It is definitely possible to continue your studies at NYU or other schools in New York after completing
the CLACS MA program. Many of our alumni have gone on to PhD programs at NYU in departments like History,
Anthropology, Spanish and Portuguese Studies. It is also possible to apply to PhD programs at other top schools in
New York like Columbia while being a CLACS student. The application process would be the same as applying from
anywhere else. Your CLACS training and research would make you a very competitive applicant. I'd recommend
speaking with individual PhD program directors at NYU and other schools about requirements and fit. CLACS
faculty are also happy to provide recommendation letters to support strong students continuing their studies.
The CLACS Virtual Open House provided an overview of the MA program in Latin American and Caribbean Studies at NYU, including opportunities for joint degrees, course offerings across multiple disciplines, funding and fellowship options for research abroad, internship placements, and resources for career development; students pursue individually customized degrees while gaining access to renowned faculty and New York City as a resource.
Shs junior sophomore freshman information updated 1 26-2021Sean Sharrock
This document provides information for current 9th, 10th, and 11th grade students at Sequoyah High School. It outlines the school administration and counseling staff. It also includes details about graduation requirements, course offerings, dual enrollment, AP/Honors placement, attendance policies, and more. The goal is to inform families of important policies, programs, and opportunities available to students.
SHS Rising Freshman Parent Information 2021Sean Sharrock
This document provides information for parents of 9th grade students at Sequoyah High School. It outlines the administration and counseling staff, attendance and grading policies, graduation requirements, honors and AP course offerings, state testing requirements, and scholarship opportunities. It encourages students to get involved in extracurricular activities and start building their high school resume to prepare for college applications.
This document provides information for current 9th, 10th, and 11th grade students and their families at Sequoyah High School. It outlines the school administration and counseling staff, graduation requirements, course offerings including honors, AP, dual enrollment, and world languages. It also covers policies regarding attendance, scheduling, grade promotion, transcripts, scholarships and getting involved in extracurricular activities.
This document provides information for parents of 9th-11th grade students at Sequoyah High School. It includes contact information for administrators and counselors. It outlines the family portal for accessing grades, attendance policy, graduation requirements, honors/AP/dual enrollment course options, and information on HOPE/Zell Miller scholarships. The document also discusses transcript requests, extracurricular activities, and building a student resume.
SHS Freshman Parent Information 2019-20Sean Sharrock
This document provides information for parents of 9th grade students at Sequoyah High School. It introduces the principal and assistant principals and outlines important policies regarding attendance, grades, graduation requirements, honors and AP courses, extracurricular activities, and college eligibility requirements. It aims to help orient both students and parents for the upcoming school year.
This document provides information for 9th grade students and families at Sequoyah High School. It outlines the administration and counseling staff, resources for families through the school website and family portal, attendance and BYOD policies, graduation requirements, honors and AP course offerings, extracurricular opportunities, and information on scholarships and college admissions tests. The goal is to welcome and orient new 9th grade students and their families to SHS.
The CLACS Virtual Open House provided an overview of the MA program in Latin American and Caribbean Studies at NYU, including opportunities for joint degrees, course offerings across multiple disciplines, funding and fellowship options for research abroad, internship placements, and resources for career development; students pursue individually customized degrees while gaining access to renowned faculty and New York City as a resource.
Shs junior sophomore freshman information updated 1 26-2021Sean Sharrock
This document provides information for current 9th, 10th, and 11th grade students at Sequoyah High School. It outlines the school administration and counseling staff. It also includes details about graduation requirements, course offerings, dual enrollment, AP/Honors placement, attendance policies, and more. The goal is to inform families of important policies, programs, and opportunities available to students.
SHS Rising Freshman Parent Information 2021Sean Sharrock
This document provides information for parents of 9th grade students at Sequoyah High School. It outlines the administration and counseling staff, attendance and grading policies, graduation requirements, honors and AP course offerings, state testing requirements, and scholarship opportunities. It encourages students to get involved in extracurricular activities and start building their high school resume to prepare for college applications.
This document provides information for current 9th, 10th, and 11th grade students and their families at Sequoyah High School. It outlines the school administration and counseling staff, graduation requirements, course offerings including honors, AP, dual enrollment, and world languages. It also covers policies regarding attendance, scheduling, grade promotion, transcripts, scholarships and getting involved in extracurricular activities.
This document provides information for parents of 9th-11th grade students at Sequoyah High School. It includes contact information for administrators and counselors. It outlines the family portal for accessing grades, attendance policy, graduation requirements, honors/AP/dual enrollment course options, and information on HOPE/Zell Miller scholarships. The document also discusses transcript requests, extracurricular activities, and building a student resume.
SHS Freshman Parent Information 2019-20Sean Sharrock
This document provides information for parents of 9th grade students at Sequoyah High School. It introduces the principal and assistant principals and outlines important policies regarding attendance, grades, graduation requirements, honors and AP courses, extracurricular activities, and college eligibility requirements. It aims to help orient both students and parents for the upcoming school year.
