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Visa Information for Exchange Programs
Visa Information for Exchange Programs In general, you will want to start this process 2-3 months before you plan to travel, or as prompted by your program. You may need to travel to another city to personally make application. For example, the closest embassies/consulates for Greece, Norway, South Korea and China are in Chicago. There are visa service providers, such as Travisa, which will do the legwork for you, saving you the travel. However, please note that it will cost more to acquire your visa through these services. Documentation ● Some documents, such as a letter of admission and verification of housing, will be provided by your program. ● Others, such as verification of insurance and a certificate of enrollment, will be provided by Augsburg. ● You may also be asked for tax returns or bank statements to verify funding, a health form, college (and possibly high school) transcripts. Augsburg University Exchange Partners 1) American College of Greece 2) American University of Beirut 3) Arcada University 4) Hong Kong Baptist University 5) iCLA Yamanshi Gakuin University 6) NTNU Norwegian University of Science and Technology 7) Nord University College 8) Oslo Metropolitan University 9) Østfold University College 10) Sejong University 11) Sungshin Women’s University 12) UiT: The Arctic University of Norway 13) United International College 14) Universidad Centroamericana 15) University of Warwick 16) Volda University College 17) Western Norway University of Applied Sciences 18) Yonsei University A merican College of Greece Fee: $124 Travel to Chicago: varies Cost of background check: approximately $50 Cost for photo: $15 You are required to apply for you visa in person at the Greek Consulate in Chicago (650 North Saint Clair Street, Chicago IL 60611), and will need to make an appointment in advance. -
Teacher Education 2025
Norwegian Ministry Strategy of Education and Research Teacher Education 2025 National Strategy for Quality and Cooperation in Teacher Education Overview Teacher Education Institutions in Norway Hammerfest Kirkenes University of Tromsø -The Arctic University of Norway (231) Alta Campus Tromsø BLU, GLU 1-7 and 5-10, Lektor, PPU Campus Alta BLU, GLU 1-7 and 5-10 (Hammerfest, Kirkenes, Storslett Storslett), PPU-Y Tromsø Sàmi University of Applied Sciences (17) Kautokeino BLU, GLU 1-7 and 5-10 Nord University (433) Campus Bodø BLU, GLU 1-7 and 5-10, Lektor, PPU, PPU-Y Stokmarknes Campus Levanger BLU, GLU 1-7 and 5-10, Lektor, PPU, PPU-Y Campus Nesna BLU, GLU 1-7 and 5-10 (Mo i Rana, Namsos, Vesterålen) Norwegian University of Science and Technology (593) GLU 1-7 and 5-10, Yrkesfaglærer, PPU, PPU-Y, Lektor Bodø Queen Maud University College (220) BLU Inland Norway University of Applied Sciences (361) Campus Hamar BLU, GLU 1-7 and 5-10, Lektor, Faglærer, Volda University College (204) PPU BLU, GLU 1-7 and 5-10, PPU, PPU-Y Nesna Mo i Rana Campus Elverum Faglærer University of Bergen (136) Oslo Metropolitan University (968) Lektor, PPU Campus Oslo BLU, GLU 1-7 and 5-10, Faglærer Campus Kjeller Yrkesfaglærer, PPU-Y NLA University College (97) BLU, GLU 1-7 and 5-10 University of Oslo (409) Lektor, PPU PPU, Faglærer Western Norway University of Applied The Norwegian School of Sport Sciences (39) Sciences (810) Norwegian Academy of Music (26) PPU Campus Bergen BLU, GLU 1-7 and 5-10, Namsos BLU, 3-year teachered. -
The Most Vitriolic Parliament
THE MOST VITRIOLIC PARLIAMENT EVIDENCE OF THE VITRIOLIC NATURE OF THE 43 RD PARLIAMENT AND POTENTIAL CAUSES Nicolas Adams, 321 382 For Master of Arts (Research), June 2016 The University of Melbourne, School of Social and Political Sciences Supervisors: Prof. John Murphy, Dr. Scott Brenton i Abstract It has been suggested that the period of the Gillard government was the most vitriolic in recent political history. This impression has been formed by many commentators and actors, however very little quantitative data exists which either confirms or disproves this theory. Utilising an analysis of standing orders within the House of Representatives it was found that a relatively fair case can be made that the 43rd parliament was more vitriolic than any in the preceding two decades. This period in the data, however, was trumped by the first year of the Abbott government. Along with this conclusion the data showed that the cause of the vitriol during this period could not be narrowed to one specific driver. It can be seen that issues such as the minority government, style of opposition, gender and even to a certain extent the speakership would have all contributed to any mutation of the tone of debate. ii Declaration I declare that this thesis contains only my original work towards my Masters of Arts (Research) except where due acknowledgement has been made in the text to other material used. Equally this thesis is fewer than the maximum word limit as approved by the Research Higher Degrees Committee. iii Acknowledgements I wish to acknowledge my two supervisors, Prof. -
