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The De La Salle Health Sciences Institute (DLSHSI) is a full- complement medical and health allied institution that provides holistic, excellent, and premium health professions education, health care, and research services in a nurturing God-centered environment. It pursues its commitment to Nurturing life. The Institute is composed of three significant services division: Academics, De La Salle University Medical Center, and the DLSHSI Angelo King Medical Research Center and two institutional divisions: Lasallian Mission and Linkages and Finance and Administration Divisions. DLSHSI's ministry of nurturing life is exemplified by the services provided by these divisions individually or together, as one, in communion in mission, through "nurturing potentials," "nurturing health," "nurturing discoveries," "nurturing communities," and "nurturing your spirit." The De La Salle, Health Sciences Institute offers different courses that cater to the needs and demands of the health care providers and institutions here in the Philippines and abroad. THRUST: MC² = Marketing. Communicating. Connecting. The Scholarship Program and Development of DLSHSI provide every Filipino student a unique opportunity to experience free Lasallian health sciences education. This great mission is part of De La Salle Philippines, Inc.'s thrust in response to the country's 100 Years of Lasallian Presence. THRUST: SDT = Serving. Developing. Transforming. The De La Salle Health Sciences Institute: Angelo King Medical Research Center (DLSHSI-AKMRC) is DLSHSI's ground zero for medical and healthcare research. It produces groundbreaking research in various medical fields. Also, it seeks to find solutions to national health concerns, such as research on treatments for tuberculosis, dengue, and cancer, as well as on the efficient use of evidence-based complementary and integrative medicine in health care. Thus, research services are available for herbal and other traditional or indigenous medicine, alternative nutrition, massage, acupuncture, mind-body interventions such as yoga, and other alternative healing modalities. An established site for international clinical trials has positioned itself as a contract research organization for local pharmaceutical companies, given its capability to conduct Phase I-IV clinical trials. The Center is also engaged in research training, conferences, publication, and research-based product development. The De La Salle Health Sciences Institute proudly introduces its one of a kind high school program through the Special Health Sciences High School. The said program has been approved by the Department of Education in August 2015 and formally issued a Government Permit in October 2015. The De La Salle Health Sciences Institute features its Special Health Sciences High School with the Senior High School Department focused on Academic-STEM Track blended with Health-related Courses. The curriculum is designed to prepare students in health sciences like Nursing, Biochemistry, Pharmacy, Medical Laboratory Science, Radiologic Technology, Physiotherapy, Occupational Therapy, and Speech and Language Pathology-all Doctor of Medicine. For De La Salle Health Sciences Institute, this special health sciences high school is envisioned to prepare and form students as future medical and health allied professionals who value the Lasallian healing ministry the most. Thus, making sure the curriculum features PUSH (Public Understanding of Science in Health) as an integral component. Public Understanding of Science in Health (PUSH) highlights the theoretical foundations and fundamentals of Science about health programs of the Institute. These subjects show how sciences are important, related, and useful in the field of health care. This also focuses on the laboratory and field exposures of the students after finishing the introductory PUSH courses. Finally, this also requires the students to finish an Investigatory Project, culminating in all their theoretical knowledge and exposures from the introductory PUSH courses. The remaining senior years shall be devoted primarily to the Internship Program to be exposed to the actual health sciences profession. The said unique curriculum should help students determine their career paths without being forced to take a degree that they do not want to take. Moreover, students may opt to enroll in certificate programs that will hone their abilities and talents. As a result, they shall be equipped with the skills needed for a specific job even without a college degree. At the age of 18, when they graduate from Senior High School, they shall be employable, productive, and competitive. Thus, adding up to the nation's human resources. Still, those who opt to pursue a higher degree shall have better opportunities in DLSHSI. DLSHSI ensures that its internal community members are animated to pursue its vision and mission anchored on its values of Spirit of Faith, Zeal for Service, Communion in Mission, and Reverence for Life. Thus, the De La Salle Animo Center serves as the venue for the pursuit of animated opportunities for the DLSHSI community members for their growth and development in all aspects of life – spiritual, social, civic, cultural, musical, and sports. Amid the campus, surrounded by the lush vegetation of the campus' mini-forest, one will find the soul of life in the Institute, the 500-capacity Two Hearts of Jesus and Mary Chapel. Here, students commune with God, friends, mentors, and other community members through a daily celebration of the Eucharist, individual prayers, and "Kapitan" moments, which also often turn into informal group study sessions cum fellowship. View full university