This document provides information for 9th grade students and families at Sequoyah High School. It outlines the administration and counseling staff, resources for families through the school website and family portal, attendance and BYOD policies, graduation requirements, honors and AP course offerings, extracurricular opportunities, and information on scholarships and college admissions tests. The goal is to welcome and orient new 9th grade students and their families to SHS.
This document summarizes information that will be presented at an upcoming senior parent meeting. It introduces several presenters who will discuss graduation items like gowns, portraits, projects, and plans. Details are provided about ordering announcements and attire from Herff Jones, submitting senior portraits and quotes, creating senior ads, and requirements for graduation, the capstone project, and scholarships. Important dates are noted for orders, submissions, and practices. The graduation ceremony is scheduled for May 29.
This document describes Portland State University's Urban Honors College program. The program offers a unique way for students to fulfill general education requirements through an interdisciplinary curriculum focused on the city and sustainability. Courses have an average of 20-25 students and emphasize writing, discussion, research, and problem-solving. Students in the program benefit from personalized support, research opportunities, priority registration, and dedicated housing. Graduates of the program often go on to graduate or professional programs at top universities.
This document summarizes Title VI National Resource Centers (NRCs), which are funded by the U.S. Department of Education to provide education on international and area studies at institutions of higher education. NRCs offer professional development for K-12 teachers, develop teaching materials, and provide resources on their specific area of focus. They collaborate with schools and teachers through workshops, curriculum development, advising, and more to enhance international content in primary and secondary education. The document provides examples of materials and programs available through NRCs.
Websites, Schools, & Locations that Senior Citizens can find ways to expand their knowledge and keep their brains active. This was a presentation to the APCUG 2016 International Technology Conference in Las Vegas, October 22, 2016.
The document provides an overview of homeland security education programs in the United States, including the mission and programs of the Center for Homeland Defense and Security (CHDS) and the growth of homeland security academic programs since 9/11. It recommends core areas of focus and sample courses/programs for undergraduate and graduate homeland security education and discusses key issues in the field such as the wide variety of program quality and the shortage of qualified faculty.
Lessons from the Archives: Three Colleges Partner with Brooklyn Historical So...Robin M. Katz
The document summarizes the Students and Faculty in the Archives (SAFA) program, a partnership between Brooklyn Historical Society and three local colleges. SAFA uses primary sources from the archives to teach first-year undergraduate students document analysis, information literacy, and critical thinking skills. Over three years, SAFA involved over 1,100 students in 63 courses with visits to the archives. Evaluations found SAFA students had stronger observation skills, understood history as complex, and performed better academically than non-SAFA students. A new website, TeachArchives.org, will share exercises and best practices from the SAFA program.
This document provides information to help students research their options for studying in the US. It outlines the 5 steps to US study: research options, finance studies, complete application, apply for student visa, and prepare for departure. It then gives details on why to study in the US, financing options like scholarships and loans, the application process including requirements, and free resources for researching schools. The overall document serves as a guide to the entire process of studying in the US from start to finish.
2011 Generic Teacher Introduction to NHDwihistoryday
This document introduces National History Day, an educational program that engages students in historical research and interpretation related to an annual theme. Students conduct their own research on a topic connected to the theme, analyze its significance, and present their findings through a creative project format. The optional competition aspect allows students to advance through regional, state, and national levels. Teachers are encouraged to implement NHD in their classrooms to help students learn history through hands-on experience like historians.
This document provides information about EducationUSA and studying in the United States, including graduate and English programs. It discusses what EducationUSA is, the application process for graduate and English programs, types of degrees and programs, funding options, and next steps for researching programs. Key points covered include different types of master's and doctoral degrees, standardized exams, calculating costs, funding sources from universities, governments, and foundations, and tips for choosing programs.
This document provides information for Cultural Studies students at Queen's University, including:
- Contact information for the Cultural Studies program office.
- An overview of degree requirements and timelines for progressing through the MA and PhD programs, including coursework, projects, and examinations.
- Details on choosing a supervisor and committee members at different stages of the program, such as for a thesis proposal meeting or defense.
- A description of the program's governance structure, including student representation and faculty committees.
EducationUSA Weekly Update, #367, February 24, 2014EducationUSA
Accredited U.S. educational institutions can publicize their financial aid opportunities and campus news to the EducationUSA network of over 400 centers in 170 countries through our free service: EdUSA Weekly Update. EducationUSA advising centers will, in turn, circulate this information through a multitude of international channels via social media, newsletters, bulletin boards, websites, and more!
