TOSU-Intl-Grad-Processing-Manual

Total Page:16

File Type:pdf, Size:1020Kb

TOSU-Intl-Grad-Processing-Manual The Ohio State University Graduate, International Admissions Office Argentina Minimum requirement for admission into an OSU master’s degree program (Completion of 16 years of study) • Licenciado – awarded after completion of 5 years of post-secondary study. • Odontologo (Dentist) – awarded after completion of 5 years of post-secondary study. First professional degree in dentistry. • Ingeniero (Engineer), Veterinario (Veterinarian), Abogado (Lawyer) – awarded after completion of 5 to 6 years of post-secondary study. First professional degree in respective field. • Arquitecto (Architect) – awarded after completion of 6 years of post-secondary study. First professional degree in architecture. • Medico (Doctor) – awarded after completion of 6 to 7 years of post-secondary study. First professional degree in medicine. Minimum requirement for admission into an OSU graduate program with eligibility to receive 45 hours of transfer credit Official credentials are issued in the original language. for master’s degree Certified, word-for-word English translations must accompany (Completion of 18 years of study) each credential not issued in English. • Magister, Maestría, Magister Scientiae – awarded after completion of 2 years of post-graduate study Common Grading Systems following a first degree. This scale is used as a default when a grade scale is not provided on the transcript. If a grade scale is provided on a OSU Benchmark of an equivalent of a U.S. Ph.D. transcript, that scale is used in determining the GPA. • Doctorado – awarded after completion of – awarded after completion of 2 to 6 years of post-graduate study Grade 10 pt scale Description OSU Equiv. following a first degree. Sobresaliente 9.0 – 10 Excellent A Distinguido 7.0 – 8.9 Very Good B+ Additional Information Bueno 5.0 – 6.9 Good B Higher education is provided by national and private universities, teacher Aprobado 4.0 – 4.9 Passing C training institutes and institutions devoted to fine arts, technical and Insuficiente 2.0 – 3.0 Insufficient D professional studies. Universities are autonomous. The Consejo Reprobado 0.0 – 1.0 Failing E Interuniversitario Nacional coordinates policies of the national universities and their relationship with public and private, national and foreign bodies; Minimum Grade Required for Fellowship Nomination draws up proposals for the national recognition of degrees and diplomas. GPA of at least 9 on a 10 point scale or the equivalent of 3.6 on a Private universities are autonomous but must be recognized by the State 4 point scale. and their statutes. They may award degrees and qualifications, which are valid nationally if recognized by the central government. Over the last decade, their number has increased considerably. Since 1997, the Consejo Nacional de Evaluación y Acreditación Universitaria (CONEAU) oversees the external evaluations of all universities and provides authorization for the establishment of new universities. It also accredits graduate programs and some undergraduate programs where the public interest needs to be protected. National Universities Universidad Nacional de Luján Private Universities Universidad Champagnat Universidad de Buenos Aires Universidad Nacional de Mar del Plata Centro de Altos Estudios en Ciencias Universidad de Belgrano Universidad Nacional de Catamarca Universidad Nacional de Misiones Exactas Universidad de Ciencias Empresariales y Universidad Nacional de Córdoba Universidad Nacional de Quilmes Escuela Universitaria Teologia Sociales Universidad Nacional de Cuyo Universidad Nacional de Río Cuarto Instituto Technologico de Buenos Aires Universidad de Concepcion del Uruguay Universidad Nacional de Entre Ríos Universidad Nacional de Rosario Instituto Universitario de Ciencias Univ. de las Fraternidades y Arrupaciones de Universidad Nacional de Formosa Universidad Nacional de Salta Biomedicas de La Fundacion Favaloro Santo Tomas de Aquina (FASTA) Universidad Nacional de General San Universidad Nacional de San Juan Instituto Universitario de Ciencias de La Universidad de Mendoza Martín Universidad Nacional de San Luis Salud Universidad de Moron Universidad Nacional de General Universidad Nacional de Santiago del Pontifica Univ. Catolica Argebtina “Santa Universidad de Palermo Sarmiento Estero Maria de Los Buenos Aires” Universidad de San Andres Universidad Nacional de Jujuy Universidad Nacional de Tres de Universidad Adventista del Plata Universidad de Aconcagua Universidad Nacional de La Matanza Febrero Universidad Argentina de La E mpresa Universidad de Museo Social