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Why universities must defend democracy

By: Henry Giroux

The march in Charlottesville, Va., earlier this summer by white supremacists, neo-Nazis and other right-wing extremists illuminated the growing danger of authoritarian movements both in the United States and across the globe.

It’s signalling a danger that mimics the increasingly forgotten horrors of the 1930s.

Neo-Nazis in the United States, and possibly those worldwide, appear especially emboldened because they’ve found a comfortable, if not supportive, place at the highest levels of the U.S. government.

President Donald Trump’s administration has included white supremacist sympathizers like Steve Bannon, Jeff Sessions and Stephen Miller. All three embrace elements of the nefarious racist ideology that was on full display in Charlottesville.

Trump’s refusal to denounce their Nazi slogans and violence in strong political and ethical terms has suggested his own complicity with such movements.

It should surprise no one that David Duke, a former imperial wizard of the Ku Klux Klan, told the media in the midst of the violence in Charlottesville that white supremacists were “going to fulfil the promises of Donald Trump … to take our country back.”

‘God bless him’

Nor should it surprise anyone that Trump’s silence delighted the far right.

The Daily Stormer, a white supremacist website, even had this to say: “No condemnation at all. When asked to condemn, he just walked out of the room. Really, really good. God bless him.”

It appears that the presence of Nazi and Confederate flags celebrating a horrendous history of millions lost to the Holocaust and slavery, of lynchings and church bombings, and the assassinations of Black civil rights leaders like Medgar Evans and Martin Luther King, Jr., did little to move Trump.

Charlottesville has resurrected elements of a past that resulted in some of the worst crimes in human history. The ideology, values and institutions of a liberal democracy are once again under assault by those who don’t believe in equality, justice and democracy.

All of these alarming developments raise serious questions about the role of higher education in a democracy.

What role, if not responsibility, do universities have in the face of a new wave of authoritarianism?

What purpose should education serve when rigorous knowledge is replaced by opinions, the truth is labelled “fake news” by the president of the United States and his devotees, unbridled self-interest replaces the social good and language operates in the service of fear, violence and a culture of cruelty?

Universities must hold up democratic ideals

Surely, institutions of higher education cannot limit their role to training at a time when democracy is under assault around the world.

Colleges and universities must define themselves anew as a public good, a protective space for the promotion of democratic ideals, of the social imagination, civic values and a critically engaged citizenship.

Renowned education professor Jon Nixon argues that education must be developed as “a protected space within which to think against the grain of received opinion: a space to question and challenge, to imagine the world from different standpoints and perspectives, to reflect upon ourselves in relation to others and, in so doing, to understand what it means to assume responsibility.”

Given the ongoing attack on civic literacy, truth, historical memory and justice, surely it’s all the more imperative for colleges and universities to teach students to do more than master work-based skills.

Instead, we must educate them to become intelligent, compassionate, critically engaged adults fully aware of the fact that without informed citizens, there is no democracy.

There’s much more at stake here than protecting and opening the boundaries of free speech. There is the more crucial necessity to deepen and expand the formative cultures and public spheres that make democracy possible.

Educators cannot forget that the struggle over democracy is about much more than the struggle over economic resources and power. It’s also about language, agency, desire, identity and imagining a future without injustice.

Return to authoritarianism not far-fetched

As the historian Timothy Snyder has observed, it’s crucial to remember that the success of authoritarian regimes in Germany and other places succeeded, in part, because they were not stopped in the early stages of their development.

The events in Charlottesville provide a glimpse of authoritarianism on the rise and shine a spotlight upon the forces that are trying usher in a new and dangerous era, both in the United States and worldwide.

While it may seem far-fetched to assume American-style totalitarianism will soon become the norm in the United States, a return to authoritarianism is clearly no longer the stuff of fantasy or hysterical paranoia.

That’s especially since its core elements of hatred, exclusion, racism and white supremacy have been incorporated into both the highest echelons of political power and throughout the mainstream right-wing media, especially Fox News and Breitbart.

The authoritarian drama unfolding in the United States includes the use of state force against immigrants, right-wing populist violence against mosques and synagogues and attacks on Muslims, young Blacks and others who do not fit into the vile script of white nationalism.

Charlottesville was just part of a larger trend of domestic terrorism and homegrown fascism that is on the upswing in the United States.

Trump’s administration, after all, has announced it will no longer “investigate white nationalists, who have been responsible for a large share of violent hate crimes in the Unites States.”