Finding Awards for Summer 2017 (and beyond)pfoglema
The document provides information on finding funding opportunities for summer 2017 and beyond. It highlights several summer internship, research, study abroad and language programs with deadlines in January-February 2017. It also discusses resources for finding awards, including the REU program, databases like Pivot and Grant Forward, as well as campus support offices. It demonstrates how to conduct a practice search on the Pivot database for epidemiology funding for undergraduates.
Call for candidates 2017 SUSIs for scholarsEducationUSA
The document announces six 2017 Study of the United States Institutes (SUSI) for university faculty and scholars from Mexico. The SUSI programs are 6-week academic residencies that aim to enhance understanding of U.S. society, culture, and institutions. The institutes will be hosted at various U.S. universities and focus on topics like literature, journalism, religion, culture, foreign policy, and politics. The document provides details on candidate qualifications, the application process, and program benefits.
College Transforms Your Goals Into Reality: How To Find The Right Goal and Th...Rebecca Joseph
This document discusses supporting students in accessing and succeeding in college. It outlines the need for college-educated workers in California and various types of college preparation support available to students in high school and college. It also describes different types of colleges, what colleges look for in applications, and resources to help students explore options, apply, afford college, and ensure success. The goal is to help all students "go and thrive" in their college pursuits.
EducationUSA Weekly Update, #368, March 3, 2014EducationUSA
Accredited U.S. educational institutions can publicize their financial aid opportunities and campus news to the EducationUSA network of over 400 centers in 170 countries through our free service: EdUSA Weekly Update. EducationUSA advising centers will, in turn, circulate this information through a multitude of international channels via social media, newsletters, bulletin boards, websites, and more!
Study Abroad After Graduation: The Rise of the Global Master’s DegreeCIEE
Institutions outside the United States – in the United Kingdom and Israel, for example – have developed one-year master’s degree programs designed to attract American students. New global partnerships have led to joint programs that require residence in two countries. These trends and meeting the needs of students with many different career goals create new challenges for advisors. We'll describe and assess these emerging programs and discuss ways to prepare students to benefit from such cross-cultural and academic opportunities.
EducationUSA Weekly Update, #323, April 1, 2013EducationUSA
This document provides information on various scholarships, grants, and campus news items. It includes details on merit-based scholarships from Southern Oregon University, The University of Texas at Austin, Concordia University, Pacific University, and Chatham University. It also lists information on graduate assistantships at Cornell University and scholarships/fellowships at the University of Georgia. Additionally, it advertises Middle Eastern Affairs study grants from International House and various virtual student fairs and information sessions.
EducationUSA Weekly Update, #372, March 31, 2014EducationUSA
Accredited U.S. educational institutions can publicize their financial aid opportunities and campus news to the EducationUSA network of over 400 centers in 170 countries through our free service: EdUSA Weekly Update. EducationUSA advising centers will, in turn, circulate this information through a multitude of international channels via social media, newsletters, bulletin boards, websites, and more!
The document provides information to students on the 5 steps to study in the US, including researching options, financing studies, applying, obtaining a student visa, and preparing to depart. It also discusses options for funding a graduate degree in the US, such as fellowships, assistantships, loans, and practical training opportunities. Resources for students to use in researching study in the US like EducationUSA and university rankings are also highlighted.
This document summarizes information that will be presented at an upcoming senior parent meeting. It introduces several presenters who will discuss graduation items like gowns, portraits, projects, and plans. Details are provided about ordering announcements and attire from Herff Jones, submitting senior portraits and quotes, creating senior ads, and requirements for graduation, the capstone project, and scholarships. Important dates are noted for orders, submissions, and practices. The graduation ceremony is scheduled for May 29.
This document describes Portland State University's Urban Honors College program. The program offers a unique way for students to fulfill general education requirements through an interdisciplinary curriculum focused on the city and sustainability. Courses have an average of 20-25 students and emphasize writing, discussion, research, and problem-solving. Students in the program benefit from personalized support, research opportunities, priority registration, and dedicated housing. Graduates of the program often go on to graduate or professional programs at top universities.
This document summarizes Title VI National Resource Centers (NRCs), which are funded by the U.S. Department of Education to provide education on international and area studies at institutions of higher education. NRCs offer professional development for K-12 teachers, develop teaching materials, and provide resources on their specific area of focus. They collaborate with schools and teachers through workshops, curriculum development, advising, and more to enhance international content in primary and secondary education. The document provides examples of materials and programs available through NRCs.
Websites, Schools, & Locations that Senior Citizens can find ways to expand their knowledge and keep their brains active. This was a presentation to the APCUG 2016 International Technology Conference in Las Vegas, October 22, 2016.
The document provides an overview of homeland security education programs in the United States, including the mission and programs of the Center for Homeland Defense and Security (CHDS) and the growth of homeland security academic programs since 9/11. It recommends core areas of focus and sample courses/programs for undergraduate and graduate homeland security education and discusses key issues in the field such as the wide variety of program quality and the shortage of qualified faculty.
