AUSTRALIA EDUCATION
Australia: Overcoming socio-economic disadvantage in educationJennifer Buckingham Literacy and numeracy are not everything, but they are almost everything. Somewhere between one in five and one in six students are barely literate and numerate, according to recent national literacy and numeracy results. These children are concentrated in particular schools and in particular areas, especially where there are high levels of socio-economic disadvantage.Although the relationship between socio-economic status and school performance is undeniable, it doesn’t have to be inevitable. As the late, great Australian education expert Professor Ken Rowe showed, family background may establish where children start in life, but it doesn’t have to determine where they end up.Participants at the CIS’s annual conference Consilium in August this year heard the stories of two extraordinary schools that have defied the odds of socio-economic disadvantage. Bellfield Primary School is a public school in one of the most disadvantaged urban areas in Australia. Yet in the space of 10 years, during which time social disadvantage intensified, Melbourne educator John Fleming transformed the school performance from chronic failure to one of the best in the state.These extraordinary results were not achieved through increased spending. There was no increase in teacher pay. There were no major capital works or new technologies. Fleming attributes the success of the school to three changes in school policy: implementing a research-based pedagogy; introducing performance-based accountability for students and teachers; and changing the school culture to reflect traditional values and discipline.The same ‘tough love’ strategy was applied at Djarragun College in Gordonvale in far north Queensland, once a crumbling school with low attendance. Educator Jean Illingworth oversaw its incredible transformation into a well-maintained, high functioning school where children from indigenous communities in Cape York and the Torres Strait are achieving outstanding results.For many students across Australia, social disadvantage is being translated ineluctably into educational disadvantage year after year. The evidence from Australia and elsewhere is that this need not be the case.The above is part of a press release dated October 2 from the Centre for Independent Studies. Enquiries to cis@cis.org.au. Snail mail: PO Box 92, St Leonards, NSW, Australia 1590. Telephone ph: +61 2 9438 4377 or fax: +61 2 9439 7310
BRITISH UNIVERSITY EDU
BRITISH UNIVERSITY : British university standards under official scrutinyUniversities face Ofsted-style inspections amid claims academic standards are being dumbed down. Grading schemes and procedures for tackling plagiarism are two areas that need scrutiny, an investigation has found. It also reported that many universities admit international students even though they have not met minimum standards in English.Plans for an inspection shake-up are outlined today by a high-level panel asked to look into mounting concern over university admissions, standards and teaching. It recommended that auditors visit weaker universities more frequently than the current six years and launch inspections in response to student concerns.Detailed performance reports will also be available for prospective students, parents and employers for the first time. Currently reports are 'very detailed and technical' and intended for use solely by universities and funding chiefs.The investigation found that teaching hours and the effort required by students in their own time 'vary hugely by subject area and among institutions'. The report said this was not necessarily evidence of inconsistent standards, but added that more information was needed in an attempt to reverse perceptions of 'poor value for money'.The panel, led by Professor Colin Riordan, vice-chancellor of Essex University, said institutions must not be 'complacent' when accused of 'serious failings'. Revealing his findings, he said: 'There was no evidence we could find that in the system there are fault lines, but we did find several areas of concern.' His review group made a series of recommendations for boosting public confidence in the system, including an overhaul of inspections.The proposed new regime bears similarities to the Ofsted system for checking schools. Auditors would also be encouraged to make more focused judgments on institutions instead of the 'extremely broad' ratings currently used. And they would be able to adopt a more flexible approach to the timing of visits and respond to concerns raised by students or academics.Professor Riordan's panel, commissioned by the Higher Education Funding Council for England, warned the current system of six-yearly reviews means problems can escalate before they are addressed. Sir Alan Langlands, of the funding council, said a more public-facing system of audits by the Quality Assurance Agency was the 'next logical step'. The group also raised concerns over the system for ensuring standards are comparable across universities. This relies on a network of external examiners who look at undergraduates' work and assessment procedures to check grades are fair. Today's report found the system is 'under strain' and needs to be strengthened. There had been allegations of examiners being 'leaned on' to boost grades or ignored completely, it emerged. There needs to be an independent body for whistle-blower examiners to turn to, the panel concluded.The proposals may concern academics who are sensitive to any imposition of red tape. But they are likely to accept the proposals as part of a wider lobby campaign for higher tuition fees.Universities Minister David Lammy said: 'Higher education continues to change and evolve, and our quality measures must change with it; we must never be complacent
AUSTRALIA UNIVERSITY
AUSTRALIA UNIVERSITY : Australia: Hatred of education donors who don't do what they are toldWe see below a simple outpouring of hate against successful people. There is NOT A WORD about the reasons why they opposed what others sought. Could it be that conservative businessmen created an alternative to the Left-dominated Melbourne university and did not want to lose that?A SMALL but powerful group of Melbourne establishment figures, including ANZ Bank chairman Charles Goode, has scuttled a proposal to create one of the world's top business schools. In a deeply embarrassing setback for the star-studded Melbourne Business School board, the donor members who helped establish an independent MBS in the 1980s spurned the directors' unanimous recommendation yesterday to merge with Melbourne University's faculty of economics and commerce.With recrimination thick in the air, one observer commented: "This is a gigantic f**k-up; it's like the board of a blue-chip company unanimously agreeing to a takeover, only to have their own shareholders vote it down."Three key players, all called John and listed in Who's Who as Melbourne Club members, lobbied heavily against the merger, which required a change to the MBS constitution that called for a 75 per cent voting majority, The Australian reports. Former ANZ chairman John Gough, 81, former Woolworths chairman and Corrs corporate lawyer John Dahlsen, 74, and MBS founding dean John Rose, 73, mobilised their longstanding business networks. But the critical individual, according to close observers, was Gough's protege, Goode, also a Melbourne Club member, who succeeded him as ANZ chairman.The 79 MBS donor members, most of them large corporates, were allocated votes according to the size of their contributions. In a poll, 54 of them have a total of 16,512 votes and 25 individual donors retain one vote each. Goode, 71, was critical because he is chairman of both ANZ and the charitable Ian Potter Foundation, each a large MBS donor. No one ever had any doubt where the foundation's loyalties lay - Rose and Gough are also on its board of governors.The three Johns, as they will be forever known, were said to have marshalled a blocking stake of more than 25 per cent, relying on ANZ, the Ian Potter Foundation, the Dahlsen holding and a couple of other like-minded organisations. The merger resolutions will now not be put to the planned MBS extraordinary meeting on October 7.For this generation of the Melbourne establishment, the MBS battle was probably the last power play. Consistent with its signature style, there was no one to comment yesterday. Networks were activated, business was conducted behind closed doors, influence was wielded, an outcome was achieved and that was it. Dahlsen, Rose and Gough could not be reached for comment, and Goode is now overseas for two weeks
NSO-SCHOLARSHIP
HORIZONS Scholarship encourages national security, defense careers
Women In Defense, A National Security Organization established the HORIZONS Scholarship in 1988 to encourage women to pursue careers related to the national security and defense interests of the United States and to provide development opportunities to women already working in national security and defense fields. The scholarship is intended to provide financial assistance to further educational objectives of women who are U.S. citizens either employed or planning careers in defense or national security areas. (This is not law enforcement or criminal justice.) A panel of judges considers applications and makes awards once each year. WID is in a key position to shape the future defense and national security workforce.
Eligibility Requirements
Applicants must meet the following criteria. No exceptions will be considered.
- Be currently enrolled at an accredited university or college, either full-time or part- time.
- Undergraduate and graduate students are eligible; undergraduates must have attained at least junior level status (60 credits).
- Demonstrate interest in pursuing a career related to national security or defense.
- Demonstrate financial need.
- Have a minimum grade point average of 3.25.
- Be a woman.
- Be a citizen of the United States.
Fields of Study
The Foundation focuses on the following preferred fields of study for awarding scholarships: security studies, military history, government relations, engineering, computer science, physics, mathematics, business (as it relates to national security or defense), law (as it relates to national security or defense), international relations, political science, economics. Others will be considered if the applicant can successfully demonstrate relevance to a career in the areas of national security or defense.
Selection Criteria
Awards will be based on academic achievement, participation in defense and national security activities, field of study, work experience, statements of objectives, recommendations, and financial need. Awards are made without regard to race, creed, color, or religion. HORIZONS reserves the right to revise, suspend or discontinue this program without notice.
Deadline, Application, Notification
Completed applications, essays, recommendations and transcripts must be received no later than JULY 1. Send application packages to: WID HORIZONS, 2111 Wilson Blvd., Suite 400, Arlington, VA 22201-3061.
Applicant is responsible for making sure all materials arrive to meet the deadline.
Instructions are available here (PDF).
- Download and view the application (PDF)
Only applicants selected to receive a HORIZONS scholarship will be notified of the results. Recipients will be posted on the website at http://wid.ndia.org/horizon/winners.htm. Please check periodically; no inquiries, please! This volunteer-run organization cannot return telephone calls, and e-mail is limited.
EDUCATION FRANCE
EDUCATION IN FRANCE :The center for the study of international schooling European studies committee conducted a colloquium education in france. The panel members included the prominent members of our University - Prof. Jean - Paul Carton, Prof. Clara Krug (Foreign Languages Department), Dr. Charles Crouch (History Department) and a French educator Ms. Sophie Bureau.Dr. Crouch shared his ideas on historic and social context of French education which was traditionally viewed since the time of French Revolution (1789) as ideological tool in the hands of the government to educate people in the spirit of individualism and freedom. French education has a long history of struggle between the state and the Catholic Church for the control over school. It ended with adopting laws that separated Church and the school and created a highly centralized educational system that differs from the locally controlled system in the USA. Dr. Carton and Dr. Krug told the numerous listeners about the structure and the content of schools and the influences of Baccalaureate, a final exam at the end of upper secondary education, a strong unifying goal in the French system. Students and faculty were surprised to know that both public and private schools have the same standards and there are more elementary private schools in France than in the USA.The colloquium marked the beginning of the third anniversary of the Center for the Study of International Schooling which plans to conduct three more colloquia this academic year exploring the issues of school leadership, mathematics education, and special education around the world. School Principals Around the WorldThe Center for the Study of International Schooling and Department of Leadership, Technology, and Human development conducted a colloquium School Principals Around the World. The colloquium focused on such issues as: What are the differences and similarities in the roles of US principals and head teachers in other countries? What other support personnel (such as assistant principals, guidance counselors, etc.) are generally available at the school level? What role do principals fulfill in the areas of teacher selection, staff evaluation, budget development, school schedule and organization, curriculum development and implementation, and student discipline? How do the salary, work schedule, and status of principals compare with those of teachers? What are the relations between principals and students? The panel member Dr. Jennie Rakestraw (GSU COE) shared her experience of cooperation with British school headmasters and told the audience that the British headmaster is first and most of all an instructional leader for other teachers, unlike his American partner whose is role is rather managerial. Dr. T.C.Chan (GSU COE) has served as an assistant principal and a principal in one of Hong Kong schools. The participants were excited to hear his story about challenges the Hong Kong principals face today as a result of joining the former British colony to China. As an example, he pointed out to the issue of history curriculum change: before reunification the history of China was represented from British perspective and now they are required to teach it from Communist China point of view. Ms. Ditte Sorknaes, a Rotary Club exchange student, has been on the school committee as a school student in Denmark. In her presentation she elaborated on how power and governance are shared between a head teacher, teachers, parents, and students in her country. The principal tries to be close to students and even wears jeans and casual shirt. The guest speaker Geraldine Murdoch (Australia) presented her vision of Australian principals from the former student¹ side. The Australian principal, she said, is an administrator and unlike his Danish colleague is always dressed conservatively education.
