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Canada's most prestigious creative writing program. The University of British Columbia Vancouver campus. She also holds an MFA in Creative Writing from the University of British Columbia. Program in Creative Writing Department of English. Our MFA in Creative Writing. Program in Creative Writing, 600 N. Park St, University of Wisconsin, Madison, WI 53706 . The Programs; Special. Program in Creative Writing. To study creative writing at Columbia University's School of the Arts, in New York City. Chair, MFA Writing Program, Columbia University School of the Arts Heidi Julavits Director of Undergraduate Creative Writing. Louis is a two- year program where 2. MFA degrees in fiction, poetry and creative nonfiction. Our faculty are Mary Jo Bang, Carl Phillips and francine harris in poetry; Kathryn Davis, Danielle Dutton, and Marshall Klimasewiski in fiction; and Kathleen Finneran and Edward Mc. Pherson in creative nonfiction. Each year our reading series brings a diverse group of poets, fiction writers, and nonfiction writers to the department. In addition, the Hurst Professor program brings distinguished visitors each year to present their newest work, lecture on the craft of writing, and work one- on- one with our MFA students. Jones, Frank Bidart, Jorie Graham, Aleksandar Hemon, Lucie Brock Broido, George Saunders, Claudia Rankine, Deborah Eisenberg, Paul Muldoon, Lydia Davis, Matthea Harvey, Martha Collins, Kelly Link, and Richard Powers are just some of our recent visiting Hurst Professors. Click here for a list of the coming year's Hurst Professor events. The Program. The MFA Program was founded by Jarvis Thurston and Mona Van Duyn, and distinguished past faculty have included William Gass, Stanley Elkin, Howard Nemerov, Donald Finkel, Constance Urdang, and John Morris. The program is part of the English Department, with offices located on the Danforth Campus, where St. Louis County, right across Skinker Boulevard from beautiful Forest Park (site of the 1. World's Fair and one of the largest urban parks in the country). Louis literary events off campus. Home/Programs/Writing/ MFA Program. We draw fully on the cultural resources of Columbia University—its faculty, libraries, archives. Undergraduate Creative Writing; Writing FAQ; Programs. Film; Theatre; Visual Arts. For further information about the BU MFA Program in Creative Writing, please contact: Catherine Flora Con Program Coordinator Creative Writing Program Boston University.Our students come from all over the US and around the world and generally include a mix of recent undergraduates and older students, with a diversity of writing styles that continues to surprise us. The two- year program is rigorous and challenging, but fosters a close- knit community of support that continues long after the degrees have been granted. At the heart of the program are the fiction, creative nonfiction and poetry workshops, with craft courses in all genres, access to the department. Students may also take graduate courses from other departments when appropriate to their creative endeavors (and with the permission of the faculty). Entry into the program is highly competitive. For first year students, this is in the form of a university fellowship, which provides a complete tuition waiver plus a stipend sufficient for students to live comfortably in our relatively inexpensive city. The amount of the stipend is variable (it has risen each of the last five years), but for our students in 2. We also provide full and equal funding to all of our second year students in the form of a Teaching Assistantship (which includes a full tuition waiver) plus a stipend that, at present, is $2. To earn this assistantship, our students teach one section of an introductory creative writing workshop in their genres each semester of the second year (two sections total). There are also two university- wide fellowships for graduate students, which applicants to the MFA Program are urged to apply for separately: the Spencer T. Olin Fellowships for Women presently carry a stipend of $3. Olin Fellowship website), and the Chancellor's Graduate Fellowships, for students who contribute to the diversity at the university, presently carry a stipend of $3. Chancellor's Graduate Fellowship website). All MFA students receive. In terms of publications and awards, just since 