Lessons from the Archives: Three Colleges Partner with Brooklyn Historical So...Robin M. Katz
The document summarizes the Students and Faculty in the Archives (SAFA) program, a partnership between Brooklyn Historical Society and three local colleges. SAFA uses primary sources from the archives to teach first-year undergraduate students document analysis, information literacy, and critical thinking skills. Over three years, SAFA involved over 1,100 students in 63 courses with visits to the archives. Evaluations found SAFA students had stronger observation skills, understood history as complex, and performed better academically than non-SAFA students. A new website, TeachArchives.org, will share exercises and best practices from the SAFA program.
This document provides information to help students research their options for studying in the US. It outlines the 5 steps to US study: research options, finance studies, complete application, apply for student visa, and prepare for departure. It then gives details on why to study in the US, financing options like scholarships and loans, the application process including requirements, and free resources for researching schools. The overall document serves as a guide to the entire process of studying in the US from start to finish.
2011 Generic Teacher Introduction to NHDwihistoryday
This document introduces National History Day, an educational program that engages students in historical research and interpretation related to an annual theme. Students conduct their own research on a topic connected to the theme, analyze its significance, and present their findings through a creative project format. The optional competition aspect allows students to advance through regional, state, and national levels. Teachers are encouraged to implement NHD in their classrooms to help students learn history through hands-on experience like historians.
This document provides information about EducationUSA and studying in the United States, including graduate and English programs. It discusses what EducationUSA is, the application process for graduate and English programs, types of degrees and programs, funding options, and next steps for researching programs. Key points covered include different types of master's and doctoral degrees, standardized exams, calculating costs, funding sources from universities, governments, and foundations, and tips for choosing programs.
This document provides information for Cultural Studies students at Queen's University, including:
- Contact information for the Cultural Studies program office.
- An overview of degree requirements and timelines for progressing through the MA and PhD programs, including coursework, projects, and examinations.
- Details on choosing a supervisor and committee members at different stages of the program, such as for a thesis proposal meeting or defense.
- A description of the program's governance structure, including student representation and faculty committees.
EducationUSA Weekly Update, #367, February 24, 2014EducationUSA
Accredited U.S. educational institutions can publicize their financial aid opportunities and campus news to the EducationUSA network of over 400 centers in 170 countries through our free service: EdUSA Weekly Update. EducationUSA advising centers will, in turn, circulate this information through a multitude of international channels via social media, newsletters, bulletin boards, websites, and more!
Finding Awards for Summer 2017 (and beyond)pfoglema
The document provides information on finding funding opportunities for summer 2017 and beyond. It highlights several summer internship, research, study abroad and language programs with deadlines in January-February 2017. It also discusses resources for finding awards, including the REU program, databases like Pivot and Grant Forward, as well as campus support offices. It demonstrates how to conduct a practice search on the Pivot database for epidemiology funding for undergraduates.
Call for candidates 2017 SUSIs for scholarsEducationUSA
The document announces six 2017 Study of the United States Institutes (SUSI) for university faculty and scholars from Mexico. The SUSI programs are 6-week academic residencies that aim to enhance understanding of U.S. society, culture, and institutions. The institutes will be hosted at various U.S. universities and focus on topics like literature, journalism, religion, culture, foreign policy, and politics. The document provides details on candidate qualifications, the application process, and program benefits.
College Transforms Your Goals Into Reality: How To Find The Right Goal and Th...Rebecca Joseph
This document discusses supporting students in accessing and succeeding in college. It outlines the need for college-educated workers in California and various types of college preparation support available to students in high school and college. It also describes different types of colleges, what colleges look for in applications, and resources to help students explore options, apply, afford college, and ensure success. The goal is to help all students "go and thrive" in their college pursuits.
EducationUSA Weekly Update, #368, March 3, 2014EducationUSA
Accredited U.S. educational institutions can publicize their financial aid opportunities and campus news to the EducationUSA network of over 400 centers in 170 countries through our free service: EdUSA Weekly Update. EducationUSA advising centers will, in turn, circulate this information through a multitude of international channels via social media, newsletters, bulletin boards, websites, and more!
Study Abroad After Graduation: The Rise of the Global Master’s DegreeCIEE
Institutions outside the United States – in the United Kingdom and Israel, for example – have developed one-year master’s degree programs designed to attract American students. New global partnerships have led to joint programs that require residence in two countries. These trends and meeting the needs of students with many different career goals create new challenges for advisors. We'll describe and assess these emerging programs and discuss ways to prepare students to benefit from such cross-cultural and academic opportunities.
EducationUSA Weekly Update, #323, April 1, 2013EducationUSA
This document provides information on various scholarships, grants, and campus news items. It includes details on merit-based scholarships from Southern Oregon University, The University of Texas at Austin, Concordia University, Pacific University, and Chatham University. It also lists information on graduate assistantships at Cornell University and scholarships/fellowships at the University of Georgia. Additionally, it advertises Middle Eastern Affairs study grants from International House and various virtual student fairs and information sessions.
