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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. -
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. -
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. -
Top MBA Programmes Top EMBA Programmes Top Masters in Management Programmes Top Open Enrolment Programmes
Top 10 business schools per programme and in selected categories in 2016 Top MBA programmes Top EMBA programmes Top masters in management programmes Top open enrolment programmes Rank Business School Rank Business School Rank Business School Rank Business School 1 Insead 1 Insead 1 University of St Gallen 1 IMD 2 London Business School 2 HEC Paris 2 HEC Paris 2 Iese Business School 3 University of Cambridge: Judge 3 London Business School 3 Essec Business School 3 Esade Business School 4 IE Business School 4 University of Oxford: Saïd 4 ESCP Europe 4 HEC Paris 5 IMD 5 IE Business School 5 RSM, Erasmus University 5 University of Oxford: Saïd 6 HEC Paris 6 Iese Business School 6 London Business School 6 Insead 7 Iese Business School 7 ESCP Europe 7 IE Business School 7 London Business School 8 Esade Business School 8 University of Cambridge: Judge 8 WU (Vienna University) 8 ESMT Berlin 9 SDA Bocconi 9 Kedge Business School 9 Esade Business School 9 Essec Business School 10 University of Oxford: Saïd 10 Warwick Business School 10 WHU Beisheim 10 Henley Business School Top MBA salaries Top EMBA salaries Top masters in management salaries Top customised programmes Rank Business School Rank Business School Rank Business School Rank Business School 1 Insead 1 HEC Paris 1 University of St Gallen 1 Iese Business School 2 IE Business School 2 Insead 2 WHU Beisheim 2 HEC Paris 3 IMD 3 IMD 3 HEC Paris 3 IMD 4 University of Cambridge: Judge 4 Iese Business School 4 HHL Leipzig GSM 4 London Business School 5 London Business School 5 University of Oxford: -
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. -
Master in Finance Career Report 2017 1
MASTER IN FINANCE CAREER REPORT 2017 1. FACTS AND TRENDS 8 2017 2017 IE Business School’s Master in Finance students secured positions in the With regards to regions, the Master in Finance graduates are based mostly leading financial services and consulting firms on a global level, as reflected in Europe (91%), with the rest being distributed between Asia (4%) and in this 2017 Career Report. North America (5%). This is the result of our students being well-equipped with the necessary These recent graduates joined the community of more than 60,000 IE skills and know-how to successfully carry out finance roles with maximum alumni who are based in more than 167 countries, both in public and effectiveness, efficiency and professionalism, as well as the ability to apply private sectors and all types of industries, with the aim of creating value finance functions to create corporate and social value. for their communities. The Master in Finance’s unique program characteristics, such as a design These outstanding placement figures were also achieved as we are closely that limits time away from the workplace while providing a well-rounded aligned to professional practice, given that more than 90% of our world- approach to the financial world, and a focus on niche areas such as FinTech, class faculty are practitioners working in top finance positions. Islamic Finance or Microfinance, have resulted in more than 91% of our students securing employment within 3 months of graduation. Out of this Click to discover the Master in Finance percentage, a substantial number of students accepted jobs in Financial Services (80%), Consulting (18%) and other industries (2%). -
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 -
Business School Rankings and Business Relevance, an Overlooked Dimension
EDHEC BUSINESS SCHOOL ECONOMICS RESEARCH CENTRE EVALUATION OF PUBLIC POLICY AND REFORM OF THE STATE 393 promenade des Anglais 06202 Nice Cedex 3 Tel.: +33 (0)4 93 18 32 53 Fax: +33 (0)4 93 18 78 40 E-mail : [email protected] Business school rankings and business relevance, an overlooked dimension July 2011 Stéphane Gregoir Director of the EDHEC Economics Research Centre, EDHEC Business School Research Director, EDHEC Business School Summary Newspapers, academic or political key element in a student’s choice. Research institutions regularly promote their own activity is necessary for professors to stay assessment of the relative performances at the edge of their fields and improve their of a particular subgroup of higher teaching, but students are more users and education institutions conveyed through interested in practical implementations of a one-dimensional ranking. This generates new concepts or methodologies. Attending much comment from students, politicians courses delivered by researchers in which and Directors of the ranked institutions. new relevant concepts, new relevant These rankings differ in the surveyed methodologies or simply the current populations, their methodology and their questions in the fields are introduced objectives which are not always thoroughly is a career accelerator for the student. presented. In the nineties, they were Aware of the current debates in their marketing operations to sell special issues fields, graduates can select appropriately of newspapers or simple lists compiled new opportunities. Moreover, on the one by academics to help parents and future hand, such a teaching allows for a swift students make their choice, they now have dissemination of new practices which is gained a political importance as a key piece socially beneficial and on the other hand, of information used by funding agencies, taking into account this dimension in regional and national politicians in their rankings would introduce some forward- designing of new policies as well as heads looking dimension. -
