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AIIMS Jodhpur - All India Institute of Medical Sciences AIIMS Jodhpur is one of the SIX NEW AIIMS established by the Ministry of Health & Family Welfare, India's Government, under the Pradhan Mantri Swasthya Suraksha Yojna (PMSSY) to correct regional imbalances in quality tertiary level healthcare in the country and attain self-sufficiency in graduate and postgraduate medical education. PMSSY planned to set up six new AIIMS like institutions in underserved areas of the country. An Act of Parliament is establishing these institutions on the lines of the original All India Institute of Medical Sciences in New Delhi which imparts both undergraduate and postgraduate medical education in all its branches and related fields, along with nursing and paramedical training to bring together in one place educational facilities of the highest order for the practice of personnel in all branches of health care activity. Vision: Develop best quality medical practitioners and deliver outstanding health care to all with particular emphasis on those most vulnerable through excellent medical education. Core Values: Leadership, Integrity, Harmony, Excellence, and Empathy. Mission: Department of Community Medicine & Family Medicine (CMFM) is dedicated to providing excellence in medical education, research, fellowship, training, and the highest standard of clinical care to the community by developing strategies for improving the health and well-being of the population through health promotion prevention and health protection.

Geisinger Commonwealth School of Medicine educates aspiring physicians and scientists to serve society using a community-based, patient-centered, interprofessional, and evidence-based education model committed to inclusion, promotes discovery, and utilizes innovative techniques. Geisinger Commonwealth was established through visionary individuals' grassroots efforts who foresaw what a community-based medical school would bring to the region and worked to make it a reality. Their goal was to provide more physicians and improved healthcare resources for the northeast and central Pennsylvania people. The vision was to create a unique medical education experience that focused on caring for people in the context of their lives and their community. The roots of Geisinger Commonwealth began in 2004 with the Founding Seven. This group included area physicians Charles Bannon, MD, Gerald Tracy, MD, Robert Wright, MD, business people, and community leaders Robert Naismith, Ph.D., and Gerald Joyce and attorneys Mark Perry and Michael Costello. The Northeastern Pennsylvania Medical Education Development Consortium was established by 2005. The consortium included business, medical, community, and government representatives. After acquiring funding from sources including the Commonwealth of Pennsylvania, Blue Cross of Northeastern Pennsylvania, and another state, federal and private philanthropic sources, the Commonwealth Medical Education Corporation was formed. The Commonwealth Medical College (TCMC) was incorporated in 2008 and welcomed its first class of Doctor of Medicine (M.D.) degree students and Master of Biomedical Sciences (MBS) degree students in August 2009. In April 2011, TCMC opened the 185,000-square-foot Medical Sciences Building in Scranton that houses the academic and research programs. The Middle States Commission on Higher Education granted TCMC full accreditation on June 27, 2014, and the Liaison Committee for Medical Education granted TCMC full accreditation on July 7, 2014. TCMC integrated with Geisinger on Jan. 1, 2017, and became Geisinger Commonwealth School of Medicine. Geisinger Commonwealth has administrative and educational space at hospitals in Scranton, Danville, Wilkes-Barre, and Sayre, as well as in Doylestown at the Pennsylvania Biotechnology Center of Bucks County. Geisinger Commonwealth has relationships with more than 25 hospitals in the northeast and central Pennsylvania that provide students' learning environments. The college has four regional campuses: North, South, Central, and Guthrie, integral to its community-based education. Community engagement is part of the fiber of Geisinger Commonwealth. More than 1,200 volunteer clinical faculty members throughout the region provide students with early clinical experiences and training across the four years of medical education. Families throughout the region are generous in allowing students to follow them to appreciate the social context and the impact of illness on patients' lives. Students are required to pursue research projects in quality improvement and community health. Geisinger welcomed national health care leaders to "From Crisis to Cure," a patient care symposium held at Geisinger Medical Center on November 8-10, 2017. Featuring former Sec. of State and First Lady Hillary Clinton, former Vermont Gov. Howard Dean, MD Sen. Pat Toomey Ezekiel J. Emanuel, MD, Ph.D. Dean Ornish, MD Gail Wilensky, Ph.D., and Pennsylvania Gov. Tom Wolf, leaders discussed the most pressing topics facing health care today and ways to cultivate innovative solutions. Geisinger's institutes deliver a team-based approach for providers, scientists, researchers, educators, and other healthcare professionals at every Geisinger location, providing consistency and continuity of care — no matter where a patient enters Geisinger. We are home to one of the region's largest teams of fellowship-trained cancer specialists. They use the latest care options every day, including national clinical trials, genetic testing, and many others. Our approach is multidisciplinary, meaning that our team includes doctors, nurses, other cancer providers, and specialists from many other medical areas. Geisinger Commonwealth School of Medicine educates aspiring physicians and scientists to serve society using a community-based, patient-centered, interprofessional, and evidence-based education model committed to inclusion, promotes discovery, and utilizes innovative techniques. Learn more about our programs: Residencies and fellowships M.D. program Master of Biomedical Sciences Rotations at Geisinger Continuing Professional Development Geisinger Commonwealth School of Medicine's (GCSOM) chapter of the Latino Medical Student Association (LMSA) recently participated in LMSA's Policy Summit held in October in Washington, D.C. Second-year medical students Jasmine Santos and Andres Rodriguez are co-presidents of GCSOM's chapter. Yoseph Aldras, who served as president in his second year, is now an external liaison for LMSA's National Policy Committee. In that position, he helped plan the summit, developed promotional materials, worked with invited speakers, and reviewed policy resolutions drafted by attendees at the three-day event. The Office of Institutional Research, Planning & Effectiveness (OIRPE) facilitates the integration of accountability, assessment, planning, accreditation, and institutional research into a culture that strives for continuous improvement and an operationally efficient and effective environment essential successful student experience. The office also serves as the central repository for official school statistics and information and supports project management and strategic initiatives across the school. The financial aid office at Geisinger Commonwealth School of Medicine helps students identify the financial resources needed to achieve individual educational goals. Through financial aid counseling, the staff is ready to help students find available resources to manage the cost of attendance.

Florida National University aims to contribute to the education of a population of diverse, presently predominantly Hispanic cultures. The University realizes this mission through the employment and development of a faculty of scholars who are proficient in the art of teaching. The University strives to prepare the students for employment in their chosen career or advanced studies by acquiring the required skills and knowledge needed for the successful completion of the program of studies. Florida National University strives to provide the educational facilities and resources that support intensive sessions of study in small classes to foster a quality university education according to the student's personal goals and modern technological advancement. Furthermore, Florida National University provides educational and cultural programs intended to enrich the community it serves. Florida National University opened its first class on January 4, 1988, in the city of Hialeah, Florida, as Florida International Institute under the administration of Dr. José Regueiro, Mrs. María C. Regueiro, and Mr. Omar Sánchez. It offered business, computer, dental, electronics (now discontinued), medical, paralegal, and travel programs. The institution soon became Florida International College and finally, in September 1989, Florida National College. A second campus was initiated in Miami (Flagler Campus) on March 3, 1989; a third campus was opened in Miami(Bird Road Campus) on March 5, 1990. Florida National College officially changed its name to Florida National University March 24, 2012, after receiving approval by its accrediting agency to offer programs at a more advanced degree level. At present, FNU offers three Master Degrees, ten Baccalaureate Degree Programs, twenty-five Associate Degree programs, nine Diploma Programs, and eight Certificate Programs. Florida National University, Hialeah Campus, is located in the northwest area of Miami-Dade County. The campus occupies approximately 56,000 sq. ft. It includes a media center, dental, medical, language, X-ray, computer labs, reception area, cafeteria, child care facility, and administrative offices. There is adequate lighted parking. The building is equipped with elevators—two of the three campuses are located on second floors of shopping centers— and wide aisles for accessibility by physically challenged persons. The main campus occupies its four-story building. FNU student records are housed at this campus. Florida National University, South Campus, is located in the west area of Miami-Dade County. The campus occupies approximately 24,900 sq. ft. It includes a media resource room, medical and computer Labs, student lounge, reception area, and administrative offices. The campus is situated in a large shopping mall with ample lighted parking and surrounding services. There are an elevator and wide aisles for accessibility by physically challenged persons. Florida National University, Training Center, is located in the northwest area of Miami-Dade County. The campus occupies approximately 5,600 sq. ft. It includes computer and medical labs, a reception area, and an administrative office. There is lighted parking, and the building is equipped with elevators and wide aisles for accessibility by physically challenged persons. South Campus 11865 SW 26 ST, UNIT H-3 Miami, FL 33175 Phone: +1 305 2269999 Fax: +1 305 2264439 Training Center 4206 W 12 Ave Hialeah, FL 33012 Phone: +1 305 2313326 Fax: +1 305 8199616 Online Learning 4425 W Jose Regueiro (20th) AVE Suite 143, Hialeah, FL 33012 Phone: +1 305 8213333 Fax: +1 305 3620595

