Recognition Qualifications
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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 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 ............................................................................................................. -
Environmental Literacy in Madeira Island (Portugal): the Influence of Demographic Variables
International Electronic Journal of Environmental Education Vol.6, Issue 2, 2016, 92-107 RESEARCH ARTICLE Environmental literacy in Madeira Island (Portugal): The influence of Demographic Variables Hélder SPÍNOLA* The University of Madeira, Funchal, PORTUGAL To cite this article: Spinola, H. (2016). Environmental literacy in Madeira Island (Portugal): The influence of demographic variables. International Electronic Journal of Environmental Education, 6(2), 92-107. Abstract Demographic factors are among those that influence environmental literacy and, particularly, environmentally responsible behaviours, either directly or due to an aggregation effect dependent on other types of variables. Present study evaluates a set of demographic variables as predictors for environmental literacy among 9th grade students from Madeira Island (Portugal). Through a survey involving 491 students, gender, place of residence (rural and urban), 8th grade Natural Sciences discipline performance, participation in school’s environmental activities and, indirectly, socio-economic status were evaluated in their association to environmental literacy and, particularly, to each of its three main components: knowledge, attitude and behaviour. The results confirm three stronger environmental literacy predictors: rural or urban residence, depending on the components considered, higher marks in 8th grade Natural Sciences discipline and higher socio-economic status; and two weaker: female and participation in school’s environmental activities. Our findings found support in previous studies and underline the need to center socio-demographic factors in environmental education practices. Considering demographic variables as the reflex of environmental, economic and socio-cultural contexts, our results corroborate an environmental literacy’s construction framework on the light of Vygotsky’s socio-cultural theory of human learning, in which real learning contexts play a fundamental role. -
Augusto Esteves Curriculum Vitae
Augusto Esteves Curriculum Vitae PERSONAL INFORMATION Date of birth July 2, 1985 [email protected] Nationality Portuguese http://web.tecnico.ulisboa.pt/augusto.esteves EDUCATION Ph.D. Informatics Engineering (Human-Computer Interaction) January 2015 M.Sc. Informatics Engineering July 2010 B.Sc. Informatics Engineering July 2008 University of Madeira, Portugal WORK EXPERIENCE Assistant Professor at Instituto Superior Técnico (IST), University of Lisbon January 2020 – current Department of Computer Science and Engineering (Portugal) Assistant Professor at Edinburgh Napier University November 2015 – Dec. 2019 School of Computing (United Kingdom) Visiting Professor at the Ludwig Maximilian University of Munich (LMU) August 2018 Funded by the Scottish Informatics and Computer Science Alliance Visiting Professor at the Ulsan National Institute of Science and Technology May – June 2018 Funded by Samsung Electronics (Republic of Korea) Founding Partner at Prsma September 2015 – Dec. 2017 Visiting Professor at Lancaster University February – December 2016 InfoLab21, School of Computing and Communications (United Kingdom) Research Fellow at Siemens Corporation May – October 2015 Healthcare Technology Centre (United States of America) Research Associate, Postdoctoral Fellow at Lancaster University September 2014 – May 2015 InfoLab21, School of Computing and Communications (United Kingdom) Visiting Researcher at the Ulsan National Institute of Science and Technology Feb. 2013 – Feb. 2014 Interactions Lab, School of Design & Human Engineering -
List of Names
Organizing Committee GENERAL CHAIRS CONTEST CHAIRS PUBLICATIONS CHAIRS WEB CHAIRS Joaquim Jorge Daniel Roth Christos Mousas Maurício Sousa Universidade de Lisboa, Portugal Technical University of Munich, Germany Purdue University, USA University of Toronto, Canada Kyle Johnsen Chao Mei Mohammed Safayet Arefin Jiannan Li University of Georgia, USA Kennesaw State University, USA Mississippi State University, USA University of Toronto, Canada J. Edward Swan II Luciano Soares PUBLICITY CHAIRS Catarina Fidalgo Mississippi State University, USA Insper, Brazil John Quarles University of Lisbon, Portugal University of Texas San Antonio, USA Pedro Campos DOCTORAL CONSORTIUM J. Adam Jones University of Madeira, Portugal CHAIRS Nami Ogawa University of Mississippi, USA University of Tokyo, Japan JOURNAL PAPER PROGRAM Andrew Robb WORKSHOPS CHAIRS Clemson University, USA CHAIRS RESEARCH João Pereira Maud Marchal Teresa Romão DEMONSTRATIONS CHAIRS INESC-ID/University of Lisbon, Portugal University of Rennes, INSA/IRISA, Nova University Lisbon, Portugal Ayush Bhargava France Sabine Coquillart Key Lime Interactive, USA Aleshia Hayes INRIA Grenoble Rhône-Alpes, France Tabitha Peck University of North Texas, USA David Krum Davidson College, USA Jason Gerald California State University, USA Rajiv Khadka NextGen Interactions, USA Stephan Lukosch Idaho National Laboratory, USA Benjamin Weyers University of Canterbury, New Zealand Mashhuda Glencross University of Trier, Germany ONLINE CONFERENCE University of Queensland, Australia Xubo Yang CHAIRS Rafael Kuffner -
St. John's College of Liberal Arts and Sciences
