Descrizione Accordi Di Doppia Laurea Per Paese
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Double Degree Programme Ucu – School of Law
DOUBLE DEGREE PROGRAMME UCU – SCHOOL OF LAW Regulations Contents Introduction Regulations Contact details Annex A – course planner Annex B – overview of required courses Annex C – Frequently Asked Questions (FAQ) Introduction In the Netherlands it is necessary to obtain a degree in Dutch law to qualify for the so-called “toga professions” – practicing lawyer, public prosecutor and judge. These law degrees have, what is called, “civiel effect” and consists of a legally recognized Bachelor and Master in law. University College Utrecht and the Utrecht University School of Law offer UCU students the possibility to do a double degree program (DDLL: Law and Liberal Arts & Sciences Double Degree). Students, who according to UCU regulations have met all requirements for a UCU Bachelor’s degree and all requirements set by the UU school of Law for the LLB, are awarded two fully accredited Bachelor’s degrees, a Bachelor’s Degree of Arts or Sciences, and a LLB (Bachelordiploma Rechtsgeleerdheid). It allows these students to enter a master program to obtain the required “civiel effect”. By doing both simultaneously students optimize time as well as avoid paying the high institutional tuition fee for a second bachelor’s degree program. The DDLL is a fairly unique opportunity for UCU students interested in pursuing a career in legal practice in the Netherlands and thus obtaining both degrees in four years. The four-year program encompasses 240 ECTS in course credits, of which at least 140 in law. Students spend the first two years taking required and elective courses at UCU, in which they focus on law, choosing courses from the law track. -
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. -
USC Campus Careers Courses
International Student Guide 2015 Study Campus Careers USC Courses usc.edu.au/international Welcome to the University of the Sunshine Coast. At USC, we believe the best outcomes are achieved when students have access to both the academic services they require and the support services that build skills, confidence and commitment. Our students learn from the most highly awarded teaching and support staff in the nation, and benefit from flexible entry pathways, industry relevant degrees and excellent study facilities. Every year our graduates rate their experiences and the support they receive at USC very highly, and our alumni are making their mark both locally and globally. If you need any more information about USC, or your study options, please contact us. We look forward to meeting you. Professor Greg Hill Vice-Chancellor and President Connect: g usc.edu.au/international ? usc.edu.au/askusc m +61 7 5430 2843 M [email protected] f facebook.com/USCinternational y youtube.com/unisunshinecoast Published by University of the Sunshine Coast April 2014. Information contained in this publication was correct at the time of publishing; however, the University reserves the right to alter any course, procedure or fee. Prospective students should check for any amendments before submitting an application. For the most up-to- date information, visit www.usc.edu.au/international | All prices are in Australian dollars. | University of the Sunshine Coast is registered on the Commonwealth Register of Institutions and Courses for Overseas Students. -
Annual Report Academic Programme Quality 2019 / 2020
Annual Report Academic Programme Quality 2019 / 2020 Contents 1 Executive summary .......................................................................................................................... 3 2 The Covid-19 effect .......................................................................................................................... 5 3 Accreditations .................................................................................................................................. 7 3.1 NOKUT ..................................................................................................................................... 7 3.2 EQUIS ....................................................................................................................................... 7 3.3 EOCCS Re-accreditation ........................................................................................................... 7 4 Improvement projects in 2019/2020 ............................................................................................... 8 4.1 Revised Programme Quality System ....................................................................................... 8 4.2 Future Bachelor Model ............................................................................................................ 8 4.3 Digital exams - Wiseflow ......................................................................................................... 9 5 Quality assessment of programme portfolio ................................................................................ -