KEY OF SUCCESS
There are many types of the writing projects you can be assigned with during your study at the University. Some of them are designed to reveal your point of view on several matters, some of them are written to check your understanding of the subject, and some of them are assigned in order to teach you to describe events, people or other things.
Every writer of fiction is trying to convey his view and understanding of the world to the reader. Every reader is trying to imagine the events or persons he is reading about. This technique â€"descriptive writing can be acquired by writing of the descriptive essay. Mainly it follows the common rules foressay writing, with a few peculiarities of its own. The main point of the descriptive essay is to illustrate some events, people, subjects or things to such extent that the reader can imagine vividly the description you are trying to convey. Before you start writing this type of the essay you should think what are trying to write about. Whether you would like to start writing about some events, portray a person or describe some things you should always understand why the subject of your description is important.
One must realize the description should not only portray the subject, it must also convey the perception of the environment that surrounds this particular subject. Such features as location of the subject, unique and distinctive features of the environment as well as your association with the object of the description should be clearly stated. It is important however to remember that whatever you describe you must create interesting appealing and attracting text, where most of the distinctive features of the subject should be emphasized and stressed. Try to avoid generalissimo as much as possible, try tom be meticulous to the details and specific features of the surroundings.
In spite of the fact that in terms of the writing styles, content and conveying this type of the essay stands out form other ones, it has one important common element with other types of the writing assignments â€"clear, coherent and logical structure. You might certainly start with generalities â€"an indispensable prerequisite of the introduction, yet you should be more specific in your text â€"the body of the essay and your essay should contain conclusion of the main points stated in the descriptive essay. Certainly these are just of the tips on how this type of the essay should be completed, however if your follow these important rules you will be bale to complete the essay that will meet the main criteria set by current colleges and universities.
Every writer of fiction is trying to convey his view and understanding of the world to the reader. Every reader is trying to imagine the events or persons he is reading about. This technique â€"descriptive writing can be acquired by writing of the descriptive essay. Mainly it follows the common rules foressay writing, with a few peculiarities of its own. The main point of the descriptive essay is to illustrate some events, people, subjects or things to such extent that the reader can imagine vividly the description you are trying to convey. Before you start writing this type of the essay you should think what are trying to write about. Whether you would like to start writing about some events, portray a person or describe some things you should always understand why the subject of your description is important.
One must realize the description should not only portray the subject, it must also convey the perception of the environment that surrounds this particular subject. Such features as location of the subject, unique and distinctive features of the environment as well as your association with the object of the description should be clearly stated. It is important however to remember that whatever you describe you must create interesting appealing and attracting text, where most of the distinctive features of the subject should be emphasized and stressed. Try to avoid generalissimo as much as possible, try tom be meticulous to the details and specific features of the surroundings.
In spite of the fact that in terms of the writing styles, content and conveying this type of the essay stands out form other ones, it has one important common element with other types of the writing assignments â€"clear, coherent and logical structure. You might certainly start with generalities â€"an indispensable prerequisite of the introduction, yet you should be more specific in your text â€"the body of the essay and your essay should contain conclusion of the main points stated in the descriptive essay. Certainly these are just of the tips on how this type of the essay should be completed, however if your follow these important rules you will be bale to complete the essay that will meet the main criteria set by current colleges and universities.
Australia PhD Scholarships
Expressions of interest are sought for two PhD scholarship positions to carry out field research in Indonesia on community, environment and local governance issues.
The successful candidates will work with a team of experienced researchers - Dr Greg Acciaioli (UWA), A/Prof Anton Lucas and Dr Jim Schiller (Flinders), Dr John McCarthy (ANU), and A/Prof Carol Warren (Murdoch), as well as collaborating researchers in the Netherlands and Indonesia on an Australian Research Council Discovery Project entitled `Social Capital, Natural Resources and Local Governance in Indonesia`. The project will focus on case studies of local decision-making on environmental issues in the context of conservation and development programs in different regions of Indonesia. It aims to improve understanding of contemporary community dynamics in a range of cultural and ecological settings, as well as the practical implications of local participation and capacity building interventions for achieving equity and sustainability outcomes.
The two candidates will be based at Flinders University in Adelaide and Murdoch University in Perth respectively, with location and supervision determined by the focus and site of each student`s component of the project. It is anticipated that one student will work in a coastal community where marine conservation issues are the focus of research, while the second student will focus on a primarily agrarian research site in which World Bank / AusAID / NGO local capacity building, conservation and development projects are being conducted.
Essential criteria include:
* a first-class Honours or Masters degree with a thesis component in a relevant social science field
* advanced fluency in Indonesian language
* field research or other equivalent community/overseas experience
* ability to work independently and as part of a team
Potential applicants should send an initial expression of interest (2 pages) addressing the following points:
a) personal details - name, birth date, citizenship status, address, phone and email
b) academic qualifications - degrees, major areas of study, undergraduate grade point average, honours result
c) title of honours thesis or other significant piece of research, and a brief account of the main argument and approach/methodology adopted
d) level of competence in quantitative and/or qualitative research methods
e) level of proficiency in the Indonesian language
f) study, work or volunteer experience in Indonesia
g) research interests
h) contact information for two referees who can comment on your academic background and suitability for undertaking this research project
Each scholarship is for a three-year period with a stipend of $25,118 per annum (tax free) and up to $10,000 of additional funding for fieldwork in Indonesia. A relocation allowance will be provided where a move to Adelaide or Perth is required to join the project.
A shortlist will be determined by the research team in September, at which point applicants will be requested to submit full formal applications and documentation to either Flinders or Murdoch University. The successful candidates are expected to take up their appointments no later than February 2009.
Please forward initial expressions of interest as outlined above by email to:
Professor Carol Warren,
Asia Research Centre, Murdoch University
c.warren@murdoch.edu.au
The successful candidates will work with a team of experienced researchers - Dr Greg Acciaioli (UWA), A/Prof Anton Lucas and Dr Jim Schiller (Flinders), Dr John McCarthy (ANU), and A/Prof Carol Warren (Murdoch), as well as collaborating researchers in the Netherlands and Indonesia on an Australian Research Council Discovery Project entitled `Social Capital, Natural Resources and Local Governance in Indonesia`. The project will focus on case studies of local decision-making on environmental issues in the context of conservation and development programs in different regions of Indonesia. It aims to improve understanding of contemporary community dynamics in a range of cultural and ecological settings, as well as the practical implications of local participation and capacity building interventions for achieving equity and sustainability outcomes.
The two candidates will be based at Flinders University in Adelaide and Murdoch University in Perth respectively, with location and supervision determined by the focus and site of each student`s component of the project. It is anticipated that one student will work in a coastal community where marine conservation issues are the focus of research, while the second student will focus on a primarily agrarian research site in which World Bank / AusAID / NGO local capacity building, conservation and development projects are being conducted.
Essential criteria include:
* a first-class Honours or Masters degree with a thesis component in a relevant social science field
* advanced fluency in Indonesian language
* field research or other equivalent community/overseas experience
* ability to work independently and as part of a team
Potential applicants should send an initial expression of interest (2 pages) addressing the following points:
a) personal details - name, birth date, citizenship status, address, phone and email
b) academic qualifications - degrees, major areas of study, undergraduate grade point average, honours result
c) title of honours thesis or other significant piece of research, and a brief account of the main argument and approach/methodology adopted
d) level of competence in quantitative and/or qualitative research methods
e) level of proficiency in the Indonesian language
f) study, work or volunteer experience in Indonesia
g) research interests
h) contact information for two referees who can comment on your academic background and suitability for undertaking this research project
Each scholarship is for a three-year period with a stipend of $25,118 per annum (tax free) and up to $10,000 of additional funding for fieldwork in Indonesia. A relocation allowance will be provided where a move to Adelaide or Perth is required to join the project.
A shortlist will be determined by the research team in September, at which point applicants will be requested to submit full formal applications and documentation to either Flinders or Murdoch University. The successful candidates are expected to take up their appointments no later than February 2009.
Please forward initial expressions of interest as outlined above by email to:
Professor Carol Warren,
Asia Research Centre, Murdoch University
c.warren@murdoch.edu.au
Online University Course
Any online university course has a few prerequisites like a computer, a phone connection, and an Internet Service Provider. With these basics in place, any student anywhere in the world can enroll for the programs being offered by an online university.
After enrolling you will typically be given easy-to-use Internet access software to facilitate quick and smooth retrieval of lectures, questions, and assignments. Since there are no time schedules and frames, the instruction material can be downloaded anytime and reviewed offline at your convenience.
Online research libraries and services are available from the university to cater to the students' research requirements. The programs are designed to fit in interaction with other students and professionals from the field. This helps the students enrich their assignments before they discuss it in an academic environment with their instructors. Instructors also guide the students through the courses to avoid any learning hitches.
Although this multi-interaction offline scenario enriches the student's learning experience, the spontaneous classroom scenario is missing in an online course. For some students, the class interaction could be more invigorating than learning online.
However, an online program offers you almost unlimited flexibility. Each course is completed over five to six weeks and students can take breaks between courses. Since the interaction is asynchronous, as in email messages, there are no schedules or fixed timings for classes either. A student doesn't have to rush from work to meet a class time. Whereas this could also serve as a demotivator for certain students who perform better under strict schedules and timetables, it is advantageous for people with hectic work environments, and for people who can exert self-discipline in setting an effective timetable.
