Zoekresultaten

… the fact that arrangements for study abroad have to be made in an earlier stage, there must be a high probability that the inclusion requirement from Article 5.3 of the EER, will be met at the end of the academic year. Therefore, to be considered for exchange: a. after block 3 of year 1, students wanting to go on exchange should have already obtained 22 ECTS from year 1 b. The Research Project from the student’s first semester must be successfully completed with credit points being awarded c. The Board of Examiners can deviate from a) in cases that a student has applied for a university that is an Erasmus partner. 2. The Board of Examiners selects the students to be nominated for exchange from the pool of applicants. The Board of Examiners selects students based on the criteria stated in Article 20 and on past academic and non-academic conduct. 3. Any allocation of exchange partners is conditional on the requirements of Article …

… Algorithms in Python 6 E For period 1, 2, 4, and 5 the minimal workload is 1 course, the maximum workload is 2 courses. For period 3 and 6 the minimum workload and maximum workload is 1 course. FACULTY OF PSYCHOLOGY AND NEUROSCIENCE Course overview – exchange programme 2023-2024 Spring semester (Late January – June/July) ‘C’ = Compulsory Course, ‘R’ = Regular Course Period Year Course code Course title ECTS Type Intro- Week - IPN1131 IPN1138 IPN1123 PBL-training Practical: FPN Onboarding Practical: …

… University (UM) apply to all Double Degree programmes. You can find the MSc-EER on the Student Portal (My SBE Intranet), under “Regulations, rights and duties”. Additional costs Students accepted in this programme are expected to pay a non-refundable Exchange Administrative Fee (EAF) of ZAR 8,325 prior to registration at Stellenbosch University. The EAF comprises of the International Registration Fee (IRF) and a Service Fee. Service fees may be utilised for services such as internet, photocopying, …

… the personal and societal growth of my students?" Teachers had five minutes to reflect on this question and share their insights with two group members, while students were asked to share their perspectives on the teacher’s idea. After the initial exchange of ideas, Dylan instructed participants to formulate personal challenges that would push them outside their comfort zones, focusing on acquiring new knowledge and skills. Each participant took a few minutes to note down their ideas and …

… the personal and societal growth of my students?" Teachers had five minutes to reflect on this question and share their insights with two group members, while students were asked to share their perspectives on the teacher’s idea. After the initial exchange of ideas, Dylan instructed participants to formulate personal challenges that would push them outside their comfort zones, focusing on acquiring new knowledge and skills. Each participant took a few minutes to note down their ideas and …