At EVMS, we are dedicated to serving the community that created us. We educate the next generation of exceptional medical and healthcare professionals. We provide outstanding patient care for the residents of our region. We conduct research to improve healthcare outcomes for our local community and communities the world over. Our graduates, investigators, and physicians are expanding our global influence. Learn how our impact benefits Hampton Roads. Eastern Virginia Medical School is one of the only medical schools founded by the community, for the community. We are focused not only on preparing the next generation of healthcare providers but also on translating discovery into better health care for the people of Hampton Roads. Our vision is to become the most community-oriented school of medicine and health professions in the United States. While the benefits of discoveries at Eastern Virginia Medical School are felt globally, our research, education, and patient care efforts grow from the needs of the people in our southeastern Virginia community: Eastern Virginia Medical School faculty provides medical education and leadership for the next generation of top physicians, health professionals and researchers. Eastern Virginia Medical School Medical Group physicians care for more than 1,000 patients daily. Eastern Virginia Medical School research endeavors focus on the region's most pressing health issues. Eastern Virginia Medical School drives an annual $824 million in local economic activity. Eastern Virginia Medical School is an academic health center dedicated to achieving excellence in medical and health professions education, research, and patient care. We value creating and fostering a diverse and cohesive faculty, professional staff, and student body as the surest way to achieve our mission. Adhering to the highest ethical standards, we will strive to improve our community's health and be recognized as a national center of intellectual and clinical strength in medicine and Health Professions. Our commitment to ensuring institutional effectiveness is demonstrated by the continuous assessment processes we use to improve program performance and student learning outcomes. Eastern Virginia Medical School will be recognized as the most community-oriented school of medicine and health professions in the United States. The research we do today impacts our community tomorrow. Our investigators – leaders in state-of-the-art scientific exploration – excel in the fields of diabetes and endocrinology, reproductive medicine, healthcare analytics, and oncology. We specialize in translational research, taking results from the laboratory bench to the patient bedside—partner with us as we search for answers to the healthcare issues facing our community and the world. We are teaching tomorrow's medical and health professionals to become leaders through cutting-edge, community-oriented education.EVMS provides students, residents, and fellows with a unique educational experience. Early clinical exposure in high-tech environments and instruction from expert faculty empower our students to become effective and compassionate health professionals, physicians, and scientists. As a school built by the community's community, we honor our heritage through service-learning and volunteer opportunities. Be part of a community that celebrates compassion in care. For more than 15 years, EVMS experts have been building professional development, certificate, and graduate degree programs to satisfy medical and health professionals' diverse academic needs.Our growing collection of online programs lets students all over the world pursue and fulfill their academic dreams. Online programs help you meet the demands of your busy schedule. Renowned faculty and industry leaders feature the latest materials available in their instruction. Responsive technology allows you to connect easily from anywhere, on any device. EVMS Medical Group continues its journey and evolution as a high-quality medical home for the patients we serve. We pride ourselves on staying up to date on the latest and safest therapies, treatments, and technology. Our practices use an electronic health record (EHR) to serve patients faster and better. The EHR replaces the paper medical chart with secure computerized records. Through this certified EHR and reporting software, we continue to migrate to more clinically integrated care. EVMS Medical Group has begun to focus on training the current workforce in the skills required to transform our healthcare delivery system. In our clinical practices, the nurses and medical assistants are being trained in higher-level team functions, such as population health, tracking hospital discharges, medication reconciliation, patient self-management, and smoking status and counseling. Our licensed nurses are training for proactive services, including the Medicare Wellness Visit for Medicare Beneficiaries. This visit provides a snapshot of a patient's current health, as a baseline for future yearly visits and is intended as a preventive service, a way of catching potentially serious health issues early. We continue to develop and refine clinical protocols to provide more cost-effective quality care. Our goal is to focus on areas of health care that need improvement. Through these tools, we identify, collect, and communicate data on quality and look at the most effective strategies for continuously improving the quality of care we provide to our patients. For more than four decades, EVMS has been the place for aspiring physicians and health professionals, passionate educators, and medical pioneers. In the 1960s, civic leaders in Hampton Roads sought to improve care in the region and created a bold dream to build a medical school. Thanks to determination and community commitment, EVMS opened its doors in 1973, forever transforming the healthcare landscape in Hampton Roads. Today, EVMS holds a privileged position in American history as one of the only schools of medicine and health professions in the nation founded by a grassroots effort. The institution's steady growth from just 23 medical students to an organization with a more than $1.2 billion annual economic impact is an inspiring testament to what vision, community commitment, and innovation can accomplish.

Founded in 1839, Albany Medical College embodies the tradition and prestige that comes with being one of the oldest private medical schools in the country. However, our approach to teaching tomorrow's doctors, scientists, and healthcare professionals are among the most innovative. Through the curriculum, the College imparts knowledge to students in the graduate and post-graduate fields of medicine and provides a collegial, nurturing environment that fosters intellectual discovery. As traditional methods of learning, discovery and healthcare delivery grow increasingly complex, Albany Medical College keeps pace and breaks new ground. Among our most significant accomplishments is the recruitment of clinical and research faculty of national renown, the application of new information technology to further online and virtual learning, and the expansion of our academic facility to better meet the needs of our students. Our medical and graduate studies students work together in research projects that are both basic science and clinical. Our Master's programs rank among the highest across the nation. Our new Master's in Bioethics taps into faculty throughout the Capital Region to address clinical and research issues. We hold our graduates of all our programs in high esteem as they pursue life goals of excellence in healthcare – patient care, leadership, and service – and biomedical research. Albany Medical College's commitment to providing the highest quality of medical education, research, and care will continue with the same intensity. We invite you to be a part of this commitment to excellence. The Continuing Medical Education activities of Albany Medical College are designed to meet both institutional requirements and individual physician needs for CME. Formats for the activities include lecture series, grand rounds, teaching rounds, departmental scientific meetings, seminars, workshops, clinical traineeships, mini-residencies, and multi-media self-instruction. The Schaffer Library of Health Sciences provides services and a rich collection of materials to support education, research, and patient care. Albany Medical College's Patient Safety and Clinical Competency Center (PSCCC) houses an incredible collection of simulation and clinical training resources to educate students and other healthcare workers. This 12,000-square-foot state-of-the-art facility is a critical component of Albany Med's commitment to the highest standards of patient safety while serving as a resource for the College, the hospital, and the region as a whole. Using very lifelike mannequins and other cutting-edge training tools and role-playing with trained actors to simulate patient exams and consultations, students can practice hands-on medicine in a safe and realistic medical setting before treating patients. The PSCCC allows students to develop excellent diagnostic and clinical skills and patient care practices, all with supervision and mentoring from our outstanding faculty. Albany Med is northeastern New York's only academic health sciences center and is one of the largest private employers in the Capital Region. It incorporates the 734-bed Albany Medical Center Hospital, which offers the broadest range of medical and surgical services in the region, and the Albany Medical College, which trains the next generation of doctors, scientists, and other healthcare professionals, and which also includes a biomedical research enterprise and the region's most significant physicians practice with more than 450 doctors. Albany Med works with dozens of community partners to improve the region's health and quality of life. Albany Med is affiliated with Columbia Memorial Health and Saratoga Hospital to provide the region's most extensive locally governed health system. Combined, these three hospitals offer nearly 1,100 beds and outpatient locations throughout the Capital Region. Albany Med is like no other healthcare provider in our region, providing our community with the highest level of patient care across disciplines while receiving regional, national, and international recognition for high standards in patient care, education, and biomedical research. We are committed to improving health by attaining the highest quality of care delivery, education, and research initiatives. As an academic medical system, we will deliver the best possible experience for all patients wherever we interact with them. We will foster teaching, learning and discovery, fiscal responsibility, and adaptability to change. Albany Medical Center is a valuable asset and resource for the many communities it serves. It is the only academic health sciences center in the 25 counties of eastern New York and western New England. It includes the 734-bed Albany Medical Center Hospital, founded in 1849 and one of upstate New York's largest teaching hospitals the Albany Medical College, established in 1839 and one of the nation's first private medical schools Albany Medical Center's South Clinical Campus, purchased in 1999 better to serve the ambulatory surgical needs of the community the 450-member Albany Medical Center Faculty Physicians group and the Albany Medical Center Foundation, Inc., one of the largest fundraising organizations in the region. An academic medical center like Albany Medical Center is defined by its commitment to the three-fold mission of excellence in patient care, biomedical research, and medical education - with a single objective: the community's improved health. This objective is measured in our Community Health Needs Assessment and Implementation Strategy. Because of this unwavering commitment, assessing the health care needs of our community is an ongoing process. We are engaged in many affiliations and collaborations throughout our service area. We offer many programs and services at a free or reduced-fee basis, often in partnership with other organizations. The Laboratory Service Directory has been designed to guide the pathology and laboratory services offered at Albany Med through the Department of Pathology and Laboratory Medicine. Laboratory tests are a vital part of a diagnosis, treatment planning, and patient care. We thank you for choosing Albany Medical Center, where we are dedicated to providing the highest quality laboratory services—from the most straightforward testing to the most complex.