After enrolling you will typically be given easy-to-use Internet access software to facilitate quick and smooth retrieval of lectures, questions, and assignments. Since there are no time schedules and frames, the instruction material can be downloaded anytime and reviewed offline at your convenience.
Online research libraries and services are available from the university to cater to the students' research requirements. The programs are designed to fit in interaction with other students and professionals from the field. This helps the students enrich their assignments before they discuss it in an academic environment with their instructors. Instructors also guide the students through the courses to avoid any learning hitches.
Although this multi-interaction offline scenario enriches the student's learning experience, the spontaneous classroom scenario is missing in an online course. For some students, the class interaction could be more invigorating than learning online.
However, an online program offers you almost unlimited flexibility. Each course is completed over five to six weeks and students can take breaks between courses. Since the interaction is asynchronous, as in email messages, there are no schedules or fixed timings for classes either. A student doesn't have to rush from work to meet a class time. Whereas this could also serve as a demotivator for certain students who perform better under strict schedules and timetables, it is advantageous for people with hectic work environments, and for people who can exert self-discipline in setting an effective timetable.
University of Cambridge
In October 2000, the Bill & Melinda Gates Foundation of Seattle, Washington, USA announced a donation to the University of Cambridge of $210 million to establish the Gates Cambridge Trust.
This benefaction creates in perpetuity an international scholarship programme to enable outstanding graduate students from outside the United Kingdom to study at the University of Cambridge. The Trustees are required to award scholarships on the basis of a person's intellectual ability, leadership capacity and desire to use their knowledge to contribute to society throughout the world by providing service to their communities and applying their talents and knowledge to improve the lives of others.
The University of Cambridge is one of the leading Universities of Europe. It has been a centre of learning since the early thirteenth-century. Building on a distinguished history of academic achievement over nearly eight hundred years, it is currently engaged in a wide range of teaching and research in most major disciplines. The University of Cambridge draws strength from its Colleges, providing academic and social support for study at all levels, and facilitating the easy exchange and development of ideas across and between conventional disciplinary boundaries. Gates Cambridge Scholars will belong to a College and will take a full part in collegiate life.
The award of a Gates Cambridge Scholarship provides excellent opportunities for personal intellectual development, living and working alongside other similarly outstanding students from the UK and from many other countries. There are more than 5,000 graduate students in Cambridge and more than half of them normally live outside the UK. The Colleges and University Departments make possible the creation of many overlapping and intersecting social networks, and allow the establishment of connections and friendships that last for life.
Since the inaugural class of Gates Scholars in 2001, the Trust has awarded 828 Gates Cambridge Scholarships to students from 85 different countries.
There are usually about 250 Gates Scholars in residence at any one time who are studying the full range of disciplines across the University and who are members of each of the 31 Cambridge Colleges.
Although there may be variation in the actual number of awards made each year, the Trust seeks to elect approximately 100 new scholars annually.
At present, there are over 550 Gates alumni spread throughout the world.
Competition for admission to the University of Cambridge and for Gates Cambridge Scholarships is intense.
The University of Cambridge has been ranked in the top three research universities worldwide for a number of years. Typically the University receives around 11,000 applications for graduate study each year, of which approximately 9,000 are from non-British (i.e. Overseas and European) applicants. The University makes about 4,600 offers of admission to graduate applicants each year, of which around 3,400 are to non-UK students. Of the 3,400, normally 1,500 will take up their places at Cambridge.
Departments in Cambridge rank the very best students who have applied to them for admission for Gates Cambridge Scholarships. The Trust then uses these Departmental rank-ordered lists, and takes into account other non-academic criteria such as leadership potential and a commitment to improving the lives of others, to produce a shortlist of candidates to be interviewed. In total, 250-300 candidates are interviewed for about 110 scholarships each year.
In selecting Gates Cambridge Scholars, the Trust looks for students with enthusiasm, robustness of intellect, a willingness to engage and an appropriate humility that comes from an awareness that nothing is ever really simple.
In particular, Gates Scholars will be driven by the values of the Bill & Melinda Gates Foundation, which include a commitment to reducing inequities and improving lives around the world. The Foundation’s mission is to increase opportunity and equity for those most in need, particularly in the areas of health and education, often through the use of science and technology.
The Trust expects a good match to be made between the applicant's qualifications and aspirations and what Cambridge has to offer. Successful applicants will have the ability to make a significant contribution to their discipline while in Cambridge, with a strong aptitude for research, analysis and a creative approach to defining and solving problems.
A Gates Cambridge Scholarship covers the full cost of studying at Cambridge, namely:
- the University Composition Fee and College fees at the appropriate rate1
- a maintenance allowance for a single student (£12, 250 for 12 months at the current 2008-09 rate; pro rata for courses shorter then 12 months)
- the cost of the most economical airfare from the scholar's normal country of residence to the UK at the beginning of their course and the cost of the most economical airfare from the UK to the scholar's normal country of residence at the end of the course
- A discretionary contribution towards the costs of supporting dependants at Cambridge (upon application)
Once in residence, Gates Scholars may apply for financial help with the costs of attending conferences, undertaking fieldwork and other activities.
Candidates for a Gates Cambridge Scholarship:
- may be citizens of any country outside the United Kingdom.
- may apply to study any subject available at the University of Cambridge.
- must apply to pursue one of the following full-time residential courses of study:
- Research leading to the PhD degree
- One-year post-graduate courses (e.g. MPhil, LLM, Diploma, MBA etc.)
- 2 year MSc degree
- Second Bachelor degree as an Affiliated Student
- MBBChir Clinical Studies
(see How to Apply for further information)
- must be admitted to Cambridge through the University's normal academic procedures. The Trust cannot admit students.
- must have a first class or high second class honours degree, or its equivalent, from a recognised university. For universities which work according to the North American pattern, candidates will be expected to have excellent transcripts with high GPA scores showing evidence of sustained achievement in study, together with the type of academic references which speak of the candidate's leadership potential, social commitment, intellectual ability and why further study at Cambridge is particularly appropriate. The Gates Cambridge Trust does not require candidates to take a GRE test, although some Departments in Cambridge may do so; candidates should check the relevant section of the Graduate Studies Prospectus.
- must be well prepared for the Cambridge course for which they are applying and must meet the academic criteria for admission specified by the University. Some courses may have particular requirements for admission, and details of these can be found in the relevant sections of the Graduate Studies Prospectus for graduate applicants, or the Undergraduate Prospectus for affiliated applicants.
(see Graduate Studies Prospectus)
(see Undergraduate Prospectus)
- who are not native speakers of English are required by the University to provide proof of their proficiency in the English language to meet the minimum standard required for admission to Cambridge. For further information:
(see English language requirements for graduate applicants)
(see English language requirements for affiliated applicants)
- from countries of the European Union who intend to pursue graduate study or research must, where eligible, apply for public fees awards offered by the Research Councils by the relevant deadlines.
- who are already studying at Cambridge are only eligible to apply for a Gates Cambridge Scholarship if they are applying for a new course of study (e.g. a one year ‘MPhil only’ student may apply for funding to continue on to the PhD). Candidates already studying at Cambridge who are not applying for a new course of study (e.g. have already started their PhD) are not eligible to be considered for a Gates Cambridge Scholarship. Such candidates may, however, be eligible for modest awards from the other Cambridge Trusts
Intelligence-IQ,EQ-Or-SQ
How often have we heard others talk about how 'intelligent' they consider someone to be? Intelligence is a description of how good someone is at mentally doing something. Intelligence involves thought. Intelligence includes the ability to reason, plan, solve problems, think abstractly, comprehend ideas and language and to learn.
Do you consider yourself to be intelligent?
Schools and the education system would have us believe that we are only intelligent if we are able to solve complex abstract problems or remember facts and figures. I would agree that this is a type of intelligence and this type of intelligence is normally referred to as IQ or 'intelligence quotient' (a phrase coined by an American psychologist named Lewis Terman).
A small proportion of the population has a high IQ and they find the academic type of learning and activities in school relatively easy. But the vast majority of people don't. So where does that leave everyone else?
Well, the good news is that IQ is not a measure of success. Most people with a high IQ do not go on to be as successful as their IQ score may lead us to believe. Most people with a high IQ take reasonably well paid, but routine, employment. Most are not happy with risk and rather limit their own success by becoming 'comfortable' and fall far short of what their potential suggests.
There is another type of intelligence that may be more important to success in life and this has been publicised by the best-selling book "Emotional Intelligence" (or EQ) by Daniel Goleman (although the term was first used several years earlier by two academics - Mayer and Salovey).
EQ has to do with recognizing, understanding, and choosing how we think, feel, and act. It shapes our interactions with others and our understanding of ourselves. It defines how and what we learn; it allows us to set priorities; it determines the majority of our daily actions.
EQ is the capacity to create positive outcomes in our relationships with ourselves and others. These learnable skills create joy, love, and success of all kinds.
Studying EQ it becomes clear that IQ has less to do with success in life than EQ. The good news is that we all have EQ and that it can be developed. We can develop our EQ to help us build our relationships with others, to use our emotions appropriately, to focus our efforts and to become more successful in life.
EQ may be so important that it could be the best predictor of who will succeed in any area of life.
Can we look beyond IQ and EQ?
When you look at the world, do you see only space and time, mass and energy, logic and reason? Or do you also see connectivity and design, purpose and meaning, faith and mystery?
In his book "What's your SQ?" Michael Guillen has developed the idea of 'spiritual intelligence' or SQ. SQ considers your views beyond the materialistic living of modern life. Without spirituality it is possible to become very unhappy or dissatisfied with life no matter how much material possessions we accumulate.
Can you be successful if you are not truly happy? I would argue not and that a balance of IQ, EQ and SQ are necessary for a happy and successful life.
Are there any other forms of intelligence? Yes, there is another important theory on multiple intelligences and you can read about that in another article.
To be happy and successful in life focus on your EQ and SQ. If you are fortunate enough to have some IQ too then all the better - but don't rely on your IQ alone.
Do you consider yourself to be intelligent?
Schools and the education system would have us believe that we are only intelligent if we are able to solve complex abstract problems or remember facts and figures. I would agree that this is a type of intelligence and this type of intelligence is normally referred to as IQ or 'intelligence quotient' (a phrase coined by an American psychologist named Lewis Terman).
