Human Resources Information Sheet
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Schedule of Award Title Abbreviations
Award Abbreviation Associate Degree in Applied Science AssocDeg(AppSc) Associate Degree in Applied Science (Information Technology) AssocDegAppSc(IT) Associate Degree in Aviation (Professional Pilots) AssocDegAvn(ProfPil) Associate Degree in Business AssocDegBus Associate Degree in Design (Furniture) AssocDegDes(Furn) Associate Degree in Engineering Technology AssocDegEngTech Associate Degree in Engineering Technology (Advanced Manufacturing) AssocDegEngTech(AdvMan) Associate Degree in Engineering Technology (Civil Engineering) AssocDegEngTech(CivEng) Associate Degree in Engineering Technology (Civil) AssocDegEngTech(Civ) Associate Degree in Engineering Technology (Design and Development) AssocDegEngTech(Des&Dev) Associate Degree in Engineering Technology (Electrical/Electronics) AssocDegEngTech(ElecElect) Associate Degree in Engineering Technology (Mechanical) AssocDegEngTech(Mech) Associate Degree in Engineering Technology (Network Engineering) AssocDegEngTech(NetEng) Associate Degree in Engineering Technology (Network) AssocDegEngTech(Net) Associate Degree in Engineering Technology (Systems and Logistics) AssocDegEngTech(Sys&Log) Associate Degree in Fashion and Textile Merchandising AssocDegFash&TextMerch Associate Degree in Fashion Design and Technology AssocDegFashDes&Tech Associate Degree in Graphic Design AssocDegGrDes Associate Degree in Graphic Technology AssocDegGrTech Associate Degree in Health Sciences AssocDegHSc Associate Degree in Information Technology AssocDegInfoTech Associate Degree in Information Technology (System -
Design, Architecture and Building Undergraduate Courses 2022
Design, Architecture and Building Undergraduate Courses 2022 No. UTS ranked Australia’s #1 young◆ 1uni Welcome to the Faculty of Design, Architecture and Building Contents UTS at a glance 02 Why design, architecture and building at UTS? 33,752 Undergraduate enrolments 10,208 Postgraduate coursework 03 Design 2199 Higher degree research 04 Bachelor of Design in Animation UTS student diversity 05 Bachelor of Design in Fashion and Textiles 29% are 25 or older 06 Bachelor of Design in Product Design 49% are female 07 Bachelor of Design in Visual Communication 50% were born outside of Australia 08 Architecture Please note the above numbers are approximates as of 09 Bachelor of Design in Architecture January 2020. 10 Bachelor of Landscape Architecture (Honours) 11 Bachelor of Design in Interior Architecture 12 Built Environment 13 Bachelor of Construction Project Management 14 Bachelor of Property Economics 15 Combined Degrees 15 Bachelor of Creative Intelligence and Innovation 15 Bachelor of Arts in International Studies 16 Degree add-ons 17 Applying to UTS Connect with us 17 How to apply 17 Admission schemes UTSDAB 17 Admission pathways UTSDAB 17 Scholarships 17 Fees and financial assistance Acknowledgement of Country UTS acknowledges the Gadigal People of the Eora Nation, the Boorooberongal People of the Dharug Nation, the Bidiagal people and the Gamaygal people upon whose ancestral lands our university stands. We would also like to pay respect to the Elders both past and present, acknowledging them as the traditional custodians of knowledge for these lands. 1 Faculty of Design, Architecture and Building Why design, architecture and building at UTS? Our students are creative and critical thinkers, connected with the best the world has to offer. -
Catalog 2011-12
C A T A L O G 1 2011 2012 Professional/Technical Careers University Transfer Adult Education 2 PIERCE COLLEGE CATALOG 2011-12 PIERCE COLLEGE DISTRICT 11 BOARD OF TRUSTEES DONALD G. MEYER ANGIE ROARTy MARC GASPARD JAQUELINE ROSENBLATT AMADEO TIAM Board Chair Vice Chair PIERCE COLLEGE EXECUTIVE TEAM MICHELE L. JOHNSON, Ph.D. Chancellor DENISE R. YOCHUM PATRICK E. SCHMITT, Ph. D. BILL MCMEEKIN President, Pierce College Fort Steilacoom President, Pierce College Puyallup Interim Vice President for Learning and Student Success SUZY AMES Executive Vice President Vice President for Advancement of Extended Learning Programs Executive Director of the Pierce College Foundation JO ANN W. BARIA, Ph. D. Dean of Workforce Education JAN BUCHOLZ Vice President, Human Resources DEBRA GILCHRIST, Ph.D. Dean of Libraries and Institutional Effectiveness CAROL GREEN, Ed.D. Vice President for Learning and Student Success, Fort Steilacoom MICHAEL F. STOCKE Dean of Institutional Technology JOANN WISZMANN Vice President, Administrative Services The Pierce College District does not discriminate on the basis of race, color, national origin, sex, sexual orientation, disability, or age in its programs and activities. Upon request, this publication will be made available in alternate formats. TABLE OF CONTENTS 3 Table of Contents Landscapes of Possibilities Dental Hygiene ......................................................52 Sociology ..................................................................77 Chancellor’s Message ..............................................5 -
