Bulgarian Habilitation Verification of Research Credentials Candidate
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ISCED 2011 Level 8
11 Chapter 11 ISCED 2011 level 8: Doctoral or equivalent level Programmes at ISCED level 8, or doctoral or equivalent level, are designed primarily to lead to an advanced research qualification. Programmes at this ISCED level are devoted to advanced study and original research and are typically offered only by research-oriented tertiary educational institutions such as universities. Doctoral programmes exist in both academic and professional fields. The theoretical duration of these programmes is three years full-time in most countries, although the actual time that students take to complete the programmes is typically longer. Programmes classified at ISCED level 8 may be referred to in many ways, for example: PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar terms. For international comparability purposes the term, ‘doctoral or equivalent level’ is used to label ISCED level 8. ISCED 2011 OPERATIONAL MANUAL © OECD, European Union, UNESCO-UIS 2015 97 11 ISCED 2011 LEVEL 8: DOCTORAL OR EQUIVALENT LEVEL PART III DESCRIPTION Definition (§259)1 Programmes at ISCED level 8, or doctoral or equivalent level, are designed primarily to lead to an advanced research qualification. Programmes at this ISCED level are devoted to advanced study and original research and are typically offered only by research-oriented tertiary educational institutions such as universities. Doctoral programmes exist in both academic and professional fields. (§261) Entry into ISCED level 8 programmes or junior research positions normally requires the successful completion of specific ISCED level 7 programmes. ISCED level 8 requires at least three years of full-time equivalent study, making a total cumulative duration of at least seven years of full-time education at the tertiary level. -
Network Map of Knowledge And
Humphry Davy George Grosz Patrick Galvin August Wilhelm von Hofmann Mervyn Gotsman Peter Blake Willa Cather Norman Vincent Peale Hans Holbein the Elder David Bomberg Hans Lewy Mark Ryden Juan Gris Ian Stevenson Charles Coleman (English painter) Mauritz de Haas David Drake Donald E. Westlake John Morton Blum Yehuda Amichai Stephen Smale Bernd and Hilla Becher Vitsentzos Kornaros Maxfield Parrish L. Sprague de Camp Derek Jarman Baron Carl von Rokitansky John LaFarge Richard Francis Burton Jamie Hewlett George Sterling Sergei Winogradsky Federico Halbherr Jean-Léon Gérôme William M. Bass Roy Lichtenstein Jacob Isaakszoon van Ruisdael Tony Cliff Julia Margaret Cameron Arnold Sommerfeld Adrian Willaert Olga Arsenievna Oleinik LeMoine Fitzgerald Christian Krohg Wilfred Thesiger Jean-Joseph Benjamin-Constant Eva Hesse `Abd Allah ibn `Abbas Him Mark Lai Clark Ashton Smith Clint Eastwood Therkel Mathiassen Bettie Page Frank DuMond Peter Whittle Salvador Espriu Gaetano Fichera William Cubley Jean Tinguely Amado Nervo Sarat Chandra Chattopadhyay Ferdinand Hodler Françoise Sagan Dave Meltzer Anton Julius Carlson Bela Cikoš Sesija John Cleese Kan Nyunt Charlotte Lamb Benjamin Silliman Howard Hendricks Jim Russell (cartoonist) Kate Chopin Gary Becker Harvey Kurtzman Michel Tapié John C. Maxwell Stan Pitt Henry Lawson Gustave Boulanger Wayne Shorter Irshad Kamil Joseph Greenberg Dungeons & Dragons Serbian epic poetry Adrian Ludwig Richter Eliseu Visconti Albert Maignan Syed Nazeer Husain Hakushu Kitahara Lim Cheng Hoe David Brin Bernard Ogilvie Dodge Star Wars Karel Capek Hudson River School Alfred Hitchcock Vladimir Colin Robert Kroetsch Shah Abdul Latif Bhittai Stephen Sondheim Robert Ludlum Frank Frazetta Walter Tevis Sax Rohmer Rafael Sabatini Ralph Nader Manon Gropius Aristide Maillol Ed Roth Jonathan Dordick Abdur Razzaq (Professor) John W. -
'The Supreme Principle of Morality'? in the Preface to His Best
