Non-JUPAS Senior Year Entry 2016
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Annual Report 2015 Annual Report 2015
C h i na Air c ra f t L ea si n g G r o u p Ho l d i n gs Li mite d FULL VALUE-CHAIN AIRCRAFT SOLUTION PROVIDER www.calc.com.hk ANNUAL REPORT 2015 ANNUAL REPORT 2015 REPORT ANNUAL (Incorporated under the laws of the Cayman Islands with limited liability) Stock code : 01848 ck.ng 04832_E01_IFC+Content_4C Time/date: 08-04-2016_06:18:53 China Aircraft Leasing Group Holdings Limited CALC AT A GLANCE 65 107 172 Aircraft fleet Aircraft on order with Aircraft in 2022 (as at 22 Mar 2016) Airbus (as at 22 Mar 2016) 3.5yrs 10yrs Over 20% Average fleet age Average remaining Market share of Airbus (as at 31 Dec 2015) lease term A320 series aircraft deliveries in China market in 2015 A constituent stock of the HK$23.9b 1st MSCI Listed aircraft lessor China Small Cap Total assets in Asia (as at 31 Dec 2015) Index A constituent stock of the Hang Seng Over 110 Global Composite Index Staff with 9 offices and the Hang Seng worldwide Composite Index 2 ck.ng 04832_E01_IFC+Content_4C Time/date: 08-04-2016_06:18:53 Annual Report 2015 CONTENTS 13 Company Profile 14 Financial Highlights and Five-Year Financial Summary 16 Major Achievements 18 Chairman Statement 21 Management Discussion and Analysis 29 Environmental, Social and Governance Report 49 Corporate Governance Report 59 Report of the Directors 74 Profile of the Directors and Senior Management 81 Independent Auditor's Report 83 Consolidated Balance Sheet 84 Consolidated Statement of Income 85 Consolidated Statement of Comprehensive Income 86 Consolidated Statement of Changes in Equity 88 Consolidated Statement of Cash Flows 89 Notes to the Consolidated Financial Statements 163 Corporate Information 1 ck.ng 04832_E02_All Divider+company profile_4C Time/date: 08-04-2016_06:18:53 China Aircraft Leasing Group Holdings Limited LEADING THE WAY CALC is a pioneer and a market leader in China’s aircraft leasing industry. -
2019 JUPAS Admissions Scores of 9 JUPAS Participating-Institutions (Applicable to LOCAL JUPAS Applicants Only)
2019 JUPAS Admissions Scores of 9 JUPAS Participating-institutions (applicable to LOCAL JUPAS applicants only) ©JUPAS [2019] All rights reserved. No part of this publication may be reproduced in any material form (including but not limited to photocopying or storing it in any medium by electronic means or on the internet or otherwise) without the prior written permission of JUPAS / JUPAS participating-institutions except in accordance with the provisions of the Copyright Ordinance. The information contained in the JUPAS website is solely owned by JUPAS. The JUPAS Office cautions members of the public that any such information reproduced in part or in whole in any format by parties other than JUPAS and without the prior knowledge or written consent of JUPAS may be incomplete, misleading, and / or inaccurate. JUPAS takes no responsibility for the unauthorised use of any of its information. Members of the public are advised to refer to the information contained in the JUPAS and 9 JUPAS participating-institutions' websites as the official source of Admissions Scores. The information contained here is extracted from the websites of the respective JUPAS participating-institutions and is applicable to LOCAL JUPAS APPLICANTS only. You are advised to consult the websites of the respective JUPAS participating-institutions for further and additional information. As not all programmes select students on the basis of HKDSE Examination levels / grades alone and the actual levels / grades of the students admitted to each programme may vary from year to year (depending on the overall levels / grades achieved by applicants in a particular year, the number of applicants applying to the programme, changes in selection criteria, etc.), information in this section is for reference only, and should not be used to predict the chance of admission to any programme in subsequent years. -
2015 JUPAS Admissions Scores of 9 JUPAS Participating-Institutions
