University of North Carolina Sexual Assault Scandal Raises Questions About Colleges' Policies

University of North Carolina Sexual Assault Scandal Raises Questions About Colleges' Policies - Although research suggests that a quarter of college women will become the victims of sexual violence during the course of their education, very few cases actually make it to law enforcement's attention. The federal government's announcement this week that it will investigate complaints that a North Carolina university mishandled complaints of campus-based sexual assaults may be a sign that the traditional culture of silence surrounding rape on campus may be showing cracks.



USA Today reports that the U.S. Education Department will investigate a discrimination complaint charging that the University of North Carolina at Chapel Hill failed to respond properly to sexual assault cases on its campus. A letter from the Department's Office for Civil Rights notes that the decision to investigate "in no way implies that OCR has made a determination with regards to the merits of the complaint." The university says it will cooperate fully with the investigation.

According to The Huffington Post, five women filed the complaint in January, stating that UNC fails to provide assault victims with adequate resources or impartial hearings and investigations. They also claim the university pressured plaintiff and former Assistant Dean of Students Melinda Manning to underreport campus-based sexual violence cases. UNC has denied Manning's allegations and hired a consultant and former prosecutor to help reform its sexual assault reporting policies.

Another woman named in the complaint is Landen Gambill, the UNC sophomore who, according to The Washington Post, made national headlines last week after the institution threatened to expel her for "intimidating" her alleged rapist. Gambill reported her rape to the UNC Honor Court last spring, but the court questioned its merit because she did not immediately leave her boyfriend and because she was clinically depressed -- a point Gambill said was directly related to her abusive relationship. After the court dismissed her case, Gambill went public with her story, which led to the university charging her with an honor code violation. The incident inspired days of student demonstrations and, ultimately, the federal complaint.

College rape -- and the underreporting of it -- is a growing problem in the United States. According to The Washington Post, the University of Montana was recently investigated for allegedly failing to protect sexual assault victims, and Princeton University has come under fire for not publishing a survey that indicated nearly one-third of its female students had been assaulted in some way. A 2010 report from the Department of Justice found that one in four college women will be victims of rape before they graduate, and campuses with more than 6,000 students "average one rape per day during the school year." Yet fewer than five percent of these cases are reported to law enforcement by colleges.

That may be changing. Yesterday President Obama signed the Violence Against Women Act into law. The Washington Post reports that the act includes a new piece of legislation called the Campus Sexual Violence Elimination Act, which requires colleges to report all cases of dating violence, sexual assault or stalking in their annual crime statistics. Institutions are also required to provide victims with awareness programs and support services. Whether the new law will impact how colleges investigate and report sexual violence cases on their campuses remains to be seen.

Source : http://www.citytowninfo.com/

Apply To Teach Yoruba and Hausa In USA

Apply to teach Yoruba and Hausa in USA  - Fulbright FLTAP rogram The Public Affairs Section of the U.S. Embassy Abuja invites applications from qualified Nigerians wishing to teach Hausa or Yoruba languages and cultures to American students in U.S. universities and colleges.

The Fulbright Foreign Language Teaching Assistant (FLTA) program is a nine month non-degree course funded by the Bureau of Educational and Cultural Affairs and administered by the Institute of International Education. The objective of the program is to strengthen foreign language instruction at U.S. colleges, universities, and some high schools, while providing

future teachers from abroad the opportunity to refine their skills, increase their English language proficiency, and expand their knowledge of U.S. society and culture. FLTA fellows must return to their home countries upon completion of their programs to teach English at the secondary or university level.

All applications must meet the following criteria:

Applications must be completed and submitted online.
Applicants should request that the academic office of their institution send a stamped copy of their transcripts in a sealed envelope to: The Public
Affairs Section, U.S. Embassy, Plot 1075 Diplomatic Drive, Central Area, Abuja, Attention: Cultural Affairs Officer.
Other documents to be submitted include academic credentials, signed and stamped letters of reference, and the photo page of a valid Nigerian passport.
The application can be accessed at http://apply.embark.com/student/fulbright/flta
Applicants must be teachers of English or in training to become teachers of English.
Applicants must possess a university degree in English, Language Arts, or combined honors.
Applicants must be fluent in English, demonstrated by a TOEFL score of 79-80 (Internet based testing) or 6.0 (overall score International English Language Testing System-IELTS).
Applicants must be between 21 and 29 years old at the time of application.
Applicants must demonstrate maturity, dependability, integrity and professionalism.
Applicants must be physically present in their home country throughout the nomination and selection process.

Application opens: January 1, 2013

Application Closes: April 30, 2013

For further inquiries, please contact Cultural Affairs Assistant, U.S. Embassy, Plot 1075 Diplomatic Drive, Central Area, Abuja.
Email:CulturalAbuja@state.gov or U.S. Consulate General, #2 Walter Carrington Crescent, Victoria Island, Lagos;

Best Universities In Louisiana, United States 2013

Here is the list of the Best Universities In Louisiana, United States :

» Tulane University

Located in the city of New Orleans, in the state of Louisiana, has more than 11,000 students, of which 4% are foreigners from 100 countries. It offers undergraduate and graduate programs in various specialties. It has 11 academic divisions: College of Architecture, School of Business, School of Engineering, School of Law, College of Liberal Arts and Sciences, School of Medicine, School of Public Health and Tropical Medicine, School of Social Work,

Summer School, Tulane School (second level studies) and Tulane College (technical studies).

