Postgraduate Degree Requirements
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Before the Board of Optometry Department of Consumer Affairs State of California
BEFORE THE BOARD OF OPTOMETRY DEPARTMENT OF CONSUMER AFFAIRS STATE OF CALIFORNIA In the Matter of the Amended Accusation Case No. 1002502512 Against: OAH No. 2017070083 Gary Bruce Myers 1012 Main St Ste 105 Ramona, CA 92065 Optometrist License No. 7998 Respondent DECISION The attached Proposed Decision is hereby adopted by the California State Board of Optometry, Department of Consumer Affairs, as its Decision in this matter. This Decision shall become effective December 22, 2017 . It is so ORDERED November 22, 2017 . _________________________________ Cyd Brandvein, President California State Board of Optometry 1 XAVIER BECERRA Attorney General of California 2 ANTOINETTE B. CINCOTTA Supervising Deputy Attorney General 3 NICOLE R. TRAMA Deputy Attorney General 4 State Bar No. 263607 600 West Broadway, Suite 1800 5 San Diego, CA 92101 P.O. Box 85266 6 San Diego, CA 92186-5266 Telephone: (619) 738-9441 7 Facsimile: (619) 645-2061 Attorneys for Complainant 8 BEFORE THE 9 CALIFORNIA STATE BOARD OF OPTOMETRY DEPARTMENT OF CONSUMER AFFAIRS 10 STATE OF CALIFORNIA 11 In the Matter of the Accusation Against: Case No. 1002502512 12 GARY BRUCE MYERS 13 398 D Street Ramona, CA 92065 A C C U S A T I O N 14 Optometrist License No. OPT 7998 15 Respondent. 16 17 Complainant alleges: 18 PARTIES 19 1. Jessica Sieferman (Complainant) brings this Accusation solely in her official capacity 20 as the Executive Officer of the California State Board of Optometry (Board), Department of 21 Consumer Affairs. 22 2. On or about February 3, 1984, the Board issued Optometrist License Number OPT 23 7998 to Gary Bruce Myers (Respondent). -
Bachelor of Laws (LLBP) - LLB (2020)
Consult the Handbook on the Web at http://www.usq.edu.au/handbook/current for any updates that may occur during the year. Bachelor of Laws (LLBP) - LLB (2020) Bachelor of Laws (LLBP) - LLB QTAC code (Australian and New Zealand applicants): Toowoomba campus: 904111; External: 904115; Spring®eld campus: 924111; Ipswich campus: 934111 CRICOS code (International applicants): 081714F On-campus Online Start: Semester 1 (February) Semester 1 (February) Semester 2 (July) Semester 2 (July) Semester 3 (November) Campus: Ipswich, Toowoomba - Fees: Commonwealth supported place Commonwealth supported place Domestic full fee paying place Domestic full fee paying place International full fee paying place International full fee paying place Standard duration: 3 years full-time, up to 6 years part-time Program To: Bachelor of Laws (Honours) articulation: Contact us Future Australian and New Future International students Current students Zealand students Ask a question Ask a question Ask a question Freecall (within Australia): 1800 Phone: +61 7 4631 5543 Freecall (within Australia): 1800 269 500 Email: [email protected] 007 252 Phone (from outside Australia): +61 Phone (from outside Australia): +61 7 4631 5315 7 4631 2285 Email: [email protected] Email [email protected] Professional accreditation The Bachelor of Laws has been accredited by the Legal Practitioners Admissions Board, Queensland, and the Chief Justice of the Supreme Court of Queensland as an approved academic quali®cation under the Supreme Court (Admission) Rules 2004 (Qld). It has also been approved by the Australian Law Schools Standards Committee under the Standards for Australian Law Schools adopted by the Council of Australian Law Deans. -
LL.B. to J.D. and the Professional Degree in Architecture
85THACSA ANNUAL MEETING ANDTECHNOLOGY (ONFEKtNCE 585 LL.B. to J.D. and the Professional Degree in Architecture JOANNA LOMBARD University of Miami Thirty-four years ago, the American Bar Association (ABA) (I) that the lack of uniformity in nolnenclature was recotrunended that Ainerican law schools offer a single confusing to the public and (2) that the J.D. terminol- unified professional degree, the Juris Doctor. Sixty years of ogy inore accurately described the relevant academic sporadic discussion and debate preceded that reconmenda- accomplishment at approved law schools. The Sec- tion. The Bachelor of Laws (LL.B.) had originated as an tion, therefore, recommended that such schools con- undergraduate prograln which evolved over time to graduate fer the degree of Juris Doctor (J.D.) . on those studies while retaining the bachelor's degree designation. In students