework that understands faith-based organizations to be dynamic and developmental. This program promotes a balanced model of Christian leadership that recognizes the importance of biblical values, inspiring vision, godly virtues, and attention to the details of venture management. -
2 March 2020 Errata in the IPCC Special Report on the Ocean and Cryosphere in a Changing Climate (SROCC) Handled in Accordance W
2 March 2020 Errata in the IPCC Special Report on the Ocean and Cryosphere in a Changing Climate (SROCC) Handled in accordance with the IPCC protocol for addressing possible errors in IPCC Assessment Reports, Synthesis Reports, Special Reports and Methodology Reports: https://www.ipcc.ch/site/assets/uploads/2018/09/ipcc_error_protocol_en.pdf Summary for Policymakers A.3.1, Line 1: Replace '1902–2015' with '1902–2010' and replace 'likely' with 'very likely' Chapter 1 Figure 1.1: Replace Figure 1.1 with Errata Figure 1.1. Panel f equation given as 'FAR = 1 – Pant / Pnat' has been corrected to read 'FAR = 1 – Pnat / Pant' Figure 1.1 Caption, Line 11, replace 'FAR = 1 – Pant / Pnat' with 'FAR = 1 – Pnat / Pant' Chapter 3 Figure 3.3: Replace Figure 3.3 with Errata Figure 3.3. The sea ice concentration trend unit ‘°C per decade’ has been corrected to read '% per decade' Annex IV Annex IV: List of Expert Reviewers: the following entries to be added, incorporated alphabetically by surname: AHO, Kelsey BOLLIGER, Ian CARTER, Natalie University of Alaska Fairbanks University of California, Berkeley University of Ottawa USA USA Canada AMIRI, Azita BRADLEY, Alice CHALK, Thomas Iran Meteorological Organization University of Colorado Boulder University of Southampton Iran USA United Kingdom ANDREWS, Lauren BROOKS, Heather CHAMBERS, Catherine NASA Goddard Space Flight Université Laval University Centre of the Center Canada Westfjords USA Iceland BURDETT, Heidi BENNETT, Mia Heriot-Watt University CHAMPOLLION, Nicolas The University of Hong Kong United -
Doctoral Pathway Frequently Asked Questions
Doctoral Pathway Frequently Asked Questions What are the different types of doctoral programs in education? Broadly speaking, there are two types of educational doctoral degrees: a Ph.D. (Doctor of Philosophy) and Ed.D. (Doctor of Education). A Ph.D. tends to be more theoretical, while a Ed.D. tends to be more applied. We sometimes refer to a Ph.D. as being an academic doctoral degree, while an Ed.D. degree is called a professional doctoral degree. Ph.D programs almost always have a thesis component as a culminating assignment. Ed.D. degrees usually have either a thesis or a major project as a culminating assignment. People tend to be more familiar with Ph.Ds than Ed.D. degrees, although there are some high profile Ed.D degrees around the world (e.g., Harvard has one). You’ll find that there are lots of university and college professors who have Ed.Ds rather than Ph.Ds. You’ll also find people with Ed.Ds and Ph.Ds working at the Ministry as well as in senior leadership positions at the Board level. Both are prestigious doctoral-level degrees. Why would I want a Ph.D or an Ed.D? If you want to be a university professor, you will need a Ph.D. or Ed.D. Many Ontario Colleges are also preferentially hiring instructors with a Ph.D. or Ed.D. An Ed.D. or Ph.D. might make you a stronger candidate if you want to work at the ministry, or at a school board, or as an educational consultant of some kind. -
Urbanisation, Planning & Development Cluster
DEPARTMENT OF GEOGRAPHY AND ENVIRONMENT – PHD DESTINATIONS Private Sector Academia Research for public and third sector, and international organisations Burohappold Tec de Monterrey (Associate Prof.) Indian Institute for Human Settlements Engineering, New York Di Tella University (Prof.) Fondation Rio Tinto University of Antioquia, Medellin (Assistant Prof.) Luxembourg Institute of Socio-Economic Research University of Endinburgh and the Open University (Innogen Post-Doc) Regional Government of Sardegna University of York (Post-Doc) UK Equality and Human Rights University of Salford (Lecturer) Commission Cambridge University (Lecturer) IIED Direct on Womens' Economic Empowerment and Humanitarian Aid in Oxford University (Post-Doc) Kathmandu Valley Loughborough University (Vice Chancellor’s Research Independent Anti-Slavery Commissioner Fellow) Renmin University of China (Assistant Professor) Economic Development & Property, Urbanisation, Planning & Urbanisation, Development Cluster Horsham District Council Monash University of Malaysia (Senior Lecturer) InterAmerican Development Bank Universidad Católica de Chile (Post-doc) Post-Doc at Universidad Catolica de Chile Lancaster University (Post-Doc) London School of Economics (Teaching Fellow) Lectureship in Development Planning for Diversity at the the Bartlett, Development Planning Unit (UCL) ESRC Postdoctoral Research Fellow, LSE Private Sector Academia Research for public and third sector, and international organisations University of Virginia Flowminder Foundation, Stockholm Amec Forest -