2015 JUPAS Admissions Scores of 9 JUPAS Participating-institutions ©JUPAS [2015] All rights reserved. No part of this publication may be reproduced in any material form (including photocopying or storing it in any medium by electronic means or on the internet or otherwise) without the prior written permission of JUPAS / JUPAS participating-institutions except in accordance with the provisions of the Copyright Ordinance. The information contained in the JUPAS website is solely owned by JUPAS. The JUPAS Office cautions members of the public that any such information reproduced in part or in whole in any format by parties other than JUPAS and without the prior knowledge or written consent of JUPAS may be incomplete, misleading, and / or inaccurate. JUPAS takes no responsibility for the unauthorised use of any of its information. Members of the public are advised to refer to the information contained in the JUPAS and 9 JUPAS participating-institutions' websites as the official source of Admissions Scores. The information contained here is extracted from the websites of the respective JUPAS participating-institutions. You are advised to consult the websites of the respective JUPAS participating-institutions for further and additional information. As not all programmes select students on the basis of HKDSE Examination levels / grades alone and the actual levels / grades of the students admitted to each programme may vary from year to year (depending on the overall levels / grades achieved by applicants in a particular year, the number of applicants applying to the programme, changes in selection criteria, etc.), information in this section is for reference only, and should not be used to predict the chance of admission to any programme in subsequent years. -
Top-Up Degree Admission (Direct / Non-JUPAS Application to Bachelor's Degree Programmes)
Undergraduate Programmes 2014 Entry Advanced Standing I (ASI) / Advanced Standing II (ASII)(Senior-year places) / Top-up Degree Admission (Direct / non-JUPAS Application to Bachelor’s Degree Programmes) Students with a recognized qualification may be admitted to the University with advanced standing. Students admitted with advanced standing may complete the degree with a minimum of 60 or 90 credit units, subject to the requirements of individual degrees/majors. Advanced Standing I (ASI) Students with Advanced-Level Examinations or other recognized qualifications may be admitted to the University with Advanced Standing I. They have to achieve a minimum requirement of 90 credit units for graduation subject to the requirements of individual colleges/schools, and the maximum number of credit units completed should not exceed 114. Advanced Standing II (ASII) Students with Associate Degree, Higher Diploma or other recognized qualifications may be admitted to the University with Advanced Standing II. They have to achieve a minimum requirement of 60 credit units for graduation subject to the requirements of individual colleges/schools, and the maximum number of credit units completed should not exceed 84. Students admitted with advanced standing will not be entitled to any credit transfer on the basis of their previous qualifications attained prior to their admission to the University. Instead, students may be granted exemption from specific courses based on prior study. Government-Funded Bachelor’s Degree Programmes (Full Time) College of Business -
Starting from the Current JUPAS (2008) Cycle
Acceptance of alternative qualifications in Chinese Language for admission to the University Grants Committee (UGC)-funded Institutions and undergraduate programmes under the Study Subsidy Scheme for Designated Professions / Sectors (SSSDP) 1 Starting from the 2008 Joint University Programmes Admissions System (JUPAS) cycle, the UGC-funded institutions have considered, for the purpose of satisfying their entrance requirements, alternative qualifications in Chinese Language, under specified circumstances, in lieu of the general Chinese Language requirement for JUPAS applicants seeking admission based on the Hong Kong Advanced Level Examination. 2 Under the New Academic Structure, all UGC-funded institutions continue with the arrangement to accept alternative qualifications in Chinese Language in lieu of the general Chinese Language requirement in the Hong Kong Diploma of Secondary Education Examination (HKDSE). 3 Starting from the 2015/16 academic year, under the SSSDP, the Government has subsidised students to pursue designated full-time locally-accredited self-financing undergraduate programmes in selected disciplines to nurture talents to meet Hong Kong’s social and economic needs. Applicants for the subsidised places under the SSSDP mainly apply through JUPAS. The SSSDP institutions will also accept non-Chinese speaking (NCS) students1 alternative Chinese Language qualifications under specified circumstances. Alternative Qualifications in Chinese Language (for NCS Applicants only) 4 Starting from the 2017 JUPAS cycle, the HKDSE Category B: Applied Learning Chinese (for non-Chinese speaking students) (ApL(C)) is also accepted for the purpose of meeting the general entrance requirements in respect of Chinese Language of the 9 JUPAS participating-institutions and the SSSDP institutions as an alternative qualification in Chinese Language, in addition to those under the General Certificate of Education (GCE), General Certificate of Secondary Education (GCSE) and International General Certificate of Secondary Education (IGCSE). -