who successfully coinplete the prograln recognition of the relatively unifonn acceptancc of the 3- leading to the first professional degree in law year graduate prograln as thc first professional degree in law (decapriles 1967, 54). in thc 1960's, a number of law faculty and administrators By 1967, nearly half the law schools had colnplied with the argued for a national consensus confinning the three-year 1964 ABA resolution: a nulnber of law faculty and admin- graduate prograln and changing the first professional degrce istrators continued the debate(deCapri1es 1967, 54). Within from an LL.B. to the J.D. (Doctor of Law). The debate among the next five years, the J.D. emerged as the single, first law faculty and the process through which change occurred professional degree in law and today the J.D. -
Master of Laws
APPLYING FOR & FINANCING YOUR LLM MASTER OF LAWS APPLICATION REQUIREMENTS APPLICATION CHECKLIST Admission to the LLM program is highly For applications to be considered, they must include the following: competitive. To be admitted to the program, ALL APPLICANTS INTERNATIONAL APPLICANTS applicants must possess the following: • Application & Application Fee – apply • Applicants with Foreign Credentials - For electronically via LLM.LSAC.ORG, and pay applicants whose native language is not • A Juris Doctor (JD) degree from an ABA-accredited non-refundable application fee of $75 English and who do not posses a degree from law school or an equivalent degree (a Bachelor of Laws • Official Transcripts: all undergraduate and a college or university whose primary language or LL.B.) from a law school outside the United States. graduate level degrees of instruction is English, current TOEFL or IELTS • Official Law School or Equivalent Transcripts scores showing sufficient proficiency in the • For non-lawyers interested in the LLM in Intellectual • For non-lawyer IP professionals: proof of English language is required. The George Mason Property (IP) Law: a Bachelor’s degree and a Master’s minimum of four years professional experience University Scalia Law School Institution code degree in another field, accompanied by a minimum in an IP-related field is 5827. of four years work experience in IP may be accepted in • 500-Word Statement of Purpose • TOEFL: Minimum of 90 in the iBT test lieu of a law degree. IP trainees and Patent Examiners • Resume (100 or above highly preferred) OR (including Bengoshi) with four or more years of • Letters of Recommendation (2 required) • IELTS: Minimum of 6.5 (7.5 or above experience in IP are welcome to apply. -
Bachelor Of: Criminal Justice Laws 55 INTERNSHIPS Completed by UC Law Students in Aotearoa and Overseas in 2019
2022 Law Ture Bachelor of: Criminal Justice Laws 55 INTERNSHIPS completed by UC Law students in Aotearoa and overseas in 2019 Adrienne Paul Lecturer, Māori Land Law Ngā Kai o Roto | Contents Why study at UC? Plan your degree More information 1 Welcome to Law 13 Bachelor of Criminal Justice. BCJ 21 Specialisations and 2 Study Law at UC 14 Bachelor of Laws. LLB career opportunities 4 He ture, he ahurea 15 Certificates 24 Frequently asked questions Law and culture 16 Double degrees 25 Contact us 5 Ground-breaking 17 Graduate and academic leadership postgraduate options 6 A world of possibility 7 Teaching innovation Rainbow Diversity Support 8 Learning with purpose Subject guide 9 Student empowerment 18 Subjects 10 Building resilience 11 Real-world experience UC is proud to partner with Ngāi Tūāhuriri and Ngāi Tahu to uphold the mana and aspirations of 12 A strong foundation mana whenua. Published Mei | May 2021. Information may be out of Front cover: In the design Makaurangi, a fingerprint, date at the time of print. Please check the website. the three elements are representative of Ngā Kete o te Wānanga, the three baskets of knowledge, with the lines The University’s official regulations are at and koru a symbol of mana and mana whenua. This www.canterbury.ac.nz/regulations design originates from traditional whakairo (carving) and kōwhaiwhai designs which can often be seen on the rafters inside wharenui (meeting house). Nau mai ki te Ture. Welcome to Law at UC. Kōkiri mai rā e ngā mana Te Kura Ture | UC School of Law The School is also home to Aotearoa puipuiaki, e ngā reo has over 140 years of experience in New Zealand’s only Bachelor tongarerewa ki Te Whare leading legal research and teaching. -
Postgraduate Education in Europe Harmonising with a Dissonance?