• More information:
Phone: +1-504-865 4000
E-mail: ude.enalut@noissimda.dargrednu
Web: tulane.edu

» Southeastern Louisiana University

It is located in Hammond and has a student population of more than 14 people, among which stands out 1% of international students who use hosting services and advice. It also has more than 600 programs in the following academic departments: Accounting, Biology, Chemistry, Communication, English, Industrial Technology, Mathematics, Art, Theatre, Business, Management, Sales and Finance, Psychology, Psychology, Music, History, Political Science.

• More information:
Phone: +1-985-549 5637
E-mail: ude.ules@snoissimda
Web: www.selu.edu

» University of New Orleans

Located in the city of New Orleans, in the state of Louisiana, has over 15,000 students enrolled, of which 1% are foreigners from over 40 countries. Among the services in its 645 ofercen academic departments are hosting plans for international students, scholarships, work and special counseling. It has the following colleges: Management (Accounting, Finance, Management, Sales, Hotel Management, Tourism, Master in Business Administration, Management and Sales), Education, Engineering (Civil, Mechanical, Marine, Electrical); Arts (Antroplogia, Drama, English, Communication, Languages, Geography, Music, Philosophy, Political Science, Sociology), Science (Biology, Chemistry, Computer Science, Biology, Mathematics, Physics).

• More information:
Phone: +1-504-280 6000
Web: www.uno.edu

Online Education May Make Top Colleges More Elite

Online Education May Make Top Colleges More Elite - Online education may have arrived at the upper echelons of higher education, but it's not going to make elite colleges any cheaper to attend. Massive open online courses and other online tools, however, may change many aspects of top undergraduate campuses. That was the conclusion of a private summit, held here on Monday and sponsored by the Massachusetts Institute of Technology and Harvard University, at which many of online education's heaviest hitters discussed the future of residential higher education, particularly at elite institutions, in a digital age.

After years of standing by while the online wave gathered momentum at lower-tier institutions, MIT and Harvard last year gave online education a $60-million bear hug by collaborating to found edX, a nonprofit MOOC provider that could also serve as a laboratory for studying the dynamics of virtual classrooms.
The universities made it clear then that they intended to use their MOOCs to improve, not supplant, traditional courses.

Monday's daylong conference, which was largely off the record except when permission was granted, featured many of the voices commonly associated with the current upheaval in higher education. They included Clayton M. Christensen, the Harvard Business School professor, who gave a crash course in his influential theory of "disruptive innovation"; and Salman Khan, the founder of Khan Academy, an online-lecture repository, who appeared, Oz-like, as a 12-foot-tall talking head projected on the wall above the stage.

Online tools that track how much students use certain course materials could give professors insight into how they should design their traditional courses, several panelists said. Professors might be surprised by what the data tell them. Eric Mazur, a professor of physics at Harvard, drew murmurs from the crowd—which mostly consisted of Harvard and MIT faculty members—when he showed research indicating that students at a lecture have brain activity roughly equivalent to when they watch television.

Eric S. Rabkin, a professor of English at the University of Michigan at Ann Arbor, suggested that professors could direct students to learn the most basic material in a course at their own pace, via online modules. Professors could then use the time saved, he said, on the parts of the course that require more thoughtful, individual attention, such as giving feedback on long essays. "Maybe we could have 100 people register for a seminar," Mr. Rabkin said. The students could work through the first 12 weeks independently and online, "and that teacher can finish the seminar five different times in the course of a 15-week semester, spending the last three weeks with each of those groups of 20."

Getting Their Money's Worth

Some attempts to use MOOCs to improve the experience of traditional students have not panned out. One panelist said early attempts at his university to foster interaction between learners in the traditional and MOOC versions of a course met with resistance from the tuition-paying students, who wanted a distinct experience for their money.

Those students may eventually come around, but the amount they are paying for a traditional college experience probably will not—at least not at top colleges. None of the institutions represented at the summit is likely to use any revenue or savings from the use of online tools to lower tuition, said one provost. No one at the session disagreed.

It's more likely that online tools will be used to increase value at the same price, said another provost. That means more seminars, more project-based courses, and more mentorship opportunities, he said. That is a privileged position. William G. Bowen, the former president of Princeton University who has studied the efficiency of online tools, reminded the audience that they occupied "really rarefied air" in deciding how they might want to use online education.

But professors who are serious about reaching the masses online, he said, will have to think about innovation and design with a broader, more diverse audience in mind. I would humbly suggest that the kinds of assessment and standards and all the rest that I'm sure are appropriate at MIT and Harvard and so forth," Mr. Bowen said, "have very little relevance for the large parts of American higher education, particularly in the state systems, that are under genuine siege."

How The Institutions Of Higher Education (Idea Production and Peer)

How The Institutions Of Higher Education (Idea Production and Peer) - I'm disappointed by how many mainstream theories are incomplete or uni-dimensional. Admittedly this is how they. But ideas are supposed to combine. Thats the purpose of higher education & the culture of ideas? if not that? then what???

