“
If you were born with the ability to change someone’s perspective or emotions, never waste that gift. It is one of the most powerful gifts God can give—the ability to influence.
”
”
Shannon L. Alder
“
In a normal education everything
is designed to suppress spontaneity, but I wanted to develop it.
”
”
Keith Johnstone (Impro: Improvisation and the Theatre)
“
My ‘failure’ was a survival tactic, and without it I would probably never have worked my way out of the trap that my education had set for me. I would have ended up with a lot more of my consciousness blocked off from me than now.
”
”
Keith Johnstone (Impro: Improvisation and the Theatre)
“
The most repressed, and damaged,
and ‘unteachable’ students that I have to deal with are those who were the star
performers at bad high schools. Instead of learning how to be warm and spontaneous
and giving, they’ve become armoured and superficial, calculating and self-obsessed. I
could show you many many examples where education has clearly been a destructive
process.
”
”
Keith Johnstone (Impro: Improvisation and the Theatre)
“
some kids can't do drama because their life is a lie
”
”
Dmitry Dyatlov
“
If the ability to read carries the average man no higher than the gossip of his neighbours, if he asks nothing more nourishing out of books and the theatre than he gets hanging about the store, the bar and the street-corner, then culture is bound to be dragged down to him instead of his being lifted up by culture.
”
”
Edith Wharton (French Ways and Their Meaning)
“
Our poor human heart is flawed: it is like a cake without the frosting: the first two acts of the theatre without the climax. Even its design is marred for a small piece is missing out of the side. That is why it remains so unsatisfied: it wants life and it gets death: it wants Truth and it has to settle for an education; it craves love and gets only intermittent euphoria’s with satieties. Samples, reflections and fractions are only tastes, not mouthfuls. A divine trick has been played on the human heart as if a violin teacher gave his pupil an instrument with one string missing. God kept a part of man's heart in Heaven, so that discontent would drive him back again to Him Who is Eternal Life, All-Knowing Truth and the Abiding Ecstasy of Love.
”
”
Fulton J. Sheen
“
Already the people murmur that I am your enemy
because they say that in verse I give the world your me.
They lie, Julia de Burgos. They lie, Julia de Burgos.
Who rises in my verses is not your voice. It is my voice
because you are the dressing and the essence is me;
and the most profound abyss is spread between us.
You are the cold doll of social lies,
and me, the virile starburst of the human truth.
You, honey of courtesan hypocrisies; not me;
in all my poems I undress my heart.
You are like your world, selfish; not me
who gambles everything betting on what I am.
You are only the ponderous lady very lady;
not me; I am life, strength, woman.
You belong to your husband, your master; not me;
I belong to nobody, or all, because to all, to all
I give myself in my clean feeling and in my thought.
You curl your hair and paint yourself; not me;
the wind curls my hair, the sun paints me.
You are a housewife, resigned, submissive,
tied to the prejudices of men; not me;
unbridled, I am a runaway Rocinante
snorting horizons of God's justice.
You in yourself have no say; everyone governs you;
your husband, your parents, your family,
the priest, the dressmaker, the theatre, the dance hall,
the auto, the fine furnishings, the feast, champagne,
heaven and hell, and the social, "what will they say."
Not in me, in me only my heart governs,
only my thought; who governs in me is me.
You, flower of aristocracy; and me, flower of the people.
You in you have everything and you owe it to everyone,
while me, my nothing I owe to nobody.
You nailed to the static ancestral dividend,
and me, a one in the numerical social divider,
we are the duel to death who fatally approaches.
When the multitudes run rioting
leaving behind ashes of burned injustices,
and with the torch of the seven virtues,
the multitudes run after the seven sins,
against you and against everything unjust and inhuman,
I will be in their midst with the torch in my hand.
”
”
Julia de Burgos Jack Agüero Translator
“
Find a good teacher, don't betray yourself to succeed and be a better person before being a better actor.
”
”
Giovanni E. Morassutti
“
It was largely my interest in art that had destroyed any life in the world around me. I'd learned perspective, and about balance, and composition. It was as if I'd learned to redesign everything, to reshape it so I saw what OUGHT to be there, which of course is much inferior to what IS there. The dullness was not an inevitable consequence of age, but of education.
