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Monday, May 30, 2016

University of British Columbia

The University of Canadian province, unremarkably named as UBC, may be a public analysis university with campuses and facilities in Canadian province, Canada. based in 1908 because the McGill University school of Canadian province, the university became freelance and adopted its current name in 1915. it's British Columbia's oldest establishment of upper learning and has over sixty,000 students at its Vancouver and Okanagan depression campuses. Most students area unit registered in 5 larger Faculties: Arts, Science, Medicine, engineering science and also the Sauder faculty of Business.UBC's 4.02 km2 (993-acre) Vancouver field is inside the University Endowment Lands, concerning ten metric linear unit (6 mi) west of Downtown Vancouver.[9] The 2.09 km2 (516-acre) Okanagan field, noninheritable  in 2005, is in Kelowna.

UBC's admission standards area unit among the foremost rigorous in Canada, and consistent with the annual rankings compiled by Maclean's the university systematically ranks among the highest 3 analysis universities nationwide. In 2015 U.S. News and World Report and Times educational activity hierarchal UBC among the world's twenty best public universities. With associate annual analysis budget valued at $564 million, UBC funds eight,442 comes as of 2014. Faculty, alumni, and researchers have received seven chemist Prizes, sixty nine Rhodes Scholarships, sixty five Olympic medals and 208 fellowships to the honorary society of Canada.The university has additionally educated 3 Canadian prime ministers, last Justin Trudeau, the incumbent.

Wednesday, May 25, 2016

University Of Queensland

 


The University of Queensland, UQ, is an Australian research university primarily located in Queensland's capital city, Brisbane.
UQ is a sandstone university consistently ranked among the top in all international university rankings.UQ's main campus at St Lucia has also been voted as one of the most beautiful in the world.
 Founded in 1909, UQ is one of Australia's oldest and most selective universities.
  
The main campus is located in the inner suburb of St Lucia, southwest of the Brisbane central business district, with other UQ campuses in Gatton, Herston and the UQ Ochsner Medical Center's clinical school in New Orleans, United States. The University of Queensland is a member of the Australia's research-intensive Group of Eight, the global network of research universities Universitas 21, and a contributing charter member of EdX, an online higher education consortium led by Harvard and MIT.
 Proposals for a university in Queensland began in the 1870s. A Royal Commission in 1874, chaired by Sir Charles Lilley, recommended the immediate establishment of a university.

Those against a university argued that technical rather than academic education was more important in an economy dominated by primary industry. Those in favour of the university, in the face of this opposition, distanced themselves from Oxford and Cambridge and proposed instead a model derived from the mid-western states of the USA.

In 1893 the Queensland University Extension Movement was begun by a group of private individuals who organised public lecture courses in adult education, hoping to excite wider community support for a university in Queensland. In 1894, 245 students were enrolled in the extension classes and the lectures were described as practical and useful. In 1906 the University Extension Movement staged the University Congress, a forum for interested delegates to promote the idea of a university. Opinion was mobilised, a fund was started and a draft Bill for a Queensland University was prepared. Stress was laid on the practical aspects of university education and its importance for the commerce of Queensland.
  
The University of Queensland was established by an Act of State Parliament on 10 December 1909 to commemorate the 50th anniversary of Queensland's separation from the colony of New South Wales.
 In 1910 the first teaching faculties were created. These included Engineering, Classics, Mathematics and Chemistry. In December of the same year, the Senate appointed the first four professors.The University's first classes in the Government house were held in 1911 with 83 commencing students and Sir William MacGregor is the first chancellor.

The development of the University was delayed by World War I, but after the first world war the university enrollments for education and research took flight as demand for higher education increased in Australia. Thus, in the early 1920s the growing University had to look for a more spacious campus as its original site at George Street, Brisbane has limited room for expansion.

