academy.edu [finally open!]

by **Disrupt Incorporated** » Thu Jan 17, 2019 12:43 am

WELCOME to the official homepage of academy, GE&T's first chain of educational institutions spanning the ever expanding world and possibly even multiple dimensions! Feel free to skim through our storefront and look into what we're about, our curriculum, our campuses and even several forms that allow you to be associated with the academy chain of institutions - a NationStates first!

by **Disrupt Incorporated** » Thu Jan 17, 2019 12:51 am

Formed on the 7th of August, 2018, academy's mission has always been to provide a modern, energetic form of education to students determined and willing to receive it. The idea for academy was first discussed between Mr. Jonathon Risley, a respected educator, and Ms. Helena Josephine Roberts, a senior executive in Disrupt Incorporated. Mr. Risley had been an outspoken critic regarding modern day education - he found himself to be very disappointed with most active educational systems in the modern day.

In most current educational systems across the world, whether they are national curriculum(s) or international curriculum(s), students have been deprived of having any fascination with learning. This is mainly because of the quantitative basis with which most students learn. They are judged based on their results, which they can only retrieve upon having studied well enough with content that is barely deep and expansive. Ideas across education and across subject are not connected in any manner, making it even harder for a student to be able to associate one subject in another. According to Mr. Risley, this was a problem that needed to be solved immediately.

After several discussions with the leadership in Disrupt Incorporated, academy was founded. The chain of academic institutions is based around one primary idea: the provision of education (untouched by any state or external authority whatsoever) that educates, enlightens, and thus empowers students as active global citizens who are able to apply their knowledge not only theoretically but in a variety of practical purposes. The curriculum at academy aims to be holistic, ever-expansive and open.

The ultimate goal, at the end of the day, is to ensure that at the end of their time with academy, our students are made to be global citizens. We hope that as global citizens, they remain well-aware of the issues that plague the world around them, and thus proceed to take initiatives to attempt to solve their problems. Furthermore, we wish to ensure that our students remain immortal learners, by which we mean that we hope for our students to progress even further and be open to learning about more things and perspectives throughout their life, even after their time at academy. By being immortal learners and global citizens, we raise our students to ultimately be the best of their generation.

Students are taught a variety of subjects that is dependent on their choice. Their lessons in class are made to be as engaging and easy to understand as possible. They must make use of the knowledge gained and not only apply it in examinations, but analyse what they have learnt and apply it even further through practical activities that should give back to the community in some manner.

At the end of the day, the education provided at academy religiously follows its goal: to educate, enlighten and thus empower.

First and foremost, on behalf of the rest of the academy team, and myself, welcome to the world of academy, Disrupt Incorporated's first foray into the world of education!

Education is one of the most important components of any functioning society. We cannot even tell you when exactly education was conceived, because it has been a constant of mankind from the very beginning. Humans were born to teach. We teach our children what we learnt from our parents - and what we learnt from our parents they learnt from theirs, and so on. The advent of formal education, which began during the era of Classical antiquity through the Ancient Egyptians and their scribes, the Ancient Romans with their paterfamilias, and also the Ancient Greeks with the academy - an formal institution of learning which is the namesake of our initiative.

It is disappointing to say, however, modern education has barely been able to improve upon its predecessors. Students to this day remain focused on their results - because to them, that is the only way to access higher education. Therefore, teachers, students and even parents desire to see only high results, instead of actually having students learn and make use of what they have learnt. In the 21st century, where mankind is collectively seeing so many challenges and modern issues, educating children this way may mean they will not be well equipped to try and solve these issues in the future.

This is where academy comes in. With an all new, modern curriculum created by specialists in education, we aim to establish various international boarding schools for Grades 8-12 across the world. Students will be selected and admitted into these campuses with other pupils who may be from different nations, religions, ethnicity and socioeconomic backgrounds. This allows for academy to provide a global perspective to each and every one of our students, and at the end of their time with us, students leave with many new friends, who they may not have even imagined to meet a few years ago.

This is a project that aims to revolutionize education as we see it and revitalize our youth, who have proved themselves in recent times. They are the heralds of our prosperous future. It was the youth that became a symbol of the African American struggle with the Little Rock Nine, back in 1957. It was the youth that took part in the road safety protests in Bangladesh in 2018. The youth have fought for so much, and academy is our corporation's way of attempting to give back to the youth, by providing to them an education that educates, enlightens and thus empowers them to be the global leaders in the coming times.

We thank those who have been instrumental in setting up this venture - namely my colleague, Mr. Jonathon Risley, the team at academy, our leadership at Disrupt Incorporated, as well as the Royal Republic of Bruke, which helped establish our first campus, academy@Bruke. This is only the beginning for academy, we hope you see us as we prosper, and as we help our students prosper too!

Regards,
Helena J. Roberts.
Chief Executive Officer.
academy.

by **Disrupt Incorporated** » Thu Jan 17, 2019 1:12 am

The IAD, also known as the International Academic Diploma is a new found curriculum (heavily inspired by the International Baccalaureate curriculum in the real world hehe) that has been established by academy. The curriculum is divided into two parts:

IAD-A - Grades 8, 9 and 10.
IAD-B - Grades 11 and 12.

The IAD-A is a prerequisite to IAD-B. In the IAD-A, students are given the choice of various subjects - these subjects are divided into various groups:

Students are required to take a single mandatory subject from Group VI and a language in Group I. Students are required to take a minimum of six subjects to certify for the IAD-A, and thus they are required to take four more subjects from the remaining groups. In order to certify with distinction, students are required to take the seven subjects or eight.