Research and Innovation Strategy for Møre Og Romsdal 2016-2020
A manifest partner Research and Innovation Strategy for Møre og Romsdal 2016-2020 Research and innovation strategy 2016-2020 2 FOREWORD Foreword The region of Møre og Romsdal is currently in a period of change. The regional authority has therefore developed a research and innovation strategy to meet the challenges faced by businesses in the region. This strategy has been compiled by applying the "Smart Specialisation" method, in which the interaction between businesses, research groups and the public support system is a central aspect. The region of Møre og Romsdal has been awarded a place on a European Commission study together with sev- eral other regions in Europe, and the study involving Møre og Romsdal comprises part of the knowledge platform on which the new strategy has been based. The fact that our region has been studied and assessed by external parties eliminates any reservations that our new strategy has been based on myths and theories that cannot be documented. The analyses that were part of the study provided us with excellent guidelines in terms of both content and process for the strategy, and these have broadly been followed in the strategy process. The strategy document shows us what our target areas must be if we are to ensure competitive businesses for the future. These are in principle as follows: • A general need for change and a higher rate of inno- vation within businesses. • A reduction in petroleum-related activities with con- sequences for large parts of the maritime industry. • The green shift and its requirements on sustainability and reduced environmental impact. -
Funding Systems and Their Effects on Higher Education Systems
Funding Systems and Their Effects on Higher Education Systems NATIONAL STUDY – NORWAY November 2006 Nicoline Frølich NIFU STEP – Studies in Innovation, Research and Education Funding Systems and their Effects on Higher Education Systems – Norway Executive Summary In 2002 Norway introduced a new performance-based funding model for higher education in response to growth in the number of students and costs of higher education. The model aims to improve education as measured by the credits and graduates produced, increase research as measured by research publications, and enhance external relevance as measured by external funding. The model is still being developed. Formal explicit links between the fund- ing system and national higher education policies have been established as a result of a re- cent reform in Norwegian higher education (the Quality Reform). The various stakeholders have identified several intended and unintended effects of the funding system on higher education and on the core tasks of teaching and research. Accord- ing to the Ministry of Education and Research, the performance-based funding system will improve the quality of research and higher education, as these are best safeguarded by means of a funding system that emphasises results. The Norwegian Association of Higher Education Institutions (the Rectors’ Conference) has identified several elements in the financing system that contribute to the development of HEIs. Incentives are viewed as a means of encouraging institutions to increase the quality of their educational programmes and research and to implement more structural changes. However, the Rectors’ Conference acknowledges that a funding model with financial rewards could produce unintended effects and advocates monitoring the consequences. -
Leren Excelleren
Leren excelleren Excellentieprogramma’s in het HBO: een overzicht Leren excelleren Excellentieprogramma’s in het HBO: een overzicht Resultaten van de landelijke inventarisatie 2009-2010 Marca Wolfensberger Hanzehogeschool Groningen Nelleke de Jong Universiteit Utrecht Lyndsay Drayer Hanzehogeschool Groningen Hanzehogeschool Groningen Universiteit Utrecht 2012 Dit onderzoek is uitgevoerd vanuit het Lectoraat Excellentie in Hoger Onderwijs en Samenleving van de Hanzehogeschool Groningen. Het onderzoek is gedaan in opdracht van en mede moge- lijk gemaakt door de HBO-raad en is een samenwerking tussen de Universiteit Utrecht en de Hanzehogeschool Groningen. Met bijdragen van: Elize Eichler, student Windesheim Honours College, specialisatie Communication & Media, Christelijke Hogeschool Windesheim Rob Flohr MSc MA, docent statistiek, wiskunde en wetenschapfilosofie, Stenden Hogeschool Pola Hirschmann, student Technische Commerciële Textielkunde, Saxion Hogeschool Sander Kleinpenning, student HBO-V, Hogeschool van Arnhem en Nijmegen Pieter Veenstra, projectleider Hanze Sirius Programma, Hanzehogeschool Groningen Petra Wisselink, student Voeding & Diëtiek, Hanzehogeschool Groningen Voor meer informatie [email protected] Cartografie en Vormgeving Universiteit Utrecht - Faculteit Geowetenschappen - C&M (Carto-)grafische Vormgeving 8173 © Lectoraat Excellentie in Hoger Onderwijs en Samenleving, 2012 Alle rechten voorbehouden. Niets van deze uitgave mag worden verveelvoudigd, opgeslagen in een geautomatiseerd gegevensbestand of openbaar -