U.S. President Donald Trump speaks to the media in the lobby of the Trump Tower in New York in the days following the white supremacist violence in Charlottesville, Va. (AP Photo/Pablo Martinez Monsivais)

Trump has also lifted restrictions imposed by the Obama administration in order to provide local police departments with military surplus equipment such as armed vehicles, bullet-proof vests and grenade launchers.

These actions accelerate Trump’s law-and-order agenda, escalate racial tensions in cities that are often treated like combat zones and reinforce a warrior mentality among police officers.

Equally telling is Trump’s presidential pardon of Joe Arpaio, the notorious white supremacist and disgraced former sheriff of Maricopa County, Arizona. Not only did Arpaio engage in racial profiling, despite being ordered by the court to desist, he also had a notorious reputation for abusing prisoners in his Tent City, which he once called “a concentration camp.”

A nod to domestic terrorism

There is more at work here than Trump’s endorsement of white nationalism; he’s also sending a clear message of support for a culture of violence that both legitimizes and gives meaning to acts of domestic terrorism.

What’s more, there’s a clear contempt for the rule of law. And there’s also an endorsement not just for racist ideology, but for institutional racism and consequently the primacy of the race-based incarceration state.

In his various comments, tweets and policies, Trump has made clear that he does not see himself as the leader of the country, but as the head of a right-wing movement fuelled by rage, isolation, social atomization and communal disintegration, galvanized by a culture of fear and bigotry. He preys upon a populist hatred of democracy.

At the moment we’re seeing a looming collapse of civic culture.

A healthy democracy always struggles to preserve its ideals, values and practices. When taken for granted, justice dies, social responsibility becomes a burden and the seeds of authoritarianism flourish.

We may be in the midst of dark times, but resistance is no longer an option but a necessity.

And educators have a particular responsibility to address this growing assault on democracy. Any other option is an act of complicity, and a negation of what it means for education to matter in a democratic society.

Source:

https://theconversation.com/why-universities-must-defend-democracy-83481

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EEUU: BIA Conference Launches Inland Regional Dialogue on Education

EEUU/ September 12, 2017/Source: http://www.sfgate.com

Representatives of the Baldy View Chapter join forces with San Bernardino County superintendent of schools to identify opportunities for collaboration and economic prosperity.

Recognizing that quality education is the cornerstone of any thriving community, the Building Industry Association of Southern California, Baldy View Chapter (BIA) this week continued its regional dialogue with representatives of local school districts and institutions of higher learning, government and industry to discuss opportunities for collaboration to help raise the overall quality of life in the Inland Empire.

The 2017 Education Summit, co-hosted by the San Bernardino County Superintendent of Schools, featured a day of prominent speakers addressing everything from the impact of home ownership on education to building new career pathways for students.

 “Countless studies draw a clear association between homeownership, education and quality of life in a community,” BIA Baldy View President Ali Sahabi of Optimum Group LLC, said in his opening remarks at the conference. “We are all here today to identify ways we can work together to provide better opportunities for students facing graduation in the next 5 to 10 years.”

The summit, held Thursday at Chaffey College/Chino Community Center in Chino, featured BIA Baldy View Chapter Chief Executive Officer, Carlos Rodriguez; San Bernardino County Superintendent of Schools, Ted Alejandre; Chaffey College District President, D. Henry Shannon, Ph.D.; San Bernardino County Supervisor, Robert Lovingood; Fontana Mayor, Aquanetta Warren; San Bernardino County Economic Development Agency Deputy Executive Officer, Reg Javier; FBI Special Agent in Cyber Security and Education, Bryan Willett; and several other speakers representing educational, professional and social organizations and programs.

“This summit creates a meaningful countywide dialogue to fuel collective impact initiatives that will improve academic achievement and economic prosperity for the region,” Rodriguez said. “Clearly, our future will be determined by the educational opportunities afforded to our emerging workforce. Construction is a critical component of that emerging workforce.»

BIA is pleased to announce that in 2017 Upland Unified School District and Chaffey Joint High School District will start first-year students on a career pathway into the homebuilding industry through BITA (Building Industry Technology Academy). BITA is a four-year high school construction trades training program aimed at producing skilled professionals who will be qualified and confident to enter the workforce.