The Year 1 in IAD-A (or Grade 8) is spent with students being taught the very basic theory in their subjects. Schools using the IAD-A curriculum are recommended to take mid-term and final-term examinations based on the IAD-A Certification Test that students have to take at the end of their second year (in Grade 9). By the end Year 2 in the IAD-A, students will be well acquainted with all their subjects and will be giving their Certification Tests (this accounts for 40% of their certification grade), which will test their basic theory knowledge regarding their subjects.

IAD-A subjects are in general well-connected and holistic. Each batch of IAD-A students will be given a theme (These themes are usually global issues and questions that can only be answered after a thorough three years of studying the IAD-A) at the beginning of their time in the IAD-A which will serve as a context for whatever they are learning in all subjects.

In Year 3, students are to submit Subject Essays. Subject Essays involve a student reflecting on each and every subject, and using their knowledge in some way answer the theme that they were given in the beginning of Year 1. They will analyse and reflect upon their knowledge in these essays, and make use of research as well as everyday experience to further extend their knowledge through analysis. The Subject Essays account for 60% of the certification grade.

In the IAD-A, students are given letter grades, which also have corresponding values, enclosed in the button below.

After the completion of the IAD-A, the students are eligible to participate in the IAD-B, which requires at least basic completion of the IAD-A. The IAD-B is a more specific, rigorous academic course. Therefore, students are only required to take a minimum of three subjects, and a maximum of five, and are given freedom on what to pick. Subjects from the IAD-B are explained and taught in more depth than that in Subject IAD-A. Some new subjects can also be found in IAD-B which would otherwise be unavailable in IAD-A.

Year 1 in the IAD-B (which is also Grade 11) is spent learning the newer in-depth subjects chosen. A theme similar to that given in IAD-A will also be provided, although IAD-B themes will be more complex and difficult to understand. Students will have to appear for a Certification Test at the end of Year 1, where they will be tested on their basic understanding of IAD-B subject theory. The Certification Test will account for 20% of the certification grade.

Students attending an IAD-B class

In Year 2, students will be taught even more regarding their subject, and will also be handed research intensive tasks, which will allow them to gain mastery over the subjects they are studying. They will be required to conduct a Subject Project - essentially, they must apply their knowledge gained from the IAD in a project.

These projects can range from running a mock business (supported by the school) for Enterprise Studies, contributing to a scientific research paper for Physics, teaching language to children for Secondary Language and what not. A report on the Subject Project will have to be written, in which the student must discuss and detail the project that they have undertaken. Schools are expected to support all projects in any manner once approved by the IADA (The International Academic Diploma Authority, an authority in the IADA supported by Disrupt Incorporated).

The Subject Project in itself will account for 40% of the grade. A final series of Subject Essays must be written by students at the end of their second year, in which they must analyse and explain what they have learnt in both IAD-A and IAD-B, discuss their Subject Project extensively, and use their knowledge to explain and possibly solve the theme given to them at the beginning of Year 1.

The IAD-B has largely the same grading system as IAD-B. However, due to the lower amount of subjects and much more stringent marking, students can gain a maximum score of 25 with the IAD-B. The grade scheme is detailed in the following button:

The deadline for IAD-A and IAD-B certification requirements are as follows:

Certification Test: May and June, at the end of the Academic Year. Students in Year 2 (IAD-A) and Year 1 (IAD-B) will sit for the Certification Test during these months.
Subject Essays: Although students are free to submit Subject Essays whenever they please, the absolute deadline is the end of June. Students in Year 3 (IAD-A) and Year 2 (IAD-B) will submit their Essays.
Project Essay: Again, students are free to submit this whenever they please, but the absolute deadline is the end of June. Students in Year 2 (IAD-B) will submit their Essay.

The submitted Test or Essay(s) will be marked from 1 August onwards, and marking will officially be accomplished by 1 September. Grades are released within a week of that time. The IADA will nominate countless educators - who have at least a basic understanding of IAD-A & IAD-B subjects - to sit as examiners for these Test / Essay(s) - all the educators will spend a month checking these Test / Essay(s) in the sprawling IADA headquarters.

Educators will be divided into checking IAD-A or IAD-B, and further divided into checking Year 1/2/3 (in the case of the IAD-A students) or Year 1/2 (in the case of IAD-B) students. Finally, the educator is allocated to check the Test / Essay of the subject they specialize in. Each educator is assigned approximately 10 students whose Test / Essay(s) they will be required to check. An educator checking 10 students from Year 1 will be tasked with checking the same students from Year 2 the next year, allowing the educator to comment and provide constructive feedback to the student.

The results sent to the students comment on their understanding of their subjects, as well as any improvement(s) they have made or any fall in the quality of their work. It brings the students closer with their examiner, motivating the pupil to work harder for their next Test / Examination(s). The final report card - also known as the Summary Report - will contain the complete result of a students progress with the IAD, whether they started with the IAD-A or IAD-B. It contains a full dialogue on the pupil's advancement as a student, as well as their strengths and weaknesses according to whatever the student has seen - thus the Summary Report not only submits the final results of a student, but also contains feedback and can be used by universities to properly analyse a pupil, making it easier for universities to judge an applicant.

This is the IAD - the International Academic Diploma - a newfound curriculum which has been established by academy. While of course, academy institutions will rely on this curriculum, it is open for usage by other school(s) and college(s) across the world.

We choose only the brightest minds for our faculty at academy. All teachers must possess a graduate degree in the subject they are teaching - for example, the Finance faculty has teachers that possess degrees such as an MBA. These teachers are extensively trained in workshops so they can better understand the IAD from IAD specialists, and continue to participate in workshops and academic retreats with other members of the faculty to the point where the concept of the IAD is a part of their identity as a teacher.