Curriculum Vitae Fernanda S. Valdovinos 04/17/2019
Curriculum Vitae Fernanda S. Valdovinos Curriculum Vitae Fernanda S. Valdovinos Assistant Professor Department of Ecology and Evolutionary Biology Center for the Study of Complex Systems University of Michigan 1105 North University Ave, Biological Sciences Building Ann Arbor, MI 48109, USA [email protected] / www.fsvaldovinos.com EDUCATION 2009-2014 PhD in Ecology and Evolutionary Biology, Faculty of Science, University of Chile 2008 Professional degree in Environmental Biology, Faculty of Science, University of Chile. (similar to a professional M.S. in the U.S.A.) 2004-2007 Licenciatura in Environmental Science w/ Biology concentration, Faculty of Science, University of Chile. (similar to B.S. in the U.S.A.) POSITIONS 2018-present Assistant Professor of Ecology & Evolutionary Biology, University of Michigan, Ann Arbor, MI. 2018-present Assistant Professor of Complex Systems, University of Michigan, Ann Arbor, MI. 2014-2017 Postdoctoral Researcher, Department of Ecology & Evolutionary Biology, University of Arizona, Tucson, AZ. 2013 Research Assistant, Department of Ecology & Evolutionary Biology University of Arizona, Tucson, AZ. 2013 Research Assistant, Pacific Ecoinformatics & Computational Ecology Lab, Berkeley, CA. 2012 Research visitor, Pacific Ecoinformatics & Computational Ecology Lab, Berkeley, CA. 2012 Research visitor, Estación Biológica de Doñana, CSIC, Spain. GRANTS & AWARDS 2018 NSF Collaborative Research: “RAPID: re-wiring of montane pollination networks under severe drought stress” DEB-1834487. $200,000 (UM $44,369) 2018 MICDE Catalyst Grant: “Embedded Machine Learning Systems To Sense and Understand Pollinator Behavior” U061182, The Michigan Institute for Computational Discovery & Engineering (MICDE), University of Michigan, Ann Arbor. $90,000 2012 Fellowship for research stays abroad for PhD students, Becas-Chile, Government of Chile. -
College of Education
College of Education William Speer, College of Education Interim Dean (1998), Professor; B.S., M.S., Ed., Northern Illinois The College of Education is committed to creating an University; Ph.D., Kent State University. intellectual environment that promotes quality instruction, significant research, and professional Types of Degrees Offered through the College of service. Particular attention is focused on preparing Education professionals for diverse educational settings and on Doctoral Degrees in Education contributing to educational and pedagogical Masters and Educational Specialist Degrees knowledge through scholarly endeavors. The College Licensure Programs provides leadership in both the art and science of educational practice. Furthermore, the College is Doctoral Degrees in Education committed to creating an inclusive learning The College of Education offers the Doctor of environment that values and promotes diversity. Philosophy (Ph.D.) and the Doctor of Education Collaboration among students, faculty, other (Ed.D.) degrees. professionals, and community members is essential to Doctor of Philosophy programs are designed to the College in achieving its goals. Integral to the prepare individuals to become skilled researchers, mission is a dedication to being a premier college of university faculty, and leaders in school districts and education that serves our dynamic and expanding community agencies. community, the state, the region, and the nation. Doctor of Education (Ed.D.) programs are designed The College of Education provides dynamic graduate to prepare candidates for a lifetime of professional programs that engage students in field-based practice service, effective practice, and the application of and research, offering students an exciting inquiry. opportunity to study at a nationally recognized The following doctoral degrees are offered: university situated within one of the fastest growing Ed.D. -
