ANNOUNCEMENTS from Global student exchange.
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For all other programs ( Bachelor degrees in 120 Majors, Master or MBA degrees in 40 Majors, English for International student, or summer programs, please get back to us and we ll help and assist you.
Whether you believe them or not, these myths are always lurking around the corners of college discussions.
Academically-focused or regarding the college experience, these falsehoods detract students from great opportunities every day. It’s time to stop the lies and start getting real.
We’d like to put some of these rumors to rest so that you can sleep soundly in knowing the truth. Check out these ten completely false college myths:
1.Most Students Graduate in Four Years
More than 58 percent of college students take six years or more to graduate. Now that’s what you call the majority!
2.Majors Set Your Future
Most college students have no clue what they want to do with their lives, which is OK because college is the time to explore your interests. Most likely, you’ll end up with a job that doesn’t fall under your designated major. Your major is, however, more likely to determine your career path if it’s in a math or science field.
3.The “College Experience” is a Rite of Passage
Many students forgo the on-campus college experience for a variety of reasons, whether it’s cost, family-related or a personal decision. These students actually do move on to become fully functioning, normal adults.
4.Cost and Value are the Same
Just because a college costs more doesn’t mean that it’s a better school. There are so many factors that go into the cost of a school – including aspects other than academics. So make sure you don’t equate expensive with academics.
5.Community College Is Lesser than Traditional College
The degree earned is what matters, not the school it was earned at. In the end, as long as a student earns a degree at a legitimate college or university, no degree is “better” than another.
6.American Schools are the Best
Believe it or not, it just isn’t so. Actually, American schools are ranked 14th in the world in the percentage of young adults (25-34 year olds) with higher education. This equates to 42 percent.
The kicker? Most schools in other countries cost less, too.
7.Teachers are Smarter than Students
With technology being an ever-changing field, it’s difficult for faculty to keep up with the Jobs’. It fairly impossible to keep up with it all and, no matter what, there will always be someone brighter coming along in the future.
8.Private Colleges are More Challenging than Public
Some of the most prestigious and challenging universities are public institutions. Students should determine a school’s value by what they get out of it, not be its exclusivity.
9.There Isn’t a Lot of Help Available to Pay for School
Well, this simply isn’t true and Fastweb proves it on a daily basis! There are millions of scholarships available for all types of students, as well as financial aid availability.
Many assume these are just available for the top percentile of students, however, that just isn’t the truth!
10.All Great Colleges are Well-Known
There are so many great colleges and universities in the world that it’s unlikely you’ve heard of all of them. In fact, you may not hear about some of these fine institutions until you’re well into adulthood.
We know you’re brilliant but, sorry, just because you don’t know about it, doesn’t mean that it isn’t great.
By: Elizabeth Hoyt
Embassies Temporarily Closing Sunday
There is news today that several U.S. Embassies and Consulates are closing on Sunday, August 4th, and perhaps longer for security reasons. This link gives a list of the Embassies and Consulates set to close:
According to the State Department, visa applicants who have an upcoming interview appointment at a U.S. Embassy or Consulate that has been closed (or concern about possible closure), should check the U.S. Embassy or Consulate website for updates.
The MEPI Leaders for Democracy Fellowship (LDF) Arabic project provides for ten weeks of study and professional experience in Lebanon for young civic leaders from across the Middle East and North Africa. The LDF Arabic program begins with five weeks of academic coursework on subjects related to leadership, democracy, democratic transitions around the globe, comparative politics, civil society, communication, conflict resolution, and change management, among others. Fellows are expected to be active participants in all seminars and workshops that include theoretical debates, as well as active skills building sessions. Participants are also expected to lead discussions and make presentations to other Fellows and the broader Lebanese American University (LAU) community.
After completing the academic portion of the program, each participant will engage in a five- to six-week professional assignment with a political, non-governmental, or public policy organization in Lebanon. Through this component, participants will gain practical experience about the ways that these institutions interact with government and civil society while also gaining valuable knowledge, experience, skills, and further professional contacts to benefit their respective professional pursuits in their home countries.
The program will run from late September to early December 2013, and be hosted by LAU University Enterprise Office. Fellows are expected to travel to Lebanon unaccompanied. An alumni conference, to include Fellows of the English-language Syracuse LDF program, will be held in the region in the last quarter of 2013. This project complements MEPI’s flagship English-language Fellowship, hosted by Syracuse University since 2007.
WHO IS ELIGIBLE?The program is open to applicants between the ages of 25 and 35 with Bachelor's degrees and fluency in Arabic. Applicants also should have at least five years of work experience and the capacity to apply the opportunities presented by the fellowship in a way that would benefit an organization, sector, or specific community in their home countries.
HOW DO PARTICIPANTS APPLY?All applicants must submit a current resume and an essay of no more than 1,000 words (in Arabic), which answers the following questions:
- How will a MEPI Leaders for Democracy Fellowship enable you to better lead your community or country toward greater democracy and citizen participation in the institutions and activities of government?
- What do you hope to gain from this program and what are your plans to apply the lessons you learn upon your return?
- What changes do you hope to bring about in your community and/or country during the next 10 years?
- The recruitment process for the 2013 program is now open.
- The program will begin in late September and conclude in early December 2013.
International students in F-1 status should check in with the international Student Advisor on campus before beginning any type of work or employment. Unauthorized employment carries very severe penalties that can ruin your immigration record; we can help you avoid such complications. Please check with us always before any type of work especially off campus.
F-l students may work in any on-campus job (when the payment is from the university). Such work is limited to 20 hours a week during the semester (if you have a fellowship/assistantship, you are not eligible for additional on-campus employment). Full time (anything more than 20 hrs/wk) is permitted during vacation periods. No special work permission is needed to begin working. Once a student graduates, s/he is no longer authorized for on-campus employment. If a student is offered a job on campus after graduation, s/he can only work based on practical training work authorization.
