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  • Applying to Colorado State - Admissions - Colorado State University

    Campuses use these test results for advising and placement purposes and may require them for admission to impacted majors or programs. See unf application essay.

    Honors Courses. Up to eight semesters of honors courses taken in the last two years upenn application essay high school, including up to two approved courses taken in the tenth grade, can be accepted. Foreign Language Subject Requirement. The foreign language subject requirement may be satisfied by applicants who demonstrate competence in a language other than English, equivalent to or higher than expected of students who complete two years of foreign language study.

    Subject Requirement Substitution for Students with Disabilities. Applicants with disabilities are encouraged to complete college preparatory course requirements if at all possible. If an applicant is judged unable to fulfill a specific course requirement because of his or her disability, alternate college preparatory courses may be substituted for specific subject requirements. Substitutions may be authorized on an individual basis after review and csu application essay by your academic cal state application essay or guidance counselor in consultation with the coordinator of a CSU Services for Students with Writing the winning thesis or dissertation office.

    Although the distribution may be slightly different from the course pattern required of other students, students qualifying for substitutions will still be held responsible for 15 units of college preparatory study. Students should be aware that failure to complete courses required for admission may limit later enrollment in certain majors, particularly those involving mathematics. For further information and substitution forms, contact the coordinator of disabled student services at your nearest CSU campus.

    The California Promise. This program is limited to students who are residents of California. See Degree Requirements argumentative writing sample visit www2.

    High School Students. High school students may be considered for enrollment in certain special programs if recommended by the principal and the appropriate campus department chair and if preparation is equivalent to that required of eligible California high school graduates. Such admission is only for a given specific program and does not constitute a right to continued enrollment. Contact our Admissions Office. Transfer Policies of CSU campuses.

    Most commonly, college level credits earned from an institution of higher education accredited by a regional accrediting agency are accepted for transfer to campuses of the CSU; however, authority for decisions regarding the unf application essay of undergraduate credits is delegated to each CSU campus. California Community Colleges and other authorized certifying institutions can certify up to 39 semester CSU campuses may enter into course-to-course or program-to-program articulation agreements with other CSU campuses, any or all of the California Community Colleges, and other regionally accredited institutions.

    Students may be permitted to transfer no more than 70 semester quarter units to a CSU campus from an institution that does not offer bachelor's degrees or their equivalents, for example, community colleges. Given the university's semester quarter unit residency requirement, no more than a total of semester quarter units may be transferred into the University from all sources. California State University, Fresno may provisionally admit first-time freshman applicants based on their academic preparation through the junior year of high school and planned coursework for the senior year.

    An email will be sent with the results of the review either confirming the admission offer or notification that the offer of admission has been rescinded. Students are allowed to attend orientation SOAR and register for classes prior to the auditing of their admission decision. Some students may be required to self-report their senior grades at check-in to insure they are on track for completion of the admission requirements. If the admission offer is rescinded after orientation, the classes will be administratively dropped.

    Denials of admission are made only after an extensive review of academic qualifications and weighing those qualifications against the competitive nature of our applicant pool; therefore these decisions are rarely overturned and are considered only for extraordinary reasons beyond the control of the applicant. Appeals must be submitted in writing within 15 days of the date on the denial notification and must include a basis for the appeal, and supporting documentation. We will notify you by email within 4 to 6 weeks - of our response to your appeal request.

    The university's criteria for admission as a first-time freshman are met if a student: 1. Is a high school graduate; 2. Area Subject Years unf application essay. English 4 years of college preparatory English Composition and Literature 4 c. This workshop is designed to assist students in creating yale application essay essay that will have a lasting and positive impression.

    Discussion on topics of the personal statement will be given, as well as suggestions on how to prepare a solid essay. AP classrooms. Writing Prompts, Scoring Rubrics, and Sample ResponsesContent This book is composed of reproducible pages that are designed to help students improve on their basic writing skills as they prepare for the upcoming End-of-Course Test of English II.

    Are other dates to describe the college board as you can use the resources below as you express your study plan for the ap essays. Read the poem a couple. Feminism refers to a broad range of ideas, approaches, and ideologies directed towards advocating for gender and sex equality for women.

    Ut Austin Essay Prompts 2020

    The geeks are screened ap lit essa based on their resume, qualifications test, and trial assignment. Essays are the most common type of academic paper - and sometimes, you are assigned just too many of them. Free response section of ap exams.

    Thus, you should plan to spend minutes carefully reading the prompt. By the end of the school year, each page will have a significant amount of information on it, but I plan to continue this blog next year, as I attend CSU, talking about my experiences there.

    Then, swap shaping sheets for East of Eden essay body paragraph 1 is your analysis the type I have asked for? Go over our first 10 literary terms. AP English is an intense, college-level introduction to the skills of literary cal poly application essays.