 In 1990, Australia reorganised its higher education system by abolishing the binary system of universities and colleges of advanced education. Under this transition, the University merged with Queensland Agricultural College, to establish the new UQ Gatton campus. In 1999, UQ Ipswich began operation as one of the completely Web-enabled campuses in Australia.
 The University of Queensland is organised into a number of divisions for academic, administrative and logistical purposes.The Senate is the governing body of the University of Queensland and consists of 22 members from the university and community. The Senate is led by the Chancellor and Deputy Chancellor, elected by the Senate. The University of Queensland Act 1998 grants Senate wide powers to appoint staff, manage and control University affairs and property, and manage and control finances to promote the University's interests.
 Queensland has a strong research focus in science, medicine and technology. In 2009, the Australian Cancer Research Foundation reported that UQ have taken the lead in numerous areas of cancer research.UQ research in biomedical and clinical health sciences, technology, engineering, biological sciences, chemical sciences, environmental sciences, and physical sciences were ranked above world standard.

The University of Queensland conducts a Body Donor Program through the School of Biomedical Sciences. This Program accepts donations of human bodies to assist the School in providing educational and research opportunities for staff and students in the health, medical and science disciplines.





Sunday, May 8, 2016

International University of Japan


 
 The International University of Japan is a private university located in Minami-Uonuma city in Niigata Prefecture, Japan.
IUJ is the first graduate school in Japan, and one of the few Japanese universities which offers all courses in English.. It was founded in 1982, primarily to train global leaders effective in the globalized world, be it in business, government, world organizations, or the non-profit sector. IUJ offers Master's degrees in International Development, Economics, Public Management, International Peace Studies and International Relations, as well as an MBA in business administration and an E-business degree. IUJ is fully approved and accredited by the Ministry of Education, Japan.

The IUJ Business school is consistently ranked among the top schools in the world by leading business and education publications. The Public Management program, too, was recently noted among the best. Some of the rankings are noted below.
The IUJ campus has an extremely diverse student body, with students from all over the world. In any given academic year there are students from about 50 countries. This diversity is accentuated by the fact that there are only 330 total students on campus. The diversity was celebrated as part of IUJ's 25th Anniversary through a Guinness World Record record breaking attempt - "The most nationalities in a sauna.
IUJ provides a balanced education through the discovery of Japanese and other world cultures. There are many chances to improve skills in cross-border communications, leadership, judgment and decision-making in internationally diversified groups. The spirit for volunteering too is encouraged. To celebrate its international characteristics, IUJ hosts an "International Festival" during the spring term at which students showcase their respective cultures and cuisine for the local community.
IUJ was founded in 1982 by bold leaders with a unique vision, and who represented business, government and world organizations. It was established with extensive support from Japan’s industrial, financial and educational communities as well as from the local community. The mission of IUJ is to teach and conduct research in academic theory and application necessary to develop proactive solutions for issues facing the international society and international businesses. The goal is to foster leaders who have a high level of specialized knowledge and skills, and a deep understanding of and respect for different cultures, so can thereby contribute to the development of the international society.
IUJ is Japan's first graduate-school-only university (no undergraduate campus), and the first to use English only in the classroom.
 The Graduate School of International Relations (GSIR) was the first school at IUJ.IUJ celebrated its 30th anniversary in 2012 and now boasts over 3,200 global leaders from over 110 countries/territories who are organized into a close-knit and strong network of worldwide alumni: IUJ touts over 50 Alumni Chapters in 38 countries.
IUJ offers two optional language programs, one in English and the other in Japanese.
The English language courses are designed for non-native English speakers who wish to develop their proficiency to the level required to participate fully in the English-medium environment of IUJ. It includes an Intensive English Program (IEP) held in the summer and academic English courses held throughout the academic year.
The Japanese Language Program (JLP) offers non-native Japanese speakers the opportunity to learn the Japanese language at four different proficiency levels, from Basic to Advanced.
 IUJ has retained strong connections with the Japanese business community since its inception, and this is reflected by the number of corporations that have sent sponsored students to IUJ over the years. Sponsored students hail from industries like finance, electronics, manufacturing, telecoms, construction and retail. This wide variety of sponsor companies enables IUJ students to build strong networks across the Japanese business community.





Turn-Over of IUJ Donations through the Nepal Embassy

It was pleased to announce that total IUJ donation 660,000yen was made and had been turn-over by IUJ student representatives and President Kitaoka to communities affected by the earthquake through the Nepal Embassy in Tokyo on June, 15, 2015.

