Course Sequence Booklet 2019-2020
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Doctorate in International Family and Community Studies 2 - Doctorate in International Family and Community Studies
Doctorate in International Family and Community Studies 2 - Doctorate in International Family and Community Studies Doctorate in International Family and Community Studies Modern complex societies increasingly expect leaders to hold advanced degrees in order to bring so- phisticated research-informed analysis to bear on pressing issues in the public, private and civil society sectors. The PhD in International Family and Community Studies is being offered in the Balkans since 2012. By bringing a first-rate American doctoral program directly to the region, we hope to mobilize knowledge so as to increase the regional capacity for addressing important social issues and to do so at a highly competitive price and with minimal risk of “brain drain”. www.clemson.edu - 3 TABLE OF CONTENTS • Welcome Address • Program Overview • Why a Doctoral Program in the Balkans? • Why Choose this Doctoral Program? • Who is offering this Doctoral Degree? • Description of the Program • Curriculum • Course Descriptions • Faculty & Staff • Principal Faculty of IFNL • Adjunct Faculty of IFNL • Staff of IFNL • Admission Criteria • Application for Admission • Degree Requirements and Potential Waiver of Courses for Master’s Degree Students • Cost of Studies • Quality Assurance 4 - Doctorate in International Family and Community Studies WELCOME ADDRESS “Understanding family and community life is an important first step in improving social conditions. Consider continuing your journey with a doctorate in international family and commu- nity studies. Because a doctorate -
Neoformalistická Analýza Televizního Seriálu Community
Univerzita Palackého v Olomouci Filozofická fakulta Neoformalistická analýza televizního seriálu Community Bakalářská diplomová práce Studijní program: Teorie a dějiny dramatických umění Vedoucí práce: Mgr. Jakub Korda, Ph.D. Autorka práce: Martina Smékalová OLOMOUC 2013 Prohlášení Prohlašuji, že jsem tuto bakalářskou práci vypracovala samostatně pod odborným dohledem vedoucího diplomové práce a uvedla jsem všechny použité podklady a literaturu. V Olomouci dne ………… Podpis ………….. Na tomto místě bych ráda poděkovala Mgr. Jakubu Kordovi, Ph.D., za odborné vedení a konzultování práce. 1. ÚVOD….………………………………………………………………………...…6 1. 1. Struktura práce……………………………………………………………....8 2. TEORETICKÁ ČÁST…………………………………………………………....9 2. 1. Metodologický postup práce………………………………………………..9 2. 2. Použitá literatura a prameny……………………………………………...10 2. 2. 1. Odborná literatura……………………………………………………10 2. 2. 2. Populární literatura…………………………………………………..11 2. 3. Intermedialita a Intertextualita…………………………………...………12 2. 4. Fikční světy podle Mgr. Radomíra Kokeše……………………………....13 2.5. Poznámka k seriálové terminologii a formě seriality…………………….16 3. ANALYTICKÁ ČÁST…………………………………………………………..18 3. 1. Pozadí vzniku seriálu Community………………………………………...18 3. 2. Ocenění a nominace seriálu………………………………………………..20 3. 3. Žánr a forma seriality……………………………………………………..23 3. 4. Analýza postav……………………………………………………………...26 3. 5. Analýza vybraných fikčních světů seriálu Community………………….29 3. 5. 1. Aletický subsvět……………………………………………………...29 3. 5. 2. Alternativní subsvět………………………………………………….32 -
Mt. San Jacinto Community College Dual Enrollment Program
Mt. San Jacinto Community College Dual Enrollment Program An Opportunity for you! Created by Tammy Kinney What is Dual Enrollment? Allows qualified juniors & seniors to earn college and high school credit while meeting high school graduation requirements For some this is an additional option other than AP courses Courses are offered here on TVHS campus Fast paced, rigorous courses A college semester course equals a full year high school course Space is limited by the MSJC class size caps. More Dual Enrollment information No tuition fees TVHS students save thousands of dollars by completing DE courses. (Tuition rates vary between community college, state schools, & private universities) There is a $6 RTA bus fee that all MSJC students have to pay each semester. No AP test fees You must have a 3.0 GPA in order to take the Dual Enrollment courses. Dual Enrollment Objectives Increases college credits awarded to high school students. Reduces college costs for students and families. Reduces the length of time it takes for students to obtain their academic and/or career goals. Why should I take Dual Enrollment courses? Begin college early Save money Easier transition to college What courses are offered? English 101/Freshman Composition & 103/Critical Thinking & Writing. Math 105/College Algebra & 110/Pre-Calculus (Priority placement will be given to students who have not completed courses above Pre Calculus.) Spanish 101/Elementary Spanish I & 102/Elementary Spanish II (It is recommended that students complete high school -
Spanish 101 in the Virtual World