    You may wish to. I selected the and open essay questions, sight unseen, to simulate answering an unpredictable question with a prepared work. How to Write a Synthesis Essay. Read the passage carefully. The AP English Literature and Composition course is offered for high school students who wish to gain college credit by exam.

    Life of Pi- Open Essay Prompts 1. We can handle a wide range of assignments, as we have worked for more than a decade and gained a great experience in Best Novel Essay Written In Ap Lit the sphere of essay writing. Welcome to my website. The argument represents the simplest.

    Read directions carefully! Your essay should focus on the novel as evidence- this means quoting directly from the novel at least yale application essay. Tips and story-writing activities can remember. Work on essay prompts that we annotated last night- Parts of the prompt - together do a few.

    Throughout the admissions and enrollment process, CSU Channel Islands will communicate via messages posted yale application essay your To-Do List in your myCI account and the email address listed on your application.

    You will be held responsible for frequently checking your CI email and monitoring your myCI account throughout the remainder of the admission and enrollment process. Calendar Schedule a Campus Tour. Also I heard that you should submit an essay if you are applying for an impacted major but where are the prompts? October In general, CSUs do not require admissions essays. Some impacted majors and campuses have additional requirements, and the additional requirements may or may unf application essay include an essay.

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    Short essay on vijaya dashmi in hindi. Weber case study?Listing your scores on your application will not satisfy this deadline. All required high school courses must be completed by the end of the spring semester prior to fall admission. If you are admitted, you will also need to complete the Steps to Enrollmentwhich include submitting final high school transcripts, attending orientation, and registering for classes.

    We prepare students to become leaders locally, nationally, and globally through inquiry and innovation with real-world application inside and outside of the classroom. Students who have or will graduate high school and have not earned college credit beyond the summer immediately following graduation. Students who have earned college credit the summer beyond high school graduation but unf application essay not earned a Bachelor's degree. Please note : Please do not submit transcripts or other documents unless requested.

    For a preview of the Supplemental application and information on how to prepare to complete it, we suggest that you review:. If you're taking the ACT as opposed to the SAT, you have a huge advantage in how you send scores, and this dramatically affects your testing strategy. Here it is: when you send ACT scores to colleges, you have absolute control over which tests you send.

    Welcome to Cleveland State University

    You could unf application essay 10 tests, and only send your highest one. This is unlike the SAT, where many schools require you to send all your tests ever taken.

    This means that you have more chances than you think to improve your ACT score. To try to aim for the school's ACT requirement of 17 and above, you should try to take the ACT as many times as you can. When you have the final score that you're happy with, you can then send only that score to all your schools.

    By and large, most colleges do not superscore the ACT. Superscore means that the school takes your best section scores from all the test dates you submit, and then combines them into the best possible composite score.

    Thus, most schools will just take your highest ACT score from a single sitting.

    Cal state application essay

    We weren't able to find the school's exact ACT policy, which most likely means that it does not Superscore. This guide was written by Harvard graduates and ACT perfect scorers.

    You don't need to worry too much about Writing for this school, but other schools you're applying to may require it. Schools vary in their SAT subject test requirements.

    Upenn application essay

    Typically, selective schools tend to require them, while most ross bba application essays in the country do not. At least 6 months csu application essay applying, you should still doublecheck just to make sure, so you have enough time to take the test. Because this school is lightly selective, you have a great shot at getting in, as long as you don't fall well below average.

    As long as you meet the rest of the application requirements below, you'll be a shoo-in. Interested in applying? Application Process.

    International Student Application Process. Find out if you meet the admissions requirements for the program of your interest. Read about the costs and services at SSU for international students.

    Explore the frequently asked questions about international admissions. I Have Applied. Once you have submitted your application, you will receive an email to the address you provided on your application confirming that we have received it. For information about the application process and how to set up your student account, please follow your Next Steps. Next Steps - Undergraduate Students.

    You must provide complete and accurate information on your application. Any misreporting will jeopardize an admission offer. Apply to SDSU. Suspect Heading Northeast! Suspect five feet away.



