The University of Barcelona in Figures
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Philosophical Controversies About Objectivity in Classical German Philosophy and Contemporary Analytic Philosophy Padova, 12-23 September 2016
Padova Philosophy Summer School Philosophical Controversies about Objectivity in Classical German Philosophy and Contemporary Analytic Philosophy Padova, 12-23 September 2016 What is objectivity? And what is objective? How do we manage to disagree with each other if something is objectively there? What’s more, how can we understand our mutual disagreement? What happens when we disagree? How can we deal with disagreement? The summer school "Philosophical Controversies about Objectivity" intends to offer an in- depth understanding of some important philosophical disputes, both of the past and present, relating to objectivity as well as the necessary analytical tools for a critical investigation of these debates. Lecturers Andrea Altobrando Teresa Marques Hokkaido University University Pompeu Fabra Pierfrancesco Biasetti Vittorio Morato University of Padua University of Padua Elisa Caldarola Sebastiano Moruzzi University of Padua University of Bologna Massimiliano Carrara Michele Palmira University of Padua University of Barcelona Karin de Boer Marzia Soavi KU Leuven University of Padua Niklas Hebing Gabriele Tomasi Rurh-Universität-Bochum University of Padua Luca Illetterati Whilhelm Vossenkuhl University of Padua Ludwig-Maximilians-Universität München Max Kölbel Tomoyuki Yamada University of Barcelona Hokkaido University Summer school structure: During the frst two days, introductory classes on the topics of philosophical disagreement and on the tools to analyze them shall be provided. From the third day on, there will be morning classes on disputes concerning objectivity in specifc philosophical areas (ontology, metaphysics, epistemology, ethics, aesthetics, philosophy of logic and language, etc.), and afternoon workshops, during which the students will be required to analyze and discuss the disputes introduced during the morning classes. -
Universidad De Zaragoza
Universidad de Zaragoza www.unizar.es © Universidad de Zaragoza Texts: Gabinete de Rector Design: San Jimes Estudio www.sanjimes.com Translation: Trasluz S.L. Print: Servicio de Publicaciones. Universidad de Zaragoza. Jaca FRANCE The University of Huesca Zaragoza is a public Burdeos 469km teaching and research institution whose aim is to serve society. As the Zaragoza largest higher education Toulouse 397km centre in the Ebro Valley, Pau 235km the University combines La Almunia de almost fi ve centuries Doña Godina País Vasco of tradition and history 276km (since 1542) with a constantly updated José Antonio Mayoral Murillo. University of range of courses. Its 312km Zaragoza Rector Barcelona main mission is to generate and convey Teruel Zaragoza knowledge to provide Madrid students with a broad 315km education. The University bases its principles on quality, solidarity and Valencia openness and aims to be SPAIN 308km an instrument of social transformation to drive Paraninfo Building. Faculties of Medicine and University Statue of our Nobel Prize, economic and cultural Sciences (year 1940). Currently, the seat of the Santiago Ramón y Cajal development. Rectorate Campuses 2 - - 3 Arts and Humanities Faculty of Medicine (Zaragoza) s Medicine Faculty of Arts (Zaragoza) Faculty of Education (Zaragoza) University Technological College ’ Engineering and Classical Studies Faculty of Veterinary Science Pre-school Teacher Architecture (La Almunia) (affiliated) English Studies (Zaragoza) Primary School Teacher Civil Engineering Hispanic Philology Veterinary -
Spanish Universities' Sustainability Performance and Sustainability-Related R&D+I