A small proportion of the population has a high IQ and they find the academic type of learning and activities in school relatively easy. But the vast majority of people don't. So where does that leave everyone else?
Well, the good news is that IQ is not a measure of success. Most people with a high IQ do not go on to be as successful as their IQ score may lead us to believe. Most people with a high IQ take reasonably well paid, but routine, employment. Most are not happy with risk and rather limit their own success by becoming 'comfortable' and fall far short of what their potential suggests.
There is another type of intelligence that may be more important to success in life and this has been publicised by the best-selling book "Emotional Intelligence" (or EQ) by Daniel Goleman (although the term was first used several years earlier by two academics - Mayer and Salovey).
EQ has to do with recognizing, understanding, and choosing how we think, feel, and act. It shapes our interactions with others and our understanding of ourselves. It defines how and what we learn; it allows us to set priorities; it determines the majority of our daily actions.
EQ is the capacity to create positive outcomes in our relationships with ourselves and others. These learnable skills create joy, love, and success of all kinds.
Studying EQ it becomes clear that IQ has less to do with success in life than EQ. The good news is that we all have EQ and that it can be developed. We can develop our EQ to help us build our relationships with others, to use our emotions appropriately, to focus our efforts and to become more successful in life.
EQ may be so important that it could be the best predictor of who will succeed in any area of life.
Can we look beyond IQ and EQ?
When you look at the world, do you see only space and time, mass and energy, logic and reason? Or do you also see connectivity and design, purpose and meaning, faith and mystery?
In his book "What's your SQ?" Michael Guillen has developed the idea of 'spiritual intelligence' or SQ. SQ considers your views beyond the materialistic living of modern life. Without spirituality it is possible to become very unhappy or dissatisfied with life no matter how much material possessions we accumulate.
Can you be successful if you are not truly happy? I would argue not and that a balance of IQ, EQ and SQ are necessary for a happy and successful life.
Are there any other forms of intelligence? Yes, there is another important theory on multiple intelligences and you can read about that in another article.
To be happy and successful in life focus on your EQ and SQ. If you are fortunate enough to have some IQ too then all the better - but don't rely on your IQ alone.
Electro-Mechanical Engineer
Company: FMTC, Belgium.
Department: High-Productivity Machines Department
Reporting to/hierarchy: Team Leader High-Productivity Machines Department
Function details: This person will work in the High-Productivity Machines department and will analyze electrical drive motor combinations for varying load profiles of customer machines to optimize the energy efficiency. He/she will define and develop methodologies and (software) tools to offer to the FMTC member companies to help them define optimal drive motor configurations for different machines and applications.
He/she will help organize and liaise the different aspects of the projects both externally and internally and will work in close collaboration with experts from FMTC’s industrial partners and have regular contacts with mechatronics experts from knowledge centres in Belgium and abroad.
Expectations for this role include:
- Be able to work in a timely and structured way
- Be able to handle multiple projects at a time
- Be able to work both independently and in a team
- Become a specialist as a researcher in the domain of mechatronics in an industrial environment
- Share ideas and knowledge with colleagues and customers
Education and qualifications:
- PhD or equivalent by experience in Power Electronics and Control or Electro-Mechanical Engineering with a broad technical background
- In depth knowledge of electrical drive systems and their controls
- Broad interest and broadly skilled in the domain of electro-mechanics and mechatronics
- Ideally you have already worked on similar projects. Publications on previous research results are a plus
- Familiar with MS Office programs
Personality and mentality:
- Very sociable person with very good communication skills (internal and external contacts)
- Able to translate research results towards industry
- Born pioneer
- Willing to share knowledge
- Proactive, creative and innovative person with vision
- Passionate about electro-mechanics and mechatronics
- Analytical mind and able to synthesize
- Respectful and trustworthy
- Dynamic and enthusiast
- Hands-on
Languages:
- Fluent in English (oral and in writing)
- Willingness to learn the Dutch language
Mobility/travel:
Approximately 5% of the time will be spent in traveling mainly in Flanders, Belgium
Job specificities:
- New function
- Permanent and full-time employment
- Location: Heverlee (Leuven), Belgium
- Starting date: September – October 2008 (or ASAP)
Offer:
- Good financial conditions in line with your responsibilities
- Extra-legal benefits
- Challenging and varied job with a lot of industrial interactions in an informal atmosphere
Available education/training:
Possibilities for further education and on the job training.
Career opportunities:
Possibility to grow towards a top scientist in an industrial environment
To apply :
You match the requested criteria for min. 80%?
Then send your application to vitaly.pryadka@gmail.com
Website: http://www.headhunter.e-biznes.org
Top Ten Personal Coach
Have you considered hiring a personal coach? Jack Canfield, in The Success Principles says hiring a "personal coach is one of the best-kept secrets of the successful."
1. A coach can help you clarify your vision and goals. If you have a sense that what you are doing isn't the thing you really want for your life but you don't have a clear vision of what you do want, then a coach can help you get clear.
2. A coach can support you through your difficult times. Sometimes, we just need someone to talk to who isn't too busy, too distracted or too involved to just objectively support us when times are tough. If you feel you just need someone to talk to who understands and doesn't judge you, then a coach can help.
3. A coach can help you develop momentum. How many times have you started something, felt good about it but then lost interest, never to return to it again? A coach can help you sustain that momentum and keep you focused on the prize. This is similar to hiring a personal trainer to help you sustain the momentum of exercising when you feel like doing something else.
4. A coach can help you stay on track and be focused. Have you ever let the little, unimportant things take control of your day and by the time the day ends, you realize you haven't accomplished anything you were hoping to accomplish? A coach can help you stay focused on the important things while learning to delegate or dump the unimportant things.
5. A coach can help you take an objective look at exactly what you have been doing. A good coach will ask you to take a close, and sometimes painful, look at what you say you want as compared to the things you are actually doing. Do you see a match? If you continue to do things the way you are, will you get to the place you are hoping to get to? Coaches ask the hard questions.
6. A coach may help you identify both effective and destructive behavior patterns that you may not see. Since the coach isn't standing in the forest, he can typically see the trees that you don't. How often do we continue the same destructive patterns over and over again just because we can't identify them? A coach will help you see this more clearly.
7. A coach will hold you accountable for the goals you set. A coach is not a babysitter. When you decide you want to get going and accomplish some things in your life, a coach will not accept your excuses for why it wasn't done. Making a public declaration of your intent will also provide you with the needed incentive to keep your commitments.
8. A coach can show you how to accomplish more by working less. Coaches are adept at teaching time-tested systems for being more productive. Did you know that research shows that the average 8-hour-a-day worker is only productive for 1-2 hours a day? A coach can help you be more productive in less time.
9. A coach can help you discover your true passion. Do you ever wonder about your unique abilities and what your life purpose is? If these are not questions that you even think about, then you really DO need a coach! We all have unique abilities and a purpose but some of us never discover them and the rest of us who do are too afraid to just go for it! A coach can help you uncover your passion---the thing that will make you excited to get out of bed in the morning.
10. A coach can help you identify your core values and show you how to live in synergy with them. The values by which we live our lives are very important to each of us. Many times, certain values we hold may be in conflict with each other. Sometimes, we are not even consciously aware of the values of importance to us. A coach can help us to live our lives in accordance with our values. This will provide the kind of life of which you can be proud.
This is not a plea for you to hire me, necessarily, although I would be willing to discuss that possibility. What I am suggesting is that you will be able to do more than you could ever have imagined with a coach than without one.
I know. After I left my 9 to 5 job to begin my coaching career, I floundered around for six months. I knew I wanted to hire a coach, but I thought I couldn't really afford one and I didn't want to hire just anybody. I thought there needed to be a good match between us.
I now am employing two coaches---one to help me build my business and the other to help me write my book. Since hiring them, I am on a path creating more momentum as I go. In hindsight, I realize I couldn't afford not to hire a coach.
Regarding the right match, I do believe that this is important which is why I'm saying this is not an appeal for you to hire me. If you are serious about taking your life to the next level, then find the coach who is right for you. But don't delay. Once this day is gone, you cannot get it back.
If you'd like further information about coaching, visit www.CoachingforExcellence.biz and check our calendar for upcoming teleclasses, chats and workshops or call me at
(708) 957-6047.
If you are serious about taking your life to the next level, hire a personal coach. A coach can help you realize your visions and goals.
1. A coach can help you clarify your vision and goals. If you have a sense that what you are doing isn't the thing you really want for your life but you don't have a clear vision of what you do want, then a coach can help you get clear.
2. A coach can support you through your difficult times. Sometimes, we just need someone to talk to who isn't too busy, too distracted or too involved to just objectively support us when times are tough. If you feel you just need someone to talk to who understands and doesn't judge you, then a coach can help.
3. A coach can help you develop momentum. How many times have you started something, felt good about it but then lost interest, never to return to it again? A coach can help you sustain that momentum and keep you focused on the prize. This is similar to hiring a personal trainer to help you sustain the momentum of exercising when you feel like doing something else.
4. A coach can help you stay on track and be focused. Have you ever let the little, unimportant things take control of your day and by the time the day ends, you realize you haven't accomplished anything you were hoping to accomplish? A coach can help you stay focused on the important things while learning to delegate or dump the unimportant things.
5. A coach can help you take an objective look at exactly what you have been doing. A good coach will ask you to take a close, and sometimes painful, look at what you say you want as compared to the things you are actually doing. Do you see a match? If you continue to do things the way you are, will you get to the place you are hoping to get to? Coaches ask the hard questions.
6. A coach may help you identify both effective and destructive behavior patterns that you may not see. Since the coach isn't standing in the forest, he can typically see the trees that you don't. How often do we continue the same destructive patterns over and over again just because we can't identify them? A coach will help you see this more clearly.
7. A coach will hold you accountable for the goals you set. A coach is not a babysitter. When you decide you want to get going and accomplish some things in your life, a coach will not accept your excuses for why it wasn't done. Making a public declaration of your intent will also provide you with the needed incentive to keep your commitments.
8. A coach can show you how to accomplish more by working less. Coaches are adept at teaching time-tested systems for being more productive. Did you know that research shows that the average 8-hour-a-day worker is only productive for 1-2 hours a day? A coach can help you be more productive in less time.
9. A coach can help you discover your true passion. Do you ever wonder about your unique abilities and what your life purpose is? If these are not questions that you even think about, then you really DO need a coach! We all have unique abilities and a purpose but some of us never discover them and the rest of us who do are too afraid to just go for it! A coach can help you uncover your passion---the thing that will make you excited to get out of bed in the morning.