Various teachers from other curriculum(s) are often invited to study the IAD system for a few months - therefore some teachers in academy tend to be temporary, and the way they teach often makes use of the curriculum they teach, giving our students an idea of how other methods of education function. However, most teachers in academy often teach for lengthy periods of time - the teachers are assigned batch wise, and so an IAD-A Year 1 teacher will teach the Year 1 batch of students until the end of Year 3 in the IAD-A, after which they are assigned yet another Year 1 batch until they choose to opt out of employment. This allows for a sense of camaraderie between the teacher and their students, and also allows for the teacher to better examine and provide feedback for student growth.

Campus life at academy is like any other. Of course, it is impertinent to note that academy is an international boarding school, and as a result, there are no day students. Students live in dormitories with other peers - the exact way the dormitories are divided is subject to each individual campus - and are also supervised by one to two caretakers. These caretakers largely serve as ombudsman and aid students in the case of most emergencies, and otherwise do not intervene with student lifestyle.

While classes are not exactly mandatory, students must be have an attendance of over 80% in order to sit for the Certification Tests or in order to submit Subject Essays / Project Essay. These classes begin from the morning and end around late afternoon - there is a school regulated breakfast before classes and a lunch after classes. The food provided is subject to the location, although most food will be derived from the local cuisine. Variant meals will also be provided to those with sensitivities towards food. As of 2019, the following dietary restrictions have been taken into account at academy:

Halal
Kosher
Vegetarian
Vegan
Various allergies

Other dietary restrictions can be taken into account if nations file a formal request. Students and faculty may even cook alongside cafeteria staff, and are encouraged to, so they may learn vital skills in the kitchen. Evenings in academy serve as free time generally, although students spend this time working on their coursework, various extracurricular activities, or simply time with friends within the campus. Students, without parental consent, are not permitted out of the campus after dusk. However, they are free to leave campus premises before dusk on both weekends and weekdays, provided that they do not have classes and are taking at least two friends with them.

Of course, the school will often hold various cultural events around the evenings. These events may be conducted to respect the global identity that the school carries with it, but will also celebrate the local culture around the campus. Students may even be taken to see various festivities nearby with school supervision in order to gain a better understanding of culture and find some degree of unity and friendship with locals. Since there are no classes on weekends, students are often encouraged to visit local cultural institutions (such as museums, galleries, and local sights). Weekends are spent in similar fashion to free time on weekdays, with students either busy with extracurricular activities, spending time with friends or outside the campus, or working on coursework. Students may even work inside campus on various jobs that can range from working with the school administration with documents to helping clean up in the cafeteria - through which students can find a sustainable means of earning pocket money.

Students helping plant trees on-campus

Conflict within students will be settled by school authorities, who may nominate an ombudsman from within the students and from the faculty / caretakers. Students that are found to violate school rules will be expelled from the school with little option to continue education with the IAD. Minor offences will be punished with community service / detention of the weekends. The school does give its students a lot of freedom with classwork and free time, but conflict within peers and violation of both local laws (regarding substance abuse for example) will not be tolerated.

Students are free to practice whatever religion they follow, although it is unlikely that the institution will provide any further support (other than prayer rooms which will not be consigned to a strict religion). However, students are encouraged to seek pastoral care from faculty members.

Student bodies are also formed - the format of these bodies are dependent on the choice of students. Student bodies can serve as a tribune to mediate conflicts between students, as well as formulate requests from the collective of students to school faculties. These bodies are also tasked with regulating all extra curricular activities.

The academy campuses will regularly offer to take students to either visit parts of the local country, although this is dependent on the amount of students willing to go on such trips. The local trips allow students to get a better idea of where they are studying at. The school(s) will also offer international trips, although these are usually fewer and serve as field trips. For example, IAD-A & IAD-B Political science students may be taken to visit the World Assembly headquarters in order to better understand the subject.

During summer, winter and other assorted breaks, students usually tend to go back to their respective homes, although a few use the transit as an opportunity to travel as well. After a well-spent vacation, students return back to academy, to restart their rigorous academic life.

Of course, academy isn't all about rigorous academics! Students are encouraged to participate in countless student activities as well, which serve as extra curricular activities that are unrelated to the IAD curriculum and purely for student enjoyment. Clubs are widespread in academy campuses. In order to start a club, students simply need to write a proposal to the school administration and nominate a faculty member as the club manager. In regards to funding, students will have to pitch whatever proposal(s) they have and why they need funding to the school administration.

Of course, not all proposals are accepted. In fact, funding is usually allocated to the larger, more popular clubs with excellent proposals, senior organising members that have stood for a certain amount of time. Otherwise, student clubs usually can conduct community fundraisers both inside and outside campuses. This fluid system of extracurricular activities, which allows students with dedication to prosper, is only regulated by a student body, if there is one within campus grounds. Although the clubs available are subjective per campus, attached are the most common ones:

Model World Assembly Club
Debate Club
School Newsletter
Programming Club
Enterprise Club
Photography Club
Sports Club
Film-making Club
Community Service Club

Other than the extra-curricular activities run by students, IAD activities such as the Project Essay usually mean that there are various co-curricular activities that are run as well for the students so they may have a better understanding of the subject. Students are frequently taken to travel around the local country but also internationally sometimes, which allow them to gain a much wider exposure through an activity such as travel. Student activities are moulded around the campus students are in. For instance, students living in a more urban campus will find their activities geared through city enterprise and culture, whereas students living in more secluded areas close to nature will find their activities geared through activities such as hiking.