The donation drive initiated by the IUJ GSO-EC in cooperation with the IUJ Administration the end of April. Students, faculty members and friends from other communities and organizations took part in the said donation drive, which lasted until May 23.
The Ambassador of Nepal Dr.Bhattarai expressed his deep appreciation and said “The first dispatch of students from Nepal to Japan was in 1902, so we already have long relationship in education. We would like to keep good relationship with IUJ for the future as well".

Wednesday, April 13, 2016

Family Life Education



  Family Life Education (FLE) is the effort made by American professional organizations, universities, and individuals to strengthen families through social science education.

 One of the first professional organizations in the U.S. for Family Life Educators, the National Council on Family Relations (NCFR), explains Family Life Education this way: "Family Life Education is the educational effort to strengthen individual and family life through a family perspective. The objective of Family Life Education is to enrich and improve the quality of individual and family life." Parenting classes, pre-marriage education, marriage enrichment programs, and family financial planning courses are a few examples of this human development profession. These formal programs are a relatively recent phenomenon. However, Family Life Education has existed informally throughout history — with marriage and child-rearing counsel passed from generation to generation as well as by written information in ancient writings, mythology and religious scripture.

In a seminal work in the field, by Margaret Arcus, Jay Schvaneveldt and J. Joel Moss, the Handbook of Family Life Education offers several definitions by scholars as the field has evolved over time, dating back to 1962. Unlike Family Therapy, Family Life Education works on a prevention model — teaching families to enrich family life and to prevent problems before they occur. Family Therapy intervenes primarily after problems set-in. Research from the Rand Corporation (from Rand research report Early Childhood Interventions: Proven Results, Future Promise) and the Federal Reserve Bank of Minneapolis (in its report Early Childhood Development: Economic Development with a High Public Return) shows that family problems are less damaging for people — and less expensive for society — when they can be tackled by prevention. Family Life Education recognizes that all families can benefit from education and enrichment programs — not only those experiencing difficulties.

 A form of Family Life Education entered public policy in the 1800s in the U.S. Hatch Act of 1887, forming the underpinnings for the national network of Land Grant universities, agricultural experiment stations, and the Cooperative Extension Service out of the US Department of Agriculture. The Hatch Act specifies, in part, that the federal resources for research and education should focus on "agriculture in its broadest aspects" to include the "development and improvement of the rural home." This early form of Family Life Education centered around the field of Home economics and training of practical home-based skills in areas such as food preparation and sewing. Family Life Education moved into widespread public awareness in the early 20th century by offering gardening, home canning and nutrition information to homemakers in programs such as the "Victory Gardens."

In the late 1980s, Dr. Michael A. O'Donnell—a former Assistant Professor of Family Studies and Dean of Professional Studies with Faulkner University and Certified Family Life Educator—and Dr. Nick Stinnett (professor with the University of Alabama) co-founded The International Family Life Institute, Inc., Montgomery, AL, a for-profit enterprise offering assistance in curriculum development, prevention-through-education seminars, and research and writing projects in the area of family and consumer science and practice. The International Family Life Institute helped pioneer the first B.S. degree completion program in Family Life Education on the campus of Spring Arbor University, Mich.
In 1996 the National Council on Family Relations began reviewing and approving family degree programs for inclusion of coursework that could lead to Provisional Certification as a Certified Family Life Educator(CFLE). As of May, 2011 there were 125 NCFR CFLE-approved academic programs.

Tuesday, April 12, 2016

Athens State University






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 Friendly, affordable, and convenient – three hallmarks that make Athens State University a great place to continue your education.

At Athens State, we understand that career opportunities rest on your college education. Over 3,000 students each semester select Athens State because of this neighborly environment where over 50 different degree programs are taught by understanding and quality faculty.

Whether you work full or part-time or whether you are a full-time student, Athens State offers a course schedule to meet your needs whether it be day, night, weekend or distance courses. Because nearly every student is from North Alabama or Southern Tennessee, you will literally attend class with people you know. Don’t find yourself being just another student number. Consider Athens State University!

Athens State is dedicated to its traditions of building a brighter, more successful future for our students, our state, and our world. Our faculty members are committed to teaching students in ways that will best prepare them for rewarding careers.