St. John’s College of Liberal Arts and Sciences Gina M. Florio, Ph.D. Programs of Study Liberal Studies Interim Dean Cultural Studies (Women and Gender) Allison G. Hyslop, Ph.D., Doctor of Philosophy Humanities Associate Dean Biology Interdisciplinary Studies Brittany Dotson, Ed.D., Clinical Psychology Social Science Assistant Dean Adolescent Museum Administration Philosophy, Politics, and Economics Molly Mann, Ph.D., Adult Assistant Dean English Public History Psychology Margherita Panzera, M.A., World History Scientific Literacy and Integrity Assistant Dean, Rome Campus Doctor of Psychology Sociology School Psychology For general information regarding St. John’s Spanish Bilingual College of Liberal Arts and Sciences, call the Speech-Language Pathology General Queens campus at 718-990-6271, Staten Island Theology campus at 718-390-4412, or the Doctor of Audiology Biblical Studies Rome campus at +39 (06) 393-842. Audiology (consortium with Hofstra Historical and Theological Studies University and Adelphi University) Pastoral Theology Objectives Master of Science Government and Politics/Library and In harmony with the general objectives Biology Information Science – M.A./M.S. of the University, the Graduate Division of Biological and Pharmaceutical St. John’s College of Liberal Arts and Sciences Biotechnology (Institute for Biotechnology) Government and Politics/Law–M.A./J.D. provides an opportunity for the development Chemistry Public History/Library and Information and maintenance of continuing scholarly Science - M.A./M.S. Library and Information Science growth for faculty and students in certain Neuroscience Master of Divinity fields of academic specialization. To this end, it Ministerial Studies offers programs of advanced study in selected School Psychology disciplines, provides adequate resources in Bilingual Please visit the College website for regular support of these programs, and establishes an General program updates. -
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. -
MULTIPARAMETER OPTICAL MONITORING of MADEIRA WINE Multiparameter Optical Monitoring of Madeira Wine V
SHORT PAPER MULTIPARAMETER OPTICAL MONITORING OF MADEIRA WINE Multiparameter Optical Monitoring of Madeira Wine http://dx.doi.org/10.3991/ijoe.v9iS8.3389 V. Pereira 1*, J.C. Marques 1, M.J. Carvalho 1, M. Chen 1, R. Sol 1, C. Novo 2, 3 3 3 2 L. Bilro , P. Antunes , N. Alberto , J.L. Pinto 1 University of Madeira, Funchal, Portugal 2 University of Aveiro, Aveiro, Portugal 3 Instituto de Telecomunicações, Aveiro, Portugal Abstract—Madeira wine vinification process has been most- equipped with ten 200 L stainless steel tanks that simulate ly empiric and requiring further studies. The present paper the industrial 20000 L tanks, with a heating system de- describes the existing pilot plant facility in Madeira Univer- signed for independent control of temperature, by the cir- sity, with the installed controlled systems and safety devices. culation of preheated hot tap water through an internal An advanced multi-parameter platform for real time moni- circulating coil present in each tank. A safety control cir- toring and interactive data visualization is described and its cuit is also implemented. The tanks have about 730 mm of potential use demonstrated. height by 620 mm of width and are disposed in five paral- lel groups of two tanks placed in series, as showed by the Index Terms—online process control, physicochemical char- scheme (Fig. 1). Moreover, the system allows an automat- acterization, optical sensors, data visualization. ic operation during the heating period. I. INTRODUCTION Madeira wine is a well renowned fortified wine (17 – 22%), characterized essentially by its oxidized features 45 ºCC th 180 acquired during its peculiar ageing. -
NIH Public Access Author Manuscript Am J Prev Med
NIH Public Access Author Manuscript Am J Prev Med. Author manuscript; available in PMC 2009 May 1. NIH-PA Author ManuscriptPublished NIH-PA Author Manuscript in final edited NIH-PA Author Manuscript form as: Am J Prev Med. 2008 May ; 34(5): 413±419. Physical Activity and Neighborhood Resources in High School Girls Russell R. Pate, PhD, Natalie Colabianchi, PhD, Dwayne Porter, PhD, Maria J. Almeida, PhD, Felipe Lobelo, MD, and Marsha Dowda, DrPH Arnold School of Public Health (Pate, Colabianchi, Porter, Lobelo, Dowda), University of South Carolina, Columbia, South Carolina; and the University of Madeira (Almeida), Funchal, Portugal Abstract Background—Physical activity behavior is influenced by a person's physical environment, but few studies have used objective measures to study the influences of the physical environment on physical activity behavior in youth. The purpose of this study was to examine the relationship between selected neighborhood physical activity resources and physical activity levels in high school girls. Methods—Participants were students in schools that had participated in a large physical activity intervention trial. The 3-Day Physical Activity Recall was completed by 1506 12th-grade girls. Data on physical activity facilities and resources in the participating communities were collected using a variety of methods. Physical activity resources within a 0.75-mile street-network buffer around each girl's home were counted using ArcGIS, version 9.1. Mixed-model regression models were used to determine if there was a relationship between three physical activity variables and the number of physical activity resources within the 0.75-mile buffer. Data were collected in 2002–2003 and analyzed in 2006–2007. -
Taught Master of Philosophy (Taught Mphil) 2020/21
