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Programs > Brochure > Office of Global Programs. The Istanbul Balkan Transcultural Studies Summer Program is suspended for summer 2. Overview. Building upon its existing relationship with Bogazi. Coursework will focus on religious diversity in the region and will present a dynamic vision of the Ottoman Balkan culture and the Christian, Muslim and Jewish traditions that intertwined to create it. Students will gain insight into historical patterns of interreligious conflict, competition and creative compromise and the strategies for negotiating, representing, and performing these fraught relationships in distinct cultural forms. The program combines an international instructional network with opportunities for guided individual research, collaboration with cultural institutions in Istanbul, and acquisition of practical skills for applying new technologies to documenting and analyzing urban history and culture. A summer semester in Istanbul allows students the further benefit of studying Balkan transcultural phenomena through the lens of their own experience of Istanbul—a metropolis fascinating for its cultural diversity and interreligious complexities. Applicants from Turkish Universities: please visit this webpage for program details and a link to the application. This program was developed with support from the Andrew W. Mellon Foundation. Columbia - Bogazici Summer Balkan Transcultural Studies Program Flyer. Click on the following links for more info about. Turkish Language and Culture Program. 16 June - 9 August 2016. The Language Center Bo. E-mail: [email protected]. Eligibility: Open to currently enrolled Columbia and non- Columbia undergraduate and graduate students in good academic standing. Minimum 3. 0 cumulative GPA. Previous coursework recommended: Russian V3. Magical Mystery Tour: The Legacy of Old Rus'; Modern Greek 0. The World Responds to the Greeks. All students enroll in the Balkan Narratives course and the History & Theory course which will be held at Bogazi. Seniors and graduate students have the the option of enrolling in an independent study for an additional 2 points. Upon successful completion of the full program, participants will be awarded 6- 8 points of Columbia University credit. No credit is granted to students who do not complete the full program. CLSL O4. 00. 1: The Muslim and the Christian in Balkan Narratives. Instructor: Professor Valentina Izmirlieva, Columbia University. Syllabus: Istanbul Balkans Summer: Izmirlieva Syllabus Summer 2. This course will explore the Ottoman legacy of Muslim- Christian entanglement in the Balkans through the dynamic between this region and the imperial city of Istanbul. We will examine how various ethnic groups of Christians and Muslims in the Balkans saw the city—real and imaginary—and projected onto it hopes, fears, conflicts, and ambitions, radically rewriting in the process the city’s own complex history. We will explore further how these communities were represented in the Ottoman metropolis, in the palace, the Janissary corps, the ulema, and the Patriarchates, and how they lived in it as bureaucrats and concubines, monks, merchants, and martyrs. In the aftermath of the Empire’s collapse, both the Balkan nation states and the Republic of Turkey produced overtly negative master narratives about their Ottoman legacy by aggressively erasing and revising collective memory and aspects of the material culture that supported it. The course invites students on an adventure in cultural archeology. We will read not only a variety of competing narratives, including powerful literary interventions, that help restore the multi- vocality of historical memory, but also read Istanbul itself as an intricate narrative of Muslim- Christian conflict, cooperation, and creative compromise. Site visits for this course will include: The Fatih Mosque Complex; Topkapi Palace; the historic Fener district; Ey. Instructor: Professor Alexander Kiossev, Sofia University. Syllabus: Istanbul Balkans Summer: Kiossev Summer 2. Syllabus. This course will introduce students to the conflictual cultural plurality in the Balkans, providing both the necessary historical background and the conceptual tools for its adequate analysis. Students will learn about the historical development of the region after 1. With UCEAP you can start the summer in Istanbul and stay on for a fall or year program at Bogazici. International Summer School, Bogazici. Language of instruction English Status Public university. THE Conference Bogazici University School of Foreign Languages. A Student Guide for the Turkish Language and Culture Program offered by Bo Greek, Romanian, Serbian, Bulgarian, Turkish, Albanian, and Macedonian national revivals to the globalization of the region in the 2. Balkan cultures will be regarded not as stable entities with clear frontiers, but as a dynamic, dialogical and heavily contested field of interactions among