Planned Intake of Non-JUPAS Post-Secondary Institutions for the 2014/15 Academic Year
Planned Intake of Non-JUPAS Post-secondary Institutions for the 2014/15 Academic Year Planned intake # Institution (as at 30.11.2013) Sub-degree Degree Caritas Bianchi College of Careers 290 - Caritas Institute of Higher Education 340 660 Centennial College - 320 Chu Hai College of Higher Education - 795 Community College of City University 3 500* - Hang Seng Management College 140 801 HKU SPACE Community College Not yet available - HKU SPACE Po Leung Kuk Community College Not yet available - Hong Kong Adventist College 40 - Hong Kong Art School (a division of Hong Kong Arts Centre) Not yet available 65 Hong Kong Baptist University 200 - Hong Kong Baptist University – College of International Education 1 700 - Hong Kong Baptist University – School of Continuing Education - 120 Hong Kong Buddhist College 300 - Hong Kong College of Technology 1 040 - Hong Kong Institute of Technology 300 250 Hong Kong Shue Yan University - 1 323 Lingnan University – The Community College at Lingnan University 800* - Lingnan University – Lingnan Institute of Further Education 1 200* - Pui Ching Academy 260 - SCAD Foundation (Hong Kong) Limited/Savannah College of Art and Design, - 225 Inc The Chinese University of Hong Kong – School of Continuing and Professional 1 450 - Studies The Hong Kong Academy for Performing Arts - 161 The Hong Kong Institute of Education Not yet available Not yet available The Hong Kong Polytechnic University – Hong Kong Community College 4 000* - The Open University of Hong Kong Not yet available Not yet available The Open University of Hong Kong – Li Ka Shing Institute of Professional and 595 70 Continuing Education The University of Hong Kong School of Professional and Continuing Education - 130 Tung Wah College 200 710 Vocational Training Council 13 070 660 Yew Chung Community College 420 - YMCA College of Careers 90 - # Figures are provided by institutions. -
Hong Kong's Post-Colonial Education Reform
University of Richmond UR Scholarship Repository School of Professional and Continuing Studies School of Professional and Continuing Studies Faculty Publications 2017 Hong Kong’s Post-Colonial Education Reform: Liberal Studies as a Lens Robert W. Spires University of Richmond, [email protected] Follow this and additional works at: https://scholarship.richmond.edu/spcs-faculty-publications Part of the Education Commons Recommended Citation Spires, Robert. “Hong Kong’s Post-Colonial Education Reform: Liberal studies as a lens.” International Journal of Education Reform, 26:2 (2017): 156-175. This Article is brought to you for free and open access by the School of Professional and Continuing Studies at UR Scholarship Repository. It has been accepted for inclusion in School of Professional and Continuing Studies Faculty Publications by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. Hong Kong’s Postcolonial Education Reform Liberal Studies as a Lens Robert Spires ABSTracT: The Hong Kong education system is at a crucial point in its trajectory, and changes to public education also reflect broader social, eco- nomic and political changes within Hong Kong and globally. Since the 1997 handover of Hong Kong from British control to China, Hong Kong has struggled to develop its own identity under the One Country, Two Systems premise. One of the compulsory courses in the Hong Kong curriculum known as liberal studies, introduced in 2009, provided a useful departure point for exploring many social tensions occurring in Hong Kong. Exploring education reform through liberal studies explains how these social tensions manifest within education, and how these educational tensions manifest within the broader society. -
Acceptance of Alternative Qualifications in Chinese Language for Admission to the University Grants Committee