This Copy Is for Staff Use Only
Architecture, Design and Planning Handbook 2018 This copy is for staff use only Handbooks online: sydney.edu.au/handbooks Contents Contents Honours 21 Welcome 1 Bachelor of Design in Architecture enrolment 21 A message from the Dean 1 planner Bachelor of Architecture and Environments 3 Bachelor of Design in Architecture 23 Overview 3 Bachelor of Design in Architecture 23 Bachelor in Architecture and Environment 3 Bachelor of Design in Architecture (Honours) 23 enrolment guide Course Resolutions 23 Summary of requirements 3 Master of Architecture prerequisite unit of study 3 Bachelor of Design in Architecture 25 Honours 3 Table A: Units of study in the Bachelor of Design 25 Bachelor of Architecture and Environments 3 in Architecture enrolment planner Bachelor of Design in Architecture 29 Bachelor of Architecture and Environments 5 Table A: Units of study in the Bachelor of Design 29 Bachelor of Architecture and Environments 5 in Architecture Bachelor of Architecture and Environments 5 Bachelor of Design in Architecture - Core units of 29 (Honours) study Course Resolutions 5 Junior units of study 29 Senior units of study 29 7 Bachelor of Architecture and Environments Bachelor of Design in Architecture 31 Table D: Units of study in the Bachelor of 7 (Honours)/Master of Architecture honours core Architecture and Environments units Recommended electives 31 Bachelor of Architecture and Environments 9 Master of Architecture - Prerequisite unit of study 31 Table D: Units of study in the Bachelor of 9 Architecture and Environments School electives -
Why Design a Guide to Studying Design in Ireland Architecture Art
Architecture Why DesignArt & Design Education A guide to Craft Design studying design Fashion Design in Ireland Furniture Design Graphic Design/ Visual Communication Industrial Design/ Product Design Interior Architecture Interior Design New Media/ Multimedia Textile Design Institute of Designers in Ireland Foreword There are many different possibilities for students who wish to study design in Ireland. Whether you are interested in graphics, crafts, fashion or interiors, you can choose from a number of different courses. Most of the courses detailed are applied for through the CAO system (ask your teacher or guidance counsellor for details) while others can be applied for directly to the colleges. You are advised to contact the colleges directly to ask about admission procedures, portfolios and interviews, which may form part of the selection process. Much information can also be gleaned by exploring college websites. Sometimes it’s difficult to know what exactly a course will entail, especially if you have not studied the subject before. You should ask your art teacher and your guidance counsellor for their advice. Try to visit any college you are interested in, attend open days and email queries to the college admissions departments, who can send you out an information pack. Design courses offer many different creative career possibilities. However, all courses involve hard work and dedication in order to achieve the best possible future in design. Good luck in your future. 01 Studying design in Ireland Architecture The following pages hope to help you to better understand what specific areas of design are Art & Design Education and to inform you about different design courses on offer. -
Bachelor of Design Foundation Course SEMESTER I Sr
Bachelor of Design Foundation Course SEMESTER I Sr. Th Pr Subject TC Hours Internal External Total No. C C Th Pr Th Pr Drawing and Sketching 100 marks continuous 1 4 - 4 120 100 (c) evaluation Environmental Studies 2 4 4 - 60 25 75 100 (c) Fundamental of Design 3 4 2 2 90 25 25 50 25 100 (c) 25+25=50/2=25 4 Communication Skills (c) 4 3 1 75 15 10 60 15 100 History of Art & Design 5 4 3 1 75 15 10 60 15 100 (c) 20 500 SEMESTER II Th Pr Sr. No. Subject TC Hours Internal External Total C C Th Pr Th Pr 1 Art Appreciation (c) 4 3 1 75 15 10 60 15 100 Technical Drawing- 100 marks continuous 2 4 - 4 120 100 Foundation (b) evaluation 3 Advance Design (c) 4 2 2 90 25 25 50 25 100 25+25=50/2=25 100 marks continuous 4 Material Studies (b) 4 - 4 120 100 evaluation Computer Application 100 marks continuous 5 4 - 4 120 100 for Design evaluation 20 500 Fashion Design SEMESTER III Sr. Subject TC Th C Pr C Hrs Internal External Total No. Th Pr Th Pr Fundamentals of Illustration & 1 4 0 4 120 100 marks continuous evaluation 100 Design Concept 2 Introduction to Pattern Making 4 0 4 120 100 marks continuous evaluation 100 Introduction to Garment 3 4 0 4 120 100 marks continuous evaluation 100 Construction 4 Introduction to Textile 4 4 0 60 25 75 100 History of fashion (Indian & 5 4 4 0 60 25 75 100 Western) and women's studies TOTAL 20 500 SEMESTER IV Sr. -
Minutes Regular Meeting Board of Regents the Texas