Why does this take place?
1. Tradition and history and doing whats always been done. Institutional bureaucracy.
2. Institutional bureaucracy. What it takes to get published.
How could this change? Changing the nature of peer reviewed work & peer reviewed journals?actually mostly the articles themselves:
1) Systems analysis & analytic thinking
2) Multi-dimensional analysis/Cross disciplinary
3) Integrative analysis
4) Better feedback loops on the initial models (perhaps even semi-transparent?aka on the document itself)
5) Better ranking or filtering of existing models (promote the ones that work & have utilitarian value)
6) Visualization (going beyond just words)
7) Develop systems of systems which are themselves labeled & named systems.

If you boil this list down:
1) Systems (including analysis)
2) Multiple: Perspectives/Modes of Thought/Realms of Thought
3) Visualization
4) Feedback loops & ranking/filtering

(Somewhere between the list of 7 and the list of 4 there is a happy medium)

Its astounding that the most innovative place on the planet should be universities?and that they?ve used basically the same functional model of article for the last 100 years with very few changes. And those changes that are created individually?aren?t scaled.

I don?t think there is any comprehensive analysis of the tropes of articles or the effective practices of articles?..I may be wrong?..in fact very wrong. I kind of hope I am.

How to Turn Higher Education into an Engine of Inequality

How to Turn Higher Education into an Engine of Inequality - Step 1:  Build an enormous and expansive set of opportunities for higher education and tell everyone that a college education is necessary for economic and social security in America-- but refrain from working towards public consensus on providing a free higher education for all.

Step 2: Create the illusion of access with a program of financial aid distribution that isn't backed with a real entitlement program tied to college costs.

Step 3: Do nothing to stem the behavior of bad actors and those who encourage them. Allow colleges and universities to raise prices and engage in rankings wars based on flawed metrics that distort the market.  Fail to require states to maintain their effort to ensuring affordability.  Allow, even encourage, private business to step into the gaps.

Step 4: Allow the value of need-based aid to decline while redirecting aid towards politically popular programs benefitting the non-needy.

Step 5: Refrain from fundamental reforms addressing the core crisis in the system, and instead introduce small modifications aimed at overcoming individual deficits rather than structural problems.

How To Get a Master's Degree in Psychology 2013

How To Get a Master's Degree in Psychology 2013 - Some sort of Masters amount in Scientific Mindsets delivers professional improvement in case you are interested in human behaviour in addition to assisting other folks. It could start occupation recommendations not available to people that have merely the basic amount. If you have deemed continue in the field of mindset or maybe creating a consist of one more area since you also appreciate assisting other folks, some sort of Masters amount is often a great path for you.

Vocation Recommendations

There are occupation available options for the people with basic diplomas in mindset, but the jobs in addition to obligations are more limited. Once you have some sort of master's amount, you in turn become eligible to process on their own generally in most claims once you've a number of expertise inside the area. In case you would like transforming into a psychotherapist or maybe Relationship in addition to Loved ones hypnotherapist, some sort of Masters amount is the best choice. After you move on you can turn out to be registered to be effective inside a individual process environment managing people, newlyweds in addition to groups. It's also possible to educate to be effective in healthcare options with additional companies. Masters level clinicians can function in substance abuse remedy, primary proper care, youngster survival, correctional, elder-care in addition to rehabilitation options, amongst others.

Varieties of patients

Good number of remedy options you can operate in, there is an array of affected person populations you can select to cooperate with. Many options involve work with people that have critical emotional illness, as well as schizophrenia in addition to bipolar dysfunction. Additional options involve work with those who are suffering from bereavement, depressive disorders in addition to anxiety. Correctional in addition to medical options offer work with an array of diagnostic demonstrations, depending on what your location is.

Encouraging other folks

There are many different strategies to help other folks for those who have some sort of Masters amount in Scientific Mindsets, since you can notice through the likely work options listed above. Various educational institutions might have distinct concentrations accessible inside the greater area associated with mindset. You'll complete course work on treatment options to use with unique affected person populations. Nearly all software programs offer lessons in evaluation, which involves understanding the particular skills in addition to weak spots associated with patients in cognitive in addition to emotional regions. Additional lessons will be in medical diagnosis, training you to definitely review patients within an purpose fashion in accordance with proven diagnostic recommendations. Many software programs will likely offer lessons in ethical process, pharmacology in addition to human sex.

Getting a Masters amount in Scientific Mindsets clears many interesting occupation choices for these keen on human behaviour in addition to assisting other folks. That amount provides an opportunity to function being an self-sufficient clinician in many kinds associated with process options. You can find more information with regards to software programs by college websites in addition to from APA. org, the website on the U . S . Psychological Relationship.

Some of The Most Common Myths of Online Education

Some of The Most Common Myths of Education - Despite profound popularity, the concept of online education has not been able to gain complete acceptance. This is because of the myths regarding the concept education. 