”
”
Keith Johnstone (Impro: Improvisation and the Theatre)
“
In the theatre that I was used to in school and colleges and in amateur circles, the actors rehearsed more or less in secrecy and then sprung their finished perfection. on an unsuspecting audience who were of course surprised into envious admiration: oh, what perfection, what talent, what inspired gifts - I certainly could never do such a thing! Such a theatre is part of the general bourgeois education system which practices education as a process of weakening people, of making them feel they cannot do this or that - oh, it must take such brains! - In other words education as a means of mystifying knowledge and hence reality. Education, far from giving people -the confidence in their ability and capacities to overcome obstacles or to become masters of the laws governing external nature as human beings, tends to make them feel their inadequacies, their weaknesses and their incapacities in the face of reality; and their inability to do anything about the conditions governing their lives. They become more and more alienated from themselves and from their natural and social environment. Education as a process of alienation produces a gallery of active stars and an undifferentiated mass of grateful admirers. The Olympian gods of the Greek mythology or the dashing knights of the middle ages are reborn in the -twentieth century as superstar politicians, scientists, sportsmen, actors, the handsome doers or heroes, with the ordinary people watching passively, gratefully, admiringly.
”
”
Ngũgĩ wa Thiong'o
“
Yes,” says Felix. “They think it’s a waste of time. They think you’re a waste of time. They don’t care about your education, they want you to stay ignorant. They aren’t interested in the life of the imagination, and they have failed to grasp the redemptive power of art. Worst of all: they think Shakespeare is a waste of time. They think he has nothing to teach.”
“But together we can stop their cancellation plan,” says Felix. “We can set things right! What we’re doing today—we’re giving them some excellent reasons for why they need to reconsider. We’ll be showing them that theatre is a powerful educational tool. Yes?
”
”
Margaret Atwood (Hag-Seed)
“
His concept of allochrony - initially introduced shyly as 'untimeliness', then later radicalized to an exit from modernity - is based on the idea, as suggestive as it is fantastic, that antiquity has no need of repetitions enacted in subsequent periods, because it 'essentially' returns constantly on its own strength. In other words, antiquity - or the ancient - is not an overcome phase of cultural development that is only represented in the collective memory and can be summoned by the wilfulness of education. It is rather a kind of constant present - a depth time, a nature time, a time of being - that continues underneath the theatre of memory and innovation that occupies cultural time.
”
”
Peter Sloterdijk (Du mußt dein Leben ändern)
“
Dryden was a highly prolific literary figure, a professional writer who was at the centre of all the greatest debates of his time: the end of the Commonwealth, the return of the monarch, the political and religious upheavals of the 1680s, and the specifically literary questions of neoclassicism opposed to more modern trends. He was Poet Laureate from 1668, but lost this position in 1688 on the overthrow of James II. Dryden had become Catholic in 1685, and his allegorical poem The Hind and the Panther (1687) discusses the complex issues of religion and politics in an attempt to reconcile bitterly opposed factions. This contains a well-known line which anticipates Wordsworth more than a century later: 'By education most have been misled … / And thus the child imposes on the man'. The poem shows an awareness of change as one grows older, and the impossibility of holding one view for a lifetime:
My thoughtless youth was winged with vain desires,
My manhood, long misled by wandering fires,
Followed false lights…
After 1688, Dryden returned to the theatre, which had given him many of his early successes in tragedy, tragi-comedy, and comedy, as well as with adaptations of Shakespeare.
......
Dryden was an innovator, leading the move from heroic couplets to blank verse in drama, and at the centre of the intellectual debates of the Augustan age. He experimented with verse forms throughout his writing life until Fables Ancient and Modern (1700), which brings together critical, translated, and original works, in a fitting conclusion to a varied career.
”
”
Ronald Carter (The Routledge History of Literature in English: Britain and Ireland)
“
Nothing could have been less in line with contemporary conceptions of art than that the theatre should be divorced from all relation to life and politics. Greek tragedy was in the strictest sense ‘political drama’; the finale of Eumenides, with its fervent prayers for the prosperity of the Attic state, betrays the main purpose of the piece. This political control of the theatre brought back to currency the old view that the poet is guardian of a higher truth and an educator who leads his people up to a higher plane of humanity. Through the performance of tragedies on the state-ordained festivals and the circumstances that tragedy came to be looked upon as the authoritative interpretation of the national myths, the poet once more attains to a position almost equivalent to that of the priestly seer of prehistoric times.
