By Léo Charbonneau. The portrayal of clergy in fiction is the theme of a new book by Sue Sorensen, an associate professor of English at Canadian Mennonite University. The Collar: Reading Christian Ministry in Fiction, Television, and Film is described by publisher Cascade Books as “a wide-ranging study of the many ways – heroic or comic, shrewd or dastardly – Christian ministers have been represented on page and screen.” More...
By Léo Charbonneau. The class was a collaboration between the professor and two local organizations that advocate on behalf of persons with developmental disabilities: the Southern Alberta Individualized Planning Association and the Lethbridge Association for Community Living. Dr. Doolittle is also pursuing this work as a co-investigator of a larger research partnership funded by the Social Sciences and Humanities Research Council. In 2013, SSHRC awarded a $2.5-million grant over five years to support the Art for Social Change project, which involves six universities and 40 community partners. More...
By Natalie Samson. When a video surfaced online in early December featuring an Ottawa man in Syria inciting Canadian Muslims to join the fight for the extremist group Islamic State, University of Waterloo professor Lorne Dawson spent the day fielding media calls. But that was nothing compared to the 25-plus interviews Dr. Dawson granted in the days following the shootings at the National War Memorial and Parliament Hill in October. More...
By Rosanna Tamburri. The ability to measure results from digital campaigns is pushing universities in a new direction.
In November, Victoria-based Royal Roads University ran a campaign that used Google Glass, the high-tech glasses designed by the Internet search engine, and a GoPro video camera to allow prospective students to virtually sit in on lectures, take a tour of the campus, and participate in Q&A sessions with faculty members – all in real time. More...
Estudiar en Francia significa también vivir en Francia y descubrir a diario las realidades de la cultura y del arte de vivir en Francia.
Francia, arte de vivir, historia y cultura
La clasificación de la International living association coloca a Francia en el 4to lugar por la calidad de vida :
• un excelente sistema de salud, clasificado nº1 por la OMS
• una de las mejores esperanzas de vida en el mundo
• uno de los países más seguros de Europa
• una red de transportes públicos eficaz
• una red Internet entre las mejores del mundo. Vivir en Francia 2015.
Studying in France also means living in France and discovering the distinctive French way of life.
France, art de vivre , history and culture
International Living (internationalliving.com) ranks France fourth among the world’s countries for quality of life:
• the world’s top health-care system, according to WHO
• one of the highest life expectancies in the world
• one of the safest countries in Europe
• an efficient system of public transportation
• one of the world’s fastest and densest Internet networks. Download Living in France 2015.
Étudier en France, c’est aussi vivre en France et découvrir au quotidien les réalités de la culture et de l’art de vivre en France.
La France, art de vivre, histoire et culture
Le classement de l’ International living association place la France à la 4e place pour la qualité de la vie :
• un excellent système de santé, classé 1er par l’OMS
• une des meilleures espérances de vie au monde
• un des pays les plus sûrs d’Europe
• un réseau de transports publics efficace
• un réseau Internet parmi les plus performants au monde. Télécharger Vivre en France 2015.
The revised ECTS Users’ Guide was endorsed by the Bologna Follow-Up Group (BFUG) during its meeting on 27-28 November 2014 in Rome and now it is subject to approval by the Ministerial Conference in May 2015 in Yerevan, Armenia.
Following the request from Bologna Ministers in Bucharest in 2012, the ECTS Users’ Guide of 2009 has been revised, in order to strengthen the “meaningful implementation of learning outcomes” in the EHEA. The Guide takes forward the objective of Ministers to “call on institutions to further link study credits with both learning outcomes and student workload and to include the attainment of learning outcomes in assessment procedures”.
The revised version is based on a solid foundation of work done in recent years, both within the Bologna Process and in individual countries, to help the academic community and other stakeholders in higher education to move in the direction of the changes advocated by the Bologna Process
For the revised Guide, please click here. More...
The European Students’ Union (ESU) will enhance its work on human rights in 2015. This was confirmed in the new plan of work that European student representatives adopted at ESU’s Board Meeting in Baku, Azerbaijan, from 1 to 5 December 2014.
ESU organised a two day long seminar on human rights preceding the Board Meeting, where student representatives were invited to discuss relevant international conventions and how they are applied and function in practice. More...
African universities suffer constraints and challenges unknown to Western institutions. One consequence of this is their absence, apart from South Africa and, to a lesser extent, Egypt, from top places in international rankings. In 2014 the whole of the African continent contributed five universities, four South African and one Egyptian, to the top 500 of the Shanghai Academic Ranking of World Universities. That is less than Israel, Austria or Sweden. More...