Saint Francis Medical Center College of Nursing is a small, private, Catholic, single-purpose institution. The College, founded and operated by The Sisters of the Third Order of St. Francis, is enriched by the Sisters' heritage who has a mission of caring and commitment to quality health care. The College is located in Peoria, Illinois, on the campus of OSF Saint Francis Medical Center, extensive, tertiary health care and teaching institution. The College provides nursing education programs at the undergraduate and graduate levels. The upper-division baccalaureate program prepares men and women for the practice of professional nursing. This program builds upon and incorporates knowledge from the liberal arts and sciences. The graduate program builds upon prior nursing knowledge and experiences and prepares the nurse for advanced nursing roles. The College offers opportunities for the personal and professional development of the student. The primary commitment of the College is to undergraduate and graduate nursing education. The College encourages the faculty and students' participation in scholarly activities that contribute to learning, nursing, and health care. The College serves the community by providing competent entry-level and advanced practitioners responsive to society's changing health needs and the health care system. The College serves the community through participation in health-related activities and organizations. The philosophy of Saint Francis Medical Center College of Nursing, developed by the faculty, is congruent with the Corporate Philosophy and Corporate Mission Statement of The Sisters of the Third Order of St. Francis. It is in accord with Catholic philosophy and follows Saint Francis of Assisi's ideals, who had a great love for God and humankind, incredibly the sick and the poor. We believe God creates each person with a mortal body and an immortal soul whose ultimate aim is eternal salvation. We believe each person born with intellect and free will, has personal dignity and natural rights with associated responsibilities to God, humankind, and society. The individual, a member of society, is an adaptive being who is continually interacting with the environment while striving toward self-actualization throughout the life cycle. We believe society is a multicultural system composed of interdependent individuals, families, groups, and communities. Society is responsible for providing a health care system that is responsive to changing knowledge, technology, and human resources, and is accessible to its members. The faculty believe health is a dynamic state in which the individual adapts to one's internal and external environments. There is a state of physical, emotional, intellectual, social, and spiritual well-being. We believe that health encompasses both wellness and illness. Inherent in the individual's rights is the right to attain optimal health and access to health care. Saint Francis Medical Center College of Nursing is dedicated to providing students with technology to help them reach a higher plateau of learning. To accomplish this, we analyze current trends and implement those that will benefit our students. The financial assistance offered by Saint Francis Medical Center College of Nursing is not like any other. We do not just help you fill out forms. We can connect you to a wide variety of resources. What makes our Student Finance Office different is the individual attention we can give every student. This past year, some financial aid was received by 91 percent of our graduate students and 87 percent of the undergrads. Unlike larger institutions, we do not just give you forms to fill out. Because of our deep roots in the community, we help our students access a wide variety of outside resources, from public and private agencies, as well as generous individuals, clubs, and organizations. At this current economic crisis, we know more and more students are experiencing financial troubles ... but that means we need to be very creative and use every possible resource. We are deeply committed to helping students get into school, stay in school, and achieve their dreams. Come and see us! We are here to help you with the process of financing your education. A variety of scholarships, grants, and loans are available from many community organizations, civic and religious groups, foundations, and government agencies. The College of Nursing participates in the Federal Pell Grant, Federal Family Loan Programs, the Illinois Student Assistance Commission Monetary Award Program (MAP), the Veterans Educational Benefits Program (V.A.), and various tuition assistance programs employers. Masters nursing education prepares the advanced practice nurse who functions autonomously in a variety of roles and integrates theory, research, and practice for the improvement of client care and the advancement of the nursing profession. We believe the Judeo-Christian tenets underlying the nursing education at Saint Francis Medical Center College of Nursing promote values essential for developing a personal and professional philosophy of God and humankind. These values, inculcated throughout the curriculum, guide the learner to evolve into an ethical and accountable professional nurse.

In 1893 Lancaster General Hospital was founded “to establish and maintain a hospital for the treatment and care of the sick and suffering, and the training of nurses to be employed in such care.” Lancaster General Hospital was established in 1903, its School of Nursing, which offered a three-year training program. The hospital developed a medical laboratory science in 1952, its first allied health program. It continued to add programs throughout the following decades. In 1995 the nursing and health sciences programs merged to form the Lancaster Institute for Health Education. Finally, in 2001, The Pennsylvania Department of Education granted the Institute the ability to confer degrees. The Institute became the Lancaster General College of Nursing & Health Sciences. The administration and faculty of Pennsylvania College of Health Sciences believe the individual is unique, adaptable, and possesses intrinsic worth. Integrity and self-motivation for intellectual growth and character development are valued. This individual evolves within society, shaping and being shaped by culture and heredity. Society is global and dynamic, consisting of individuals, families, groups, and communities that coexist in an environment articulated by the symbols of language, thought, and history. The Middle States Commission accredits PA College on Higher Education, an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation. Health is a dynamic and holistic process. Health promotion, maintenance, and restoration activities influence the individual’s present level of wellness. Optimal health reflects the peak functioning of physiological, mental, emotional, socio-cultural, and spiritual dimensions throughout the lifespan. Health care requires collaboration and competency from all practitioners within a complex spectrum of primary, secondary, and tertiary delivery systems. The individual has the right to seek and receive quality, affordable health care. Learning occurs in an interactive atmosphere that encourages and provides opportunities for self-direction and critical thinking. The learning environment is nurturing and promotes the cultivation of global perspectives, self-awareness, and intelligent citizenship. Education challenges individuals to adapt to new experiences and clarify life values. The curricula are developed to promote knowledge, skills, and attitudes that enable learners to become professionally competent and socially responsible. Educate for excellence in health care practice, leadership, and the continuous acquisition of knowledge. Build your confidence and test your skills in the region’s most advanced simulation learning space. Our “Sim Center” is the region’s first and only one of its kind. It is also one of only 10 in the nation chosen by the National Council of State Boards of Nursing for a landmark simulation study. Get up close and personal with authentic medical scenarios that stretch your skills, test your limits, and grow your confidence. Specialized equipment such as anesthesia machines and gas columns add authenticity. And each simulation can be digitally recorded for future review. Our health sciences library and learner support services have everything you need to learn best, from online and print media to anatomical models and personalized study help. Collaborate with other students in the library lounge. Drop-in on a free tutoring session. Or grab a pair of headphones and focus on your studies. Our learner support includes online and in-person help in math, writing, study skills, test-taking strategies, and more. And it is all right here on campus.

The College was founded in 1860 by a group of New York City civic leaders led by the noted poet, editor, and orator William Cullen Bryant, who was concerned with hospitals' primitive conditions and medical education at that time. Today, with more than 1,400 students, 1,338 residents and clinical fellows, more than 3,000 faculty members, and 12,706 living alumni, New York Medical College are among the largest private health sciences universities in the nation. Located in Westchester County, New York, the College is chartered by the Regents of the State of New York and accredited by the Middle States Association of Colleges and Secondary Schools, the Council on Education in Public Health (CEPH), the American Speech-Language-Hearing Association (ASHA), the Commission on Accreditation in Physical Therapy Education (CAPTE), the Liaison Committee on Medical Education (LCME), and the Commission on Dental Accreditation of the American Dental Association.

Mayo Medical School enrolls a select class of 50 medical students each year. Our students are high-achieving women and men from all over the world who possess superior academic credentials, leadership characteristics, and a sincere dedication to service. Each Mayo Medical School entering class is composed of 42 M.D. Program students, up to six M.D.-Ph.D. Program students and two students who are admitted to the six-year combined M.D.-O.M.S. Program (oral and maxillofacial surgery). Programs that combine the M.D. degree with a master's in public health (M.P.H.) or a Master of Science in clinical research are also available. All Mayo Medical School programs' goal is to enroll outstanding students who have demonstrated an aptitude in the sciences and a deep desire to serve others through medicine. Mayo Clinic is an independent, degree-granting institution accredited by the Higher Learning Commission, North Central Association of Colleges and Schools, and the Liaison Committee on Medical Education.

The Medical University of South Carolina (MUSC) has grown from a small private medical school founded in 1824 into one of the nation's top academic health science centers, with a 700-bed medical center (MUSC Health) six colleges. As South Carolina's only comprehensive academic health center providing a full range of programs in the biomedical sciences, MUSC is engaged in activities statewide. Its campus is located on more than 80 acres in Charleston, with an overall population of about 13,000 clinicians, faculty, staff, and students. Nearly 3,000 students in six colleges (Dental Medicine, Graduate Studies, Health Professions, Medicine, Nursing, and Pharmacy) study for degrees at the baccalaureate, master's, doctoral, and other professional levels. The university also provides residency training for more than 700 graduate health professionals. The teaching staff is comprised of more than 1,700 full and part-time faculty. Our purpose is to create an academic health care community where every member is respected and valued by leveraging differences to understand and understand and work together productively to change what is possible. Inspired by the university's mission and values, diversity and inclusion are an integral part of the fabric of the MUSC family. These values establish the Diversity and Inclusion Strategic Plan's foundation of introspection, awareness, understanding, and mutual respect. "We are committed to creating an inclusive experience for the lives we touch." The Medical University of South Carolina is home to six colleges and a diverse group of students, staff, and faculty. The colleges of Dental Medicine, Graduate Studies, Health Professions, Medicine, Nursing, and Pharmacy offer students degrees at the baccalaureate, master's, doctoral, and other professional levels. The university also provides residency training for more than 750 graduate health professionals. The primary responsibility for funding your education rests with the student and their family. Financial aid from federal, state, and institutional sources is meant to supplement a student's resources. Students need to understand that all expenses may not be met through financial aid. The Division of Education and Student Life provides university-level support for student learning and student life through Enrollment Management, Academic Support Services, Student Health and Wellness, Student Programs, and Educational Technology Services. The Division of Education and Student Life strives to be a national model, dedicated to providing professional education support services. Our knowledge of effective educational and regulatory practices will allow us to be a resource to students, faculty, and peer institutions. With access to an education that prepares culturally competent health professionals, our graduates will model and promote healthy lifestyles, engage in lifelong learning, adapt readily to changing technology, and provide for the increasingly complex, pluralistic health care needs of South Carolina. The Division of Education and Student Life is dedicated to fostering the academic success and development of health professionals within an inclusive learning community. The Center for Academic Excellence (CAE) and the Writing Center are central to MUSC's goal of ensuring that all students communicate, learn efficiently and creatively, and benefit from master teachers. CAPS seeks to facilitate your growth and development by enhancing your assets, increasing your self-understanding, and developing more effective coping strategies. The Office of Enrollment Management (OEM) is committed to serving MUSC students from application through graduation. The Division of Education and Student Life is dedicated to fostering the academic success and development of health professionals within an inclusive learning community. The OII aims to integrate students and professionals across Colleges to improve satisfaction, efficiency, profitability, value, innovation, marketability, and scientific rigor in all educational, clinical, and research activities. ITFR is an office within the Division of Education and Student Life, merging creative elements from across campus to form a "one-stop-shop" for faculty, staff, and students. Student Health Services is devoted entirely to providing quality health care to the students at MUSC. The Office of Student Programs and Student Diversity is your connection to opportunities and resources that enhance your education and future as a healthcare professional. MUSC Wellness Center is open to the public to promote healthy lifestyles for all seasons of life. Founded in 1824, The Medical University of South Carolina (MUSC) continues the tradition of excellence in education, research, and patient care. MUSC educates and trains more than 3,000 students and 700 residents in six colleges and has nearly 13,000 employees, including approximately 1,500 faculty members. As the state's only academic health science center and largest non-federal employer in Charleston, the university and its affiliates have collective annual budgets over $2.4 billion, with an annual economic impact of nearly $4 billion and annual research funding over $250 million. MUSC operates a 700-bed medical center, which includes a nationally recognized children's hospital, the NCI-designated Hollings Cancer Center, a Level I trauma center, Institute of Psychiatry, more than 100 outreach locations across the state, and South Carolina's only transplant center/