Curricular Practical Training (CPT)
Students holding F-1 status are eligible for CPT only after having been enrolled full-time for one academic year and before completing the degree program. Exceptions are available for graduate students whose programs require immediate curricular training.
The CPT must be considered an integral part of the established program curriculum. It may be part-time or full-time depending on the curriculum requirements.
The student must have an offer of employment from a curriculum-approved CPT employer and the University academic advisor must provide a written recommendation for the CPT confirming that the job experience is a required part of the curriculum. ISSO and DHS approval is required in advance of beginning CPT. For more information and how to apply, please get in touch with us or the international student advisor on your campus.
Optional Practical Training (OPT)
International students are eligible to apply for OPT after one full academic year of full-time study. Advance approval is required from the ISSo and the DHS. Before beginning work, the student must apply for and receive an Employment Authorization Document (EAD) from the DHS with the assistance of the ISSO.
The student may work on or off-campus as long as the practical training is directly related to the student’s program of study as confirmed by a written recommendation from the student’s academic advisor. Employment may take place before program completion for up to 20 hours per week. However, the student must maintain a full course of study. Full-time OPT is allowed after completion of the student’s required courses.
OPT is allowed for a cumulative maximum of twelve months. However, use of previous full-time CPT for one year or more eliminates eligibility for OPT. Students must apply for OPT prior to completing their course requirements up to a maximum of 90 days in advance of completion.
For more information and how to apply,consult with us or with the advisor on campus.
General Eligibility Requirements
To qualify for a Stafford Loan a student must:
- be a US citizen or eligible non-citizen;
- be enrolled or accepted for enrollment as, at least, half-time status in a:
- degree, certificate or other program leading to a recognized educational credential; or
- course of study necessary for enrollment in a degree or certificate program; or
- program necessary for a professional credential or certificate required by a State for employment as an elementary or secondary school teacher;
- if already enrolled, be making satisfactory academic progress as defined by the school's satisfactory academic progress policy;
- not owe a refund on any Title IV grant or Perkins Loan;
- if in default on any Title IV loan, must make satisfactory repayment arrangements with the holder of that loan(s) to re-establish Title IV eligibility.
- If not enrolled yet, please contact your Global Academic Advisor at email@example.com
- Applicants must file a Free Application for Federal Student Aid (FAFSA)
- Applicants must file a loan application for a Federal Stafford Loan
- The FAFSA is available on the web (No Longer on Paper!!)
- Students may obtain a Master Promissory Note (MPN) from a college financial aid office.
- Contact your Global Exchange Academic Advisor for more advice and assistance.
Loan applications can be certified up to the last day of program enrollment.
Subsidized Federal Stafford Loan
- Student must demonstrate financial need
- This loan is a low interest, federally subsidized loan
- Available to eligible students for attendance at post-secondary institutions
- US Department of Education pays the interest that accrues during the in-school, grace, and authorized deferment periods
Unsubsidized Federal Stafford Loan
- Eligibility requirements are the same as they are for the subsidized loan
- Students are not required to demonstrate financial need
- This loan is a low interest loan
- Available to eligible students for attendance at post-secondary institutions
- Interest is NOT subsidized by the US Department of Education
- Students are responsible for the interest that accrues on the loan from the date of first disbursement
- Payment of principal is not required during the in-school, grace, or authorized deferment period
- Student can defer interest payments or make payments during the in-school and grace periods
Repayment Periods (FFEL)
|Less than $7,500
|$7,500 - $9,999
|$10,000 - $19,999
|$20,000 - $39,999
|$40,000 - $59,999
|$60,000 and higher
General Eligibility Requirements
Parents may borrow for their dependent undergraduates if they meet the following requirements:
- must be borrowing to help pay for the educational costs for an eligible student; Graduate students must be borrowing for themselves;
- must be a US citizen or eligible non-citizen; and
- must not owe a refund to any federal Title IV program.
Borrowers in default on any federal Title IV loan must make satisfactory repayment arrangements with the holder of that loan to re-establish federal Title IV eligibility.
Parents and graduate students who do not meet the credit criteria established by federal regulations are not eligible to borrow a Federal PLUS Loan. However, some lenders may allow the parent to obtain a credit worthy endorser. Individual lenders may have additional credit qualifications.
Parents and graduate students file a PLUS Master Promissory Note (MPN) which may be obtained from a college financial aid office.
Loan applications can be filed up to the last day of program enrollment.
Borrowing Limit & Interest Rate
Parents and graduate students may borrow up to the cost of education minus any financial aid received by the student. The fixed interest rate cannot exceed 9.00%. As of 07/01/2010 the fixed interest rate for FFELP PLUS loans is 7.9%.
Repayment begins within 60 days after the loan has been fully disbursed.
Borrowers with parent PLUS loans disbursed on or after July 1, 2008, now have the option to postpone their monthly payments through a PLUS loan grace period. Payments will be postponed until six months after the date the student for whom the loan(s) was obtained is no longer enrolled at least half-time. Interest will continue to accrue while payments are postponed. Although principal payments are not required during this period, borrowers have the option to pay accruing interest either monthly or quarterly. Following this grace period, repayment of the loans(s) will begin according to the terms of the Promissory Note(s) and repayment agreements(s). *
Graduate students can receive a deferment on their loans as long as they remain enrolled in school at least half-time. PLUS loans are unsubsidized, borrowers will be charged interest during periods of deferment or forbearance. If they do not pay the interest as it accrues, it will be capitalized (added to the principal balance). *
* Taken from servicer's webpage: www.nelnet.com
For more information on Financial aid, please contact us. firstname.lastname@example.org
Connect with us on facebook at: www.facebook.com/globalexchange1
A professor stood before his philosophy class and had some items in front of him. When the class began, he wordlessly picked up a very large and empty mayonnaise jar and proceeded to fill it with golf balls. He then asked the students if the jar was full. They agreed that it was.
