Listado De Instituciones De Educación Superior Extranjeras Cuyos Títulos

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TABLA 1.- Listado de Instituciones de Educación Superior Extranjeras cuyos títulos han sido reconocidos por SENESCYT FUENTE: Sistema Nacional de Información de la Educación Superior - SNIESE ELABORADO POR: Dirección Nacional de Gestión de la Información - DNGI NOTAS TÉCNICAS: * La infomación tiene fecha corte 17 de diciembre de 2020. Nro.

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Monday, 15 June 2009 Tuesday, 16 June 2009
Monday, 15 June 2009 8:00-17:00 Registration (Lobby, ground floor) 9:00-18:30 PARALLEL WORKSHOPS - AOC 2009 (Ialysos, 1st floor) (http://cnd.iit.cnr.it/aoc2009/) - HotMESH 2009 (Asclipios, 1st floor) (http://cnd.iit.cnr.it/mesh09/) - IREHSS 2009 (Delphi, 1st floor) (http://www.irehss.org/) Tuesday, 16 June 2009 8:00-17:00 Registration (Lobby, ground floor) 8:30-09:00 WELCOME ADDRESS (Colossos, ground floor) 9:00-10:30 Session 1: Best paper candidates (Colossos, ground floor) (Session chairs: Prasant Mohapatra and Jörg Ott) A Joint Routing and Scheduling Scheme for Wireless Networks with Multi-packet Reception and Directional Antennas Jorge Crichigno (University of New Mexico, US) Admission Control based on OFDMA Channel Transformations James Gross (RWTH Aachen University, DE) A CDMA-Based Approach for Highly Efﬁcient Medium Access Control in Mesh Wireless Networks Su Xia , Hongyi Wu (University of Louisiana at Lafayette, US) 10:30-11:00 Coffee break (Lobby, ground floor) 11:00-12:00 Keynote Speech I (Colossos, ground floor): Cooperation at the Network Level Anthony Ephremides, University of Maryland, USA 12:00-13:30 Lunch (1st floor) 13:30-15:15 Session 2a: MAC Protocols (Colossos, ground floor) (Session chair: Vania Conan, Thales) Multi-Channel Spectrum-Agile MAC Protocol with Adaptive Load Control Fan Wang, Marwan Krunz (University of Arizona, US) MAC FER-Based Codec Adaptation for Multimedia Streaming over Wireless Networks Chun-Cheng Chiang, Zhung-Han Wu, Cheng-Yu Shih, Ping-Cheng Yeh, Hung-Yun Hsieh (National Taiwan University, TW)
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408 Tomo Cii
N° 408 TOMO CII OCTUBRE-DICIEMBRE 2019 BOLETÍN DE LA ACADEMIA NACIONAL DE LA HISTORIA ה N° 408 0CTUBRE-DICIEMBRE 2019 COMISIÓN DE PUBLICACIONES Dr. Elías Pino Iturrieta Dr. Pedro Cunill Grau Dra. Inés Quintero Montiel Dr. Germán Carrera Damas COMITÉ EDITORIAL Dra. Carole Leal Curiel Dra. Inés Quintero Montiel Dr. Manuel Donís Ríos ACADEMIA NACIONAL DE LA HISTORIA BOLETÍN DE LA ACADEMIA NACIONAL DE LA HISTORIA CARACAS-VENEZUELA OCTUBRE-DICIEMBRE 2019 COMPILACIÓN María del Consuelo Andara D. DIAGRAMACIÓN Consuelo Iranzo DEPÓSITO LEGAL ISSN 02547325 ESTA EDICIÓN HA SIDO FINANCIADO BAJO LOS COAUSPICIOS DE LA FUNDACIÓN BANCARIBE PARA LA CIENCIA Y LA CULTURA Y LA ASOCIACIÓN DE AMIGOS DE LA ACADEMIA NACIONAL DE LA HISTORIA. ACADEMIA NACIONAL DE LA HISTORIA CARACAS – VENEZUELA (Fundada el 28 de octubre de 1888) INDIVIDUOS DE NÚMERO I. GUILLERMO MORÓN II. CARLOS F. DUARTE III. MARIO SANOJA OBEDIENTE IV. MARIANELA PONCE V. JOSÉ DEL REY FAJARDO VI. ELÍAS PINO ITURRIETA VII. JOSÉ RAFAEL LOVERA VIII. PEDRO CUNILL GRAU IX. INÉS MERCEDES QUINTERO MONTIEL X. GERMÁN CARRERA DAMAS XI. MARÍA ELENA GONZÁLEZ DELUCA XII. EDGARDO MONDOLFI GUDAT XIII. MANUEL DONÍS RÍOS XIV. MARÍA ELENA PLAZA DE PALACIOS XV. DIEGO BAUTISTA URBANEJA XVI. ROGELIO PÉREZ PERDOMO XVII. TOMÁS STRAKA XVIII. CAROLE LEAL CURIEL XIX. P. LUIS UGALDE, S.J. XX. GUSTAVO VAAMONDE XXI. CATALINA BANKO XXII. REINALDO ROJAS JUNTA DIRECTIVA 2019-2021 DIRECTORA: DRA. CAROLE LEAL CURIEL PRIMER VICE DIRECTOR: DR. EDGARDO MONDOLFI GUDAT SEGUNDO VICE-DIRECTOR: DRA. INÉS QUINTERO MONTIEL VICE DIRECTOR SECRETARIO: DR. GUSTAVO VAAMONDE VICE-DIRECTOR ADMINISTRATIVO: DRA. CATALINA BANKO VICE-DIRECTOR DE PUBLICACIONES: DR.