The Supreme Principle of Morality Allen W. Wood 1. What is ‘The Supreme Principle of Morality’? In the Preface to his best known work on moral philosophy, Kant states his purpose very clearly and succinctly: “The present groundwork is, however, nothing more than the search for and establishment of the supreme principle of morality, which already constitutes an enterprise whole in its aim and to be separated from every other moral investigation” (Groundwork 4:392). This paper will deal with the outcome of the first part of this task, namely, Kant’s attempt to formulate the supreme principle of morality, which is the intended outcome of the search. It will consider this formulation in light of Kant’s conception of the historical antecedents of his attempt. Our first task, however, must be to say a little about the meaning of the term ‘supreme principle of morality’. For it is not nearly as evident to many as it was to Kant that there is such a thing at all. And it is extremely common for people, whatever position they may take on this issue, to misunderstand what a ‘supreme principle of morality’ is, what it is for, and what role it is supposed to play in moral theorizing and moral reasoning. Kant never directly presents any argument that there must be such a principle, but he does articulate several considerations that would seem to justify supposing that there is. Kant holds that moral questions are to be decided by reason. Reason, according to Kant, always seeks unity under principles, and ultimately, systematic unity under the fewest possible number of principles (Pure Reason A298-302/B355-359, A645- 650/B673-678). -
Coversheet for Thesis in Sussex Research Online
A University of Sussex PhD thesis Available online via Sussex Research Online: http://sro.sussex.ac.uk/ This thesis is protected by copyright which belongs to the author. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Please visit Sussex Research Online for more information and further details ‘Providence and Political Economy’: Josiah Tucker’s Providential Argument for Free Trade Peter Xavier Price PhD Thesis in Intellectual History University of Sussex April 2016 2 University of Sussex Peter Xavier Price Submitted for the award of a PhD in Intellectual History ‘Providence and Political Economy’: Josiah Tucker’s Providential Argument for Free Trade Thesis Summary Josiah Tucker, who was the Anglican Dean of Gloucester from 1758 until his death in 1799, is best known as a political pamphleteer, controversialist and political economist. Regularly called upon by Britain’s leading statesmen, and most significantly the Younger Pitt, to advise them on the best course of British economic development, in a large variety of writings he speculated on the consequences of North American independence for the global economy and for international relations; upon the complicated relations between small and large states; and on the related issue of whether low wage costs in poor countries might always erode the competitive advantage of richer nations, thereby establishing perpetual cycles of rise and decline. -
World Directory of Medical Schools
WORLD DIRECTORY OF MEDICAL SCHOOLS WORLD HEALTH• ORGANIZATION GENEVA 1963 lst edition, 1953 2od edition, 1957 3rd edition, 1963 CONTENTS Page Introduction . 7 Explanatory notes to lists of medical schools 9 Details of systems of medical education and lists of medical teaching institutions, in alphabetical order of countries 11 Annex 1. Conditions governing the practice of medicine in some countries without medical schools 329 Annex 2. Number of years required for medical degree and other conditions for the practice of medicine 333 Annex 3. Numbers of medical, dental, and veterinary schools.: comparative list . 336 Annex 4. Africa: medical schools and physicians, 1960 . 339 Annex 5. Americas: medical schools and physicians, 1960 341 Annex 6. Asia: medical schools and physicians, l 960 343 Annex 7. Europe: medical schools and physicians, 1960. 345 Annex 8. Oceania: medical schooJs and physicians, 1960 346 Annex 9. World totals: medical schools and physicians, 1960 347 INTRODUCTION The Third Edition of the World Directory of Medical Schools lists institutions of medical education in eighty-seven countries and gives a few pertinent facts about each. General statements describing the salient features of undergraduate medical training in each country have also been included. No attempt has been made to draw firm conclusions or to make pro nouncements on medical education as a world-wide phenomenon. The descriptive accounts and factual material which make up this Directory may be considered as part of the raw data on which the reader can base bis own independent analysis; they are intended to be no more than a general guide, and investigators in the subject of medical education should not expect to find a complete report therein. -
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. -
An Analysis of Hume's Arguments Concerning the Role of Reason In