10. A coach can help you identify your core values and show you how to live in synergy with them. The values by which we live our lives are very important to each of us. Many times, certain values we hold may be in conflict with each other. Sometimes, we are not even consciously aware of the values of importance to us. A coach can help us to live our lives in accordance with our values. This will provide the kind of life of which you can be proud.
This is not a plea for you to hire me, necessarily, although I would be willing to discuss that possibility. What I am suggesting is that you will be able to do more than you could ever have imagined with a coach than without one.
I know. After I left my 9 to 5 job to begin my coaching career, I floundered around for six months. I knew I wanted to hire a coach, but I thought I couldn't really afford one and I didn't want to hire just anybody. I thought there needed to be a good match between us.
I now am employing two coaches---one to help me build my business and the other to help me write my book. Since hiring them, I am on a path creating more momentum as I go. In hindsight, I realize I couldn't afford not to hire a coach.
Regarding the right match, I do believe that this is important which is why I'm saying this is not an appeal for you to hire me. If you are serious about taking your life to the next level, then find the coach who is right for you. But don't delay. Once this day is gone, you cannot get it back.
If you'd like further information about coaching, visit www.CoachingforExcellence.biz and check our calendar for upcoming teleclasses, chats and workshops or call me at
(708) 957-6047.
If you are serious about taking your life to the next level, hire a personal coach. A coach can help you realize your visions and goals.
Scholarships And Govt
Nearly every student is eligible to receive free funding for his or her education expenses. Both the U.S. Federal and State Governments, as well as private organizations, offer free money to assist students with paying for a college education.
This is money that never has to be repaid! These free funds come in the form of Scholarships, Fellowships, Internships and also Government Grants. In this article, we will clear up some confusion about what these are and how you can use them to pay for your education.
Your first step should be to obtain a FAFSA document (Free Application for Federal Student Aid). You can acquire one of these applications from the college you plan to attend or, online by following the steps at: http://www.fafsa.ed.gov
You will want to fully complete and send in this document by the deadline. For future reference, you will need to do this every year to continue to remain eligible for government funded financial aid. This single application is the key to numerous federally funded programs. Once your application is processed, you will receive a statement in the mail that lets you know how much funding you are eligible for.
If you find out that the amount of funding you qualify for still doesn't meet your needs, you can pursue additional private and government grants, scholarships and other programs. You can search online for for student grants and scholarships that you may also qualify for. This is often a tedious task, but careful research can uncover some excellent opportunities.
What is the difference between a Scholarship, Fellowship and a Grant?
Scholarships & Fellowships - Scholarships and fellowships are very similar, the term fellowship is generally applied to post graduate studies, while scholarship generally defines undergraduate awards. Scholarships can be funded with either public or private moneys. Oftentimes, you must qualify for a scholarship by having good grades and SAT scores. There are also scholarships that award students for their excellence in sports. You will find that there are also many unusual scholarships and fellowships available that cater to students with various other qualifications.
Government Grants - Government grants for college are government funds set aside to assist people in raising funds for school. There are numerous government grants that students can take advantage of, in conjunction with scholarships to enable you to pay for college. Your best asset here is the FAFSA document, that we discussed earlier.
As you can see, government grants, scholarships and more are available to help you pay for college. All you need to do is due diligence, a bit of paperwork and perhaps some research and you will uncover more funding options than you knew existed.
This is money that never has to be repaid! These free funds come in the form of Scholarships, Fellowships, Internships and also Government Grants. In this article, we will clear up some confusion about what these are and how you can use them to pay for your education.
Your first step should be to obtain a FAFSA document (Free Application for Federal Student Aid). You can acquire one of these applications from the college you plan to attend or, online by following the steps at: http://www.fafsa.ed.gov
You will want to fully complete and send in this document by the deadline. For future reference, you will need to do this every year to continue to remain eligible for government funded financial aid. This single application is the key to numerous federally funded programs. Once your application is processed, you will receive a statement in the mail that lets you know how much funding you are eligible for.
If you find out that the amount of funding you qualify for still doesn't meet your needs, you can pursue additional private and government grants, scholarships and other programs. You can search online for for student grants and scholarships that you may also qualify for. This is often a tedious task, but careful research can uncover some excellent opportunities.
What is the difference between a Scholarship, Fellowship and a Grant?
Scholarships & Fellowships - Scholarships and fellowships are very similar, the term fellowship is generally applied to post graduate studies, while scholarship generally defines undergraduate awards. Scholarships can be funded with either public or private moneys. Oftentimes, you must qualify for a scholarship by having good grades and SAT scores. There are also scholarships that award students for their excellence in sports. You will find that there are also many unusual scholarships and fellowships available that cater to students with various other qualifications.
Government Grants - Government grants for college are government funds set aside to assist people in raising funds for school. There are numerous government grants that students can take advantage of, in conjunction with scholarships to enable you to pay for college. Your best asset here is the FAFSA document, that we discussed earlier.
As you can see, government grants, scholarships and more are available to help you pay for college. All you need to do is due diligence, a bit of paperwork and perhaps some research and you will uncover more funding options than you knew existed.
Scholarship - University
President University offers many scholarship and financial aid programs to students who show great potential for future academic studies and those with financial need. Scholarship offers depend on several factors including high school performance, performance on the President University Entrance Exams, and the student’s family income level.
GOLD and SILVER Scholarship grants from President University for college education PU will provide annual scholarship grants to academically-gifted and bright individuals from low income backgrounds in order to help them with their college education, while at the same time recognizing their exemplary academic performance in the course of obtaining their degrees.
Based on its financial capability and position, PU will determine how many scholarship grants will be given to students on an annual basis.
The scholarships are valid for a year.
The scholarships may be extended based on an evaluation of the student’s performance.
GRANTS - Scholarships from a sponsoring individual or organization, foreign or local PU welcomes the support of individuals or organizations willing to help financing the college education of students.
PU will abide the terms and conditions set by the sponsoring organization or individual.
In the absence of the sponsor’s terms and conditions, the PU policy on scholarship shall be used as basis for setting the terms and conditions.
Eligibility Requirements - To be eligible for the scholarships, the candidate must fulfill the following requirements:
Graduated from high school with a minimum grade of 7.5 - 8.0
Passed the university placement tests with a Rank 1 rating (minimum 80 marks average during the Entrance Tests).
Comes from a family with a gross annual income of less than Rp 36 million per year* (or its equivalent denomination in foreign currency).
*Reference: Monthly industry minimum wage of Rp. 964.000 per month per capita employment (BPS Economic Indicators, February 2007).
Assume both parents are working.
In order to continue with the scholarships, the student must maintain a minimum cumulative GPA of 3.0 per annum. Related terms and conditions apply.
Please contact President University for up to date information and details regarding Scholarship programs.
Main Campus Location : Jababeka Education Park, Jl. Ki Hajar
Dewantara Kota Jababeka, Bekasi 17550, Indonesia Telephone: 62 21 8910 9762 - 63, Fax: +62 21 8910 9768
Email: enrollment@president.ac.id
Jakarta : Menara Batavia, 3A fl. Jl. K.H. Mas Mansyur Kav 126 Jakarta
10220, Indonesia Telephone: +62 21 5793 0322, Fax: +62 21 5746 756
Email: vcd@president.ac.id
Distance Learning for MBA
In today's job market, a bachelor's degree often isn't enough to give you the edge over other job applicants. However, getting your MBA at a local college or university may be just too much for a full-time breadwinner with a home and family to care for. There are still ways to advance your education, though, and one of the most popular is getting your MBA through distance learning. Distance learning via internet is a relatively recent phenomenon. Usually, a student will enroll in an online university and take the all of the classes online.
Sounds like a great deal, right? There are many pitfalls for the distance learner. Be sure to choose the right school. As with every other category of business, there are good and there are not so good distance learning programs. Don't waste your time and money on a school that is not accredited by a nationally recognized agency. Your diploma needs to be from an accredited university or school to help you advance, so do some homework up front and check the credentials of the school. They should be accredited by one of the nationally recognized agencies (New England, Middle States, North Central, Northwest, Western and Southern). These are the valid accreditation agencies. Verify that the classes are all online.
Don't enroll in a distance learning program across the country, only to realize later that you'll need to attend one or two sessions in the classroom. Check out the technical capabilities of the classes. Are the classes available through technology that you can access, like websites, email or bulletin boards? Will you have to use complicated, proprietary software? Steer clear of programs that are not simple and easy to use. After all, isn't that why you want an online degree program. Just in case there are problems, make sure that technical help is available when you'll be working. Look for programs with a proven track record.
Even though the idea of internet learning is new, you should look for a program with a good success rate an satisfied graduates. Ask if you can email or talk to some of the graduates, or read recommendations. Ask about the school's completion rate. Does the school offer adequate financing? If the school is accredited, they should be able to participate in the federal student loan programs and offer financing to distance learners. Finally, investigate who is teaching the classes. Do they have experience in online teaching? Managing a virtual classroom is different that teaching the typical college course, so the teachers should be experienced in this type of learning.
Of course, distance learning is not for everyone. In order to succeed at this type of coursework, you will need to be self-motivated and dedicated to getting your MBA. You will need to be organized and disciplined. Procrastinators have a difficult time working at their own pace, because they can always finish an assignment "tomorrow". Of course, this can turn a 2-3 year program into 6-8 years. Investigate online distance learning to pursue you MBA, but first, make sure that you are ready to commit to self-directed learning.
Sounds like a great deal, right? There are many pitfalls for the distance learner. Be sure to choose the right school. As with every other category of business, there are good and there are not so good distance learning programs. Don't waste your time and money on a school that is not accredited by a nationally recognized agency. Your diploma needs to be from an accredited university or school to help you advance, so do some homework up front and check the credentials of the school. They should be accredited by one of the nationally recognized agencies (New England, Middle States, North Central, Northwest, Western and Southern). These are the valid accreditation agencies. Verify that the classes are all online.
Don't enroll in a distance learning program across the country, only to realize later that you'll need to attend one or two sessions in the classroom. Check out the technical capabilities of the classes. Are the classes available through technology that you can access, like websites, email or bulletin boards? Will you have to use complicated, proprietary software? Steer clear of programs that are not simple and easy to use. After all, isn't that why you want an online degree program. Just in case there are problems, make sure that technical help is available when you'll be working. Look for programs with a proven track record.
