St. John's College of Liberal Arts and Sciences
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Deceptive & Counter-Deceptive Machines .5
Deceptive & Counter-Deceptive Machines .5 (Founding) Symposium at IACAP 2013 When & Where: Specific T&P during conference span July 15{17 2013, TBA Kubrick's landmark film 2001 features an at once deceptive and counter-deceptive machine (HAL 9000), and deceptive and (desperately) counter-deceptive humans. Is this volatile mixture our future in a microcosm? Yes, and the mixture is materializing before our very eyes, in no small part because: humans bent on doing great harm can only succeed if they deceive; our best bet for thwarting such humans is probably to enlist the power of counter- deceptive machines; deceptive machines are becoming a crucial part of the Defense arsenal, for PSYOPS and more; and so on. But: Can machines really deceive us? Can they deceive each other? What is deception? Can there be both a science and engineering of machine deception and counter-deception? If so, what would it look like? How can we have a science and engineering of trust in a machine-human space if we don't understand deception and counter-deception? How can we effectively use machines to counter deception perpetrated by machines, and by humans? ::: On these topics, 4 presentations & a follow-on round-table discussion ::: (titles, abstracts, bios follow) A Future for Lying Machines Micah Clark & David Atkinson This talk addresses the present and future potential of autonomous systems that manipulate, mislead, and deceive. As we will show, such \lying machines" already exist, albeit in a nascent state. Lying machines have rather obvious applications in social networking, cyber-security, and state intelligence, as tools for both targeted subversion and broad persuasion campaigns. -
Recognition Qualifications
RECOGNITION QUALIFICATIONS Guide for foreigners MCTES – Ministry of Science, Technology and Higher Education DGES – Directorate General for Higher Education 1 2 Index I. General Information about Portugal 5 II. Portuguese Education System 8 1. Pre-School Education 9 2. Basic Education 9 3. Secondary Education 10 4. Admission to Higher Education 12 5. Higher Education 14 6. Post-Secondary Education 19 III. Academic recognition 20 IV. Professional recognition 28 V. Useful contacts and information 30 1. Useful contacts 31 2. General information 33 VI. Annexes 36 1. Legislation 37 2. List of degrees/degrees acknowledged by 40 Decree-law 341/2007 of October 12th 3. List of higher education institutions in Portugal 50 3 Introductory remarks This guide, produced by NARIC (National Recognition Information Centre), is the result of the implementation of Measure 46 of the Immigrants Integration Plan which was approved by the Minister Council Resolution nº 63-A/2007 of May 3rd, and is under the responsibility of the Ministry of Science, Technology and Higher Education (MCTES). We aim to present, in a clear and objective manner, information that enables all of those potentially interested in understand the Portuguese higher education system, in particular, with regards to the recognition of foreign qualifications, thus contributing to the integration of foreign students and graduates who seek Portugal as their host country. We chose to organize this guide by chapters in order to ease the access to its contents by a larger audience. There was an effort to include in the annex a synthesis of the most recent legal framework regarding the higher education system, the most relevant legal diplomas on recognition of foreign higher qualifications as well as a list of higher education institutions that have been recognized by MCTES. -
Classifying Educational Programmes
Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries. -
Examining Doctorates in the Creative Arts: a Guide
Examining Doctorates in the Creative Arts: A Guide Jen Webb, Donna Lee Brien and Sandra Burr Written on the Land. Work by Trevor Rodwell and Sue Rodwell; photograph by Trevor Rodwell 2011. TABLE OF CONTENTS 1 Introduction...................................................4 2 Examiners checklist......................................6 2.1. What.an.examiner.. might.ask.of.. a.thesis..................................................6 2.2. What.some.. experienced.. examiners.do........................................7 2.3. What.an.examiner.. should.do,.be.. and.know...............................................8 3 Expectations of standards for creative arts doctorates..............................................9 4 Recommendations for the examination of creative arts doctorates................................11 5 Types of creative arts doctorate available in Australia....................................................14 6 Select bibliography........................................16 1. INTRODUCTION Creative.arts.disciplines.constitute.an.important.growth.area.for. research.higher.degrees.(HDR).and,.in.the.years.since.Dennis. Strand’s.landmark.study.