As an educational institution, academy will always encourage students to pursue activities according to their own interest, as it enhances their education even further than what is already being taught through the IAD.

Students can directly apply to academy online, or they can print out an offline copy and mail their application to the academy headquarters directly. The following documents are required:

Transcripts for the past 3 years of education.
A list of ECAs that the student has participated in. Evidence, although not necessary, is appreciated.
A completely full Primary Form - which will contain details regarding the student and guardians.
A recommendation from someone in the student's institution.
A recommendation from someone outside the student's institution.
A completely full Secondary Form - which contains details regarding finance.

Although there are no set minimum grade restrictions, students will be competing against other students who may possess a high degree of merit in terms of extracurricular activities or academics. There are a limited number of seats in academy and as a result only a limited amount of students will be taken. Students will be allocated to campuses according to the amount of available seats and their own individual preferences. Students who may have already finished an IAD-A level counterpart (such as the IGCSE examinations or IB MYP program) can be admitted to the IAD-B segment of academy, but it is generally advised for students to join the institution with the beginning of IAD-A. Attached are the fees for IAD-A & IAD-B:

Of course, academy aims to provide the IAD curriculum to as many students as possible. As a result, the institution offers both merit and need based financial aid.

The Roger Mortimer Award - a merit based scholarship, approximately five students from every academy campus are eligible for this award. The scholarship pays for annual tuition.
Regular need-based financial aid - all students who get into academy are eligible for financial aid, and thus they may be allocated scholarships ranging from 25 to 100% according to their own need.

The annual tuition mentioned in this section is the average tuition fee - some campuses may be more expensive than others due to factors such as indirect taxation on admissions, foreign exchange fluctuations and what not. However, tuition fees usually do remain within the amount disclosed. The fees can be paid quarterly - academy has four quarters a year - or annually. Additional charges do apply if payments are made late, unless it is due to an emergency.

by **Disrupt Incorporated** » Thu Jan 17, 2019 1:18 am

by **Disrupt Incorporated** » Sat Jan 19, 2019 4:16 am

ACADEMY DOES NOT HAVE ANY UNIVERSITY PARTNERS YET, ALTHOUGH WE WOULD LOVE TO MAKE A FEW! FEEL FREE TO PARTNER WITH US USING THE FORMS BELOW!

The Brukean Ministry of Education is partnered with academy - both parties cooperated to start up academy@Bruke, the first ever campus for academy!

ACADEMY DOES NOT HAVE ANY UNIVERSITY PARTNERS YET, ALTHOUGH WE WOULD LOVE TO MAKE A FEW! FEEL FREE TO PARTNER WITH US USING THE FORMS BELOW!

by **Disrupt Incorporated** » Sat Jan 19, 2019 8:38 am

NOTICE
Attached are various forms that you can fill out in order to be associated with academy in some manner. Please note that forms have been put into spoilers to save space and have also been divided into the following:
Campus Affairs
IAD Affairs
Partnership
Thank you for your cooperation.

by **Disrupt Incorporated** » Sat Jan 19, 2019 9:13 am

OFFICIAL NOTICE

WE ARE OFFICIALLY OPEN! FEEL FREE GO THROUGH OUR FULLY COMPLETE STOREFRONT AND FILL OUT THE FORMS!

It would also be helpful if you could point out any errors in storefront code, any possible improvements that you could make and any comments you have regarding the storefront content. It'd mean a lot to me! It'd mean even more to me if you actually read through the whole storefront, which I put a lot of effort into. Lots of love!

by **UniversalCommons** » Mon Jan 21, 2019 9:23 pm

ACADEMY - OFFICIAL FORM - GENERAL PARTNER

Country of origin:[b] UniversalCommons
[b]Firm Name: World Brain Institute
Firm Executive: Joseph Torquemada
How does your firm wish to benefit academy through a partnership?: We wish to scan all the content you have in your libraries and media centers and add it to our virtual private network.
How do you wish to be benefited by academy through a partnership?: We will provide you copies of all the material we scan in digitally as well as indexing for content. In addition we will put in search stations in your libraries -- 3 per library for free and provide print on demand stations to make hardcover and softcover printouts.

OOC: This is the Google Books project with slightly more advanced equipment.

by **Union of Christian States** » Mon Jan 21, 2019 11:00 pm

ACADEMY - OFFICIAL FORM - CAMPUS ESTABLISHMENT

Formal Nation Name: The Union of Christian States
Nation Leader: President Geoffrey Willis
Location for the academy: Pasadena, Texas
Description of surroundings of the academy (optional, but it helps us describe the campus): A large undeveloped plot of land (located at 29.614548, -95.101226) bounded by Armand Bayou to East, Residential Developments to the South, a drainage channel to the North, and a Major thoroughfare (Red Bluff Road) to the Northeast. There is a Pasadena Fire Station that is on site. In accordance with Texas State Law, an Academy site in Pasadena would also be allowed to establish its own state accredited police force with full jurisdiction over the campus and limited jurisdiction over the rest of the county, otherwise law enforcement will be provided by the Pasadena Police and Harris County Sheriff's Office.
Living standards in your nation - indicators such as HDI and GDP per capita would be best, but a comparative nation would also work: HDI: 9.01; GDP/Capita $54,000
What are the main problems in your nation?: The UCS public has an issues with obesity, and health issues contributed to by obesity. The UCS also has a relatively high crime rate compared to other developed nations, though this numbers are falling largely due to prison reforms that have been enacted by the past few presidential administrations.
What can we learn from your nation?: The UCS is a diverse, thriving federal democracy over 200 years old, and has thriving banking, healthcare, aerospace, petrochemical, and Technology industries with well developed presences near the proposed Campus. This all provides a wealth of opportunity for learning and the exchange of ideas.
Are there any facilities the campus should have to contribute to your nation? For instance, academy@Bruke has a STEM Lab in order to encourage more people to study STEM in Bruke: The headquarters of the Christian Aeronautics and Space Administration and facilities for multiple aerospace corporations are nearby and willing to partner, so the Academy would be in a unique position to provide an aeronautics program. The Houston Area is also renown for its healthcare industry, and the Texas Medical Center would be willing to partner with a healthcare program.
Anything we should take note of?: N/A