The University of North Dakota has always been ahead of its time. Founded in 1883, six years before the state itself was established, UND gave North Dakota its name when the former Dakota territories separated into two distinct states. Today, UND is a busy 550-acre campus, the state's largest. We've emerged as an innovator in energy, medicine, aviation, and unmanned aircraft systems. Our mission is to provide transformative learning, discovery, and community engagement opportunities for developing tomorrow's leaders. The Office of the President works with the campus community to shape the University of North Dakota's strategic direction. The Office of the Provost works closely with deans, department heads, student services professionals, faculty, and staff to provide quality educational programs and instructional services to campus. In support of the One UND Strategic Plan and the Research Grand Challenges, the mission of the Division of Research & Economic Development is to serve the broad research community of the University of North Dakota. This community is instrumental in meeting the strategic aims of the University. The aim is to expand and strengthen the University's commitment to research, scholarship, and creative activity as a means of sustaining and extending the knowledge base, enriching the teaching and learning environment, and enhancing economic development in the community, region, state, nation, and across the world. UND's Division of Student Affairs & Diversity advocates for students and creates a positive environment for all students. It manages housing, dining, wellness, and cultural programs. The Division of Research & Economic Development supports UND's distinction of being a Carnegie Doctoral Research Institution with an international reputation for research and scholarship. The safety and well-being of our students, faculty, staff, and visitors are our foremost concern. You have a right to feel safe at the University of North Dakota. We work diligently to reduce the crime's risk and potential but recognize we cannot do it alone. Safety and security is a shared responsibility, and we need your help. The best protection against campus crime are: A strong law enforcement presence. An aware, informed, alert campus community. A commitment to reporting suspicious activities and using common sense when carrying out daily activities. We're fully accredited by the Higher Learning Commission (HLC) and positioned with Stanford, Harvard, and MIT among the Top 25 Most Innovative Schools. Earning a degree from a nationally accredited university like UND speaks to the quality of your education. It can also mean that credits taken are transferable to other accredited institutions. Financial aid is a broad term representing any financial assistance you receive to help pay for your education. There are several types of financial aid. You'll need to repay some types, while others are gifts that don't require you to pay them back. The most common types of financial aid are scholarships, grants, loans, and employment. Settle into one of our residence halls or apartments. You'll be steps away from classes and right in the middle of a buzzing campus. Students are eating together in the dining hall. Who needs to cook when you're steps away from wood-fired pizza, just-like-mom's tater tot hot dish, and the world's best monster cookies? We frequently rank as one of the healthiest and fittest schools in the nation. MSN's Fitbie.com gave us an A+ for health. Please search our database of 260+ student clubs and organizations. If you cannot find what interests you – start your club. Working on campus adds a new dimension to college. You will build your resume, hone your time management skills, and find mentors. Conduct your research or find a quiet place to study at the Chester Fritz Library. Many resources are available online. View full university

The Blida University Centre (CUB) was established by Decree No. 77-92 on 20 June 1977. Implanted on a retroceded site, dating from 1864, the CUB has also benefited from a program of development and extension of educational infrastructures (amphitheater, laboratory, etc ...). It was not until September 8, 1981, that the CUB opened its doors to the students of the wilayates of Blida, Media, Chlef, Djelfa, and in the South of the country. As part of this historic re-entry, the number of students enrolled was 526, with a teaching staff of 57, including 17 foreign students. The University of Blida has developed rapidly and could be divided into three main phases corresponding essentially to The different stages of structuring and management First stage: During the first three years of its existence, the Center Universitario de Blida is located in the middle of the city and has provided teaching in only four streams: Common Technology Trunk, Architecture, Agronomy, and Medical Sciences. Second step: In 1984-1985, when the university card was applied, the CUB broke up in the National Institute of Higher Education. Decree No. 83-543 of 24 September 1983, in its articles 2 and 4, chapter I, provides: "The National Institute of Higher Education, hereinafter referred to as" the institute is a public institution of an administrative nature, Endowed with legal personality and financial autonomy. "The Institute's objectives, within the framework of the National Plan for Economic and Social Development, are to provide courses in graduation and post-graduation, Contribute to the development of scientific and technical research, Undertake any development and retraining in its field of activity, Ensure publication of studies and research results. With the application of the university card devoting the National Institute of Higher Education, Blida is found with six structures: Institute of Mechanics, Institute of Architecture, Institute of Electronics, Institute of Agronomy, Institute of Industrial Chemistry, and Institute of Aeronautics. The cumulative number of students enrolled about the academic year 1981- 1982 experienced a growth noticed since they have been multiplied by 10 times. The structure of the distribution by sector group shows a trend towards a reinforcement of the technology concerning the other training courses, there is a relative stabilization (competition conditions of access, etc. Evolution of the pedagogical framework The appeal to foreign teachers as a supplement to student supervision has been considerably reduced since the establishment of the Blida University Center in 1981, as shown in the table below. Co-operation in the field of education is directed mainly by the sending of high-level grades, among others, professors, lecturers, etc., concerning the succession of the grades of assistant teachers, it will be completely completed, Of post-graduation. The rate of Algerianization is 96 %. Third step: The University Complex of Blida was set up as a University in August 1989. A seventh Institute opens its doors. These are The Institute of Medical Sciences. The opening of several other departments allows the University to modify its decree of creation in 1992/1993. Four other Institutes strengthen the structures of the young university: Institute of Veterinary Sciences, Institute of Exact Sciences, Institute of Juridical and Administrative Sciences, Institute of Economic Sciences, Decree 95/204 of 5 August 1995 brings the number of Institutes to twelve. Fourth step: By Executive Decree No. 98-253 of 17 August 1998, the University of Blida consists of seven faculties: Faculty of Sciences, Faculty of Engineering, Faculty of Medical Sciences, Faculty of Law, Faculty of Economics and Management, Faculty of Arts and Social Sciences and Faculty of Agronomic and Veterinary Sciences. View full university