Acceptance of alternative qualifications in Chinese Language for admission to the University Grants Committee (UGC)-funded Institutions and undergraduate programmes under the Study Subsidy Scheme for Designated Professions / Sectors (SSSDP) 1 Starting from the 2008 Joint University Programmes Admissions System (JUPAS) cycle, the UGC-funded institutions have considered, for the purpose of satisfying their entrance requirements, alternative qualifications in Chinese Language, under specified circumstances, in lieu of the general Chinese Language requirement for JUPAS applicants seeking admission based on the Hong Kong Advanced Level Examination. 2 Under the New Academic Structure, all UGC-funded institutions continue with the arrangement to accept alternative qualifications in Chinese Language in lieu of the general Chinese Language requirement in the Hong Kong Diploma of Secondary Education Examination (HKDSE). 3 Starting from the 2015/16 academic year, under the SSSDP, the Government has subsidised students to pursue designated full-time locally-accredited self-financing undergraduate programmes in selected disciplines to nurture talents to meet Hong Kong’s social and economic needs. Applicants for the subsidised places under the SSSDP mainly apply through JUPAS. The SSSDP institutions will also accept non-Chinese speaking (NCS) students1 alternative Chinese Language qualifications under specified circumstances. Alternative Qualifications in Chinese Language (for NCS Applicants only) 4 Starting from the 2017 JUPAS cycle, the HKDSE Category B: Applied Learning Chinese (for non-Chinese speaking students) (ApL(C)) is also accepted for the purpose of meeting the general entrance requirements in respect of Chinese Language of the 9 JUPAS participating-institutions and the SSSDP institutions as an alternative qualification in Chinese Language, in addition to those under the General Certificate of Education (GCE), General Certificate of Secondary Education (GCSE) and International General Certificate of Secondary Education (IGCSE) examinations. -
Shanghai | Edouardmalingue.Com Samson Young Born in Hong Kong
Edouard Malingue Gallery Hong Kong | Shanghai Samson Young | Born in Hong Kong in 1979. Lives and works in Hong Kong. edouardmalingue.com Education 2013 Ph.D. in Music Composition, Princeton University, USA 2007 M.Phil. in Music Composition, University of Hong Kong, Hong Kong 2002 B.A. in Music, Philosophy and Gender Studies, University of Sydney, Australia Awards 2019 Inaugural Sigg Prize 2019, M+, Hong Kong 2018 Honorary Fellowship, Hong Kong Arts Centre 2015 BMW Art Journey Award 2013 Artist of the Year (Media Art Category), Hong Kong Arts Development Council 2012 Prix Ars Electronica (Sound Art and Digital Music Category), Honorary Mention Japan Media Art Festival (Interactive Category), Jury Selection Award 2009 New York Society for New Music, Brian M. Israel Prize 2007 Bloomberg Emerging Artist Award Solo Exhibitions 2020 (Upcoming) MAM Collection 012: Samson Young, Mori Art Museum, Tokyo, Japan (Upcoming) Real Music, Monash University Museum of Art, Melbourne, Australia Close Reading, Rysoku-in Temple in Kenninji Temple, Kyoto, Japan 2019 Silver moon or golden star, which will you buy of me?, SMART Museum of Art, University of Chicago, Chicago, USA Real Music, Talbot Rice Gallery, University of Edinburg, Edinburgh, UK Decoders – Recorders, a dual solo with Steffani Jemison and Samson Young, De Appel, Amsterdam, the Netherlands Instrumentation, Hong Kong Visual Arts Centre, Hong Kong It’s a heaven over there, Centre A: Vancouver International Centre for Contemporary Asian Art Vancouver, Canada Available Forms, Experimenter, -
And Others TITLE Commitment to Higher Vocational Education. INSTITUTION City Univ