Argentino Universidad Nacional de La Pampa Universidad Nacional de Tucumán Universidad Argentina “John F. Kennedy” Univ. de Norte “Santo Tomas de Aquino” Universidad Nacional de la Patagonia Universidad Nacional de Villa María Universidad Austral Universidad de Salvador Austral Universidad Nacional del Centro de la Universidad Catolica de Cordoba Universidad de la Marina Mercante Universidad Nacional de la Patagonia San Provincia de Buenos Aires Universidad Catolica de Cuyo Universidad “Juan Augustin Maza” Juan Bosco Universidad Nacional del Comahue Universidad Catolica de La Plata Universidad Maimonides Universidad Nacional de La Plata Universidad Nacional del Litoral Universidad Catolica de Salta Universidad Nortarial Argentina Universidad Nacional de La Rioja Universidad Nacional del Nordeste Universidad Catolica de Santa Fe Universidad Pascal Universidad Nacional de Lanús Universidad Nacional del Sur Universidad Catolica de Santiago del Universidad Torcuato di Tella Univ. Nacional de Lomas de Zamora Universidad Tecnológica Nacional Estero Sources: NAFSA – 1999 Guide to Educational Systems Around the World UNESCO – World Higher Education Database: www.unesco.org/iau/whed.html PIER – 1993 World Education Series: Argentina Edited on 8/12/2003 The Ohio State University Graduate, International Admissions Office Australia Minimum requirement for admission into an OSU master’s degree program (Completion of 16 years of study) • Bachelor's Degree (Honours) – completion of 4 to 6 years of post-secondary study beyond the Year 12 Secondary Certificate. • Bachelor's Degree – completion of a program of post- secondary study lasting 4 years in Education & Engineering; 5 years in Veterinary Science, Dentistry & Architecture; and 7 years in Medicine & Surgery. • Master's Degree (Pass) – completion of 1 or 2 years of full time postgraduate study beyond a 3-year Bachelor's Degree. • Postgraduate Diploma – completion of 1 to 2 years of postgraduate study beyond a Bachelor's Degree in a particular subject. Official credentials are provided in English and are issued directly Minimum requirement for admission into an OSU by the institution in a sealed envelope. graduate program with eligibility to receive 45 hours of transfer credit for master’s degree Common Grading Systems (Completion of 18 years of study) Grading systems vary by institution. The scale below is used as a default when a grade scale is not provided on the transcript. • Master's Degree – completion of 1 to 2 years of full time postgraduate study beyond a 4-year Bachelor's Grade Description OSU Equiv. Degree (Honours). It may be awarded either for full HD High Distinction A research-based activity or for courses of study D Distinction A/B+ combining research, project and course-work in varying C Credit B proportions. P Pass C Conceded/Terminating Pass D OSU Benchmark of an equivalent of a U.S. Ph.D. F Failure E • Doctor of Philosphy (PH.D) – completion of 2 years Conceded/Terminating Pass refers to a passing but of post-graduate study beyond a Master’s Degree. unsatisfactory grade. Minimum Grade Required for Fellowship Nomination GPA of at least High Distinction (HD) level or the equivalent to 3.6 on a 4 point scale. Additional Information There are three broad sectors comprising higher education: The state governments have ministers responsible for higher universities, colleges of advanced education (CAEs) and education in their state and associated ministries and technical and further education institutes (TAFEs). Universities departments. In general all state universities in Australia are and CAEs provide the equivalent of a bachelor’s degree and considered to be of high, although not of uniform standard. beyond. TAFEs provide specialized and technical further There is emerging a self formed ‘ group of eight’ - the Universities education. There are 43 higher education institutions in of Queensland, Sydney, Melbourne, Adelaide, Western Australia, Australia. Thirty-eight of these receive Commonwealth funding New South Wales, Monash University and the Australian National under the Higher Education Funding Act (1988) and offer a wide University - which although the group is self- defined would be range of undergraduate, postgraduate and professional courses; generally supported as including the best of Australia’s offer doctorates, and conduct research. Universities are universities. There would be vigorous debate as to whether (and autonomous institutions governed by independent bodies which) other universities should be included. (Council or Senates), which are responsible for the award and accreditation of the degrees and diplomas. Higher Education Institutions in Australia Australian Catholic University Deakin University Queensland University of Technology University of Queensland Australian Defence Force Academy Edith Cowan University Royal Melbourne Institute of Technology University of South Australia Australian Maritime College Flinders University of South Australia Southern Cross University