”
”
Arnold Hauser (The Social History of Art, Volume 1: From Prehistoric Times to the Middle Ages)
“
I sometimes envy Dan his ability to teach *onstage*; for the theater is a great emphasizer--especially to young people, who have no great experience in life by which they might judge the experiences they encounter in literature; and who have no great confidence in language, neither in using it nor in hearing it. The theater, Dan quite rightly claims, dramatizes both the experience and the confidence in language that young people--such as our students--lack. Students of the age of Dan's, and mine, have no great feeling--for example--for *wit*; wit simply passes them by, or else they take it to be an elderly form of snobbery, a mere showing off with the language that they use (at best) tentatively. Wit isn't tentative; therefore, neither is it young. Wit is one of many aspects of life and literature that is far easier to recognize onstage than in a book. My students are always missing the wit in what they read, or else they do not trust it; onstage, even an amateur actor can make anyone *see* what wit is.
”
”
John Irving (A Prayer for Owen Meany)
“
What are we doing here?” Burnes said, almost to himself. “That, Burnes, I cannot tell you. I do not know why anyone leaves his house, to travel ten thousand miles, when all the poetry that has ever been written, all the poetry since the beginning of the world all tells us the single lesson that we would be happiest in our own homes, since that is where happiness is born, and where it lives. What poetry cannot answer is the question that follows from that, whether we men actually want to be happy, or whether we would prefer to be restless. In your case—in the English, excuse me, the British case—I would say that when you have gone home, when you are all old and thinking about what this adventure, this whole centuries-long adventure meant, what it meant to you . . . well, things do not always mean something, but perhaps your adventure, perhaps it meant something. You will sit at home and look into your fires and draw your Cashmire shawls about you, and think that you came here for one reason. Of course, now, you tell yourself all sorts of fairy stories—you are here to sell us your wonderful English goods, you want to set us free, you want us to grow up, you want to educate us and make us worship three gods instead of forty thousand—” “Only one God.” “I stand corrected, Burnes-ji, and I am sure your one God is much more sensible than ours, who are quaint, who have the heads of elephants and monkeys and have blue skin. They are all very good reasons to tell yourself at the time, but they are not, at the bottom, the real reason you came here. You came here not to make yourselves rich, not to make us better and Christian and clean and dressed in Bradford cotton. You believe all this, I know. But when you are old and tired and sleeping in a thousand years’ time, you will start to realize that you came here and took possession of what was not yours for one reason. To surrender it, to give it up. That is the only reason. Do you not know your Shakespeare, Burnes? Have you never seen The Tempest in your London theatres? Do you not think it strange that, so very long ago, before your English kings owned anything at all, your English poet was dreaming of giving it all up, of surrendering what was not yet yours? Of what never would truly be yours? You are not adventurers; you are all Prosperos, waiting for the day you can give it up, drown your book, and return nobly. We endure your presence, because we see that when you look at us, you know that we will take it all back one day. And you want us to. That desire is so strong in you, it makes you build an empire; because if you never had an empire, you would not have one so nobly to surrender. That, Burnes, is what you are doing here. You asked me, and you did not think that I had an answer. But I have an answer, and that is what you are doing here. And now you are tired, and I shall leave you.
”
”
Philip Hensher (The Mulberry Empire)
“
O: represents both the province Ontario, and
Canada’s capital city Ottawa. Ottawa is our country’s capital city where our government rules the country. Ontario has many lakes, forests, farmland and big cites like Toronto where people enjoy shopping, theatre and
going up to the world’s tallest structure, the CN Tower. Toronto is Ontario’s capital city.
”
”
Marena Woodsit (Canada's Kiddie Geography and History in ABC's...)
“
What the Swots had studied deeply was the art of forbidding things, and in a very short time they had forbidden painting, sculpture, music, theatre, film, journalism, hashish, voting, elections, individualism, disagreement, pleasure, happiness, pool tables, clean-shaven chins (on men), women’s faces, women’s bodies, women’s education, women’s sports, women’s rights. They would have liked to have forbidden women altogether but even they could see that that was not entirely feasible, so they contented themselves with making women’s lives as unpleasant as possible.