institutions, communities, groups and individuals. Students will become conversant with such concepts as self- colonization, multiple modernities, Balkanization and stigmatization, cultural trauma, the abject, and the Balkan uncanny. Professor Izmirlieva will serve as students’ advisors and provide guidance throughout the summer. Host Institution & Columbia Global Center in Istanbul. Bogazi. Modeled on American style universities, Bogazi. The Center works in collaboration with local universities, non- governmental organizations and public institutions to design cross- cutting, innovative programs and partnerships with different Schools, Centers and Institutes within Columbia. Ongoing events, lectures and seminars hosted by the Center also act towards building a lively and engaged community of local and international alumni, students and faculty. Students live in single rooms which are part of a shared suite comprised of common living, dining, and kitchen areas. The rooms are cleaned daily and have free internet access through the University’s network. There are also laundry facilities and a small shop in the facilities. Students will be able to cook for themselves in the dorm or eat in on campus dining halls on the Bogazi. Much of her research addresses cultural exchanges among Christians, Jews, and Muslims in the context of multi- religious empires. She is the author of All the Names of the Lord: Lists, Mysticism, and Magic (2. Boris Gasparov) of the volume Translation and Tradition in Slavia Orthodoxa (2. The Christian Hajjis: Mobility and Status in the Ottoman Empire. The recipient of several prestigious fellowships and awards, Professor Izmirlieva was the 2. Andrew W. Mellon Foundation Fellow at the Center for Scholars and Writers of the New York Public Library. Alexander Kiossev is Professor of Modern Cultural History and Director of the Cultural Center at Sofia University. His research interests are focused mainly on reading and visual cultures and the cultural history of totalitarian societies. He has published four books in Bulgarian and has edited collective volumes in English and German. His articles have been translated into English, German, French, Dutch, Ukrainian, Czech, Polish, Romanian, Serbian, and Macedonian. Students will either be billed online through e- bill or will need to pay the Office of Global Programs directly for all of these expenses. Program fee*$7,5. Transcript**$1. 05. Withdrawal fee***$7. Covers tuition, course materials, orientation, excursions, cultural activities. Does NOT cover housing, airfare, visa fees, medical insurance, meals, and personal travel and expenses.**One- time fee for Visiting Students only. Barnard students may be charged this fee if they have never taken a course at Columbia.*** A withdrawal fee of $7. Students who withdraw may also be responsible for a portion of tuition and housing, depending on the withdrawal date.*** A withdrawal fee of $7. Students who withdraw may also be responsible for a portion of tuition and housing, depending on the withdrawal date. Estimated Expenses Total. Estimated expenses are costs NOT billed by Columbia. The estimated figures in this section provide a basis for students to determine their individual budgets. These expenses are NOT paid to the program. Round trip airfare NYC- Istanbul $1,2. Meals $8. Housing in Superdorm $8. Bogazici Summer Term Office)Local Transportation $1. Visa expenses $2. Miscellaneous $8. Please note that all students must have health insurance which covers them overseas. Depending the date of withdrawal, students who withdraw prior to leaving may be responsible for housing fees. Once on the program, a student in good academic standing who is not subject to discipline may be permitted to withdraw at any time. Withdrawal is defined as the dropping of one's entire program in a given term as opposed to dropping a portion of one's program. Any student withdrawing must notify the Academic Director in Paris in writing; failure to attend classes or notification to instructors does not constitute formal withdrawal and will result in failing grades in all courses. Any adjustment of the tuition that the student has paid is calculated from the date on which the Academic Director receives the student's written notification. Only tuition is refunded. Fees (application, transcript, housing, etc.) are never refunded, either in full or in part. All students who withdraw will be charged a $7. Withdrawal and Adjustment of Fees. For the summer term, the refund schedule is as follows: Withdrawals processedwill be refunded. After 3rd week 0%. Financial Aid & Funding: Benjamin A. Gilman Scholarship. Award amounts will vary depending on the length of study and student need with the average award being approximately $4,0. Undergraduate students who are receiving Federal Pell Grant funding at two- year or four- year colleges or universities are eligible to apply. Turkish Coalition of America Scholarships for American Students of Minority