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The School of the Art Institute of Chicago (SAIC) offers two Post- Baccalaureate Certificates, a Post- Baccalaureate Certificate in Fashion, Body and Garment and a Post- Baccalaureate Certificate in Studio, plus a Certificate in Historic Preservation. The International Baccalaureate organization this week officially authorized Kit Carson as an IB World School. Kit Carson is now the first SCUSD school authorized to offer IB’s highly respected Middle Years Programme.Each of these programs draws on the unique strengths of SAIC’s highly regarded studio and academic departments and will give you the opportunity to pursue your studies in a large professional art- and- design- school setting. The Post-Baccalaureate Pre-Medicine Certificate provides high quality, preparatory education for individuals who aspire to enter medical school. The Paralegal Post-Baccalaureate program will prepare you for highly responsible entry-level paralegal positions. This one-year technical diploma will provide you with basic competencies that include: Critical thinking. For 150 years, the School of the Art Institute of Chicago (SAIC) has been a leader in educating the world’s most influential artists, designers, and scholars. Located in downtown Chicago with a fine arts graduate program. Each year, Oregon State University publishes an Annual Security and Fire Safety Report to comply with the requirements of the federal Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act. Post-Baccalaureate Information Meetings. Informational Meetings are required for all UTSA and non-UTSA students who are interested in obtaining a Post-Baccalaureate Teaching Certificate. These meetings are FREE! Post Baccalaureate and Graduate Students. A post-baccalaureate or graduate student is one who holds a bachelor's degree from a regionally accredited institution and wishes to continue his or her education for the purpose of. A post-baccalaureate diploma will be of interest to students who have a non-business degree, and who want to return to university for one or two years to acquire a specialty in a functional area of business in order to enhance. Post-Baccalaureate Pre-Med Program Program Overview. Program Staff; Contact Information; Potential Applicants. Student Spotlight; Program Photos; Trew Friends UofL Chapter. Student Contingency: Fort McMurray Wildfire The diploma program welcomed one of its students, Susan Jarvis from Antigua and Barbuda, to Edmonton recently when she attended the Athabasca University Graduate Students Conference. College/University Transfer Programs . The programs offer general education courses as well as elective courses in areas of interest. Degrees awarded through the College/University Transfer program include: The Associate in Arts degree is designed for students who want to pursue a bachelor’s degree in one of the liberal arts disciplines- Accounting, business administration, art, criminal justice, elementary education, English, history, nursing, political science, psychology, social work, sociology and many others- or training at a professional school that requires a strong liberal arts background. The CAA allows graduates of two- year associate’s degree programs who are admitted to constituent UNC institutions to transfer with up to 6. University Transfer at Durham Tech. Applying to transfer to Wake Forest University. NC State University Police will use Reed and. NC State swimmer Ryan Held quickly became one of the top stories of the 2016 Rio Games as part of the United States. Special Considerations for NC Community College Transfer Students. Review the Comprehensive Articulation Agreement. North Carolina A&T State University. Wake Forest welcomes the submission of applications from transfer students, and the number of transfer students admitted varies from semester to semester depending on the current enrollment. Traditionally, more students are admitted for the fall semester than the spring semester. An applicant for admission who has attended another college must have an overall average of at least C on all college work attempted and must either be a graduate of a standard junior college or furnish a certificate of honorable dismissal stating eligibility in all respects to enter the last college attended. Transfer students are eligible for all Wake Forest need- based financial aid programs. There are no available merit- based scholarships for transfer students. For information on our need- based financial aid programs, visit our financial aid website. International students should review information found on our International Applicants page for additional information and instructions. Applications for the fall semester will be reviewed beginning on April 1. Applications for the spring semester will be reviewed beginning November 1. Important transfer admission links: Applying to transfer to Wake Forest University. Each of the following items must be submitted in order for your application to be considered: Application (including all essays and short- answer questions)$6. College transcripts from all colleges attended. Dean’s Statement for Transfer Students . Find out more. Seeking a second undergraduate degree from Wake Forest University. Students desiring a second undergraduate degree must apply to transfer to Wake Forest University. You must still complete all degree requirements (including all basic and divisional requirements) prior to earning your second degree. In order to graduate from Wake Forest, you must complete at least half of your degree and half of your major and minor (if applicable) at Wake Forest. Submit all materials to: Undergraduate Admissions. PO Box 7. 