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3 Results in Philippines

Mapúa Institute of Technology

Master Philippines Manila November 2017

Mapúa Institute of Technology Founded on January 25, 1925, Mapúa Institute of Technology remains the leading technological academic institution and biggest engineering school in the Philippines. It envisions itself to become a global center of excellence in education. To ensure professional readiness of its students, it adopted the outcomes-based approach to education, the first academic institution in the country to do so. It also pursued and succeeded in getting its 1… [+] 0 engineering and computing programs accredited by widely recognized accrediting body – the US-based ABET. Mapúa is the first school in the Philippines and in Southeast Asia to receive the ABET accreditation for its programs. With its strong systems and processes, global outlook on education, world-class curricula, highly trained professors and state-of-the-art facilities, Mapúa provides unparalleled opportunities and a decided advantage to its graduates. Tradition of excellence For almost nine decades of excellence in technical instruction, MIT has grown to be the Philippines’ biggest engineering school, with at least 15 undergraduate and 18 graduate engineering programs. Its enrollees account for at least 16% of the total student population in B.S. in Chemical (ChE), Civil (CE), Computer (CpE), Electrical (EE), Electronics (ECE), Environmental and Sanitary (EnSE), Industrial (IE), and Mechanical Engineering (ME) programs of the top 10 engineering schools in the country, based on Commission on Higher Education’s (CHED) 2010 enrollment data. MIT’s program offerings in other fields of study have also expanded particularly in Architecture and Design, Information Technology (IT), Business and Management, Multimedia Arts and Sciences, Social Sciences, and Health Science. MIT’s efforts to continuously improve the quality of its education have been notable. For demonstrating high standards in classroom instruction, research, and extension service, CHED declared the Institute as National Center of Development for CE, CpE, CS (Computer Science), EE, ECE, IE, IT, and ME programs. Industry partnership has also been given more focus in the recent years by the Institute. Currently, it has tie-ups with hundreds of local and international educational institutions, organizations, and companies for its faculty development, collaborative researches, and student internships. Such efforts enabled MIT to consistently produce topnotchers in licensure examinations. On record, the Institute’s board heroes have reached close to 300 since 2002. MIT moves to fine-tune its teaching standards with a series of accreditations. For one, the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA) affirmed the Institute’s high standards in educational operations, granting Level IV accreditation to its CE program and Level III accreditation to its CpE, EE, ECE, EnSE, and IE programs. From 2010 to 2011, MIT has proven itself at par with other first-rate universities around the world when ABET, Inc. granted its first accreditation seal in the entire East Asia to its eight Engineering programs (ChE, CE, CpE, EE, ECE, EnSE, IE, and ME) and two computing programs (B.S. Computer Science and B.S. Information Technology), putting it ahead of the rest of educational institutions in the country. Engineering for the environment Alongside its pursuit of academic excellence, MIT also endeavors to be part of the solution to the global issue of climate change. MIT has long been an advocate of environment conservation and engineering for the environment, beginning with the opening of its B.S. Environmental and Sanitary Engineering (EnSE) program in 1958, followed by the opening of its Master of Science in Environmental Engineering program in 2001 and Ph.D. in Environmental Engineering program in 2004. EnSE’s curriculum currently includes 17 three-unit courses related to protection and conservation of and engineering for the environment. Furthermore, the Institute has also included environmental engineering and environmental science courses in all of its engineering and non-engineering programs, respectively. MIT believes that these courses are enough introductions for all the students to understand the real situation of the environment. It is also believed that these courses are sufficient to train them to be able to design, construct, and implement sustainable solutions to environmental problems. To complement its instruction, MIT included in its 2010–2020 initiatives the reduction of its carbon footprint. To initiate an institutional effort of carbon footprint reduction (CFR), the Institute formed a core group led by the Subject Chairperson for Chemical Engineering (ChE) Dr. Alvin R. Caparanga. Some ChE students were commissioned to conduct an initial study to compute the Institute’s total carbon footprint. Upon the presentation of results, the CFR committee convened to come up with necessary actions to be taken by the Institute to reduce its carbon footprint, which is mainly produced by its consumption of energy, water, and paper. Together with the different schools and offices, the CFR committee has gathered best practices for the conservation of its resources. MIT has moved to replace all of its lamps with more energy-efficient ones. This will immediately be followed by the school’s replacement of its air-conditioning units. The CFR group is currently in the process of setting targets and monitoring guidelines for this effort, aiming for full implementation in 2012. Apart from its internal efforts, MIT also has extension services dedicated to address environmental concerns through education. Under its Social Orientation and Community Involvement Program (SOCIP), the Institute has conducted seminars on recycling, energy conservation, and use of renewable energy; information drive about global warming and pollution in the community; and tree-planting and clean-and-green projects in partnership with the government and non-government organizations. [-]

