The SAT and SAT Subject Tests Score Reporting Code List
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Academic Calendar 2020–2021
ACADEMIC CALENDAR 2020 2021 1 ACADEMIC CALENDAR 2020–2021 The Board of Governors, the Senate, and the Administration of Redeemer University reserve the right to make changes in this calendar without prior notice. When academic programs and degree requirements are altered, the student must adhere to the calendar in effect for the academic year in which he or she was admitted to Redeemer, unless otherwise authorized by the university. 1 Table of Contents Academic Schedule 2020–21 ................................................5 Fees and Payments ..............................................................21 General Information ...............................................................6 Tuition, Food and Housing ..............................................................21 Mission and Vision Statement ..........................................................6 Student Fees ....................................................................................21 Institutional Purpose .........................................................................6 Special Fees .....................................................................................21 Statement of Basis and Principles......................................................6 Housing and Enrolment Deposit ......................................................22 Educational Guidelines .....................................................................7 Payments .........................................................................................22 Institutional -
Northern Iowa Today, V86n1, Winter 2002
University of Northern Iowa UNI ScholarWorks UNI Today UNI Alumni Association Winter 2002 Northern Iowa Today, v86n1, Winter 2002 University of Northern Iowa Alumni Association Let us know how access to this document benefits ouy Copyright ©2002 University of Northern Iowa Follow this and additional works at: https://scholarworks.uni.edu/alumninews Part of the Higher Education Commons Recommended Citation University of Northern Iowa Alumni Association, "Northern Iowa Today, v86n1, Winter 2002" (2002). UNI Today. 40. https://scholarworks.uni.edu/alumninews/40 This Newsletter is brought to you for free and open access by the UNI Alumni Association at UNI ScholarWorks. It has been accepted for inclusion in UNI Today by an authorized administrator of UNI ScholarWorks. For more information, please contact [email protected]. hanges in the economic and political climate have created challeng s for the University of orthern Iowa. The rapid transition from economic expansion to recession is trouble om a much for its swiftnes a for its magnitude. niversities thrive on stability. Our mi ion is to provide a safe place for maturing minds to explore the wonder of th worlds of place, idea and value . While we exp ct and nurture the chang that accompanies such exploration, changes that bufi t th univer ity from th out id an be een a threats to our mission. In my thirty-five years as a member of a university faculty, I have not een before a reversal of fortunes as precipitous as tho e een this fiscal year. I has coped remarkably well. Th university, with the support of its Board of Regent , has made the commitment to maintain the quality of its programs for the long term. -
Edith Cowan University Office of the Deputy Vice-Chancellor (Strategic Partnerships)
Edith Cowan University Office of the Deputy Vice-Chancellor (Strategic Partnerships) Achieving Gender Equality at Edith Cowan University (ECU) – Discussion Paper The Science Academic Gender Equity (SAGE) Pilot of the Athena SWAN Charter in Australia What is Athena SWAN? Athena SWAN is now an international accreditation scheme which recognises a commitment to supporting and advancing women's careers in science, technology, engineering, maths and medicine (STEMM) in higher education and research.1 The term ‘Athena’ refers to a UK based ‘Athena Project’ that began in 1999 with the aim of addressing the loss of women in science, engineering and technology based disciplines as they progressed through academia. By establishing extensive associations throughout the UK higher education sector, the project developed good practice guidelines which improved female academic retention. The project closed in 2007 however its mission continues through initiatives including the Athena SWAN Charter. The acronym ‘SWAN’ stands for the Scientific Women’s Academic Network, an entity that collects real life views and experiences of women in academia across the UK. The Athena SWAN Charter combines these two elements in advancing the representation of women in science, technology, engineering, mathematics and medicine (STEMM). Having commenced in the UK, the initiative has an extensive history there of advancing the careers of women in higher education and research sectors since it was established in 2005, and the scheme has been highly successful in improving the promotion and retention of women within STEMM. With such success, the Pilot has now been launched in Australia by the Science Academic Gender Equity (SAGE) initiative which addresses gender equality in the STEMM sector. -