Located in Nashville, Tennessee, Meharry Medical College is one of the nation's oldest and largest historically black academic health science centers dedicated to educating physicians, dentists, researchers, and health policy experts. Founded in 1876 as the Medical Department of Central Tennessee College, Meharry was the first medical school in the South for African Americans. It was chartered separately in 1915. Today, Meharry includes a medical school, dental school, and a graduate school and is home to the Robert Wood Johnson Center for Health Policy at Meharry. The degrees include Doctor of Medicine (M.D.), Doctor of Dental Surgery (D.D.S.), Master of Science in Public Health (M.S.P.H.), Master of Science (M.S.), and Doctor of Philosophy (Ph.D.) degrees. Meharry is a United Methodist Church-affiliated institution. A 2010 study published in the Annals of Internal Medicine ranked Meharry as one of the nation's top five producers of primary care physicians. Meharry is also a leading producer of African Americans with Ph.Ds. in biomedical sciences. Besides providing quality professional health care education, exemplary patient care, and compassionate community outreach, Meharry Medical College produces the Journal of Health Care for the Poor and Underserved, a public health journal. Meharry Medical College is a global academic health sciences center advancing health equity through innovative research, transformative education, exceptional and compassionate health services, and policy-influencing thought leadership. True to its legacy, Meharry empowers diverse populations to improve the well-being of humankind. The Office of Admissions provides information about the college and the admission process. We also serve as staff and consultants to the committees on admission for the Schools of Medicine, Dentistry, and Graduate Studies. Please be advised that admissions requirements and procedures vary for each school. The Committee on Admissions of the respective school selects students for admission to Meharry Medical College. Each applicant must meet the school's specific requirements or division to which admission is sought. Only one freshman class is admitted at the beginning of each academic year of school and program. The number of Meharry applicants greatly exceeds the capacity, so all applications are considered on a competitive basis from the standpoints of scholarship, intelligence, aptitude, character, and general fitness. The mission of Meharry Medical College includes empathy for the disadvantaged, education in the health sciences, and maintenance of a center of excellence for the practice and delivery of health care. Any preference given to students is given in light of this mission. Research at Meharry is focused on eliminating health disparities that disproportionately affect people of color and individuals from disadvantaged backgrounds. Researchers at Meharry are pioneering innovations to address the biological, behavioral, molecular, environmental, social, and other factors contributing to the disproportionate burden of poor health care outcomes in minority and underserved populations. The four signature areas of research at Meharry are cancer, HIV/AIDS, molecular and behavioral neuroscience, and women's health. Researchers at Meharry conduct bench to bedside to community research, which leads to improved patient care and the development of new treatments. Meharry's researchers generate new knowledge, perform innovative investigations, and mentor students pursuing degrees in Meharry's School of Medicine, School of Dentistry, and School of Graduate Studies and Research. Our research facilities include our research cores, which provide state of the art technology, advanced expertise, and teaching of technologies to our faculty, research staff, and trainees. Center for AIDS Health Disparities Research (C.A.H.D.R.)—unraveling HIV/AIDS biology and seeking remedies for the populations most affected. The C.A.H.D.R. has three significant areas of focus: biology, behavioral, and community outreach. Researchers at the C.A.H.D.R. study new mechanisms of H.I.V. infections, pathogenesis, immunity, and development of novel means for intervention. Center for Women's Health Research (C.W.H.R.)—addressing diseases unique to women, particularly those experienced at higher rates among minority populations. Current and future research studies at the C.W.H.R. are in the areas of reproductive health, cardiovascular disease, HIV/AIDS, breast cancer, social and environmental factors in women's health, and health care access and quality. Meharry Medical College was founded in 1876 by Samuel Meharry and his four brothers in response to an Act of Kindness he had received on a Kentucky road one rainy night—a chance meeting known as The Salt Wagon Story. In 1886, Dr. George Whipple Hubbard founded a department that would "provide the Colored People of the South with an opportunity for thoroughly preparing themselves for the practice of dentistry," and Meharry's dental program opened its doors to nine students, three of whom were physicians. The School of Graduate Studies and Research at Meharry Medical College began in 1938 as a series of short courses in the primary and clinical sciences. In 1947, a Master of Science Degree program was implemented as the first graduate degree, a Ph.D. program was established in 1972, and an M.D./Ph.D. program in 1982. Today, Meharry receives over 5,000 applications for admission to the M.D., D.D.S., M.S.P.H., and Ph.D. programs, providing opportunities for people of color, individuals from disadvantaged backgrounds, and others, regardless of race or ethnicity, to receive excellent education and training in the health sciences and conduct research that fosters the elimination of health disparities.

MCW is a distinguished leader, providing cutting-edge, collaborative patient care of the highest quality in hospitals and clinics across Wisconsin. Our researchers discover and translate new knowledge in biomedical and health sciences to transform healthcare. We educate the next generation of doctors, scientists, and pharmacists through innovative programs on three campuses across Wisconsin. In the vibrant metro Milwaukee area on Lake Michigan's shore, the MCW flagship campus offers everything you would expect in an urban center, with friendly people and various activities all year round to keep you busy when you are not studying. Suppose you are seeking a medical school that offers early clinical experience at some of the country's top hospitals, significant one-on-one faculty attention, and the opportunity to choose a Scholarly Pathway that fits your career goals. In that case, MCW-Milwaukee is the right school for you. The Milwaukee campus program offers our four-year Discovery curriculum, ideal if you wish to explore several types of medicine before deciding what you ultimately want to practice and if you want to experience multiple elective rotations and internships. We are a distinguished leader and innovator in educating and developing the next generation of physicians, scientists, pharmacists, and health professionals. We discover and translate new knowledge in the biomedical and health sciences. We provide cutting-edge, collaborative patient care of the highest quality, and we improve the health of the communities we serve. As an MCW-Green Bay or MCW-Central Wisconsin student, you will participate in our Physician in the Community Pathway, linking your medical education with our clinical partners' resources and the needs of the Green Bay Central Wisconsin-area communities to promote health in Northern Wisconsin. This unique MCW experience is designed to cultivate your medical skills and interests, transforming them into a quest for lifelong learning in your practice as a primary care physician, general surgeon, or psychiatrist. Medical College of Wisconsin (MCW) physicians work with teams of leading scientists to pioneer new treatments. They inspire and educate the next generation of doctors and contribute to groundbreaking research to advance entire communities' health. This is the power of academic medicine. This is why MCW doctors and Advanced Practice Providers lead their fields. This is how MCW rewrites the stories of their patients and people everywhere. MCW, as the anchor of our academic medical center, can combine groundbreaking research, advanced surgical techniques, and innovative education to achieve exceptional transplant outcomes. MCW physicians and partner institutions collaborate through programs designed to meet the needs of pediatric patients who have survived severe conditions and are transitioning to adult care. Clinical Care Teams are increasingly becoming the standard infrastructure in which high-quality care is delivered and is associated with superior outcomes. The Froedtert & the Medical College of Wisconsin regional health network is a partnership between Froedtert Health and the Medical College of Wisconsin. One of the nation's top pediatric facilities, Children's Hospital of Wisconsin, is the region's only independent health care system dedicated solely to children's health and well-being. Medical College of Wisconsin (MCW) scientists lead biomedical and population health advancements through laboratory research, clinical trials, and community-engaged research. These studies are conducted in collaboration with local, national, and global thought leaders and innovators. Research drives the kinds of new knowledge that can change everything, including how we define, diagnose, treat and prevent disease, and train the next generation to push forward at the boundaries of what is possible. An institution's walls do not limit great discoveries. To bring discoveries to our patients, MCW collaborates with dozens of hospitals, universities, community clinics, government entities, and companies in the pharmaceutical, biotechnology, imaging, medical device, and software industries. The most influential discoveries directly improve patients' lives. The preparation of new technologies for worldwide commercial use is an essential driver of discovery. MCW has nearly 300 U.S. and foreign patents (pending and issued), and more than 60 license agreements with pharmaceutical and biotechnology companies. The Medical College of Wisconsin (MCW) is committed to keeping people healthy in southeastern Wisconsin and communities across the state and worldwide. Our teams collaborate with many organizations to engage community members and address the most pressing issues affecting health in Wisconsin and beyond. A healthier community begins with strong health advocates, community clinics, and partnering healthcare and educational institutions. By developing collaborative research and patient care coalitions, MCW assists communities in advancing health and equity. In academic medicine, physicians, pharmacists, and other providers care for patients while teaching the next generation of healthcare providers. Scientists research while working side-by-side with graduate students. Our faculty members believe in teaching and mentoring to advance students' careers and pass on tomorrow's practitioners' latest knowledge. At MCW-Milwaukee, biomedical innovation will surround you, as you learn from nationally recognized physicians and biomedical scientists. You will find them welcoming and supportive, providing a personalized approach to help you succeed in your medical education. In your clinical experience, you will be exposed to various patient cases at some top-rated hospitals and clinics in the region and the nation.