The professor then picked up a box of pebbles and poured them into the jar. He shook the jar lightly. The pebbles roll
ed into the open areas between the golf balls. He then asked the students again if the jar was full. They agreed it was.
The professor next picked up a box of sand and poured it into the jar. Of course, the sand filled up everything else. He asked once more if the jar was full.. The students responded with a unanimous 'yes.'
The professor then produced two Beers from under the table and poured the entire contents into the jar effectively filling the empty space between the sand.The students laughed..
'Now,' said the professor as the laughter subsided, 'I want you to recognize that this jar represents your life. The golf balls are the important things---your family, your children, your health, your friends and your favorite passions---and if everything else was lost and only they remained, your life would still be full. The pebbles are the other things that matter like your job, your house and your car.. The sand is everything else---the small stuff.
'If you put the sand into the jar first,' he continued, 'there is no room for the pebbles or the golf balls. The same goes for life.
If you spend all your time and energy on the small stuff you will never have room for the things that are important to you.
Pay attention to the things that are critical to your happiness.
Spend time with your children. Spend time with your parents. Visit with grandparents. Take your spouse out to dinner. Play another 18. There will always be time to clean the house and mow the lawn.
Take care of the golf balls first---the things that really matter. Set your priorities. The rest is just sand.
One of the students raised her hand and inquired what the Beer represented. The professor smiled and said, 'I'm glad you asked.' The Beer just shows you that no matter how full your life may seem, there's always room for a couple of Beers with a friend.
The Bachelor of Construction Management Technology
The Bachelor of Construction Management Technology prepares students to be proficient in the art and technology of constructing the built environment relative to design, technology, building science, and social responsibility. It is based upon the premise that the construction management professional must possess a core knowledge which allows them to integrate design, engineering, and technology into the process of construction.
The program allows students to develop the necessary skills by emphasizing the theoretical and practical concepts of design, building systems, components, engineering, and construction practices, and by expanding their problem-solving and critical thinking abilities. The program is also designed to instill within the student a sense of professionalism and a desire to serve and contribute to society through solving its problems in technically, environmentally, and socially acceptable ways.
Students may enter the construction management program after earning their Associate Degree in Architectural/Building Engineering Technology at the New England Institute of Technology, or they may transfer from other comparable college programs. The program culminates with a Senior Thesis course, when students must demonstrate their understanding of and ability to utilize and synthesize the technical and engineering concepts they developed throughout their New England Tech experience.
Graduates of the construction management program will be qualified for a wide range of exciting employment opportunities in several fields in the public and private sector, including construction management, civil and building engineering, real estate, land development, construction sales, and facilities management. Potential positions for our graduates may include:
Public Works Administrators and Superintendent
Construction Manufacturers Representative
Program Mission, Goals and Outcomes
The Construction Management Technology (CMT) program will prepare the student to be proficient in the art, engineering, and technology of constructing the built environment relative to design, technology, building science, and social responsibility. Construction Management graduates will also possess a core knowledge which will allow them to integrate design, engineering, and technology into the process of construction.
The Program Goals of the CMT programs are:
1 To educate students in the fundamentals of building design and sciences through a seamless and comprehensive study combining the theoretical and practical concepts of management techniques, building systems, components, engineering, and construction.
2 To expand our students’ observational skills and critical thinking abilities.
3 To instill within each student an awareness of and desire to contribute to the profession and society at large through the development of a professional and personal ethic that demands technically, environmentally, and socially responsible decision making.
Bachelor of Science Degree
CMT 311 Construction Management Principles
ABT 314 Construction Contracts & Specifications
ABT 315 Structural Wood Design
ABT 336 Presentation and Analysis Tools
ABT 325 Soil Mechanics And Foundation Design
ABT 328 Structural Steel Design
ABT 334 Site Engineering And Planning
ABT 338 Reinforced Concrete Design
CMT 331 Specifications And Quality Control
ABT 316 Building Electrical Systems
CMT 411 Project Scheduling
CMT 412 Construction Practice
ABT 326 Fire Protection & Advanced Plumbing
ABT 336 Advanced HVAC
CMT 421 Advanced Estimating
CMT 422 Construction Site Safety
ABT 422 Senior Thesis Proposal
ABT 431 Engineering Economy
ABT 433 Construction Law
CMT 435 Senior Thesis In Construction Management
CMT 434 Ethics And The Construction Industry
Enrollment and Admissions:
Every 3 months
Papers for Admissions:
Copies of passport
Copies of High school Diploma ( baccalaureat )
Copies of your transcripts from high school or University if you took college classes
Bank Certificate or statement showing enough funds for your program and living expenses.
Scan and send everything to: myglobalexchang(at)gmail.com
If you would like to register at our online application please go here
http://register.global-exchange.org click on Rhode Island, then chose Construction Management Program. If you have any questions, do not hesitate to contact us here on Facebook or by email at: student(at)global-exchange.org
Global Exchange team
Architectural Building Engineering Technology
La technologie de l Ingénierie de l Architecture et du Bâtiment
Bachelor degree (licence)
Le programme de technologie Génie construction architecturale est fondé sur l idee que les bâtiments sont conçus et construits en utilisant le concept d'équipe. Comme partie intégrante de cette équipe, l'ingénieur architecture doit avoir la capacité de créer et de construire des bâtiments qui répondront à l'économique, la sécurité, les exigences techniques et esthétiques d'un projet, mais aussi aux exigences urbaine, civile et architecturale. Ce programme permet à l'étudiant de développer les capacités nécessaires en mettant l'accent sur les principes fondamentaux de la conception architecturale, combiné avec les aspects scientifiques et techniques de planification, structures, systèmes de l'environnement et la construction. Le programme vise également à inculquer à l'élève un sentiment de professionnalisme et d'un désir de servir et de contribuer a la société à travers les solutions de ses problèmes d'une façon qui est sur le plan technique, environnemental, et socialement acceptable.