The Superior National School of Marine Science and Coastal Planning (ENSSMAL) is a school for training and research in the fields of oceanography, land, and coastal management. It is located in the heart of an exceptional academic environment, the large university campus Dely Ibrahim involving the University of Algiers, the University of continuing education, university town. The ENSSMAL is a young and dynamic hotel that combines academic training and scientific and technical research. It provides multidisciplinary training course level scale (Ingéniorat) and post-graduation (Magister and Doctorate). His coaching staff, its training and research programs, and its close relationship with the socio-economic sector national and foreign cooperation partners are the basis of its performance and success. These strengths allow the school to open up to the world of quality and excellence in its areas of competence. The objectives set by the ENSSMAL are part of a broad development prospect of marine science and applications resulting in Algeria. Indeed, both on a fundamental level than in practice. View full university

The mission of the university is the graduate and post-graduate education as well as the research of which the organization and management types are called to evolve along with the reformation of the Algerian university. Its ambition is to ensure the best education by international standards which doesn’t ignore humanities and how to enhance student involvement in social issues. The USTHB promotes the opening of the research laboratories to national and international scientific cooperation to strengthen the international dimension of research and lent her support to all scientific programs of cooperation involving the USTHB laboratories and Algerian and foreign laboratories. The university research laboratory is a fundamental constituent of the University and the research - development and the research - formation. In consideration of the needs of the general functioning in human potential (teachers, researchers, engineers, and technologies), and potential of research (development, studies, expertise’s and basic research and applied) The Research Laboratory of the University must have the tools and human, material and organizational enabling it to face major challenges. As a result, the following steps should be considered. Contribution to elaborate the guidelines for the research policy in the USTHB. The Research for better efficiency for more rational and coherent mobilization of means: Human and material. Identification of the federative poles in which the USTHB would distinguish itself. Availability to the decision-makers and the branch of industry of good legibility for the orientation and the objectives of the research at the USTHB. Promotion of the synergy between the research at the USTHB and the industrial field. The organization of postgraduate studies completes the different formation which graduated and governs with cycles. The importance of post-graduation and research in the healing process of the university is major, so thus, the development of postgraduate, the development of research exceeds the dimension of a simple problem and establishes the real issues. Any positive structure formation must be linked to increasing the multifaceted performance and effectiveness of research within university laboratories because the post-graduation is interrelated to university research, they are made of one part, each of them is the condition and the consequence of the other. Post-graduation is the cornerstone of development and the influence of university research centers and researchers for the industrial and socio-economic sectors. Nowadays, by international standards. It is necessary to develop, university education access and the reinforcement of management to achieve an accounting ratio to those of developed countries and those related to the aspirations of society. Naturally, the realization of these objectives cannot be effective without the development of the human resources intended for the pedagogy and the research without an authentic formation strategy of trainers. THE USTHB always joined this optic. Students Sports activities It has Four sports sections organized : Section of team sports: Football, Volleyball, Basketball, Handball, Cycling. Section of individual sports: Athletics, Table tennis, Chess, Bowls, Gymnastics, Cross country. Section of martial arts : Judo, Karate, Vô-Vietnam, Yoseikenbudo, Aïkido. Section of Sub-aquatic sports: Scuba diving, Swimming, Submarine - hunting. The USTHB was able to develop the agreements of cooperation in the research with laboratories of French universities and the (CNRS)*** as well as the INSERM. It is to indicate that around thirty research projects of cooperation within the framework of the CMEP are annually functional since the signing of the agreement. View full university