Recommended publications
  • The Second African International Conference on Industrial Engineering and Operations Management
    IEOM The Second African International Conference on Industrial Engineering and Operations Management December 7-10, 2020 Host: Harare, Zimbabwe University of Zimbabwe Industrial Engineering and Operations Management Society International 21415 Civic Center Dr., Suite 217, Southfield, Michigan 48076, USA IEOM Harare Conference December 7-10, 2020 Sponsors and Partners Organizer IEOM Society International Industrial Engineering and Operations Management Society International 21415 Civic Center Dr., Suite 217, Southfield, Michigan 48076, USA, p. 248-450-5660, e. [email protected] Welcome to the 2nd African IEOM Society Conference Harare, Zimbabwe To All Conference Attendees: We want to welcome you to the 2nd African IEOM Society Conference in Harare, Zimbabwe hosted by the University of Zimbabwe, December 7-10, 2020. This unique international conference provides a forum for academics, researchers, and practitioners from many industries to exchange ideas and share recent developments in the fields of industrial engineering and operations management. This diverse international event provides an opportunity to collaborate and advance the theory and practice of significant trends in industrial engineering and operations management. The theme of the conference is “Operational Excellence in the Era of Industry 4.0.” There were more than 400 papers/abstracts submitted from 43 countries, and after a thorough peer review process, approximately 300 have been accepted. The program includes many cutting-edge topics of industrial engineering and operations management. Our keynote speakers: • Prof. Kuzvinetsa Peter Dzvimbo, Chief Executive Officer, Zimbabwe Council for Higher Education (ZIMCHE), Harare, Zimbabwe • Dr. Esther T. Akinlabi, Director, Pan African University for Life and Earth Sciences Institute (PAULESI), Ibadan, Nigeria - African Union Commission • Henk Viljoen, Siemens – Xcelerator, Portfolio Development Manager Siemens Digital Industries Software, Pretoria, Gauteng, South Africa • Dr.
    [Show full text]
  • Directory of Seventh-Day Adventist Colleges and Universities
    DIRECTORY OF SEVENTH-DAY ADVENTIST COLLEGES AND UNIVERSITIES ADVENTIST ACCREDITING ASSOCIATION Accrediting Association of Seventh-day Adventist Schools, Colleges, and Universities 12501 Old Columbia Pike, Silver Spring, Maryland 20904 USA 2018-2019 CONTENTS Preface 5 Board of Directors 6 Adventist Colleges and Universities Listed by Country 7 Adventist Education World Statistics 9 Adriatic Union College 10 AdventHealth University 11 Adventist College of Nursing and Health Sciences 13 Adventist International Institute of Advanced Studies 14 Adventist University Cosendai 16 Adventist University Institute of Venezuela 17 Adventist University of Africa 18 Adventist University of Central Africa 20 Adventist University of Congo 22 Adventist University of France 23 Adventist University of Goma 25 Adventist University of Haiti 27 Adventist University of Lukanga 29 Adventist University of the Philippines 31 Adventist University of West Africa 34 Adventist University Zurcher 36 Adventus University Cernica 38 Amazonia Adventist College 40 Andrews University 41 Angola Adventist Universitya 45 Antillean Adventist University 46 Asia-Pacific International University 48 Avondale University College 50 Babcock University 52 Bahia Adventist College 55 Bangladesh Adventist Seminary and College 56 Belgrade Theological Seminary 58 Bogenhofen Seminary 59 Bolivia Adventist University 61 Brazil Adventist University (Campus 1, 2 and 3) 63 Bugema University 66 Burman University 68 Central American Adventist University 70 Central Philippine Adventist College 73 Chile
    [Show full text]
  • SKOLASTIK Study Was to Determine the Relationship Between Burnout and Complaints of KEPERAWATAN Musculoskeletal Pain in Nurses at the Klabat University