Architectural Association School of Architecture AA POSTGRADUATE PROGRAMMES TAUGHT MASTER OF PHILOSOPHY (TAUGHT MPHIL) 2020/21 TAUGHT MASTER OF PHILOSOPHY (TAUGHT MPHIL) THIS GUIDE/WHERE WE ARE The purpose of this Programme Guide is to provide information regarding the way in which the School and its programmes are organised. It also provides an introduction to terms and definitions, common principles of content and assessment, the way that the programmes are structured, how each unit and course is organised, credited, and regulated, and what you, as a student, will be expected to do. Other documents you will find essential in orienting yourself within the School include the following: - The AA School Academic Regulations - The AA School Quality Manual - The Programme Handbook Our principal buildings, where most of the academic programmes are based, are at 32-39 Bedford Square and 4 and 16 Morwell Street in Bloomsbury central London. The Design & Make programme is located in the AA’s Hooke Park, in Dorset. Address AA School of Architecture 36 Bedford Square London WC1B 3ES Contact Details Role Location Telephone Reception Reception 36 Bedford Square +44 (0)20 7887 4000 Belinda Flaherty School Registrar 36 Bedford Square +44 (0)20 7887 4092 Clement Chung Coordinator 36 Bedford Square +44 (0)20 7887 4025 1 ACADEMIC ORGANISATION & MANAGEMENT Overall Academic Organisation The AA School of Architecture is an independent school governed by the Architectural Association (Inc.). It consists of c. 800 full-time students, who study in the Foundation, Experimental, Diploma and Postgraduate programmes. The AA School is made-up of four distinct parts: A one-year Foundation Course for students contemplating a career in architecture or related arts subjects. -
Master of Philosophy Degree Application
The Office of Graduate Student Services Master of Philosophy Degree Application Department guidelines for completing the Master of Philosophy degree application for submission to The Fu Foundation School of Engineering and Applied Science and the Graduate School of Arts and Science. 1. Once a department has determined that a student is ready to be cleared, please complete the following two forms: 2. GSAS Application for the Degree of Master of Philosophy a. Application requires the signature of the department attesting that all requirements have been met. b. Application requires the signature of the Office of Graduate Student Services to verify that all requirements have been met*. 3.Program Plan - Graduation Clearance for the M.Phil. a. Supplemental to GSAS’s form, departments must provide evidence of minimum credit requirements beyond the M.S. degree. *This form must be accompanied with the GSAS form before the Office of Graduate Student Services will sign-off. 4. Once the Office of Graduate Student Services has signed-off on both forms, materials will be scanned and emailed to the departments and GSAS. C OLUMBIA U NIVERSITY · G RADUATE S CHOOL OF A RTS & S CIENCES APPLICATION FOR THE DEGREE OF MASTER OF PHILOSOPHY http://www.columbia.edu/cu/gsas/sub/dissertation/main/welcome/ TYPE OR PRINT LEGIBLY 1. Name of record*_______________________________________________________________________________ Last name First name Middle name CUID C00 □ Male □ Female Semester of first Registration in Graduate School____________ i. Name to appear on diploma if different from above*________________________________________________ Last First Middle 2. Department or Subcommittee ______________________________ Sponsor: _______________________________ 3. Applicant’s present mailing address_________________________________________________________________ 4. -
(Mphil) and Doctor of Philosophy (Phd) 1. Introduction 2
32. Regulations for the Degrees of Master of Philosophy (MPhil) and Doctor of Philosophy (PhD) 1. Introduction The purpose of these regulations, and any related policies, guidelines and procedures established by the Open University of Mauritius, is to assure and enhance the quality of education and training of doctoral students, and to create a framework that guides and supports the student and their supervisors. MPhil; MPhil/PhD; and PhD are qualifications that can be obtained as a result of successful research work within a wide range of subjects. These programmes give an opportunity to students to make a significant contribution to knowledge. The MPhil degree is awarded to those having demonstrated the capacity to pursue original research and scholarship after having completed a substantial amount of supervised research based on a thorough literature review and sound research methodology. The degree of Doctor of Philosophy is conferred in recognition of the student’s contribution of an original piece of research revealing high critical ability and powers of imagination and synthesis. The PhD allows students to think independently and critically so that they can pursue research without any supervision. Apart from consulting the vast amount of literature available, students have to follow some courses while working on their research-based thesis. 2. Aim The MPhil/PhD and PhD courses aim at (a) empowering students so that they can significantly add to an existing body of knowledge; (b) providing a thorough grounding in research methodology, methods and techniques; (c) development of vital skills including critical thinking, conducting research independently, writing, synthesising, and analysing, that are necessary to produce an original research-based thesis; (d) empowering students to prepare a substantial and original thesis emanating from an in-depth investigation and analysis; and (e) empowering students to review current research critically, and understand emerging trends from an inter-disciplinary perspective.