Calendar for the Academic Year 2015
CALENDAR FOR THE ACADEMIC YEAR 2015 SPRING SEMESTER (April 1- September 20, 2015) 2015 APRIL 1 (WED) Entrance ceremony for new degree students Orientation for new students (degree, non-degree) English placement test 2 (THU) Orientation for new exchange students Chinese, French and Spanish placement interview Japanese placement test 2(THU)-13 (MON) Course registration (sophomores, juniors, seniors) 2 (THU)-7 (TUE) First lottery registration (sophomores, juniors, seniors) 3 (FRI)-13 (MON) Course registration (freshmen, exchange/non-degree students) 3 (FRI)-7 (TUE) First lottery registration (freshmen, exchange/non-degree students) 5 (SUN)-6 (MON) Orientation camp for new degree students 7 (TUE) Individual advising for all students Guidance for transfer students 8 (WED) Results of first lottery registration available on Loyola 8 (WED)-9 (THU) Second lottery registration 10 (FRI) Results of second lottery registration available on Loyola Third lottery registration (foreign language courses only) 11 (SAT) Results of third lottery registration available on Loyola 11 (SAT)-13 (MON) Final lottery registration (first-come-first-served basis) 13 (MON) Classes begin 14 (TUE) Results of course registration available on Loyola 15 (WED)-17 (FRI) Course adjustment 21 (TUE) Final confirmation of course registration available on Loyola 22 (WED)-24 (FRI) Cancellation period 29 (WED) Classes to be held MAY 7 (THU) Tuition bill sent 22 (FRI) Tuition payment deadline 29 (FRI) Leave of absence application deadline JUNE 6 (SAT)-11 (THU) Withdrawal period 1 -
2006/2007 Bermuda College Catalogue
MISSION STATEMENT Setting Bermuda’s Students on the Paths to Success · With professional and technical programmes that lead to success in the workplace · With transfer programmes that lead to success in university · With continuing education and training programmes that lead to success in professional development · With developmental programmes that lead to success in the classroom TABLE OF CONTENTS Calendar of Events 4 Plumbing Technology 47 Academic Regulations 5 Wood Technology 48 Making Changes to Your Programme 5 Diploma Programmes 49 Grading 6 Chef Apprenticeship 51 Examinations 8 Computer Network Administration 52 Academic Records 8 Computer Network Technology 53 Academic Records Policy 8 Continuing Care Workers 54 President’s & Vice-President’s List 9 Culinary Arts 55 Graduation 9 Electronic Technology 56 Articulation Programmes Offered in Bermuda 11 Food & Beverage Management 57 Mount St. Vincent – B.A.A. Child & Youth Studies 13 Heating, Ventilation & Air Conditioning 58 Mount St. Vincent – B.A. Business Administration 13 Masonry Technology 59 University of Kent – LLB 13 Motor Vehicle Technology 60 Associate Degree Programmes 15 Office Administration 61 Arts 17 Plumbing Technology 62 Arts (Business Administration) 18 Web Development 63 Art and Design 19 Wood Technology 64 Arts & Science 20 Course Concentration 65 Arts (Human Services) 21 Credit Course Descriptions 67 Business Administration 22 Professional Designation & Development 103 Computer Information Systems 23 BOMI - Building Owners and Managers Institute of Canada 105 -
Course Descriptions 2008/2009
Course Descriptions 2008/2009 AUGUSTINE COLLEGE faith seeking understanding 18 Blackburn Avenue, Ottawa, Canada K1N 8A3 (613) 237 9870 | fax (613) 237 3934 www.augustinecollege.org | CONTENTS Accreditation, 3 Credit Transfer, 4 Answers to a Few Common Questions, 5 Academic Requirements, 6 Courses Forming the Program, 8 1 Beginning Latin, 8 2 Philosophy In Western Culture, 9 3 Art In Western Culture, 11 4 Science, Medicine & Faith, 15 5 Music & Culture in the Christian West, 21 6 Literature In Western Culture, 23 7 Reading the Scriptures, 26 8 Trivium Seminar, 30 9 Book of the Semester, 32 Class Schedule, 34 Calendar of Events, 35 Academic Deadlines, 36 2 N A T U R E O F PROGRAM | Liberal Arts / Western Culture LEVEL OF STUDY | Full-Time Post-secondary / College ACADEMIC YEAR OF S TUDY ENTERED AT AC | Year 1 of 1-year program D A T E S O F PROGRAM | Start: September7, 2008 Completion: April 25, 2009 HOURS OF INSTRUCTION PER WEEK | 21 ACCREDITATION ugustine College is a small, private, not-for-profit college founded in 1997 that operates on an academic par A with many prestigious colleges and universities in Canada and the United States. As you may know, “Canada has no formal system of institutional accreditation,” as explained by the Association of Universities and Colleges of Canada, a national organization for the support of Canada‟s universities.1 In Canada “there is no federal ministry of education or formal accreditation system. Instead, membership in the AUCC, coupled with the university‟s provincial government charter, is generally deemed the equivalent.”2 However, this provides an accreditation equivalent for only a portion of Canada‟s universities: specifically, those with “an enrolment of at least 500 FTE students enrolled in university degree programs.”3 As we are by intention a small liberal-arts college conceived to offer an educational alternative to the large university, our enrolment will always be below that number. -