by **Coconut Palm Island** » Tue Jan 22, 2019 1:40 pm

ACADEMY - OFFICIAL FORM - CAMPUS ESTABLISHMENT

Formal Nation Name: The Kingdom of Coconut Palm Island
Nation Leader: King Alexander
Location for the academy:
Largo Beach
Description of surroundings of the academy (optional, but it helps us describe the campus): Largo Beach is the capital of our nation. It is home to the King and the Senate (both operating out of the Royal Palace), and the Royal Court (located near the Royal Palace). It is a semi-urban area, meaning a lot of people live here, but it is very nice, clean, and spacious. Most importantly, it is a beautiful tropical location, offering both a lovely beach and a lush rainforest within a mile of each other.

Living standards in your nation - indicators such as HDI and GDP per capita would be best, but a comparative nation would also work: HDI 0.931, GDP/capita $61,000. A good comparative nation (in terms of economy and government type) would be Canada. We have liberal fiscal policies, libertarian social policies, and a strong national economy, so we are like a warmer Canada.
What are the main problems in your nation?: We have few national problems. Crime is low (part of this is because things like drugs/prostitution are legal and not counted as crimes), poverty is rare, the government is actually pretty good. Our one big worry is the weather-- we are in the path of many hurricanes and tsunamis, and despite very strict building codes and emergency procedure, these disasters do negatively affect our nation.
What can we learn from your nation?: Our nation is home to many species of plants and animals, in several different habitats (beaches, coral reefs, rainforests, tropical grasslands). Our nation would be ideal for people studying zoology, botany, or other forms of biology. Also, our healthcare system is excellent, creating many "shadowing" opportunities for future medical professionals. Out government is open and studied by many political science majors (as one of very few places where a Constitutional Monarchy with a non-ceremonial Monarch has worked out well). Judges, Senators, Cabinet Members, and even the King often have "student days" where students can quietly shadow the leader around into all non-classified meetings. Also, we have a world-class college called Largo Beach University (LBU). LBU would be eager to partner with Academy to share resources and offer students involvement in research.
Are there any facilities the campus should have to contribute to your nation? For instance, academy@Bruke has a STEM Lab in order to encourage more people to study STEM in Bruke: We think students would love a marine biology program (perhaps as an added component to existing science classes) where they could SCUBA dive and explore our coral reefs.
Anything we should take note of?: The King has made education one of his top priorities and looks forward to work with Academy to better prepare the youth of our nation.

by **Great Nortend** » Tue Jan 22, 2019 11:46 pm

IADA - OFFICIAL FORM - ADDITION OF A SUBJECT

Formal Nation Name: The Kingdom of Nortend, Cardoby and Hambria
Nation Leader: King Alexander II
What subject do you desire to see added? It can be a new language or even a subject exclusive to your nation: Latin
What IAD group should this subject belong to?:Group I
Will your nation provide specialists in the subject to support its conversion to the IAD? If there is a need.
Which parts of the IAD will this subject be adopted into? Please type an X into one: IAD-A [ ] IAD-B [ ] Both [X]

IADA - OFFICIAL FORM - ADDITION OF A SUBJECT

Formal Nation Name: The Kingdom of Nortend, Cardoby and Hambria
Nation Leader: King Alexander II
What subject do you desire to see added? It can be a new language or even a subject exclusive to your nation: Ancient Greek
What IAD group should this subject belong to?:Group I
Will your nation provide specialists in the subject to support its conversion to the IAD? If there is a need.
Which parts of the IAD will this subject be adopted into? Please type an X into one: IAD-A [ ] IAD-B [ ] Both [X]

by **East Ares** » Wed Jan 23, 2019 8:42 pm

ACADEMY - OFFICIAL FORM - CAMPUS ESTABLISHMENT

Formal Nation Name:
Nation Leader: President Joseph Charleston
Location for the academy: Concord, Etheos
Description of surroundings of the academy (optional, but it helps us describe the campus): A large mountain range separates Concord from the larger Etheos City. On that side is a sprawling metropolis, while in Concord students live in pristine mountain tranquility; A mountainous alpine forest.
Living standards in your nation - indicators such as HDI and GDP per capita would be best, but a comparative nation would also work: 105,010 swords per capita GDP
What are the main problems in your nation?: We struggle with keeping our environment safe. There is very little crime, so that is a nonissue. Recently, farmlands in the eastern part of the nation have been turning into desert. Environmentally conservative policies are beginning to take a toll.
What can we learn from your nation?: Our nation is extremely successful in economics, and all students in mathematics and defense contracting fields could easily find numerous internships.
Are there any facilities the campus should have to contribute to your nation? For instance, academy@Bruke has a STEM Lab in order to encourage more people to study STEM in Bruke: Yes: A STEM lab(for which we will fund), preferably at least one military-simulation room, a large Model UN facility.
Anything we should take note of?:

by **Reino do Brazil** » Thu Jan 24, 2019 11:35 am

ACADEMY - OFFICIAL FORM - CAMPUS ESTABLISHMENT

Formal Nation Name: The United Kingdom of Reino do Brazil
Nation Leader: PM Bernardo Ahrenz de Mattos
Location for the academy: North Amazon, New Frontier, Ur, Alcoa
Description of surroundings of the academy (optional, but it helps us describe the campus): within the University poles of the mentioned cities. All served by underground
Living standards in your nation - indicators such as HDI and GDP per capita would be best, but a comparative nation would also work: GDP C$ 46,858.52 1Cruzado = NS$ 2.0148
What are the main problems in your nation?: some crume usually drug related and a certain level of domestic violence. Obesity is also a problem that has been in study by the Government.
What can we learn from your nation?: We are a successful example of a good economy together with the full respect for civil rights and political freedoms. We are a parliamentary monarchy based on democracy and the rule of law.
Are there any facilities the campus should have to contribute to your nation? For instance, academy@Bruke has a STEM Lab in order to encourage more people to study STEM in Bruke: We will finance the necessary infrastructure after discussion.
Anything we should take note of?: None at the time

by **Visigotha Nova** » Thu Jan 24, 2019 12:10 pm

IADA - OFFICIAL FORM - ADOPTION OF IAD (NATIONAL)

Formal Nation Name: Visigotha Nova
Nation Leader: "YTrojan" (Real name unknown)
What curriculum has the nation previously used before?: The Visigothic School System, which will be kept in the Iberian Mainland.
Are all state-supported schools going to support the IAD? If not, then how many will?: Not all schools will adopt this, but schools in Septimania and Septa will. This is part of making Septimania a "nation within a nation," and it'll help it eventually achieve "independence" as a sort of puppet state.
Which of the following parts of the IAD will be adopted by the schools? Please type an X into one: IAD-A [ ] IAD-B [ ] Both [X]
[/b]

by **Disrupt Incorporated** » Wed Jan 30, 2019 8:29 am

OOC: Sorry guys, I've been swamped with work. Will respond to rest of the apps soon.

UniversalCommons wrote:~SNIP~

To Mr. Torquemada,

It delights us here at the academy team to be able to partner with the World Brain Institute in its efforts to expand knowledge and providing a network to keep worldwide content safe. However, before we progress with any form of partnership, academy would like to clarify the following two points:

Various content found in our campus libraries are not intellectual property of the institution. While we are ready and willing to provide academy's own private educational content to the World Brain Institute in exchange for access to the private network using the aforementioned search stations, we are legally not permitted to sanction the distribution of content that academy in no way is responsible for / owns. As a result, we cannot provide such content in our libraries to the World Brain Institute, and they will have to ask original content creators for permission to receive such content. Our own intellectual property, however, will be provided.
If 3 search stations per library will be provided to academy for free, does that stand true for all campuses that are coming up as well?

Feel free to either telegram the answer or respond in any other means. We thank you for your time and cooperation.

Regards,
Helena J. Roberts.
Chief Executive Officer.
academy.

Coconut Palm Island wrote:~SNIP~

To His Royal Highness King Alexander,

It delights us here at the academy team to be able to ACCEPT your application to establish a campus in Largo Beach, at Coconut Palm Island! The campus will be named academy@CPI. We'd like for the campus to be placed somewhere around a coastal area so we can make use of the coast for SCUBA diving facilities. A marine lab named after King Alexander will also be introduced in the campus. Due to the issue of natural disasters, we plan on having the academy consist of a cluster of buildings looking like this:

Should all the details enclosed regarding the campus be sanctioned by your government, we will begin work on academy@CPI.

Regards,
Helena J. Roberts.
Chief Executive Officer.
academy.

by **Coconut Palm Island** » Sat Feb 02, 2019 6:16 pm

Helena J. Roberts,
Both the King and the Secretary of Education are very happy with the design. We have reserved an area of land in Largo Beach, just south of the Royal Palace/north of downtown, including over two miles of coastline. The location is near both Molasses Reef and Banana Reef, two of the Island's most precious natural treasures. Route 1 North will link the location to the Royal Palace, 1 South will link it to downtown, and Route 37 West will link it to the Island's interior, which includes the suburbs many students may be coming from.

You are approved to begin construction, and you may begin classes when construction is finished. We will send you a full-time Education Officer from the Department of Education to help coordinate with education and construction regulations, find any contractors needed, and just give you a general lay of the land. If you have addition questions, the Secretary of Education will be happy to help; should you need more assistance, you can contact the King.

We look forward to academy@CPI becoming one of the best schools in the nation!

Carl Martinez,
Representative of the Department of Education

Posts · by **Yohannes** » Sun Feb 03, 2019 2:10 am

[ Out-of-character information: Oh gosh... this academy.edu storefront must have taken hours to write! So pretty! ]

ACADEMY - OFFICIAL FORM - CAMPUS ESTABLISHMENT

Formal Nation Name: The Realm of Yohannes
Nation Leader: Marion Maréchal-Le Men
Location for the academy: Andréasson Diplomatic District; Andréasson (Kingdom of Alexandria)
Description of surroundings of the academy (optional, but it helps us describe the campus):
The Andréasson Diplomatic District is located in Andréasson, an exclusive suburb in Alexandria’s third largest city, Anstruther.

The hilly areas of the suburb are populated with iconic family-owned green cafés and heritage reserve two-storey bungalows. The Anstruther Botanical Garden is located next to the Andréasson Diplomatic District, and is known for its government-funded outdoor music and summer festival events. Each January the Andréasson Heritage Palace hosts the annual Lesbian, Gay, Bisexual and Transgender Plus Pride Festival—a night of symphony of harmony featuring some of the Nineteen Countries’ up-and-coming youth bands.