”
”
Salman Rushdie (Two Years Eight Months and Twenty-Eight Nights)
“
On February 7, 1601, about two years before the queen’s death, an uprising against the crown had begun at the Globe Theatre with a treasonous production of Richard II in which Elizabeth was satirized as the incompetent Richard surrounded by villainous counselors. This rebellion, which would march on London the following morning, was led by two fallen favorites, Robert Devereux, the 2nd Earl of Essex, and Henry Wriothesley, the 3rd Earl of Southampton. We can’t be sure of their motive in starting this doomed rebellion, but it seems likely these two hyper-educated earls, symbols of the fast-fading English Renaissance, had been attempting to free their aged queen from the grasp of her powerful secretary, Sir Robert Cecil, in order to thwart Cecil’s plan to control the crown upon Elizabeth’s death.
”
”
Lee Durkee (Stalking Shakespeare: A Memoir of Madness, Murder, and My Search for the Poet Beneath the Paint)
“
When teachers participate in a literary experience with a professionally presented children's play, they are offering their students a text quite different from anything that they will experience within their classrooms. Within this literary experience, teachers join as equals with their students, and each, as audience members within the darkened space of the performance, create their own poems to hold within themselves or share with others.
”
”
James Hugh Comey (Three Moons Till Tomorrow: An Examination of the Interactions, Transactions, and the Construction and Co-Construction of Meaning by Elementary School Students, Teachers, and Theatre Professionals with an Original Children's Musical Play)
“
He quickly observed, that good sentences and excellent representations of the follies of mankind met with little regard or applause, whilst sounds, without sense, threw every body into raptures:——but 'twas the fashion of the day to be musically mad, and those who were absurd enough to prefer a rational entertainment to a flimsy opera, were poor insipid beings, without taste or enthusiasm.
”
”
Eliza Parsons (Errors of Education)
“
How we have arrived at the present state of affairs can be understood only by studying the forces effective in the development of Negro education since it was systematically undertaken immediately after Emancipation. To point out merely the defects as they appear today will be of little benefit to the present and future generations. These things must be viewed in their historic setting. The conditions of today have been determined by what has taken place in the past, and in a careful study of this history we may see more clearly the great theatre of events in which the Negro has played a part. We may understand better what his rôle has been and how well he has functioned in it.
”
”
Carter G. Woodson (The Mis-Education of the Negro)
“
The Obama Administration has been trying to indoctrinate the public with its climate ideology in many ways and through a variety of agencies. This includes material on agency websites, advocacy of climate “education,”470 exhibits in National Parks,471 and grants by the National Science Foundation. One example is the $700,000 NSF grant to The Civilians, a New York theatre company, to finance the production of a show entitled “The Great Immensity,”472 “a play and media project about our environmental challenges.”473 A second example is a $5.7 million grant to Columbia University to record “voicemails from the future” that paint a picture of an Earth destroyed due to climate change.474 A third example is a $4.9 million grant to the University of Wisconsin-Madison to create scenarios based on America’s climate actions on climate change including a utopian future where everyone rides bicycles and courts forcibly take property from the wealthy.475 The general approach pursued by the Administration for arts and education-related climate propaganda appears to be very similar to the similar propaganda campaigns by Soviet and Eastern European governments to promote their political ends.
”
”
Alan Carlin (Environmentalism Gone Mad: How a Sierra Club Activist and Senior EPA Analyst Discovered a Radical Green Energy Fantasy)
“
Upbringing affects opportunity. Upper-middle-class homes are not only richer (with two professional incomes) and more stable; they are also more nurturing. In the 1970s there were practically no class differences in the amount of time that parents spent talking, reading and playing with toddlers. Now the children of college-educated parents receive 50% more of what Mr Putnam calls “Goodnight Moon” time (after a popular book for infants). Educated parents engage in a non-stop Socratic dialogue with their children, helping them to make up their own minds about right and wrong, true and false, wise and foolish. This is exhausting, so it helps to have a reliable spouse with whom to share the burden, not to mention cleaners, nannies and cash for trips to the theatre.