sustainability Article Spanish Universities’ Sustainability Performance and Sustainability-Related R&D+I Daniela De Filippo 1,2,* , Leyla Angélica Sandoval-Hamón 1,3 , Fernando Casani 1,3 and Elías Sanz-Casado 1,4 1 Research Institute for Higher Education and Science (INAECU) (UAM-UC3M), 28903 Getafe, Spain; [email protected] (L.A.S.-H.); [email protected] (F.C.); [email protected] (E.S.-C.) 2 Department of Library Science and Documentation, University Carlos III de Madrid, 28049 Madrid, Spain 3 Department of Business Administration, Autonoma University of Madrid, 28049 Madrid, Spain 4 Department of Library and Information Science, Carlos III University of Madrid, 28903 Getafe, Spain * Correspondence: dfi[email protected] Received: 29 July 2019; Accepted: 8 October 2019; Published: 10 October 2019 Abstract: For its scope and the breadth of its available resources, the university system is one of the keys to implementing and propagating policies, with sustainability policies being among them. Building on sustainability performance in universities, this study aimed to: Identify the procedures deployed by universities to measure sustainability; detect the strengths and weaknesses of the Spanish university system (SUS) sustainability practice; analyse the SUS contributions to sustainability-related Research, Development and Innovation (R&D+I); and assess the efficacy of such practices and procedures as reported in the literature. The indicators of scientific activity were defined by applying scientometric techniques to analyse the journal (Web of Science) and European project (CORDIS) databases, along with reports issued by national institutions. The findings showed that measuring sustainability in the SUS is a very recent endeavour and that one of the strengths is the university community’s engagement with the ideal. -
Effect of Background, Attitudinal and Social Network Variables on Phd Students' Academic Performance. a Multimethod Approach1
ESE#20#00 R1v2.qxd:v1 19/5/11 09:44 Página 233 Effect of Background, Attitudinal and Social Network Variables on PhD Students’ Academic Performance. A Multimethod Approach1 Efecto de las variables personales, actitudinales y de red social en el rendimiento académico de los estudiantes de doctorado. Un enfoque multimétodo . LLUIS AINA CAPÓ JAUME GUIA GERMÀ COROMINA University of Girona University of Girona COENDERS University of Girona [email protected] [email protected] University of Girona [email protected] [email protected] Abstract: INTRODUCTION: The aim of this paper is to predict the ground variables and attitudinal characteristics. The academic performance of PhD students understood as quantitative analyses show the importance of some publications and presentations at conferences. background and attitudinal variables like supervisor per- MATERIALS AND METHODS: We use a multimethod ap- formance, having a grant, or motivation. The qualita- proach, a quantitative web survey of PhD students and tive results show networking to be also important. Policy their supervisors and in-depth interviews. We surveyed implications are drawn at country and university level. all PhD students at the University of Girona (Spain) in DISCUSSION: Policy implications are drawn at country their 4th and 5th year, who held either a PhD grant or and university level. a teaching position at the university. RESULTS: The explanatory variables of PhD performance Keywords: academic performance, PhD students, are of three types: characteristics of the PhD students’ multimethod approach, social networks. research groups understood as social networks, back- 1 This work was partly supported by the University of Girona grants GRHCS66, BR00/UdG, BR04/17 and 4E200304 and is a partial result of a wider project carried out at the INSOC (International Net- work on Social Capital and Performance). -
List of Seminars
iaelyon INTERNATIONAL WEEK 2018 - 12 th Edition January 8-9-10 (Period 1) - January 11-12-13 (Period 2) 68 international participants, 29 countries represented, 91 seminars offered, 10 Business fields covered. LIST OF SEMINARS Please note that the flags represent the nationality of the participants Pour information, les drapeaux représentent la nationalité des intervenants. The seminars are taught either in English or in Spanish as indicated by their title La langue utilisée dans le séminaire est l’anglais ou l’espagnol comme l’indique l’intitulé de celui-ci . CORPORATE SOCIAL RESPONSIBILITY Gary BUTTRISS - Australian National University (Australia ) Sustainable Enterprise (Period 1&2) Monica CHAVEZ - ESAN University (Peru) Corrupción y Etica en los Negocios (Period 1&2) Canan MADRAN - Dokuz Eylül University (Turkey ) Sustainability Marketing (Period 2) Lorella PIGNET-FALL - iaelyon School of Management (France ) Corporate Social Responsibility and Diversity Management (Period 2) Carlos ROMERO USCANGA - Tecnológico de Monterrey (Mexico ) Sustainable Development (Period 2) Eddy SOUFFRANT – University North Carolina at Charlotte (USA ) Business Ethical Culture (Period 1) iaelyon School of Management - International Seminars 2018 Page 1 ENTREPRENEURSHIP Olli KUIVALAINEN - Lappeenranta University of Technology (Finland) Internationalization of SMEs and International Entrepreneurship (Period 2) Renato PEREIRA - ISCTE Business School (Portugal) Business Modelling and Planning (Period 2) Alejandro ZUNIGA FONSECA - Universidad Iberoamericana -