The Institute of Technology Tralee (IT Tralee) was established in 1977 as the Regional Technical College, Tralee and in 1992 became the Institute of Technology, Tralee. The Institute currently has 3,500 full & part-time students, employing 350 staff, and provides a financial contribution of circa €60m to the local economy annually. IT Tralee operates on two campus locations in Tralee, Co. Kerry: the South Campus located in Clash and the North Campus located in Dromtacker, which opened in 2001. IT Tralee is involved in the provision of third-level education, training, and research & development for the economic, technological, scientific, commercial, industrial, social, and cultural development of the State with particular reference to the region served by the Institute. It also develops and maintains linkages with other educational organizations, industry, commerce, other professions, and the community. The Institute has three top schools, i.e., School of Business, Computing & Humanities, School of Science, Technology, Engineering & Mathematics, and School of Health & Social Sciences. It conducts an extensive range of courses, comprising two-year certificates and building thereon, three-year Ordinary Degrees four year Honours Degree, Masters and Ph.D. The Institute also conducts a wide range of craft, apprentice, ACCS, and life-long learning / part-time programs. IT Tralee offer programs in several areas including Agriculture, Biological & Pharmaceutical, Business & Management, Construction, Creative Media, Engineering, Environmental, Food, Culinary Arts & Cookery, Health, Leisure & Fitness, Hospitality & Hotel Management, Information Science/Systems, Music, TV & Radio, Nursing, Outdoor Activity, Renewable / Energy, Social Sciences, Computing & Technology, Tourism & Wildlife. "To excel in teaching, research and development work, for the benefit of students, industry and the wider community", "Sàrobair a dhèanamh I Teagasc, I dtaighde Agus in obair fhorbartha Chun leasa mac lèinn, a tionscalaìochta agus a phobàil I continue." This statement is formulated within a vision of the Institute provides, efficiently and effectively, in an appropriately resourced and supportive environment, and within a framework of equality of opportunity, easily accessible, multilevel programs of teaching, research, and development work which: Develop a deep understanding of the chosen field of study Develop a capacity for independent critical thinking and foster academic scholarship Provide for initial and ongoing training and development of professional, managerial, practical, and technical skills Afford students and staff of the Institute opportunities for intellectual and personal growth Lead to awards which are recognized nationally and internationally Contribute to the knowledge and human resource base relevant to and needed for the economic, social and cultural development of the State in general and the region served by the Institute, in particular, and to co-operate and collaborate with other bodies with similar missions Are of the highest quality standards and bear the hallmark of excellence In March 2014, the Institute of Technology, Tralee, established the IT, Tralee Foundation Board to assist with fundraising for future developments at the Institute, with the Kerry Sports academy's priority project. Tralee is a university-level institution with a range of programs from craft to postgraduate level. ITT has over 3,500 full-time and part-time students and 250 staff. Established in 1977, the Institute has operated autonomously since 1993. It provides education and training, facilitates industrial research and consultancy, and is a significant economic and social development engine in the region. The President's Civic Spirit Award has been established to recognize and acknowledge the significant contribution of IT Tralee's student volunteers to the Institute and the wider community. There is a strong volunteerism ethos among IT Tralee students '60 % of ITT students volunteer, committing an average of 3 hours a week' (ITT Volunteering & Civic Engagement Survey, 2015). Engaging with one's community as a volunteer brings a benefit to both student and community; this award seeks to encourage student community engagement and active citizenship and build on the established work carried out by students. To be eligible for this award, you need to demonstrate a commitment to a voluntary organization/project. This may be on campus, within the local community, or in your home town. All students who submit their work will be awarded an IT Tralee President's Civic Spirit Certificate. A Gold, Silver, and Bronze Award will be bestowed on three candidates displaying outstanding volunteering experience and impact, as adjudged by the award selection panel. The application will be processed through StudentVolunteer.ie.

NUI Galway will be a leading global university, renowned for our distinctive research areas, recognized as an institution of choice for our teaching and scholarship, celebrated for our outstanding engagement with broader society, and enriched by a dynamic network of partnerships. To foster a vibrant community of students and staff, distinguished learning, impactful research, and creative thinking are shared with the world. We will fulfill this mission over the coming years with renewed vision and with our eyes firmly on the opportunities and challenges ahead. The activities and work of NUI Galway are underpinned by five core values Ambition, we share a drive for excellence and leadership, working to a common purpose with confidence in our mission Creativity inspired by our unique location, a distinctive spirit of creativity imbues everything, we do Impact our engagement and actions will make a meaningful difference in Galway, across the country, and around the world, Collaboration – strong, mutually-beneficial partnerships are at the heart of our approach, as we engage locally and internationally, Integrity – building on our rich heritage, we value openness, diversity and good citizenship. Successful delivery requires the continuing active involvement and engagement of the entire University community. The Plan provides a direction for our Colleges, Schools, Research Institutes, and significant support units. Over the next five years, each unit in the University – both academic and support – will produce annual operational plans with associated targets aligned to this Strategic Plan. The outputs of each of these operational plans will be reviewed on an annual basis by an Operational Planning Steering Group, which will report, in turn, to the University Management Team and Údarás a hOllscoile. We will remain sensitive to changes in our operating environment throughout the Plan, responding to new opportunities, and adapting as required. There will be regular reporting on progress during the implementation phase to the Standing and Strategic Planning Committee of Údarás a hOllscoile and periodic updates for the University community. Galway is 'a University city' – the campus is in the heart of the city center, with all amenities on your doorstep and within walking distance. It is a vibrant place, with a year-long program of cultural and sporting festivals. Did you know students make up 20% of the population in Galway? Our student community is an essential part of Galway's life, and they add energy and color to the city. NUI Galway is committed to the community and the development of lasting relationships to impact peoples' lives within society positively. We believe that the best learning occurs when students have many opportunities to engage their learning in real-world contexts. That's why we have created many pathways to apply knowledge in the community through real learning in the curriculum, volunteering, and researching real world problem projects. NUI Galway provides several opportunities for students to engage in a study abroad experience outside of the Erasmus program. Universities in North America, including Boston College, Villanova University, University of Maryland, Richmond University, University of Ottawa, and Universidad de Veracruzana, all accept NUI Galway students of exchange agreements. Recently, NUI Galway has established links with universities in China, Japan, Taiwan, South Korea, and Hong Kong, and several students have already participated in exchanges with these universities. Get more information about student exchanges here.

Limerick Institute of Technology (LIT) is an institution of higher education in Limerick, Ireland, and is one of 14 member institutions of the Technological Higher Education Association (THEA). The Institute has campuses in Limerick city, one in Thurles and Clonmel in County Tipperary, and a regional learning center in Ennis, County Clare. The main campus is located at Moylish Park adjacent to Thomond Park and houses the Faculty of Applied Science, Engineering and Technology and the School of Business and Humanities. The School of Art & Design is located at the Clare Street and Clonmel campuses. LIT offers courses at Level 6 (certificate) through Level 10 (Ph.D.) while also catering to craft apprentices and adult and continuing education. The Institute has twice been named The Sunday Times Institute of Technology of the Year in The Sunday Times University Guide, first in 2008 and again in 2013. LIT is to the forefront in ensuring that the region's economy continues to have the requisite array of leading-edge skills demanded by our knowledge-based industries. In 2017, LIT was granted permission to develop a new campus at Coonagh in Limerick, to be focused on teaching and research in engineering. LIT has a distinctive approach to Teaching and Learning known as the Active Learning philosophy. Whatever discipline area is offered, the core methodology is active and practical lab work, studio work, case studies, field visits, group assignments, and more. This approach to teaching and learning is embedded in assessment strategies and campus development so that the learning environment reflects the identity of LIT. It is also underpinned by staff developments, e.g., workshops and an online repository of active learning strategies. LIT's genesis was the Limerick School of Ornamental Art set up in 1852 when the Athenaeum Society started a School of Arts and Fine Crafts in Limerick. In 1963 a series of technical colleges, to be known as Regional Technical Colleges (RTCs) was announced by the then Minister for Education, Patrick Hillery, and the first of the RTCs were opened in Athlone, Carlow, Dundalk, Sligo, and Waterford in 1970. A regional technical college for Limerick followed in 1974, initially under the name Limerick College of Art, Commerce, and Technology (CoACT). CoACT was upgraded to Institute of Technology status in 1997, along with the rest of the RTCs. In 1999 LIT was awarded the Higher Education and Training Awards Council's delegated authority, which allows the Institute to award its bachelors, masters, and doctorate degrees. In 2011, following a government decision, the former Tipperary Institute was integrated into LIT, significantly enhancing and enlarging the education provision of the Institute. LIT is among the most vibrant and connected institutions in Ireland. When you look around our five campuses, you will see an astonishing diversity of programs and people exploring new ideas, pursuing new knowledge, creating new art, and filling our workshops, studios, and labs with the vibrancy that comes from being an institution that is committed to discovery and creativity. As a student in LIT, you will find yourself at the heart of this vibrancy and activity. Each of our campuses is a community of learning, rooted in its place, rooted in our ethos of learning together and bringing theory and practice together. That is why LIT scores at the top of Irish student surveys for friendliness, access to lecturers, and diversity. This is something that we are very proud of. At the same time, our programs are developed in partnership with industry, professional bodies, and the community to give you the best outcomes possible. This is part of our connectedness. That is why students, graduates, and employers consistently give us high scores for our programs' quality, which have an excellent employability record. More than 9 out of 10 of our graduates are in employment within six months of finishing their college program. We deliver over 120 programs to learners through our campuses in Limerick, Tipperary, and Ennis. I invite you to explore this prospectus and see if you can find a program to fit your needs. You can be assured that if it fits your needs, it fits the needs of a potential employer. We are very open to applications from mature students looking to return to education. If you have the right qualifications and experience, you may take a fast track route. LIT graduates have been successful in every field of endeavor, from business to the sciences, technology, public service, engineering, hospitality and tourism, fashion, and the arts.