ABOUT BIA BALDY VIEW CHAPTER
The mission of the Building Industry Association of Southern California, Baldy View Chapter is to promote, advocate for and grow the homebuilding industry through member representation and community education at the local level. In addition, the Baldy View Chapter maintains a presence and influence on industry-related issues at regional, state and national levels. Visit http://www.BIAbuild.com.

For the original version on PRWeb visit: http://www.prweb.com/releases/2017/09/prweb14679243.htm

Source:

http://www.sfgate.com/business/press-releases/article/BIA-Conference-Launches-Inland-Regional-Dialogue-12185001.php

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The Wisdom Of The New York Times Magazine’s Special Issue On Race And Education

By: John Thompson

All sides of our education civil war need to see our internal battles within the context of the travesties recounted in this amazing special magazine issue.

Which was the more tragic fact reported in the New York Times Magazine’s special issue on “the persistent legacy of racism in American education”? Is it worse, as Alice Yin reports, that “81.7 percent of black students in New York City attend segregated schools (less than 10 percent white),” or should we be more appalled by the increase in segregated Southern schools?

Largely because of geography, by 1972, Southern schools were the most integrated in the nation. In 1988, 43.5 percent of black students enrolled in majority-white Southern schools. By 2011, “enrollment of black students in majority-white Southern schools declined to 23.2 percent.”

What are the reasons for the rise of resegregation?

Nikole Hannah-Jones’ “The Resegregation of Jefferson County” makes the case that the “fight for civil rights over so many decades” reveals “the way that racism does not so much go away but adapts to the times.” The decades of Southern resistance to Brown v. Topeka was obscene. But now, why would the 88 percent white town of Gardendale, Alabama fight so hard to reject its black students, which are 25 percent of the school population?

Hannah-Jones, as well as Mosi Secret’s report on segregation, can only be explained in terms of racism. However, the Times Magazine’s Mark Binelli makes us ask whether today’s resegregation is also driven by the unrestrained efforts to maximize profits on the backs of children, or whether it’s also due to the ideology of school choice.

Binelli “writes about Michigan’s gamble on charter schools — and how its children lost.” Many true believers in charters blame that state’s failure on the deregulated nature of for-profit choice schools pushed by U.S. Secretary of Education Betsy DeVos. And Binelli gives evidence that the profit motive increased inequality and damaged the entire state’s education system. He also provides evidence that the competition-driven culture, that isn’t limited to for-profit schools, undermined public education. Binelli writes:

In little more than a decade, Michigan has gone from being a fairly average state in elementary reading and math achievement to the bottom 10 states. It’s a devastating fall. Indeed, new national assessment data suggest Michigan is witnessing systemic decline across the K-12 spectrum. White, black, brown, higher-income, low-income — it doesn’t matter who they are or where they live.

And that brings us to more subtle questions about why segregation persists. As Binelli reports, “Charters continue to be sold in Michigan as a means of unwinding the inequality of a public-school system.” The same continues to apply to charters across the nation. Some argue that most charters are not-for-profit, even claiming that their draining off of money and the easier-to-educate students hasn’t damaged neighborhood schools. They tend to remain silent about an even more worrisome issue ― the resulting test-driven, competitive school cultures that are imposed disproportionately on poor children of color.

The dubious education values articulated by Kathy Tassier, a charter’s curriculum specialist, has spread to other high-poverty schools. The Tassier acknowledged disappointing outcomes but “pointed to selective testing gains.” Binelli explains how she suggested that:

The students had been motivated to “really take ownership for that growth” after learning of another local charter’s slated closure. Tassier meant the remark as a compliment. But inadvertently or not, she’d applied the language of market capitalism, of increasing productivity via brutal Darwinist competition, to a group of K-7 students. They could have been assembly-line workers being warned that the factory would close if the Chinese kept eating their lunch.

If the special issue on racism and it’s legacies’ continued role in undermining public education isn’t depressing enough, it also reports on the Trump administration’s cruel attack on “Dreamers.” Even so, some corporate school reformers hope to stay their course, even though it means cooperating with DeVos and Trump.

Most reformers who I know despise Trumpism and face a conundrum similar to the one that has worried me since the election. I had underestimated the persistence of racism, and now I must admit my mistake and ask whether I should view education policy differently. I wonder how many reformers are willing to face the facts about test-driven, competition-driven reform, and rethink their ideology.

When reading Hannah-Jones’ previous work on school segregation, I painlessly adjusted my policy priorities, incorporating her lessons about integration and accepting the need to invest political capital in that controversial approach. I was much, much slower in altering my wider worldview, and acknowledging how pervasive racism remains.