OFER MALAMUD Harris Graduate School of Public Policy Studies Work Phone
OFER MALAMUD Harris Graduate School of Public Policy Studies Work phone: 773-702-2389 University of Chicago Fax: 773-702-0926 1155 East 60th Street Email: [email protected] Chicago, IL 60637 Employment and Affiliations Associate Professor, Harris School of Public Policy, University of Chicago, 2013–present Assistant Professor, Harris School of Public Policy, University of Chicago, 2004–2013 Research Associate, National Bureau of Economic Research (NBER), 2013–present Faculty Research Fellow, National Bureau of Economic Research (NBER), 2008–2013 Research Associate, Population Research Center, Chicago and NORC, 2004–present Faculty Affiliate, Center for Human Potential and Public Policy (CHPPP), 2005–present Education Ph.D., Economics, Harvard University, 2004 M.A., Economics, Harvard University, 2002 B.A., Economics and Philosophy, Harvard University, 1997 Published and Forthcoming Papers “Is College a Worthwhile Investment?” (with Lisa Barrow). Annual Review of Economics Vol. 7 (2015): 519–55 “One Laptop Per Child at Home: Short-Term Impacts from a Randomized Experiment in Peru” (with Diether Beuermann, Julian Cristia, Yyannu Cruz-Aguayo, and Santiago Cueto). American Economic Journal: Applied Economics, Vol. 7, No. 2 (2015): 1-29 “The Impact of Class-Based Affirmative Action on Admission and Academic Outcomes in Israel,” (with Sigal Alon). Economics of Education Review, Vol. 40 (2014): 123-139 “Self-Selection and International Migration: New Evidence from Mexico,” (with Robert Kaestner). Review of Economics and Statistics, Vol. 96, No. 1 (2014): 78-91 “The Impact of College Education on Migration: Evidence from the Vietnam Generation,” (with Abigail Wozniak). Journal of Human Resources, Vol. 47, No. 4 (2012): 913-950 “School Tracking on Access to Higher Education among Disadvantaged Groups,” (with Cristian Pop-Eleches). -
USYD Global Mobility Guide
2020 edition Global Mobility Guide Global MobilityGlobal Guide 2020 edition Why study overseas? �������������������������������������� 2 Our global mobility programs �����������������������4 Getting credit towards your course �������������9 How to apply �������������������������������������������������� 10 Our Super Exchange Partners ���������������������14 Where can I study? ����������������������������������������16 Scholarships and costs ��������������������������������22 Global Citizenship Award�����������������������������26 What’s next? ��������������������������������������������������28 #usydontour FAQs �����������������������������������������������������������������31 “Just two words: DO IT. I have not met one person who has regretted their overseas experience. It is simply not possible to live/ study overseas without gaining something out Why study overseas? of it. Whether it is new friends or important lessons learned. Usually both! Living and studying overseas is a once in a lifetime The University of Sydney has the largest global student opportunity that will change you for the better.” mobility program in Australia*� Combine study and travel to Yasmin Dowla Bachelor of Arts/Bachelor of Economics broaden your academic experience and set yourself up for University of Edinburgh, Scotland a global career� Develop the cultural competencies to work across borders, while having the experience of a lifetime� sydney.edu.au/study/overseas-programs Develop your Experience new self-confidence, ways of learning Gain a Over independence -
2020 GLOBAL MBA RANKINGS He Benefits Attached to an MBA Weighting of Data Points (Full-Time and Part-Time MBA)
2020 GLOBAL MBA RANKINGS he benefits attached to an MBA Weighting of Data Points (full-time and part-time MBA) are well documented: career Quality of Faculty: 34.95 % progression, networking International Diversity: 9.71% opportunities, personal Tdevelopment, salary... and the list Class Size: 9.71% goes on. However, in an increasingly Accreditation: 8.74% congested market, selecting the right Faculty business school can be difficult, which to Student Ratio: 7.76% is far from ideal given the time and Price: 5.83% investment involved. International Exposure: 4.85% Using a ranking system entirely geared and weighted to fact-based Work Experience: 4.85% *EMBA Weighting: Professional Work experience and criteria, CEO Magazine aims to cut Development: 