Dundalk Institute of Technology (DkIT) has earned a reputation as the leading higher education provider in the North East of Ireland. Through our graduates and our work in regional development, we have contributed to our region's transformation. Our reputation has been solidly built by providing quality educational opportunities in a broad range of disciplines from undergraduate degrees to Ph.D. levels. At DkIT, you are offered the opportunity to build your qualifications over time, from Higher Certificate through to Degree, Masters, and Doctorate level. The College is committed to ensuring that students can develop their full potential in a professional and supportive environment. The College has four Schools, and each School has several Departments offering a wide range of courses. You can also study part-time at the Lifelong Learning Centre. Student Services, which operates under the Registrar's Office's umbrella, is the section of the Institute that deals explicitly with non-academic supports for students. Staff in Student Services work closely with all other areas of the Institute, including the Students' Union, to ensure that students' welfare is paramount. Most of the services are situated in the Padraig Faulkner Building, adjacent to the Multi-purpose Centre. Our mission is to enhance the individual student experience by providing an accessible, efficient, and excellent service that supports the person's holistic development, thereby enabling each student to achieve their full potential. The primary function of the Sports and Societies office is to provide administrative backup, advisory, and support services for all registered Sports and Societies to enable them to function and operate to their maximum potential. The office is also responsible for the administration and accountability of the Sports and Societies budget. Every Sport and Society in the Institute depends on the full involvement of its members for its operation, particularly those who are willing to give some of their time to become involved in committee work. Whether you want to share common interests or hobbies, voice ideas, engage in debates, or be a bit of a social butterfly, there is an extensive range of Sports Clubs and Societies that you can join. College is a time of learning, so why not take up something new? DKIT supports, funds and resources Sports Clubs and Societies on campus to encourage students to be active, involved, and enthused, making your mark on student life.

The Mission of the Institute of Technology Carlow to Engage, Learn, Challenge, and Innovate is articulated through an educational environment and context where learners pursue studies in higher education and research up to the doctoral level. Through a culture of inquiry, innovation, and excellence, we challenge our learners, staff, global collaborative partners, and other stakeholders to create, apply and share knowledge and values in a supportive and vibrant university-level Institute. Engagement with business, government, community, and voluntary sectors defines the Institute of Technology Carlow's leadership role in developing our region and nation. IT Carlow is committed to providing our learners and staff with inclusive and positive teaching, learning, and research environment. This is supported by a quality assurance and enhancement framework that embeds and validates the highest quality standards within learner and staff development, program offerings, research, and professional support services. Our robust and accessible quality assurance framework not only delivers the highest professional standards it also provides a mechanism to monitor and validate Institute-wide performance. The courses at the Institute of Technology Carlow span the Sciences, Health, Computing, Engineering, Business, and Humanities disciplines. Our courses are designed to offer you the very best teaching and academic modules on offer. Our courses are designed to bring you into direct contact with industry and employers so that you will be amongst the 92% of our graduates who are in full employment within five months of completing your examinations. Our courses are designed to encourage an eagerness to learn that will remain with you for the rest of your life. Outside the lecture halls and laboratories, we are proud of the Institute of Technology Carlow culture that puts our students at the heart of everything we do. Our culture of openness, respect, and inclusion, while offering first-class facilities and amenities on our modern and dynamic campus, allows our students to flourish, make life-long friends and memories that last a lifetime.

For over 200 years, RCSI has played a significant role in medical education and training in Ireland. Founded in 1784 to train surgeons, today the College provides extensive education and training in the healthcare professions at the undergraduate and postgraduate levels. The Faculty of Medicine & Health Sciences is home to Ireland's largest medical school, one of the world's leading international medical schools and prestigious Schools of Pharmacy, Physiotherapy, Nursing & Midwifery, Postgraduate Studies an Institute of Leadership. Our degrees and awards are fully aligned to the National Framework of Qualifications, from levels 7 - 10, in collaboration with the National University of Ireland. RCSI is the professional training body for Surgery in Ireland. Under the statutory authority, it manages postgraduate residency training, memberships, and fellowships, and continuous professional development through its Department of Surgical Affairs, Faculties of Radiologists, Dentistry, Sports & Exercise Medicine, and Nursing & Midwifery. RCSI also operates the Irish Institute of Pharmacy on behalf of the Pharmaceutical Society of Ireland. The RCSI is home to some of Ireland's foremost research institutes and centers. RCSI is committed to performing high levels of research activity, commercializing intellectual property arising from its research, and developing collaborative links with industry, educational, and research institutions nationally and internationally. More than 84 countries are represented on RCSI's international student body. The College has a strong international presence with a University in Bahrain, two Medical Schools in Malaysia (at Perdana University and Penang Medical College, jointly with UCD), and an Institute of Leadership in Dubai. RCSI is independent, international, and progressive. The College flourished from the very start and, in 1810, moved to its present location at the corner of York Street facing St Stephen's Green. The site acquired for the building at that time was a disused Quaker graveyard. The College set about educating doctors with a strong emphasis on surgery. The founding fathers were significantly influenced by the standard of surgery in France at that time. Out of respect for the French College of Surgeons, they adopted the motto: our motto to the "Consilio Manuque," meaning Scholarship and Dexterity. The stimulus for growth in the early years was Army and Navy surgeons' demand for the Napoleonic wars. Over the past forty years, the College has become home to Anesthetists, Radiologists, Dentistry, and Nursing. These bodies functioning independently have added a great dimension to the College and have added luster to the Institution. The RCSI Green Campus Committee (formed in early 2016) will undertake environmental review advice on an action plan, informing a green charter for RCSI. The ultimate goal for the committee is to obtain An Taisce Green Campus accreditation for RCSI. Prof. Brendan Kavanagh chairs the RCSI Green Campus Committee, and membership include both the staff and student representatives. The Quality Enhancement Office (QEO) was established in October 2010 following the activation of the College's independent degree-awarding powers by the Minister for Education & Skills under the terms of the RCSI (Charters Amendment) Act 2003. The role of the QEO, as the executive arm of the RCSI Quality Committee, is to support the implementation of the RCSI quality assurance/quality improvement (QA/QI) strategy by coordinating all relevant activities and by collecting the data needed to allow the College to continually assure and develop the quality of all aspects of program delivery. The primary activity of the QEO is the coordination of quality reviews. Quality reviews are a crucial component of the quality assurance measures introduced into the Irish higher education sector by the Universities Act 1997.

Welcome to GMIT. "At GMIT, we develop life-long learning opportunities through our teaching and research by supporting regional development consistent with national higher education policy." Learning is and will be the core activity of the Institute, bringing students, staff, and the region together to share, apply, test, and create knowledge; GMIT will continue to develop as a regional organization with an international focus committed to the personal and professional enrichment of its students, the needs of its region, national priorities and global opportunities, GMIT will both shape and respond to the perspectives and expectations of its stakeholders and will work in collaboration with them to meet their needs, GMIT will be an organization characterized by its flexibility, creativity, responsiveness and a capacity to adapt. In the 1960s, Ireland was characterized by a small elite system of higher education, catering almost exclusively to professional and public sector employment. The Mulcahy Report (1967) recommended establishing several Regional Technical Colleges around the country, highlighting that Irish people generally did not have the opportunity to become technically skilled because of the prevalent academic bias in the educational system. Increased technical knowledge and skills were regarded as essential prerequisites for further economic growth, promoting innovation and enterprise. The Mulcahy Report recommended that the Regional Technical College in Galway be designated as the leading center outside Dublin for both craft and management education and the hotel industry training. The first students entered the Regional Technical College Galway on Monday 18 September 1972, and a new era in the educational history of the city and region began. The Regional Technical Colleges' Act of 1992 defined the function of the Regional Technical College sector as follows: "To provide vocational and technical education and training for the state's economic, technological, scientific, commercial, industrial, social, and cultural development with particular reference to the region served by the College." This legislation also authorized a college, subject to such conditions as the Minister for Education may determine: "To engage in research, consultancy and development work and to provide such services about these matters as the Governing Body of the college considers appropriate." In 1998, the Regional Technical College Galway (RTC) was legally designated an Institute of Technology and renamed the Galway-Mayo Institute of Technology (GMIT). The Institutes of Technology Act 2006, among other things, brought the Institutes under the aegis of the Higher Education Authority (up until then, they were under the Department of Education), similar to Ireland's university sector. Currently, Technological University (TU) legislation is being drafted due to the National Strategy for Higher Education to 2030, which allows for amalgamated Institutes of Technology, upon reaching set criteria, to apply for re-designation as a TU. GMIT, Letterkenny IT, and IT Sligo have formed a strategic partnership, the Connacht-Ulster Alliance, to achieve the criteria required for designation as a Technological University. All three Institutes are working together on flexible learning delivery, research, innovation, bespoke delivery for industry, links to local Education and Training Boards, international student recruitment, and staff development. GMIT and LIT have an alliance involving a detailed program of enhanced collaboration, co-operation, and development. The alliance activities enhance the development of the West/North West Regional Cluster and the Mid-West Regional Cluster. GMIT and NUI Galway have a strategic alliance that allows for collaborative opportunities in teaching and learning, research, entrepreneurship, regional development, commercialization, innovation, distance education, and work-based learning. GMIT and the Marine Institute have a strategic alliance that develops marine research capabilities, undergraduate and postgraduate marine science programs, and staff training & development initiatives in the two institutes. The memorandum of agreement allows for joint adjunct appointments between the two organizations. The Academic Council is responsible for developing appropriate procedures for academic quality assurance in the design, delivery, learning, and assessment methodologies of programs regarding change and best practice. The underlying thrust of these procedures is towards continuous improvement in practices relating to the development and operation of programs and fostering high academic standards across the Institute. All institute staff and students are involved in the achievement of academic excellence. GMIT assures its programs' quality by adopting and implementing a Quality Assurance Framework consisting of a series of academic policies and procedures. GMIT was the first Institute to introduce the First Year Experience initiative, which consists of the #First5Weeks welcome program, an innovative module (Learning and Innovation Skills) designed to ease the transition to higher education, and a peer support program (Peer Assisted Study Sessions - PASS). The Peer Assisted Study Sessions program (PASS) offers cross-year support between students on the same program. It is designed to engage students more with their learning and give them a sense of belonging in a large organization.