Some of the most common myths of education are:

• courses are identical: It is generally assumed that the content and the results of all online courses is the same but this is not true. While some courses deliver only the crest of a particular concept, others provide an in-depth knowledge about the course. Some recognized courses offer a lot of dynamism and versatility.
• It doesn't require faculty: It is sometimes believed that online education will reduce the need for faculty and qualified instructors. But, this is not the truth. It has been observed that the greatest reason for a student's success is a motivating instructor. In an online class, the size of the class might be small or large, but there always faculty members to support all the students. Qualified faculty is also required for writing and creating new courses.
• Online courses are less worthy: Many a times it is believed that courses don't hold the same worth in the eyes of the employers as a regular course. But this is not so. The correct blend of online and offline education and appropriate professional experience can do wonders to your career.
• You have to be tech savvy: Many people think that an e-learning class requires one to be highly tech-savvy and requires you to possess high level of technical know-how. But in reality, online courses are designed in a very user friendly manner. They are especially designed to cater to the needs of the common man.

It takes lesser efforts: People believe that online learning takes less time and is an easy way to take a degree. If you are taking up an online course just because you want to take a short cut in your career, then online education isn't certainly the right option.

These are the most common myths that are associated with online learning. Students are sometimes skeptical about adopting online education because of these myths. There is a need to realize that online education is much more than what it is thought to be. It isn't a shortcut route but a catalytic factor which will help you to enhance your career.
One such measure to promote online mode of education has been taken by EduKart. EduKart provides certificate courses in Digital Marketing certified courses, Retail Management (certified by RAI), Financial Management (Wealth Management certified by AIWMI), Programming Language (certified by CSI), Project management and in Skill Development. It also provides some UGC-DEC-AICTE UG and PG degree courses like BBA, B.Sc.IT, MBA and M.Sc. IT.

Is superintendent Vitti ignoring student accountability?

Is superintendent Vitti ignoring student accountability? - Let me first say I have been impressed so far with Superintendent Vitti. He has tackled testing, the learning schedule and bullies masquerading as principals and district staff. And where those issues are far from resolved he does have us after years of heading in the wrong direction, now heading in the right direction.

There however is one serious issue that he has yet to address, at least publically anyways and that is student accountability or specifically the lack thereof.

Students are still allowed to take grade recovery, formerly reserved for the truly deserving, for any reason.

Don’t come, make an effort or act up when you do? Hey it doesn’t matter because we will give you another bite of the apple through grade recovery. Superintendent Vitti should end grade recovery except for the truly deserving, kids who came to class and tried but just need a little more or kids who have verifiable and excused absences.

Even worse is teachers are still being told to watch their Ds and Fs. If teachers are cajoled into passing kids that don’t deserve it then what we have taught them a work ethic doesn’t matter. Well friends if they don’t learn this lesson at school many will never learn it and quite frankly that may be the most lesson many need the most. Superintendent Vitti should say no longer will teachers be told what grades to give and instead students should get the grades they deserve.

Finally discipline. Too many teachers still report the inmates are running the asylum as there are far too few consequences and remember for a consequence to be effective it has to be meaningful, for students who choose to act up. Like a work ethic many kids need to learn discipline at school because they don’t receive anything approaching it at home. Superintendent Vitti should immediately hold meetings with staff to develop meaningful consequences for maladaptive behavior and then implement those measures.

How can we in good conscious expect teachers to be accountable when we don’t hold far too many students accountable for their school work and behavior? If we truly want to reach our potential as a district then student accountability must be addressed and done so quickly.

He should do all those things if he wants to take us to the next level because doing less won’t do it.

10 recommend USA Online colleges and universities for education

10 recommend USA Online Colleges and Universities For Education - The top priority for everybody should be a higher education degree . Online colleges and universities for education can be best option for your personal and professional goals. An online graduate degree will help you make good decisions, develop your talents, give you confidence and lead you one step closer to career goals. By the year 2016 the number of occupations that require a master’s degree will increase by 20%.  If you have earned your master’s degree or just a bachelor’s degree,  annual salaries increase as much as $10,000. Lifetime earnings will increase by about $650 000.  Earning a master’s degree or bachelor’s degree  in online colleges and universities for education is investment and this is well worth your time.

Studies have indicated that peoples who has higher education degree are happier in life. This happiness is more than just money, however. It is provided by the self-confidence and security which relates higher education degree.  You will have a better ability to comprehend the world around you, and also higher education degree will teaches you how to make your self  better in general.  That is why I recommend online colleges and universities for education.

How Online Colleges and Universities for Education can solves your problems

A lot of people have problems, because higher education degree is actually out of reach. Reasons can be a family situation, financial, or something else. Good thing is there is hope for peoples in this situation, ant that is online colleges and universities for education. One of the most fastest-growing businesses today in America  are online colleges and universities for education.

Online colleges and universities for education are very popular cause thay offer you a solution for many problems that include keep a student out of college. You do not need to go to university every day for collage classes, instead of that you can learn from your own place or work. Online colleges and universities for education can offer you a great knowledge. Also online colleges and universities for education are considerably cheaper than traditional universities when you consider the scholarships and grants as well as your benefit to keep you're existing job. This is very important factor for most people and because of that online colleges and universities for education is the best choice. Online graduate degree is less cost prohibitive for those who have a family, or working a low-paying job, or who are just in poor financial circumstances.

Many of you will ask: Does it online graduate degree has the same value as a traditional degree? The first online universities were less valuable than traditional degrees. Over the last decade things have changed. Today we have online college classes on MIT or Harvard, and most other schools have the same option.  You should considering online colleges and universities for education as a possible way to launch your professional career.