30. 5Winston- Salem, NC 2. Seeking Unclassified Student status at Wake Forest University (non- degree seeking)Individuals desiring to continue their education as non- degree seeking students may take courses at Wake Forest. Only students who have already earned an undergraduate degree will be considered. The following items must be submitted in order for your application to be considered. At #15 Virginia Tech Blacksburg, VA 6:00 PM. Wake Technical Community College (Wake Tech). North Carolina, Wake was. Wake Tech offers various programs that will prepare students for transfer to a 4. Learn more about available and featured technologies at NC State. The Office of Technology Transfer. Japan Anthropology Workshop. Posted on . Carmen Tamas (Kobe University), carmentamas. Well into the 2. 1st century, our meeting in 2. Many of those closely involved in the performance of formal ritual acts deplore the loss of “tradition” (as an example, the date of some matsuri was changed from the original one to the nearest weekend, in order to allow for more people to come, either as participants or as tourists), while others see change as the only way to keep such practices alive and to ensure their survival into the future. But ceremony and ritual do not apply only to the large- scale formal practices, but also to “family- sized” gestures and customs, and these have been subject to change as well. Fewer people choose a traditional funeral involving the priest from the temple they are associated with, and more opt for the general “no particular sect” mortuary homes. At the same time, it appears that more people are visiting shrines and temples for healing rituals or to pray for a romantic partner. What are the mechanisms behind these changes in a society that is now dominated by instant and worldwide communication? Forensic Anthropology Programs: The following is a list of schools believed to offer training in forensic anthropology, human osteology, and related fields. This list is in no particular order. If interested in one of these.The anthropology of development is a term applied to a body of anthropological work which views development from a critical perspective. The kind of issues addressed, and implications for the approach typically adopted can be. Entering the University of Missouri-St. Louis undecided has great advantages! Your time undecided can be used to explore your interests and develop fundamental skills that will be essential to your future career. This website from the Human Studies Film Archives explores the John Marshall Ju/'hoan Bushman Film and Video Collection, 1950-2000, one of the seminal visual anthropology collections of the 20th century. Why a Public Anthropology? Why hasn’t cultural anthropology lived up to its transformative potential? Praise for the book from Noam Chomsky, Paul Farmer, Boyce Rensberger, and David Glenn. Are there any similarities with other transformations that have occurred along the years? Was there a traceable tipping point? And last but not least, are we going to witness a kind of ritual revival or the slow demise of the ceremonies and rituals as we know them? We invite proposals for papers that address the topics of ceremony and ritual from a wide variety of perspectives and represent Japanese contexts within the broad scope of anthropological research: Matsuri — their structure, evolution and impact on current society; Religious rituals — the interplay between practice and belief; Rituals of daily life — (such as formal cleaning days, sports days, summer and winter gift exchanges, Valentine chocolates, etc.) their meaning and role both for the community and the individual. Posted on . Objective. This award has been created to publicly celebrate Professor Josef Kreiner in his remarkable academic efforts to promote Japanese studies in Europe and at Hosei University Research Center for International Japanese Studies (HIJAS). At the same time we want to encourage overseas scholars of Japanese studies and to contribute to further development in this academic field. Responsible Organisation. Hosei University Research Center for International Japanese Studies (HIJAS). Qualification Requirements. Read more. Posted on . Everyone planning to attend (or considering it) should download and read the latest info regarding the conference schedule, registration, tutorial/mentoring sessions, travel arrangements, transportation in Istanbul, and funding options. Posted on . Individually, each chapter provides important information on the particular topic that is its focus, while at the same time elucidating on how that particular topic is addressed by the media and revealing how the coverage of that theme or event affects society overall. The combination of different themes and research approaches yields a unique work that brings insight into how information is disseminated and processed in Japan, thereby offering valuable contributions both to Japanese Studies and Area Studies, as well as Journalism Studies and general Social Sciences. The diversity of research themes, analytical viewpoints and methodological approaches that are exhibited across the chapters offer academics and students a range of issues and depth of treatment that will enhance understanding both of Japan and Japanese journalism and the workings of modern media in general. Taken as a whole, the contents provide a map of how news is approached by journalists, how it is transmitted to the public through the newspaper, and how this news then affects