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Usa List of Blacklisted Universities
USA LIST OF BLACKLISTED UNIVERSITIES IN USA BEING NOT RECOGNIZED BY MAIN ACCREDITATION AGENCIES AND DO NOT HAVE ANY USE OF DEGREE ISSUED CERTIFICATE AND ISSUING ONLY FAKE DEGREE List of Black Listed Universities in USA University Name Location American Bible College University Arizona American Central University Wyoming American Century University New Mexico American Coastline University American University of Hawaii Ames Christian University Florida Andersonville Theological Seminary Camilla, Georgia Apostolic Prophetic Bible College & Theological Seminary Rochester Hills,Michigan B. H. Carroll Theological Institute Arlington, Texas Barrington University Mobile, Alabama (formerly operated by Virtual Academics.com of Boca Raton, Florida) Belford University Beloved Community Seminary Oregon, Hawaii Bettis Christian University Arkansas Bienville University Woodville, Mississippi Cal Southern University California Graduate School of Theology Cambridge State University Jackson, Mississippi Canbourne University Canby Bible College Canby, Oregon Capital City Religious Institute Baton Rouge, Louisiana Carolina University of Theology Manassas, Virginia Chadwick University Alabama Charis School of Divinity Florida Christian Bible College Rocky Mount, North Carolina Christian Leadership University New York Clarksville School of Theology Clarksville, Tennessee Clayton College of Natural Health Alabama Clayton Theological Institute California Columbus University, Picayune, Mississippi Communion of Saints Seminary Oregon Cranmer Theological House
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Los Conquistadores De México 7 I.—Conquistadores Que Vinieron Con Cortés 34 Mujeres 56 II.—Conquistadores Que Vinieron Con Narváez 57 Mujeres 68 III.—Refuerzos
MANUEL OROZCO Y BERRA LOS CONQUISTADORES DE MEXICO EDITORIAL PEDRO ROBREDO v\ V Calle de Justo Sierra No. 41 J: México, D. F. 19 3 8 1080017640 EX L I B RI S HEMETHERII VALVERDE TELLEZ Episcopi Leonensis > LOS CONQUISTADORES DE MEXICO MANUEL OROZCO Y BERRA LOS CONQUISTADORES DE MEXICO TN'V'n r i VMIN3D voaionaia EDITORIAL PEDRO ROBREDO Calle de Justo Sierra No. 41 México, D. F. 19 3 8 Capilla Alfonsina Biblioteca Universitari« B'BLIOTECA 33278 VA! V£Í?DE Y TFLLE7 ! i. Cuando Cristóbal Colón presentó en la Península Ibérica las producciones del recién descubierto Nuevo Mundo, y con su entusiasmada y poética imaginación describió los ricos y encantadores países encontrados al medio del Océano, las ima- ginaciones no menos vivas y pintorescas de los españoles se exaltaron, y el ardor nacional tomó el rumbo de las acciones arriesgadas y de las empresas de todo género. Multitud pro- digiosa de hombres dejó su patria, para ir allá muy lejos, en busca de nuevas comarcas, de reinos poderosos, de tesoros in- mensos, y allí enriquecer pronto, ganar fama, y destruyendo a los idólatras, hacer triunfar el culto de la Santa Cruz. Nobles y pecheros siguieron el impulso general, si bien aquellos fueron respectivamente en corto número. La turba de aventureros abandonaba su país confiada y satisfecha, con- tando sólo con su corazón y con su espada. Terminaban en España las porfiadas y sangrientas guerras contra los moros; estaban frescas aún las memorias de las hazañas prodigiosas re- matadas en la Vega de Granada por los cumplidos caballeros cristianos; se admiraban todavía las proezas de los zegries y de los abencerrajes; se enardecía el pueblo con la relación de los sitios y de los combates, abultados y revestidos de formas fantásticas en las tradiciones populares; y el orgullo de la victoria, largo tiempo disputada y por heroicos esfuerzos con- seguida, infundía seguridad en los ánimos y les daba suficien- ' cia.