As well as public gardens located in the Andréasson Diplomatic District itself, the suburb is surrounded by public parks often given to the city by prominent local residents. The average house price in the suburb is 5.4 million NationStates Dollars.

[ Out-of-character information: Based my short description format off Epsom (New Zealand)! ]
Living standards in your nation - indicators such as HDI and GDP per capita would be best, but a comparative nation would also work: [ Out-of-character information: I don't like to throw around numbers like "HDI" and "GDP per capita" because they are meaningless - NationStates RP is freeform. However, for easy comparison Yohannes is very much like contemporary Germany, with more Southern US conservatism and religious extremism/Christian fundamentalism in the southern countries/constituent states. ]

What are the main problems in your nation? Politicians, rising anti-immigration and anti-internationalisation/globalisation, great cultural contrasts between the “rainbow north” and the “bible belt south.”

What can we learn from your nation? We are now mostly a peaceful, trading nation.

Are there any facilities the campus should have to contribute to your nation? For instance, academy@Bruke has a STEM Lab in order to encourage more people to study STEM in Bruke: STEM facilities and a focus on STEM studies, to complement parliament’s education initiative, which was tabled last year.

Anything we should take note of? —

by **Disrupt Incorporated** » Sun Feb 03, 2019 11:04 am

Great Nortend wrote:~SNIP~

To his Royal Highness King Alexander II,

As the representative of the IAD curriculum to nation-states and other legal entities, it pleases me to let you know that the proposal to add Latin and Ancient Greek as a subject to the IAD has been ACCEPTED. We laud your efforts to integrate additional subjects into the IAD, and we are further delighted that the subjects happen to be ancient languages that must be kept alive.

Regarding the additional specialists as mentioned on the form, the IAD is willing to offer payment in order to have the subjects of various specialists living in your Kingdom work with the body in order to commence the provision of this subject to students currently studying the IAD. Nonetheless, work will be underway to begin the provision of this subject starting from the academic year of 2020-2021. However, pilot programs for the subject will begin immediately.

Thank you for your time and cooperation.

Regards,
Helena J. Roberts.
Chief Executive Officer.
academy.

Visigotha Nova wrote:~SNIP~

To the Honorable YTrojan,

As the representative of the IAD curriculum to nation-states and other legal entities, it pleases me to let you know that the proposal to integrate the IAD as the curriculum for Septa and Septimania has been ACCEPTED. We congratulate you in being the first nation-state to incorporate the IAD in some of its entities that are not a part of the academy chain of institutions.

The IAD will aim to open up a national office in both Septa and Septimania in order to commence operaitons, and various specialists will also be sent to provide training to Visigothic teachers who will be teaching in the IAD schools in the aforementioned institutions. These specialists will also remain and teach in the schools should the government choose to keep them under their payroll. It should also be noted that the IAD will require government funding for its operations.

Thank you for your time and cooperation.

Regards,
Helena J. Roberts.
Chief Executive Officer.
academy.

by **Disrupt Incorporated** » Sun Feb 03, 2019 11:44 am

Union of Christian States wrote:~SNIP~

To President Willis,

It delights us here at the academy team to be able to ACCEPT your application to establish a campus in Pasadena, Texas, at the Union of Christian States! The campus will be named academy@UCS. The option of having support from the CASA and the Texas Medical Center appear to be very useful for our prospective students that will be able to study at the Union of Christian States.

We will take into account the issues of obesity in UCS society and will try to incorporate the concept of combating this issue into the education provided at academy@UCS. It should be noted that we will not require an entirely separate police force, but we do appreciate the cooperation of local police and firefighting authorities in helping maintain an orderly situation in what will soon be academy@UCS.

The campus will consist of several buildings inspired by classic Northern American architecture. Attached is how it may look like:

Thank you for your time and consideration.

Regards,
Helena J. Roberts.
Chief Executive Officer.
academy.

East Ares wrote:~SNIP~

To President Charleston,

It delights us here at the academy team to be able to ACCEPT your application to establish a campus in Concort, Etheos, at East Ares! The campus will be named academy@EastAres. The institution will have a large Model United Nations facility, and will host AEAMUN, or Academy East Ares Model United Nations, which will be open for all students in East Ares to participate. However, we regret to inform you that there will be no military simulation room in the institution namely due to the fact that academy as an institution will not promote warfare in any form, and thus having facilities that teach a form of warfare will be against our principles as a modern institution.

We will take into account the issues of environmental damage in East Ares and will try to incorporate the concept of combating this issue into the education provided at academy@EastAres. Since the nation is full of people who excel at Economics, many specialists in East Ares may be invited to the institution as keynote speakers and for workshops. Students will also be encouraged to pursue internships in Mathematics during their holidays or during school-sanctioned visits and trips throughout the nation.

The campus, which will be based around the aforementioned mountain range, will consist of several buildings that will act as both residential units and classroom units throughout a compound. The way the buildings will look is enclosed in the spoiler below.

Thank you for your time and consideration.

Regards,
Helena J. Roberts.
Chief Executive Officer.
academy.

Reino do Brazil wrote:~SNIP~

My apologies, it usually helps me make the campus graphics with a more thought-out form and thus I have to turn this one down.