WUDR Biology
www.cicerobook.com Biology 2021 TOP-500 Double RankPro 2021 represents universities in groups according to the average value of their ranks in the TOP 500 of university rankings published in a 2020 World University Country Number of universities Rank by countries 1-10 California Institute of Technology Caltech USA 1-10 Harvard University USA Australia 16 1-10 Imperial College London United Kingdom Austria 2 1-10 Massachusetts Institute of Technology USA Belgium 7 1-10 Stanford University USA Brazil 1 1-10 University College London United Kingdom Canada 12 1-10 University of California, Berkeley USA China 14 1-10 University of Cambridge United Kingdom Czech Republic 1 1-10 University of Oxford United Kingdom Denmark 4 1-10 Yale University USA Estonia 1 11-20 Columbia University USA Finland 4 11-20 Cornell University USA France 9 11-20 ETH Zürich-Swiss Federal Institute of Technology Zurich Switzerland Germany 26 11-20 Johns Hopkins University USA Greece 1 11-20 Princeton University USA Hong Kong 3 11-20 University of California, Los Angeles USA Ireland 4 11-20 University of California, San Diego USA Israel 4 11-20 University of Pennsylvania USA Italy 11 11-20 University of Toronto Canada Japan 6 11-20 University of Washington USA Netherlands 9 21-30 Duke University USA New Zealand 2 21-30 Karolinska Institutet Sweden Norway 3 21-30 Kyoto University Japan Portugal 2 21-30 Ludwig-Maximilians University of Munich Germany Rep.Korea 5 21-30 National University of Singapore Singapore Saudi Arabia 2 21-30 New York University USA Singapore 2 21-30 -
Study Abroad in Spain UPDATED for 2018 Contents
study abroad in Spain UPDATED for 2018 Contents Introduction 3 Higher education in Spain 4 Applications & visas 6 Tuition fees & living costs 9 Funding & exchange programs 11 Student cities 13 Working in Spain after graduation 16 Introduction If the thought of studying abroad somewhere warm and sunny, all while becoming fluent in one of the world’s most-spoken languages, really Maybe you’ve chosen appeals to you, Spain is certainly not going to disappoint. Spain because Maybe you’ve chosen Spain because it’s the country of Velásquez, Miguel it’s the country of de Cervantes, Fernando Torres, Rafael Nadal and Pedro Almodóvar…or maybe you’re just a big fan of churros con chocolate. Velásquez, Miguel de Cervantes, Fernando Whatever the reason, you’re not alone. The number of international students in Spain currently stands at just under 95,000, with many of these Torres, Rafael hailing from the UK, US, France, Brazil and Mexico. Nadal and Pedro If you’re hoping to join this number, continue reading and find out about Almodóvar… Spain’s higher education system, employment prospects after graduation, funding opportunities, exchange programs and advice regarding applications and visas. www.TopUniversities.com How to study abroad in Spain 3 Higher education in Spain Spain has a very long and rich history of encouraging higher education, with one of the world’s oldest universities, the University of Salamanca, tracing its existence back to 1084. With 25 universities in the QS World Universities Rankings® 2019, of Spain has a very which eight are in the global top 300, Spain boasts a handful of the world’s long and rich history most competitive establishments, including Pompeu Fabra University, of encouraging the University of Barcelona, the Autonomous University of Barcelona, higher education, the Autonomous University of Madrid, the Universitat Politècnica de Catalunya and the University of Navarra. -
University of Lleida (ES) – Summary