List of  Certified online colleges in America

1.     Penn State University World Campus
2.     University of Florida Distance Learning
3.     UMass Online
4.     Colorado State University—Global Campus
5.     Florida State University Online
6.     Arizona State University Online
7.     Drexel University Online
8.     Rochester Institute of Technology
9.     Boston University
10.     Pace University Online

Detail Overview Duke University 2013

Detail Overview Duke University 2013 - Duke University was created in 1924 by James Buchanan Duke as a memorial to his father, Washington Duke. The Dukes, a Durham family who built a worldwide financial empire in the manufacture of tobacco products and developed electricity production in the Carolinas, had long been interested in Trinity College. Trinity traced its roots to 1838 in nearby Randolph County when local Methodist and Quaker communities opened Union Institute. The school, then named Trinity College, moved to Durham in 1892. In December 1924, the provisions of James B. Duke's indenture created the family philanthropic foundation, The Duke Endowment, which provided for the expansion of Trinity College into Duke University.

As a result of the Duke gift, Trinity underwent both physical and academic expansion. The original Durham campus became known as East Campus when it was rebuilt in stately Georgian architecture. West Campus, Gothic in style and dominated by the soaring 210-foot tower of Duke Chapel, opened in 1930. East Campus served as home of the Woman's College of Duke University until 1972, when the men's and women's undergraduate colleges merged. Both men and women undergraduates now enroll in either the Trinity College of Arts & Sciences or the Pratt School of Engineering. In 1995, East Campus became the home for all first-year students.

Duke Administration

•     President: Richard H. Brodhead
•     Provost: Peter Lange
•     Chancellor for Health Affairs: Victor J. Dzau, M.D.
•     Executive Vice President: Tallman Trask III

Duke's Schools and Colleges                                   

•     Trinity College of Arts & Sciences, established 1859
•     School of Law, established 1904
•     Divinity School, established 1926
•     Graduate School, established 1926
•     School of Medicine, established 1930
•     School of Nursing, established 1931
•     Nicholas School of the Environment, established 1938
•     Pratt School of Engineering, established 1939
•     The Fuqua School of Business, established 1969
•     Sanford School of Public Policy, established 1971

Source : http://www.fuqua.duke.edu

Detail Overview California Institute of Technology 2013

Detail Overview California Institute of Technology 2013 - California Institute of Technology is a private institution that was founded in 1891. It has a total undergraduate enrollment of 978, its setting is suburban, and the campus size is 124 acres. It utilizes a quarter-based academic calendar. California Institute of Technology's ranking in the 2013 edition of Best Colleges is National Universities, 10. Its tuition and fees are $39,588 (2012-13).

Caltech, which focuses on science and engineering, is located in Pasadena, Calif., approximately 11 miles northeast of Los Angeles. Social and academic life at Caltech centers on the eight student houses, which the school describes as "self-governing living groups." Student houses incorporate an admired Caltech tradition: dinners served by student waiters. Only
freshmen are required to live on campus, but around 80 percent of students remain in their house for all four years. The Caltech Beavers have a number of NCAA Division III teams that compete in the Southern California Intercollegiate Athletic Conference. Integral to student life is the Honor Code, which dictates that "No member of the Caltech community shall take unfair advantage of any other member of the Caltech community."

In addition to its undergraduate studies, Caltech offers top graduate programs in engineering, biology, chemistry, computer science, earth sciences, mathematics, and physics. Caltech participates in a significant amount of research, receiving grants from institutions such as NASA, the National Science Foundation, and the Department of Health and Human Services, among others. Caltech maintains a strong tradition of pranking with the Massachusetts Institute of Technology, another top-ranked science and technology university. Companies such as Intel, Compaq, and Hotmail were founded by Caltech alumni. Famous film director Frank Capra also graduated from Caltech.

Detail Overview Princeton University 2013

Detail Overview Princeton University 2013 - Chartered in 1746 as the College of New Jersey — the name by which it was known for 150 years — Princeton University was British North America’s fourth college. Located in Elizabeth for one year and then in Newark for nine, the College of New Jersey moved to Princeton in 1756. It was housed in Nassau Hall, which was newly built on land donated by Nathaniel FitzRandolph (see A Princeton Timeline). Nassau Hall contained the entire College for nearly half a century. In 1896, when expanded program offerings brought the College university status, the College of New Jersey was officially renamed Princeton University in honor of its host community of Princeton. Four years later, in 1900, the Graduate School was established.

Fully coeducational since 1969, Princeton for the past academic year (2011-12) enrolled 7,757 students — 5,173 undergraduates (730 of whom are New Jersey residents, representing almost every county in the state) and 2,584 graduate students (degree candidates only). The ratio of undergraduate students to faculty members (in full-time equivalents) is 6 to 1.

The University provides its students with academic, extracurricular and other resources — in a residential community committed to diversity in its student body, faculty and staff — that prepare them for positions of leadership and lives of service in many fields of human endeavor.

Living up to its unofficial motto, “In the Nation’s Service and in the Service of All Nations,” Princeton University has educated thousands of individuals who have dedicated their lives to public service, including two U.S. presidents (Woodrow Wilson and James Madison); hundreds of U.S. and state legislators (the House of Representatives, for example, has housed a Princeton alumnus every year since it first met in 1789); and 44 governors, including 11 New Jersey governors.