Welcome to Maynooth University, a research university of international standing and a scholarly community of over 11,000 students and 800 staff. Maynooth University is a thriving research enterprise, a vibrant and exciting place to learn, and importantly, it is a university that places equal value on research and teaching. We are an engaged university with extensive research and teaching partnerships with enterprises, public bodies, civil society, and community organizations. We are conscious that our work as an academic institution is at the service of scholarship, students, and society. Maynooth University is a diverse and international community: people come from many different backgrounds and countries to work together, learning with and from each other, and bringing an intellectual and cultural vibrancy to the University and the region. Whether you are a prospective student or staff member, a current student or staff member, a graduate, parent, visitor or friend, or an academic or institutional partner, I invite you to enjoy and be part of the unique, collaborative and collegial academic experience that is Maynooth University. Maynooth University is a very distinctive university and a collegial institution firmly focused on the humanities, social sciences, natural sciences, and equally committed to research, teaching, and engagement. Its distinctive features and character owe much to its unique history and heritage. Maynooth University was formally established as an autonomous university as recently as 1997, yet traces its origins to the foundation of the Royal College of St. Patrick in 1795, making it, simultaneously, Ireland's youngest University and one of its oldest educational institutions founded in 1795 as a seminary for the education of priests, and by 1850 had become the largest seminary in the world. For 200 years before that, Irish Catholic priests had been educated in the Irish colleges in France, Spain, Portugal, Italy, and the Netherlands. Under the Penal Laws, it would have been illegal to educate them at home. Several factors paved the way for the establishment of Maynooth College. The French Revolution had confiscated the Irish Colleges in France. Enlightenment thinking and the fact that Britain was at war with France led the government to seek to appease Irish Catholics by relaxing the Penal Laws. Simultaneously, both the Irish bishops and the English government feared that Irish priests might be influenced by the 'contagion of sedition and infidelity' of the French Revolution. The bishops asked permission to endow 'academies or seminaries' to educate candidates for the priesthood. Their political advisers persuaded them to extend the project to include laypeople. So the Irish parliament passed an 'Act for the Better Education of Persons professing the Popish or Roman Catholic Religion,' which lead to the foundation of Maynooth College in 1795. Among the first staff at the College were several French scholars who were refugees from the Revolution. Lay students were admitted in 1800, but the lay College survived only until 1817. The Strategic Plan sets out the direction of the University and its contribution to education and research until 2017. It focuses on critical areas such as a radical enhancement of undergraduate education, developing centers of excellence for research, doubling international student mobility, and collaborating with other institutions domestically and internationally. Developing new subject combinations across the sciences, social sciences, and humanities to prepare graduates for emerging roles in the economy and society, Ensuring students are highly competent in their subject areas, but also giving students structured opportunities to broaden their education so they can appreciate different perspectives and operate in interdisciplinary teams, A strong emphasis on the critical intellectual skills of reflection, analysis, critical thinking and problem-solving. Maynooth University will consolidate its international reputation as a university known for outstanding teaching, excellent research, global outlook, effective engagement with the society it serves, and its distinctive approach to modern higher education challenges. Maynooth University will further enhance its international reputation for: The exceptional and distinctive education it offers to students The quality and impact of its research and scholarship The connection between its research and teaching The diversity of its student body and the quality of its student experience The global scope of teaching and research Effective engagement with enterprise, the community, civil society, and the state Commitment to excellence, innovation, and collegiality Its unique and collaborative contribution to the national system of higher education and the economic, social, and cultural life of the region, the nation, and the world Maynooth University has established seven strategic goals for the period 2012–2017, To offer students an outstanding university education, the best available in Ireland, an education which challenges and supports all students to achieve their full potential, and prepares students for life, work, and citizenship, and for complexity, diversity, and change. To be recognized by 2017 as playing a leading international role and being the clear national leader in several thematic areas of research that address the significant societal challenges of the 21st century. To achieve a step-change in international activities, doubling the number of international students on campus and doubling the number of domestic students spending time abroad to create a genuinely intercultural and multilingual institution. To strengthen engagement with all stakeholders through sustained partnerships with enterprises, communities, civil society, and public bodies build support for the University's mission, serve society's needs, and open new opportunities for research and learning. To maximize its unique and distinctive contribution to higher education's national system through a set of purposeful and sustained strategic partnerships at the regional and national level, and to extend its international reach through a network of global partnerships. To be an excellent place to work, known for a collegial ethos that empowers all staff to contribute fully to the University's development. To enable ambitious strategic objectives in challenging circumstances through careful planning, excellent services and infrastructure, and sound governance and management.

Welcome you to the Waterford Institute of Technology (WIT). With a long tradition of leadership in education, WIT is continually pushing the boundaries in response to our students' needs, society, and the economy. It is no accident that WIT is Ireland's leading research-informed Institute of technology with a global reputation for innovation and research excellence. The Institute has been focused on creativity and research innovation as a driver of the knowledge society for over 20 years. It plays a crucial role in Ireland's social, cultural, and economic development. We are committed to excellence in all aspects of our activities, including educating the next generation leaders through our undergraduate and postgraduate programs producing highly creative and industry-ready graduates developing our internationally connected research and innovation eco-system, and evolving our unique stakeholder engagement model, which has had a real impact on our economy. The Institute leverages its national and international partnerships with other education institutes, industry, social, and government bodies to ensure the international relevance and excellence of our teaching, research and innovation activities. Waterford Institute of Technology is a truly international environment with students from 70 countries and strategic collaboration partnerships with over 300 education and industry partners. We have created an exciting learning environment in the South East of Ireland. In our world, you are not just a student but a member of a community that values all aspects of life: learning, sport, arts, community engagement, and, above all, the person. Through education, we open a world of endless possibilities that will challenge, excite, and reward you. Waterford Institute of Technology is firmly committed to enhancing the quality of life of citizens of Waterford, the South-East region, and the nation. WIT plans its activities with this goal in mind. The Institute is currently finalizing its Strategic Plan for the period 2018-2021. Following an extensive consultation process, a draft Plan has been prepared and may be viewed here. The Plan identifies the actions needed to position WIT as the leader of educational, social, cultural, and economic transformation in the South-East of Ireland. The Plan charts a path to building a more collaborative, accessible organization that will be progressive and innovative—such an organization is needed to create an environment where all citizens' quality of life is improved. The Plan sets out actions across various thematic areas, including Access to Education, Research, Teaching and Learning, and other domains. The objects and functions of the Institutes of Technology are established in legislation and direct the Waterford Institute of Technology mission. Under the law (specifically the Institutes of Technology Act 2006), the principal function of Waterford Institute of Technology is "to provide vocational and technical education and training for the economic, technological, scientific, commercial, industrial, social and cultural development of the State with particular reference to the region served by the college". WIT was founded in 1970 as a Regional Technological College (RTC) and became an Institute of Technology in the late 1990s.

IT is a lively and inspirational place that attracts a creative mix of 3,000 students both from the local area and from 31 different countries. This gives us a vibrant array of cultures and activities on campus and a friendly, supportive, and relaxed atmosphere where students and staff work closely together. Our modern integrated campuses in Letterkenny and Killybegs encourage robust academic learning and career-focused practical experience. We have excellent facilities in all departments, such as a suite of graphic design studios, state-of-the-art nursing resources, particular purpose laboratories, training kitchens and restaurants, and an on-campus business development center, CoLab, to support spin-off enterprises. Our multi-purpose center, An Dánlann, houses our excellent sport and recreational facilities in addition to our medical center, counseling service, careers office, and chaplaincies. We are deeply committed to the people in our region. Part of our mission is to help raise the young people's economic prospects who study with us and, by doing so, the prosperity of the broader communities into which they will graduate. That is why every course we offer teaches the latest knowledge and skills that employers demand. As part of this, we are involved in many cross-border programs and are currently fostering a strategic alliance with the University of Ulster. Letterkenny Institute of Technology has continued to strive for continuous improvement. This has been not easy over the last few years, but through positive staff engagement, the Institute's portfolio of programs has been redesigned. In contrast, the level of engagement with industry and the community continues to develop. Our students and graduates continue to be excellent ambassadors for the Institute, and as a body, we are addressing the increasingly complex demands of implementing the National Higher Education Strategy. Our new Strategic Plan 2014-17 plots a way forward for LYIT, and we are looking forward to this challenge. The Institute provides services from two campuses, Port Road, Letterkenny, and Shore Road, Killybegs. We are fortunate to have very new and modern campuses in central locations. 75% of our facilities are less than ten years old, and the most remainder has been updated in the same period. The standard of design and maintenance is exceptionally high. There are many teaching rooms specifically designed and equipped for particular purposes. For instance, clinical skills suites for nursing mimic a hospital situation, design and audiovisual studios, science, engineering, computer, and language laboratories. We have state-of-the-art equipment and audiovisual projection facilities in all general-purpose teaching areas, lecture theatres, and the library. For students wishing to pursue post-graduate opportunities, dedicated research facilities have been developed, and it is anticipated that there will be further additions shortly. Students will find other useful facilities outside of the teaching spaces, including meeting spaces, performance areas, chill-out space, recreation rooms, and several restaurant areas serving different types of food. Facilities are also available for consultation with a wide range of student services providers, medical, counseling, careers, learning support unit, etc.