Le diplôme de Bachelor ( licence ) est solidement fondé sur les concepts d'ingénierie de conception architecturale et de construction des sciences. Dans le programme du Bachelor degree ( Licence), étudiants étudiera la conception structurale à l'aide de bois, d'acier, maçonnerie et béton, avancés systèmes environnementaux et mécaniques, de génie civil et la conception des bâtiments. Le programme se termine avec un Master Senior. Dans ce dernier trimestre, étudiants doivent démontrer compréhension et leur capacité à utiliser et à synthétiser les concepts techniques et d'ingénierie, qu'ils ont développés tout au long de leur expérience au sein de l Institut.
Les étudiants qui souhaitent poursuivre l'enregistrement professionnel peuvent profiter de notre accord avec Boston Architectural Centre (BAC). L'accord de garantie aux lauréats de l institut l admission et acceptation au programme de maîtrise en Architecture. Boston Architectural Center est une institution nationale d’architecture agrée accrédité par le bureau national des architectes (NAAB) . Autres étudiants peuvent poursuivre une carrière dans les champs associés tels que la gestion de la construction, la gestion des installations et de développement immobilier, etc..
Dans la Classe d architecture et Building Engineering Technology
La Mission du Programme, les objectifs et les résultats
Mission du programme :
Les programmes de technologie Génie Architecture du Bâtiment, préparent l'étudiant à être compétent dans l'art, ingénierie, le bâtiment et les besoins de la technologie de conception de l'environnement .
Objectifs du programme :
Les objectifs du programme des programmes ABT Architectural Building Technology sont :
- 1 Pour éduquer les etudiants dans les principes fondamentaux de la construction de la conception et les sciences du batiment à travers une étude transparente et complète combinant les concepts théoriques et pratiques de la conception, construction des systèmes, de composants, d'ingénierie et de construction.
- 2 D'élargir les compétences d'observation de nos étudiants et des aptitudes de pensée critique.
- 3 D'inculquer au sein de chaque élève, une sensibilisation et une volonté de contribuer à la profession et de la société dans son ensemble par le développement d'une éthique professionnelle et personnelle qui exige techniquement, l'environnement, et la prise de décision socialement responsable.
Résultats du programme :
Diplômé de l'ABT sera capable de :
- Fonctionner comme membre intégral à part entière de l'équipe de construction et batiment.
- Agir de manière responsable du point de vue éthique et moral avec ce qui a trait à la profession, la sécurité publique, les autorités et réglementation en vigeurs.
- Démontrer l'efficacité des communications orales et écrites.
- D'évaluer et d'analyser des problèmes par rapport à l'environnement bâti et développer des solutions qui répondent aux besoins économiques, sociaux, techniques, techniques et esthétiques de la société et du client.
- Démontrer une appréciation historique et la responsabilité professionnelle dans le contexte par rapport au bâtiment industrie des sciences.
- Présenter des concepts et des solutions grâce à une présentation graphique et verbale
- Générer les documents de construction en utilisant les médias électroniques et nouvelles technologie de pointe
Un aperçu sur quelques cours offert dans le programme :
Architectural Building Engineering Courses Offered
ABT 314 Construction Contracts & Specifications
ABT 315 Structural Wood Design
ABT 316 Building Electrical Systems
ABT 324 Masonry Construction & Detailing
ABT 325 Soil Mechanics and Foundation Design
ABT 326 Fire Protection Systems & Advanced Plumbing
ABT 328 Structural Steel Design
ABT 334 Site Engineering and Planning
ABT 336 Advanced HVAC
ABT 337 Building Information Modeling II (BIM II)
ABT 338 Reinforced Concrete Design
ABT 410 Building Design and Technology V (Low Rise Industrial)
ABT 420 Building Design and Technology VI (High Rise)
ABT 421 Acoustics & Lighting
ABT 422 Senior Thesis Proposal
ABT 430 Senior Thesis
ABT 431 Engineering Economy
ABT 433 Construction Law
Ci dessous, est la liste des documents que l etudiant doit nous envoyer pour monter le dossier finale d admission et d inscription.
Une fois qu on recois les documents, on procede et garantie a l etudiant l admission, l acceptation, l inscription, papiers visa, preparation au visa interview, puis l accompagnement une fois ici, 3 nuits d hotel gratuite, assistance a trouve un aprt, ouvrir un compte bancaire, avoir la Carte d identite americaine, assistance a comment naviguer le system, la ville, etc....
List of documents for undergrad students:
Prière de soumettre:
1- copies du Baccalauréat
2- copies des relevés de notes Bac
3- Copies des 3 premières pages du Passeport
4- Relevé bancaire du garant ou certificat bancaire montrant la capacité financière du garant
5- Droit et frais d admission et inscription
6- Formulaire d inscription ( on va vous l envoyer )
7- Toefl ou IELTS, si l étudiant n a pas le toefl, on peux l inscrire ici dans 2 mois d anglais après rejoindre son programme désiré.
Toutes les copies doivent etre certifiées conforme a l originale,
Frais de scolarité : $6995 le trimestre.
Avantages pour l étudiant:
- Une fois que l étudiant s enregistre et paye les droit d inscription, on peux geler les frais de scolarité a leur état actuel le jour de l enregistrement, meme si l etudiant ne viendra que l annee d apres, donc les frais vont plus augmenter comme normalement le sont chaque année ( 3% d augmentation selon l économie). Une économie d un peu prés $4000 dollars pendant les 3 ans.