Continuing Education at the University of Lleida (ES) – Summary 1. History The university was created in 1300 by the king Jaume II with the idea to increase Catalonia’s power in the Mediterranean area. Students from other parts of Spain went to Lleida and the commerce and manufacture (paper and books in particular) increased considerably. Lleida became a center of exchange and diffusion of ideas and scientific innovation. Wars with other countries and internal issues put the university in a period of decline. The Spanish reform created a new model of university and in 1717 a new university was formed in Cervera which implied the closing down of the University of Lleida as such. In 1991 the Catalan Parliament approved the opening of the University of Lleida again. Lleida is the most important city in the interior of Catalonia with 120000 inhabitants and about 10000 students. The university has 5 campuses. 2. Continuing Education at the University of Lleida The Statutes of the university establish the improvement of teaching and the contribution to lifelong learning in order to develop social cohesion, equality of opportunities and quality of life. One of the university’s objectives is the development of continuing education programmes under very strict quality parameters. Continuing education is understood as all those courses that have as main objective to upgrade knowledge in any form as well as the development of personal and professional competences. The main characteristic of the continuing education at the university is its thematic diversity, that implies a complementary education in the basic education of Bachelor degree and it has been thought in a global way for those interested to improve their professional and cultural qualifications. -
Research at the University of Barcelona
Research at the University of Barcelona May 2016 16360_Research_UB_2016.indd 1 30/06/16 15:59 Coordination Vice-Rectorate for Research, Innovation and Transfer, University of Barcelona Francesca Gallego, Amanda Fillat & Conxita Avila Published by Edicions de la Universitat de Barcelona Adolf Florensa, s/n 08028 Barcelona Tel.: 934 035 430 www.publicacions.ub.edu [email protected] ISBN 978-84-475-4035-8 The Vice-Rectorate for Research, Innovation and Transfer acknowledges the contribution made by the following UB units and/or institutions: UB Office of Research Management – OGR (UB-GREC database); UB Office for International Research Projects (OPIR); UB research institutes; research institutes in which the UB participates; Bosch i Gimpera Foundation (FBG); Barcelona Science Park (PCB), and the Scientific and Technological Centres – UB (CCiT-UB). Acronyms SGRs: Research groups recognized by the Generalitat de Catalunya (Catalan Government); ICREA researchers: those part of the Catalan Institution for Research and Advanced Studies (ICREA), a foundation supported by the Catalan Government; RyC researchers: those of the Ramón y Cajal programme (Spanish Government). 2 Contents Foreword to the 2016 Edition 4 The University of Barcelona as a Leading Research University 6 1. Research Groups: SGRs 9 2. Overview of the H2020 programme 13 3. ERC Grants 23 4. High Impact Publications in 2015 25 5. Research Institutes of the University of Barcelona 27 6. Research Institutes in which the University of Barcelona Participates 43 7. Scientific and Technological Centres of the University of Barcelona 55 8. Bosch i Gimpera Foundation 57 9. Barcelona Science Park 63 3 16360_Research_UB_2016.indd 3 30/06/16 16:00 Foreword to the 2016 Edition It is a pleasure to present the 2016 edition of the University of Barcelona Re- search Report, which offers an overview of the research assets, projects and the most relevant results obtained for the period 2010-2015. -
The University of Lleida Has Its Roots in the Estudi General De Lleida
The University of Lleida has its roots in the Estudi General de Lleida, which was created in 1300 by virtue of a charter granted to the city of Lleida by King Jaume II of Aragon. He based his decision on a papal bull issued in Rome on 1st April 1297, by Pope Boniface VIII. With the birth of the Estudi General, a university neighbourhood grew up in Lleida with students arriving from all over the Kingdom of Aragon and many other regions. As happens nowadays, this breathed new life into the city. However, the students and professors formed a community with special privileges and immunities. The parish church of Saint Martin became established as the university’s venue for solemn ceremonies, and it received financial backing from the municipality and the Cathedral Chapter. Despite the flourishing times that the University of