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Are UK Employers Really Affected by Bogus “Life Experience” Qualifications?
Are UK employers really affected by bogus “life experience” qualifications? Verifile, the UK based pre-employment screening specialists, regularly finds “life experience” qualifications popping up in its background checks. Bogus “life experience” degrees are sold by Degree Mills, mainly online entities that purport to be genuine universities, offering qualifications based on little or no work. Their lack of recognised accreditation or legal authorisation to grant degrees means there is no guarantee of quality. Therefore, those who rely on these “degrees”, such as prospective employers and the public at large, are put at risk. Two recent cases uncovered by Verifile, which highlight the need for thorough screening for degree mills as part of good practice CV checking, are examined in this case study. A financial institution recently received an application from a candidate for a management position who turned out to have a “degree” from the notorious Rochville University. This position entails the management of sensitive functions at this financial services firm in relation to their product line; ensuring all controls and procedures are in place for the teams. The discovery of a bogus degree on this candidate’s CV was cause for concern for our client. Trust, integrity and honesty are all vital characteristics for this role. Once it was apparent the candidate had claimed on his CV to have a bogus degree, our client questioned whether the candidate had the character required for the role. On first completing the application, this candidate claimed to have a degree from New Rochelle University in New York. This might have been the reputable and legitimate College of New Rochelle.
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Owning the Right to Open up Access to Scientific Publications Guibault, L
UvA-DARE (Digital Academic Repository) Owning the right to open up access to scientific publications Guibault, L. Published in: Open content licensing: from theory to practice DOI: 10.5117/9789089643070 Link to publication Citation for published version (APA): Guibault, L. (2011). Owning the right to open up access to scientific publications. In L. Guibault, & C. Angelopoulos (Eds.), Open content licensing: from theory to practice (pp. 137-167). Amsterdam: Amsterdam University Press. DOI: 10.5117/9789089643070 General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of the University of Amsterdam (http://dare.uva.nl) Download date: 15 Dec 2018 Open Content Licensing From Theory to Practice Edited by Lucie Guibault & Christina Angelopoulos Amsterdam University Press Cover design: Kok Korpershoek bno, Amsterdam Lay-out: JAPES, Amsterdam ISBN 978 90 8964 307 0 e-ISBN 978 90 4851 408 3 NUR 820 Creative Commons License CC BY NC (http://creativecommons.org/licenses/by-nc/3.0) L.
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2008 – 2009 Catalog
Established In 1911 A Non-Profit, Independent, Co-Educational Institution 2008 – 2009 CATALOG Accredited By The Higher Learning Commission A Commission of the North Central Association of Colleges and Schools 30 North LaSalle Street, Suite 2400 Chicago, Illinois 60602-2504 (800) 621-7440 www.hlcommission.org Specialized Program Accreditations are Listed on Page xxx Visit our Web site at www.baker.edu UNDERGRADUATE/GRADUATE CATALOG PAGE 1 Table of Contents Page(s) Page(s) Baker College Calendar . 3 Important Information . 243-266 Baker College Mission and Purposes and (For a more detailed listing of sections please refer to the Index on pages 310-311.) Institutional Student Learning Outcomes . 4 ! Before YouBecome a Student at Baker College. 244 Baker College History . 5 ! While You’re a Student at Baker College. 252 ! After You Become a Student at Baker College . 254 You’ll Do Better With Baker . 6 ! Before and After Graduation . 260 Campus Profiles ! General Information. 261 ! Allen Park . 7 ! Auburn Hills . 8 Directories ! ! Trustees and Regents. 268-269 Cadillac . 9 ! ! Center for Graduate Studies. 10 Officers by Campus . 269 ! ! System Administrators. 270-271 Clinton Township . 11 ! ! Corporate Services . 12 Administrators by Campus . 271-276 ! ! Advisory Board Members by Campus. 277-289 Flint (Cass City, West Branch extensions) . 12-13 ! ! Jackson (Coldwater extension) . 14 Faculty . 290-309 ! Muskegon . 15 Index . 310-311 ! Online . 16 ! Owosso . 17 ! Port Huron . 18 NOTE: In various sections of this catalog you will find a Undergraduate Academic Information code indicating the Baker College campus or site on ! General Education Program Requirements . 20-22 which the subject, program, scholarship, faculty member, ! Philosophy of Developmental Education .