Spanish 101 in the Virtual World Professor: James T. Abraham, Ph.D. E-mail: [email protected] Homepage: http://web.gccaz.edu/~jamtc53471 Phone: 623.239.1202 Office Hours: BY APPOINTMENT Please arrange to meet with me in-person or virtually if you would like to go over the ¡Hola! I´m Calisto Encinal. I´ll be material covered in this class. your professor this semester. Course Description Basic grammar, pronunciation, and vocabulary of the Spanish language. Includes the study of the Spanish- speaking cultures. Practice of listening, speaking, reading, and writing skills. Prerequisites: None. Course Competencies 1. Demonstrate comprehension of written and oral passages that include biographical information, basic questions and descriptions, short narratives, brief dialogues, survival vocabulary, and current events. 2. Compose written passages that include biographical information, basic questions and descriptions, short narratives, brief dialogues, survival vocabulary, and current events. 3. Ask and answer oral questions to satisfy basic needs, express biographical information, provide short descriptions, and participate in very simple conversations. 4. Identify cultural aspects of the target language. For a complete list, see http://www.maricopa.edu/curriculum/M-Z/116spa101.html. Textbook & Class Materials No textbook required. All content will be delivered on the web. Class sessions and activities will be conducted in Second Life. See the Start Guide. Spanish Dictionary (recommended) Statement on Online Learning This class is being offered as an online class. The class will not meet at the GCC campus. All instruction will be delivered through World Wide Web (WWW) materials. This class will require self-motivation and discipline. -
1 Department of Modern and Classical Languages College of Arts And
Modern and Classical Languages Self-Study, 2016 Department of Modern and Classical Languages College of Arts and Sciences University of San Francisco Self-Study (Spring 2016) 1 Modern and Classical Languages Self-Study, 2016 Table of Contents Mission ..................................................................................................................................................... 6 Governance ............................................................................................................................................ 6 History ..................................................................................................................................................... 8 Adjunct Faculty ..................................................................................................................................... 8 Courses and Enrollment .................................................................................................................... 9 Foreign Language Requirement .................................................................................................... 10 Staff ......................................................................................................................................................... 11 Technology and LCC .......................................................................................................................... 12 Student and Faculty Statistics ....................................................................................................... -
International Civic and Citizenship Education Study
International Civic and Citizenship Education Study Assessment Framework Wolfram Schulz Julian Fraillon John Ainley Bruno Losito David Kerr ICCS ASSESSMENT FRAMEWORK 1 2 ICCS ASSESSMENT FRAMEWORK International Civic and Citizenship Education Study Assessment Framework Wolfram Schulz Julian Fraillon John Ainley Bruno Losito David Kerr ICCS ASSESSMENT FRAMEWORK 1 Copyright © 2008 International Association for the Evaluation of Educational Achievement All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, electrostatic, magnetic tape, mechanical, photocopying, recording or otherwise without permission in writing from the copyright holder. ISBN: 978-90-9023778-7 Copies of this publication can be obtained from: The IEA Secretariat Herengracht 487 1017 BT, Amsterdam, The Netherlands Telephone + 31 20 625 3625 Fax + 31 20 420 7136 Email: [email protected] Website: www.iea.nl The International Association for the Evaluation of Educational Achievement, known as IEA, is an independent, international consortium of national research institutions and governmental research agencies, with headquarters in Amsterdam. Its primary purpose is to conduct large-scale comparative studies of educational achievement with the aim of gaining more in-depth understanding of the effects of policies and practices within and across systems of education. 2 ICCS ASSESSMENT FRAMEWORK Contents Preface 5 Overview 7 Purpose of the study 7 Background to the study 7 Research questions, -
Spanish Clinical Language and Resource Guide