EducationUSA Weekly Update, #372, March 31, 2014EducationUSA
Accredited U.S. educational institutions can publicize their financial aid opportunities and campus news to the EducationUSA network of over 400 centers in 170 countries through our free service: EdUSA Weekly Update. EducationUSA advising centers will, in turn, circulate this information through a multitude of international channels via social media, newsletters, bulletin boards, websites, and more!
The document provides information to students on the 5 steps to study in the US, including researching options, financing studies, applying, obtaining a student visa, and preparing to depart. It also discusses options for funding a graduate degree in the US, such as fellowships, assistantships, loans, and practical training opportunities. Resources for students to use in researching study in the US like EducationUSA and university rankings are also highlighted.
The Knowledge Integration program at the University of Waterloo allows students to integrate interests from different disciplines. Students take core courses that teach integration skills and how to collaborate. They also take a variety of electives to gain depth in their areas of interest and do a final research project in their fourth year. The program is flexible and supports students through academic advisors, professors, and the Knowledge Integration Student Society. Students participate in experiential learning opportunities like designing a museum exhibit and have pursued careers and further education in diverse fields after graduating.
This document provides an overview of an Introduction to Humanities course being offered at Valencia College. The course will explore concepts in art, religion, architecture, music, language, politics, and philosophy through history. Students will analyze how these concepts continue to impact the contemporary world. The course objectives, recommended textbook, evaluation criteria, class schedule, policies, and COVID guidelines are outlined.
Deborah Nelson is currently the Deputy Provost for Graduate Education at the University of Chicago. She received her PhD in English from the CUNY Graduate Center and has held several leadership roles focused on graduate education and gender studies at the University of Chicago, including directing the Center for Gender Studies. Her research examines 20th century literature and privacy in the Cold War era. She has authored several publications and has received honors such as an American Educational Studies Association Choice Award.
Deborah Nelson is currently the Deputy Provost for Graduate Education at the University of Chicago. She received her PhD in English from the CUNY Graduate Center and has held several leadership roles focused on graduate education and gender studies at the University of Chicago, including directing the Center for Gender Studies. Her research examines 20th century literature and privacy in the Cold War era. She has authored and edited several publications and received honors such as an American Educational Studies Association Choice Award.
This document provides the course description and requirements for an elective summer course on Cultural Heritage offered through the University of Pittsburgh's School of Information Sciences. The course examines the role of archives and records in cultural heritage fields from an archival perspective. It is designed to educate students on issues related to documenting and preserving cultural heritage. Major topics covered include cultural property, intangible heritage, artifacts as documents, and digital cultural heritage. Assignments include a topic presentation, weekly literature summaries, and a research paper. The course aims to help students apply archival theories and better understand cultural heritage issues.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
2. MA Program
Graduate study at CLACS is a
unique experience: students
thrive from unparalleled access
to world-renowned scholars
while pursuing completely
customized degrees in a city like
no other.
For more information: clacs.as.nyu.edu/page/graduate
4. Jill Lane
Director
Ada Ferrer
History
Aisha Khan
Anthropology
Sinclair Thomson
History
Sibylle Fischer
Spanish and
Portuguese
Pamela Calla
Anthropology
Tom Abercrombie
Anthropology
Katherine Smith
World Arts and
Cultures
5. Jorge Castañeda
Politics
Odi Gonzales
Quechua
Language
Patricio Navia
Politics
Dylon Robbins
Spanish and
Portuguese
Peter Lucas
International
Education
Edgardo Perez
Morales
History
135 Affiliated
Faculty Across
Disciplines at
NYU
For more information: http://clacs.as.nyu.edu/page/People
6. CLACS Course Offerings
Not only are CLACS course offerings interdisciplinary, but professors examine topics
from a variety of viewpoints in each course throughout the semester.