and Heritage Communities. TCA scholarships are offered to full- time undergraduate and graduate students who are U. S. Citizens or permanent residents of African American, Bosnian American, Filipino American, Hispanic American, Macedonian American, or Native American heritage. All lectures are in English, unless otherwise specified. Notes. Direct enrollment vs. Because of these additional services, it often costs more to study abroad through a provider than to apply directly through the university. We encourage you to research both options before making a decision. If you have any questions, contact a study abroad adviser. It does not offer intensive language study. If you are seeking an intensive Turkish language program, you may be interested in the Turkish Language & Culture Program at Bo. It is your responsibility to ensure all application materials are submitted to the Study Abroad Office, and your desired program or university, by the relevant deadlines. Submit an application directly to the Study Abroad Office to be eligible to receive general Yale credit for coursework completed abroad, by the appropriate deadline. Late applications for study abroad credit cannot be accepted. Apply directly to the program or university you hope to attend for admission. Program application deadlines may be earlier or later than Yale’s application deadline. Access the program application directly from their website. You do not need to have already been admitted to your program when you apply for Yale credit. A Escolha de Deus (Play Back Version). Shareware: You can try this software for a limited time. Freeware: You can use the software for free. . guerreiros da luz 2 download 4shared sacerd. guerreiro da luz volume 1 portuguese edition pdfsr com || free atlas weinkulturen europa stephan hormes 740. Download Daniel Mastral Filho de fogo 2 pdf. volume 2 is hosted at free file sharing service 4shared. Daniel Mastral; Guerreiros da Luz. 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This program accepts opera singers, musical theater singers/dancer, coach/accompanists and stage directors. More information about auditions for the Young Artists Program can be found here. The Apprentice Artist Program is a career-entry program intended mainly for singers.The Young Artists Program is distinguished from many other apprentice programs in the variety and quality of the opportunities it provides its members, most of whom hold bachelor's and master's degrees from leading conservatories. Many have already begun professional careers, singing with regional and national companies. A list of former Young Artists can be found here. For three months, Young Artists are placed in a nurturing environment. They are treated as professionals and provided with compensation, a comfortable place to live, transportation and meals, freeing them to concentrate on their work. 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In 2. 01. 1, Glimmerglass Young Artists worked with world- renowned soprano Deborah Voigt, who joined the company as the inaugural Artist in Residence. American bass- baritone Eric Owens, who has performed to critical acclaim at Metropolitan, San Francisco and Washington National operas, joined the company as the 2. Artist in Residence. Bass- baritone Eric Owens will join the Festival as the 2. Artist in Residence. During the summer, administrators from many of the world's leading opera houses visit Glimmerglass to hear the Young Artists in performance. Many of the Young Artists are offered roles or representation as a result of their appearances at Glimmerglass. Each Young Artist performs in special concerts in the Alice Busch Opera Theater and the Pavilion next to the theater. The Young Artists also participate in master classes given by distinguished artists. In the past, master classes have been led by Jonathan Miller, John Shirley- Quirk, Theodor Uppman, Phyllis Curtin, Simon Callow, Lorna Haywood, Sherrill Milnes, Evelyn Lear, Thomas Stewart, William Warfield, Vinson Cole and Benita Valente, Steven Blier and Robin Guarino, among others. The company is indebted to the Eugene V. Thaw Charitable Trust, through its donation of Lime Kiln, a residence in Cherry Valley where Young Artists live and train during their stay at Glimmerglass.