(1998),.have.built.a.body.of.knowledge. and.set.of.practices.associated.with.research.and.research. training..However,.there.is.little.empirical.or.theoretical.work.that. investigates.how.examiners.of.creative.arts.doctorates.arrive.at.the. commentary.presented.in.their.reports,.or.how.such.reports.add. value.to.research.in.these.disciplines.. This.project,.‘Examination.of.Doctoral.Degrees.in.Creative.Arts’,.has. investigated.the.assessment.practices,.processes.and.policies,.as. well.as.the.beliefs.and.expectations.of.HDR.students,.supervisors. and.examiners.in.the.creative.arts..Through.a.series.of.roundtables,. focus.groups.and.surveys,.along.with.benchmarking.of.university. policies.and.processes,.and.analysis.of.a.body.of.examiners’.thesis. reports,.we.have.attempted.to.determine.a.number.of.issues..These. include:.whether.there.is.agreement.among.artist-academics.about. -
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Contributors Manuela Blapp holds a Master of Arts in Tourism Destination Management from Breda University of Applied Sciences, in the Netherlands. She is a tourism professional with diverse work experience in sales, marketing, and operations in the travel trade, hospitality, and airline industry. Her research interests include sustainable tourism development, destination management, creative tourism, and authenticity in tourism. Manuela published ‘Creative tourism in Balinese rural communities’ in Current Issues in Tourism (2017, with Ondrej Mitas). Patrick Brouder, PhD, is British Columbia Regional Innovation Chair at Vancouver Island University, Canada, and a Senior Research Fellow in the School of Tourism and Hospitality, University of Johannesburg, South Africa. He serves as Chair of the Economic Geography Group of the Canadian Association of Geographers and is on the Steering Committee of the International Polar Tourism Research Network (IPTRN). Patrick is a resource editor for Tourism Geographies and an editorial board member for Polar Geography. He is co-editor (together with S. Anton Clavé, A. Gill, and D. Ioannides) of Tourism Destination Evolution (2017), an edited volume bridging economic geography and tourism studies. Marie-Andrée Delisle started her own firm in 1988 as a tourism development con- sultant for public and private organizations. Her travels through over 65 countries as a globetrotter, consultant, trainer, and travel trade journalist have given her oppor- tunities to meet with numerous cultures while conducting various assignments. She earned her Master’s degree in Tourism Planning and Management at the Université du Québec à Montréal (UQAM) in 2004 and co-authored a book on alternative tourism, Un autre tourisme est-il possible? (2007). -
Recognition of Bologna Masters Degrees in Europe
Recognition of Bologna Master’s Degrees in Europe Recognition of Bologna Master’s Degrees in Europe 2005-3507 / 001-001 SO2 61-NAR This research project report is published by UK NARIC. The project has been funded with support from the European Community. Reproduction is authorised provided the source is acknowledged. Please cite this publication as: UK NARIC et al., Recognition of Bologna Master’s Degrees in Europe, 2005, Cheltenham, England. © 2005 UK NARIC The National Recognition Information Centre for the United Kingdom Oriel House Oriel Road Cheltenham GL50 1XP e.: [email protected] w.:www.naric.org.uk 2 Contents Executive Summary ........................................................................................................ 4 Introduction / Chronology ................................................................................................ 5 1. Germany ..................................................................................................................... 7 1.1 Historical Background ............................................................................................ 7 1.2 Types of Master’s degree ...................................................................................... 8 1.3 Entry ...................................................................................................................... 9 1.4 Content .................................................................................................................. 9 1.5 Structure ............................................................................................................. -
Graduate Study at UIC 1