DOCUMENT RESUME ED 391 035 CE 070 603 AUTHOR Imrie, Brad; And Others TITLE Commitment to Higher Vocational Education. INSTITUTION City Univ. of Hong Kong. REPORT NO ISBN-962-442-069-6 PUB DATE Jun 95 NOTE 209p. PUB TYPE Historical Materials (060) Reports Descriptive (141) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Colleges; *Educational Certificates; *Educational Development; Educational Quality; Foreign Countries; Higher Education; Student Certification; *Vocational Education IDENTIFIERS *Hong Kong ABSTRACT This publication is a history of the College of Higher Vocational Studies (CHVS) since it was established in 1991 and provides commentary on developments in higher vocational education in Hong Kong during a period of unprecedented change and development in the provision of the Higher Diploma. "Principal's Diary" (Bradford Imrie) describes the significant first week in January 1993. "CHVS Commitment" (Bradford Imrie) provides an overview of the achievements of CHVS during a period of rapid growth and of considerable institutional change. More detail can be found in the section on selections from the "College Memorandum (Extracts) 1991-95." The three CHVS, "Annual Reports (Extracts)" also give an overview. Seven submissions provide insights into various issues that have been addressed since 1991: "Engineering: Professional and Vocational"; "Governor's Address at the Opening of the 1992-93 Session of the Leg;slative Council, Proposals: Vocational Education" (Christopher Patten); "Critical Appraisal of the Functions of the CHVS (1991-92)"; -
John Nguyet Erni
JOHN NGUYET ERNI (陳錦榮) PhD, LLM, MA, FHKAH, FAHA Fung Hon Chu Endowed Professor in Humanics (馮漢柱基金全人教育講座教授 ) Chair Professor in Humanities Head, Department of Humanities & Creative Writing Hong Kong Baptist University Curriculum Vitae (August 2020) Academic training in Media and Cultural Studies, Communication Theory, Critical Qualitative Research Methods, and International Law. Currently Fung Hon Chu Endowed Professor in Humanics, Chair Professor in Humanities, and Head of Department of Humanities & Creative Writing, Hong Kong Baptist University. Former President of the Hong Kong Academy of the Humanities (2017-18); Fellow of the Academy since 2014. Recipient of Gustafson, Rockefeller, Annenberg, Lincoln, and William Lim Siew Wai Fellowships in 1997, 1999, 2008, and 2018 respectively. Previously Head of Department of Cultural Studies, Lingnan University in Hong Kong (2007-2013); and taught at City University of Hong Kong (2000-2007), University of New Hampshire (1993-2001), and University of Wisconsin at River Falls (1990-1993). Educated at University of Illinois at Urbana- Champaign (PhD; 1992), University of Oregon (MA; 1987), University of Hong Kong (LLM in Human Rights; 2005), and Whitworth University (BA; 1985). Research focus on international and Asia-based media and cultural studies; human rights philosophy, ethics and politics; gender and sexuality studies related to media and visual culture; youth studies in transnational contexts; cultural politics of race/ethnicity/migration; critical public health studies. Contact: Department of Humanities & Creative Writing, Hong Kong Baptist University, RRS605, Ho Sin Hang Campus, Kowloon Tong, Hong Kong Tel: (+852)-3411-7860; Fax: (+852)-3411-5579; Email: [email protected] ORCID ID: https://orcid.org/0000-0003-0609-7512 ; ResearcherID: N-6766-2013 QUALIFICATIONS Ph.D. -
University and College Admission Policies and Practices in Hong Kong: Opportunities and Challenges in Moving from Secondary to Tertiary Education
University and College Admission Policies and Practices in Hong Kong: Opportunities and Challenges in Moving from Secondary to Tertiary Education Anatoly Oleksiyenko Kai-ming Cheng Vivian Lee Shuangyuan Tang HK: Basic Facts 1997 - reintegrated into China, but retains jurisdictional autonomy as SAR (including independent education system) Intensity of global flows and networking (3rd in the GAWC) 7 million people and 13% of youth in the age of 15-24 year old Declining youth population and increasing immigration (mainland and Asia) 3M households (a world’s most expensive real estate) GDP per capita = approx. $40,000USD HK: Basic Facts c. 1,100 schools (governmental, direct subsidy, catholic, international) 12 universities (8 UGC funded) and 21 [community] colleges (12 university-affiliated) Access: 19% - universities + 41% - sub-degree colleges (2000-2006) HK: Changing Context Highly competitive exam-oriented education system with a mega private tutoring sector Cultural predispositions for higher learning (Confucian cultural heritage) and competition (Marginson 2013) Global network of cities - high income jobs and social status require multimodal competencies (e.g., multi-lingual, multi- cultural) In a move from elite to mass higher education – making local educational industry (hub) more internationalized to increase quality and reduce the outflow of local talent 33,000 young people leave HK annually to study abroad HK: Changing Context Research: Questions How does HK higher education system use admission policies and practices