Even though the idea of internet learning is new, you should look for a program with a good success rate an satisfied graduates. Ask if you can email or talk to some of the graduates, or read recommendations. Ask about the school's completion rate. Does the school offer adequate financing? If the school is accredited, they should be able to participate in the federal student loan programs and offer financing to distance learners. Finally, investigate who is teaching the classes. Do they have experience in online teaching? Managing a virtual classroom is different that teaching the typical college course, so the teachers should be experienced in this type of learning.
Of course, distance learning is not for everyone. In order to succeed at this type of coursework, you will need to be self-motivated and dedicated to getting your MBA. You will need to be organized and disciplined. Procrastinators have a difficult time working at their own pace, because they can always finish an assignment "tomorrow". Of course, this can turn a 2-3 year program into 6-8 years. Investigate online distance learning to pursue you MBA, but first, make sure that you are ready to commit to self-directed learning.
Scholarship in Japan
Applicants admitted to the Program in Economic and Public Policy Management are eligible for scholarships provided by the Joint Japan/World Bank Graduate Scholarship Program (JJ/WBGSP) of the World Bank and the Japan-IDB Scholarship Program of the Inter-American Development Bank provided that they meet the specific requirements of each program as described.
To be eligible, a candidate must be a national of a World Bank member country that is currently eligible to borrow from the Bank, including Indonesia. In addition, Executive Directors, their alternates, and staff of the World Bank Group,including consultants, as well as their close relatives, are excluded from consideration.
The World Bank Graduate Scholarship program also gives priority to: women; applicants with few other resources and from lower social and economic classes;applicants who have not had previous opportunities for graduate study outside their home country; and applicants who do not already hold a graduate degree from an industrialized country”
Applicants of this scholarship program must:
- Hold a bachelor’s degree and have completed 16 years of school education (up to undergraduate level). A strong background in economics and associated quantitative tools is useful and,in the case of the Economic Policy Course, highly recommended.
-Those applicants having completed their university education in countries where formal schooling lasts less than 16 years, who are at least 22 years old, and who have spent at least one year in a research or similar institution, can become qualified to apply by filling out and submitting the provided form (Certificate of research Activities).
- Have at least 2 years (and preferably 4 to 5) of recent professional experience in a field related to economic development.
- Demonstrate proficiency in the use of the English language by submitting the TOEFL scores or other evidence as deemed appropriate by the Graduate School.
- Demonstrate verbal and quantitative skills by submitting the Graduate record Examination (GRE) scores or other evidence as deemed appropriate by the Graduate School.
- In addition,applicants must be under 45 (but preferably under 35) years of age. Priority will be given to mid-career professionals.
Required documentation:
1. Application form (download here) in full. The Personal Statement and the Study Plan must be typewritten. Applicants must choose their preferred Course from the two options offered (Economic Policy and International Public Policy). Adjustments to that choice are possible during the screening process.
2. Four letters of recommendation (two issued by academics and two by professionals).
3. Transcripts from institutions of higher education attended.
4. Diplomas certifying to higher education degrees obtained. note. Diplomas and transcripts must be originals or certified true copies of original documents.
5. Curriculum vitae.
6. TOEFL scores or equivalent proof of English proficiency.
7. GRE scores or equivalent proof of skills.
8. Medical Certificate.
9. Certificate of research activities, if applicable.
10. Copies or reprints of publications other than graduation thesis, if any.
11. Three copies of a recent photograph (4 cm x 4 cm).
12. Statement of eligibility for JJ/WBGSP Scholarship.
Application Deadline
All documents must be mailed in a single package and must reach the University of Tsukuba by August 31,2008 (applications sent by fax will not be accepted). Complete applications and correspondence should be addressed to:
The JJ/WBGSP Committee
Graduate School of Humanities and Social Sciences
University of Tsukuba
305-8571, Tsukuba, Japan
Online Bachelor Degree
It used to be the case that if you wanted to obtain a bachelor's degree without physically being present at the institution providing the course, you needed to undertake a distant learning course. In most cases, those who graduated with a bachelor's degree obtained from a distant learning course were afforded less respect for their achievements than those who completed their studies on-site.
The advent of the Internet, however, has completely changed the sphere of distance learning. Today distance learning is a huge industry, worth billions of dollar a year, and you can achieve an online bachelor degree at almost any institution of learning in the world.
So, how do you go about deciding which online bachelor degree program to study? To help you, here are 3 questions to ask yourself before embarking on your quest:
1. What do I really want to learn?
The traditional learning process was to select a number of courses you might want to study and then to apply to the universities respectively - places not guaranteed though. However, with the availability of online programs, this process is no longer as important.
In this regard, today's online bachelor degree programs can take an almost unlimited number of students - so choosing the right course to take becomes far more important, and much less of a gamble!
2. Where do I want to learn?
Historically, deciding where you wanted to learn was of importance because that meant you would have to go there and live: at least during the time you undertook the course. In most cases this would mean having to leave family and childhood friends, or choosing to study in the area you grew up in.
One of the benefit of an online degree program is that this no longer becomes an important factor. As it goes without staying that by studying an online bachelor degree, you can be physically located anywhere whilst studying somewhere else! Researching the institution you want to study at, and the courses they provide, therefore becomes very important.
3. Am I disciplined enough?
This last question is probably going to be one of the most important you'll need to honestly ask yourself. You see, with on-campus education you have teachers to chase you if you are falling behind schedule. However, with an online bachelor degree program, your study period and method is much more in your own-hands.
Thus, finding the time to study, and being disciplined enough to sit-down and study during this period, is vital if you want to succeed. Otherwise, learning in the more traditional methods may be more beneficial to you.
The advent of the Internet, however, has completely changed the sphere of distance learning. Today distance learning is a huge industry, worth billions of dollar a year, and you can achieve an online bachelor degree at almost any institution of learning in the world.
So, how do you go about deciding which online bachelor degree program to study? To help you, here are 3 questions to ask yourself before embarking on your quest:
1. What do I really want to learn?
The traditional learning process was to select a number of courses you might want to study and then to apply to the universities respectively - places not guaranteed though. However, with the availability of online programs, this process is no longer as important.
In this regard, today's online bachelor degree programs can take an almost unlimited number of students - so choosing the right course to take becomes far more important, and much less of a gamble!
2. Where do I want to learn?
Historically, deciding where you wanted to learn was of importance because that meant you would have to go there and live: at least during the time you undertook the course. In most cases this would mean having to leave family and childhood friends, or choosing to study in the area you grew up in.
One of the benefit of an online degree program is that this no longer becomes an important factor. As it goes without staying that by studying an online bachelor degree, you can be physically located anywhere whilst studying somewhere else! Researching the institution you want to study at, and the courses they provide, therefore becomes very important.
3. Am I disciplined enough?
This last question is probably going to be one of the most important you'll need to honestly ask yourself. You see, with on-campus education you have teachers to chase you if you are falling behind schedule. However, with an online bachelor degree program, your study period and method is much more in your own-hands.
Thus, finding the time to study, and being disciplined enough to sit-down and study during this period, is vital if you want to succeed. Otherwise, learning in the more traditional methods may be more beneficial to you.
Scholarship-Com-Science
he Expertise centre for Digital Media is a research institute of Hasselt University in Belgium. The research team of about 80 people performs scientific research in 3 areas: computer graphics, human-computer interaction and multimedia & communication technology. Hasselt University calls for candidates for the following vacant position (m/f) in EDM:
PhD Scholarship in computer science (2 x 2 jaar)
Scholarship description:
The intended research is situated in the domains of networked virtual environments (NVE) and human-computer interaction (HCI). More specifically, synchronization in scalable networked virtual environments is studied, supporting simulation-based interaction. The investigated synchronization techniques enhance consistency of the status of the virtual environment as presented to all users. Heterogeneous environments (different platforms, I/O devices etc.) are taken into account. Besides synchronization techniques, interaction techniques and the flexibility in their realization play an important role in the envisioned research. Usable multimodal interaction metaphors are designed for individuals as well as groups of users. A division of the users in subgroups is considered for both simulation and interaction between several users in order to enhance performance and social interaction. Further details of the PhD research topics will be determined based on the background and interest of the PhD candidate.
Diploma :
Academic license (4 years), master (5 years) or equivalent diploma in computer science. Students who will complete their studies during the summer, are strongly invited to apply.
Further information
* Content job responsibilities:
Prof. dr. Karin Coninx +32-11-26 84 11, karin.coninx@uhasselt.be
Prof. dr. Kris Luyten +32-11-26 84 11, kris.luyten@uhasselt.be
* Content terms of employment and selection procedure: Jef Vanvoorden, 011-26 80 80, jef.vanvoorden@uhasselt.be
Scholarship Application:
Applicants must use the official application forms which are available at the Rectoraat of Hasselt University, Campus Diepenbeek, Agoralaan - building D, B-3590 Diepenbeek (Belgium), phone +32 - 11 - 26 80 03
or which can be downloaded here
5 Tips Online Nursing School
No one can tell you which online nursing school is right for you. As a rule, you must be the one who chooses which path to take and how you want to get there. The differences between the online nursing schools are varied and one needs to be aware that they all have their pros and cons. However, if you make a wise and informed choice then you are half way to your goal. If a nursing school fits with your schedule, needs and personality than there is nothing stopping you from succeeding.
Bear in mind that no matter which online school you choose you will still need to take part in clinicals which require ‘in person' teaching to complete your degree. So before you have earned the degree you will need to transfer to a land campus school.
1.
First and foremost check out the fees that the online nursing charges for their courses. This is probably the most important part of choosing an online nursing school. It is the common practice of all reputable online nursing schools to be up-front with their fees. They realize it is important to new students to know how much they will be paying for the course. This will help to build trust in the school as they put fourth the effort to respect their students by offering their fees in an honest manner.
2.
You will need to check out the course requirements before signing up for anything. Each school has different requirements that must be met before entering their program. These may include a high school diploma, previous nursing courses, or specific course studies from other schools. All of these requirements are easily located in the prerequisite area of the course description.
3.
Time available is very important when choosing an online nursing program. You will need to check and make sure that you have the minimum amount of time that is required by the school to dedicate to class and course type studies. Most of the schools that offer online programs operate on the same premise of standard schools and require that students complete a minimum number of hours in class room study to be eligible to graduate. All of the time that is required will be listed in the course description during the review process.
4.