    CONVIVE CON EL ARTE es  conjunto de actividades didácticas de apoyo al alumno para un aprendizaje mas singnificativo de su materia de Artes dependiendo cualquiera de las opciones que esté tomando y aplicando el Nuevo Modelo Educativo que a partir de 2018 se ha implementado por la SEP donde quedan perfectamente establecidos cuáles son los Fines de la Educación y el Perfil de Egreso del estudiante de educación básica y de manera muy puntual los Aprendizajes Clave que se persiguen.
Están diseñadas de manera que se va obteniendo un desarrollo gradual  en su contenido teórico y práctico.
La materia de ARTES en este Nuevo Modelo Educativo está en el Área de Desarrollo Personal y Social que contribuyen a que los estudiantes logren una formación integral de manera conjunta con los Campos de Formación Académica y los Ámbitos de Autonomía Curricular. En estos espacios curriculares se concentran los aprendizajes clave relacionados con aspectos artísticos, motrices y socioemocionales.
Estas áreas son de observancia nacional, se cursan durante toda la educación básica y se organiza en Artes, Educación Física, Educación Socioemocional (preescolar y primaria) y Tutoría y Educación Socioemocional (secundaria).
Cada área aporta a la formación de los estudiantes conocimientos, habilidades, valores y actitudes enfocados en el desarrollo personal, sin perder de vista que estos aprendizajes adquieren valor en contextos sociales y de convivencia.
Por medio del arte, los estudiantes aprenden otras formas de comunicarse, a expresarse de manera original, única e intencional mediante el uso del cuerpo, los movimientos, el espacio, el tiempo, los sonidos, las formas y el color; y desarrollan un pensamiento artístico que les permite integrar la sensibilidad estética con otras habilidades complejas de pensamiento.
La Educación Física dinamiza corporalmente a los alumnos a partir de actividades que desarrollan su corporeidad, motricidad y creatividad. En esta área, los estudiantes ponen a prueba sus capacidades, habilidades y destrezas motrices mediante el juego motor, la iniciación deportiva y el deporte educativo. Este espacio también es un promotor de estilos de vida activos y saludables asociados con el conocimiento y cuidado del cuerpo y la práctica de la actividad física.
En Educación Socioemocional y Tutoría, los estudiantes desarrollan habilidades, comportamientos, actitudes y rasgos de la personalidad que les permiten aprender a conocerse y comprenderse a sí mismos, cultivar la atención, tener sentido de autoeficacia y confianza en sus capacidades, entender y regular sus emociones, establecer y alcanzar metas positivas, tomar decisiones responsables, mostrar empatía hacia los demás, establecer y mantener relaciones interpersonales armónicas y desarrollar sentido de comunidad.
El desarrollo personal y social es un proceso gradual en el que el estudiante explora, identifica y reflexiona sobre sí mismo; toma conciencia de sus responsabilidades, así como de sus capacidades, habilidades, destrezas, necesidades, gustos, intereses y expectativas para desarrollar su identidad personal y colectiva.
En estos espacios se pone especial atención en promover relaciones de convivencia que fortalezcan el autoconocimiento para comprender el entorno en el que se desenvuelven, interactuar con empatía en grupos heterogéneos, resolver conflictos de manera asertiva y establecer vínculos positivos con el mundo. De esta manera, se pretende que los estudiantes sean capaces de afrontar los retos que plantea la sociedad actual, desarrollen un sentido de pertenencia a diversos grupos y valoren la diversidad cultural.
Por ello, desde la escuela es necesario impulsar ambientes de colaboración y generar situaciones de aprendizaje en las que los estudiantes valoren la importancia de trabajar en equipo, compartir sus ideas y respetar diferentes puntos de vista. En las Áreas de Desarrollo Personal y Social se evita asignar calificaciones numéricas y se utilizan los criterios suficiente, satisfactorio o sobresaliente para evaluar los logros. Por ello, se promueve una dinámica flexible que permite el trabajo guiado y libre de prejuicios, comparaciones y competencias. En su lugar, se busca favorecer el compañerismo; el reconocimiento personal y el apoyo, así como la colaboración y la confianza para expresar emociones, creaciones, ideas y sentimientos sin el deseo de alcanzar un estereotipo.
En este sentido, el docente asume una función de acompañante en el proceso de descubrimiento, exploración y desarrollo de las posibilidades de sus estudiantes, promueve situaciones de aprendizaje que afrontan de diversas maneras, sin limitarse a esquemas o metodologías rígidas.

Los programas de Artes en educación básica buscan que los estudiantes tengan un acercamiento a las artes visuales, la danza, la música y el teatro, a través de la experiencia. Para ello, en secundaria los estudiantes profundizarán en el aprendizaje de una de las artes, y a partir de sus intereses y de un conjunto de ideas detonadoras, se desarrollarán proyectos artísticos individuales o colectivos.

Para su estudio, el área de Artes se organiza en cuatro ejes que hacen posible, desde la didáctica, dosificar los tipos de experiencia que se propone a los estudiantes:

1. Práctica artística
2. Elementos básicos de las artes
3. Apreciación estética y creatividad
4. Artes y entorno

Estos ejes se despliegan en temas que, en su conjunto, suscitan el desarrollo del pensamiento artístico y promueven aprendizajes conceptuales, procedimentales y actitudinales, con el fin de que los estudiantes reconozcan y exploren las particularidades de las artes, sus elementos básicos, sus procesos de producción y su relación con la cultura y la sociedad.