Graduate Study at UIC 1 The Doctor of Education (EdD) offers advanced professional studies in Graduate Study at UIC education leadership. It is intended for students who wish to assume leadership positions in elementary and secondary schools and in Mailing Address: postsecondary institutions. Options are available for general leadership Graduate College studies, or for study leading to Illinois school administrative certification. 601 South Morgan Street (MC 192) This program is offered by the College of Education. Chicago, IL 60607-7106 Joint Degree Programs Contact Information: UIC offers students the opportunity to pursue more than one graduate Campus Location: 606 University Hall degree at the same time, either through one of our approved joint degree (312) 413-2550 programs, or through concurrent enrollment in more than one UIC [email protected] program. Approved joint degree programs share a defined number of grad.uic.edu courses that are applied to both degrees. Joint degree programs currently available through the Graduate College are: Administration: Dean of the Graduate College: Karen J. Colley • DMD/MS (Clinical and Translational Science) Associate Deans: Jonathan Art, Laura Junker • MA (Anthropology)/MPH Assistant Deans: Lunaire Ford, Jamie Haney • MArch/MA (Design Criticism) Graduate Studies • MBA/MS (Accounting); MBA/MA (Economics) • MBA/MS (Management Information Systems) The Graduate College of the University of Illinois Chicago is made up of faculty members from various disciplinary colleges in the university. In • MBA/MS (Supply Chain and Operations Management) conjunction with their disciplinary colleges and under the guidelines of the • MD/MS (Biomedical Engineering) Graduate College, these faculty members offer advanced academic and • MD/MS (Clinical and Translational Science) research programs for highly qualified postbaccalaureate students. -
Degree Information the Following Degrees Are Offered by the University: the Master of Approval from the Institutional Review Board
Lehigh University 2021-22 1 Degree Information The following degrees are offered by the university: the master of approval from the Institutional Review Board. All approved thesis/ arts, the master of business administration, the master of business dissertations copies must be submitted by the appropriate deadlines administration and educational leadership, the master of business in electronic form by following the procedures and guidelines found administration and engineering, the master of education, the master on the LTS Web site URL: http://libraryguides.lehigh.edu/etd (http:// of engineering, the master of science, the doctor of philosophy, the libraryguides.lehigh.edu/etd/). Please contact your college dean’s doctor of education, and the doctor of arts. office for further clarification. Students pursuing multiple graduate level degrees must meet A non-thesis option exists for certain programs in the Colleges. minimum unique degree credit-hour requirement for courses taken at Students should check with their departments regarding that option. Lehigh. A single master’s degree requires a minimum of 30 credits PROGRAM FOR THE DOCTORAL DEGREE (see transfer credit policy for any exceptions); a single doctoral A candidate for the doctor of philosophy degree ordinarily is expected degree requires a minimum of 72 credits, or 48 for a student with a to devote at least three academic years to graduate work. In no case prior master’s degree. No credit used for a master’s degree may be is the degree awarded to someone who has completed fewer than counted towards reducing the minimum requirement of 48 Lehigh two full academic years of graduate work. -
TITLE PUB DATE EDRS PRICE Degrees; *Higher Education; Professors; *Teacher Education ABSTRACT the Doctor of Arts (D.A.) Degree I
DOCUMENT RESUME ED 060 780 HE 002 874 AUTHOR Koenker, Robert H. TITLE The Doctor of Arts Degree. INSTITUTION Ball State Univ., Muncie, Ind. PUB DATE 20 Mar 72 NOTE 11p.; Paper presented at the North Central Association Meeting, Chicago, Illinois, March 20, 1972 EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS *College Faculty; *Degrees (Titles); *Doctoral Degrees; *Higher Education; Professors; *Teacher Education ' ABSTRACT The Doctor of Arts (D.A.) degree is a degree specifically designed to prepare and train quality college teachers. The program leading to the D.A. is a rigorous one, and takes into account not only a candidates knowledge of a particular field but also his ability to relate his knowledge to others. This report takes into consideration the factors leading to the establishment of the degree, characteristics common to both the Ph.D. and the D.A., the differences between the Ph.D. and the D.A. programs, and the present status of the D.A. degree. There are a number of factors which indicate that the D.A. degree will be successful in the future: (1) the endorsement of the D.A. degree by a large number of professional organizations; C4 the relatively large number of universities offering, planning to offer, or considering the possibility of offering the D.A. degree;(3) the increasing need for junior college and college instructors who are specifically prepared to teach; and (4) the increasing interest of graduate students in teaching and working with college-age students rather than becoming research specialists. A description of the Ball State University D.A. -
TERMINAL DEGREES Discipline BHSU DSU NSU SDSM&T SDSU* USD Accounting Ph.D, DBA Ph.D, DBA, JD with CPA Ph.D, DBA, Ed.D