This dissertation has been 64—1244 microfilmed exactly as received BROILES, Rowland David, 1938- AN ANALYSIS OF HUME'S ARGUMENTS CONCERN ING THE ROLE OF REASON IN MORAL DECISIONS. The Ohio State University, Ph.D., 1963 P h ilosop h y University Microfilms, Inc., Ann Arbor, Michigan IN ANALYSIS OF HUME'S ARGUMENTS CONCERNING THE ROLE OF REASON IN MORAL DECISIONS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Rowland David Broiles, B.A., M.A The Ohio State University 1963 Approved by ' idvisor Department of Philosophy CONTENTS Chapter Page I. INTRODUCTION .................................. I II. HUME'S PREDECESSORS............................ 11 III. REASON AND PASSIONS .......................... ^0 IV.‘ EXCITING AND JUSTIFYING REASONS......... 81 V. HUME'S CRITIQUE OF THE RATIONALISTS............. 1112 VI. THE "IS-OUGHT" PASSAGE........................ 133 BIBLIOGRAPHY............ 1^9 AUTOBIOGRAPHY ......................................... 15^ 11 CHAPTER I INTRODUCTION In the history of philosophy it has sometimes been the case that a philosopher has been considered to be important primarily because of the relationship he bears to some apparently greater philosopher* It was the plight of David Hume, until only recently, to have been so regarded* For Hume0s importance as a philosopher was considered to lie not so much in his own philosophical doctrines, but in the effect they had on Kant, and by this means on the subsequent character -
Presentazione Di Powerpoint
The Italian Higher Education System https://www.youtube.com/watch?v=020sJzh5uJs TAICEP Conference 2017 - Rome CIMEA LUCA LANTERO Italian pre-HE system Higher Education 5 years Scuola secondaria di 2° grado Upper Secondary Education 3 years Scuola secondaria di 1° grado Lower Secondary Education 5 years Scuola primaria Primary Education Admission to Higher Education a) Diploma di superamento dell’esame di Stato conclusivo dei corsi di Istruzione Secondaria Superiore usually called Diploma di Maturità or Maturità = 13 years of global schooling; b) foreign school leaving qualification that: satisfies the requirements for access to university education in the awarding country; was conferred on completion of minimum 12 years of global schooling minimum two years of studies abroad special cases (i.e. HSD, A levels, etc.) Diploma di Maturità Obtained after passing the relevant State Exam (called Maturità) which is accessed with a decision take by the class council in the final scrutiny in the last class of a study course followed in Liceo (lyceum), Istituto tecnico (technical Institute) or Istituto professionale (professional Institute) and after a total of 13 years of schooling. The State Exam is structured in 3 written tests (in few cases 4) and an oral component. The first 2 written tests are on a national level: one common to all the study majors, while the second is specific to the major attended. The third written test depends on each exam commission. The oral test is based on the specific learning outcomes of the course and according to subjects studied during the last year. The final grade of the Exam is expressed in hundredths (from 60/100 to 100/100). -
National Qualifications Framework Developments in Europe 2017
ENENEN NATIONAL QUALIFICATIONS FRAMEWORK DEVELOPMENTS IN EUROPE 2017 National qualifications framework developments in Europe 2017 Luxembourg: Publications Office of the European Union, 2018 Please cite this publication as: Cedefop (2018). National qualifications framework developments in Europe 2017. Luxembourg: Publications Office. http://data.europa.eu/doi/10.2801/029873 A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu). Luxembourg: Publications Office of the European Union, 2018 Copyright © European Centre for the Development of Vocational Training (Cedefop), 2018 All rights reserved. PRINT ISBN: 78-92-896-2649-1 doi:10.2801/545730 TI-01-18-117-EN-C PDF ISBN: 978-92-896-2650-7 doi:10.2801/029873 TI-01-18-117-EN-N Designed by Missing Element Prague Printed in the European Union The European Centre for the Development of Vocational Training (Cedefop) is the European Union’s reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No 337/75. Europe 123, 570 01 Thessaloniki (Pylea), GREECE PO Box 22427, 551 02 Thessaloniki, GREECE Tel. +30 2310490111, Fax +30 2310490020 E-mail: [email protected] www.cedefop.europa.eu Joachim James Calleja, Director Tatjana Babrauskiene, Chair of the Governing Board Foreword Cedefop has been working on transparency and recognition of qualifications since the 1980s and has helped shape the European qualifications framework (EQF), adopted in 2008 and revised in 2017. -
University of Pennsylvania Press