2. PEN/Hemingway Award) and one of the top national awards for a story collection (the 2. Drue Heinz Literature Prize); in poetry, their full- length book manuscripts have won the 2. FIELD Poetry Prize, the Many Voices Project (MVP) Competition, the 2. Les Figues NOS Book Contest, the 2. New Issues Poetry Prize, and a 2. Brittingham Prize. One was also named one of. In the recent past, three of our students have won the Poetry Society of America's Chapbook Fellowship. Their novels and story collections have been or will soon be published by Counterpath Press, Harper Perennial, Houghton Mifflin, Knopf, Mc. Sweeney's Books, Riverhead, Scribner & Sons, Simon and Schuster, and W. Norton, and their poetry collections by Alice James Brooks, Ateneo de Manila University Press (in the Philippines), BOA Editions, Four Way Books, New Issues Press, Oberlin College Press, Ohio State University Press, and the University of Wisconsin Press- -again, all since 2. Very recently, our students have one National Endowment for the Arts Creative Writing Fellowships, and Whiting Awards. In addition, recent graduates of the program have gone on to pursue a Ph. D. Another founded and served as president and CEO of a company based in Pittsburgh devoted to teaching young people financial and life skills. Another teaches at an experimental high school in New York City. One became co- curator of a monthly poetry, arts, comics, and theater performance series in Seattle; several have gone into publishing or founded literary journals, and several more write columns and reviews for journals and newspapers. One recently served as the Vice President/Secretary of the National Book Critics Circle. We're proud to offer. However, we're sure the list is incomplete. We have little news from anyone who graduated before 1. If you came through the MFA program, please write to let us know what you have pursued since graduating, whether it has to do with your writing or not. And for those already on this list, please do continue to update us. 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Landasan Sosial Budaya. Pelayanan Bimbingan dan Konseling di SMA Negeri 7 Kediri juga mengacu pada kultur yang berlaku di sekolah. Kultur tersebut tertuang dalam visi dan misi sekolah. Untuk itu, semua program BK tidak lepas dari visi dan misi sekolah yang sudah disusun dan disepakati oleh seluruh komponen sekolah. Program utama dari pelayanan bimbingan dan konseling SMA Negeri 7 Kediri lebih kearah membangun kemandirian dalam memecahkan masalah yang dihadapi serta memantapkan pilihannya dalam melanjutkan ke jenjang perguruan tinggi. Landasan Religius. Berdasar pada salah satu tujuan sekolah yaitu ingin membangun insan yang berakhlak mulia, maka seluruh kegiatan pelayanan bimbingan dan konseling juga mengacu pada tujuan tersebut. Untuk itu dalam kegiatan pelayanan bimbingan dan konseling selalu didasarkan pada nilai- nilai agama yang dianut oleh para siswa. C. Tujuan. 1. Tujuan Umum. Tujuan umum program pelaksanaan bimbingan dan konseling adalah sebagai berikut : o. Sebagai pedoman pelaksanaan Bimbingan dan Konseling dalam rangka mewujudkan fungsi dan tujuan Pendidikan Nasional, yaitu : Pendidikan nasional berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, bertujuan untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggungjawab. Tahun 2. 00. 3 tentang Sisdiknas). Agar konseli dapat : (1) Merencanakan kegiatan penyeleseian studi, perkembangan karir serta kehidupannya dimasa yang akan datang; (2) Mengembangkan seluruh potensi dan kekauatan yang dimilikinya seoptimal mungkin; (3) Menyesuaikan diri dengan lingkungan pendidikan, lingkungan masyarakat serta lingkungan kerjanya; (4) Mengatasi hambatan dan kesulitan yang dihadapi dalam studi, penyesuaian ddengan lingkungan pendidikan, masyarakat, maupun lingkungan kerja. Tujuan Khusus. Tujuan khusus program pelaksanaan bimbingan dan konseling adalah untuk membentu konseli agar dapat mencapai tugas- tugas perkembangannya yang meliputi aspek pribadi social, belajar (akademik, dan karier. Tugas perkembangan pribadi sosial, yang membantu siswa dalam rangka . Fungsi Pemahaman. Adalah fungsi layanan bimbingan dan konseling yang akan menghasilkan pemahaman tentang sesuatu oleh pihak tertentu sesuai dengan keperluan pengembangan siswa yang meliputi: a. Pemahaman tentang diri sendiri, terutama oleh siswa sendiri, orang tua, guru, dan pembimbing. Pemahaman