SPANISH CLINICAL LANGUAGE AND RESOURCE GUIDE The Spanish Clinical Language and Resource Guide has been created to enhance public access to information about mental health services and other human service resources available to Spanish-speaking residents of Hennepin County and the Twin Cities metro area. While every effort is made to ensure the accuracy of the information, we make no guarantees. The inclusion of an organization or service does not imply an endorsement of the organization or service, nor does exclusion imply disapproval. Under no circumstances shall Washburn Center for Children or its employees be liable for any direct, indirect, incidental, special, punitive, or consequential damages which may result in any way from your use of the information included in the Spanish Clinical Language and Resource Guide. Acknowledgements February 2015 In 2012, Washburn Center for Children, Kente Circle, and Centro collaborated on a grant proposal to obtain funding from the Hennepin County Children’s Mental Health Collaborative to help the agencies improve cultural competence in services to various client populations, including Spanish-speaking families. These funds allowed Washburn Center’s existing Spanish-speaking Provider Group to build connections with over 60 bilingual, culturally responsive mental health providers from numerous Twin Cities mental health agencies and private practices. This expanded group, called the Hennepin County Spanish-speaking Provider Consortium, meets six times a year for population-specific trainings, clinical and language peer consultation, and resource sharing. Under the grant, Washburn Center’s Spanish-speaking Provider Group agreed to compile a clinical language guide, meant to capture and expand on our group’s “¿Cómo se dice…?” conversations. -
25 Universities with Global Studies Programs Or Programs of Similar
25 UNIVERSITIES WITH GLOBAL STUDIES PROGRAMS OR PROGRAMS OF SIMILAR INTEREST *This list is not meant to be extensive but to provide you with a starting point when exploring your post-secondary options. What is a Global Studies Major? According to the The College Board: “Global studies majors are “global thinkers” in every sense. Drawing from fields as different as geography, music, political science, and ecology, they look at the connections between nations and peoples and the trends that shape our lives. And global studies majors don’t just think on a large scale. They may study how something like climate change can affect hundreds of nations, but they also consider its effects on their own backyard.” Potential Career Paths: Foreign Service/State Department; International business, including working for a domestic American corporation in their international operations, or working for a corporation abroad; Entrepreneurialism; International law; International development and sustainable development; International non-profit work or activism on environment, human rights, social justice, etc.; Journalism and other communications media; Education, especially teaching and administration at the high school level and above. Click here to see more about what you can do with a Global Studies Degree 1. BRANDEIS UNIVERSITY The International and Global Studies (IGS) Program is an interdisciplinary program that provides students with an opportunity to understand the complex processes of globalization that have so profoundly affected politics, economics, culture, society, the environment and many other facets of our lives. 2. BROWN UNIVERSITY: WATSON INSTITUTE FOR INTERNATIONAL STUDIES The Watson Institute is a community of scholars whose work aims to help us understand and address the world's great challenges, such as globalization, economic uncertainty, security threats, environmental degradation, and poverty. -
Spanish Certificate Info and Sign up Form
International Certificate in Cultural Competency and Communication in Spanish One of the goals of Vision 2020 is to “diversify and globalize the A&M community”. Two key indicators in Texas A&M’s (TAMU) Quality Enhancement Plan are specific to creating excellence in diversity of student learning and in internationalization. These two goals are stated as follows: • Students graduating from Texas A&M University should be able to function successfully in complex, diverse, social, economic, and political contexts. • Students graduating from Texas A&M University will be able to function effectively in their chosen career fields in an international setting. Specifically, students who complete the BIMS International Certificate will: 1. Be functionally bilingual and employ attained language skills in both social and formal settings 2. Be able to perform linguistically and in a culturally sensitive manner within the medial and/or agricultural environment 3. Gain experiential knowledge abroad, expanding their cultural sensitivities and functionality in a foreign environment. Students should be able to compare and contrast Latin American and Spanish cultural ideas with those of the Anglo population within the United States. Students should recognize cultural differences, using language and social skills to interact effectively within a foreign environment. The certificate has been generated with the student’s required TAMU core curriculum in mind. Many students may wish to discuss a minor in language, political science, sociology, etc. based upon the courses taken to satisfy the certificate requirements. To discuss a minor, please speak with your academic advisor as well as the college/department in which you wish to minor. -