    HUBUNGAN BURNOUT DAN KELUHAN NYERI MUSKULOSKELETAL PADA MAHASISWA PROFESI NERS DI UNIVERSITAS KLABAT RELATIONSHIP BETWEEN BURNOUT AND MUSCULOSKELETAL PAIN ON NERS STUDENT AT UNIVERSITAS KLABAT James Richard Maramis1 Claudia Priscilla Kandowangko2 Fakultas Ilmu Keperawatan, Universitas Klabat, Manado, Indonesia E-mail: [email protected] ABSTRAK Pendahuluan: Mahasiswa keperawatan rentan mengalami keadaan lelah baik emosional, psikologi dan fisik yang dirasakan akibat melakukan aktivitas ataupun tuntutan praktik yang dilakukan secara berulang-ulang dan dalam waktu yang lama. Keluhan nyeri muskuloskeletal merupakan salah satu gejala yang terjadi pada gangguan musculoskeletal (MSDs). Tujuan: Tujuan penelitian adalah mengetahui hubungan antara burnout dan keluhan nyeri musculoskeletal pada mahasiswa profesi ners di Universitas Klabat. Metode: Metode penelitian yang digunakan ialah deskriptif correlation dengan menggunakan pendekatan cross sectional study dan pengambilan sampel dalam penelitan ini adalah menggunakan teknik purposive sampling. Pengumpulan data menggunakan kuesioner burnout dengan kuesioner Nordic Body Map yang diberikan kepada 127 mahasiswa profesi ners di Universitas Klabat dan data dianalisis dengan menggunakan uji Spearman's rho. Hasil: Didapati pada umumnya mahasiswa sebanyak 109 orang (85,8%) memiliki tingkat burnout sedang, dan 100 mahasiswa (78,7%) merasakan keluhan musculoskeletal ringan. Daerah tubuh yang paling banyak dikeluhkan ialah di punggung dengan jumlah nilai sebanyak 273 Sedangkan hasil uji statistic antara burnout dengan keluhan nyeri musculoskeletal menunjukkan nilai p=0,000<0,05, dengan demikian ada hubungan antara burnout dengan keluhan nyeri musculoskeletal. Nilai r=0,337 yang menunjukkan arah korelasi positif antara dua variabel atau searah. Diskusi: Peneliti selanjutnya dapat meneliti pengaruh rutinitas kegiatan tertentu dan postur tubuh yang dilakukan oleh perawat ketika bekerja terhadap keluhan MSD-nya, dan juga agar mencari tahu hubungannya dengan keluhan-keluhan MSD yang dirasakan responden lebih dari tujuh hari.
    [Show full text]
  • World Higher Education Database Whed Iau Unesco
    WORLD HIGHER EDUCATION DATABASE WHED IAU UNESCO Página 1 de 438 WORLD HIGHER EDUCATION DATABASE WHED IAU UNESCO Education Worldwide // Published by UNESCO "UNION NACIONAL DE EDUCACION SUPERIOR CONTINUA ORGANIZADA" "NATIONAL UNION OF CONTINUOUS ORGANIZED HIGHER EDUCATION" IAU International Alliance of Universities // International Handbook of Universities © UNESCO UNION NACIONAL DE EDUCACION SUPERIOR CONTINUA ORGANIZADA 2017 www.unesco.vg No paragraph of this publication may be reproduced, copied or transmitted without written permission. While every care has been taken in compiling the information contained in this publication, neither the publishers nor the editor can accept any responsibility for any errors or omissions therein. Edited by the UNESCO Information Centre on Higher Education, International Alliance of Universities Division [email protected] Director: Prof. Daniel Odin (Ph.D.) Manager, Reference Publications: Jeremié Anotoine 90 Main Street, P.O. Box 3099 Road Town, Tortola // British Virgin Islands Published 2017 by UNESCO CENTRE and Companies and representatives throughout the world. Contains the names of all Universities and University level institutions, as provided to IAU (International Alliance of Universities Division [email protected] ) by National authorities and competent bodies from 196 countries around the world. The list contains over 18.000 University level institutions from 196 countries and territories. Página 2 de 438 WORLD HIGHER EDUCATION DATABASE WHED IAU UNESCO World Higher Education Database Division [email protected]
    [Show full text]
  • Mary Aim to Streamline R&E Operations
    bsu.edu.ph Benguet State University @BenguetStateU @benguetstateuniversityofficial Benguet State University BSU Research and Extension Coordinators from the different colleges, full time researchers and staff of R&E Sector gathered in iNSIDE a 5-day Planning Workshop in Dagupan City with the primary aim to streamline R&E operations. //NLenguaje pAGE 6 pAGE NSTP conducts singing competition and eco-fashion show to promote environmental conservation pAGE 4 pAGE Faculty and students train on fruit and vegetable carving Official Publication of Benguet State University pAGE 7 pAGE BSU conducts training on PAP proposal preparation with ShamagISSN 0118-0304 MARCH 2019 gender perspective Vol. XXVIV No. 3 Workshop held to align R&E operations with Sustainable Development Goals The BSU Research and Extension sector conducted a planning-workshop to streamline research and extension operations on March 25-29, 2019 at Dagupan TBI Project Leaders City, Pangasinan. Dr. Carlito P. Laurean, Vice President faculty from the Colleges as pool of researchers urged to ‘level up’ for Research and Extension, said that the in the various R & E Centers; and identify planning-workshop intends to identify RDE agenda and priorities aligned with the overlaps and interfaces between and among the Sustainable Development Goals (SDGs) as R & E centers; mainstream student researches well as to map out the 3-year operational plan into the University R & E programs; identify (2020-2022) of the sector. CONTINUED ON PAGE 5 “There must be a leveling up in your TBI (Technology Business Incubation).” Mr. Noel A. Catibog of DOST- BSU student makes it to 21st Ayala Young PCAARRD said to batch 2 project leaders of the TBI program during Leaders Congress the Agribusiness Incubation rd Cristine M.