4.85% international diversity are through the noise and provide potential adjusted accordingly. Gender Parity: 4.85% students with a performance benchmark **Online MBA Weighting: Delivery methods: 3.8% for those schools under review. Delivery mode and class 0 % 5 % 10 % 15 % 20 % 25 % 30 % 35 % size are removed. GLOBAL MBA RANKINGS TIER ONE Business School Country Business School Country AIX Marseille Graduate School of Management Monaco Emlyon Business School France American University: Kogod North America ESADE Business School Spain Appalachian State University* North America EU Business School Germany, Spain Ashland University North America and Switzerland Aston Business School UK Florida International University North America Auburn University: Harbert North America Fordham University North -
Brief Facts on Chile
Teaching • Research • Outreach Relevant Data Santiago de Chile - 2008 www.uchile.cl Brief Facts on Chile Location: Southeastern Latin America. • Founded on November 19, 1842. Among its first Presidents, it is important to mention the Venezuelan humanist and jurist Prof. Surface Area (continental & insular): 756,247 km2. Andrés Bello (1843-1865), and the Polish scientist and mineralogist Capital: Santiago. Prof. Ignacio Domeyko (1867-1883). Government: Representative Democracy. • Located in Santiago, Presidential Regime. Secular State. • 19 Chilean Presidents (61% of the total number) have been University Population: 16,598,074. of Chile alumni. Number of Students in Higher Education: • The two Chileans Nobel Prize awarded in Literature - Gabriela Mistral 650,000, representing 37% of young people between (1945) and Pablo Neruda (1971) were members of the University of 18 and 24 years. Chile. Institutions of Higher Education: • 142 National Prizes in different fields (83% of the total) have been 16 Public Universities. awarded to distinguished persons that have been alumni, and are 47 Private Universities (9 of them receive financial or were professors or researchers at the University of Chile. aid from Government). It is ranked among the best 500 universities in the World University 42 Professional Institutes. • Ranking (Shanghai Jiao Tong University) and in sixth place among 89 Technical Centers. the Latin American universities in the Research Institutions Ranking Official Language: Spanish. (SCImago Research Group, Spain). Official Currency: Chilean Peso (for exchange rate, • Students see: www.bcentral.cl). - Undergraduate Students: 24,465. Admission system: selection through a national admission test. Average minimum reference score for admission: 688, in a standard scale from 200 to 800 points. -
Oral Roberts University Graduate Education
ORAL ROBERTS UNIVERSITY GRADUATE EDUCATION INTRODUCTORY HANDBOOK DOCTOR OF EDUCATION DEGREE—Ed.D. IN EDUCATIONAL LEADERSHIP 2013 - 2014 ORAL ROBERTS UNIVERSITY GRADUATE EDUCATION INTRODUCTORY HANDBOOK DOCTOR OF EDUCATION—Ed.D. IN EDUCATIONAL LEADERSHIP KIM E. BOYD, Ed.D. Dean PATRICK OTTO, Ed.D. Graduate Chair GRADUATE EDUCATION A Message from the Dean . Holding this handbook in your hands means that you have chosen ORU as the university where you desire to pursue your Doctor of Education Degree. You have chosen well. As you researched your options, you no doubt found Oral Roberts University to be ranked among the best private Christian universities in the nation. Our Doctor of Education in Leadership (Ed.D.) program maintains the high standards set by ORU and provides an opportunity to develop a strong Christian worldview to impact the educational world. The Ed.D. Program is based on 60-credit hours of post-master degree study, including a dissertation. Competencies required for public school superintendent certification are a component of the program. Courses are offered in a variety of scheduling formats with the working educator in mind. The faculty members are experts in their fields and are dedicated Christian educators. All full- time faculty members have had many years of teaching and administrative experiences in private and/or public schools. In addition, adjunct professors are selected based on their areas of expertise and their ability to contribute to ORU’s doctoral program. This introductory handbook for the Educational Leadership Degree (Ed.D.) provides an overview of the program. Please do not hesitate to contact the Graduate Education office or any of the faculty members for additional information.