- Aussi le Bachelor degree ( normalement 4 ans) est donne en 3 ans, ce qui permet au étudiant d économiser les frais d une annee entière en terme de scolarité et de frais de vie, un peu prêt de 28.000 Dollars d économie.
- L institut aussi offre la formation en alternance, c est a dire toutes les formation on des travaux diriges et travaux pratique, l étudiant sort alors avec un diplôme et 3 ans d expérience professionnelle déjà.
- Apres les études l’étudiant aura un permit de travail ici aux Etats Unis, ce qui lui permettra d' avoir un emploi et de gagner sa vie, les salaire d un Bachelor holder en artichitecture commence a 40.000 Dollars l année, c est a dire l etudiant remboursera ses frais d etudes en 2 ans, apres le salaire augmente avec l experience bien sure.
- Donc si vous compter tous les avantages qu on offre aux Etudiants on leur économisant un peu près de 30.000 Dollars, mieux que la bourse, leur offrant des formations orienter marche d emploi et avenir, un permit de travail pour travailler légalement ici aux Etats Unis leur permettant d avoir un très bon salaire avec possibilité d etre sponsorise et avoir la green card par la suite lors du sponsoring, assistance de A jusqu’à Z, logement a leur arrive, accompagnement lors du montage du dossier, visa, et voyage aux Etats Unis. ....et pleins d autres avantage
Postulez des maintenant envoyer vos documents scanner a email@example.com ou a firstname.lastname@example.org et enregistrez vous sur notre site web a http://register.global-exchange.org en choisissant l Universite a Rhode Island.
Vous pouvez aussi nous suvre sur Facebook a www.facebook.com/globalexchange1
Dual Master of Business Administration
/Master of Science in Managing Information Technology
The Dual Master of Business Administration/
Master of Science in Managing Information
Technology (MBA/MSMIT) degree is designed
for students who would like to complete both the
MBA and the MSMIT degrees concurrently.
The MBA/MSMIT prepares graduates to truly
understand the macro business environment, from
marketing decisions to network infrastructure.
Real-world experience combined with cuttingedge
technology creates a graduate who will
have the tools required to succeed in today’s
fast-paced, ever-changing business arena.
Classes are offered on-campus, online or a combination
of both. The MBA/MSMIT can be completed in
just 24 months by taking two classes per quarter.
To apply, please go to :
Going to college? Consider this.
The trick to college selection is finding the best college for you. It is helpful to compare the college selection process to a funnel. When you first start the process, you are at the large end of the funnel. You may not be quite sure what career you want to pursue or what college you want to attend. You are not alone: most first-year students are undecided. So relax and let's look at some ways to help you get to the narrow end of the funnel.
Before you get started, you may want to take inventory of your skills, interests and values. This will help you determine where you fit and what majors you may want to pursue. Ask yourself: What am I good at? What classes do I most enjoy? How are my grades and standardized test scores? What is important to me in a career?
Ideally, you should start the process in the winter of your junior year of high school, if not earlier. Starting early gives you more time to explore your options and can minimize stress. Here are some factors you may want to consider when developing your list of prospective colleges.
Career / Major
If you think that you want to be an engineer, a writer, or a fashion designer, the search process may be a little easier because you can search for schools that offer that major. If you are undecided about your future, look for schools with the most flexibility.
Some students thrive in large, fast paced environments, while others prefer small classes and more personalized attention. The student-teacher ratio is a good indicator of class size. The total number of students can give you an idea of the size of the college.
- Small - Less than 2,000 students
- Medium - More than 2,000 but less than 10,000 students
- Large - More than 10,000
Some students feel more comfortable staying close to home while others want to experience college in a new and distant place. Think about whether you will be happier in an urban, suburban or rural location. Consider whether you would be better served, based on your major, in a city or in a rural environment.
Generally, you should not eliminate colleges based on the sticker price alone. Sometimes, the amount of financial aid that is offered will make even the most expensive college affordable. However, you should apply to at least one college that is reasonably affordable for your family.
The opportunity for most students to participate in Division I or Division II intercollegiate athletics is relatively slim. You need to do an honest self-assessment of your athletic skills. Many college coaches will recruit athletes they believe to be the best fit for their team. If you feel strongly about your talent and you have not been contacted by a coach, reach out to them directly and provide them with an athletic resume.
Most colleges offer various intramural programs and Division III athletic programs are often less competitive than Division I and Division II sports. Check with the college admission or athletic office to get an idea of what is offered.
Look into the characteristics of the current student body and the school’s acceptance rate. Admission policies range from open admission, where students are accepted on a first-come, first-served basis, to highly selective policies where only a small percentage of students are accepted.
Do you want to attend a school where your background is similar to that of other students or would you prefer an environment with a broader range of students across many ethnicities, religions and interests? Would you rather attend a single sex college or enroll at a co-ed university? What about a historically black college or Hispanic serving institution?
Campus Activities & Organizations
Would you like to join a club, organization, fraternity/sorority, or intramural athletics program at school? If it’s important to you for your school to have a theatre program, orchestra, art club, mock trial program or some other extracurricular activity, then research schools that offer these activities.
Most schools require students to complete a core curriculum in addition to taking classes required in their major. Find out what classes will be mandatory at institutions that interest you. Also, look into the academic reputation of the school. Is it competitive? Relaxed? Think about where you best fit in.
Ask about the school’s academic advising program. Does the school have a writing center or study center? Find out if the school has study abroad or campus exchange programs. If you know you want a school that offers these programs, then you can narrow down your search.
How accessible are the classes you need/want to take? What are the procedures for class registration? Are the classes taught by professors or graduate students? Get an idea of how many students are in a class on average. If you are able to, take a look at the school’s course catalog to see what they offer.