Degrees offered is another area where one should put fourth some effort in research. If the online program does not offer the degree that you need to get the job you want then it is useless to you as a school. Through most of the online nursing schools you can choose the type of degree that you wish to obtain and enter the course of study as set down by those guidelines.
5.
Finally you should determine if the school you are looking at fits the individual needs that you have. If a school does not fit the most basic needs than it will not be of much worth to you as a student. If you have special needs or require an aggressive course study you should check with the online schools advisor to ensure that they can accommodate such a need or desire.
Bear in mind that no matter which online school you choose you will still need to take part in clinicals which require ‘in person' teaching to complete your degree. So before you have earned the degree you will need to transfer to a land campus school.
1.
First and foremost check out the fees that the online nursing charges for their courses. This is probably the most important part of choosing an online nursing school. It is the common practice of all reputable online nursing schools to be up-front with their fees. They realize it is important to new students to know how much they will be paying for the course. This will help to build trust in the school as they put fourth the effort to respect their students by offering their fees in an honest manner.
2.
You will need to check out the course requirements before signing up for anything. Each school has different requirements that must be met before entering their program. These may include a high school diploma, previous nursing courses, or specific course studies from other schools. All of these requirements are easily located in the prerequisite area of the course description.
3.
Time available is very important when choosing an online nursing program. You will need to check and make sure that you have the minimum amount of time that is required by the school to dedicate to class and course type studies. Most of the schools that offer online programs operate on the same premise of standard schools and require that students complete a minimum number of hours in class room study to be eligible to graduate. All of the time that is required will be listed in the course description during the review process.
4.
Degrees offered is another area where one should put fourth some effort in research. If the online program does not offer the degree that you need to get the job you want then it is useless to you as a school. Through most of the online nursing schools you can choose the type of degree that you wish to obtain and enter the course of study as set down by those guidelines.
5.
Finally you should determine if the school you are looking at fits the individual needs that you have. If a school does not fit the most basic needs than it will not be of much worth to you as a student. If you have special needs or require an aggressive course study you should check with the online schools advisor to ensure that they can accommodate such a need or desire.
Frustrations Education
If pursuing an online education is a relatively new venture for you, there will probably be some frustrations as you get started. But if you prepare ahead of time to minimize those frustrations you'll be much further ahead.
Taking college classes online is an entirely new lifestyle. You have to mentally prepare yourself, and the people you live with, for this new lifestyle. You will have to let them know gently but firmly that you need that time to yourself when distractions are to the minimum. Though online courses are built with flexibility in mind, you will still have to maintain a schedule for your online time in order to meet your goals. Communicate this schedule with your household members. It will make it easier on them and you.
Make sure that you have a computer that is capable of the technologies employed by the college to communicate course material and activities. Also make sure your Internet connection is reliable. If you feel that your computer skills are rusty, brush up on them and try to learn touch-typing before you start your course. It can come in really handy especially if your course employs a lot of discussion groups and chats.
Each online college will have a published set of guidelines and policies. Make sure you familiarize yourself with them. If you feel that certain policies are not being met, bring it to the notice of the authorities immediately.
Make sure that you find out all costs associated with the course before embarking on your studies. Costs that spring up mid-course, when you least expect them are more than just unpleasant surprises. They can potentially be deal-breakers.
It always helps to be proactive. Be proactive before you start pursuing your online education. It will pay off big time.
Taking college classes online is an entirely new lifestyle. You have to mentally prepare yourself, and the people you live with, for this new lifestyle. You will have to let them know gently but firmly that you need that time to yourself when distractions are to the minimum. Though online courses are built with flexibility in mind, you will still have to maintain a schedule for your online time in order to meet your goals. Communicate this schedule with your household members. It will make it easier on them and you.
Make sure that you have a computer that is capable of the technologies employed by the college to communicate course material and activities. Also make sure your Internet connection is reliable. If you feel that your computer skills are rusty, brush up on them and try to learn touch-typing before you start your course. It can come in really handy especially if your course employs a lot of discussion groups and chats.
Each online college will have a published set of guidelines and policies. Make sure you familiarize yourself with them. If you feel that certain policies are not being met, bring it to the notice of the authorities immediately.
Make sure that you find out all costs associated with the course before embarking on your studies. Costs that spring up mid-course, when you least expect them are more than just unpleasant surprises. They can potentially be deal-breakers.
It always helps to be proactive. Be proactive before you start pursuing your online education. It will pay off big time.
UG Interfraternity Institute
Undergraduate Interfraternity Institute (UIFI) program & Rosenberg UIFI Scholarship applications now available!
Each year the North-American Interfraternity Conference (NIC) sponsors a five-day leadership institute for fraternity and sorority members. Since its inception in 1990, UIFI has challenged nearly 3,000 fraternity and sorority students representing almost 250 different universities and colleges, and 115 different Greek affiliations to make a difference in the Greek communities.
UIFI is a principle-centered approach to creating change within a Greek community. Lessons learned at UIFI will be beneficial for a lifetime.
UIFI helps participants identify the timeless principles through which they can define themselves individually and organizationally.
UIFI then helps participants recognize how they can act out these principles by honing important life skills in areas such as leadership, group dynamics, service, and organizational change and development.
UIFI also generates a momentum toward positive change in local Greek communities by creating a strong connection among all participants where people feel responsible to each other and to the greater good called "fraternity." Commitment helps UIFI graduates translate their enlightenment into action.
UIFI is an institute, not a conference. As an institute, it offers a unified curriculum to all participants. Each educational component builds on a previous segment and leads into the next. All sessions offer hands-on experiential activities and ample discussion time to address individual concerns. Major sessions are complemented by small group meetings (called chapters) held throughout the session. Chapter meetings are designed to assist each UIFI participant in developing his or her desired leadership skills and goals, gaining new ideas, and creating concrete action plans for his/her return to campus.
At UIFI you will:
- Experience team-building at its best with your fellow UIFI chapter members.
- Learn the value of a Greek environment that promotes academic achievement, ritual-based decision making, and a balanced college experience.
- Be challenged to explore your potential as a leader.
- Tap your power to motivate and encourage others.
- Experience the excitement of "Into the Streets," a hands-on service plunge in the local community.
- Identify what's important to you.
- Be able to recognize signs of group think that interfere with building community.
- Better understand the urgency for change and your responsibility to facilitate it.
- Exchange ideas with other participants and facilitators.
- Receive a resource kit designed to help you involve others in activities similar to those at UIFI.
- Leave encouraged, energized, and confident to face the challenges ahead of you.
- Identify resources which and professionals who will help you achieve your goals and objectives upon returning to campus.
- Translate Awareness Into Action
Living and Learning Together
The intimate living atmosphere, personal attention from quality facilitators, educational sessions which are interactive by design, and constant idea sharing among participants are just a few of the reasons why UIFI has been such a special experience for so many students.
Each session will offer 50 - 60 Greek leaders and 15 fraternity and sorority professionals from throughout the United States and Canada a live-in institute experience. A chapter house will become "home" for our time together. Large group programs are complemented by regular small group meetings in "chapters" of 10 - 12 students. From late night conversations to the one-on-one personal discussions, you're making new friends and supporters for life.
Sessions and chapter meetings are led by professionals committed to helping you achieve your desired outcomes. These professionals are staff and volunteers of fraternities and sororities and campus fraternity/sorority professionals. UIFI is interactive, fun, challenging, inspiring, encouraging, and beneficial.
Triangle Scholarships
To enable Triangle brothers to attend UIFI, Triangle Education Foundation is proud to sponsor 12 scholarships to the 2009 program. These scholarships pay for conference registration. Scholarship recipients are responsible for their travel to/from the UIFI site (Indianapolis or Los Angeles).
If you are interested in going to UIFI and want to attend on a scholarship paid for by the Triangle Education Foundation, you must complete thisapplication and return it to the National Headquarters by April 6, 2009. Once all of the applications have been reviewed, all applicants will be notified as to whether they were awarded a scholarship or not. All remaining procedures and requirements will then be discussed with the final scholarship recipients.
If you have any questions or comments, please contact the Fraternity's
Executive Director
This e-mail address is being protected from spam bots, you need JavaScript enabled to view it
at (317) 837-9640.
Portions of this text provided by the North-American Interfraternity Conference.
| Previous UIFI attendees from Triangle include: | ||||||||||||
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scholarship Media Students
PhD student for Body Image & Media, Nijmegen, (Gelderland), 32 hours per week Radboud University Nijmegen
Job Description
As a PhD student you will be investigating neurocognitive mechanisms. Visual appearance is an increasingly important factor in the distress experienced by many individuals around the world who fail to meet the beauty standard and body image they have set for themselves. An important factor in this increasing striving for beauty and slimness is the continuous presentation of models with unrealistic, retouched or “photoshopped” features, which represent an unattainable goal for most individuals. The current project is aimed at understanding the cognitive and neural mechanisms through which beauty ideals shape the appraisal of our own bodies and those of others, and why some individuals develop body image disturbances while others remain unaffected. Effects of media on body image will be investigated for old and new virtual media (e.g., looking at effects of real and computer generated models), using a variety of experimental techniques (eye-tracking, ERPs, behaviour, fRMI). The PhD student will participate in the graduate program of the Behavioural Science Institute (BSI), present and publish findings at international conferences and peer reviewed quality journals, and combine scientific findings in a doctoral thesis.
Conditions of employment
Estimated maximum salary per month: eur 2500 - 3000
Maximum salary amount in Euro’s a month 2558
Employment basis: Temporary for specified period
Duration of the contract:
Maximum hours per week: 32
Additional conditions of employment:
The candidate will be appointed as a PhD student (0,8 FTE) for a period of five years. The candidate’s performance will be evaluated after 18 months. If the evaluation is positive, the contract will be extended by 3½ years.
Requirements
Doctorate
Candidates need a Master’s degree in Cognitive Psychology, Cognitive Neuroscience, Social Psychology, or a related field, and should show a sincere interest in the study of body image and media. A background and experience in conducting psychological experiments (using behaviour, EEG, eye-tracking, and/or neuroimaging techniques) and enrolment in a Research Master’s programme (Behavioural Science or Cognitive Neuroscience or related) are considered an advantage. Candidates need to be proficient in English and must have excellent writing ability.
Organization
Radboud University Nijmegen Faculty of Social Sciences
Strategically located in Europe, Radboud University Nijmegen is one of the leading academic communities in the Netherlands. A place with a personal touch, where top-flight education and research take place on a beautiful green campus in modern buildings with state-of-art facilities.