University of Pennsylvania Press Newtonian Science, Miracles, and the Laws of Nature Author(s): Peter Harrison Source: Journal of the History of Ideas, Vol. 56, No. 4 (Oct., 1995), pp. 531-553 Published by: University of Pennsylvania Press Stable URL: http://www.jstor.org/stable/2709991 Accessed: 30-10-2015 01:34 UTC Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/ info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. University of Pennsylvania Press is collaborating with JSTOR to digitize, preserve and extend access to Journal of the History of Ideas. http://www.jstor.org This content downloaded from 130.102.42.98 on Fri, 30 Oct 2015 01:34:15 UTC All use subject to JSTOR Terms and Conditions NewtonianScience, Miracles, andthe Laws ofNature PeterHarrison Introduction "Newton,"writes Richard Westfall, "both believed in and did not believe in miracles."It can onlybe concluded,Westfall continues, that the greatscientist, unwilling to relinquishhis beliefin a providentialand inter- posingDeity, "abandoned himself to ambiguitiesand inconsistencies,which gave theappearance of divine participation in nature,but not the substance."' Newton'sapparent ambivalence -
Utilitarianism in the Age of Enlightenment
UTILITARIANISM IN THE AGE OF ENLIGHTENMENT This is the first book-length study of one of the most influential traditions in eighteenth-century Anglophone moral and political thought, ‘theological utilitarianism’. Niall O’Flaherty charts its devel- opment from its formulation by Anglican disciples of Locke in the 1730s to its culmination in William Paley’s work. Few works of moral and political thought had such a profound impact on political dis- course as Paley’s Principles of Moral and Political Philosophy (1785). His arguments were at the forefront of debates about the constitution, the judicial system, slavery and poverty. By placing Paley’s moral thought in the context of theological debate, this book establishes his genuine commitment to a worldly theology and to a programme of human advancement. It thus raises serious doubts about histories which treat the Enlightenment as an entirely secular enterprise, as well as those which see English thought as being markedly out of step with wider European intellectual developments. niall o’flaherty is a Lecturer in the History of European Political Thought at King’s College London. His research focuses on eighteenth- and nineteenth-century moral, political and religious thought in Britain. He has published articles on William Paley and Thomas Robert Malthus, and is currently writing a book entitled Malthus and the Discovery of Poverty. ideas in context Edited by David Armitage, Richard Bourke, Jennifer Pitts and John Robertson The books in this series will discuss the emergence of intellectual traditions and of related new disciplines. The procedures, aims and vocabularies that were generated will be set in the context of the alternatives available within the contemporary frameworks of ideas and institutions. -
Laurea University of Applied Sciences Degree Regulations
Approved by the Board of Directors of Laurea Ammattikorkeakoulu Oy on 15th June 2021 Laurea university of applied sciences degree regulations Contents 1 Educational task .......................................................................................................................................................... 2 Section 1 Degrees and degree programmes .................................................................................................................... 2 Section 2 Profesional specialisation programmes, open university of applied sciences studies and other education .... 3 Section 3 Commissioned degree-awarding education .................................................................................................... 3 Section 4 Curricula ........................................................................................................................................................... 4 2 Admissions .................................................................................................................................................................. 5 Section 5 Student admission and acceptance of the student place ................................................................................ 5 Section 6 Admission of transfer students ........................................................................................................................ 6 3 Registration and study entitlement ...........................................................................................................................