If you are planning on living at school, try to stay overnight in the dorms to get a better idea of student life. Find out how rooms and roommates are assigned to students. Ask about the quality of food at the dining halls and inquire about the menu options.
- Campus safety
- Health services
- Career services and job placement
- Library quality and hours
Best of all, Global Student Exchange, will be there to help you get admission, acceptance, visa papers and assist you with relocation to USA , housing and banking if possible.
As I watch the deluge of press releases and media reports reacting to the latest rankings, I am reaching the point of despair. At a superficial level, we can all join in the ridiculous state-of-affairs as governments and universities vie with each other to promote their institutions and—in reality—their country as a place worthy of investment and talent recruitment. But there are more insidious currents at work.
A confluence of factors has heightened policy, public and student interest in higher education—at the organizational level, and also at the level of the individual faculty member and student. In the post global financial crisis world, calls for greater accountability and transparency are driving change across systems and institutions, in academic contracts, in service-level agreements with students, and with society at large. While higher education yearned for the time it would head the policy agenda, it probably never anticipated the intensity of scrutiny that would follow.
But, the growing influence and power of global rankings over higher education has reached the point that bears little relationship to calls for greater transparency and accountability. Indeed, despite amendments to their methodology, rankings have nothing to do with measuring quality—as opposed to wealth and reputation. Because a so-called world-class university is estimated to have an annual budget of $2-billion, governments are busy effectively buying themselves into the ‘new world order.” This explains some of the quite remarkable changes up and down the rankings scale, as well as the broad structural make-up of the Top 100 or Top 400.
At the same time, the rationale for annual publication of rankings can only be driven by commercial interests aiming to extend their publishing remit beyond their traditional customers. Similarly, Thomson Reuters’ Global Institutional Profiles project seeks to cleverly extend its market share of the rapidly-expanding and lucrative knowledge intelligence business. This involves universities freely supplying institutional data that is then monetized into various products. No one can begrudge commercial interests acting in their own self-interest. But governments are elected to represent the public interest.
Governments have responded to rankings in various ways. Many countries—as I’ve reported before—have used rankings to spearhead profound restructuring of their higher-education systems in the belief that the world-class research university represents the panacea for success in the global economy. France’s determination to establish its own “Ivy League” is the latest in a long line of policy maneuvers that are choosing to reward the achievements of elites and flagship institutions rather than improve the capacity and quality of the whole system.
There has also been a proliferation of national rankings, with many countries using rankings to assess and differentiate its higher education system—often with the help of the ranking organizations themselves. Southeast Europe and African nations have used rankings as a guide for investment levels and to set threshold standards. Arab countries have sought to establish a counter-ranking to better represent its unique educational perspective and purpose. The European Union (EU) has done likewise.
Angered by the way global rankings have ignored the diversity of institutions, downgraded teaching, and underestimated Europe’s research, the EU has sponsored the development of U-Multirank as the alternative global ranking. Addressing many criticisms of rankings, it uses techniques developed by the Centre for Higher Education (CHE) in Germany for the latter’s own ranking. Thus, U-Multirank is user-driven, multidimensional, multilevel and peer-group comparable. It calls itself a ranking, but proposes to band institutions rather than produce a league table.
The feasibility stage has just been completed, and the EU has sufficient confidence in U-Multirank that its latest communication last month, entitled “Supporting growth and jobs—an agenda for the modernization of Europe’s higher education system,” has announced Phase II with a launch sometime in 2013. Their objectives are both ambitious and laudable.
But, as with any new initiative, there are teething problems, inter alia: 1) Despite going beyond existing rankings, the choice of indicators remains problematic, and the absence of meaningful internationally comparative data means it suffers from many of the same problems afflicting other rankings; 2) U-Multirank aims to overcome the problem of measuring teaching quality/student performance by including data from the OECD Assessment of Higher Education Learning Outcomes (AHELO) project, which seeks to evaluate “what students in higher education know and can do upon graduation”; that project is also in early stage of development; and 3) The feasibility stage failed to garner sufficient global recognition, and for the moment, it is primarily a European instrument.
These challenges indicate that in the short or medium term, U-Multirank will be unable to counter the influence of global rankings.
It is, therefore, time for international organizations to take a stand—because I don’t believe individual countries or institutions can act unilaterally. Admittedly, governments have been at fault for failing to exercise the same due diligence they require of any other significant investment. But, realigning policies to conform to indicators, produced by others for commercial or other reasons, represents an abdication of national sovereignty.
- International organizations, such as UNESCO, OECD, World Bank, and EU, should come together to Say No to Rankings as the basis for policy making, and caution stakeholders accordingly. In the same way that governments issue “health warnings” against (for example) cigarettes, an unequivocal public campaign should be waged pointing out to governments the dangers of using rankings for such purposes.
- The EU should make an equally bold statement and reframe U-Multirank as a Benchmarking Tool. In this way, it will be formalizing its purpose as a tool to “help students make informed choices” and “support policy makers in their strategic choices.” This would be a shrewd move enabling the EU to retake the political advantage.
Rankings have helped catapult higher-education up the policy agenda. But, using them as the basis for decision making, at the national or institutional level, is leading to perverse and unintended consequences, with long-term implications for society. The time has now come for leadership.
By Guest Writer
Scholarship to Harvard for Master's in Public Administration and International development
A Japan/World Bank Scholarship
The Joint Japan/World Bank Graduate Scholarship Program (JJ/WBGSP), in partnership with the MPA/ID Program, awards eight scholarships per year to citizens of World Bank member borrower countries. These scholarships provide full tuition, a stipend of approximately $1500 per month, and round trip airfare. Scholarship recipients are required to return to their home country or to another developing country after they graduate. Scholarship recipients are ineligible for employment at the World Bank Group for a period of three years after graduation.