Owen Graduate School of Management
Owen Graduate School of Management Vanderbilt University 2017/2018 Archived 2017/2018 of Management Owen Graduate School Containing general information and courses of study for the 2017/2018 session corrected to 2 July 2017 Nashville School 2017/2018 The university reserves the right, through its established procedures, to modify the requirements for admission and graduation and to change other rules, regulations, and provisions, including those stated in this bulletin and other publications, and to refuse admission to any student, or to require the with- drawal of a student if it is determined to be in the interest of the student or the university. All students, full time or part time, who are enrolled in Vanderbilt courses are subject to the same policies. Policies concerning noncurricular matters and concerning withdrawalGraduate for medical or emotional reasons can be found in the Student Handbook, which is on the Vanderbilt website at vanderbilt.edu/student_handbook.Archived Management NONDISCRIMINATION STATEMENT In compliance with federal law, including the provisions of Titleof VII of the Civil Rights Act of 1964, Title IX of the Education Amendment of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973,Owen the Americans with Disabilities Act (ADA) of 1990, the ADA Amendments Act of 2008, Executive Order 11246, the Vietnam Era Veterans Readjustment Assistance Act of 1974 as amended by the Jobs for Veterans Act, and the Uniformed Services Employ- ment and Reemployment Rights Act, as amended, and the Genetic Information Nondiscrimination Act of 2008, Vanderbilt University does not discriminate against individuals on the basis of their race, sex, sexual orientation, gender identity, religion, color, national or ethnic origin, age, disability, military service, covered veteran status, or genetic information in its administration of educational policies, programs, or activities; admissions policies; scholarship and loan programs; athletic or other university-administered programs; or employment. -
The Impact of the Bologna Declaration on Engineering Education in Europe
The Impact of the Bologna Declaration on Engineering Education in Europe - the Result of a Survey Among SEFI National Representatives and Other Members (As of June 15, 2004) 1. Has the system of Engineering Education in your country changed as a consequence of the Declaration or are such reforms being planned? In particular, has it been decided to introduce a two-cycle system (a "Bachelor/Master system") in Engineering? Austria The University Act 2002 opened the possibility to introduce Bachelor/Master for existing programmes. New curricula have to introduce Ba/Ma. Belgium Yes Dutchspeaking Belgium Yes, the Ministry of Education has introduced a new law in March 2004. Frenchspeaking Czech republic Yes, by decision of the Ministry of Education. Only a few exceptions are tolerated. Denmark Yes the Ministry of Education is changing the system – though with a lot of problems and double solutions between the old and the new system In the past we had a 3½-4½ year program and a 5 year program. Now we do have a 3½-4½ year program (diplomingeniør = professionsbachelor ) and a 3 +2 program (bachelor and master (civilingeniør)) Estonia Yes. Though, in Civil Engineering and Architecture, there are integrated 5-year programmes; the graduates get either Master degree or a Diploma that is officially recognised as a Master level document. Finland Reforms are under way. From autumn 2005 there will be in all university and "Fachhochschule" systems a two-tier system. Of course some areas have exceptions like medical faculty. France Formally, no. As a consequence of the Declaration a higher education reform (decrees published in April 2002) has changed the French University scheme of studies with the introduction of the “LMD” structure (Licence-Master-Doctorat, corresponding to 3-5-8 years of study). -
2019 Activity Report
