Rutger Aldo Vos Doctorandus, Universiteit Van Amsterdam, 2000 THESIS SUBMITTED in PARTIAL FULFILLMENT of the REQUIREMENTS for TH
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The Phd and the Degree Structure of South African Higher Education: a Brief and Rough Guide
The PhD and the degree structure of South African higher education: A brief and rough guide [Presented at the CHET seminar 'Knowledge Production in South African Higher Education' on 23 February 2012] While the PhD has come to be generally known as the highest qualification offered in higher education it by no means always has the same connotation or a universal significance. Depending on the historical trajectory and degree structure of the higher education system concerned the PhD can radically differ in content, status and function. Doctoral qualifications have a long history; significantly, though, the PhD was not always considered to be either the pinnacle or supreme benchmark of higher education. In the Oxbridge tradition of teaching universities, for example, the PhD long had a marginal function and a somewhat dubious status. The increasing prominence of the PhD was closely associated with the rise of the German and American model of the research university since the late 19th century. Even so, it should also be noted that European higher degree systems traditionally differentiated between two types of terminal qualifications: the ‘research doctorate’ as distinct from the (professional) Habilitation in Germany, the doctorandus (drs) as distinct from the doctor (dr) in the Netherlands, the different categories of (research) doctorates in France etc. On closer examination it also transpires that in the US, too, the research PhD or doctoral program is by no means the only trajectory to a terminal higher education qualification. The -
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. -
Ade4: Analysis of Ecological Data: Exploratory and Euclidean Methods
Package ‘ade4’ September 16, 2021 Version 1.7-18 Title Analysis of Ecological Data: Exploratory and Euclidean Methods in Environmental Sciences Author Stéphane Dray <[email protected]>, Anne-Béatrice Du- four <[email protected]>, and Jean Thioulouse <[email protected]>, with con- tributions from Thibaut Jombart, Sandrine Pavoine, Jean R. Lobry, Sébastien Ollier, Daniel Bor- card, Pierre Legendre, Stéphanie Bougeard and Aurélie Siberchicot. Based on ear- lier work by Daniel Chessel. Maintainer Aurélie Siberchicot <[email protected]> Depends R (>= 2.10) Imports graphics, grDevices, methods, stats, utils, MASS, pixmap, sp Suggests ade4TkGUI, adegraphics, adephylo, ape, CircStats, deldir, lattice, spdep, splancs, waveslim, progress, foreach, parallel, doParallel, iterators Description Tools for multivariate data analysis. Several methods are provided for the analy- sis (i.e., ordination) of one-table (e.g., principal component analysis, correspondence analy- sis), two-table (e.g., coinertia analysis, redundancy analysis), three-table (e.g., RLQ analy- sis) and K-table (e.g., STATIS, multiple coinertia analysis). The philosophy of the package is de- scribed in Dray and Dufour (2007) <doi:10.18637/jss.v022.i04>. License GPL (>= 2) URL http://pbil.univ-lyon1.fr/ADE-4/ BugReports https://github.com/sdray/ade4/issues Encoding UTF-8 NeedsCompilation yes Repository CRAN Date/Publication 2021-09-16 11:30:02 UTC R topics documented: ade4-package . .8 1 2 R topics documented: abouheif.eg . .8 acacia . .9 add.scatter . 10 aminoacyl . 13 amova............................................ 14 apis108 . 15 apqe............................................. 16 aravo............................................. 17 ardeche . 18 area.plot . 19 arrival............................................ 21 as.taxo . 22 atlas . -
September 2, 2016 C U R R I C U L U M V I T a E
September 2, 2016 C U R R I C U L U M V I T A E JOZEF (JOS) V.M. WELIE, M.Med.S, M.A., J.D., Ph.D, F.A.C.D. Professor Center for Health Policy and Ethics School of Medicine (primary appointment) & Graduate School (Secondary appointment) Curriculum Vitae – Jos V.M. Welie p. 1 .BIOGRAPHICAL INFORMATION Name: Jozef (Jos) V.M. Welie, M.A., M.Med.S., J.D., Ph.D, F.A.C.D. Rank: Professor Department: Center for Health Policy and Ethics School of Medicine Secondary Appointment: Graduate School Address: Center for Health Policy and Ethics Creighton University 2500 California Plaza Omaha, NE 68178 Tel: (402) 280-2034 / 2017 Fax: (402) 280-5735 Email: [email protected] HIGHER EDUCATION 1. Medical Science University of Limburg (presently named: University of Maastricht), The Netherlands 1983–1988. International Medical Internships: * Internal Medicine, August 1–31, 1986; University Hospital of Siena, Italy * Psychiatry, June 29 –July 24, 1987; Academic Psychiatric Hospital of Helsinki, Finland * Psychiatry/Sexology, Spring 1998, 50 credit hours supervised training; Certificate: May 5, 1988, Loyola University Stritch School of Medicine, Sexual Dysfunction Clinic, Maywood, Illinois 2. Philosophy (concentration in philosophy of medicine) Catholic University of Nijmegen (presently named: Radboud University Nijmegen), The Netherlands 1984–1990 3. Law (concentration in health law) University of Limburg (presently named: University of Maastricht), The Netherlands 1986–1990 SPECIALTY TRAINING IN HEALTH CARE ETHICS Loyola University of Chicago Fulbright Research Fellowship, January –June 1988 Graduate School, Medical Ethics Program & Stritch School of Medicine, Medical Humanities Program Curriculum Vitae – Jos V.M. -