MINUTES REGULAR MEETING BOARD OF REGENTS THE TEXAS A&M UNIVERSITY SYSTEM HELD IN COLLEGE STATION, TEXAS October 31, 2019 (Approved February 6, 2020) TABLE OF CONTENTS MINUTES OF THE MEETING OF THE BOARD OF REGENTS October 31, 2019 CONVENE ................................................................................................................................................................................... 1 RECESS TO EXECUTIVE SESSION ......................................................................................................................................... 1 RECONVENE .............................................................................................................................................................................. 1 INVOCATION ............................................................................................................................................................................. 1 CHAIRMAN’S REMARKS ......................................................................................................................................................... 2 CHANCELLOR’S REMARKS .................................................................................................................................................... 2 REMARKS FROM DR. HARRISON KELLER REGARDING HIGHER EDUCATION IN TEXAS ....................................... 3 RECESS AND RECONVENE .................................................................................................................................................... -
The Liberal Arts Curriculum in China's Christian
THE LIBERAL ARTS CURRICULUM IN CHINA’S CHRISTIAN UNIVERSITIES AND ITS RELEVANCE TO CHINA’S UNIVERSITIES TODAY by Leping Mou A thesis submitted in conformity with the requirements for the degree of Master of Arts Department of Leadership, Higher and Adult Education Ontario Institute for Studies in Education University of Toronto © Copyright by Leping Mou 2018 The Liberal Arts Curriculum in China’s Christian Universities and Its Relevance to China’s Universities Today Leping Mou Master of Arts Department of Leadership, Higher and Adult Education Ontario Institute for Studies in Education University of Toronto 2018 Abstract This thesis considers the historical background, the development, and the characteristics of China’s Christian universities, with a special focus on their curriculum design. Through the lens of postmodern theory, the thesis explores the concept and essence of liberal arts education as reflected in the curriculum of the Christian universities through a qualitative methodology, focusing on the analysis of historical archival material. The purpose is to find insights for today’s trend towards reviving liberal arts education in China’s elite universities as a way of countering the influence of utilitarianism and neo-liberalism in an era of economic globalization. ii Acknowledgements The completion of this Master thesis marks the accomplishment of two years’ academic study at the Ontario Institute for Studies in Education (OISE). Along with my hard work, it is made possible because of the insightful suggestions and guidance from OISE's erudite professors and the help and support from family and friends. It is also an encouragement for me to proceed to further doctoral study. -
Appendix B Abbreviations Commonwealth University Degrees
APPENDIX B ABBREVIATIONS COMMONWEALTH UNIVERSITY DEGREES Commonwealth University Degree Abbreviations The following list of degree abbreviations and corresponding titles is restricted to degrees awarded by Commonwealth institutions with chapters in the Yearbook up to 1994 and since 1999, and any degree -granting institutions federated to or affiliated with them. AA Associate in Arts AM Associate of Music AMusD Doctor of Musical Arts AMusM Master of Musical Arts ASc Associate in Science BA Bachelor of Arts/Bachelieres Arts BAA Bachelier en Administration des Affaires Bachelor of Business Administration Bachelor of Applied Arts: And., Ryerson BA(Administration) Bachelor of Arts (Public Administration) BA(Arch) Bachelor of Arts (Arc hitecture) BA(ArchStud) Bachelor of Arts (Architectural Studies) BA(ArchStudies) Bachelor of Arts in Architectural Studies BA(ArtHistCur) Bachelor of Arts (Art History and Curatorship) BA(AsSt) Bachelor of Arts (Asian Studies) BA(AustS) Bachelor of Arts (Australian Studies) BA(AustSt) Bachelor of Arts (Australian Studies) BAcc Bachelor of Accountancy/Accounting BAcct Bachelor of Accounting BAcct(IS) Bachelor of Accounting (Information Systems) BA(CeramDes) Bachelor of Arts (Ceramic De sign) BA(Coll) Bachelor of Arts (Collegiate) BA(Com) Bachelor of Arts in Commerce BA(CombStuds) Bachelor of Arts in Combined Studies BA(Comm) Bachelor of Arts in Communication BA(CommStud) Bachelor of Communication Studies BA(CommStuds) Bachelor of Art s (Communication Studies) BACS Bachelor of Arts Community Studies BAD Bachelier -
Strategies for Assessing the Responsiveness of Design Programs to the Context of Practice