ACTIVITY REPORT 2O19 INNOVATING FOR ENERGY OUR CONTENTSMISSION A CONTEXT CLIMATE CHANGE AND THE ENERGY TRANSITION MEETING THE DIVERSIFYING IFPEN, THE ESSENTIALS GROWING DEMAND ENERGY 01 Profile FOR MOBILITY SOURCES 02 Interview with Didier Houssin, Chairman and CEO of IFPEN 04 Corporate governance CHALLENGES 06 IFPEN 2019 news in brief 10 Social and financial data IMPROVING INCREASING THE AVAILABILITY ENERGY DEVELOPING THE INNOVATIONS AND USE OF FOSSIL OF TODAY AND TOMORROW EFFICIENCY RESOURCES 12 Sustainable mobility 16 New energies 20 Responsible oil and gas THREE PRIORITY AREAS 24 Outward-looking fundamental research serving innovation 28 ENCOURAGING RESEARCH AND SUPPORTING INNOVATION AND INNOVATION 32 TRAINING THE KEY PLAYERS IN THE ENERGY TRANSITION TRAINING VALUE CREATION IFPEN, THE ESSENTIALS I PROFILE I 01 IFP Energies nouvelles is a major research and training player in the fields of energy, transport and the environment. From research to industry, technological innovation is central to all its activities, structured around MISSION three strategic priorities: sustainable mobility, new energies and responsible oil and gas. A CONTEXT AS PART OF THE PUBLIC-INTEREST MISSION CLIMATE CHANGE AND THE ENERGY TRANSITION WITH WHICH IT HAS BEEN TASKED BY THE PUBLIC AUTHORITIES, IFPEN FOCUSES ON: > providing solutions to take up the challenges facing society in terms of energy and the climate, THE CREATION OF WEALTH AND JOBS promoting the transition towards sustainable IFPEN’s economic model is based on the transfer to industry of the technologies developed by its researchers. mobility and the emergence of a more diversified This technology transfer to industry generates jobs and energy mix; business, fostering the economic development of fields and approaches related to the mobility, energy and > creating wealth and jobs by supporting French eco-industry sectors. -
Recognition Qualifications
RECOGNITION QUALIFICATIONS Guide for foreigners MCTES – Ministry of Science, Technology and Higher Education DGES – Directorate General for Higher Education 1 2 Index I. General Information about Portugal 5 II. Portuguese Education System 8 1. Pre-School Education 9 2. Basic Education 9 3. Secondary Education 10 4. Admission to Higher Education 12 5. Higher Education 14 6. Post-Secondary Education 19 III. Academic recognition 20 IV. Professional recognition 28 V. Useful contacts and information 30 1. Useful contacts 31 2. General information 33 VI. Annexes 36 1. Legislation 37 2. List of degrees/degrees acknowledged by 40 Decree-law 341/2007 of October 12th 3. List of higher education institutions in Portugal 50 3 Introductory remarks This guide, produced by NARIC (National Recognition Information Centre), is the result of the implementation of Measure 46 of the Immigrants Integration Plan which was approved by the Minister Council Resolution nº 63-A/2007 of May 3rd, and is under the responsibility of the Ministry of Science, Technology and Higher Education (MCTES). We aim to present, in a clear and objective manner, information that enables all of those potentially interested in understand the Portuguese higher education system, in particular, with regards to the recognition of foreign qualifications, thus contributing to the integration of foreign students and graduates who seek Portugal as their host country. We chose to organize this guide by chapters in order to ease the access to its contents by a larger audience. There was an effort to include in the annex a synthesis of the most recent legal framework regarding the higher education system, the most relevant legal diplomas on recognition of foreign higher qualifications as well as a list of higher education institutions that have been recognized by MCTES. -
Implantations Des Établissements D'enseignement Supérieur Français Dans Le Monde