Improving Interagency Collaboration, Innovation and Learning in Criminal Justice Systems
Improving Interagency Collaboration, Innovation and Learning in Criminal Justice Systems Sarah Hean · Berit Johnsen · Anu Kajamaa · Laure Kloetzer Editors Improving Interagency Collaboration, Innovation and Learning in Criminal Justice Systems Supporting Offender Rehabilitation Editors Sarah Hean Berit Johnsen Social Work Department University College of the Norwegian University of Stavanger Correctional Service (KRUS) Stavanger, Norway Lillestrom, Norway Anu Kajamaa Laure Kloetzer Faculty of Educational Sciences Institute of Psychology and Education University of Helsinki University of Neuchâtel Helsinki, Finland Neuchâtel, Switzerland ISBN 978-3-030-70660-9 ISBN 978-3-030-70661-6 (eBook) https://doi.org/10.1007/978-3-030-70661-6 © The Editor(s) (if applicable) and The Author(s) 2021. This book is an open access publication. Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 Inter- national License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adapta- tion, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. -
PM Will Rue Yet Another Bad Call
PM will rue yet another bad call BY:DENNIS SHANAHAN, POLITICAL EDITOR From: The Australian October 10, 2012 12:00AM PETER Slipper has demonstrated better political judgment in apologising for his actions and resigning as Speaker than Julia Gillard has in digging in to defend him. Only hours after the Prime Minister voted to keep him in the chair and launched a ferocious personal attack on Tony Abbott for misogyny, she sat as a stony witness to Slipper's tearful resignation for the same failing and degradation of women. Rather than taking the initiative and leaving Slipper to fall on his sword, Labor went to full- blooded battle and tried to make political gains in its obsessive war on the Liberal leader. When it was obvious to everyone that the new trove of degrading sexual texts unearthed in court meant Slipper's career was over and that Labor should take the lead in his removal to justify its high moral stance on sexism and denigration of women, the Prime Minister dug in. Labor's defence of Slipper involved an offensive launched against Abbott as being as bad as the Speaker when it came to attitudes towards women. Although there was no moral equivalence with Slipper's sex texts to his adviser and jokes about jars of "pickled c . ts" and an ignorant bitch of an MP, Anthony Albanese and Gillard threw the allegations against Abbott to deflect the Coalition's efforts to remove the Speaker. Blind to public concern and outrage, Labor tried to hold on to Slipper to back its brilliant coup last year in getting him to defect and keep that precious one-seat buffer it lost when Tasmanian independent Andrew Wilkie dropped his guaranteed support after being dudded on a deal over limiting poker machines. -
Interprofessional Collaboration in Reintegration After Prison for Prisoners with Substance Abuse Issues: a Scoping Review
IJCJ&SD 2021 Advance Online Publication ISSN 2202-8005 Interprofessional Collaboration in Reintegration After Prison for Prisoners with Substance Abuse Issues: A Scoping Review Bjørn Kjetil Larsen Volda University College; Molde University College, Norway Karl Yngvar Dale Molde University College, Norway Atle Ødegård Molde University College; Nordland Research Institute, Norway Abstract For decades, reintegration after prison for prisoners with interlinked welfare needs has presented one of the greatest challenges in the criminal justice system. The World Health Organization and the United Nations have highlighted the demand for well-functioning collaboration between professionals and welfare agencies handling these challenges. However, interprofessional collaboration has been an underdeveloped field of research and theory, especially concerning prisoners with substance abuse issues. The present study undertakes a scoping review of research on interprofessional collaboration in reintegration after prison for prisoners with substance abuse issues, particularly identifying factors that influence collaboration. Nineteen included studies from the USA, the UK, Australia, and Norway show that relational and structural factors influence collaboration and innovative projects are perceived as improving collaboration. A tentative conceptual model of factors that influence collaboration is presented, which may serve as a basis for reflection and further development of a theoretical framework within the field of research. Keywords Interprofessional collaboration; prisoners; prison; reintegration; scoping review. Please cite this article as: Larsen BK, Dale KY and Ødegård A (2021) Interprofessional collaboration in reintegration after prison for prisoners with substance abuse issues: A scoping review. International Journal for Crime, Justice and Social Democracy. Advance online publication. https://doi.org/10.5204/ijcjsd.1951 Except where otherwise noted, content in this journal is licensed under a Creative Commons Attribution 4.0 International Licence. -