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Paul Weirich Curriculum Vitae August, 2020
Paul Weirich Curriculum Vitae August, 2020 Curators’ Distinguished Professor, Philosophy Department University of Missouri, Columbia, MO 65211 Telephone: (573) 882-2871, Fax: (573) 884-8949 E-mail: [email protected] Education Ph.D., philosophy, UCLA, 1977. Supervisor: Tyler Burge. Dissertation: Probability and Utility for Decision Theory. Published in 1977 on microfilm by University Microfilms, Ann Arbor, MI. Published in 2010 in print by VDM, Saarbrücken, Germany. B.A., philosophy, St. Louis University, 1968. Minor in French, magna cum laude, Phi Beta Kappa, mathematics and French honor fraternities. Languages: French, some German and Latin. Employment From 2010 Curators’ Distinguished Professor, 1997–2010 Professor, and 1988–97, Associate Professor, Philosophy Department, University of Missouri. 1987–88, Assistant Professor, Philosophy Program, California State Polytechnic University, Pomona. 1980–87, Assistant Professor, Philosophy Department, University of Rochester. 1978–80, Instructor Part-Time, Philosophy Department, University of Rochester (concurrently a Mellon Postdoctoral Fellow). 1977–78, Visiting Assistant Professor, Philosophy Department, University of New Orleans. 1975, summer, Instructor Part-Time, Philosophy Department, UCLA. Courses taught. Graduate: decision theory (including game theory), logic (inductive logic, epistemic logic, the logic of conditionals, theories of truth, causal inference, deontic logic), social and political philosophy, philosophy of science (Bayesian epistemology), teaching philosophy. Undergraduate:
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La Ruta De Cortés
Unidad del verano 2019 Honors Spanish Purpose: • Review the present tense in context • Review the two verbs that mean to be: SER and ESTAR • To understand principal societies that shaped the culture, food, architecture, art and language of Mexico • To help develop critical thinking skills: synthesizing, analyzing and interpretation • Prepare background and cultural knowledge for our first unit: The Road to El Dorado La ruta de Cortés ¿Puedes tú hacer un viaje así? Learning Targets 1. I can talk about who Hernán Cortés is and why he is important in history. 2. I can describe Tenochtitlán and traits of the Aztec people, their society and the importance of their empire. 3. I can conjugate SER and ESTAR in all forms with correct spelling and accents. 4. I can choose between SER and ESTAR correctly when forming sentences. 5. I can produce (say, define, use correctly) at least 25 new vocabulary words from this unit. 6. I can conjugate and use correctly –AR, -ER and –IR verbs. 1 This information will be part of your first semester cumulative final. RESOURCES for HONORS SPANISH STUDENTS Ser y Estar Resources Explanation: http://spanish.about.com/cs/verbs/a/servsestar.htm http://www.studyspanish.com/verbs/lessons/piserestar.htm http://www.youtube.com/watch?v=OmV4rUdqOec http://www.drlemon.com/Grammar/servsestar.html Practice: http://quizlet.com/11843505/ser-x-estar-flash-cards/ http://www.studyspanish.com/verbs/lessons/piserestar.htm http://personal.colby.edu/~bknelson/SLC/ser_estar.php http://www.trentu.ca/academic/modernlanguages/spanish/masarriba/serandestar.html General Resources Best Online Dictionary: http://www.wordreference.com General Verb Practice: www.conjuguemos.com 501 Spanish Verbs: http://www.ebook3000.com/501-Spanish-Verbs--Barron-s-Foreign-Language-Guides- _177950.html (download the pdf onto your computer for a handy tool to do a quick lookup of any verb) Need a new packet? Go online to lctigers.com and print from the summer assignment link.