Some reformers have explicitly repudiated alliances with Trump and DeVos, but I fear that few of them will look into a deeper, darker issue. When the profit motive and extreme competitive values are unleashed on children, the resulting damage could be as persistent as other legacies.

Regardless, all sides of our education civil war need to see our internal battles within the context of the travesties recounted in this amazing special magazine issue.

Source:

http://www.huffingtonpost.com/entry/the-wisdom-of-the-ny-times-magazines-special-issue_us_59b423c9e4b0bef3378ce0b0

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Estados Unidos: colapso universitario

Por: Beethoven Herrera Valencia

La educación superior estadounidense está caracterizada por un limitado o nulo aprendizaje en una vasta proporción de estudiantes.

La notable ventaja de Estados Unidos en el patentamiento de inventos y el reconocido prestigio de sus posgrados, contrasta con las falencias de sus pregrados. Es creciente el número de estudiantes universitarios que no logran graduarse, pues menos del 40 por ciento de quienes cursaron cuatro años no obtienen el título.

Además, la generación de la posguerra está saliendo del mercado laboral, las nuevas generaciones son menos educadas. Un estudio reciente encontró que los incrementos en los salarios en las universidades están concentrados en los investigadores y en algunos departamentos académicos.

Solo un tercio de los profesores universitarios son permanentes y existe el riesgo de que su vinculación se acorte para reducir costos, pero sin docentes con mejor calificación y más dedicación es imposible mejorar la educación.

Otro estudio realizado por Paul Courant, de la Universidad de Michigan, y Sarah Turner, de la Universidad de Virginia, concluyó que “dentro de los departamentos donde los profesores reciben pagos más elevados enseñan a menos estudiantes de pregrado y regentan menos cursos que sus colegas de menos salarios”. Los autores concluyen que los salarios en las Universidades “son determinados principalmente por los resultados de investigación y la reputación asociada con dichos resultados” (The Washington Post, junio 19 del 2017).

Hay una creciente separación entre los docentes que enseñan y aquellos que orientan investigaciones, y la mayor parte de los que ejercen mayor enseñanza trabajan a tiempo parcial, y entre los profesores que no están en carrera docente, la mitad laboran a tiempo parcial.

En su estudio ‘Campus confidencial: cómo la universidad trabaja o no para profesores padres y estudiantes’, el profesor Jacques Berlinerblau, de la Universidad de Georgetown, sostiene que los maestros de tiempo completo son más efectivos en el aula de clase y como tutores para estudiantes, y concluye que “las universidades más prestigiosas destinan a los profesores más calificados para trabajar en los pregrados”.

El estudio ‘Academically Adrift’ (2011) encontró que un tercio de estudiantes de pregrado no avanzan en escritura, razonamiento complejo o razonamiento crítico, y sus autores –Richard Arum y Josipa Roksa– concluyeron que esto se explica por falta de rigor; su encuesta demostró que los alumnos gastan 12 horas por semana estudiando, gran parte en grupos, y muchos no toman cursos que les exijan leer más de 40 páginas por semana, o escribir más de 20 páginas por semestre.

Los autores sostienen que “la educación superior estadounidense está caracterizada por un limitado o nulo aprendizaje en una vasta proporción de estudiantes”, y concluyen que muchos jóvenes “cursan la universidad sin un claro objetivo”.

Por el creciente costo de las matrículas, padres y estudiantes se concentran en la preparación para el trabajo y la pronta graduación, pero la investigación es larga y costosa.

Fuente noticia: http://www.portafolio.co/opinion/beethoven-herrera-valencia/estados-unidos-colapso-universitario-509570

Fuente imagen: http://1.bp.blogspot.com/-bEDLiFN0iDw/VEA5cDRshcI/AAAAAAAAB9U/xLxOyVjfSFU/s1600/20140929_134209.jpg

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Educación sexual: Nuevo estudio revela los “misterios” del orgasmo femenino

Por: El Ciudadano

Un estudio realizado en EE.UU. analizó orgasmos femeninos y preferencias sexuales de un grupo de 1.055 mujeres de entre 18 y 94 años, para ver si podían desmitificar la idea de que los orgasmos femeninos son complicados, y de paso animar a las participantes a que comunicasen efectivamente lo que les hace llegar a un orgasmo. Estos fueron los resultados.