Download This PDF File
Abstracts INTRODUCING AUTHENTIC RESEARCH EXPERIENCE AT THE UNDERGRADUATE LEVEL Jemma Berrya, Aaron Beasleyb, Zoe Bainesc, Alex Kungc, Hayley Taskerc, Madison Trinderc, Elin Grayd Presenting Author: Jemma Berry ([email protected]) aLecturer, School of Medical and Health Sciences, Edith Cowan University, Perth Western Australia 6027, Australia bMSc Candidate, School of Medical and Health Sciences, Edith Cowan University, Perth Western Australia 6027, Australia cUndergraduate Student, School of Medical and Health Sciences, Edith Cowan University, Perth Western Australia 6027, Australia dPostdoctoral Research Fellow, School of Medical and Health Sciences, Edith Cowan University, Perth Western Australia 6027, Australia KEYWORDS: skills transfer, experience, research One of the challenges facing new graduates is that they don’t necessarily know what lies out there for them once they have finished their degrees. Not all students are aware of the jobs they are qualified for, or the post-graduate opportunities that may be available to them. In an attempt to engage with undergraduate students and give them a glimpse into life after graduation, we ran a pilot Cancer Research Summer Project (CRSP). In this pilot program we took four high-achieving second-year biomedical science students through a three-week research project, which exposed them to a real-life laboratory experience, and also provided them with additional skills training in areas such as scientific journal article writing and database mining. Students were given a fully immersive laboratory experience, receiving the type of instruction and supervision they could expect in either post-graduate study or out in the workforce, with some autonomy, and successes and failures driven by their own hands. -
Academic Calendar 2017-2018
ACADEMIC CALENDAR 2017-2018 Mailing Address: Courier Address: Telephone: 506-858-8970 Box 6004 333 Gorge Road Toll-free: 1-888-968-6228 Moncton, NB Moncton, NB Fax: 506-858-9694 E1C 9L7 E1G 3H9 Website: www.crandallu.ca Department Email Addresses Admissions [email protected] Alumni [email protected] Bequests & Donations [email protected] Conference & Facilities [email protected] Education Admissions [email protected] Fees & Accounts Payment [email protected] Library [email protected] Public Relations [email protected] Registrar’s Office [email protected] Residence Accommodations [email protected] Table of Contents MESSAGE FROM THE PRESIDENT........................................................................7 ACADEMIC SCHEDULE.........................................................................................8 GENERAL INFORMATION ........................................................................................9 History ���������������������������������������������������������������������������������������������������������������������������������������������������9 Mission Statement ������������������������������������������������������������������������������������������������������������������������������10 Philosophy of Education �������������������������������������������������������������������������������������������������������������������10 Christian Lifestyle ..............................................................................................................................11 -
July 2019 International Review of Research in Open and Distributed Learning Volume 20, Number 3
Vol 20 No 3 July 2019 International Review of Research in Open and Distributed Learning Volume 20, Number 3 July – 2019 Editorial – Volume 20, Issue 3 Dietmar Kennepohl Interim Co-editor, Athabasca University Welcome to the third issue of 2019. I hope you are having a good summer. For many, this is not only a time of new ideas and sharing at conferences, but also a chance to step back a moment from the regular mayhem to reflect. Here at IRRODL we are also taking some time now for self-examination. You will have noticed that as of May 1, 2019 we took a break from accepting submissions (not more than six months) and will be moving to a regularized publication schedule in 2020. As part of our break we are not only catching up on the long publication queue but are also discussing internal processes to improve our focus, balance of topics, and shorten the time from submission to publication. In a short span of time IRRODL has grown tremendously in popularity, while earning a reputation for high-quality articles. In part, this is because of hard working and dedicated staff supporting the journal. However, I believe our success is primarily due to the ongoing contributions of scholars, and the time and expertise of our reviewers. The value of that community of peer reviewers cannot be overstated. Still, success for IRRODL has also meant dealing with about 600 submissions each year. It is a good problem to have, but still requires careful consideration as to how to best deal with this given our limited resources. -