TERMINAL DEGREES Discipline BHSU DSU NSU SDSM&T SDSU* USD Accounting Ph.D, DBA Ph.D, DBA, JD with CPA Ph.D, DBA, Ed.D. with Ph.D, DBA Ph.D., DBA CPA, JD with CPA Aerospace Studies USAF Determines Agricultural Business Ph.D Agricultural Finance Ph.D Agricultural Economics Ph.D Agricultural Education Ph.D, Ed.D Agriculture & Biosystems Engineering Ph.D Agricultural Journalism Ph.D or Ed.D Agricultural Marketing Ph.D Agricultural Systems Technology Ph.D Agronomy Ph.D Addiction Studies Ed.D. or Ph.D. with licensure and clinical practice in addiction or prevention American Indian / Native Studies Ph.D Ph.D Anatomy Ph.D Ph.D, MD, DO, DPM, PharmD Animal Science Ph.D, DVM Anthropology Ph.D Ph.D Apparel Merchandising Ph.D, MFA Architecture M.Arch, D.Arch, MS in Arch Design (coupled with B.Arch), Doctor of Design (coupled with a B.Arch or M.Arch) Art Ph.D, Ed.D, MFA Ph.D, D.A., MFA Ph.D, MFA Ph.D, MFA DA, Ph.D, MFA MFA, PhD Arts Education Ph.D, DA, MFA, Ed.D DA, Ph.D, MFA MFA, Ph.D, Ed.D Athletic Training Ph.D; Ed.D MA/MS + certification by the Nat’l Athletic Training Assn Atmospheric, Environmental & Water Ph.D Ph.D Resources Aviation Education Ph.D, Ed.D, DM Biochemistry Ph.D Ph.D Ph.D, MD, DO, DPM, PharmD Biology Ph.D, DA Ph.D, Ed.D Ph.D, Ed.D Ph.D Ph.D Ph.D Biological Engineering Ph.D Page 1 of 9 Updated October 2020 TERMINAL DEGREES Discipline BHSU DSU NSU SDSM&T SDSU* USD Biological Sciences Ph.D, Ed.D Ph.D Ph.D Biomedical Engineering Ph.D Ph.D Botany Ph.D, Ed.D Ph.D Business Administration (Management) Ph.D, DBA, JD* Ph.D, JD, DBA Ph.D, -
David J. Atkinson, Ph.D, Principal Investigator Senior Research
David J. Atkinson, Ph.D, Principal Investigator Senior Research Scientist, Florida Institute for Human and Machine Cognition Dr. Atkinson is a computer scientist with career-long experience in research, development, and oversight positions addressing the full lifecycle of intelligent, autonomous systems. Atkinson’s current research focuses on human-machine trust and architectures for intelligent, autonomous systems. Dr. Atkinson has worked at the Florida Institute for Human and Machine Cognition (IHMC) in Ocala, Florida, since 2008. Atkinson received the Doctor of Technology (D. Tech.) in Computer Systems Engineering from Chalmers University of Sweden in Göteborg, Sweden, and was named a Docent of the University. He was awarded the Master of Science (M.S.) and Master of Philosophy (M.Phil.) degrees in Computer Science from Yale University and the Bachelor of Arts (B.A.) in Psychology from the University of Michigan. Atkinson supported the Air Force Office of Scientific Research (AFOSR) where he was a Program Manager in the Asian Office of Aerospace R&D. As additional duty, he was Program Manager for the Robust Computational Intelligence program at AFOSR. Prior to joining IHMC, he worked at Caltech/JPL. At NASA Headquarters, he served as Deputy Program Executive of the Lunar Precursor Robotic Program. At JPL, his work spanned basic and applied research in artificial intelligence and robotics to senior executive management. A notable achievement is the SHINE system for spacecraft operations support, first developed by Atkinson and his team and successfully used in the Voyager, Galileo, Magellan, and Cassini missions. Earlier, he helped create and direct NASA's basic research programs in artificial intelligence and robotics, resulting in significant theoretical advances and applications. -
Diplomas Annex EN
ANNEX EXAMPLES OF DIPLOMAS CORRESPONDING, IN PRINCIPLE, TO THOSE REQUIRED FOR APPLYING TO THE JPD TRAINEESHIP PROGRAMME COUNTRY University level education – at least 4 (four) years in length Belgique - Before 2004-2005: België - Licence/Licentiaat Belgien Diplôme d'études approfondies (DEA) Diplôme d'études spécialisées (DES) Diplôme d'études supérieures spécialisées (DESS) Gediplomeerde in de Voortgezette Studies (GVS) Gediplomeerde in de Gespecialiseerde Studies (GGS) Gediplomeerde in de Aanvullende Studies (GAS) Agrégation de l’enseignement secondaire supérieur (AESS)/Aggregaat Ingénieur industriel/Industrïeel ingenieur After 2004-2005: Master (60/120 ECTS) Master complémentaire (60 ECTS ou plus) Agrégation de l’enseignement secondaire supérieur (AESS) (30 ECTS) Doctorat/Doctoraal Diploma Bulgaria Diploma za visshe obrazovanie (Диплома за висше образование) Bakalavar (Бакалавър) – 240 ECTS Magistar (Магистър) (long type) – 300 ECTS Doktor (Доктор) Magistar (Магистър) following Bakalavar (Бакалавър) – 60 ECTS Magistar (Магистър) following Profesionalen bakalavar po… (Професионален бакалавър по...) – 120 ECTS Before 1995: Diploma za zavarsheno visshe obrazovanie (Диплома за завършено висше образование) with rights of а Magistar (Магистър) Kandidat na naukite (Кандидат на науките) with rights of а Doktor (Доктор) Ceská Diplom o ukončení vysokoškolského studia Republika Magistr Doktor Croatia Baccalaureus/Baccalaurea (Sveučilišni Prvostupnik/Prvostupnica) Stručni Specijalist Master degree (magistar struke) 300 credits min magistar inženjer/