2018 Global Mba Rankings
2018 GLOBAL MBA RANKINGS Weighting of Data Points (full-time and part-time MBA) he benefits attached to an MBA are well documented: career Quality of Faculty: 34.95 % progression, networking International Diversity: 9.71% opportunities, personal Class Size: 9.71% Tdevelopment, salary... and the list goes on. However, in an increasingly Accreditation: 8.74% Faculty congested market, selecting the right to Student Ratio: 7.76% business school can be difficult, which Price: 5.83% is far from ideal given the time and investment involved. International Exposure: 4.85% Using a ranking system entirely Work Experience: 4.85% *EMBA Weighting: geared and weighted to fact-based Work experience and Professional 4.85% criteria, CEO Magazine aims to cut Development: international diversity are adjusted accordingly. through the noise and provide potential Gender Parity: 4.85% **Online MBA Weighting: students with a performance benchmark Delivery methods: 3.8% Delivery mode and class for those schools under review. 0 % 5 % 10 % 15 % 20 % 25 % 30 % 35 % size are removed. NORTH AMERICAN MBA RANKINGS TIER ONE American University: Kogod Saint Mary's College of California Appalachian State University Seattle University: Albers Auburn University: Harbert Suffolk University Bentley University: McCallum Temple University: Fox Boston University: Questrom Texas A&M University- College Station: Mays Bryant University Texas Christian University: Neeley California State University- Chico University of Akron California State University- Long Beach University of Alberta -
Entrepreneurship
ENTREPRENEURSHIP IE University Professor: LUCIA EGEA RONDA E-mail: [email protected] Academic year: 20-21 Degree course: SECOND Semester: 1º Category: COMPULSORY Number of credits: 6.0 Language: English PREREQUISITES SUBJECT DESCRIPTION This course IS NOT about writing a business plan. This course is about understanding the process and complexities of creating an entrepreneurial business. In the current economic environment, several challenges lie ahead: firms need to find ways to become more entrepreneurial in order to adapt to fast-changing conditions, managers creating new ventures have to cope with increasing amounts of information and fast-changing customer preferences, while social demands adapt to new technologies. To address these challenges, there is a substantial amount of knowledge and concepts that need to be known before venturing into start-up projects or developing new ideas in existing firms. This course will integrate knowlege from the previous Business Management course to sharpen and further develop the student's ability to "think entrepreneurially". OBJECTIVES AND SKILLS This course is intended to provide a general introduction of the most relevant aspects of entrepreneurship and innovation. The objective is to gain a deeper understanding of the challenges of creating a new business and generating innovations. The course is designed for students to engage in the debates about the most important aspects of the entrepreneurial activity in today’s complex business world. Through this process, students will be exposed to the tools, concepts and practices of the entrepreneurial world. As such, the course is designed to give the students a feel for the entrepreneurial environment. -
IE Business School's
PROFESSIONAL DEVELOPMENT SUPPORT IE’s Career Management Center’s commitment is twofold: • To boost the professional visibility of students and alumni • To give recruiters access to IE professionals that best fit their requirements To achieve these objectives, the Career Management Center serves as a guide for students when IE BUSINESS SCHOOL QUICK FACTS defining a Strategic Career Plan: IE Business School’s WHY AN MBA AT IE BUSINESS SCHOOL? ANALYSIS OF DEFINITION OF USE OF TOOLS AND 50,000 ALUMNI 40% of our students receive STRENGTHS AND PERSONAL NICHE IN PROACTIVE NETWORKING Recognized as one of the world’s top business schools by international rankings, IE Business holding positions of responsibility in FINANCIAL AID MOTIVATIONS GLOBAL LABOR MARKETS WITH TARGET COMPANIES School offers a number of renowned MBA programs in full-time and part-time formats. A pioneer more than 100 COUNTRIES in Distance Education, IE makes it possible to combine personal and professional commitments More than 10 DUAL DEGREES with a top-ranked MBA, as students can choose programs that combine face-to-face periods Annual careers fair with over offered +6000 JOB OPPORTUNITIES managed yearly. with interactive online sessions. 120 RECRUITING companies, firms, start-ups and non-for-profits 15% of our students create their +3500 job offers from INTERNATIONAL COMPANIES. Students of our MBA programs share classrooms and experiences with all members of the IE OWN BUSINESS community, which is made up of top individuals from different academic, professional, cultural and personal backgrounds, creating therefore a network of professionals who work in different 100 NATIONALITIES INTERNATIONAL RECRUITMENT rate of 50%.