Adhering to the Information Society essentially dominated by the multidimensional implications of the Internet, Mentouri Constantine University takes up residence in this space odyssey. if the renewed presentation of its website, rich in themes and topics provided, offers all Algerian and universal users active relay which develops trade relations for the benefit of knowledge, communication, and partnership whose basic environment is the vast sphere of higher education and scientific research. The interface of this new version presents a wealth of college and the environment in which it is placed, more ergonomics and usability of component sections the pages of this website it also offers graphics and interactive interfaces allowing communication between users and the university world. It also extends to information linking the university and its scientific and social partners. View full university

The university djillali liabes was created on 1 August 1989 by Decree No. 89-41 of 01/08/1989 amended and supplemented by Executive Decree No. 95-208 of 08/05/1995. It is the result of an evolution over thirty years in which she has continued to the extension. Before university, several articles have governed this establishment: A. The status of University Center: Since opening the doors of the establishment in September 1978 until August 1984. B. The status of the National Institutes of Higher Education (INES): from August 1984 until July 1989. The University of Sidi -Bel Abbots acquired university status in 1989 after she was an academic center whose activity began in 1978. University has different campuses in the ring around the city. The latter is composed of six (06) Faculties (Sciences, Law, Engineering Sciences, Medicine, Economic Sciences, and Humanities) spread over 09 sites. The university has counted 15,000 students for the 2000/2001 marketing year and 22,000 students in 2005. View full university

The University Larbi Ben M'Hidi Oum El Bouaghi, which is spread over 4 campuses and an annex consists of seven ( 07 ) and three Faculties ( 03 ) Institutes. The overall student enrollment is 22,299 of which 21,418 are in graduation and 1070 in Post-graduation. Educational support is provided by 783 teachers of which 177 are rank Magistral, representing a rate of 22%. 70 training offers (Licence) and 58 training offers (Master) in eleven ( 11 ) areas of the LMD system. Each year the ULBMOEB delivers 4000 graduates. More than 20 000 diplomas were issued since its creation in 1983 and 4764 certificates were issued in 2013. The scientific and technological research is provided in nine ( 09 ) laboratories by 250 teachers permanent researchers and hundreds of associate researchers. More than 600 theses were defended since the creation ede away. Scientific, cultural, and sporting events occupy a prominent place within the university. More than fifty activities take place each year. Like the country, the University Larbi Ben M'hidi Oum El Bouaghi is changing. The objectives are better quality of training, better management of the living environment of students and staff, more quality scientific production. The assets that conceal our young university can ensure it achieve these goals. View full university

In 1984 and as part of the restructuring of the university card, the university center was erected in two National Institutes of Higher Education: INES INES Civil Engineering and Agronomy and Veterinary. In 1992, the facility recovers its status as University Center. The university Ibn Khaldoun Tiaret is a property vocation of Higher Education and Scientific Research, created in September 2001. 2010 ... the university restructuring in 06 faculties and two institutes. The university currently has no less than 27 courses in different specialties. Similarly, the number of students is more than 16809 in the 2010/2011 school year. Moodle is an online learning platform for creating communities around educating content and educational activities. The "Moodle" word stands for Modular Object-Oriented Dynamic Learning Environment: "Environment modular object-oriented dynamic of learning." View full university

Created in 1978 in a spirit of innovation and constant quest for excellence, Ferhat Abbas Sétif University 1 has become over the years a major player and a development driver essential for the region. Open to its socio-economic environment and because of its nature as a center dedicated to science and technology, UFAS1 is still committed to a clear and global vision that takes into account the strategic weight of the region in the development of the country at all levels and the great potential of the university. Sétif University Center was created by Executive Decree No.78-133 of April 9, 1978, to host 242 students spread out over three Institutes (Economics, Exact Sciences and Technology, and Foreign Languages). In 1984, the University Center witnessed the creation of several National Institutes of Higher Education (INES) having administrative and financial autonomy. In 1989, the INESs were merged to form an establishment having the status of a University. Since October 17, 1992, the university has been proudly bearing the name of the late Ferhat Abbas, a well-known figure of the national movement and first president of the Provisional Government of the Algerian Republic (GPRA). During the academic year 1999/2000 and following the reorganization of the institutes into faculties, Ferhat Abbas University has counted 06 Faculties. Since 2005, Ferhat Abbas University has gradually adopted the LMD system. Since January 12, 2010, after a new restructuring, our university is made up of 8 Faculties and 2 Institutes. Like other universities and higher education institutions, Ferhat Abbas Sétif University 1 is today called to improve, on one hand, the quality of its programs to increase the graduates’ skills and qualifications and, on the other hand, to engage in user research for the benefit of the socio-economic sector, which is expected to increase its job offerings in particular for managers. How to achieve these two goals in a relatively short time? is the question that the new management of UFAS1 has attempted to answer. Recognizing that this public university is facing a phenomenon of massive enrollment and it will continue to host a large number of students over the next few years, the new management team is trying to put in place a development strategy that takes into account both the previous constraint and the strengths of this university. A first approach was then made at the MENA Countries Conference organized by the World Bank in Beirut on May 12-14, 2015 during which a presentation of the first draft of this strategy has been made. The mission of the University as well defined by the Higher Education Orientation Act is built around economic, social, and cultural development through the training of professional staff and technology transfer to its environment. On the ground, the situation is quite different. Indeed, its main role is limited to academic knowledge dissemination and issuing degrees and diplomas. This situation has led to a total disconnection of the university from its socio-economic environment. The university must now change the strategy to not be limited to knowledge transfer but to include a know-how transfer (skills and qualifications) which is a guarantee of students’ employability. The university must produce skilled graduates necessary for the smooth functioning of the economic and social system to contribute to the improvement of employability and the exploitation of research results. In the same way, academic scientific research, carried out so far, is practically academic. Scientific production is valued only inside the university through doctoral programs and the career development of faculty. Moving from this rationale of separation to a rationale of openness to the socio-economic environment is more than a necessity. The results of the research must be valued "otherwise" to have an extension to the socio-economic sector through added value to having a positive impact on citizens. View full university