”
”
Anonymous
“
Theatre artists at the Globe have to ask themselves: how does this moment or scene move the story forward or contribute to our understanding of the story? It
”
”
Fiona Banks (Creative Shakespeare: The Globe Education Guide to Practical Shakespeare (Arden Shakespeare))
“
I can imagine what you’re thinking – not telepathy, just a process of logical deduction. For a start, you’re reading this, so you can read, so obviously you’re educated, therefore you belong to the better sort – and I know you people like the back of my hand. You’re thinking: if he’s starving it’s his own stupid fault, because there’s always work in this man’s town; not the sort he’s used to, maybe, drooping around theatres and rich men’s drawing rooms for a few hours in the evening parroting someone else’s words
”
”
K.J. Parker (How to Rule an Empire and Get Away with It (The Siege, #2))
“
There is no ownership of creativity. Even though it tends to be primarily associated with the arts, creative thinking is found in many disciplines and areas of work.
”
”
Ellen Palestrant (Conversations About Creativity: Art, Writing, Music, Filmmaking, Theatre, Education, Science & the Synergy of Imagination (Creative Thinking Series))
“
If you taught kids to think, there would be a revolution in education.
”
”
Gregory H. Simpson (Training the Young Actors of Theatre Ashbury: How Good do you Want to be? And What are you Going to do About it?)
“
The notion, popularized by classicist and romanticist critics alike, of the Attic theatre as the perfect example of a national theatre, and of its audiences as realizing the ideal of a whole people united in support of art, is a falsification of historical truth.33 The festival theatre of Athenian democracy was certainly no ‘people’s theatre’ —the German classical and romantic theorists could only represent it as such, because they conceived the theatre to be an educational institution. The true ‘people’s theatre’ of ancient times was the mime, which received no subvention from the state, in consequence did not have to take instructions from above, and so worked out its artistic principles simply and solely from its own immediate experience with the audiences. It offered its public not artistically constructed dramas of tragi-heroic manners and noble or even sublime personages, but short, sketchy, naturalistic scenes with subjects and persons drawn from the most trivial, everyday life. Here at last we have to do with an art which has been created not merely for the people but also in a sense by the people. Mimers may have been professional actors, but they remained popular and had nothing to do with the educated élite, at least until the mime came into fashion. They came from the people, shared their taste and drew upon their common sense. They wanted neither to educate nor to instruct, but to entertain their audience. This unpretentious, naturalistic, popular theatre was the product of a much longer and more continuous development, and had to its credit a much richer and more varied output than the official classical theatre; unfortunately, this output has been almost completely lost to us. Had these plays been preserved, we should certainly take quite a different view of Greek literature and probably of the whole of Greek culture from that taken now. The mime is not merely much older than tragedy; it is probably prehistoric in origin and directly connected with the symbolic-magical dances, vegetation rites, hunting magic, and the cult of the dead. Tragedy originates in the dithyramb, an undramatic art form, and to all appearances it got its dramatic form—involving the transformation of the performers into fictitious personages and the transposition of the epic past into present —from the mime. In tragedy, the dramatic element certainly always remained subordinate to the lyrical and didactic element; the fact that the chorus was able to survive shows that tragedy was not exclusively concerned to get dramatic effect and so was intended to serve other ends than mere entertainment.
”
”
Arnold Hauser (The Social History of Art, Volume 1: From Prehistoric Times to the Middle Ages)
“
The intellectual actor For many of those who aspire to be actors or to become better actors, the biggest challenge is to stop thinking and start feeling. Our education system trains young people in thinking and the prizes are given out for analytical skills. But fundamentally this is a cerebral engagement, impassive and rational. And this kind of education – especially at degree level – is often in direct opposition to what actors need to cultivate in themselves. For much of our lives, we are served well by the ability to think logically about what’s happening and make considered, rational decisions about what to do. Indeed, for most professions it’s essential. I’m guessing we would all rather be operated on, or have our taxes done, by someone with the rigour of thinking to be able to analyse a situation and come up with a reliably intelligent plan of attack. But the foremost job of an actor is to commit to the fictional world of a drama and this is not a cerebral activity. The qualities that will really make a performance – spontaneity, impulsiveness, emotional availability, unguarded vulnerability – are neither logical nor intellectual. And these are things we can deliberately cultivate in ourselves. Nicolas Cage: ‘I invite the entire spectrum, shall we call it, of feeling. Because that is my greatest resource as a film actor. I need to be able to feel everything, which is why I refuse to go on any kind of medication. Not that I need to! But my point is, I wouldn’t even explore that, because it would get in the way of my instrument. Which is my emotional facility to be able to perform.