We seek to admit and enroll students who have demonstrated their commitment to learning.  For admission decisions, we consider grades and test scores, of course, but we also consider the  experiences and talents that a student will share with our community.

You can choose from more than 50 degree options. Athens State is affordable and accessible by offering a wide range of merit and need-based scholarships and financial aid.

 Our office receives and manages gifts and grants from individuals, corporations, and foundations that benefit a great variety of people and programs at Athens State. Scholarships help us attract some of our region’s highest achieving students and also make college affordable for many others. Support for faculty gives us leverage to recruit and retain top professors. Unrestricted gifts give our campus leaders the ability to respond to their most pressing needs and opportunities. And gifts to the endowment help secure Athens State’s future. We encourage you to contact our office to talk more about how your gift can achieve the impact that you desire.

 Athens State’s Student Services provides essential programs and services which support the transfer, academic achievement, personal development, and quality of life of all students. Efficient enrollment and admissions services assist students in making effective transitions to the University. Educational partnerships and academic support programs promote student learning and help students integrate academic development with personal growth. Campus traditions and an active campus life encourage the development of student leadership, personal responsibility and accountability, and an inclusive and supportive learning community.

 Athens State places an emphasis on leading-edge technology that keeps the campus connected and provides computer- and Web-based classroom and distance education opportunities for students, faculty and staff.

 The Athens State University Alumni Association has increased their efforts to give back to their alma mater and its students. Cumulative figures for donations to the University are greater than $85,000 and scholarships are just under $180,000 since 2010.

Over the last 5 years they have allocated $5,000 per year to the restoration efforts of the Beaty-Mason home, increased scholarships to over $50,000 annually, provided $2,000 in financial assistance for the student publication Athena’s Web, donated over $9,000 to the sound system and seating in McCandless Hall, purchased over $9,000 in furnishings for the Sandridge Student Center lower lobby and President’s Dining Room, and provided sponsorships to University affiliated clubs and organizations.

Tuesday, April 5, 2016

Environmental Education


 

 Environmental education (EE) refers to organized efforts to teach how natural environments function, and particularly, how human beings can manage behavior and ecosystems to live sustainably. It is a multi-disciplinary field integrating disciplines such as biology, chemistry, physics, ecology, earth science, atmospheric science, mathematics, and geography. The term often implies education within the school system, from primary to post-secondary. However, it sometimes includes all efforts to educate the public and other audiences, including print materials, websites, media campaigns, etc..
Environmental Education (EE) is the teaching of individuals, and communities, in transitioning to a society that is knowledgeable of the environment and its associated problems, aware of the solutions to these problems, and motivated to solve them [6]. The United Nations Educational, Scientific and Cultural Organisation (UNESCO) states that EE is vital in imparting an inherent respect for nature amongst society and in enhancing public environmental awareness. UNESCO emphasises the role of EE in safeguarding future global developments of societal quality of life (QOL), through the protection of the environment, eradication of poverty, minimization of inequalities and insurance of sustainable development (UNESCO, 2014a).

Environmental education focuses on:
1. Engaging with citizens of all demographics to;
2. Think critically, ethically, and creatively when evaluating environmental issues;
3. Make educated judgments about those environmental issues;
4. Develop skills and a commitment to act independently and collectively to sustain and enhance the environment; and,
5. To enhance their appreciation of the environment; resulting in positive environmental behavioural change (Bamberg & Moeser, 2007; Wals et al., 2014).