Each year, more than 2,500 members of the student body, faculty, staff and local alumni volunteer in community service projects throughout the region. Reflecting this public service spirit, the University as an institution supports many service initiatives (see Service and Outreach). Princeton’s Office of Sustainability helps ensure progress in areas where the University has been a leader, such as energy conservation (see Sustainability).

As a research university, Princeton seeks to achieve the highest levels of distinction in the discovery and transmission of knowledge and understanding. At the same time, Princeton is distinctive among research universities in its commitment to undergraduate teaching. Interdisciplinary work is vital to Princeton and is reflected in a full spectrum of academic programs, including such initiatives as the Lewis Center for the Arts, the Center for African American Studies and the Princeton Neuroscience Institute.

Princeton’s main campus in Princeton Borough and Princeton Township consists of approximately 9 million square feet of space in more than 180 buildings on 500 acres. Including Springdale Golf Course, Lake Carnegie and roads for which the University owns the right-of-way, Princeton owns 759 acres in the township and has 214 acres in the borough.

The University, with approximately 5,974 benefits-eligible employees, is one of the region’s largest private employers. It plays a major role in the educational, cultural and economic life of the area by bringing 784,000 visitors and approximately $2 billion in economic activity to the region.

Source : http://www.princeton.edu

Detail Overview University of Chicago 2013

Detail Overview University of Chicago 2013 - The University of Chicago is one of the best research universities in the United States, consistently ranked among the world's top institutions in a number of international league tables.

The University of Chicago Booth School of Business is consistently ranked as one of the top 10 business schools in the country.

The University is accredited by The Higher Learning Commission of the North Central Association of Colleges and Schools.

Detail Overview University of Chicago 2013 :

• Ranked 9th nationally in the US News National Universities Rankings 2011.
• University of Chicago is ranked 8th in the QS World University Rankings 2010. It is also placed in the world top 10 for: Social Sciences (7th), and Arts & Humanities (9th).
•  University of Chicago is ranked 9th globally and 8th in North & Latin America (Academic Ranking of World Universities 2010).
• Ranked 13th in the Washington Monthly's 2009 national university college rankings.
• Ranked 43rd internationally in the Webometrics ranking of world universities, July 2010.
• The University of Chicago is ranked as the top graduate school for Economics in the nation by US News and World Report. It shares this ranking with MIT, Harvard and Princeton (2009).
• The Princeton Review ranked the University of Chicago as offering the best overall academic undergraduate experience in the 2007 ''Best 361 Colleges'' rankings.

Detail Overview Harvard University 2013

Detail Overview Harvard University 2013 - Harvard University is devoted to excellence in teaching, learning, and research, and to developing leaders in many disciplines who make a difference globally. Harvard faculty are engaged with teaching and research to push the boundaries of human knowledge. For students who are excited to investigate the biggest issues of the 21st century, Harvard offers an unparalleled student experience and a generous financial aid program, with over $160 million awarded to more than 60% of our undergraduate students. The University has twelve degree-granting Schools in addition to the Radcliffe Institute for Advanced Study, offering a truly global education.
Established in 1636, Harvard is the oldest institution of higher education in the United States. The University, which is based in Cambridge and Boston, Massachusetts, has an enrollment of over 20,000
degree candidates, including undergraduate, graduate, and professional students. Harvard has more than 360,000 alumni around the world.

Harvard Schools

Harvard University has 12 degree-granting schools in addition to the Radcliffe Institute for Advanced Study. The University has grown from nine students with a single master to an enrollment of more than 20,000 degree candidates including undergraduate, graduate, and professional students.

• Harvard Business School
• Division of Continuing Education
• Faculty of Arts & Sciences
• Graduate School of Design
• Harvard Graduate School of Education
• Harvard Kennedy School
• Harvard Law School
• Harvard School of Public Health
• Harvard College
• Harvard School of Dental Medicine
• Harvard Divinity School
• School of Engineering and Applied Sciences
• Graduate School of Arts & Sciences
• Harvard Medical School
• Radcliffe Institute for Advanced Study

Review Stanford University

Review Stanford University - The Leland Stanford Junior University, commonly referred to as Stanford University or Stanford, is an American private research university located in Stanford, California on an 8,180-acre (3,310 ha) campus near Palo Alto.

Since 1952, quite fifty four Stanford school, staff, and alumni have won the laurels, as well as nineteen current school members, and Stanford has the most important variety of Alan Turing award winners (dubbed the "Nobel Prize of pc Science") for one establishment.

Stanford is that the school of thirty living billionaires,
seventeenastronauts, and one amongst the leading producers of members of the us Congress. school and alumni have basedseveral distinguished corporations as well as Google, Hewlett-Packard, Nike, Sun Microsystems, and Yahoo!, and corporations based by Stanford alumni generate quite $2.7 trillion in annual revenue, like the tenth largest economy within the world. Stanford is additionally home to the initial papers of theologiser King Jnr.

The university is organized into seven faculties, as well as educational faculties of Humanities and Sciences and Earth Sciences yet as skilled faculties of Business, Education, Engineering, Law, and drugs. Stanford features as student body of roughly seven,000 college boy and eight,900 graduate students. Stanford could be a initiation member of the Association of yankee Universities.