To apply for the JJ/WBGSP through this partnership program, you must first apply for admission
to the MPA/ID program.
Since the MPA/ID program has a partnership relationship with the JJ/WBGSP, it is not necessary for MPA/ID applicants to apply to the JJ/WBGSP under the regular program. The MPA/ID Program will submit the names of admitted candidates who meet the scholarship eligibility requirements directly to the JJ/WBGSP Secretariat. In order to be considered for the scholarship, applicants to the MPA/ID Program should complete a Statement of Eligibility
and submit it to the MPA/ID office at the time of application.
To be eligible for the JJ/WBGSP, applicants must meet the following criteria:
- Be a citizen of a World Bank borrowing member country.
- Not be a citizen, national, or permanent resident of any industrialized country and not hold dual citizenship with any industrialized country.
- Have a minimum of two years (preferably four to five years) of recent full-time professional experience in your home country or in another developing country after receiving a university degree.
- Currently work in a development-related field in a developing or transition country.
- Have no close relative who is an Executive Director, an alternate, a consultant, or staff member of the World Bank Group.
Steps to apply to the JJ/WBGSP partnership program:
- Apply to the MPA/ID Program.
- Complete your Statement of Eligibility.
- Fax or email your Statement of Eligibility form to the MPA/ID Office (contact information included on the form).
Good luck everyone.
Global Exchange team.
The Master of Arts in Global Development and Peace answers the increasing demand for professionals
who can navigate dynamic and complex relationships on a global level.
Program Overview :
The Global Development and Peace graduate program prepares future civil servants and business leaders to respond to the needs of the increasingly international political and business climate of today’s world and for careers related to global development. Within the degree students choose one of four tracks:
1. Conflict Analysis and Resolution,
2. Global Communications,
3. Global Management or
4. International Political Economy and Development.
Domestic students spend a minimum of two months in an overseas internship. International students may pursue their internship either in the United States or overseas.
All courses are offered in a convenient evening format, and the program can be completed in two years.
Internship and Career Opportunities:
Students in the Global Development and Peace program have interned for the Council of Europe,
International Institute of Connecticut, and the United Nations (Development Program, Environmental Program, Populations Fund, Youth Assembly…) with a number of Permanent Missions to the United Nations.
Graduates of the Global Development and Peace program are prepared for careers in fields such as:
· Conflict Analysis and Mediation
· International Diplomacy
· International Development
· INGO Management
· Foreign Investment in Developing Countries
· International Organizations
· Non-Governmental Organizations
· Development Officer
· Foreign Service Officer
· Homeland Security
· International Business
· Overseas Liaison
· International Non-Governmental
· Organization Liaison
· International Security
· Media Analyst
· Relief Agency Officer
· Risk Analyst for International
· Bank or Insurance Company
· Spokesperson & more
Recent International College graduates have been employed by:
· The United Nations
· UBS Warburg
· Goldman Sachs
· Bank of America
Students with the Masters of Arts in Global Development are well prepared to integrate into both International organizations and into corporations or Government agencies which have a significant overseas presence.
Global Development and Peace Careers
Since the program’s inception in 2008, graduates have matriculated into careers with federal agencies and at major international non-governmental organizations (INGOs).
Program of Study
The Master’s in Global Development and Peace requires students to complete 36 credits and it includes an internship, a graduate tutorial and a Master’s thesis. Most classes are conducted in a seminar style setting and student presentations and simulations are essential pedagogical dimensions of the program.
The program typically takes two years for full-time students to complete. Students are required to have completed at least two years of university study in a second language in addition to English or must demonstrate competency at that level prior to completion of the program.
· All students share the following core courses:
· Conflict Analysis and Resolution,
· Issues in Economic Development,
· Sociopolitical Dimensions of the World’s Religions,
· Internship, Tutorial, and the final Thesis.
The Global Development and Peace Program has four tracks:
1. Conflict Analysis and Resolution,
2. Global Communications,
3. Global Management and
4. International Political Economy and Development.
Each of the specialized tracks include three courses in the track as well as one additional
elective outside the student’s selected track
We offer through our University world-class graduate program in business, computer science and engineering, counseling, education, and global development. The majority of our graduate programs offer robust certificates/concentrations, which allows for a customized program that aligns with your personal and professional goals. Our distinctive curricula in culturally diverse supportive learning environments prepares our graduates for life and leadership in an increasingly interconnected world.
The details are as follows:
· Students applying to the MBA Program, Global Development and Peace Program, or any program in our School of Engineering (Mechanical, Electrical, Biomedical, Computer Science, and Computer Engineering) are eligible for this award.
· All applicants will automatically be considered for a scholarship when they send in their documents and admissions materials listed in our website at www.global-exchange.org/thankyou.html No additional form is needed.
· Students who wish to be considered for a scholarship must submit a TOEFL / IELTS score and a GRE or GMAT score.
· If you don’t have Toefl or GMAT, we can enroll in English program with conditional admission to the MBA or MA or your choise
· There are three award amounts: $3,000, $4,000 and $5,000 per year. This award is based on the student’s academic achievement and test scores.
· The scholarship will be for the international student’s first year of study.
· All graduate students with a scholarship must take 9 credits per semester.
You will find that our University is one of the few universities in the United States with a combination of quality academic programs and affordable cost. Please review the figures below to see just how affordable the tuition are, especially with a graduate scholarship.
Graduate Tuition and Fees for One Year
Total Cost one Academic Year
*If you chose to live on campus, the cost is $11,700 per year.
Enregistrez vous sur notre site web a www.global-exchange.org/db puis envoyer vos papers citer ici apres www.global-exchange.org/thankyou.html
Ramadan Kareem to everyone- Global Exchange
Global Exchange team.