tentang lingkungan siswa (keluarga, sekolah) terutama oleh siswa sendiri, orang tua, guru dan pembimbing. Pemahaman tentang lingkungan yang lebih luas( informasi pendidikan, jabatan/ pekerjaan, budaya/ nilai- nilai )terutama oleh siswa sendiri . Fungsi Fasilitasi. Memberikan kemudahan terhadap konseli dalam mencapai pertumbuhan dan perkembangan yang optimal, serasi, selaras dan seimbang. Seluruh aspek dalam diri konseli. Fungsi Penyesuaian. Yaitu fungsi bimbingan dan konseling dalam membantu konseli agar dapat menyesuaikan diri dengan diri dan lingkungannya secara dinamis dan konstruktif. Fungsi Penyaluran. Yaitu fungsi bimbingan dan konseling dalam membantu konseli memilih kegiatan ekstrakurikuler, jurusan atau program studi, dan memantapkan penguasaan karir atau jabatan yang sesuai dengan minat, bakat, keahlian dan cirri- ciri kepribadian lainnya. Fungsi Adaptasi. Yaitu membantu para pelaksana pendidikan, kepala sekolah dan staf, konselor dan guru untuk menyesuaikan program pendidikan terhadap latar belakang pendidikan, minat, kemampuan, dan kebutuhan konseli. Bimbingan Konseling Borneo: Contoh program bimbingan kelompok. Sebelum menyusun program bimbingan, baik program bimbingan secara. Pernyataan ini kedengarannya aneh. Suatu program bimbingan yang baik biasanya mengikuti. Perencanaan awal program. Sejauh mana kebutuhan- kebutuhan itu. Dan. bagaimana sekolah dapat memenuhi kebutuhan- kebutuhan tersebut dengan lebih. Pertanyaan pertama tersebut mengacu pada. Pertanyaan kedua berkaitan dengan. Sedangkan pertanyaan terakhir berkaitan dengan cara- cara bagaimana. Dalam materi ini, akan dibahas tentang. Sekolah Menengah Atas, dan. Perlu juga diidentifikasi kemampuan memberikan bantuan dari. Untuk. melakukan latihan itu sekolah dapat bekerjasama dengan ahli bimbingan dan. Menurut Gysbers dan Henderson ( 1. Pada tahap perencanaan. Menciptakan iklim untuk berubah Suatu perubahan yang berhasil. Untuk ini perlu. diciptakan iklim sekolah dan personel yang siap untuk diajak dan mau mengadakan. Faktor pendukung ini meliputi kepala sekolah dan staf sekolah yang. Instrument yang dapat dipakai untuk. Tahap 2. Menganalisis program Menghubungkan antara apa yang sudah. Hal ini. mencakup persepsi siswa sebagai subjek yang menggunakan program, persepsi. Untuk itu perlu diadakan survey. Membuat pola. program baru. Dalam. tahap ini, diputuska macam program baru yang akan dibuat. Suatu program yang. Perencanaan itu meliput. Tim ini biasanya terdiri dari. S1 atau DIII IKIP/FKIP serta. UKS. Pemimpin. kelompok pengembang program bimbingan biasanya dipegang oleh konselor. Ia. mempunyai peranan dan tanggung jawab utama untuk mengorganisasi dan mengatur. Secara rinci peranan pemimpin kelompok adalah sebagai berikut: a. Ia juga. harus memonitor apakah tugas- tugas yang sudah dirinci itu dikerjakan oleh. Ia bertanggung jawab untuk. Ia juga berkewajiban membantu anggota stafnya apabila mengalami. Untuk ini pemimpin kelompok perlu mencari dan mengembangkan. Misalnya. orang tua siswa yang berminat dan mau menyumbang dana dan pikiran, ahli- ahli. C. Bidang- bidang ini kadang- kadang juga. Misalnya, untuk topic “. Bagaimana cara terbaik untuk mengatur waktu sehari- hari ?”, bahannya dapat. Cara mengatur waktu ”. Contoh jabaran lengkap topic tersebut. Topic. : “ Bagaimana caea terbaik untuk mengatur waktu sehari- hari “. Tugas- tugas dan hal- hal penting yang baru saya dijelaskan. Bila anda lakukan hal ini, anda akan mengingat bahan. Tetapi hal ini bergantung. Bila kondisi rumah tidak memungkinkan untuk. Anda harus tahu apakah anda belajar. Banyak siswa harus menyelesaikan tugas yang sama dalam waktu dua. Kenalilah. perbedaan- perbedaan ini. Apakah nilai anda setinggi yang anda dan teman- teman. Apakah anda telah membuang- buang waktu. Cantumkan jadwal belajar anda. Berikan kesempatan pada. Kemudian teruskan. Konselor dan guru- guru membicarakan topic- topik mana. Kemudian. masing- masing topic dijabarkan dalam bentuk latihan yang dapat dikerjakan. Pelaksanaan program bimbingan kelompok disusun. I – III, dengan menggunakan waktu. Mengingat. sulitnya konselor mendapatkan waktu untuk melakukan kegiatan bimbingan kelompok. Misalnya, bila ada jam kosong karena ada guru yang berhalangan. Demikian pula, apabila ada siswa yang tidak masuk pada saat. Paket- paket. yang telah dibuat tersebut setelah dilaksanakn harus diikuti dengan evaluasi. Untuk dapat mengadakan. Kedua macam model evaluasi program itu membutuhkan. D. Tim bimbingan disekolah khususnya di sekolah lanjutan atas. Amerika Serikat terdiri dari konselor sekolah, psikolog, perawat sekolah. Besar dan lengkapnya tim bimbingan bergantung pada. Diantara anggota tim itu yang secara penuh bekerja disatu sekolah. Di. Indonesia, tim bimbingan terdiri dari konselor sekolah, guru, dan staf sekolah. Masing- masing anggota. Untuk dapat melaksanakan kegiatan bimbingan kelompok. Kompetensi tersebut mencakup. Corey, 1. 