The Behavioural Science Institute studies individual human behaviour as a function of its social and physical contexts. The central goal of the institute is to gain fundamental insight into the causal factors and regulatory processes that govern individual human behaviour. The BSI is an interdisciplinary endeavour aimed at exploring the aetiology of individual human behaviour. The PhD student will participate in the Media and Behaviour Lab group which involves a collaboration between Social Cognition and Developmental Psychopathology programmes of the BSI. The BSI is equipped with extensive lab facilities including eye tracking, EEG, and virtual reality, and has access to neuroimaging facilities (e.g. fMRI) at the F.C. Donders Centre for Cognitive Neuroimaging in Nijmegen.
Application
Additional information about the vacancy can be obtained from:
dr. Hein van Schie
Telephone number: +31 (0)24 3612575
prof. dr. Rutger Engels
Telephone number: +31 (0)24-3611818
E-mail address: r.engels@pwo.ru.nl
You can apply for this job before 31-08-2008 by sending your application to:
Faculteit der Sociale Wetenschappen
Faculty of Social Sciences/P en O
Postbus 9104 6500 HE Nijmegen
E-mail address: vacancies@socsci.ru.nl
Fight the Exam Stress
Our life always offers us to take different exams - some or other kinds of trials, where we have to prove our competence, our well being, our determination and our IQ.
Student having to submit his philosophy term paper; surgeon operating for the first time, unemployed, who came for the interview to his potential employer - all of them have the symptoms of the exam stress.
If you are a student, there is no need for me to explain what exam stress is. Sleepless nights, troubled thoughts, loss of appetite, rapid pulse, trembling hands - these are typical manifestations of exam fear. Recent research has shown that it affects all the systems of the human body: nervous, immune, cardiovascular, etc. The scientists from Houston Medical School proved in the course of their research that exam fear increases the possibility of cancer.
Unfortunately, the negative influence of this phenomenon on the students' body and their psychology is underestimated nowadays. Social polls demonstrate that students perceive the exams as a "duel of questions and answers", as a "severe torture" as "intellectual and emotional overload". Writing term papers (e. g psychology term paper) most of them compare with "killing their time".
Yes, exams are important for you as their results influence your social status, your self -esteem, grants, your further perspectives of study and probably your future professional career. Such factors as long awaiting of the exam, some uncertainty when taking your exam card ( it is like sink or swim ) and tough limit of time for your preparation maximize emotional tension. Some foreign and native scientists, having studied this area thoroughly have concluded that from psycho hygienic position exams are undesirable and they should be cancelled. At the same time there is quite opposite point of view, stating that exams stimulate brain activity and increase cognitive and mental activity. American psychologist Sarazon determined that those students who are afraid of exam can considerably improve their achievements and even outdo those who are not scared of them.
The only necessary thing for it - is the encouraging attitude of the professors - they should strengthen students' self-confidence. Surely, praise must prevail over scolding. Only then the exams are useful.
Every person has own optimal level of worry and anxiety, which helps him/ her to achieve the best results. You must learn how to control your stress and extra anxiety to graduate from the university as a healthy person. I hope that these small tips will be of practical help to you and you will forget what exam stress is in the negative meaning of the word.
If exams cause great worry, if you have some symptoms of exam stress (insomnia, rapid pulse, hands trembling and so on) you ought to do something about it. Use breath meditations, repeat formulas of autosuggestion, imagine the picture of ideal exam atmosphere. You also should take three relaxing sessions and reduce the level of stressful tension (a day before the exam, before leaving home for university and half an hour before the exam).
http://www.superiorpapers.com/
Student having to submit his philosophy term paper; surgeon operating for the first time, unemployed, who came for the interview to his potential employer - all of them have the symptoms of the exam stress.
If you are a student, there is no need for me to explain what exam stress is. Sleepless nights, troubled thoughts, loss of appetite, rapid pulse, trembling hands - these are typical manifestations of exam fear. Recent research has shown that it affects all the systems of the human body: nervous, immune, cardiovascular, etc. The scientists from Houston Medical School proved in the course of their research that exam fear increases the possibility of cancer.
Unfortunately, the negative influence of this phenomenon on the students' body and their psychology is underestimated nowadays. Social polls demonstrate that students perceive the exams as a "duel of questions and answers", as a "severe torture" as "intellectual and emotional overload". Writing term papers (e. g psychology term paper) most of them compare with "killing their time".
Yes, exams are important for you as their results influence your social status, your self -esteem, grants, your further perspectives of study and probably your future professional career. Such factors as long awaiting of the exam, some uncertainty when taking your exam card ( it is like sink or swim ) and tough limit of time for your preparation maximize emotional tension. Some foreign and native scientists, having studied this area thoroughly have concluded that from psycho hygienic position exams are undesirable and they should be cancelled. At the same time there is quite opposite point of view, stating that exams stimulate brain activity and increase cognitive and mental activity. American psychologist Sarazon determined that those students who are afraid of exam can considerably improve their achievements and even outdo those who are not scared of them.
The only necessary thing for it - is the encouraging attitude of the professors - they should strengthen students' self-confidence. Surely, praise must prevail over scolding. Only then the exams are useful.
Every person has own optimal level of worry and anxiety, which helps him/ her to achieve the best results. You must learn how to control your stress and extra anxiety to graduate from the university as a healthy person. I hope that these small tips will be of practical help to you and you will forget what exam stress is in the negative meaning of the word.
If exams cause great worry, if you have some symptoms of exam stress (insomnia, rapid pulse, hands trembling and so on) you ought to do something about it. Use breath meditations, repeat formulas of autosuggestion, imagine the picture of ideal exam atmosphere. You also should take three relaxing sessions and reduce the level of stressful tension (a day before the exam, before leaving home for university and half an hour before the exam).
http://www.superiorpapers.com/
Scholarships for PG Courses
Scholarships for Selected Postgraduate Courses for Professionals with Relevance to Developing Countries 2009-2010 is provided by The German Academic Exchange Service (DAAD). Deutscher Akademischer Austausch Dienst (DAAD) – supports a range of postgraduate courses at German universities which aim at providing academically educated young professionals from Developing Countries (including Indonesia) with further specialised studies.
University graduates who have been working for two years in the public or private sector in technical, economical or agricultural fields, in education or development planning are eligible for these grants. The 42 courses differ in respect to fields of study, language and entry requirements. The age limit for the courses is 32 for Doctoral and 36 years for Master programme.
University graduates who have been working for two years in the public or private sector in technical, economical or agricultural fields, in education or development planning are eligible for these grants. The 42 courses differ in respect to fields of study, language and entry requirements. The age limit for the courses is 32 for Doctoral and 36 years for Master programme.
The funds for these scholarships are provided by the Federal Ministry for Economics Cooperation and Development (BMZ). Due to the limited number of DAAD scholarships for its courses, not all applicants accepted for studies by the German universities can be supported. Therefore, institutions are also encouraged to nominate candidates, whose studies they are willing to finance out of their staff development budget. In this case, an accompanying letter with according statements is necessary for the applicant.
The DAAD supports these selected programmes with a certain quota of scholarships and with financial assistance for a special tutoring system. At the end of the course (programmes run 12 to 36 months, depending on the particular institution) participants can obtain an internationally recognized Master’s or in some courses PhD degree.
Target group: Professionals holding an academic degree and with at least two years of experience in the public or private sector in technical, economical, or agricultural fields, in education or development planning.
Language of instruction : German or English, depending on the degree course.
Application conditions:
- Age limit: 36 years of age at the time of application (for some courses 32 years)
- Academic degree (min IPK 2,75 for Master candidates and 3,00 for Doctoral candidates) and at least two years of professional experience after completing S1 degree.
- Confirmation of employment from the candidate‘s employer in the home country and where possible a guarantee of re-employment upon his/her return to the home country
- Two letters of recommendation of recent date
- A statement of motivation for participation in the postgraduate course with emphasis on the relevance to his/her occupation (1-2 pages)
List of DAAD-Scholarships 2009-2010 Study Programs offered
For postgraduate courses held in English: International TOEFL-Language test of a minimum of 550 points (course at FHTW Berlin 580 points) or IELTS-Test Volume 6.0.
Closing date for applications is 4th September 2008 at the DAAD Jakarta Office
Course Commence: September/October of the following year (preceeding German-language course from April or August).
Course Duration: 12 to 36 months, depending on the postgraduate course (see annex).
Special Remarks:
- Participants in postgraduate courses in which English is the language of instruction receive a scholarship for a two-month intensive German language course.
- Participants in postgraduate courses in which German or German/English is the language of instruction receive a scholarship for a six-month intensive German language course. Please note that the candidates must have certain German language certificate at the time of application.
Form and documents to be submitted
1. DAAD Scholarship Form Application
2. Accompanying documents (PLEASE SET IN THE FOLLOWING ORDER)
a) Curriculum Vitae (please use the europass specimen form at Europass)
b) A Statement of motivation for participation in the postgraduate courses with emphasis on the relevance to his/her occupation
c) Two letters of recommendation of recent date, each from supervisor at your company/institution, and from your previous academic supervisor
d) Confirmation of employment from the candidate’s employer in the home country and where possible, a guarantee of re-employment upon his/her return to the home country
e) Academic Degree Certificate (certified copies of original) in Bahasa Indonesia and English/German translation
f) Academic transcript, covering the complete duration of academic studies (certified copies of original) in Bahasa Indonesia and English/German translation
g) Secondary School Leaving Certificates/ijazah SMA (certified copies of original) in Bahasa Indonesia and English/German translation
h) English language certificate for postgraduate courses held in English request an international TOEFL of a minimum of 550 points (course at FHTW Berlin 580 points) or IELTS-Test Volume 6.0. Please do not submit “prediction TOEFL”. For postgraduate courses held in German: please see the details on the course list. Certain level of German language exam may be required before admission to the course.
Applications must reach DAAD Jakarta Office before the deadline. Any incomplete applications handed in after the deadline can not be taken into consideration.
ALL DOCUMENTS MUST BE SUBMITTED IN TRIPLICATE
DAAD Jakarta Office
Summitmas I Building 19th Floor
Jl. Jend. Sudirman Kav. 61-62
Jakarta 12190
Contact person: Endah C. Anggoro
E-mail: Endah@daadjkt.org
Tel.: (021) 520 0870; 525 2807
Fax.: (021) 525 2822
E-mail: info@daadjkt.org
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