    [Show full text]
  • World Report 2019 Adventist Education Around the World
    World Report 2019 Adventist Education Around the World General Conference of Seventh-day Adventists Department of Education December 31, 2019 Table of Contents World Reports ..................................................................................................................................................................................................................... 5 List of Acronyms and Abbreviations ....................................................................................................................................................................... 6 List of Basic School Type Definitions ...................................................................................................................................................................... 7 World Summary of Schools, Teachers, and Students ............................................................................................................................................. 8 World Summary of School Statistics....................................................................................................................................................................... 9 Division Reports ................................................................................................................................................................................................................. 10 East-Central Africa Division (ECD) .......................................................................................................................................................................
    [Show full text]
  • 2019 Annual Report
    BENGUET S T AT E U NIVERSI T Y 2019 ANNUAL REPORT ACADEMIC SECTOR 2019 ANNUAL REPORT: ACADEMIC SECTOR 2019 Table of Contents I. CURRICULUM AND INSTRUCTION .......................................................................................................... 3 A. Degree Programs and Short Courses ........................................................................................ 3 B. Program Accreditation .............................................................................................................. 6 C. Program Certification ................................................................................................................ 9 II. STUDENTS ............................................................................................................................................ 10 A. Enrolment ................................................................................................................................ 10 B. Student Awards ....................................................................................................................... 17 C. Student Scholarship and RA 10931 Implementation .............................................................. 19 D. Student Development ............................................................................................................. 20 E. Student Mobility ...................................................................................................................... 21 F. Graduates ...............................................................................................................................
    [Show full text]
  • Servant Leadership, Sacrificial Service