IMPLANTATIONS DES ÉTABLISSEMENTS D'ENSEIGNEMENT SUPÉRIEUR FRANÇAIS DANS LE MONDE NATURE DE L’IMPLANTATION DISCIPLINES Établissement multi-sites Établissement délocalisé (hors campus multi-sites) Art / Architecture Droit / Économie Sciences et technologies Établissement créé conjointement avec un établissement français Culture (Cuisine, Hôtellerie, Mode, Tourisme) Management Sciences Humaines et Sociales Établissement créé suite à un accord bilatéral : Établissement français partenaire AMÉRIQUE DU NORD EUROPE - CEI Madrid Roumanie Oufa ASIE Asia-Europe Business School + Institut sino-européen ICARE + ParisTech Allemagne ESCP Europe Bucarest IFP School Chine EM Lyon Canada Saint Petersbourg Institut Franco Chinois NEOMA Confucius Institute for Le Cordon bleu Collège juridique franco-roumain Canton Québec Berlin Collège universitaire français d’Ingénierie et de Management Business Université Paris Dauphine + Université Panthéon Sorbonne Efrei@Canton Institut Vatel ESCP Europe + Ponts Paristech Zhuhai Université Toulouse Jean Jaures Suisse Sino-French Institute for Ottawa Nuremberg Royaume-Uni INSEEC Institut franco-chinois de l'éner Institut Vatel Genève Engineering Education and Le Cordon bleu ICN Business School Londres Sino-French Program in Chemi- gie nucléaire + INP Grenoble + Finlande EDHEC INSEEC/CREA Genève Research + Polytech Nantes États-Unis Arménie cal Sciences and Engineering INSTN + Mines Nantes + Chimie Helsinki ESCP Europe Turquie Chengdu + Fédération Gay Lussac Montpellier + Chimie Paris Blaksburg Erevan ESC La Rochelle -
Research in France > What Will Your Project
RESEARCH IN FRANCE >WHAT WILL YOUR PROJECT BE? CONTENTS > RESEARCH IN FRANCE Physics, chemistry, and energy CEA, atomic and alternative energy HOW RESEARCH IS ORGANIZED IN FRANCE 6 commission 30 THE UNIVERSITIES 12 IFPEN, IFP new energy 32 THE MAJOR PUBLIC RESEARCH ORGANIZATIONS 16 IRSN, institute on radiation protection and nuclear safety 33 CNRS, national center for scientific research 18 Technology Earth and space sciences IFSTTAR, French institute for the science and technology of transportation, BRGM, bureau of geological and land use, and urban networks 34 mining research 20 INRIA, national institute for research in CNES, national center for space research 21 computer science and automation 35 ONERA, national aerospace Economics, social sciences, and education research office 22 IFÉ, French institute of education Marine sciences 36 INED, national institute of demographic research 37 IFREMER, French research institute for exploitation of the sea 23 RESEARCH FOUNDATIONS 38 Agricultural, ecological, and environmental CEPH, center for research on human polymorphism 40 sciences Curie Institute 41 CIRAD, center for international Pasteur Institute 42 cooperation on agricultural research for development 24 NATIONAL AGENCIES 44 INRA, national agronomic research ADEME, agency for the environment and institute 25 energy management 45 IRD, development research ANDRA, national agency for the management institute 26 of radioactive waste 46 IRSTEA, national institute of scientific INCA, national cancer institute 47 and technical research in environment -
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 ............................................................................................................. -
Curriculum Vitae
Curriculum vitae Cezary Sielużycki Biomedical Signal Processing Group Department of Biomedical Engineering Faculty of Fundamental Problems of Technology Wrocław University of Science and Technology http://ibp.pwr.edu.pl/cs 20 February 2021 Employment 10/2019–currently Associate professor, Department of Biomedical Engineer- ing, Faculty of Fundamental Problems of Technology, Wrocław University of Sci- ence and Technology. 06/2016–09/2019 Assistant professor, Department of Biomedical Engineer- ing, Faculty of Fundamental Problems of Technology, Wrocław University of Sci- ence and Technology. 08/2015–05/2016 Assistant professor, Department of Computational Intelli- gence, Faculty of Computer Science and Management, Wrocław University of Science and Technology. 01/2014–06/2015 Managerial research engineer, ICM Brain and Spine Insti- tute, Pierre and Marie Curie University (Paris VI, Sorbonne), Paris, France. 07/2004–12/2013 Research fellow, Special Laboratory for Non-invasive Brain Imaging, Leibniz Institute for Neurobiology, Magdeburg, Germany. A Marie Curie scholarship within the 5th Framework Programme from 07/2004 to 06/2006. 10/2004–12/2006 Assistant professor, Institute of Biomedical Engineering and Instrumentation, Faculty of Fundamental Problems of Technology, Wrocław Uni- versity of Technology. Curriculum vitae 2 10/2003–09/2004 Research assistant, Institute of Biomedical Engineering and Instrumentation, Faculty of Fundamental Problems of Technology, Wrocław Uni- versity of Technology. 10/1999–09/2003 Doctoral studies in the field of physics and applied mathe- matics, Faculty of Fundamental Problems of Technology, Wrocław University of Technology. A Socrates–Erasmus scholarship at the MEG Center, VU University Medical Center, Vrije Universiteit Amsterdam, The Netherlands, from 10/2000 to 06/2001. Qualifications D.Sc.