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Design School Kolding Partner Institutions Austria FH - JOANNEUM Industrial Design University of Applied Arts Vienna Brazil USP, Sao Paulo Canada Emily Carr University of Art & Design - Vancouver Ontario University of Art & Design - Toronto China Central Academy of Fine Art, CAFA, Beijing Tongji University, Shanghai Tsinghua University, Academy of Art & Design, Beijing Chile Universidad Mayor England Coventry University Kingston University London College of Fashion Loughborough University Nottingham Trent University Estonia Estonian Academy of Arts - Tallinn Finland Aalto University, Helsinki Lahti Polytechnic - Lahti University of Lapland, Rovaniemi France Ecole de Communication Visuelle (ECV) – Paris and other cities Ecole Supérieure d'Arts graphiques et d'Architecture Interieure, ESAG - Paris Ensaama – Olivier de Serres - Paris ENSAD - Paris ESAD - Orléans HEAR, Strasbourg La Martinière Diderot, Lyon Les Ateliers - Paris Strate College Designers - Paris Germany Fachhochschule Dortmund Fachhochschule Hamburg HAW Fachhochschule Köln (KISD) Hochschule für Gestaltung Schwäbisch Gmünd Kunsthochschule Berlin - Weissensee Pforzheim University University of Art and Design Burg Giebichenstein Halle University of Duisburg - Essen Ghana KNUST, Department of Painting & Sculpture Holland ArtEZ Design Academy Eindhoven Hogeschool voor de Kunsten Utrecht KABK, Royal Academy of Art - Arnhem Willem de Kooning Academy - Rotterdam Hong Kong Hong Kong Design Institute India Sristhi School of Art, Design and Technology - Bangalore Ireland National College of Art & Design - Dublin Iceland The Icelandic College of Art & Design, Reykjavik Israel Bezalel Academy of Arts & Design, Jerusalem Italy Politecnico di Milano Latvia Art Academy of Latvia, Riga Lituania Vilnius Academy of Fine Art Nepal Kathmandu University, School of Arts New Zealand University of Technology, Unitec, Auckland Norway Bergen National Academy of the Arts Oslo National Academy of the Arts Oslo School of Architecture and Design Oslo and Akershus University College of Applied Sciences Westerdals Oslo School of Arts, Communication and Technology Portugal IADE, Lissabon Scotland Glasgow School of Art Slovakia Academy of Fine Arts & Design, Bratislava Slovenia University of Ljubljana South Africa Greenside Design Center, Johannesburg Spain Escola Superior de Disseny Elisava, Barcelona Sweden HDK, School of Design and Crafts, Gothenburg University LTH - Lund University Konstfack, Stockholm Malmø University The Swedish School of Textiles, University College of Borås Umeå Institute of Design Schwitzerland Department Design & Art Education, Zurich University of the Arts Hochschule Luzern - Design und Kunst, Lucerne University of Applied Sciences and Arts University of Applied Sciences and Arts Northwestern Switzerland, Academy of Art and Design Taiwan Shih Chien University, Taipei .

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2019-2020 Undergraduate Catalog Alfred University Undergraduate Catalog 2019-2020 1
2019-2020 Undergraduate Catalog Alfred University Undergraduate Catalog 2019-2020 1 Table of Contents Alfred at a Glance Alfred University Vision, Mission and Values Academic Calendars Campus Map, Location and Directions Admissions Tuition and Fees Financial Aid Policies Student Life Consumer Complaint Procedure Student Rights under the Family Educational Rights and Privacy Act Academics.................................................................................................................................................................2 Academic Regulations Degree Requirements.............................................................................................................................................2 General Education Goals .......................................................................................................................................2 Credits, Grades and Grade Point Average (GPA) ..................................................................................................3 Transfer Credit and Credit by Exam ......................................................................................................................4 Credit by Exam ...........................................................................................................................................5, 12-14 Academic Standing (Scholastic Standards)............................................................................................................6 Academic Honors ..................................................................................................................................................6
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Linus J. Guillory Jr., Phd, Chief Schools Officer DATE
Linus J. Guillory Jr., PhD LOWELL PUBLIC SCHOOLS Chief Schools Officer Phone: (978) 674-2163 155 Merrimack Street E-mail: [email protected] Lowell, Massachusetts 01852 TO: Dr. Joel Boyd, Superintendent of Schools FROM: Linus J. Guillory Jr., PhD, Chief Schools Officer DATE: September 27, 2019 RE: Update on the Latin Lyceum The following report is in response to a motion by Gerard Nutter & Andy Descoteaux: Administration to explain the change in philosophy regarding class location for the Latin Lyceum and Freshman Academy. Robert DeLossa prepared a response for Head of Lowell High School Busteed. The entirety of the response is reflected herein. From: Robert DeLossa To: Marianne Busteed Date: 25 September 2019 RE: Response to School Committee Motion with regard to the change of Freshman location to FA for Lyceum Students With regard to the question of whether the decision to house the teachers of Freshman Lyceum students in the Freshman Academy reflected a change of philosophy underlying the Lowell Latin Lyceum, I can state categorically that it did not. The underlying philosophy of the LLL remains the same as it has since the beginning of the Lyceum. Below I will point to two different areas to consider. The first is that the move to the Freshman Academy actually is more consistent with the philosophy of the Lyceum than the previous arrangement. Second, the move to the Freshman Academy better supports the individual needs of Lyceum students, who because of their academic giftedness and creativity, often need more social-emotional support than the previous arrangement provided. That support is physically located in the Freshman Academy.