"Introduction to Inferring Evolutionary Relationships". In: Current
Introduction to Inferring Evolutionary UNIT 6.1 Relationships Much of bioinformatics is essentially comparative biology. Inferences based on compari- sons between entities such as motifs, sequences, genomes, and molecular structures are made. Given that living organisms and their constituent components have an evolutionary history, phylogeny properly lies at the heart of comparative biology (Harvey and Pagel, 1991). Increasingly, researchers in bioinformatics are realizing that phylogeny-based comparisons can yield important insights that can be missed using other techniques (Eisen, 1998; Rehmsmeier and Vingron, 2001). For example, a knowledge of phylogeny is vital in determining whether a set of sequences are orthologous or paralogous (Page and Charleston, 1997; Yuan et al., 1998; Storm and Sonnhammer, 2001; Zmasek and Eddy, 2001), which in turn has implications for predicting the function of a novel sequence (Eisen, 1998). Indeed, it is increasingly common for protein family databases to include gene phylogenies in addition to alignments. Examples include HOVERGEN (http://pbil.univ-lyon1.fr/databases/hovergen.html; Duret et al., 1994), SYSTERS (http://systers.molgen.mpg.de; Krause et al., 2000), and COPSE (http://copse.molgen. mpg.de). Phylogenetic analysis at the level of whole genomes poses new analytical challenges (Kim and Salisbury, 2001; Korbel et al., 2002; Wang et al., 2002), but promises new insights into genomic evolution. In some cases, the role of phylogeny might not be either obvious or explicit, so that many people may well have built phylogenetic trees without necessarily realizing it. The popular multiple sequence alignment program Clustal (UNIT 2.3) builds a phylogeny (the “guide tree”) every time it aligns sequences. -
Experiences of Environmental Professionals in Practice
The current issue and full text archive of this journal is available at www.emeraldinsight.com/1467-6370.htm Environmental Experiences of environmental professionals professionals in practice Margien Bootsma and Walter Vermeulen Copernicus Institute of Sustainable Development, 163 Utrecht University, Utrecht, The Netherlands Received 6 October 2009 Revised 4 August 2010 Abstract Accepted 15 November 2010 Purpose – The purpose of this paper is to explore the labor market position of environmental science graduates and the core competencies of these environmental professionals related to their working practice. Design/methodology/approach – The authors carried out two surveys amongst alumni of the integrated environmental science program of Utrecht University and their employers. The surveys addressed alumni’s working experiences and employers’ assessment of the core competencies of environmental science graduates. Findings – The surveys indicated that environmental science graduates have a fairly strong position on the labor market. They are employed in a diverse range of functions and working sectors, including consultancy agencies, research institutions, governmental organizations and NGOs. Graduates as well as employers consider a number of generic academic skills (e.g. intellectual qualities, communication skills) as well as discipline specific professional knowledge and practical skills as important competencies for the working practice of environmental scientists. Practical implications – These insights can be used for the improvement of environmental science curricula in order to increase the employability of their graduates. Originality/value – This paper presents data on the labor market position of graduates of “integrated” environmental science programs and provides insights into the core competencies of these graduates. Keywords The Netherlands, Graduates, Competences, Labour market, Sciences Paper type Case study 1. -
Graduate Faculty