How Important Computer Programming Education

How Important Computer Programming Education - Only 2% of students study computer programming. If we triple that, we'd close the gap between students and jobs.

Sixth graders enjoyed programming and making the turtle move on screen during IGNITE's programming class at South Shore K-8 School.
We all know the U.S. is falling behind China and India in math and science, and we worry whether this will hurt our future. But the hundreds of millions of dollars spent on fixing this problem ignore the fastest-growing sector of innovation and job growth: computer science.

In 41 states, computer science doesn't even count toward high school graduation requirements. Although programming jobs are growing at double the pace of other jobs, computer programming is declining in our

education system. This is a skill that can be taught as early as fifth grade, yet it's not even offered in 90% of U.S. schools. Why isn't today's curriculum preparing our students for the 21st century?

Job readiness

President Obama said in his State of the Union Address, "To grow our middle class, our citizens must have access to the education and training that today's jobs require."

The first step in solving a problem is to recognize it needs to be solved. Today, only 2% of students study computer programming. If we triple that to 6%, we'd close the gap between students and jobs, driving $500 billion in economic value to our country. This is a giant opportunity, impacting every industry (67% of these jobs are outside the tech sector).

Starting today, dozens of leaders from all walks of life will say in a united voice that more students need to learn computer programming.

The list includes business leaders such as Bill Gates, Mark Zuckerberg, Sheryl Sandberg and Richard Branson; politicians such as Al Gore and New York Mayor Michael Bloomberg; educators such as the presidents or deans of Stanford, Harvard, University of Washington, and the superintendent of Los Angeles Unified Schools; celebrities such as Bono, Ashton Kutcher and will.i.am; athletes such as Chris Bosh; and even leading scientists, doctors and astronauts.

Consider the words of Larry Corey, president of the Fred Hutchinson Cancer Research Center: "Knowledge of computer programming is almost as important as knowledge of anatomy when it comes to medical research or clinical care."

These leaders endorse an idea — that whether you want to become a doctor, an astronaut, or a rock star, you should learn basic computer programming. Children who learn to code learn creative empowerment and an ability to break down problems. It provides an indispensable foundation for the 21st century.

Anyone can learn

Most adults can't wrap their heads around this because most of us never learned this stuff, either. We're scared of it. We think it's only for geniuses (typically portrayed as nerdy white boys) sitting in a dark basement coding all night. Most moms don't know that 10-year-old girls are learning to code in low-income public schools, but only in a few states. Most dads don't know that an 8-year-old can learn to code via educational games on the iPad,iPhone or xBox. And most accountants, doctors and bankers don't know that when they enter a formula into a spreadsheet, they're writing a computer program.

A motivated student who knows basic algebra needs only a few weeks to learn how to build a smartphone app or game — and could even earn her allowance from it. But the vast majority of us have absolutely no idea how to do this ourselves nor how to expose our kids to it.

To remove this shroud, today Code.org has released a short film, starring Gates, Zuckerberg, will.i.am, Bosh, and the founders of Twitter, Dropbox, Zappos, and others, to motivate students to learn to code. The short film is directed by Lesley Chilcott, producer for An Inconvenient Truth and Waiting for 'Superman.' The message of the film is simple: Coding is easier than you might think and more fun than you might think. It can change your life and help you change the world. Check it out at www.Code.org.

If you want to help solve this problem, share this film with your children, your colleagues and your friends. Surveys show that most students who watch this film are inspired to learn. We can help our nation's children find free courses on the Web, free iPad apps and nearby summer camps and after-school programs that teach this essential skill. But first, we need them to know that it's important to their future. That's where you can help.

Hadi Partovi is the founder of Code.org.

In addition to its own editorials, USA TODAY publishes diverse opinions from outside writers, including our Board of Contributors.

Source: http://www.theusalinks.com/

2013 Postgraduate Research Scholarships at Edith Cowan University

2013 Postgraduate Research Scholarships at Edith Cowan University - International Postgraduate Research Scholarships (IPRS) at Edith Cowan University are offered for a doctoral degree (PhD) or master by research. International students can apply for this scholarship.

About Scholarship: International Postgraduate Research Scholarships (IPRS) at Edith Cowan University are restricted only to those applicants wishing to commence their studies in either a Doctoral degree (PhD) or Master by research. The IPRS scheme is both prestigious and highly competitive. IPRS scholarships are offered each year for tenure at Edith Cowan University.

The scholarships provide the recipient with tuition fees and health care cover for the duration of their research degree. In addition, each successful IPRS recipient will be offered an ECU International Stipend (ECUIS) to meet living costs for the same period. Successful applicants typically have first class honours or have completed a Master degree by research with additional research output such as research publications and/or successful research grant applications and research experience.

Study                  : Scholarships are provided for doctoral degree (PhD) or master by research offered by 

                            the university.

Course Level       : PhD or Master by research

Scholarship By  : Edith Cowan University

Location              : Australia

Duration: -1-2 years for a Master by research dependant on course length

 - Up to 3 years for a Doctor of Philosophy (PHD)

Value                          : Total offer is of $26,000 per year (tax free) stipend/living allowance plus tuition fees 

                                    and overseas health cover paid.