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Partner Schools Art & Design
Art&Design Partner Institutions Erasmus Code Country City Institute A LINZ02 Austria Linz University of Art and Design A WIEN07 Austria Vienna University of Applied Arts Vienna ARTESIS PLANTIJN HOGESCHOOL B ANTWERP62 Belgium Antwerpen ANTWERPEN Brugge / Vives Katholieke Hogeschool Brugge - B BRUGGE11 Belgium Oostende Oostende B BRUSSEL43 Belgium Brussels/Ghent LUCA ( vroeger Hogeschool Sint-Lukas Brussel) B GENT25 Belgium Ghent Hogeschool Gent, School of Arts – KASK B HASSELT22 Belgium Hasselt PIXL University College Film and tv school of Academy of performing CZ PRAHA04 Czech Republic Prague arts in Prague (FAMU) D BRAUNSC02 Germany Braunschweig Hochschule für Bildende Künste Braunschweig D DUSSELD03 Germany Dusseldorf Fachhochschule Düsseldorf D HALLE03 Germany Halle Burg Giebichenstein Kunsthochschule Halle Staatliche Hochschule fur Gestaltung D KARLSRU06 Germany Karlsruhe Karlsruhe D KOBLENZ01 Germany Koblenz UNIVERSITY OF APPLIED SCIENCES KOBLENZ D MAINZ08 Germany Mainz Fachhochschule Mainz Schwäbisch D SCHWA02 Germany Hochschule für Gestaltung Schwäbisch Gmünd Gmünd D TRIER02 Germany Trier Hochschule Trier DK Denmark Kopenhagen Danmarks Designskole KOBENHA59 DK Denmark Kolding Kolding School of Design KOLDING07 E BARCELO02 Spain Barcelona Escola Massana Centre d'Art i Disseny E CIUDAR 01 Spain Cuenca Universidad de Castilla la Mancha (UCLM) Version January 2020 E MADRID03 Spain Madrid Universidad Complutense de Madrid E MADRID197 Spain Madrid Centro Universitario de Artes TAI La Escola d'Art i Superior de Disseny de E VALENCI13 Spain
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Teacher Education Policies and Programs in Pakistan
TEACHER EDUCATION POLICIES AND PROGRAMS IN PAKISTAN: THE GROWTH OF MARKET APPROACHES AND THEIR IMPACT ON THE IMPLEMENTATION AND THE EFFECTIVENESS OF TRADITIONAL TEACHER EDUCATION PROGRAMS By Fida Hussain Chang A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Curriculum, Instruction, and Teacher Education - Doctor of Philosophy 2014 ABSTRACT TEACHER EDUCATION POLICIES AND PROGRAMS IN PAKISTAN: THE GROWTH OF MARKET APPROACHES AND THEIR IMPACT ON THE IMPLEMENTATION AND THE EFFECTIVENESS OF TRADITIONAL TEACHER EDUCATION PROGRAMS By Fida Hussain Chang Two significant effects of globalization around the world are the decentralization and liberalization of systems, including education services. In 2000, the Pakistani Government brought major higher education liberalization and expansion reforms by encouraging market approaches based on self-financed programs. These approaches have been particularly important in the area of teacher education and development. The Pakistani Government data reports (AEPAM Islamabad) on education show vast growth in market-model off-campus (open and distance) post-baccalaureate teacher education programs in the last fifteen years. Many academics and scholars have criticized traditional off-campus programs for their low quality; new policy reforms in 2009, with the support of USAID, initiated the four-year honors program, with the intention of phasing out all traditional programs by 2018. However, the new policy still allows traditional off-campus market-model programs to be offered. This important policy reform juncture warrants empirical research on the effectiveness of traditional programs to inform current and future policies. Thus, this study focused on assessing the worth of traditional and off-campus programs, and the effects of market approaches, on the implementation of traditional post-baccalaureate teacher education programs offered by public institutions in a southern province of Pakistan.