We do have great and generous Academic Scholarships for you all, they are available to first year applicants and transfer students seeking an associate or a bachelor degree. All awards are renewable yearly based on satisfactory academic achievement and good standing at the University. All undergraduate applicants are automatically considered for these scholarship awards once all application materials are received by the specified deadlines below. There is no separate scholarship application form.
Academic scholarships range from $10,000 to $15,000 per academic year, and are based on academic excellence and English proficiency.
Varies (Applicant must present portfolio)
If you want to apply and benefit from the scholarship, please join us at www.facebook.com/globalmorocco on facebook here are the papers you will need to send us so we can start your application and enrollment file. www.global-exchange.org/thankyou.html
If you have questions or concerns, please email us at email@example.com
Global Exchange Team 2011
Nous avons ajouter plusieurs programmes et concentrations, du Bac au Doctorat, les sessions de septembre et Novembre sont ouvertes. plusieures bourses de merites sont valable.
Confier votre dossier, admission, inscription aux consultants de Global Exchange.
Les admissions sont garantie dans un programs d etudes dans l une de nos 21 Univeristes et Colleges ici aux Etats Unis.
Contactez nous vite avant les dates limites d inscription.
sur facebook www.facebook.com/globalmorocco
Libyan Student J1 Visa Regulations Relaxed
Posted on June 20th, 2011 by InternationalStudentGuru
The US State Department has just relaxed the regulations for Libyan J1 students who are currently studying in the USA at college or university – and is permitting them to work full or part time, on or off campus. The temporary measure came into effect on June 10th and will run until the end of the year to December 31st 2011.
The growing unrest in Libyan over the past few months has mean that many Libyan students, who rely on money from their home country, have been left stranded. Funds have dried up for many students, as family and friends are no longer able to send money overseas, so this new temporary regulation is designed to assist students until things settle down in the home country.
Any students who are affected by this should contact their international student office immediately for more information and to arrange full or part time employment. Students will also be allowed to reduce their course load to compensate the extra work without falling out of status. Please note, however, this temporary measure does not apply to Federal Work Study programs, only those students studying.
Bonjour tout le monde, comme nous avons reçu beaucoup d email concernant l apprentissage de l anglais on-line ou sur Internet, nous avons pensez a vous donner un exemple de cours online ou sur You Tube, comme vous pouvez le constater ici, il ya des chaines sur You Tube, auxquelles il faut s inscrire et suivre pour avoir les feeds.
Cette chaine s appelle Hello Channel, dont le lien est ici http://www.youtube.com/user/hellochannelenglish
A Global Exchange, nous avons aussi des programmes d émersion linguistique, des sessions d’été d’anglais et des sessions académiques commencant chaque 2 mois ici aux Etats-Unis, si vous ou l un de vos amis, camarades de classes ou cousins voudrais venir ici étudier l anglais, on peux les inscrire dans l une de nos sessions 2011/2012
Pour plus d information contactez nous aux www.global-exchange.org
www.faxcebook.com/lahsen ou www.facebook.com/globalmorocco
Foreign students studying at U.S. universities have traditionally had a year after graduation in which to find a job, allowing them to live and work in the United States. Three years ago, the U.S. Department of Homeland Security (DHS) changed immigration rules to stretch this window of time from 12 to 29 months for students graduating in certain areas of science, technology, engineering, and mathematics.
Last week, DHS announced that it was expanding the list of disciplines eligible for the extension. The revised list adds fields such as neuroscience, marine science, environmental science, pharmaceutics and drug design, and education research. It also greatly expands its listings within the agricultural sciences and psychology. The decision follows a yearlong review of requests from businesses and academia to add new fields, says Gillian Christensen, a spokesperson for DHS’s Immigration and Customs Enforcement.
The change is expected to allow a greater number of International students to seek opportunities at a time when jobs are hard to come by. It is also intended to help U.S. businesses. By expanding the list, “the Obama administration is helping to address shortages in certain high tech sectors of talented scientists and technology experts,” says a statement from DHS.
Opponents of expanding high-tech immigration see the development as yet another blow for U.S.-born students and workers. That’s because native-born job applicants in the newly added fields will now face increased competition for employment in an already tough economy, says Jack Martin of the Federation for American Immigration Reform in Washington, D.C. The extension will “exacerbate” the problems that American workers already face on account of the H-1B program, he predicts.
Global Exchange team
Here is a great video that illustrates the benefits of pursuing Higher Education in U.S. universities. I hope you enjoy it :))
Nidal Ibourk, Global Exchange Editor
Dan Bauer, Managing Director and Founder, The MB...
Most applicants decide to pursue b-school admission less than a year before the application deadlines. While that's not enough time to transform a candidacy, it's sufficient to build a compelling one.
1. Start by framing a specific vision for your future. What kind of organization, role and impact will make you feel fulfilled 10-20 years from now? This isn’t a contract or commitment, but rather a hypothesis based on what you do best and love most. This step will give purpose and context to your MBA candidacy. 2. Then, objectively identify the academic, personal and professional gaps in your current profile that you must bridge in order to achieve that vision. What’s missing in terms of what you can do, how you think, and who you know today? Be thorough and tough on yourself as you analyze who and what you are. You can mitigate, or at least explain, almost any vulnerability. 3. Finally, explore and understand the mission, culture and relevant offerings of the school that you want to attend most. Go beyond their website and blog to learn what kind of people they admit, what their students love most about the program, and what their alumni achieve after graduation. Confirm that you really want to become one of those people -- and what you could contribute to them in return. Once you’ve completed these steps, you’ll have a robust, cohesive and distinctive candidacy that should resonate with the school and maximize your chances for admissions success.
Edited by: Nidal Ibourk, International student in the U.S.A