”
”
Bill Britten (From Stage to Screen: A Theatre Actor's Guide to Working on Camera)
“
The wheel of fortune turned sharply in America. Education and learning counted for nothing here. Tradesmen and labourers went into the savage pushcart life of Hester Street, fought their way up, became contractors, shop owners, great manufacturers. Intellectuals and professionals preferred the factories, certain they would get out again. Most of these men were lost forever in the sweatshops.
”
”
Lulla Rosenfeld (Bright star of exile: Jacob Adler and the Yiddish theatre)
“
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Many ‘well adjusted’ adults are bitter, uncreative frightened, unimaginative, and rather hostile people. Instead of assuming they were born that way, or that that’s what being an adult entails, we might consider them as people damaged by their education and upbringing.
”
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Keith Johnstone (Impro: Improvisation and the Theatre)
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【V信83113305】:John Abbott College, located in Sainte-Anne-de-Bellevue on the western tip of Montreal Island, is a prominent English-language CEGEP in Quebec. Established in 1971, it serves over 6,500 students in pre-university and technical programs. Named after Sir John Abbott, Canada’s third prime minister, the college is renowned for its academic excellence, vibrant campus life, and strong community ties. Its picturesque setting near the St. Lawrence River provides an inspiring learning environment. The college offers diverse programs, including Health Sciences, Arts, and Business, alongside unique options like Police Technology and Professional Theatre. With modern facilities, dedicated faculty, and a focus on student success, John Abbott College fosters leadership, innovation, and lifelong learning, preparing graduates for university or the workforce. Its inclusive atmosphere and extracurricular opportunities make it a standout institution in Quebec’s education system.,购买约翰阿伯特学院文凭, 原版复刻加拿大约翰阿伯特学院毕业证办理成绩单修改, 办加拿大John Abbott College约翰阿伯特学院文凭学历证书, 约翰阿伯特学院学位证书快速办理, 修改JAC约翰阿伯特学院成绩单电子版gpa让学历更出色, 极速办John Abbott College约翰阿伯特学院毕业证John Abbott College文凭学历制作, JAC约翰阿伯特学院挂科了怎么办?, 约翰阿伯特学院电子版毕业证与加拿大John Abbott College学位证书纸质版价格, 加拿大JAC学位证书纸质版价格
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【V信83113305】:Southeastern Louisiana University (SELU), located in Hammond, Louisiana, is a vibrant public university known for its strong academic programs and lively campus life. Established in 1925, SELU offers over 150 undergraduate and graduate degrees across fields like business, education, nursing, and the arts. The university prides itself on small class sizes, fostering close student-faculty interactions and hands-on learning opportunities.
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【V信83113305】:The University of Bologna, founded in 1088, holds the prestigious title of the oldest university in continuous operation in the world. Located in the vibrant city of Bologna, Italy, it has been a cornerstone of academic excellence for over nine centuries. Renowned for its historic contributions to law, medicine, and the humanities, the university has shaped intellectual traditions across Europe. Its iconic architecture, including the Archiginnasio and the Anatomical Theatre, reflects its rich heritage. Today, the University of Bologna remains a leading institution, offering a wide range of programs and fostering innovation while maintaining its deep-rooted commitment to education and research. With a diverse student body and a global reputation, it continues to inspire scholars worldwide.,UNIBO博洛尼亚大学电子版毕业证, 哪里买博洛尼亚大学毕业证|UNIBO成绩单, 博洛尼亚大学颁发典礼学术荣誉颁奖感受博士生的光荣时刻, 意大利毕业证办理, 仿制博洛尼亚大学毕业证-UNIBO毕业证书-快速办理, 博洛尼亚大学电子版毕业证与意大利UNIBO学位证书纸质版价格, 挂科办理UNIBO博洛尼亚大学毕业证本科学位证书, 意大利大学文凭购买, 意大利学历购买
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【V信83113305】:Plymouth State University (PSU), located in the picturesque town of Plymouth, New Hampshire, is a dynamic public university known for its strong academic programs and vibrant campus life. Established in 1871, PSU offers a diverse range of undergraduate and graduate degrees, with notable strengths in education, business, environmental science, and the arts. The university emphasizes experiential learning, encouraging students to engage in internships, research, and community projects.