    INTERNATIONAL CONFERENCE FOR COLLEGE & UNIVERSITY PRESIDENTS Servant Leadership, Sacrificial Service March 24-27, 2014 Washington DC General Conference Department of Education AEO-PresidentsConferenceProgram.indd 1 3/19/14 2:24 PM Monday March 24, 2014 Time Presentation/Activity Presenter/Responsible Venue 16:30-18:00 Arrival, Registration Education Department GC Lobby 18:00-19:00 Welcome Reception Education Department GC Atrium 19:00-20:00 Showcase Divisions Auditorium Those requiring translation to Spanish, Portuguese or Russian may check out a radio at registration. Tuesday March 25, 2014 Time Presentation/Activity Presenter/Responsible Venue Dick Barron 08:00 – 09:00 Week of Prayer Auditorium Prayer: Stephen Currow 09:00 – 09:30 Welcome and Introductions Lisa Beardsley-Hardy Auditorium George R. Knight 09:30 – 10:30 Philosophy of Adventist Education Auditorium Coordinator: Lisa Beardsley-Hardy 10:30 – 10:45 Break Auditorium Ted Wilson 10:45 – 11:45 Role of Education in Church Mission Auditorium Coordinator: Ella Simmons 11:45 – 13:00 Lunch All GC Cafeteria Humberto Rasi 13:00 – 14:00 Trends in Adventist Education Auditorium Coordinator: John Fowler Gordon Bietz 14:00 – 15:15 Biblical Foundations of Servant Leadership Auditorium Coordinator: John Wesley Taylor V Panel: Susana Schulz, Norman Knight *14:00 – 15:15 Role of President’s Spouse 2 I-18 Demetra Andreasen, & Yetunde Makinde 15:15 – 15:30 Break Auditorium Panel, Discussion: Niels-Erik Andreasen, 15:30 – 16:30 Experiences and Expectations Juan Choque, Sang Lae Kim, Stephen Guptill,
    [Show full text]
  • Digital Prospectus for Boys
    Recognized by Pakistan Armed Forces Affiliated with Federal Board Prospectus 2020 CADET COLLEGE JHANG Class 7th to FSc PREAMBLE “Why should a boy or a girl join they arrange a plethora of cultural, Cadet College?”. co-curricular, and extracurricular programmes to equip their cadets This is a frequently asked question. with the skills necessary to tackle the If we look at the history of cadet future challenges of the nation. colleges in the country, we see a very clear picture concerning the “Those who got chance to study in purpose of establishing this type of cadet colleges are very lucky, and distinguished institutions. the nation expects them to take the country to new heights by utilizing After the partition of the Indian their merit”. Subcontinent in 1947, a lack of skilled workforce to lead the administration In the present context of the country of the newly found Pakistan became where it is a challenge to maintain evident. The fulfilment of this need quality education, cadet colleges are necessitated the establishment of proving their excellence in this regard. specialized educational institutions. It is not misguided to say that cadet colleges have been able to support It will be wrong to term the cadet to every learner to find a definite and colleges as merely educational prosperous aim of life. institutions. Rather one should think of them as institutions aimed to Cadets are especially trained to make producing graduates who are skilled them competent enough to serve and competent across a number of the Armed Forces and other national areas. The role of cadet colleges institutions, and are playing important extends beyond academia, because roles in other key fields like civil bookish knowledge alone is not administration, diplomacy, politics, sufficient to create an ideal human banking sector, teaching, media, being.
    [Show full text]
  • SELECTED READINGS (HITS) of MY RESEARCHGATE/Linkedin PAGES
    SELECTED READINGS (HITS) OF MY RESEARCHGATE/LinkedIn PAGES: Jorge Luis Romeu CORONAVARUS RESEARCH PAPERS A Markov Chain Model for Covid-19 Survival Analysis. White Paper. Current Total: 2024 (LinkedIn: 490) A Markov Model to Study of Re-opening College Under Covid-19. White Paper. Current Total: 826 (LinkedIn: 320) A Markov Model to Study Covid-19 Herd Immunization. White Paper. Current Total: 490 (LinkedIn: 440) Multivariate Stats (Principal Components/Discrimination) in Covid Analysis. White Paper. Current Total: 591 (LinkedIn: 297) More on Applying Principal Components & Discrimation Analysis to Covid-19 Data. W.P. Current Total: 535 (LinkedIn: 394) Example of Survival Analysis of Covid-19 ICU and Patient Data. White Paper. Current Total: 693 (LinkedIn: 409) Design of Experiments in Covid-19 Factor Screening and Assessment. White Paper. Current Total: 767 (LinkedIn: 305) An Example of DOE Application to Coronavarius Data Analysis. White Paper. Current Total: 406 (LinkedIn: 393) Covid-19 ICU Staff and Equipment Requirements using the Negative Binomial. White Paper. Current Total: 336 (LinkedIn: 202) Logistics Regression in Factor Identification of Covid-19 Vaccine Trials. White Paper. Current Total: 1328 (LinkedIn: 255) Survival Analysis Applied to Establishing Covid-19 Vaccine Life Length. White Paper. Current Total: 540 (LinkedIn: 341) Some Statistical Methods to Accelerate Covid-19 Vaccine Testing Current Total: 1064 (LinkedIn: 220) A Markov Model to Assess Covid-19 Vaccine Herd Immunization Patterns. White Paper. Current Total: 585 (LinkedIn:253) Design and Operation of an ICU Using Reliability Principles. White Paper. Current Total: 167 (LinkedIn: 266) Commented Summary of a Year of Work in Covid-19 Statistical Modeling.