The idea of the university establishment was parallel to the construction of Emir Abdelkader mosque which is considered as one of the wonders of Islamic architecture. There were a great number of Muslim architects who specialized in Islamic architecture who have contributed to its construction. Emir Abdelkader University for Islamic Sciences is considered a public institution and distinguished by its administrative feature, moral identity, and also by its independent financial state. It is under the supervision of the Ministry of Higher Education and Scientific Research. Emir Abdelkader University for Islamic Sciences has been established according to the presidential decree No-182/84 on August 4th, 1984 which included the creation of the university as the 1st article stipulates: It is created in Constantine a university called Emir Abdelkader University for Islamic sciences, subject of the provisions of the decree No 83/544 on September 24th, 1983 including its basic code. In 2011 the executive decree No 11-39 was stipulated on February 6 th, 2011 to amend and complete the decree No 84/182 on 07 Dhu al-Qidah 1404, corresponding to August 4th, 1984 including the creation of Emir Abdelkader University for Islamic Sciences to which was also added a new faculty and vice-rectorate. Thus, the university has three faculties and four vice-rectorates as the second paragraph of the first article stated that: By the provisions of Article 3 of the executive decree No 03-279 on Jumada al-Thani 24th 1424, corresponding to August 23rd, 2003, to amend and complete the mentioned above, designed the faculties that consist Emir Abdelkader University for Islamic Sciences and its specialties as follows: Religion Foundations Faculty Shari’a and Economics Faculty Arts and Islamic civilization Faculty As stated in Article II that the university rectorate, in addition to the secretariat and the central library includes four vice-rectorates in charge of the following fields: Vice-rectorate of the higher formation in the first and second round, continuous training and degrees, and the higher formation in the graduation. Vice-rectorate of the higher formation in the third round, academic qualification, and scientific research. Vice-rectorate of external relations, cooperation, animation, communication, and scientific events. Vice-rectorate of development, perspective, and orientation. View full university

The university kasdi merbah Ouargla originated from the Ecole Normale Supérieure (ENS) erected by Decree No. 65- 88 of 22 March 1988 . In 1997, by Decree No. 159-97 of 10 March 1997 was created Ouargla University Centre which now includes under its authority the National Institute of Advanced Training in Agricultural Saharan(INAFSAS - Decree No. 337-97 of 10 September 1997) alongside the 05 founding institutes. The Merbah-Ouargla Kasdi University currently consists of 10 faculties each has several departments by applicable rules, including the D Executive secret No. 13-100 of 2 Jumada El Oula 1434 corresponding to March 14, 2013, amending and supplementing the Decree Executive No. 01-210 of 2 Jumada El Oula 1422 corresponding to July 23, 2001. establishment of the University of Ouargla. the number and the calling of the faculties comprising the University kasdi merbah Ouargla are fixed View full university

The establishment of a Strategic Action Plan, in consultation with all, Will the USTO Mohamed BOUDIAFd'affirmer his trade, vision, and values. On these items, we will develop the main lines, strategies, objectives, actions, and indicate the targets with the contribution of the entire university community. The dialogue will be open, permanent, and responsible without exclusivity or exclusion with the entire staff of the University, at the level of individuals, groups, and unions. Enjoying a privileged location close to major industrial centers such as that of Arzew, USTO Mohamed BOUDIAF must be placed in an advanced training dynamic partnership with the social and economic environment as well as research-targeted development. This will be achieved by integrating our training and research programs, the system of innovation, and the entrepreneurial culture that will help to promote entrepreneurship among our students. The development of the relationship with the socio-economic environment and professionals, today constitutes an essential dimension and an inescapable way for our university. In this perspective, we will multiply contacts with the socio-economic environment and national and international organizations to diversify and adapt the training offer and develop quality scientific research. View full university