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Introduction
INTRODUCTION The phenomenon of bogus providers in higher education is nothing new, as the authors of this timely study demonstrate in their section on the historical overview of diploma mills and bogus accrediting bodies. But the problem actually goes far beyond the 19 th century. In the appendices to volume II of Rashdall's masterful work The Universities of Europe in the Middle Ages (Powicke and Emden, Oxford, rev. ed. 1936), there are listed some 23 establishments which various contemporary and later authorities claimed to be universities, but for which no adequate evidence existed. 1 Indeed, Pope Alexander IV issued a Bull against the chanter of the Cathedral of Reims in 1258 for falsely claiming exemption from residential requirements for attending the non-existent studium generale in that city when he was actually living in another country and claiming benefices there: The dean of the Reims cathedral chapter was forbidden to allow him to enjoy this subterfuge. And in another cited case, the Bishop of Albi excommunicated the entire town because of their false claim to have established a university - a decision which was reversed on appeal to the ecclesiastical court of the Archbishop of Bourges. 2 Thus already by the end of the 13 th Century we have evidence that false claims of university privileges were extant, and also that the competent authorities were no more consistent in their approaches to the problem in that time than are their modern counterparts. Given the sorry history of bogus providers and dubious (at best) claims on their behalf, the efforts of the late Twentieth and the Twenty-First Centuries need now to accomplish what has not succeeded for over 800 years - a concerted effort to combat fraudulent academic providers and their supporters, including the so-called quality assurance agencies that supposedly give them legitimacy.
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Hammams and the Contemporary City: the Case of Isfahan, Iran
International Journal of Heritage Studies iFirst article, 2012, 1–19 Hammams and the contemporary city: the case of Isfahan, Iran J. Sarmentoa,b* and Z. Kazemia,c aDepartment of Geography, University of Minho, Guimarães, Portugal; bCentre for Geographical Studies, University of Lisbon, Lisbon, Portugal; cDepartment of Tourism Management, University of Sheikh Bahaei, Isfahan, Iran (Received 22 February 2012; final version received 1 October 2012) Hammams, or public baths, are an essential part of the social life in urban Islam. Often, they have a rich and inspiring architecture. In Iran and, in particu- lar, in Isfahan – a large and historic city in central of Iran – numerous hamm- ams were built since the Safavid dynasty (1501–1722). Social and urban changes have resulted in a significant decline in the number of hammams over the years. This paper starts by describing the multiple dimensions of hammams, such as their main architecture features, their role in health, society and culture. This is followed by an analysis of hammams in Isfahan, using a modified ver- sion of Büyükdigan categories for Ottoman baths: (i) ‘baths in ruins’; (ii) ‘baths continuing their original functions’; and (iii) ‘baths readjusted for new uses’. Anecdotal evidence from a survey conducted in 15 hammams is used through- out this paper. The main conclusions relate to the rapid deterioration of hamm- ams in daily life, coupled with the lack of detailed documentation, which would allow proper planning and development, and the deficient use of some of these magnificent buildings and places for tourism development. Keywords: hammams; ruins; new functions; Isfahan; Iran Introduction Hammam, ‘spreader of warmth’ in Arabic, also named ‘Garmabeh’ in Persian which literally means ‘hot water’, became synonymous with steam baths and bath- ing.
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Columbus, Hispaniola Settlement, 1493
John Carter Brown Library, Brown University “THE FIRST IN THE INDIES” Columbus establishes the Town of Isabella on Hispaniola, 1493* Compiled from Spanish state papers by Antonio de Herrera y Tordesillas in Historia general de los hechos de los Castellanos en las islas y tierra firme del Mar Oceano (General History of the deeds of the Castilians on the Islands and Mainland of the Ocean Sea), Madrid, 1601-1615. Translated by John Stevens, 1740. Excerpts. ___________________________________________________ Columbus sailed on his first voyage with three ships and about 100 men, landing in the Bahamas on an island whose identity remains uncertain. After exploring the Bahamas and Cuba, he reached the island he named La Isla Español (Hispaniola). When the Santa Maria became grounded, he ordered a small fort to be built with its salvaged lumber, named it La Navidad, and left about forty men to remain there until his return. On his second voyage in 1493, he sailed with seventeen ships and about 1200 men, arriving in Hispaniola in late November to find the fort of La Navidad destroyed with no survivors. Near its ruins, on the northern coast of the present-day Dominican Republic, he founded the short-lived town of Isabella. Caribbean islands named by Columbus, THE ADMIRAL SETTLES THE COLONY 1493: Ferna[n]da, Hyspana, Isabella, Salvatorie, and Conceptoi[ne] marie CALL’D ISABELLA IN THE ISLAND HISPANIOLA . The Admiral was now in the Port de la Navidad, of the Nativity, very thoughtful how to behave himself to give a good beginning to his enterprise; and thinking that the Province of Marien, where his Ships were riding, was very low land and had no stone or other materials for building, though it had good harbors and fresh water, he resolved to turn back along the coast to the eastward to find out a proper place to build a town.
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