98. 5 ). Berikut ini duraikan kompetensi- kompetensi pemimpik. Association for Specialists in Group Work ( ASGW ) “ di Amerika, dan. Lebih daripada itu. Secara. singkat seorang pemimpin kelompok harus selalu berusaha mengembangkan. Ia harus terus menilai kemampuannya dan bertanya pada dirinya. Agar pelaksanaan kegiatan dapat. Berikut ini duraikan deskripsi tugas para anggota. Shertzer dan Stone ( 1. Pietrofesa. dan kawan- kawan ( 1. Indonesia. Tetapi, dalam. Dalam pelaksanaan bimbingan disekolah ia bertindak sebagai koordinator. Secara rinci tugas konselor dalam. Didalam pelaksanaan bimbingan kelompok tugas. Disekolah- sekolah tertentu ada dokter khusus yang bertugas secara part- time untuk memeriksa kesehatan. Secara umum tugas petugas kesehatan sekolah, perawat atau dokter adalah. Kepala. sekolah karena jabatannya memegang koordinator administrative pelaksanaan. Kepala. sekolah mempunyai tanggung jawab dalam mengetahui kebutuhan- kebutuhan siswa. Secara. rinci tugas- tugas kepala sekolah dalam pelaksanaan bimbingan adalah sebagai. Masing- masing. anggota tim supaya berusaha untuk mengerjakan tugas masing- masing seoptimal. Dalam hal ini supervise dari kepala sekolah dan konselor sekolah. Penyusunan. program bimbingan kelompok secara kompeherensif sangat perlu agar kegiatan. Penyusunan suatu program. Pelaksanaan kegiatan- kegiatan bimbingan kelompok. Di Indonesia, tim bimbingan terdiri dari konselor sekolah. Untuk dapat. melaksanakan kegiatan bimbingan kelompok dengan baik diperlukan. Kompetensi tersebut mencakup pengetahuan, keterampilan, dan.
Maryland Food Bank is leading the movement to end hunger in Maryland. Find out how to get involved, learn about how we work, and much more! Office of Undergraduate Admissions - University of Maryland » Special Audiences. Agriculture Forward . Participants in the Ag Forward program receive dual academic advising from the Institute of Applied Agriculture (IAA) and College of Agriculture and Natural Resources (AGNR) faculty members to ensure all program requirements are met and a seamless transition. At the end of four years, students who have met all program requirements graduate with both an IAA certificate and a bachelor’s degree from their selected AGNR major. Concurrent Enrollment. The Golden ID Program. The Institute of Applied Agriculture (IAA) participates in the University of Maryland's Golden Identification Card program, which allows eligible seniors to take advantage of course offerings. You can enroll at Maryland even before you graduate from high school. We allow talented high school seniors to take up to two courses or seven credits during the fall, spring and summer semesters. We’re looking for students who’ve demonstrated exceptional performance and ability in a rigorous high school program. To apply, submit a completed application and application fee, high school transcript, essay explaining why you’re interested in attending Maryland concurrently, a letter of recommendation from your high school, and a letter of permission from your parents or legal guardians. You also must live within commuting distance. In order to be considered, students must apply by the following deadlines: Spring: Jan. Summer: May 1. Fall: Aug. Maryland Dream Act & Deferred Action for Childhood Arrival (DACA)Any student, other than a non- immigrant visa holder, within the meaning of 8 U. S. C. Find out more information here. Prospective students who hold DACA status can find additional information here. General Education Development (GED)If you did not graduate from a regionally accredited high school, then submit results of the Tests of General Education Development, along with academic letters of recommendation, an essay and SAT scores with your application. Golden ID Program > If you are 6. Maryland and retired, the University of Maryland has courses and services available to you. To participate, you should