Higher education in Medea has started during the academic year of 1988-1989, by the executive decree No. 48-89 of November 4th, 1989, at the administration building that hosted the National Institute of Higher Education of electrical engineering. At that time, the latter was affiliated with El Farabi middle school. The purpose was to provide higher education. Our universities are confronted with challenges imposed by many international and regional circumstances against which our academic institutions must provide the most appropriate reactions. The university reforms have offered greater flexibility to our universities that is reflected in the liberation of their initiatives and their capacities to adapt to recent advancements according to the environment. There is no doubt that we are living in a region with substantial capacities. In particular, the agricultural and industrial potentials that the government has created following the recovery of the national sovereignty as well as the infrastructure already completed and those under construction recently. View full university

The University of Biskra was established in 1984. It has its origins in three national institutes were autonomous administ retirement, educationally and financially: National Institute of Hydraulic National Institute of Architecture National Electrotechnical Institute These three institutes have become central universities in 1992 The University Centre became "Mohamed Khider University of Biskra" in 1998. It now has six faculties: Faculty of Science and Technology Faculty of Law and Political Sciences Faculty of the tires and Languages Faculty of Economic and Business Sciences and Management Sciences Faculty of Exact Sciences, Natural Science and Life Faculty of Humanities and Social Sciences. View full university

1990: Opening of the National Institute of Higher Education of Electronic 2000: promoted the National Institute of Higher Education to the electronic university center under the Executive Decree No. 197 - 2000 dated 25 July 2000 on the establishment of the University Center Paljlvh. 2009: University Center to upgrade the University and under the Executive Decree No. 09 - 09 dated 04 January 2009 concerning the establishment of the University of Djelfa Estimated the total number of students enrolled at the University of Djelfa season university 2015-2014 b 23950 students, Muaan on 06 colleges and 16 Departments of the Institute. Djelfa University includes four (04) procuratorates for the presidency of the University: - on behalf of the University Directorate of the Higher composition of the gradient and continuous training and certification. - on behalf of the University Directorate of Higher formation in post-graduation and university training and scientific research. - on behalf of the University of the Directorate of External Relations and Cooperation and activation, communication, and scientific demonstrations - the university on behalf of the Directorate for Development and anticipative and guidance View full university

The NOVA School of Social Sciences and Humanities forms part of the Universidade NOVA de Lisboa. A Faculty is a legal person in public law, with academic, pedagogic, administrative, and financial autonomy. The Faculty's mission is one of public service to improve the academic level of citizens and, in particular, Portuguese citizens, in the areas of social sciences and humanities. In keeping with this mission, the Faculty aspires to the following aims Excellence in teaching and research in the specialist areas of social sciences and humanities, both at a national and international level, a clear commitment to innovation and interdisciplinarity, the establishing, spread and support of humanistic culture, providing services to the community in these same areas. The running of the NOVA School of Social Sciences and Humanities is overseen by: the Faculty Council, the Dean (supported by four vice deans and one assistant vice dean), the Scientific Council, the Pedagogical Council, and the Student Council. These management bodies shall coordinate and guide the Faculty in its educational, pedagogic, scientific, and cultural mission, as well as to assure the planning activities and the financial and administrative management of NOVA School of Social Sciences and Humanities. The services in the NOVA School of Social Sciences and Humanities are structured to support the objectives of the institution’s mission: teaching, research, and the provision of services to the community. Its functioning is ensured by staff with distinctive competencies, constituted mostly by graduates. The faculty staff of NOVA School of Social Sciences and Humanities is mainly composed of highly qualified tenured professors, with a 98% rate of faculty members with PhDs. The training challenges demanded by society nowadays also imply that in certain courses, guest lecturers are used, mainly with PhDs, who are competent and prestigious professionals in areas considered indispensable to the training of students. Almost all of the academic staff belong to research units, which are, in large part, financed by the Portuguese Foundation for Science and Technology (FCT) of the Ministry of Education and Science. A significant number of these units have been classified as either Very Good or Excellent by external evaluation panels. These also receive Doctoral and post-Doctorate scholarship holders and from the FCT Ciência program, as well as a quite significant number of foreign researchers. The research activities that have been carried out have led to closer ties between research and teaching, which is indispensable to developing teaching at a true university level. The academic staff involved in research units and/or research projects also carries out, along with other postgraduate researchers, the training of young researchers. By consulting the faculty staff database, it is possible to view a sample of the results of the research work developed by the NOVA School of Social Sciences and Humanities academic staff, as well as other relevant activities. Please do your search by name, category, or department. View full university