1 Graduate Faculty The OSU Graduate Faculty are listed in two sections: Members and Members Emeriti. Degrees held and degree granting institutions are listed for each member. Department of Zoology. 2010. Dates following indicate the year that the faculty member was initially appointed to Ammerman, Loren K.—BS (Texas A&M Univ), PhD (The Univ of Texas at Austin); a position at Oklahoma State University. Professor of Economics. 1979. Amos, Orley M.—BA (Wichita State Univ), MS (Iowa State Univ), PhD (ibid); Members Horticulture and Landscape Architecture. 1986. Anderson, Jeffrey—BA (Rutgers Univ), PhD (Univ of Florida); Professor of Associate Professor of Plant and Soil Sciences. 1990. Abdel Salam, Abdel Salam Gomaa—BS (Cairo Univ, Egypt), MS (Virginia Polytechnic Anderson, Michael P.—BS (Brigham Young Univ), MS (Univ of Minnesota), PhD (ibid); Institute and State Univ), PhD (ibid); Visiting Assistant Professor of Statistics. 2010. 2008.Abdolvand, Reza—BS (Sharif Univ of Technology, Iran), MS (ibid), PhD (Georgia Anderson, Todd Alan—BS (Peru State College), MS (Univ of Tennessee), PhD (Iowa Institute of Technology); Assistant Professor of Electrical and Computer Engineering. State Univ); Adjunct Professor of Zoology. 2007. of Horticulture and Landscape Architecture. 1997. Anella, Louis—BA (Vassar College), MS (Cornell Univ), PhD (ibid); Associate Professor Abernathy, John Lewis—BS (Birmingham-Southern College), MS (Univ of Alabama), PhD (ibid); Assistant Professor of Accounting. 2010. Psychology. 1993. Leadership.Angle, Julie Marie—BS 2010. (Oklahoma State Univ), MEd (Northwestern Oklahoma State Abramson, Charles—BA (Boston Univ), MA (ibid), PhD (ibid); Regents Professor of Univ), PhD (Oklahoma State Univ); Assitant Professor of Teaching and Curriculum Assistant Professor of Electrical and Computer Engineering. -
Doctorate 1 Doctorate
Doctorate 1 Doctorate A doctorate is an academic degree or professional degree that, in most countries, qualifies the holder to teach at the university level in the specific field of his or her degree, or to work in a specific profession. The research doctorate, or the Doctor of Philosophy (Ph.D.) and its equivalent titles, represents the highest academic qualification. While the structure of U.S. doctoral programs is more formal and complex than in some other systems, the research doctorate is not awarded for the preliminary advanced study that leads to doctoral candidacy, but rather for successfully completing and defending the independent research presented in the form of the doctoral dissertation (thesis). Several first-professional degrees use the term “doctor” in their title, such as the Juris Doctor and the US version of the Doctor of Medicine, but these degrees do not universally contain an independent research component or always require a dissertation (thesis) and should not be confused with PhD degrees or other research doctorates.[1] In fact many universities offer Ph.D followed by a professional doctorate degree or joint Ph.D. with the professional degree (most often Ph.D. work comes sequential to the professional degree): eg. Ph.D. in law after J.D. or equivalent [2][3][4][5] in physical therapy after DPT,[6][7] in pharmacy after DPharm.[8][9] Often such professional degrees are refereed as entry level doctorate program [10][11][12] and Ph.D as postprofessional doctorate. In some countries, the highest degree in a given field is called a terminal degree, although this is by no means universal (the term is not in general use in the UK, for example), practice varies from country to country. -
Romanesco Documentation Release 0.1.0
Romanesco Documentation Release 0.1.0 Kitware, Inc. January 27, 2016 Contents 1 What is Romanesco? 1 1.1 Installation................................................1 1.2 Configuration...............................................1 1.3 Types and formats............................................2 1.4 API documentation............................................5 1.5 Developer documentation........................................ 11 1.6 Plugins.................................................. 13 2 Indices and tables 17 Python Module Index 19 i ii CHAPTER 1 What is Romanesco? Romanesco is a python application for generic task execution. It can be run within a celery worker to provide a distributed batch job execution platform. The application can run tasks in a variety of languages and environments, including python, R, spark, and docker, all via a single python or celery broker interface. Tasks can be chained together into workflows, and these workflows can actually span multiple languages and environments seamlessly. Data flowing between tasks can be automatically converted into a format understandable in the target environment. For example, a python object from a python task can be automatically converted into an R object for an R task at the next stage of a pipeline. Romanesco defines a specification that prescribes a loose coupling between a task and its runtime inputs and outputs. That specification is described in the API documentation section. This specification is language-independent and instances of the spec are best represented by a hierarchical data format such as JSON or YAML, or an equivalent serializable type such as a dict in python. Romanesco is designed to be easily extended to new languages and environments, or to support new data types and formats, or modes of data transfer. -
Regulations Relating to Obtaining the Academic Degree of Doctor at Hasselt University/Transnational University Limburg