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【V信83113305】:Millikin University, located in Decatur, Illinois, is a private institution renowned for its commitment to experiential learning and student success. Founded in 1901, the university offers a blend of liberal arts education and professional programs, fostering innovation and leadership. With a student-centered approach, Millikin emphasizes hands-on experiences through internships, research, and performance opportunities, particularly in its esteemed arts and business schools. The campus features state-of-the-art facilities, including the Center for Theatre & Dance and the Leighty-Tabor Science Center. Millikin’s small class sizes ensure personalized mentorship, while its vibrant community promotes diversity and civic engagement. Known for its "Performance Learning" model, the university prepares graduates to excel in their careers and make meaningful societal contributions. Millikin’s blend of academic rigor and practical application makes it a standout choice for aspiring professionals.,Offer(Millikin University成绩单)Millikin University密利克大学如何办理?, 挂科办理Millikin University密利克大学毕业证文凭, 制作密利克大学成绩单, 密利克大学毕业证, MU文凭购买, 办理MU文凭, Offer(MU成绩单)MU密利克大学如何办理?
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【V信83113305】:The University of Hartford, located in Connecticut, is a private institution known for its vibrant academic community and diverse programs. Founded in 1957 through the merger of several schools, it offers over 100 undergraduate and graduate degrees across seven colleges, including arts, business, engineering, and education. The campus spans 350 acres, blending modern facilities with scenic green spaces.
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【V信83113305】:Keystone College, located in La Plume, Pennsylvania, is a private liberal arts college known for its personalized education and scenic campus. Founded in 1868 as Keystone Academy, it evolved into a junior college before achieving four-year status in 1995. The college offers over 30 undergraduate programs, emphasizing experiential learning, small class sizes, and faculty mentorship. Its diverse curriculum spans arts, sciences, and professional fields, fostering critical thinking and career readiness.
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【V信83113305】:Plymouth State University (PSU), located in the picturesque town of Plymouth, New Hampshire, is a dynamic public university known for its strong academic programs and vibrant campus life. Established in 1871, PSU offers a diverse range of undergraduate and graduate degrees, with notable strengths in education, business, environmental science, and the arts. The university emphasizes experiential learning, encouraging students to engage in internships, research, and community projects.
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【V信83113305】:Illinois Wesleyan University (IWU) is a prestigious private liberal arts university located in Bloomington, Illinois. Founded in 1850, it is renowned for its rigorous academic programs, personalized education, and vibrant campus life. With a student-to-faculty ratio of 10:1, IWU emphasizes close mentorship and interdisciplinary learning. The university offers over 80 majors, minors, and programs, with strengths in music, theatre, and the sciences. Its School of Music and Theatre Arts is particularly distinguished, attracting talented students nationwide. IWU’s picturesque 85-acre campus features state-of-the-art facilities, including the Ames Library and the Shirk Center for athletics. The university fosters a strong sense of community, encouraging student engagement through clubs, research opportunities, and service projects. Committed to holistic development, IWU prepares graduates to excel in diverse careers and contribute meaningfully to society.,IWU文凭制作流程确保学历真实性, 挂科办理IWU伊利诺伊卫斯理大学毕业证本科学位证书, IWU文凭制作服务您学历的展现, 留学生买文凭IWU毕业证-伊利诺伊卫斯理大学, 美国大学毕业证定制, 伊利诺伊卫斯理大学成绩单购买, 定制伊利诺伊卫斯理大学成绩单, 伊利诺伊卫斯理大学留学成绩单毕业证, 如何获取伊利诺伊卫斯理大学--毕业证本科学位证书