submit your completed application. If admitted to the university, you can register on a space- available basis for credit courses as a regular or special student in any session. You must pay an administrative fee for each semester registered. Home- schooled Students. If you’ve been home- schooled, you should submit your completed application and provide a transcript with the following: course descriptions, books used, methods of evaluation and grades received (credit contracts). You should meet the same minimum high school course requirements expected of all applicants; your SAT and/or ACT scores will be strongly considered in the review of your application. Please also include general information about your home schooling program or agency and a letter of recommendation from both an academic professional and the home schooling teacher/parent. If you’ve taken college- level courses, you should also include an official college transcript with your application. Non- degree- seeking Students. If you are a transfer applicant without a bachelor’s degree and wish to apply for admission as a non- degree- seeking student, you should follow the transfer application instructions. Please be sure to indicate . You will be reviewed under the same standards for admission as degree- seeking students. If you have already completed a bachelor’s degree, transcripts are not required; however, since you may need to demonstrate that you have met prerequisites for courses, it is a good idea to have one available to advisors. Admitted non- degree seeking students register on a space- available basis beginning on the first day of class. If you wish to enroll for one semester as a visiting student and transfer the course work back to your home institution, you must submit the transfer application, official transcript and a letter of permission from an academic advisor or dean at your home institution. Post- baccalaureate Programs. If you are a transfer student with a bachelor’s degree and wish to apply for admission as a non- degree- seeking student, follow the transfer application instructions with the following exception: If you have earned your bachelor’s degree in the United States, you do not need to submit college transcripts. Reenrollment > Re- enrollment pertains only to students who have previously attended the University of Maryland, College Park. If you are interested in returning to the university after a period of dismissal or withdrawal, then you can complete a reenrollment application. Students who attended on a . For more information about the re- enrollment process, please visit the Student Success Office website. Veterans. Thank you for your service. As a veteran, you face unique challenges navigating the admission process, and we want to support you through it. At the University of Maryland, you are considered a veteran if you’re currently enlisted or have served in the U. S. We highly encourage veterans like you to apply to Maryland, where we look forward to helping you achieve your personal and academic goals and get involved in campus life. As a Principles of Excellence Program institution, we are committed to helping you continue your education and get involved in Veteran Student Life. Freshman. Freshman applicants are students who did not attend college out of high school and have not earned more than 1. To be considered for freshman admission, you need to submit the completed application, your high school transcript and letters of recommendation from current or former military superiors or civilian supervisors. If you’ve been out of school more than three years, you don’t need to submit SAT or ACT scores. Please review all requirements for freshman applicants. We do not need proof of miliatry documentation until after you are offered admission to the university. Transfer. Transfer applicants should have attended college after high school or while you were on active duty and earned at least 1. Credit for basic military training is awarded to qualified students based on submission of required documentation. Visit the basic military credit policy for details. Please review all requirements for transfer applicants. We do not need proof of miliatry documentation until after you are offered admission to the university. |
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January 2017
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