Sakari Ahola & Osmo Kivinen Postgraduate Education in Europe Harmonising with a dissonance? This presentation deals with the emerging European postgraduate policies and their larger EU-dimensions which have motivated the establishing of a co-operative network (PG-NET) of eight European countries. The focus is on the harmonisation of the European higher education scene, especially from the Finnish point of view. The ongoing Bologna process can be seen as an expression of the will to create a common higher education market in Europe in order to promote the free mobility of students and the labour force. In this respect the speculation taken furthest is that already in the near future the effort to maintain the distinction between universities and polytechnics will be given up. In this way Europe will probably follow in the footsteps of the US, and gradually move towards a three-phase model of higher education with abroad access and initial three-year programmes leading to the bachelor’s degree that provides advanced training but that are not closely linked with the world of academic research. In the next phase a smaller part will advance through selective procedures to the master’s level on which studies are also more closely connected with scientific work. Only at the post-master’s level leading to a doctorate will the humboldtian ideal of the integrated nexus of teaching, research and learning be attained. It is argued in the paper that this kind of a two (or three) tier structure would be suitable especially from the perspective of the European Graduate School model and beneficial also to the functioning of the Finnish higher education system with its special problem points. -
Index of Educational Terms 2Nd Edition Now with Farsi
INTERNATIONAL EDUCATION RESEARCH FOUNDATION ® Index of Educational Terms 2nd Edition now with Farsi 1969-2019 Celebrating 50 years of service Index of Educational Terms We are pleased to present this 2nd edition of the Index of Educational Terms, as part of IERF’s 50th anniversary celebration. This handy resource can trace its beginnings to the 1979 publication of The Glossary of Foreign Educational Terms. Developed by Theodore Sharp, IERF’s co-founder, The Glossary focused on a selection of languages from Europe and Latin America. The Index of Educational Terms, compiled by IERF evaluators, provides glossaries from 11 major languages around the world, including Arabic, Chinese and Russian. This new edition, which now also includes Farsi, is intended as a handy tool for admissions officers, credentials analysts and registrars, the Index of Educational Terms focuses on the most commonly used terms found on international academic records. We are grateful for the enthusiastic feedback we have received over the years, since its first release in 2012. I would like to give special thanks to the following individuals for their hard work and for making this possible: Editors: Emily Tse Alice Tang Contributors: Liana Amelova Andrej Molchan Andrea Ben Zion Maryam Rawson Daniel Borhanian Irene Romo Joshua Everett Amy Santiago Matthew Fisher Traci Wells Victoria Haydenko Alvin Yin I-Hsing Lin Nina Zhao Finally, I would also like to express my appreciation to our colleagues, Ujjaini Sahasrabudhe and Herman de Leeuw, for their kind support and feedback. -
Curriculum for Licentiate Degree in Engineering 2020- 2022
1 Curriculum for Licentiate Degree in Engineering 2020- 2022 March 16, 2020 2 Contents In accordance with the Aalto University General Regulations on Teaching and Studying, the curriculum is a confirmed overall description of the learning outcomes of a licentiate programme, the goals and contents of its study modules and the courses offered as well as the organisation of teaching within a given period of time as indicated in the Aalto University General Regulations on Teaching and Studying (Section 2). When the curriculum is being designed, at least the following details must be specified for each course: name, scope in credits, timing, learning outcomes, implementation method, language of instruction, assessment methods, grading scale, prerequisites (if any), the unit responsible for and the teacher-in-charge of the course. Contents ................................................................................................................................................. 2 1. Basic information about the degree ............................................................................................. 3 1.1. Name of the degree ................................................................................................................ 3 1.2. Language of the degree .......................................................................................................... 3 1.3. Research fields ........................................................................................................................ 3 1.4. Scope of -
Master's/Licentiate Thesis Handbook