Something visual, look for a classroom shot
We have great interdisciplinary classes, and the classes themselves are
interdisciplinary
13. Research
Development of MA Project from
beginning of program
Latin American and Caribbean Subject Librarian at Bobst
Summer field research
14. CLACS Grant Recipients
2012-2013
•Privatization and Public Education in Colombia (Bogota)
•Bolivian Migrant Culture in Buenos Aires, Argentina
•Politics of Candomblé Healing Practices (Salvador, Brazil)
•Cuban Performance as Sociopolitical Resistance (Havana, Cuba)
•Mining Labor Struggles in Cajamarca, Peru
•Legal Frameworks for Transgender Politics in Ecuador
(Guayaquil)
15. Sample projects
“Economic Development and Refugee Protection: The Case of Colombian
Migrants in Panama”
“Public Dialogue and GTMO: A Struggle for New Historical Discourse and Civic
Responsibility”
“Violence in the Caribbean: Motivations and Justifications for the Radicalization
of the Puerto Rican Independence Movement in Five Isolated Events”
“The Reformation of Ecuadorian Migrant Identity in Spain”
“Women Rule?: The Role of Women in Oaxaca, Mexico’s
UsosyCostumbres Governments”
16. Funding for Field Research
Tinker Field Research Grants for Summer Travel
Foreign Language and Area Studies Fellowships (FLAS)
18. Resources Across NYU
Hemispheric Institute of Performance and Politics
Center for Media, Culture and History
Metropolitan Center for Urban Education
Center for Religion and Media
Academic Departments and
Programs across the university
Institute for Public Knowledge
Humanities Initiatives
Institute of Fine Art
19. Early in 2013, CLACS entered into a partnership with the North American Congress on
Latin America (NACLA), a nonprofit organization that publishes a quarterly journal
providing information and analysis on Latin America.
Publishing opportunities
Internships
Collaboration with NACLA events
For more information see http://nacla.org/
20. Internships
Special Internship Opportunities for CLACS Students
Colorlines
NACLA
Center for Legal and Social Studies
Americas Society and Council of the Americas
El Museo del Barrio
InSight Crime
Museum of the American Indian
William J. Clinton Foundation
Qualitas of Life
Ballet Hispanico
Pachamama Peruvian Arts
For more information see: clacs.as.nyu.edu/object/clacs.internships
22. Alumni Placement
UNICEF
Americas Society
Human Rights Watch
United Nations
Washington Office on Latin America
Huffington Post
Central American Relief Efforts
International Crisis Group
Institute of International Education
International Coalition of Sites and Conscience
United Nations Global Compact
El Museo del Barrio
Rhodes College
Rutgers University
Graduates have pursued degrees at Yale, Duke, UCLA, and NYU
23. CLACS Student
Initiatives
Student clubs and groups
–GALAS: Graduate Association of
Latin American Studies
–Quechua outreach
committee/Rimasun
Sample student projects
– Latin American News Dispatch
– Stories of El Salvador: The Civil War
and its Aftermath (exhibition)
Public presentation of research
–Graduate Student-initiated
Conference Grant
24. Admissions Deadlines
To be considered for financial aid, applications for the CLACS MA program
are due by:
February 1, 2014
Applications without financial aid consideration are due by:
April 15, 2014
Double check department deadlines for joint degree programs.
For more information see:http://clacs.as.nyu.edu/page/admissions
25. Application Checklist
•
Academic Transcripts
•
Statement of Purpose
•
Résumé or curriculum vitae
•
Writing sample
•
Letters of Recommendation
•
Official test score reports from GRE and TOEFL (if applicable)
•
$95 application fee
For more information see:http://gsas.nyu.edu/object/grad.application.questions
*Double check departmental guidelines for joint degree programs
26. Application Checklist:
Academic Transcripts
•
Scan your transcripts and upload them into your online application
•
Do not send paper copies
•
Include English translations, if applicable
•
Admitted applicants only: Final and official copies of academic transcripts, with
English translations if applicable
For more information see:http://gsas.nyu.edu/object/grad.pdf.acadtrans
*Double check departmental guidelines for joint degree programs
27. Application Checklist:
Official test score reports from GRE and
TOEFL (if applicable)
•All applicants must take the general test of the GRE
•Take the GRE no later than 4-6 weeks before the application deadline
•Applicants who are not native English speakers much submit official TOEFL scores
•TOEFL is waived if your baccalaureate or master’s degree was completed at an institution
where the language instruction is English
•Take the TOEFL no later than 6-8 weeks before the application deadline
For more information see: http://gsas.nyu.edu/object/grad.app.faq.test
For the GRE: www.ets.org/gre
For the TOEFL: www.ets.org/toefl
28. Application Checklist:
Résumé or curriculum vitae
Targeted document
Emphasize accomplishments
What to include:
Name, Address, Phone Number, Email
Objective (optional)
Education
Experience
Activities (optional)
Skills (optional)
Interests (optional)
For more information see:
http://nyuwassermanblog.career.admin.nyu.edu/tag/resume/
http://www.nyu.edu/life/resources-and-services
29. Application Checklist:
Statement of Purpose
The statement of purpose is one of the most important parts of your application. It shows not only your strengths and
goals as a scholar, but your writing style, your research interests, your skills and what makes you unique.
•
Describe past and present work as it relates to your intended field of study, educational objectives, career
plans, and reasons for choosing your field
•
Should be concisely written and not exceed two double-spaced pages
For more information see: http://gsas.nyu.edu/object/gsas.admissions.tips
30. Application Checklist:
Writing Sample
•
Limited to 15 double-spaced pages, perhaps excerpting a longer work
•
Should be a term paper, essay, or publication that demonstrates your capacity to
conduct research and/or social, political, or cultural analysis. It need not have been
published.