Suele hablarse del orgasmo femenino como un gran misterio e incluso como motivo de desconcierto para muchos hombres y mujeres. Pero después de romper  viejos mitos, tabúes y puritanismos, al parecer no es tan complicado como se cree.

Un nuevo estudio, realizado por expertos en salud sexual de la Universidad de Indiana, EE.UU, analizó orgasmos femeninos y preferencias sexuales de un grupo de 1.055 mujeres en Estados Unidos, de entre 18 y 94 años, para ver si podrían desmitificar la idea de que los orgasmos femeninos son complicados, y de paso animar a las participantes a que comunicasen efectivamente lo que les hace llegar a un orgasmo.

El estudio sugiere que el orgasmo femenino no es realmente un puzzle difícil de resolver. Esto no quiere decir que las mujeres no tengan sus preferencias particulares. Como ocurre con todos los placeres, como la comida o la música, todos tenemos diferentes formas de disfrutar las cosas buenas de la vida.

Según el estudio, sólo 1 de cada 5 mujeres dijo que la relación sexual por sí sola era suficiente para el orgasmo. Más del 36% señaló que la estimulación del clítoris era necesaria para el orgasmo durante las relaciones sexuales, y un 36% dijo que la estimulación del clítoris no era necesaria durante el sexo, pero hacía que el orgasmo fuera mucho mejor. Un número considerable de mujeres, casi 1 de cada 10, afirmó que no alcanzaba el clímax durante las relaciones sexuales.

El estudio incluso investigó las diferentes maneras en que a las mujeres les gusta ser tocadas por otra persona. Aunque ciertamente había preferencias diferentes, la inmensamayoría de las mujeres gozaba de una ligera a media presión de contacto, mientras casi el 16% dijo que todas las presiones se sentían bien, y el 10% señaló que le gustaba la presión más firme. Alrededor de dos tercios de las mujeres disfrutaron tocarse en un movimiento hacia arriba y hacia abajo, el 50% en movimientos circulares y el 30% indicó preferencia por el movimiento lateral.

Los autores del estudio explican que la verdadera importancia de investigar estos detalles es “recalcar el valor de la comunicación con el compañero por el placer y la satisfacción sexual”. El único requisito concreto para divertirse en el dormitorio es la capacidad de comunicarse, tocarse y no rehuir de lo que es bueno y placentero para cada persona.

Los investigadores esperan que su estudio ayude a romper las fronteras y los tabúes del placer, facilitando a mujeres y hombres la comunicación sobre sexo. También sugieren que el desarrollo de un “vocabulario más específico para discutir y calificar sus preferencias, podría permitirles explorar mejor y transmitir a la pareja lo que les parece bien”.

 Fuente: http://www.elciudadano.cl/ciencia-tecnologia/educacion-sexual-nuevo-estudio-revela-los-misterios-del-orgasmo-femenino/09/01/
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La violencia física y psicológica entre transexuales cuadriplica a la violencia «transfóbica»

Por: Religión en Libertad

El 47% de las personas transexuales han sido asaltadas sexualmente alguna vez en su vida, el 40% ha intentado suicidarse, el 12% se prostituyen… Son sólo algunos de los resultados del US Transgender Survey 2015, una megaencuesta a 27.715 transexuales de Estados Unidos publicada recientemente por el National Center for Transgender Equality [Centro Nacional por la Igualdad Transgénero], organización fundada en 2003 «por activistas trans» (dicen en su propia definición) para «educar al público e influenciar a los autores de las políticas a nivel local, estatal, y federal».

Esa pretensión de «educar» e «influenciar» se aprecia en el trabajo, orientado a culpabilizar a la sociedad del rechazo que sufren las personas con orientación transexual y a aportar argumentos para las batallas en las que se hayan inmersos el lobby LGTB y los ideólogos de género, como es la llamada «guerra de los cuartos de baño» para que se permita que los hombres transexuales utilicen los servicios femeninos, y las mujeres transexuales los servicios masculinos. Según el informe, el 59% descartaron alguna vez durante el último año utilizar el baño contrario a su sexo para evitar conflictos.