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If we are following the child, our progress reports must reflect the individual child’s progress. Many parents and teachers alike are unsure of how progress reports actually work in the Montessori learning environment. Why write a progress report? How does the Montessori progress report differ from a traditional school's report card? NAMC has compiled some helpful information for the Montessori parents and teachers who want to know more about progress reports in the classroom. How Progress Reports Work in the Montessori Classroom. Purpose of a Progress Report Progress reports record and assess each student’s academic and social development, as well as clarify goals. Types of Progress Reports There are two basic types of Montessori progress reports: the checklist format and the narrative- style report. The checklist format is a checklist of important work, skills, and lessons that the child could receive. The curriculum is broken down into specific areas, which are assessed by an evaluative key. These keys vary, but convey the sense that the material has been 1) presented, 2) practiced, and eventually 3) mastered. For the parent, a checklist seems to focus the attention on the key or “grade”, rather than on the child’s personal qualities and development. Explore Kim Duplechain's board 'Progress Reports' on Pinterest. Preschool Progress Report Template See More. Save Learn more at teachersparadise.com. Preschool Report Preschool.These record sheets are important for the Montessori teacher as she is able to record her observations and follow the progress of each child. The narrative progress report is the most demanding for teachers, but as parents have shared with me time and time again, it’s the most rewarding for parents as they really gain a true feeling as to what their child is learning. The narrative progress report recognizes that each child is unique and whose development cannot fully be understood or assisted by using a checklist approach. It gives a more detailed description of the child’s work and choices of work. For both the parent and child, a narrative report assures them that “My teacher really understands and cares about me/my child.”The narrative progress report also allows the Montessori teacher to address character development, something which is nearly impossible to do with a checklist. The development of independence, initiative, responsibility, confidence, social awareness, cooperation, concentration, helpfulness, and commitment to work is a crucial element of Dr. Montessori’s curriculum and ones that need the well- thought out use of words to convey. The Language of Progress Reports: Keeping it Positive Begin the report with positive comments. It is important for teachers to reflect upon and remember that each child, no matter how challenging, has good qualities. These qualities need to be brought to the forefront of the progress report. Parents are always happy to know that you think well of their child and it also helps “soften the blow” if there are some difficult situations to be addressed. The language of progress reports should also model the language we use in our Montessori classrooms. Instead of saying “Don’t run!”, Montessori teachers say “Please use walking feet.” The same is true in progress reports. Instead of saying “Magda talks to her friends all the time”, we say “Magda is very social”. Instead of saying “Kevin consistently interrupts during lessons”, we say “Kevin is learning to focus his attention and listen during lessons”. As a new Montessori teacher, this was the most difficult part of writing progress reports. Over time, it became second nature, but there are still times when I will ask a fellow Montessori teacher to help me re- phrase a delicate statement. I’ve put together some useful phrases to help you when it comes time to write your own progress reports. Instead of Saying.. Montessori teachers use.. Wanders from task to task/wastes time. Is learning to occupy his time more constructively. Short attention span. Is becoming more dependable during work periods. Not working to full potential. Has great potential and is working toward achieving it. Doesn’t follow directions. Is learning to listen to directions more carefully. Doesn’t maintain a clean workspace/materials. Is learning to take care of her workspace and classroom materials. Clingy/needy. Is continuing to grow in independence. Is easily distracted. Is learning to concentrate on her work. Irresponsible. Is developing his sense of responsibility. Doesn’t play fair. Is learning to be more cooperative, careful, and fair. As each progress report becomes part of the student’s formal school record, and will be read by parents and future teachers, it is important for the teacher to treat progress reports as important documents. The most effective progress report is thorough and has a friendly feel to it. It discusses the student’s progress and personality in a way that only someone who truly knows and understand the student could convey. Michelle Irinyi — NAMC Tutor & Graduate. As much as possible, NAMC’s web blog reflects the Montessori curriculum as provided in its teacher training programs. We realize and respect that Montessori schools are unique and may vary their schedules and offerings in accordance with the needs of their individual communities. We hope that our readers will find our articles useful and inspiring as a contribution to the global Montessori community. Fort Bend ISD brings businesses together through Small Business Enterprise Program. Fort Bend ISD to host High School Academy. 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