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WEB_APPLICATION_NAME ORGANISATION_NAME ADDRESS1 ADDRESS2 ADDRESS3 ADDRESS4 COUNTRY ORGANISATION_TYPE_NAMESUBSCRIPTION_TYPE ADMINISTRATOR_NAME IELTSTRF Aleksander Moisiu University of Durres "Currila" street Quarter no 1 Durres Albania IELTS RO TYPE 電子加發 Pamela Qendro IELTSTRF IAE Business School Mariano Acosta s/n y Ruta 8 - Pilar - Buenos Aires Argentina IELTS RO TYPE 電子加發 Ignacio Schnitzler IELTSTRF American University of Armenia - Office of Admissions 40 Baghramyan Ave Yerevan 0019 Armenia IELTS RO TYPE 電子加發 Arina Zohrabian IELTSTRF ACT Nursing and Midwifery Board Suite 1, Scala House 11 Torrens Street Braddon ACT 2611 Australia IELTS RO TYPE 電子加發 Adam Young IELTSTRF AHPRA - Canberra Unit 1 Scala House 11 Torrens Street Braddon ACT 2612 Australia IELTS RO TYPE 電子加發 Taryn Robson IELTSTRF AHPRA - Melbourne Level 8, 111 Bourke Street Melbourne Victoria 3001 Australia IELTS RO TYPE 電子加發 Tony Butcher IELTSTRF AHPRA - Perth GPO Box 9958 Perth WA 6001 Australia IELTS RO TYPE 電子加發 Kim Firth IELTSTRF AHPRA - Tasmania Level 12, AMP Building Corner Elizabeth & Collins St Hobart, Tasmania Australia IELTS RO TYPE 電子加發 Jayne Convey IELTSTRF AMI Education Level 4 303 Collins Street Melbourne 3000 Australia IELTS RO TYPE 電子加發 Tanishq Oberoi IELTSTRF AUSAID (Scholarships) 255 London Circuit Canberra ACT 2601 Australia IELTS RO TYPE 電子加發 Sophie Jin IELTSTRF AUSAID Nauru Australian High Commission Nauru C/O Locked Bag 40 Kingston, ACT, 2604 Australia IELTS RO TYPE 電子加發 Gay Uera IELTSTRF About Training Australia Level 2/10, Gasoline Way Craigieburn, Victoria -
Improving Interagency Collaboration, Innovation and Learning in Criminal
Improving Interagency Collaboration, Innovation and Learning in Criminal Justice Systems Supporting Offender Rehabilitation Edited by Sarah Hean · Berit Johnsen Anu Kajamaa · Laure Kloetzer Improving Interagency Collaboration, Innovation and Learning in Criminal Justice Systems Sarah Hean · Berit Johnsen · Anu Kajamaa · Laure Kloetzer Editors Improving Interagency Collaboration, Innovation and Learning in Criminal Justice Systems Supporting Offender Rehabilitation Editors Sarah Hean Berit Johnsen Social Work Department University College of the Norwegian University of Stavanger Correctional Service (KRUS) Stavanger, Norway Lillestrom, Norway Anu Kajamaa Laure Kloetzer Faculty of Educational Sciences Institute of Psychology and Education University of Helsinki University of Neuchâtel Helsinki, Finland Neuchâtel, Switzerland ISBN 978-3-030-70660-9 ISBN 978-3-030-70661-6 (eBook) https://doi.org/10.1007/978-3-030-70661-6 © The Editor(s) (if applicable) and The Author(s) 2021. This book is an open access publication. Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 Inter- national License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adapta- tion, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. -
Mapping Mobility 2012
Mapping Mobility 2012 International Mobility in Dutch Higher Education Mapping Mobility 2012 Contents 2 3 1 Introduction and summary 7 1.1 Introduction 8 1.2 Mobility from a Dutch perspective 9 1.3 Mobility from an international perspective 11 1.4 Theme: Internationalisation between secondary school and university: the gap year 12 1.5 Reference guide 12 2 Diploma mobility to and from the Netherlands 13 2.1 Inbound diploma mobility 14 2.1.1 Developments in inbound diploma mobility 15 2.1.2 Countries of origin 5 2.1.3 Ratio of male to female students 20 2.1.4 Bachelor’s or master’s degree programmes 20 2.1.5 Fields of study 23 2.1.6 Higher education institutions 27 2.1.7 Students from Neso target countries 30 2.2 Outbound diploma mobility 36 2.2.1 Developments in outbound mobility 37 2.2.2 Destination countries 37 3 Credit mobility to and from the Netherlands 41 3.1 Inbound credit mobility 42 3.1.1 Developments in inbound mobility 43 3.1.2 Inbound credit mobility under the Erasmus Programme 43 3.2 Outbound credit mobility 48 3.2.1 Developments in outbound credit mobility 49 3.2.2 Ratio of male to female students 51 3.2.3 Fields of study 52 3.2.4 Higher education institutions 52 3.2.5 Work placement or study programme, or both 52 3.2.6 Outbound credit mobility under the Erasmus programme 56 3.2.7 Effects of experience gained abroad during the study programme 59 4 Total mobility 61 2 4.1 International students in the Netherlands 64 3 4.2 Dutch students abroad 68 5 Dutch mobility from an international perspective 71 5.1 The Netherlands’ position