Environmental education has crossover with multiple other disciplines. These fields of education complement environmental education yet have unique philosophies.
  • Citizen Science (CS) aims to address both scientific and environmental outcomes through enlisting the public in the collection of data, through relatively simple protocols, generally from local habitats over long periods of time (Bonney et al., 2009).
  • Education for Sustainable Development (ESD) aims to reorient education to empower individuals to make informed decisions for environmental integrity, social justice, and economic viability for both present and future generations, whilst respecting cultural diversities (UNESCO, 2014b).
  • Climate Change Education (CCE) aims in enhancing the public's understanding of climate change, its consequences, and its problems, and to prepare current and future generations to limit the magnitude of climate change and to respond to its challenges (Beatty, 2012).
  • Science Education (SE) focuses primarily on teaching knowledge and skills, to develop innovative thought in society (Wals et al., 2014).
  • Outdoor Education (OE) relies on the assumption that learning experiences outdoors in ‘nature’ foster an appreciation of nature, resulting in pro-environmental awareness and action (Clarke & Mcphie,2014). Outdoor education means learning "in" and "for" the outdoors.
  • Experiential education (ExE) is a process through which a learner constructs knowledge, skill, and value from direct experiences" (AEE, 2002, p. 5) Experiential education can be viewed as both a process and method to deliver the ideas and skills associated with environmental education (ERIC, 2002).
  • Garden-based learning (GBL) is an instructional strategy that utilizes the garden as a teaching tool. It encompasses programs, activities and projects in which the garden is the foundation for integrated learning, in and across disciplines, through active, engaging, real-world experiences that have personal meaning for children, youth, adults and communities in an informal outside learning setting.
While each of these educational fields has their own objectives, there are points where they overlap with the intentions and philosophy of environmental education.

The roots of environmental education can be traced back as early as the 18th century when Jean-Jacques Rousseau stressed the importance of an education that focuses on the environment in Emile: or, On Education. Several decades later, Louis Agassiz, a Swiss-born naturalist, echoed Rousseau’s philosophy as he encouraged students to “Study nature, not books.”[1] These two influential scholars helped lay the foundation for a concrete environmental education program, known as nature study, which took place in the late 19th century and early 20th century.

 The modern environmental education movement, which gained significant momentum in the late 1960s and early 1970s, stems from Nature Study and Conservation Education. During this time period, many events – such as Civil Rights, the Vietnam War, and the Cold War – placed Americans at odds with one another and the U.S. government. However, as more people began to fear the fallout from radiation, the chemical pesticides mentioned in Rachel Carson’s Silent Spring, and the significant amounts of air pollution and waste, the public’s concern for their health and the health of their natural environment led to a unifying phenomenon known as environmentalism. Environmental education was born of the realization that solving complex local and global problems cannot be accomplished by politicians and experts alone, but requires "the support and active participation of an informed public in their various roles as consumers, voters, employers, and business and community leaders"


Environmental education is not restricted to in-class lesson plans. Children can learn about the environment in many ways. Experiential lessons in the school yard, field trips to national parks, after-school green clubs, and school-wide sustainability projects help make the environment an easily accessible topic. Furthermore, celebration of Earth Day or participation in EE week (run through the National Environmental Education Foundation) can help further environmental education. Effective programs promote a holistic approach and lead by example, using sustainable practices in the school to encourage students and parents to bring environmental education into their home.
The final aspect of environmental education policies involves training individuals to thrive in a sustainable society. In addition to building a strong relationship with nature, citizens must have the skills and knowledge to succeed in a 21st-century workforce. Thus, environmental education policies fund both teacher training and worker training initiatives. Teachers train to effectively teach and incorporate environmental studies. On the other hand, the current workforce must be trained or re-trained so they can adapt to the new green economy. Environmental education policies that fund training programs are critical to educating citizens to prosper in a sustainable society.

 In the United States some of the antecedents of Environmental Education were Nature Studies, Conservation Education and School Camping. Nature studies integrated academic approach with outdoor exploration (Roth, 1978). Conservation Education brought awareness to the misuse of natural resources. George Perkins Marsh discoursed on humanity’s integral part of the natural world. The governmental agencies like the U.S. Forest Service and the EPA were also pushing a conservation agenda. Conservation ideals still guide environmental education today. School Camping was exposure to the environment and use of resources outside of the classroom for educational purposes. The legacies of these antecedents are still present in the evolving arena of environmental education.

Bond University



The Bond University is a private not-for-profit university located in Robina, Gold Coast, Queensland, Australia.


The University was established at the initiative of Alan Bond, the founder and Chairman of Bond Corporation and its development funded via a joint venture between Bond Corporation in Australia and the Japanese entity, EIE International.[3] In 1987, the Parliament of Queensland granted Bond University university status via the passage of the Bond University Act.[4] The University commenced teaching in May 1989 with an initial intake of 322 students.[5]
In 1991, EIE acquired Bond Corporation's share of the company development that controlled the land on which the University buildings were constructed and the surrounding development lands.
The campus was acquired by Bond University Ltd in its own right in August 1999.