The University of Thessaly was founded in 1984 and has elected the first Rectorate Board in 1998. Its administrative and academic center is in the city of Volos. To serve the needs of the region of Thessaly, its first Departments were based on agricultural, educational, and technological sciences. In its initial phase of organization and operation, there have been eight Departments, seven of them in Volos and one, the School of Medicine, in Larissa. Since 1984 and onwards, the University of Thessaly has been gradually growing with new Departments in the four most prominent cities of Thessaly, Volos, Larissa, Trikala, and Karditsa. Its present academic structure consists of sixteen (16) Departments, four (4) faculties. They were all founded by the end of 2000-01. The primary mission of the University of Thessaly is the promotion of scientific knowledge through research and the contribution to the cultural and economic development of the local community and broader society. It is known for its excellent research performance and outstanding scientific achievements, following international standards. The excellent equipped Laboratories of the different Departments and Research Units have some well-trained researchers to support them. Emphasis is also given on the bond between the University of Thessaly and the local society. This bond is further supported by the operation of the University Hospital of Larissa, which covers the medical needs of Thessaly's whole region. Student life at the University of Thessaly is also rather intense. The students have established well-organized associations that are highly active in the fields of sports and culture. Today the University of Thessaly has 9.647 undergraduate students, 1.471 postgraduate students, and 1.148 Ph.D. students. It also has 560 members of teaching and research staff, 98 members of teaching staff with a temporary teaching contract, 308 members of administrative staff, and 57 members of Special Technical Laboratory Staff. It is a University with its own identity and a prominent position in our national educational system, known for its quality in teaching, research, human resources, the spirit of cooperation at all levels, and a dynamic presence in the society. The University of Thessaly provides several benefits for the students to accommodate their student life in the different cities of the University of Thessaly. These benefits include accommodation and catering support (for low family income students), the lower fare for transportation, health care, accommodation allowance, scholarships, etc. Furthermore, the students are provided with free high-speed internet access and many other electronic services that assist the instruction procedures. In this context, B.C.E. coordinates the Units – and their activities – under its supervision, implement joint publicity and sensitization activities, manages and operates an integrated database, and is responsible for evaluating and quality control of all activities undertaken by the Bureau, and it affiliated Units. Studying at the University of Thessaly will enrich your study experience and broaden your cultural background and improve your professional skills. The International Relations Office (I.R.O.) at the University of Thessaly serves all those on the move - either coming to the University of Thessaly or going abroad to other Universities. The University of Thessaly has 315 Erasmus Bilateral Agreements in the European Union. Outside Europe, it has five active partnerships in the U.S.A., Mexico, and Argentina.

Welcome to the Technological Educational Institute of Crete. Our Institute, one of the 36 Higher Education Institutes of Greece, offers quality undergraduate and postgraduate studies in Informatics, Engineering, Health, Agriculture and Food, Economics and Management, Environment. The TEI of Crete is continually being ranked at the top of its peers' list, while it has received wide recognition for its direct contribution to the development of both Crete and Greece. The TEI of Crete studies are exceptionally high standards, as proved by the External Evaluations carried out by the Hellenic Quality Assurance and Accreditation Agency. The teaching and research qualifications and the consistency of the staff, the modern Study Programmes, the connection to the trade and social bodies, and the way we supervise and support our graduates guarantee a complete education providing our graduates with the appropriate guidelines so that they follow the correct profession or continue with further studies, dependent on their aptitudes. Our several collaborations with numerous Greek and more than 120 European Higher Education Institutes contribute drastically to the provided studies' internationalization. Our students are encouraged to travel to other countries to complete part of their studies. Those who study at our Institute also contact international students and are often being taught by European professors. The Department has received awards for its international relations in Europe and, of course, in Greece. At the TEI of Crete, the Administration and the staff work tirelessly, always focusing on our institutional goals about quality education, excellence, real education, and our ca. 15.000 active students' broader interest. We continue to transfer our students' main principles, transparency in making and implementing our decisions, equality, and respect. We encourage the freeway of thinking and the expression of new ideas, self-motivation, and cooperation: we seek to create complete Scientists – Citizens. Our economic efficiency works as a guarantee for the State to keep financing us. Apart from that, the TEI of Crete, through the numerous educational, research, and development projects that it carries out, ensures receiving extra funds to support the studies and our students, equivalent to many years of state funding. The candidates and their parents shall see a full description of our undergraduate and postgraduate studies, together with the possibilities to support our young students during their studies and everyday life at the Institute. Our current students can provide all the necessary information concerning the classes, the studies, the contact with the professors, the Student Care Office, the exchange programs with universities abroad, the chances of working at the Institute and at trade and industry bodies, essential links for the life and the entertainment in the cities, where the departments are located, etc. The new scientists shall explore the chances of being hired by the TEI of Crete for teaching or participating in research or development projects. Our possible research colleagues have instant access to our research accomplishments, our scientists' experience, to current programs, to our immediate goals. The private and public sector bodies may contact specialized scientists for scientific and technical support and seek suitable graduates for work. The candidates supplying us with the necessary services and goods shall find anything they seek in transparency and equality. Citizens from the general public can be informed of our scientific and social work and our cultural activities. The TEI of Crete was established in 1983, aiming at offering technological education to students in Greece. Initially, the following Schools were established: Technological Applications, located in Heraklion with a branch in Chania Management and Economics, located in Heraklion Health and Welfare Services, located in Heraklion and Agricultural Technology, located in Heraklion, Which offered twelve (12) Study Programmes, supported till 2013 by the Department of Sciences of the School of Technological Applications and the Centre of Foreign Languages and Physical Education. Since June 2013, according to the Presidential Decree No 104 (Official Government Gazette 137, 5-7-2013, volume 1) under the new Law 4009/2011 (Official Government Gazette 195, 6-9-2011, volume 1), the TEI of Crete has the following Schools: School of Management and Economics, located in Heraklion School of Health and Welfare Services, located in Heraklion School of Applied Sciences, located in Chania School of Agricultural and Food Technology, located in Sitia School of Technological Applications, located in Heraklion

Welcome to the National and Kapodistrian University of Athens. You may become acquainted with the oldest institution of higher learning in Greece and find out about studies, research, and each School and Faculty's various academic activities. You may also be informed about our rich cultural Program and the activities that occur daily throughout the academic year. You will find different types of useful information regarding the infrastructure and the services offered by the NKUA. The idea of establishing a University in Greece emerged alongside the Greek War of Independence, also known as the Greek Revolution. The National and Kapodistrian University of Athens, officially founded on April 14th, 1837, is the first University of Greece and the Balkan peninsula, and the Eastern Mediterranean region. The official language of the University of Athens is Greek, which is the official language of the country and one of the 23 languages of the European Union. The instruction and the examinations in all undergraduate programs courses are realized in Greek, while the writing books, the educational material, and the primary texts, which are distributed to the students, are in Greek. The students who enter the University as foreigners may attend courses in the Greek language for free to obtain the language competence their studies at the University require. This possibility is offered to the students currently studying in Athens for one or two semesters through the Erasmus+ Program. The language in which access to knowledge is achieved and the working language of the Postgraduate Programs that leads to obtaining a postgraduate specialty degree or to acquire a doctoral degree (D.D) is Greek, except if the internal regulation of the Postgraduate Program makes provision for the use of (an) another language (s) - as it usually happens in the "foreign languages" departments. The writing up of the doctoral dissertation for the Postgraduate Program or the dissertation for the doctoral degree may be realized in Greek or another language, according to the internal regulations of the Program. The bibliography that is suggested and is currently used in the Postgraduate is in Greek and other languages. For this reason, the knowledge of foreign languages by the prospective incoming students of the Postgraduate Program of the University of Athens is either obligatory or optional but desired. The National and Kapodistrian University of Athens (NKUA) is a learner-focused and research-oriented public University covering a broad spectrum of scientific fields. Its vision is to promote excellence in education and innovation in research, scholarly and other creative endeavors, and be actively involved with local, national, and global communities. The mission of the National and Kapodistrian University of Athens is to advance knowledge and educate students in sciences and arts that will best serve the nation and the community in the twenty-first century. In all academic units, our researchers and faculty strive for innovation. In each member of the NKUA community, we seek to develop a passion for excellence and the ability to think critically and contribute to research and innovation. All academic community members are free from discrimination, harassment, and sexual misconduct in their learning environment and work setting. Everyone has the same access to facilities, rights, and obligations by the University policies and Greek and international laws. The historical profile of the University and its people determine its goals and priorities. We aspire to generate and share knowledge, ensuring significant contributions to public policy-making. We focus on the internationalization of our University and its openness towards our stakeholders. Our faculty is committed to excellence through the delivery of modern undergraduate and postgraduate education. They are also committed to implementing the highest standards in research, judged by professionals and their organization's comparators, across our range of subjects, thus ensuring that research and innovation are integral to academic excellence.