Lleida experienced until the first half of the 16th century, its situation became more complicated with growing competition from the new universities that were being created in other territories in the kingdom. The schools of the Estudi General de Lleida managed to maintain the prestige they had acquired over time despite the Estudi having lost the exclusivity and hegemony bestowed on it through its privileged foundation charter. From the second half of the 17th century, a period of decadence began that would continue until the reign of Philip V in the 18th century. After the War of the Spanish Succession, the Bourbon reformers decided to create a new university model in Catalonia. The small town of Cervera, some 70 kilometres east of Lleida was chosen as the location for a new university to thank the town for its support to Philip V, who Lleida and Barcelona had opposed from the outset of the war. -
The University and the Region: an Historical Overview and Some Reflections on the Case of Catalonia
CONEIXEMENT I SOCIETAT 04 ARTICLES THE UNIVERSITY AND THE REGION: AN HISTORICAL OVERVIEW AND SOME REFLECTIONS ON THE CASE OF CATALONIA Ricard Pié* The increase in the number of publicly funded universities in Catalonia, the emergence of four private universi- ties, the major urban impact on the cities of Girona, Lleida, Reus, Tarragona and Vic as a result of the implantation of their respective universities, together with demographic factors such as the decline in the higher education population, as well as the need to rationalise the present map of universities in Catalonia, call for a considered appraisal of the relationship between the university and the region, as well as the relevance of that relationship to regional and academic restructuring policies affecting Catalan universities in the future. Contents 1. The university and its surrounding region 2. The founding of the medieval university, an urban phenomenon 3. The crisis of the traditional university model and the re-founding of the university as a temple of knowledge 4. The American experience: from rural college to mass university 5. The university as a motor of regional development 6. Spanish universities and their struggle for renewal 7. The difficult years, from the Spanish Civil War to the coming of democracy 8. The explosion of the university map in Spain under the new autonomous regions 9. The genesis of today’s university map in Catalonia 10. Some questions concerning the Catalan university map in relation to the differential value of region * Ricard PIÉ is an architect and senior lecturer at the Polytechnic University of Catalonia 16 THE UNIVERSITY AND THE REGION: AN HISTÒRICAL OVERVIEW AND SOME REFLECTIONS ON THE CASE OF CATALONIA 1. -
Approved Unaffiliated Programs (Aups) 2022-2023 Terms Abroad
Approved Unaffiliated Programs (AUPs) 2022-2023 Terms Abroad Approved Unaffiliated Programs (AUPs) are pre-approved for transfer of credit back to the University of Denver. DU students must successfully complete the DU Study Abroad nomination process by indicated deadlines in order to receive approval to participate on an AUP. AUPs are approved based on the accredited institution issuing the transcript for student coursework abroad. In the case of some foreign institutions listed below, it may be possible for a student to enroll in the institution via a U.S. program provider (IES, CIEE, CEA, g-MEO, IGE, USAC, etc.); in doing so, it is the student's responsibility to verify that the program provider selected offers a transcript from the institution indicated below, otherwise DU may deny transfer of credit for the program. In the case of U.S. institutions that conduct their own programs abroad or serve as a school of record, transcripts from these institutions are approved ONLY for the study abroad program(s) indicated. Transcripts from these institutions for study abroad programs other than those indicated on the AUP list are not approved for transfer credit. Because of the fluid nature of health and safety abroad, all approved programs below may be reviewed by Risk Management after application and may not be approved based upon the security/health situation of the country or region. Study Abroad Program Transcript Institution Country Summer Only: Critical Language Scholarship Bryn Mawr College (SoR*) various School for Field Studies University