As the only university in Australia with an academic calendar similar to that of the U.S., Bond University allows students with difficult schedules to spend a semester abroad in one of the most beautiful parts of the country and still be back in time for summer obligations. Here students can study an array of subjects thanks to the university’s comprehensive course offerings. In addition to the convenient calendar, Bond participants enjoy studying with students from around the world and amazing housing options, including TEAN’s accommodation adjacent to campus or even beach housing.




Bond University




Overview

 Enjoy your study abroad experience at Australia's first private university - TEAN’s Bond University program is the top ranked study abroad program in Australia and second in the world based on student reviews from Abroad101.com

 

 
Select from our full suite of housing options - live on the beach in our off-campus apartments, adjacent to campus in high quality apartments, or in on-campus housing at Bond

Explore the Great Barrier Reef and tropical far north Australia during your comprehensive six-day Orientation Program, with a week of adventure and learning

 

 Take advantage of our pre- or post- semester excursion to the beautiful islands of Fiji to experience traditional village life as well as some of the most stunning sunsets in the world

 

 Live on the Gold Coast, known for its ideal climate, great beaches and exciting nightlife

 

 Appreciate access to TEAN’s Gold Coast-based Resident Director and other in-country staff for continued support throughout the semester

 

 

Homeless World's Longest Lunch 2016

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The HEAT Homeless World’s Longest Lunch is an event for people affected by homelessness. It runs each year as part of the Melbourne Food and Wine Festival and highlights the issues surrounding homelessness, disengagement and empowerment. Since 2009 over 1,000 homeless members of the community have dined on HEAT.


In 2016, the HEAT Homeless World's Longest Lunch will take place on Friday 4 March where some of Melbourne’s homeless and disadvantaged will be provided with a three course meal.


HEAT students will also help prepare, cook and service the event, providing them with industry experience as part of their Certificate II in Hospitality. The students will learn vital skills to empower them to engage in customer service and the hospitality industry, one of Australia’s fastest growing industries

 

 

Sunday, April 3, 2016

College of Engineering


 


  The College of Engineering provides students with the ability to investigate the basic principles of scientific and technological development and new knowledge in the field. It also enables them to participate in creating new technology, which in turn encourages real development in the industry. The college includes three schools with 10 courses of study: School of Electrical and Electronic Engineering; School of Materials, Chemistry and Chemical Engineering; and School of Mechanical, Aerospace and Marine-System Engineering. Students can deepen their specialized knowledge by gaining a broad perspective on fields related to nature, the environment, society, history, humanity, and culture, and by cultivating problem-solving skills for complex real-life problems. The college fosters highly creative researchers and engineers who can contribute to the world of science and technology on a global scale. 

School of Electrical and Electronic Engineering 

Students gain comprehensive knowledge on electricity and electronics, information and communication, physics, and mathematical sciences, which are the core elements of the 21st century science. They learn about the structures of electrical and information systems; acquire skills to design, control, and operate the systems; and study the physics of device materials and mathematical sciences focusing on fundamental theories. We provide students with the ability to meet the demands of the highly information-oriented society.


School of Mechanical, Aerospace and Marine-System Engineering

Students systematically study three fields of advanced engineering: Aerospace Engineering, Marine-System Engineering, and Mechanical Engineering. They acquire specialized knowledge necessary for research and development in a wide range of areas including aircraft, rockets, spaceplanes, artificial satellites, next generation ships, marine platforms, undersea robots, ocean resource utilization, environmental conservation, micro-machines, high-functioning robots, next-generation eco-friendly automobiles, and plant factories. 



School of Materials, Chemistry and Chemical Engineering
 
 Students acquire knowledge about atomic, molecular, and compound structures; chemical reactions; and the composition of micro-scale materials. They also gain specialized knowledge that will lead to the discovery of new substances from three different perspectives: atomic and molecular function, chemical processes and systems, and materials.