The Princeton Review

Courses USA Chelsea Hong Kong China Shanghai India Jayanagar, Bangalore Chandigarh Chennai Coimbatore Dehradun Kuwait Kuwait City Lebanon Beirut Malaysia Kuala Lumpur Penang Mexico Mexico City Qatar Doha Thailand Bangkok Turkey Levent Üsküdar United Arab Emirates Abu Dhabi Vietnam Ho Chi Minh City Philippines Taguig City Indonesia Jakarta Sharjah Ras Al Khaimah AL Ain Visakhapatnam Trichy Pune Noida New Delhi Mumbai Bahrain Manama September 2018 + 42 more

Better Grades. Better Scores. Better Schools. How We Help Students: Test Prep Courses Private Tutoring On-Demand Homework Help Admission Counseling Best Fit College or Grad School Our Mission For more than 30 years we’ve helped students and professionals get into their dream schools. We provide the tools needed for success in high school, college, graduate school and beyond to help our students become well-rounded applicants. Our p… [+] roven methodology of test-taking strategies helps students achieve a guaranteed better score. We offer a range of test prep options, including one-on-one private tutoring, semi-private and traditional classes, and online prep to fit any schedule and learning style. With our on-demand Homework Help and Admission Counseling for college and grad school, we help our students become more than their test score by providing resources for better grades and a stronger application. Our Facts 96% of students say they improved their grades. The Princeton Review is #1 at getting students into top colleges. 4 out of 5 Princeton Review students get into their top-choice school. 6,000 students get help every night from The Princeton Review. [-]

Rays Online College Credits, John Zepp Academy Foundation Inc.

Master Associate Degrees Philippines Manila USA USA Online November 2017 + 1 more

Background of the Foundation The John Zepp Foundation was set up in the United States in 1992, following the death of Mr. John Zepp. An American doctoral student in chemistry, John Zepp knew that he was dying of cancer, and in his will requested that a foundation be set up to help needy children. The foundation lasted only a few years before closing. However, in 2010 the JZF was given new life by his brother, Raymond, who had just set up a new university in Cambodia.… [+] The JZF was an informal organization that provided scholarships to under privileged students to attend Dewey International University in Cambodia. Raymond Zepp and his Filipino wife Shekinah retired to the Philippines in 2013 to the town of San Guillermo in Isabela Province, Luzon. They wish to continue the work of the JZF by formally establishing a Foundation to improve the education of students in the rural town of San Guillermo and nearby areas. Mission Statement The mission of the John Zepp Foundation is to improve the education of various levels of students in and around San Guillermo, Philippines. These students include pre-school students, high school students, and students wishing to attend university. Vision Statement We see an integrated educational community in San Guillermo, where privately funded activities complement public education. We see young children being prepared privately for successful entry into grade one in the public schools. We see high school students studying for their public high school classes in a serious environment for education, including study halls, tutorial assistance, educational multimedia resources, etc. We also see young adults preparing for transfer into universities through online tutorials and short courses. Some of these students will receive full or part scholarships to attend local universities. Format of Courses Each course is equivalent to a three-credit semester course in the American system. Courses are semi-intensive, that is, they meet for only two months each. A full-time load is therefore only two courses. A full-time load for a year consists of two courses per term over five terms. That is 10 courses, or 30 semester credits per year, equivalent to a comparable American university academic year. A normal course load consists of one English-language course plus one other-subject course per term. For example, in the first term, a student may take English Readings for the Social Sciences together with Critical Thinking and Logic. However, even the other-subject courses will have a strong English language component, such as reading comprehension exercises or vocabulary-building. The ROCC has contacts with many universities around the world. We will write recommendations to students who wish to transfer to specialized programs in foreign universities. Our courses also prepare students to take the TOEFL examination or the IELTS examination. Students who pass these examinations and who have taken other basic courses at the ROCC will be able to gain admission into foreign English-medium universities. Cohort System Where possible, classes will be kept intact from term to term. Through weekly discussion forums, students will get to know one another as they pursue the same classes together. [-]