public consciousness, public opinion and governmental policy. The chapters cover a range of themes related to news production: historical, geographical, and technological. The contents outline implications that are political, international and in the creation of public consciousness. The book also includes a section on journalistic treatment of the 3. Great East Japan Earthquake. Teneo Press Homepage: http: //www. Edited by. Anthony S. Rausch Ph. DHirosaki University, Faculty of Education. Bunkyo- cho, Hirosaki, Aomori 0. Posted on . KCJS is a consortium of fourteen universities administered by Columbia University that offers academic year and summer programs. Working closely with the KCJS Governing Board, Columbia University, and Doshisha University, the Resident Director is responsible for the continued development and oversight of the academic programs, student affairs, and administrative and financial management. The Resident Director supervises a full- time administrative staff that assists in all areas of program management, and teaches one course a semester during the academic year program. See the Postings page for details. Posted on . I would like to thank our outgoing Secretary General, John Traphagan, for his valuable work over the past years. His expertise will not be lost. He is now a member of our Advisory board and continues to manage our mailing list. We had a fantastic conference, which was very well organised by the Department of East Asian Studies in the charming Slovenian capital. The location showed itself at its best with beautiful weather, street festivals and culinary highlights. I heard many insightful and profound papers and particularly enjoyed the discussions on happiness and on rubbish, among others. Most importantly, the atmosphere at the JAWS sessions and events was how I have always loved our association – inspiring, uplifting and supportive. We celebrated our 3. Nata. At the GM, we decided on a radical change: JAWS Membership fees no longer have to be paid annually. Instead, we introduced life membership. For a very modest one- time payment of . Most of all, JAWS provides the benefit of belonging to a community of active and very supportive academics interested in Japanese society. We especially welcome younger colleagues who are still working on their degrees and we will attempt to find financial support for graduate students and unaffiliated recent postdocs to attend our conferences. Andrea de Antoni, Emma Cook and Blai Guarn. Our aim is to improve information exchange and social support networks. I hope that this will encourage all of you to make regular active use of the website and the discussion groups. Joy Hendry continues to be Senior Editor of the very successful JAWS series at Routledge, and we now have an impressive selection of books to offer. JAWS members can submit a proposal and they will find their manuscripts in the hands of professional and supportive editors who will make sure that the book will be scrutinised by strict but helpful reviewers before being published as quickly and efficiently as possible. Last but not least, members greeted Selcuk Esenbel’s offer to host the next JAWS conference in Istanbul at Bo. I look very much forward to seeing you on the shores of the Bosporus next year! With warm wishes, Brigitte Steger. September 2. 01. 4Posted on . We are a scientific practice of multivocality, committed to conversations across networks, interests, and perspectives. Indeed, the American Anthropological Association introduced annual meeting themes to the program in 1. Nationalism, Ethnicity, Race and Racism), to underscore the discipline’s capacious potential to confront challenges faced by “human societies throughout the world.” The call for papers that year highlighted the planned participation of “. Topics from subsequent years reflect the discipline’s fault lines and doubts about our common legacies, affinities, collaborations and future, even as we assembled to collectively apply what we know to the struggles of humankind and our environment. No matter our individual position on the nature of anthropological knowledge or how best to produce it, the association’s members annually assemble to understand and transform the world around us. Producing Anthropology, the 2. As a discipline built on blending archives of narratives, actions, sediment and bone, anthropology has well- established methods for grappling with complex, multidimensional artifacts. But what are our epistemological commitments to the ways we make scientific knowledge today? What impact do our epistemic convictions and predilections have, intended or not? What goals do we want to set for ourselves? What partnerships should we build? What audiences should we seek? And how will the truths we generate change as we contend with radical shifts in scholarly publishing, employment opportunities, and labor conditions for anthropologists, as well as the politics of circulating the anthropological records we produce? Washington DC, the host city for our 2. AAA Annual Meeting, provides us with an excellent venue for this pivotal conversation. It affords rich opportunities to bring together political, cultural, and educational constituencies from the city, the region, the United States, and the world. DC is also a center for producing memories and narratives of humanity, culture, language, history, prehistory and the natural world. It even serves as the residence of a particularly well- known son of an anthropologist—Barack Obama. In addition to the familiar, productive formats of individual papers, organized