*For Latin American and Caribbean Studies/Journalism: In addition to the writing sample described above for all
applicants, three additional writing samples are required for Journalism. The writing samples need not have been
published, although if you have clips you are proud of, please do submit them. The samples should represent your best
overall work and your aptitude for journalism. Clips from your college newspaper, personal essays, academic research
papers, and short fiction are all acceptable.
For more information see: http://gsas.nyu.edu/object/gsas.admissions.tips
31. Application Checklist:
Letters of Recommendation
•
Required to be submitted as part of the online application; do not send by mail
•
See GSAS Frequently Asked Questions:
http://gsas.nyu.edu/object/grad.pdf.LetRecFAQ
For more information see: http://gsas.nyu.edu/object/gsas.admissions.tips
32. Financial Aid
Scholarships and Financial aid are available for Masters' Students. Students must apply by the February 1
deadline to be considered.
Financial Aid available through the Graduate School:
GSAS Fellowships (highly competitive, full tuition and stipend)
•McCracken Fellowship
•Graduate School Fellowships
•GSAS Opportunity Fellowship, for eligible applicants (CLACS applies on behalf of the applicant)
Tuition Point Grants, limited awards that offset the cost of tuition from 4–16 points.
Annual FLAS (Tuition, stipend)
Department of Education funded Foreign Language and Area Studies fellowships, to support the study
of Quechua or Brazilian Portuguese. Students must demonstrate that language is fundamental to the
student's course of study, and to future professional or academic ambitions.
For more information see: http://clacs.as.nyu.edu/page/grantsfellowships
For more on FLAS information see: http://clacs.as.nyu.edu/object/clacs.grants.student.flas
33. Q&A
Question: Is it possible to submit journalistic texts as a writing sample?
Jill Lane: Yes, you can submit journalistic writing as your writing sample. You will submit multiple samples to
Journalism; you may send one of the same to CLACS, but choose the one that you think best illustrates your
analytical thinking. We look forward to reading it!
Question: Are any of those fellowships available for international students?
Graduate Enrollment Services: FLAS is only available to US citizens. International students are eligible for every
other form of funding available through CLACS.
Question: I'd like to know a little more about writing sample requirements.
Sinclair Thomson: The Admissions Committee will be made up of faculty from different disciplines so you should
submit the work that you've done that you feel best represents your strengths and interests, given your own
training and background. The length is 15 pages maximum. It can be a straight academic analysis with a formal
expository structure, or a more creative piece. If the former, a piece would be strong if it makes an original
argument and demonstrates it based on grounded empirical source material.
Question: I am unable to obtain an unofficial transcript with a registrar's signature, watermark or on official
registrar stationary as my undergrad school simply prints it from my account; can I just upload the unofficial
transcript copy they gave me?
Graduate Enrollment Services: We do require a copy of your official transcript as part of your application. If your
school will not send you the transcript, then they can mail it to us directly. We do prefer everything to be scanned
and uploaded.
34. Q&A
Question: How does the FLAS funding work? Would that be something you apply for after notification of
admission or something you apply for alongside your application?
Jill Lane: You will apply to FLAS at the same time as you submit your application. You would be notified about the
FLAS fellowship at the time of admission. Does that answer your question?
Question: In terms of the writing sample, would an excerpt with an abstract be acceptable, or would you
recommend a complete piece?
EdgardoPérez Morales: Somehting about 15 pages long, double spaced, is a good size. So, even if it is an excerpt
of longer work, its okay as long as it is about that size.
Question: About what percentage of CLACS students receive funding?
This depends on the size of the incoming class, which varies by year. In the past cohort—a little smaller than
usual—everyone received some form of funding, from full funding to tuition points. There are 5 FLAS students
every year, split between first and second year students.
Question: Another question for international students, is it possible to work as a Teacher Assistant for financial
aid?
Graduate Enrollment Services: We do not offer teaching assistantships. There are some adjunct instructor
positions, but these are typically reserved for doctoral students. You will be considered for all types of aid
available through CLACS as long as you complete your application on time.
35. Q&A
Question: I studied abroad as part of a Duke program, and the credit is listed in my official transcript. Do I also
need to submit an official transcript from Duke?
Graduate Enrollment Services: You do not need to submit the Duke transcripts as long as they are listed on your
official undergraduate transcript.
Question: What are the possibilities to find resources to do anthropology at home in case that part of my research
proposal suppose do it?
EdgardoPérez Morales: Students have done ethnographic and field research in several places, including the US.
Students have been very successful in getting funding for research, and usually come back with excellent
materials and new perspectives.
Question: Is the FLAS a standard amount, or does it range in award size?
Jill Lane: Yes, the FLAS is a standard amount, determined by the Department of Education. It covers tuition and
offers a stipend comparable to the Graduate School fellowships.