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【V信83113305】:Millikin University, located in Decatur, Illinois, is a private institution renowned for its commitment to experiential learning and student-centered education. Founded in 1901, the university offers a diverse range of undergraduate and graduate programs across fields like business, arts, sciences, and nursing. Millikin emphasizes "Performance Learning," a unique approach that integrates classroom theory with real-world application through internships, research, and community projects. The campus fosters a vibrant, inclusive community with over 50 student organizations, Division III athletics, and a strong focus on the arts, including its prestigious School of Theatre and Dance. With small class sizes and dedicated faculty, Millikin prepares students for meaningful careers and lifelong success. Its blend of academic rigor and hands-on experience makes it a standout choice for aspiring leaders.,挂科办理Millikin University密利克大学毕业证文凭, 密利克大学颁发典礼学术荣誉颁奖感受博士生的光荣时刻, 一流MU密利克大学学历精仿高质, MU毕业证文凭-密利克大学毕业证, 密利克大学毕业证认证, 仿制密利克大学毕业证-MU毕业证书-快速办理, 正版-美国Millikin University毕业证文凭学历证书, 密利克大学-Millikin University大学毕业证成绩单, 1:1原版密利克大学毕业证+Millikin University成绩单
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【V信83113305】:The University of Hartford, located in Connecticut, is a private university known for its diverse academic programs and vibrant campus life. Founded in 1957 through the merger of several institutions, it offers over 100 undergraduate and graduate programs across seven schools, including the renowned Hartt School of Music, Theatre, and Dance. With a student body of around 5,000, the university emphasizes hands-on learning, research opportunities, and small class sizes to foster personalized education. Its 350-acre campus blends modern facilities with scenic green spaces, providing an ideal environment for study and recreation. The university also boasts strong athletics, competing in NCAA Division I as the Hartford Hawks. Committed to community engagement, the University of Hartford prepares students for global careers through innovation, creativity, and leadership.,办理UOH毕业证, University of Hartford哈特福德大学原版购买, 学历证书!UOH学历证书哈特福德大学学历证书UOH假文凭, 办哈特福德大学毕业证 Diploma, UOH学位证书办理打开职业机遇之门, 美国毕业证认证, UOH留学成绩单毕业证
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【V信83113305】:Plymouth State University (PSU), located in the picturesque town of Plymouth, New Hampshire, is a dynamic public university known for its strong academic programs and vibrant campus life. Established in 1871, PSU offers a diverse range of undergraduate and graduate degrees, with notable strengths in education, business, environmental science, and the arts. The university emphasizes experiential learning, encouraging students to engage in internships, research, and community projects.
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【V信83113305】:The National Higher School of Theatre Arts and Techniques (ENSATT) in France is a prestigious institution dedicated to training future professionals in theater and performing arts. Founded in 1941 and located in Lyon, ENSATT offers rigorous programs in acting, directing, stage design, lighting, sound, and costume design. The school emphasizes both artistic creativity and technical mastery, fostering collaboration among students from diverse disciplines. With a faculty of renowned artists and practitioners, ENSATT provides hands-on experience through workshops, productions, and partnerships with theaters. Its alumni include influential figures in French and international theater. The school’s commitment to innovation and excellence makes it a cornerstone of theatrical education, shaping the next generation of theater artists and technicians.,哪里买Ecole Nationale Supérieure des Arts et Techniques du Théâtre国立高等戏剧艺术与技术学院毕业证|Ecole Nationale Supérieure des Arts et Techniques du Théâtre成绩单, 如何办理Ecole Nationale Supérieure des Arts et Techniques du Théâtre国立高等戏剧艺术与技术学院学历学位证, 如何办理ENSATT国立高等戏剧艺术与技术学院学历学位证, 仿制国立高等戏剧艺术与技术学院毕业证-ENSATT毕业证书-快速办理, ENSATT国立高等戏剧艺术与技术学院挂科了怎么办?, fake ENSATT degree, Offer(ENSATT成绩单)ENSATT国立高等戏剧艺术与技术学院如何办理?, ENSATT文凭办理, 原版定制国立高等戏剧艺术与技术学院毕业证-ENSATT毕业证书-一比一制作
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【V信83113305】:State University of New York at Purchase (SUNY Purchase) is a public liberal arts college located in Purchase, New York. Established in 1967, it is part of the State University of New York (SUNY) system and is renowned for its strong emphasis on the arts and humanities. The campus, designed with modernist architecture, spans over 500 acres and features state-of-the-art facilities, including the Neuberger Museum of Art, which houses one of the largest public collections of modern art in the U.S.
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