La encuesta dibuja un panorama desolador de unas personas que en un 29% declaran vivir en la pobreza y en un 30% afirman haber estado sin hogar en algún momento de su vida. El 39% confesó haber experimentado malestar psicológico en el mes anterior a la encuesta (frente a un 5% del conjunto de la población) y el 40% ha intentado suicidarsealguna vez (frente a un 4,6% del total de estadounidenses). El 1,4% convive con el VIH(virus del sida), cinco veces más que el índice general de los norteamericanos (ese porcentaje llega al 19% en el caso de los transexuales negros). Un dato que se explica en buena medida porque el 12% se ha prostituido alguna vez.

Una queja constante del lobby transexual es la violencia que sufren las personas con esta orientación. El informe la cifra en un 9% que «fueron atacados físicamente por ser trans». Sin embargo, ese porcentaje «por ser trans» es seis veces inferior a la violencia sufrida por las personas con esta orientación de manos de su misma pareja: el 54% «sufrieron alguna forma de violencia de pareja íntima, incluyendo acciones de control coactivo y daño físico», porcentaje que sería de un 35% si hablamos de violencia física (cuatro veces superior, por tanto, a la violencia física «transfóbica»).

Los datos que ofrece el US Transgender Survey Report 2015 son más precisos que los recogidos en su resumen oficial, al deslindar coacciones y violencia física. En cuanto a violencia específicamente física, 9% «por ser trans», 35% «por parte de una pareja íntima».

Es más esa violencia es «grave» en un porcentaje realmente alto: «Casi la cuarta parte (24%) han sufrido grave violencia física por una pareja íntima«, porcentaje que se eleva hasta el 77% en el caso de quienes se prostituyeron.

Por tanto, la encuesta, aunque sugiere que buena parte de los problemas de las personas con orientación transexual provienen exclusivamente del rechazo que sufren, refleja también problemas vinculados a la misma forma de vida transexual. Con un dato muy significativo: el 47% declaran haber sido asaltados sexualmente alguna vez en su vida.

Fuente: http://www.religionenlibertad.com/violencia-fisica-psicologica-entre-transexuales-cuadriplica-violencia-59061.htm

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Estados Unidos: Universidad ofrece estudios gratis en DC

América del Norte/Estados Unidos/Fuente: Washington Hispanic/Autor:Jossmar Castillo

Una universidad internacional con oficinas en la ciudad de Washington está ofreciendo becas completas para aquellos estudiantes que desean cursar estudios de licenciatura en las carreras de Economía y Relaciones Internacionales.

BAU International University ha sido recientemente acreditada para enseñar estas dos carreras de licenciatura y para, de alguna manera celebrarlo, permitirá que las primeras personas que se inscriban, cursen los cuatro años de estudios de manera gratuita.

Los únicos requisitos que está pidiendo la universidad es que las personas sean residentes legales de los Estados Unidos y cuenten con un certificado de culminación de los estudios secundarios.

“Queremos abrir las carreras lo más pronto posible, y por eso es que estamos brindando las becas”, dijo Adrew Wyner, decano de Estudios de Posgrado de BAU International en Washington. Señaló que aunque no tienen un campus enorme ni equipos deportivos, “contamos con profesores calificados que brindan una educación de calidad”.

Pero la navidad en septiembre no durará todo el mes, por lo que las personas interesadas tienen hasta el 19 de septiembre de este año para registrarse en una de esas dos carreras pagar una cuota de inscripción.

“Somos una universidad con estudiantes de 23 países y queremos ampliar nuestro alcance hacia la comunidad hispana”, mencionó Paolo Von Schirach, uno de los profesores de BAU International.

Resaltó que el interés de reclutar hispanos es porque saben que hay interés de esta comunidad por tener acceso a una educación superior, a la vez que la universidad se enriquece culturalmente.

La propuesta que presenta esta casa de estudios es similar a la que aplicaron tres años atrás, cuando se establecían por primera vez en los Estados Unidos con varias opciones de Maestrías. Ahora la universidad, establecida también en Turquía, Alemania y Roma, tiene más de 150 estudiantes de maestría en la capital de la nación.

Becas completas
Para registrarse los interesados deben acudir personalmente a BAU International University, a la dirección 1510 H Street, NW Washington D.C. Piso 4 con prueba de residencia, diploma de high school y su cuota de inscripción. Para más información puede llamar a Yelda Caliskan al 202-644-7216, o al 801-502-9843

Fuente de la noticia: http://washingtonhispanic.com/portal/metro/universidad-ofrece-estudios-gratis-en-dc/

Fuente de la imagen: http://washingtonhispanic.com/portal/wp-content/uploads/2017/09/PAG-3-FOTO-11.jp

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