Question: Generally how many students apply for CLACS masters programs and how many are accepted?
Kyle Barron: It varies by year. But generally about 60% are accepted, although it can be more or less depending
on the application pool.
36. Q&A
Question: Aside from the FLAS awards, are the available grants/fellowship opportunities exclusive to the CLACS
program or are they competitive within all graduate programs at NYU (GSAS)?
Jill Lane: Yes, two of those grants are exclusive to CLACS. They are still competitive, of course, but yes, are
reserved for CLACS students.
Question: Does the writing sample need to be in English? Could it potentially be in a relevant language such as
Spanish?
Sinclair Thomson: You can submit a Spanish-language text if you think that would better represent your
abilities. However, you should submit an English-language text of some sort. Some students have translated an
original Spanish-language piece into English for submission.
Question: Is it be possible to arrange to sit in on a class ?
Second Year Student: Yes, it's possible. To do so, you can contact the professor directly to sit in if there is a specific
course that you find interesting. I sat in on Dr. Calla's Comparative Racisms course while I was looking at MA
programs. It was great to see and meet the faculty and students. Or you can contact the Assistant
Director, Amalia, who can put you in contact with a CLACS faculty member.
Question: How far in advance of applying does the GRE need to be taken?
Graduate Enrollment Services: http://gsas.nyu.edu/object/grad.app.faq.test#03 Please see our FAQ for the
answer to your question.
37. Q&A
Question: As a student at Clacs, is there a possibility to take most of the classes at the Linguistics department?
Jill Lane: Yes! Students can take graduate courses from any department in the graduate school of arts and
science, assuming that they are relevant to your course of study and that the professor and/or department grants
permissions. Some courses do have pre-requisites or may be limited to doctoral students. However, in general
CLACS students have been able to enroll in a wide range of courses in many departments.
Question: I'm interested in the JD/MA dual degree program. So, I guess building on Camilla's question, how much
do the different schools work together? As in how different is doing a dual degree than just doing the two
programs separately or in parallel?
Amalia Cordova: The dual degree option varies according to the programs. With museum studies and
journalism, it only extends the MA by a semester, but with Law its much longer to complete the reuirements for
the degree there. The idea is to build your own interdisciplinary experience instead of doing two isolated
programs.
Question: Is there anyone who can speak to Brazilian studies within CLACS? What resources does CLACS have
specifically in relation to Brazil?
Amalia Cordova: While NYU doesn't have a distict Brazil Center, we have a student group, and a diverse body of
faculty throughout NYU working on and sometime in Brazil. At CLACS and Spanish & Portuguese we have Dylon
Robbins, who works on Brazil, he taught the Afro-Latin Soundscapes this fall, and adjunct Peter Lucas who works
with participatory media in Rio de janeiro teaches Human Rights in Latin america at CLACS every Spring. Other
distinguished faculty concentrating on brazil include Barbara Browning at performance Studies, bob Stam at
Cinema Studies, and Barbara Weinstein at History.
38. Q&A
Question: Is it possible to continue academics in NYU/Columbia/CUNY (for example, in a PhD Program) after the
MA Program? What are the scores? It's possible to apply a PhD Program in the same University? or do I have to
change?
EdgardoPérez Morales: There's no automatic promotion or direct link between our MA program and any PhD
programs. Our MA, of course, will prepare you to go on to continue a career in academia, an many students do
apply and are admitted to doctoral programs after they finish their MAs. So while the MA is a great asset to have
for when you apply to a PhD, the application process itself is independent and you have to individually contact
the Phd institution and apply. Of course, faculty and other colleagues are always happy to help and advise you in
your application process.
Question: Should the statement of purpose and letters of recommendation for the FLAS be distinct from the
statement of purpose and rec letters for the general app?
Jill Lane: You can use the same recommenders for both applications, assuming that they can speak both to your
potential for graduate study and your interest/talent in language study. I would venture that most
recommendations will do both things simultaneously, but if you feel that a different recommender would serve
you better in one or the other, you may want to adjust accordingly. Your statement does not need to be
substantially different; in the FLAS application be sure to emphasize how language study figures into your
academic interests.
39. Thank you for
participating in the CLACS Virtual
Open House
To explore our interdisciplinary MA program visit:
http://clacs.as.nyu.edu/page/graduate
For more information about the application process: http://gsas.nyu.edu/page/grad.admissionsapplication
Refer to the NYU Graduate School of Arts and Sciences website for application tips:
http://gsas.nyu.edu/object/gsas.admissions.tips
To learn more about the student body and meet current students, please visit this website for student profiles:
http://gsas.nyu.edu/object/gsas.gradstudentvideo.listing
CLACS Frequently asked questions: http://clacs.as.nyu.edu/object/clacs.faq
Visit our blog: clacsnyublog.com/
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