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. View full university

The Oklahoma State University Center for Health Sciences (OSU-CHS) was founded in 1972 as the Oklahoma College of Osteopathic Medicine and Surgery. In 1988, Oklahoma College of Osteopathic Medicine and Surgery merged into the OSU System and embraced a new name – the OSU College of Osteopathic Medicine. In 1997, OSU-CHS was established as an academic health center to extend OSU's reach and expand OSU's health sciences capabilities. Today, OSU-CHS is a premier academic health center comprised of the College of Osteopathic Medicine, the School of Biomedical Sciences, the School of Forensic Sciences, the School of Health Care Administration, and the School of Allied Health. The Oklahoma State University Center for Health Sciences educates and trains osteopathic physicians, scientists, and health care professionals, emphasizing providing health care for rural and underserved areas of Oklahoma. Oklahoma State University Center for Health Sciences will be recognized for: Fulfilling the health care needs of rural and underserved Oklahoma. Producing graduates who are dedicated, effective, and compassionate community leaders. Advancing the frontier of medical research. Providing excellent care and health-related community service. Being a leader and innovator in education. Being the medical and graduate school of choice. We educate osteopathic physicians, scientists, allied health professionals, and health care administrators. We offer graduate and professional degrees, with over 1,000 students enrolled in academic programs. OSU Center for Health Sciences operates an extensive clinic system in Tulsa, employing over 90 full-time clinicians. Through our teaching hospital and clinics' network, we serve as a significant provider of health care in Oklahoma. From rural health outreach to high school education programs, we partner with surrounding communities to promote health, wellness, and education. We foster a vibrant research culture that promotes innovation and encourages multidisciplinary collaboration. Researchers at OSU Center for Health Sciences are on the leading edge of developing and enhancing knowledge in various fields of study — from medicine to biomedical sciences to forensic sciences and vertebrae paleontology. Research is an integral part of the mission for the OSU Center for Health Sciences and adds significantly to the academic environment. Our faculty and staff work with students on providing hands-on research experiences and mentorship in an innovative learning environment. High school is the perfect time to explore your interests and discover the path to achieve your goals. If you enjoy helping people, are interested in science, and want to make a real difference in the lives of Oklahomans, you could enjoy a career as a physician. Many students decide they want to go to medical school while earning their undergraduate degree, but you can start preparing before you even get to college. We provide events and programs that can help you start your path to medical school. View full university

We are Northwestern Health Sciences University (NWHSU). We are a mission- and vision-driven university, preparing the next generation of healthcare professionals to deliver and advance health care. Northwestern Health Sciences University advances innovative, integrative care models to lead people to live happier, healthier lives. Whether you are a student considering a career in health sciences, a practitioner looking to enhance your skills, or an individual seeking care at one of our multidisciplinary clinics, Northwestern Health Sciences University welcomes you to experience our community of healers. Our goal is to transform health care through patient-centered, evidence-based care that optimizes health and well-being. We are educators who believe that natural health is for everyone. We provide needed services for the community in which we live and work. We also believe in integrative care, a unified approach to promoting better health outcomes. Since our founding, we have been dedicated to being an evidence-based natural healthcare center of learning, where innovations in technology and ideas are wedded to traditional practices. From the beginning, we have looked forward. We are just getting started. Join the fastest-growing areas in natural healthcare, and start your career with the education, empathy, and alumni network you need to succeed. At NWHSU, we bridge you to your future. At NWHSU, You learn how to turn your passion for healing into a prosperous professional career. You gain knowledge of whole-body health. You become a leader in your practice and your community. You become part of something bigger. At NWHSU, we believe in something bigger than ourselves. We believe in serving the community by advancing natural, drug-free health and creating the next generation of compassionate, evidence-based healthcare practitioners. We believe in your goals. Learn more about how NWHSU works for you. We are a place where students stay to talk to professors, where professors mentor-student clubs, and where ideas are discussed in clinics and classrooms. We work together. Evidence-Based Curriculum: Everything you will learn at NWHSU is rooted in an evidence-based approach to teaching, learning, and patient care. Extraordinary Clinical Experience: Learn firsthand how to work with people in many settings in one of the most robust clinical education programs available today, giving you confidence and experience to build upon as you begin your career. Clinically Experienced Faculty: Be taught and mentored by knowledgeable and caring faculty throughout your education. View full university