Participants 2Day Workshop Ghana
AIR Centre two-day Maker Workshop: Design Innovation for Coastal Resilience Accra, Ghana October 19th-20th, 2018 List of Participants Alberta Danso - Ashesi University Alexander Denkyi - Ashesi University Anita Antwiwaa - Space Systems Technology Lab / All Nations University College Benjamin Bonsu - Space Systems Technology Lab / All Nations University College Bryan Achiampong - Ashesi University Christopher Anamalia - Ashesi University D. K. Osseo-Asare - Penn State Danyuo Yiporo - Ashesi University Ernest Opoku-Kwarteng - Centre for Remote Sensing and Geographic Information Services (CERSGIS) Ernest Teye Matey - Space Systems Technology Lab / All Nations University College Faka Nsadisa - South African Development Community – Climate Services Centre (SADC-CSC) Foster Mensah - Centre for Remote Sensing and Geographic Information Services (CERSGIS) Francis Smita - Namibia Institute of Space Technology (NIST) / Namibia University of Science and Technology (NUST) G. Ayorkor Korsah - Head of Department of Computer Science / Ashesi University Gameli Magnus Kwaku Adzaho - Next Einstein Forum AIR Centre two-day Maker Workshop: Design Innovation for Coastal Resilience 1 Accra, Ghana George Senyo Owusu - Centre for Remote Sensing and Geographic Information Services (CERSGIS) Gordon Adomdza - Ashesi University/D:Lab Gregory Jenkins - Penn State Hannah Lormenyo - Ashesi University Ivana Ayorkor Barley - Ashesi University Joseph Neenyi Quansah - Space Systems Technology Lab / All Nations University College Kenobi Morris - Ashesi University Kristen -
…In Hope and Work
…in hope and work The Case and a Model for the Transformation of Higher Education in Africa BY PHILLIP L. CLAY Massachusetts Institute of Technology Cambridge, Mass. August 2016 The views expressed here are those of the author. 1 “Make no little plans; they have no magic to stir men's blood... Make big plans, aim high in hope and work.” Daniel H. Burnham American architect and city planner 2 About the Author Insert Photo Phillip L. Clay PhD, a professor of city planning at Massachusetts Institute of Technology, served as MIT’s chancellor from 2001 to 2011. As chancellor, he was involved in educational and res earch initiatives that MIT conducted with governments, corporations, and universities in Europe, Asia, and the Middle East to design sectoral or national strategies to harness the power of advanced research and education to advance national development goals. Professor Clay is also experienced in higher-education development. He is a trustee of the Kresge Foundation and a founding member and former vice chair of the MasterCard Foundation; both of these foundations have focused on higher education in Africa. He currently serves on the board of the Aga Khan University and on an advisory committee of the African Institute of Mathematical Sciences, and he was previously a member of the board of the University of North Carolina at Chapel Hill. This paper is an exercise in visioning and planning based on the author’s research and experience, in Africa and other parts of the world, in the kinds of transformation activities the author advocates here for Africa. -
2020 Maine SAT School Day Student Answer Sheet Instructions
2020 MAINE SAT® SCHOOL DAY Student Answer Sheet Instructions This guide will help you fill out your SAT® School Day answer you need to provide this information so that we can mail sheet—including where to send your four free score reports. you a copy of your score report.) College Board may Be sure to record your answers to the questions on the contact you regarding this test, and your address will answer sheet. Answers that are marked in this booklet will be added to your record. If you also opt in to Student not be counted. Search Service (Field 16), your address will be shared with If your school has placed a personalized label on your eligible colleges, universities, scholarships, and other answer sheet, some of your information may have already educational programs. been provided. You may not need to answer every question. If you live on a U.S. military base, in Field 10, fill in your box Your instructor will read aloud and direct you to fill out the number or other designation. Next, in Field 11, fill in the appropriate questions. letters “APO” or “FPO.” In Field 12, find the “U.S. Military Confidentiality Bases/Territories” section, and fill in the bubble for the two- letter code posted for you. In Field 13, fill in your zip code. Your high school, school district, and state may receive your Otherwise, for Field 10, fill in your street address: responses to some of the questions. Institutions that receive Include your apartment number if you have one. your SAT information are required to keep it confidential and to Indicate a space in your address by leaving a blank follow College Board guidelines for using information.