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1.Einleitung Im September 1990 Hatten Zwei Absolventen Einer Päd
1.Einleitung Im September 1990 hatten zwei Absolventen einer päd. Fachhochschule die Idee, einen kleinen Kindergarten zu gründen. Vorbild bildeten die alternativen Kindergärten in Westdeutschland und es sollte eine Alternative zu den bestehenden DDR-Einrichtungen geschaffen werden. Durch die fleißige und engagierte Arbeit der Beteiligten konnte der Kindergarten im September 1991 mit 12 Kindern eröffnet werden. Die vorliegende Konzeption berücksichtigt den sächsischen Bildungsplan, gleichzeitig auch die rechtliche, verwaltungstechnisch, sozial und landschaftlich spezifische Situation in Dresden. 2. Rahmenbedingungen Der Kindergarten befindet sich im Dresdner Stadtteil Trachau –Wilder – Mann. Der von Gründerzeitvillen geprägte , grüne Stadtteil ist ein beliebtes Zuzugsgebiet für junge Familien. In der Kinderoase werden derzeit 22 Kinder im Alter von 1,5 Jahren bis zum Schuleintritt in einer altersgemischter Gruppe betreut . Nach Möglichkeit werden gleich viele Mädchen und Jungen in die Gruppe aufgenommen.In der Kinderoase sind 3 Mitarbeiterinnen ( staatlich anerkannte Erzieherinnen und Diplompädagogin) beschäftigt. Das Team arbeitet basisdemokratisch zusammen. Außerdem sind in der Kinderoase eine Praktikantin im Freiwilligen Sozialen Jahr und ein Bundesfreiwilliger tätig. Zudem besteht die Möglichkeit, soziale Praktika zu absolvieren, um sich im Berufsleben zu orientieren. Der Kindergarten ist ganzjährig geöffnet. Ausnahmen sind die Weihnachtsferien, der Gründonnerstag, Brückentage und die Klausur der Pädagogen an welchen die Kinderoase geschlossen bleibt. Die Eltern werden darüber rechtzeitig informiert. Die Kinder können Montag bis Freitag zwischen 7.30 Uhr und 16.30 Uhr betreut werden. Räumlichkeiten und Orte: Dem Kindgarten steht eine Fläche von insgesamt 120 m2 auf zwei Etagen zur Verfügung. Im Erdgeschoss befindet sich ein heller großer Gemeinschaftsraum mit Teeküche und von diesem abgehend ein kleines Spielzimmer. Im Eingangsbereich sind Garderobe und ein Bad mit Toilette zu finden.
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Brewer, Florence B. TITLE the American Community College
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Argentina Buenos Aires Universidad
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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.
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Academy of Art University Transfer Guide for San Jose City College
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Study on Higher Vocational Education and Training in the EU
Study on higher Vocational Education and Training in the EU Written by Daniela Ulicna, Karin Luomi Messerer, Monika Auzinger February 2016 Social Europe EUROPEAN COMMISSION Directorate-General for Employment, Social Affairs and Inclusion EMPL, Directorate for Skills Unit E3, VET, Apprenticeships and Adult Learning E-mail: [email protected] European Commission B-1049 Brussels EUROPEAN COMMISSION Study on higher Vocational Education and Training in the EU Final Report Directorate-General for Employment, Social Affairs and Inclusion February, 2016 Study on higher Vocational Education and Training in the EU Europe Direct is a service to help you find answers to your questions about the European Union. Freephone number (*): 00 800 6 7 8 9 10 11 (*) The information given is free, as are most calls (though some operators, phone boxes or hotels may charge you). LEGAL NOTICE This document has been prepared for the European Commission however it reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. More information on the European Union is available on the Internet (http://www.europa.eu). Luxembourg: Publications Office of the European Union, 2016 ISBN 978-92-79-57752-9 DOI 10.2767/421741 © European Union, 2016 Reproduction is authorised provided the source is acknowledged. Study on higher Vocational Education and Training in the EU Table of Contents Executive summary ..........................................................................................
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Education, Innovation and Growth
1. Stevens Institute of Technology, located in Hoboken, New Jersey, is one of the nation’s premier technology universities – a leading educator of undergraduate and graduate engineers, a leading center for research on issues of critical importance to New Jersey communities and a long-time source of technological innovation. At the same time, Stevens has long been a major contributor to the economic vitality of the City of Hoboken, Hudson County and the State of New Jersey, and since 2011 its impact has by several measures grown significantly. However, to maintain its role as a major contributor to the life of the city, the region and the state, Stevens will need to grow – to continue expanding its educational programs, its research enterprise, its role in the development of new businesses and its partnerships with local communities. To support this growth, the university will be investing more than $420 million over the next five years in the construction of new and renovation of existing facilities. This report assesses Stevens’ current economic impact, both locally and at the state level, the impact of its projected growth, and how that growth will benefit both the local community and the state. Stevens is a significant enterprise in its own right – one of Hoboken’s largest employers, a buyer of goods and services and a sponsor of campus construction projects. The university also attracts thousands of students who through their day-to-day spending off-campus, also contribute to the strength of the local economy. Moreover, the projected growth associated with the Stevens 10-year Strategic Plan (2012-2022) will ensure that the benefits Hoboken derives from university and student spending will continue to grow as well.
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