The leader in chiropractic education since 1906, National University, is respected worldwide for success in balancing healing arts and science with broad-scope integrative medicine and patient-centered care. Since its inception, National University has blazed new trails by continuously raising its admissions requirements and academic standards. This heritage continues today as the institution brings that same educational excellence to its programs in naturopathic medicine, acupuncture, oriental medicine, massage therapy, and more. National University is a leader in the growing field of integrative medicine. We set the standard in training for careers in health care and prepare students to become first-contact, primary care physicians who are fully qualified to diagnose, treat, and manage a wide range of conditions. View full university

Our students are among the best and brightest, coming from many different backgrounds, cultures and experiences. They become nurses, physical therapist assistants, radiologic technologists, surgical technologists, medical assistants, diagnostic medical sonographers, paramedics and leaders in healthcare administration. With the addition of our Bachelor of Science in Health Science, we are now helping to prepare students for the many health science careers requiring graduate study. In its first four years, our pre-graduate-study program has successfully placed 70 percent of our students in graduate education programs leading to careers in medicine, education, and public health. We’re blessed with faculty members who understand and live our core values – knowledge, reverence, integrity, compassion, and excellence – and are committed to creating a caring environment conducive to learning. They are highly motivated and skilled healthcare practitioners comfortable in the latest technology and evidenced-based practices in their specialty area of healthcare and skilled educators ready to help you learn. Our fulltime liberal arts and sciences faculty members are Ph.D.-prepared and adept at integrating their subject matter into a comprehensive health science curriculum. Our alumni go everywhere and are among the best in their field. They embark upon healthcare careers across the nation and around the world. They also stay right here in Iowa to take care of those within our own community. You might be surprised to learn that in addition to regional accreditation by The Higher Learning Commission, we maintain professional program accreditations with nine additional accrediting bodies in the United States. Our efforts today are a direct reflection of the work of a dedicated group of religious women, the Religious Sisters of Mercy (RSM), who arrived in Des Moines in 1893 to establish the city’s first hospital. Six years later they needed more help, so they launched an educational program that now embodies Mercy College of Health Sciences. We are so proud of our association with the legacy that the Sisters have passed on to us and hold firmly to the core values they cherish. To be a national leader for excellence in the delivery and innovation of health sciences education. Mercy College of Health Sciences prepares graduates for service and leadership in the healthcare community by integrating its core values with a professional and liberal arts and sciences education. View full university

Massachusetts College of Pharmacy and Health Sciences (MCPHS University) is the oldest institution of higher education in the entire city of Boston and the second-oldest university of pharmacy in the United States. Since the University's founding in 1823, MCPHS has been on the cutting edge of healthcare education innovation. MCPHS University prepares students for successful healthcare careers through excellence in teaching, scholarship, research, professional service, and community engagement. MCPHS has graduated countless leaders in the healthcare industry and is committed to shaping healthcare one generation at a time. We see our students as the future of an industry we are wholly committed to, and our mission is to arm them with the knowledge and skills that will lead to success for them and better science for all. View full university

The Louisiana State University Health Sciences Center New Orleans has teaching, research, and health care functions state-wide, through its six professional schools and eight Centers of Excellence, as well as the more than one hundred hospitals and other health science-related institutions throughout the State, Region, Nation, and the World, with which they maintain affiliations. The Student Financial Aid Office administers grants, loans, scholarships, and part-time employment. Students interested in receiving financial aid should contact this Office well in advance of their expected enrollment. Each student's need for aid will be evaluated on the Health Sciences Center's information supplied by the Financial Aid Policy. Representatives of the Office are available for consultation with all candidates for admission and with students. Although the primary responsibility for financing an education rests with the student and the student's immediate family, it is recognized that many students require additional assistance in order to meet their educational costs. Awards from aid programs funded by the Federal or State government are administered according to laws and regulations governing those programs. Priority is given to students with the greatest documented need the appropriate deadline receives whose completed applications. The mission of the Office of International Services is to offer the highest level of professional guidance and immigration-related services to international students and scholars who come to LSUHSC-NO to fulfill their educational and professional goals. Student housing at LSU Health Sciences Center—New Orleans is more than just a place to stay. It is where our students can live, study, learn, and grow while enjoying the advantage of a dynamic and diverse university setting right at their doorstep. Elevated crosswalks increase safety and protect students from the weather while keeping them near classrooms and labs. Both student housing facilities are designed for the individual student to enjoy a safe home while living on campus. Students of the LSU Health Sciences Center in New Orleans are eligible to reside in LSUHSC housing facilities. Also, post-doctoral fellows and affiliates (i.e., visiting faculty, visiting researchers, and visiting students) will be allowed on-campus housing at Stanislaus Hall provided that capacity exists after fulfilling student demand and that they are here for training or educational purposes. View full university