2–22–05 Vol. 70 No. 34 Tuesday Feb. 22, 2005 Pages 8501–8708
2–22–05 Tuesday Vol. 70 No. 34 Feb. 22, 2005 Pages 8501–8708 VerDate jul 14 2003 20:36 Feb 18, 2005 Jkt 205001 PO 00000 Frm 00001 Fmt 4710 Sfmt 4710 E:\FR\FM\22FEWS.LOC 22FEWS i II Federal Register / Vol. 70, No. 34 / Tuesday, February 22, 2005 The FEDERAL REGISTER (ISSN 0097–6326) is published daily, SUBSCRIPTIONS AND COPIES Monday through Friday, except official holidays, by the Office PUBLIC of the Federal Register, National Archives and Records Administration, Washington, DC 20408, under the Federal Register Subscriptions: Act (44 U.S.C. Ch. 15) and the regulations of the Administrative Paper or fiche 202–512–1800 Committee of the Federal Register (1 CFR Ch. I). The Assistance with public subscriptions 202–512–1806 Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 is the exclusive distributor of the official General online information 202–512–1530; 1–888–293–6498 edition. Periodicals postage is paid at Washington, DC. Single copies/back copies: The FEDERAL REGISTER provides a uniform system for making Paper or fiche 202–512–1800 available to the public regulations and legal notices issued by Assistance with public single copies 1–866–512–1800 Federal agencies. These include Presidential proclamations and (Toll-Free) Executive Orders, Federal agency documents having general FEDERAL AGENCIES applicability and legal effect, documents required to be published Subscriptions: by act of Congress, and other Federal agency documents of public interest. Paper or fiche 202–741–6005 Documents are on file for public inspection in the Office of the Assistance with Federal agency subscriptions 202–741–6005 Federal Register the day before they are published, unless the issuing agency requests earlier filing. -
Gender Differences in Identity Features and Self-Determination Process
IAFOR Journal of Psychology & the Behavioral Sciences Volume 2 – Issue 2 – Summer 2016 Gender Differences in Identity Features and Self-Determination Process Natalia V. Antonova and Natalia L. Ivanova National Research University Higher School of Economics, Russia Abstract This article describes the results of the investigation which was conducted among adult Russian males and females. The purpose of the investigation was to describe the gender differences of identity and self-determination process. In this investigation we also confirmed our model of identity statuses that was elaborated on the base of Marcia’s model. Forty-five people were interviewed. The results indicate that women have the identity status ‘open stable identity’ more often than men (p<0.05), and it is accompanied by the more intensive process of self-determination (p<0.05). The identity status ‘closed stable identity’ is more typical for men (p<0.05), and is associated with the weakening of the desire for change that may hinder the process of self-determination and self-development. For women, the main stimulus of self-determination is the family's welfare, and for men the main stimulus is self- development and achievement of status in society. Based on these results, we elaborated a program of individual coaching for women, which promotes open innovation processes and self-determination. The results can be also used in family therapy and occupational counseling. Keywords: self-determination, identity status, social identity, personal identity, decision- making, gender differences 47 IAFOR Journal of Psychology & the Behavioral Sciences Volume 2 – Issue 2 – Summer 2016 The problem of self-determination seems to be very popular in contemporary psychology. -
A Qualitative Study of How Gender Appears in the Thinking of Four Elementary Teachers
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-2000 Teaching gender : a qualitative study of how gender appears in the thinking of four elementary teachers. Carolyn M. Pillow University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Pillow, Carolyn M., "Teaching gender : a qualitative study of how gender appears in the thinking of four elementary teachers." (2000). Doctoral Dissertations 1896 - February 2014. 5400. https://scholarworks.umass.edu/dissertations_1/5400 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. TEACHING GENDER: A QUALITATIVE STUDY OF HOW GENDER APPEARS IN THE THINKING OF FOUR ELEMENTARY TEACHERS A Dissertation Presented by CAROLYN M. PILLOW Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION February 2000 School of Education © Copyright by Carolyn M. Pillow 2000 All Rights Reserved TEACHING GENDER: A QUALITATIVE STUDY OF HOW GENDER APPEARS IN THE THINKING OF FOUR ELEMENTARY TEACHERS A Dissertation Presented by CAROLYN M. PILLOW Marion B. Rhodes, Member ACKNOWLEDGMENTS My advisor, David Schuman, came into my life during a time when I had little academic support as a graduate student. He changed a dark time into years of a true intellectual adventure for me. With the help of his gentle direction I explored more and more complex areas of knowledge.