REGULATIONS RELATING TO OBTAINING THE ACADEMIC DEGREE OF DOCTOR AT HASSELT UNIVERSITY/TRANSNATIONAL UNIVERSITY LIMBURG Approved by the Board of Hasselt University on 12 December 2006 and revised by the Board of Hasselt University on 11 December 2007, 12 November 2008, 16 June 2009, 11 December 2012 and 13 October 2015. To be used for doctorates with an approved doctoral file after 01.11.2015 2. I. Provisions of Ministerial Decrees The following summary contains relevant provisions of the Flemish Higher Education Code (Codex Hoger Onderwijs/CHO). AIM OF PREPARATION OF A DOCTORAL THESIS Article II.58 §7 CHO Preparation of a doctoral thesis has the aim of training a researcher to make an independent contribution to the development and growth of scientific knowledge; the thesis must demonstrate the ability to create new scientific knowledge in a particular field or across fields, including the arts, on the basis of independent scientific research and the thesis must be able to lead to scientific publications. AUTHORITY TO AWARD A DOCTORATE Article II.73 §3 CHO Universities may grant the degree of doctor in or including those areas of study or parts thereof in which they have the authority by virtue of articles II.78 to II.82 CHO to offer courses leading to the degree of master. Universities that can offer only bachelor degree courses in particular areas of study or parts thereof may award the degree of doctor in or including those areas of study or parts thereof on the condition that the public defence of the thesis as provided for in article II.251 CHO takes place before an inter- university jury constituted in consultation with a university that is able by virtue of sections II.78 to II.82 CHO to offer master’s courses in the field of study concerned or part thereof. -
New Degrees in the Netherlands Evaluation of the Bachelor–Master Structure and Accreditation in Dutch Higher Education
New Degrees in the Netherlands Evaluation of the Bachelor–Master Structure and Accreditation in Dutch Higher Education FINAL REPORT Don F. Westerheijden Leon Cremonini Renze Kolster Andrea Kottmann Leonie Redder Maarja Soo Hans Vossensteyn Egbert de Weert Center for Higher Education Policy Studies (CHEPS) Universiteit Twente Postbus 217 7500 AE Enschede tel. 053 – 4893809 / 4893263 fax. 053 – 4340392 e-mail [email protected] CHEPS, August 2008 Kenmerk: C8DW150 EBAMAC report v25 | 2008-08-18 Contents Preface vii 0 Executive summary 1 0.1 The study 1 0.2 The reforms in general 1 0.3 Degree reform in the universities 2 0.4 Degree reform in the hbo sector 3 0.5 Transitions from bachelor to master study programmes 3 0.6 Degrees and labour market 5 0.7 Internationalisation and mobility 5 0.8 Life-long learning and qualification frameworks 5 0.9 Accreditation 5 1 Introduction 7 1.1 Background and aims of the study 7 1.2 Research questions and report structure 9 1.2.1 Bachelor and master degrees, original evaluation questions 9 1.2.2 Bachelor and master degrees, emerging issues 11 1.2.3 Accreditation 11 1.2.4 International comparison of the reforms in Dutch higher education 12 1.3 Methodological remarks 14 2 Introduction and impact of bachelor and master degrees 16 2.1 The transition towards the bachelor master system in Dutch higher education 16 2.1.1 The proportion of programmes translated into the bachelor–master structure 16 2.1.2 Information to students about the consequences of the bachelor–master structure transition 18 2.2 -
Tutorial: Environment for Tree Exploration Release 3.0.0B7
Tutorial: Environment for Tree Exploration Release 3.0.0b7 Jaime Huerta-Cepas November 25, 2015 Contents 1 Changelog history3 1.1 What’s new in ETE 2.3...................................3 1.2 What’s new in ETE 2.2...................................5 1.3 What’s new in ETE 2.1...................................9 2 The ETE tutorial 13 2.1 Working With Tree Data Structures............................ 13 2.2 The Programmable Tree Drawing Engine......................... 43 2.3 Phylogenetic Trees..................................... 64 2.4 Clustering Trees...................................... 80 2.5 Phylogenetic XML standards............................... 85 2.6 Interactive web tree visualization............................. 93 2.7 Testing Evolutionary Hypothesis.............................. 95 2.8 Dealing with the NCBI Taxonomy database........................ 105 2.9 SCRIPTS: orthoXML................................... 108 3 ETE’s Reference Guide 115 3.1 Master Tree class...................................... 115 3.2 Treeview module...................................... 127 3.3 PhyloTree class....................................... 138 3.4 Clustering module..................................... 141 3.5 Nexml module....................................... 142 3.6 Phyloxml Module..................................... 158 3.7 Seqgroup class....................................... 161 3.8 WebTreeApplication object................................ 161 3.9 EvolTree class....................................... 162 3.10 NCBITaxa class.....................................