To Prime Minister de Mattos,

It is unfortunate for us here at academy to have to REJECT your application on the grounds of lack of clarity. It is unclear to us whether your administration seeks to have four campuses in four different cities in Reino do Brazil or whether it has actually given the address of a single location. Furthermore, it would be a lot more helpful for us if you did further specify the concrete surroundings of the prospective location where academy would be based. We apologise for the late reply, but we do hope that a clarified form can be sent to us at a later date so we may accept it.

Thank you for your time and consideration.

Regards,
Helena J. Roberts.
Chief Executive Officer.
academy.

Yohannes wrote:[ Out-of-character information: Oh gosh... this academy.edu storefront must have taken hours to write! So pretty! ]

It's comments like this that make these storefront projects really worth it. Literally so validated and honoured. Means a lot coming from you!

Yohannes wrote:~SNIP~

To Emperor Marion Maréchal-Le Men,

It delights us here at the academy team to be able to ACCEPT your application to establish a campus in the Andréasson Diplomatic District, Anstruther, at the Kingdom of Alexandria! The campus will be named academy@Alexandria. The institution will certainly have a sizeable STEM facility, and will host its own cultural festive events that will be open for the community in Andréasson to participate in.

There is a large scope for students in our political science and international relations courses to take a keen look into the current shifting changes in Yohannesian society, namely the cultural contrasts in the nation and its change in ideologies. Students will be encouraged to research and examine the current change as well as reflect on how Yohannes as a nation has changed - these concepts will be tied into lessons in humanities.

We will also encourage students to communicate with the aforementioned prominent local residents, who we believe to be successful Yohannesian notables.

We'd like for the campus (which will make use of modern architectural styles) to be located somewhere in the suburbs hilly areas. The way the buildings will look is enclosed in the spoiler below.

Regards,
Helena J. Roberts.
Chief Executive Officer.
academy.

Another OOC note - a big thank you to everyone who's made their application form detailed - which is basically all of you. I understand that filling out forms to such detail for a simple storefront can be tedious, but it makes my job in making the storefront detailed a lot more easier, and also makes it more interesting to reply to these forms. Thank you everyone.

P.S If you guys find any coding issues in the storefront / my replies, do let me know, I just found a few today

by **UniversalCommons** » Sun Feb 03, 2019 1:57 pm

From Joseph Torquemada
To academy.edu
We will provide the three stations to every library that agrees to participate in the project. Just providing your own intellectual property is fine. Also ANY intellectual property in the public domain is appreciated.
In addition we can provide authors with the option of being copyleft with a formal agreement to place material into the public domain.
In addition to the reading stations print on demand stations will be sent for both hardcover and softcover books.
For certain types of intellectual property we would also approach large publishers representing the authors and do a wholesale purchase of intellectual property of up to 1,000,000,000 in value.
Regards,

Joseph Torquemada

by **Union of Fatimanic Nations** » Tue Feb 05, 2019 4:02 am

ACADEMY - OFFICIAL FORM - UNIVERSITY PARTNER

Nation of Origin: Fatiman Federation (Member and Founder of this Union)
University Name: Our Lady of Fatima University (OLFU)
University Description (Optional): Our Lady of Fatima University (formerly known as Our Lady of Fatima and Fatima Medical Science Foundation, Inc.) is a private university within Philippines and Public University within Edeltia, Robloxia, Canadian Victoria and Fatiman Federation.
Will applicants from academy gain a preference in university selections?: Yes
In what ways will you be able to benefit academy in this partnership?: To Help Other Students in OLFU Partner with academy.edu For Better E-Learning System.
In what ways will academy be able to benefit you in this partnership?: To Help People Reach their Dreams at their Life, and Better Future. Rise to the Top!

by **Disrupt Incorporated** » Sun Feb 10, 2019 9:00 am

UniversalCommons wrote:~SNIP~

To Mr. Torquemada,

Having taken your reply into consideration, we are gladly willing to accept a partnership between academy and the World Brain Institute. May both parties flourish from this newfound agreement!

Regards,
Helena J. Roberts.
Chief Executive Officer.
academy.

Union of Fatimanic Nations wrote:~SNIP~

To the administration at OLFU,

Having taken your application into consideration, we would like to both laud your readiness to support our students here at academy and would also gladly like to announce that we ACCEPT a partnership between your esteemed university and our institution.

Regards,
Helena J. Roberts.
Chief Executive Officer.
academy.

by **Union of Fatimanic Nations** » Sat Feb 16, 2019 2:33 am

LETTER FROM OUR LADY OF FATIMA UNIVERSITY

FROM: Commissioner Leon Krysztof Adamczyk
Office of Commissioner of OLFU International Campuses, OLFU Main University in Fatima City
TO: Helena J. Roberts
Chief Executive of Academy.edu

Dear Miss Helena Roberts,

We're Welcomed that you Accepted our Application for University Partnership, And There is Something Missing:

1. I Had Suggestion to add More International Academic Diplomas to Improve Academy.edu Better:
- HUMSS (Humanities and Social Sciences)
- CHIM (Hospitality and Institutional Management)
- Engineering
- Medicine
- Dentistry
- Nursing
- Physical Therapy
- Medical Laboratory Science
- Pharmacy
2. You're Being Rewarded 5,000 NationStates Dollars for Accepting our University Partnership, I Hope that you will Use for Main Campus Expansion
3. Follow-up for an Update in your Homepage of Academy.edu so others can see our Partnership, Don't Use our Flag just Only the Logo of our University.

Sincerely (or Regardless),
Commissioner Leon Krysztof Adamczyk
Office of Commissioner of OLFU International Campuses, OLFU Main University in Fatima City

OOC: Changed my Telegram Template due to Modern Reasons.

academy.edu [finally open!]

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