Cada eje se organiza en temas, como se muestra en el siguiente esquema:

Práctica artística

La práctica artística, como cualquier otra actividad profesional, requiere del desarrollo de una serie de habilidades que permitan su mejor ejecución. La importancia del eje radica en mostrar que estas prácticas no solo se relacionan con la técnica que el artista utiliza, sino también con ideas y métodos de trabajo. Al hacer visibles estos procesos, el estudiante comprende y pone a prueba estructuras particulares del quehacer artístico. Partiendo de su experiencia personal y sus conocimientos, experimenta y desarrolla habilidades cognitivas y motrices a partir de la producción de proyectos artísticos basados en la investigación, conceptualización, construcción, presentación, reflexión y realimentación.

Los temas que aborda el eje, considerando los procesos que intervienen en la práctica artística, son: “Proyecto artístico”, “Presentación” y “Reflexión”.

Elementos básicos de las artes

Las artes son manifestaciones humanas que, a partir de las necesidades primigenias de expresión, organizan de manera única e intencional elementos materiales e inmateriales básicos e inherentes a la vida, para mostrar cualitativamente el mundo. Los elementos básicos de las artes son: el sonido, la forma, el color, el movimiento, el cuerpo, el espacio y el tiempo. A su vez, estos se agrupan en tres temas: “Cuerpo-espacio-tiempo”; “Movimiento-sonido” y “Forma-color”. Su exploración se inicia en lo cotidiano y se va complejizando en cada ciclo formativo, de tal manera que el estudiante pueda usarlos para expresarse, elaborar y analizar obras de arte.

Apreciación estética y creatividad

Para consolidar y ejercitar una forma “artística” de pensar es necesario contar con un espacio que permita la activación de procesos metacognitivos, y desarrollar el pensamiento artístico que a su vez se caracteriza por formular ideas con una perspectiva estética que implica la percepción, exploración y codificación del mundo por medio del sistema sensorial (parte del sistema nervioso, encargada de procesar la información que entra al cuerpo humano por medio de los sentidos).

El pensamiento artístico conecta los procesos mentales con las emociones y sentimientos, para favorecer la indagación en sí mismo, en las relaciones con los integrantes del colectivo artístico, en los proyectos artísticos y en las distintas perspectivas estéticas del entorno. Además potencializa la imaginación y la creatividad mediante ejercicios que permiten generar expresiones propias, recrear obras artísticas partiendo de la sensibilidad personal, e imaginar y poner en práctica soluciones a problemáticas de la vida cotidiana. Este eje se divide en dos temas que agrupan elementos constitutivos del pensamiento artístico: “Sensibilidad y percepción estética” e “Imaginación y creatividad”.

Artes y entorno

Este eje pone énfasis en la contextualización de las artes como patrimonio cultural.

Las manifestaciones artísticas posibilitan identificar cómo es o fue una sociedad en un determinado tiempo y espacio —sus intereses, valores y formas de entender el mundo—, lo que permite el desarrollo de actitudes de respeto y valoración del patrimonio y de la diversidad cultural. Este acercamiento a las artes abona argumentos para alejarse de la idea de que el arte es una expresión exclusiva de unos cuantos privilegiados y que se encuentra desvinculado de procesos sociales.

Se abordan dos temas en este eje: “Diversidad artística y cultural”, que permite explorar las diversas formas de articulación del arte con el ámbito cultural y social, y reconocer que las artes generan múltiples formas creativas y cualitativas de entender y expresar el mundo; y “Patrimonio y derechos culturales”, que permite a los estudiantes explorar su patrimonio cultural inmediato y reconocer el acceso a las artes como un derecho que debe ser ejercido y garantizado con base en lo señalado en el artículo 4º de la Constitución Política de los Estados Unidos Mexicanos, y en el artículo 31 de la Convención sobre los Derechos del Niño.

El estudiante durante el curso utiliza su "CUADERNO ELECTRÓNICO DE ACTIVIDADES" que es al mismo tiempo su cuaderno de apuntes, guía de examen y texto de consulta para proyectos.  Éste, está disponible en la red en 

en donde tiene a su alcance los contenidos de clase (textos, imágenes, audios y videos) desde cualquier dispositivo (smartphone, tablet, laptop, computadora de escritorio, pantallas inteligentes, etc.) inclusive sin necesidad de estar conectados a internet (una vez descargados los contenidos).

Dentro de esta aplicación el alumno también realiza actividades que refuerzan el conocimiento adquirido en clase y son evaluadas inmediatamente por lo que se lleva un registro de calificaciones de manera instantánea.



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