Master's and Licentiate Thesis Handbook 2020-2021 Edition Table of Contents INTRODUCTION ................................................................................................................................................................................. 3 WRITING YOUR THESIS ...................................................................................................................................................................... 3 STYLE ....................................................................................................................................................................................................... 3 THE WRITING CENTER ................................................................................................................................................................................. 4 CATHOLIC UNIVERSITY ACADEMIC AND RESEARCH COMPUTING RESOURCES ...................................................................................................... 4 USING AN INDEPENDENT TYPIST AND COPY EDITOR ............................................................................................................................................ 4 THE COPYRIGHT ......................................................................................................................................................................................... 5 ECCLESIASTICAL IMPRIMATUR ....................................................................................................................................................................... -
Classifying Educational Programmes
Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries. -
J.D. and LL.B. As the Basic Law Degree
Cleveland State Law Review Volume 12 Issue 3 Contributory Negligence Symposium Article 17 1963 J.D. and LL.B. as the Basic Law Degree Marcus Schoenfeld Follow this and additional works at: https://engagedscholarship.csuohio.edu/clevstlrev Part of the Legal Education Commons How does access to this work benefit ou?y Let us know! Recommended Citation Marcus Schoenfeld, J.D. and LL.B. as the Basic Law Degree, 12 Clev.-Marshall L. Rev. 573 (1963) This Article is brought to you for free and open access by the Journals at EngagedScholarship@CSU. It has been accepted for inclusion in Cleveland State Law Review by an authorized editor of EngagedScholarship@CSU. For more information, please contact [email protected]. J.D. or LL.B. as the Basic Law Degree? Marcus Schoenfeld* L EGAL EDUCATION IN THE United States is still evolving. In the past few decades the law schools have all but eliminated other means than law school study as preparation for the prac- tice of law. But, problems remain, especially in the area of content of the already crowded three-year day or four-year evening curricula, and in the area of graduate study. Compared to these major issues, the question of whether the first degree in law should be called an "LL.B." or a "J.D." seems trifling. Yet this is a very current question; the Special Committee on Graduate Study of the Association of American Law Schools is expected to report on this during the 1963 Annual Meeting. It is also ancient history, since "J.D. -
Licentiate in Sacred Theology
LICENTIATE IN SACRED THEOLOGY 2 Licentiate in Sacred Theology These guidelines are intended to assist students in understanding the features of the Licentiate in Sacred Theology (STL) program at the Boston College School of Theology and Ministry (STM). As a guide to the policies and expectations for the STL, this information will be helpful to prospective applicants, as well as to matriculated students making progress toward completing the degree. Regarding interpretation of these policies, the Associate Dean for Academic Affairs and the STL Program Director are the proper arbiters. 1. What is the STL? The STL is an advanced ecclesiastical degree that the STM offers by virtue of its status as an ecclesiastical faculty; it does so in accordance with the provisions of Sapientia Christiana. The STL is a “second cycle” degree: it follows the first level Bachelor of Sacred Theology degree (STB), the B.D., or the M.Div and is a prerequisite for the “third cycle”, the Doctor of Sacred Theology. The STL enables students to deepen their theological background in order to equip themselves for service in official capacities within dioceses and religious communities. The degree prepares students to teach theology in major seminaries, diocesan schools, and other institutions of higher learning. Through the thesis component, the degree also helps students to expand their skills in the methods of theological research and writing; these skills are crucial for doctoral work. 2. What is the focus of this degree? The Licentiate focuses on the traditional theological disciplines as represented under the following areas: 1) Biblical Studies; 2) Systematic, Historical, and Liturgical Theology; 3) Moral Theology; and 4) Church History.