    [Show full text]
  • 02-Ismartaya, Safuan
    MODERN MANAGEMENT REVIEW 2021 MMR, Vol. 26, No. 1(2021), pp 19-27 January-March Ismartaya 1 Safuan Safuan 2 Yulianingsih 3 Budiandru 4 Arief Ristia Pangestu 5 THE INFLUENCE OF WORK MOTIVATION AND DISCIPLINE ON WORK ACHIEVEMENT THROUGH LEADERSHIP The purpose of this study is to determine whether there is an effect of motivation and work discipline on employee performance based on the leadership of the employees of PDAM Tita Pakuan Bogor City. The data collection technique used interviews and questionnaires, while the sampling technique used non-probability sampling with a sample size of 85 people. The results showed that motivation and work discipline had a positive and significant effect on employee performance through leadership. This can be seen from the results of simple linear regression analysis, multiple linear regression, t test, coefficient of determination test, single test and path analysis. Leadership as an intervening variable mediates between motivation on employee work performance which is partially mediated and leadership as an intervening variable that mediates between motivations on employee work performance, both of which are full mediation. Keywords: Work Motivation, Work Discipline, Leadership, Work Performance, Achievement. 1. INTRODUCTION Bogor has had water service system since 1918. It was built by Dutch government. At that time, the name of drink Water Company was Gemeente Waterleiding Buitenzorg which utilized as the main water source within the production capacity of 70 liters per second. Furthermore, through the Decree of West Java Governor number HK. 011SK 1977, Bogor Municipal Waterworks began to be established. Furthermore, because the company began 1 Dr Ismartaya, MM, Doctor of Management, Faculty of Economy, Djuanda University Bogor, Indonesia; e-mail: [email protected] (corresponding author).
    [Show full text]
  • Microsoft Showcase Schools List August 2019
    Microsoft Showcase Schools List August 2019 Country City School Argentina Campana Escuela Tecnica Roberto Rocca Argentina Ciudad Autonoma Instituto Central de Capacitación Argentina Olivos St Andrew´s Scots School Armenia Syunik Kapan N 13 Basic School Australia Brisbane All Hallows' School Australia Carrara Emmanuel College Australia Dallas Dallas Brooks Community Primary School Australia Frankston Frankston High School Australia Kew Trinity Grammar School Australia Novar Gardens Immanuel College Australia Ormiston Ormiston College Australia the ponds John Palmer PS Austria Klagenfurt HAK1 International Klagenfurt Austria Wien BAFEP De La Salle Austria Zwettl Private NMS Zwettl Bangladesh Faridpur Faridpur Govt. Girls High School, Faridpur Bangladesh Jessore Lakhaidanga Secondary School Belgium Diksmuide 't Saam Diksmuide Belgium Gent Sint-Lievenscollege Belgium Halle GO! Technisch Atheneum Halle Brazil Belo Horizonte Sic - Colégios Santo Agostinh Brazil Campinas Microcamp Brazil Cascavel Colégio Sesi Internacional de Cascavel Brazil Criciúma Colégio Marista Criciúma Brazil Curitiba Colégio Santo Anjo Brazil Curitiba Colégio Sesi Internacional Brazil Juazeiro do Norte Colégio Paraíso Brazil Londrina Colégio SESI Internacional de Londrina Brazil Maringá Colégio Sesi Internacional Maringá Brazil Ponta Grossa Colégio Sesi Internacional de Ponta Grossa Brazil Ribeirão Preto Colégio Marista Champagnat Brazil São José Dos Campos Colégio Poliedro São José dos Campos Brazil São Paulo Colégio Bandeirantes Brazil São Paulo Escola Bosque Brazil São Paulo Escola Lourenço Castanho Brazil São Paulo St. Paul's School Brazil Sao Roque Fatec Sao Roque Microsoft Showcase Schools List August 2019 Country City School Brunei Bandar Seri Begawan Chung Hwa Middle School Brunei Bandar Seri Begawan Yayasan Sultan Haji Hassanal Bolkiah School Canada Chelmsford École Secondaire Catholique Champlain Canada Oakville Gaetan Gervais Canada Strathroy Holy Cross Catholic Secondary School Canada Vaughan Delano Academy Canada Waterdown St.
    [Show full text]