Eligibility                    :

Course Requirements :

 - Applicants should have completed at least four years of tertiary education study at a high level of

   achievement for example:

 - Four year degree (e.g. Engineering or Law)

 - Three year degree and one of the following:

 - Honours year

 - One year of a higher degree

 - One year of a Masters preliminary or other qualifying programme

 - Postgraduate diploma

The awardees should also have:

 - Completed a Bachelor Degree with First Class Honours, or be regarded by the ECU as having an 

    equivalent level of attainment

 - Must have their course application for study in the PhD or Master by research programme approved by

    ECU before being considered for an offer of a scholarship

 - Where an offer of a place in the course is conditional, an applicant is normally not eligible for scholarship

    consideration until that condition has been met.

 - The intention to undertake study in a course and research topic within one of the University’s areas of 

    research activity

 - Please note:

 - Not all degree combinations will be considered by the University to be equivalent to an Australian 

   First Class Honours degree

- A student with a two-year Masters degree, but no Bachelors degree, may be considered with other  

  masters graduates if the University regards this as equivalent

Exclusions - To be eligible Applicants must not have previously gained or currently hold any of the following:

 - Research doctorate, which is deemed the equivalent of an Australian research doctorate degree

 - Master by research degree if seeking admission to Master by research degree

 - Another substantial scholarship provided by ECU (e.g., faculty, school or research centre scholarship) 

   or an external provider

Other Exclusions/Limitations

 - Applicants enrolled in, or intending to enroll in, the Doctor of Occupational and Environmental Safety and

   Health (L23) are ineligible to apply for a Postgraduate Research Scholarship

 - Applicants undertaking the four-year Doctor of Philosophy (Psychology) (U93) are only eligible to apply 

   for a postgraduate research scholarship after the completion of the first year of the course. 

   A scholarship will ONLY cover the three (3) years of full-time research

- Applicants undertaking the four-year Doctor of Psychology by research (T29) are eligible to apply for a

   postgraduate research scholarship although the duration of the scholarship would ONLY cover three

   years

- Additional Eligibility requirements for International Students

- Applicants must:-meet international student visa requirements as specified by the Department of

  Immigration and Citizenship, including the requirement to purchase and maintain a standard Overseas

  Student Health Cover policy approved by the Department of Health and Ageing

- Meet all University admission requirements, including English proficiency, and be made an unconditional 

  offer of a place in a higher degree by research (either a Doctor of Philosophy (PhD) or Master by research)

- Not currently be receiving a scholarship provided by the Australian Agency for International 

  Development (AusAID) or have completed an AusAID scholarship within the last two years

Scholarship Open fo : International students can apply

Selection criteria          : Selection for a postgraduate research scholarship is based on academic merit and 

                                     research capability within the University’s research strengths.

Notification                  : Application will be assessed within four (4) weeks from the closing date and you 

                                    will be advised of the outcome via email as soon as possible afterwards.

Apply                          : By post and electronically

Deadline                      : 31st August 2013

Further Information      : http://intranet.ecu.edu.au

Earn your masters in nursing degree online

Earn your masters in nursing degree online  - If you are a nurse who wants to earn a master's degree, but find that you do not have time to go back to school, the next best thing is to earn your degree online through a nursing program approved. Many nursing schools offer reputable distance learning programs for getting a graduate degree in nursing. Top universities have embraced online education courses and offer half the price of those offered in the classroom. For professional nurses who need to work and do not have time to go back to school, learning online is convenient and beneficial. In this way, you will not have to miss a day of work and studying your subjects depending on the pace most comfortable for you.
Many people are still reluctant to get a degree online, not sure about its success rate and credibility. Some also cannot imagine how we will be able to complete a graduate degree entirely online, wondering how clinical rotations will be made. Typically, in an online program, most university courses required to obtain a graduate degree online is a schedule that is best for students.

All necessary clinical experience is coordinated with a local hospital or facility affiliated with the school.
Besides the convenience and flexibility, another major advantage of distance learning is to have access to and be able to interact with instructors and advisors by e-mail, message boards, live chat rooms virtual classrooms, and phone calls. These technologies provide students with online support unlimited and unparalleled teachers and school counselors.
Most nursing students will also have an online school counselor who will work with them online on a one on one basis. As opposed to traditional classroom learning, the curriculum of the student can be customized and planned according to the specific needs of the student and objectives. Online students will be assisted in the application process, scholarships, study plans, and even career planning.
Besides the fact that an online degree is more affordable than going to a traditional school, everything you need to complete most of your course is just at your fingertips, a computer and an Internet connection. Most online universities provide an overview of additional requirements such as books and laboratory equipment. Normally, your program online will cost 30-50% less than a traditional curriculum. Of course, the cost can vary from one school to another with most prestigious schools charge less known. However, going to a well-known school is much safer and reliable. You always want to get your degree from a reputable school wear over your name.
Different schools offer different specializations and advanced degrees, but most online schools offer RN, MSN, and training programs for nurse practitioners. Some masters of nursing programs offered online offer a specialization in science education or combine management or administration of health care. Depending on what you want in the end, you can choose a school that offers the program you want to take. Make sure the school is accredited and certified online by a nationally recognized nursing license and official.