panels, screenings, roundtables and Section- sponsored events, we will work to expand Installations—performances, recitals, conversations, author- meets- critic roundtables, salon reading workshops, oral history recording sessions and other alternative, creative forms of intellectual expression. We continue our efforts to challenge how anthropology conceptualizes and experiences scholarly communication, both deeply engaging local Washington DC audiences and extending the reach of the meeting to those interested in joining the conversation from afar. Abstinence Education Program. Open Enrollment for Heritage Keepers Abstinence Education Program. The Department of State Health Services (DSHS) Abstinence Education Program announces this notice of Open Enrollment (OE) requesting applications to provide implementation of the Heritage Keepers Curriculum with students in 5th through 1. September 3. 0, 2. CSTThe ESBD is located at: http: //esbd. The procurement can be found at: http: //esbd. Funding for Abstinence Sexual Education. DHHS Abstinence Education Programs. The ideal of abstinence programs is to encourage individuals to wait to experience. Health and Science and supports two types of demonstration grants: (1) Prevention (abstinence. Eligible agencies are invited to apply for this competitive grant to provide abstinence education for Ohio youth, ages 11-14. Funding of up to $1,769,296 will be available to implement educational programs in high risk urban. In Brief: Federal Funding Streams for Teen Pregnancy Prevention, Sex Education, and Abstinence-Only Programs. Rider 5. 3. Funding for Abstinence Sexual Education. It is the intent of the Legislature that funds appropriated in Strategy A. Any federal funds received by the agency for abstinence education are appropriated to the agency for this purpose. Abstinence education means materials and instruction which: Present abstinence from sexual activity as the preferred choice of behavior for unmarried persons; and. Emphasize that abstinence from sexual activity, used consistently and correctly, is the only method that is 1. Funds appropriated in Strategy A. Abstinence Education, must be used to implement sexual education programs that must comply with each of the A- H components of the abstinence education program under Section 5. Social Security Act (4. U. S. C. Section 7. Section 5. 10 of the Social Security Act (A- H Requirements)Federal funds for state abstinence education programs are authorized and appropriated by the Patient Protection and Affordable Care Act of 2. Affordable Care Act (ACA) Abstinence Education Program; Affordable Care Act (ACA) Abstinence Education Program. Funds are allotted to 59 States and Territories to enable them to carry out abstinence education programs. Behavioral Health - Inpatient Services; Behavioral Health, Wellness, and Prevention. Grants; Inspections; Licensing; Links; Listserv; Media; Office Locations; Permits; Policies; Publications; Recalls; Staff. Sex education in the United States is taught in two main forms: Comprehensive Sex Education and abstinence-only. Comprehensive sex education covers abstinence as a choice option, but also informs adolescents about human.
Affordable Care Act), which amends section 5. Social Security Act. For purposes of this section, the term “abstinence education” means an educational or motivational program which: Has as its exclusive purpose, teaching the social, psychological, and health gains to be realized by abstaining from sexual activity; Teaches abstinence from sexual activity outside marriage as the expected standard for all school age children; Teaches that abstinence from sexual activity is the only certain way to avoid out of wedlock pregnancy, sexually transmitted diseases, and other associated health problems; Teaches that a mutually faithful monogamous relationship in the context of marriage is the expected standard of human sexual activity; Teaches that sexual activity outside of the context of marriage is likely to have harmful psychological and physical effects; Teaches that bearing children out- of- wedlock is likely to have harmful consequences for the child, the child’s parents, and society; Teaches young people how to reject sexual advances and how alcohol and drug use increases vulnerability to sexual advances; and. Teaches the importance of attaining self- sufficiency before engaging in sexual activity. Implementation Strategies: Direct Service Contracts. Direct service contracts target high risk youth in grades 5- 1. Effective, medically accurate, abstinence education curricula. Opportunity to engage in service learning projects. Opportunity to participate in the Texas Youth Leadership Summits. Conferences and Training. Two annual conferences focus on a youth development approach in addressing at risk behaviors and how positive youth development programming can tackle these issues. Trainings and presentations are offered upon request for school districts, community groups, faith- based groups, non- profits, and coalitions. Memorandum of Understanding (MOU)DSHS provides trainings and curricula materials to school districts that choose the Heritage Keepers curriculum through their local School Health Advisory Council. Available Resources. Targeted abstinence resources are available upon request for students in grades 5th – 1. Nine House Democrats have offered legislation that would eliminate federal grants to states that run abstinence education programs. Under Title V of the Social Security Act, the government can make grants to states for. |
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