Thank you all for coming to this presentation on major futures issues for institutions. The NASAD Working Group on NASAD working group the Future of Design and Design Education has been meeting for several years to address the issue of the future direction of design and design education. I’m Karen Hughes, from the University of Cincinnati, and have been honored to work with my esteemed colleagues: Eric Anderson, Carnegie Mellon University The Future of Design and Design Education Meredith Davis, North Carolina State University Susan King Roth, Virginia Commonwealth University Strategies for assessing the responsiveness and David Weightman, Univ of Illlinois, of design programs to the context of practice Urbana Champaign Working group members: Karen Monzel Hughes, University of Cincinnati, Chair Eric Anderson, Carnegie Mellon University Meredith Davis, North Carolina State University Susan King Roth, Virginia Commonwealth University David Weightman, University of Illinois/Urbana-Champaign October 2011 Slide 1 Many of you probably attended our session at last’s year’s National Meeting in Cincinnati, in which we reported our findings NASAD working group and made recommendations. Today we will take that a step further and talk about strategies for assessing the responsiveness of design programs to the context of practice. Building upon that information presented last year, we will present a set of questions we hope design educators and administrators will ask themselves as they develop curricula for the future. We will illustrate with examples of how various design schools have addressed these questions, in hopes of sparking recognition of how you might implement changes in your own Design curricula. -
Prospectus-2021.Pdf
2021 ADMISSIONSAdmissions for Artisans/Children of Artisans Message from Chairman The National Institute of Fashion Technology welcomes you partake in a shared vision for the future. Our students are equipped with the latest information in innovation and technology in the entire value chain of design and fashion. They are encouraged to respect the rich Indian Heritage, and derive the best from our way of life, and our own traditional arts and handicrafts. We take incredible pride in instilling ethical values in our students that have gone on to make a mark, and have positively influenced the industries we serve and our society in general. NIFT has continuously strived to adopt the global standards in fashion education by aligning its teaching methods to interactive and evolving education systems, aimed at creating a unique learning experience that blends heritage, cultivates aesthetic virtuosity in an environment of freedom of inquiry and cognition. The revamped curriculum focuses on multidisciplinary learning, to the students to solve real life challenges but also facilitate them to carve out new and unique paths for themselves. application - in addition to celebrating diversity and fostering inclusivity, sensitising students to cultural and social contexts, which is vital in personality building and develops individuals as change agents in the society. The alumni of NIFT are recognised as adept professionals in a myriad of creative fields, and their success stories are a source of pride for the institute. Industry- Academia interfaces throughout the course provide a cutting-edge learning experience to our students. The Industry oriented learning environment through internships and Graduation projects allows for real time learning for the students. -
2014–2015 Academic Calendar Macewan University
2014–2015 Academic Calendar MacEwan University MacEwan University • 2014–2015 A C A D E M I C C A L E N D A R • MacEwan.ca 1 CONTENTS INTRODUCTION POST-DIPLOMA CERTIFICATE PROGRAMS 4 2014–2015 Academic Schedule 97 Cardiac Nursing Post-basic Certificate 6 Mission Statement 98 Perioperative Nursing for Registered Nurses 6 MacEwan in 2020 – Our Vision 100 Post-basic Nursing Practice 6 Educational Philosophy Statement 102 Professional Golf Management – suspended 6 Educational Goals 103 Wound Management Post-basic Certificate 7 Campus Locations 8 Phone Directory UNIVERSITY TRANSFER PROGRAMS 106 Bachelor of Physical Education Transfer REGISTRARIAL INFORMATION 108 Bachelor of Science in Engineering Transfer 11 Admissions 20 Enrolment CERTIFICATE AND DIPLOMA PROGRAMS 111 Accounting and Strategic Measurement 21 Student Records and Transcripts 114 Acupuncture 24 Fees 117 Arts and Cultural Management 29 Educational Funding, Scholarships and Awards 120 Asia Pacific Management 30 International Students 122 Business Management 32 Institutional Graduation Regulations 128 Correctional Services 32 Policies 130 Design Studies SERVICES FOR STUDENTS 134 Design Foundations/Studies – suspended 34 Aboriginal Education Centre 137 Disability Management in the Workplace 34 Alumni Status 139 Disability Studies: Leadership and Community 34 Child Care Centre 141 Early Learning and Child Care 34 Library 143 Emergency Communications and Response 34 MacEwan Athletics 145 Fine Art 34 MacEwan Bookstores 147 General Studies 34 MacEwan Health Services 149 Hearing Aid Practitioner