Paradores De Turismo
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Program Print Na A4.Indd
THE LISBON ASTRONOMICAL UNKNOWN HERITAGE, THE HELSINKI UNIVERSITY OBSERVATORY — FROM ROYALTY A HISTORY TO FIND MUSEUM HELPS CREATE AN TO UNIVERSITY MUSEUM M. GARCÍA LIRIO EXHIBITION Thursday Friday 10:30 COFFEE BREAK H. SOARES Department. Art History, PIA VUORIKOSKI CIUHCT/FCT-NOVA, Universidade Nova University of Granada, Spain Helsinki University Museum, Finland 20 June 2019 21 June 2019 de Lisboa, Portugal 11:00 VISITING COLLECTIONS “THE WORLD AS NETWORK”: MUSEUM OF MEDICINAL PLANTS 15:45 COFFEE BREAK THEME 2 / 5 MIN PRESENTATIONS 9:00 WORKING GROUPS VISIT OF THE CHARLES AND PHARMACY UNIVERSITE LIBRE CHAIR: ESTHER BOELES, UNIVERSITY PART 1 UNIVERSITY COLLECTIONS 13:00 LUNCH DE BRUXELLES OF AMSTERDAM, THE NETHERLANDS IN PRAGUE N. NYST 16:15 POSTER SESSION 17:15 INSTITUTIONAL TEMPLATES: Address: Faculty of Science, Free University of Brussels, Belgium Viničná 7, Prague ↓ (THEME 2): ↓ A JOURNEY TOWARDS 10:30 COFFEE BREAK 14:00 VISITING COLLECTIONS NEW LIFE OF THE UNIVERSITY 17:15 CHAIR: SÉBASTIEN SOUBIRAN, JARDIN 18:00 NORTHERN MODELS ↓ MUSEUMS WITH THE STORIES OF DES SCIENCES, UNIVERSITY OF LIVIU-OVIDIU POP, SANDA IGNAT, 8:30 REGISTRATION 16:00 THEIR PROFESSORS STRASBOURG, FRANCE COSMINA TIMOCE-MOCANU 11:00 WORKING GROUPS PART 2 ↓ (left-luggage available E. CORRADINI The Folklore Archives of the Romanian 9:00 in Hrdlička museum of Man) UNIVERSITY MUSEUMS & COLLECTIONS University of Modena and Reggio Emilia, Italy Academy Institute, Romania REINTERPRETING THE UNIVERSITY AS NETWORKS FOR UNDERSTANDING THE WORLD: COLLECTIONS OF THE UNIVERSITY 1920s STUDENTS PROJECTS 12:00 WORKING GROUPS REPORT LIST OF COLLECTIONS: SHAPING NARRATIVES OF KNOWLEDGE OF SEVILLE THROUGH NEW MEDIA: OF VHUTEMAS COLLECTION IN WELCOME SPEECH BY PETR HORÁK, SOCIAL MEDIA AND WEBS CROWDSOURCING AND TO PLENARY 9:00 FOR THE PAST, PRESENT, FUTURE. -
Conference Companion
eaie.org/seville CONFERENCE COMPANION WELCOME TO EAIE SEVILLE 2017 With its beautiful, multicultural influences and colourful tiled walls, Seville makes for a fitting metaphor of the work done by international educators. As a field, international higher edu- cation is the craft of bringing different perspectives together. In exposing our universities, our faculty, our students and our efforts to the world, we nurture critical thinking and fruitful collaboration. With the fitting theme of ‘a mosaic of cultures’, welcome to the 29th Annual EAIE Conference & Exhibition in Seville! The EAIE wishes you a productive and inspiring week ahead. #EAIE2017 CONTENTS 06 Schedule at a glance Plan your day 09 New to the EAIE Conference? Make the most of your experience 10 Transportation & venue services This is a special issue of EAIE Forum. Conference essentials Copyright © 2017 by the EAIE. ISSN 1389-0808 12 Campus Experiences A close up of Spanish higher education European Association for International Education (EAIE) PO Box 11189, 1001 GD, Amsterdam, the 14 Workshops Netherlands Develop your expertise TEL +31-20-344 51 00 E-MAIL [email protected], www.eaie.org Expert Communities CHAMBER OF COMMERCE 40536784 16 Meet and mingle with your community PRINTED BY Drukkerij Raddraaier, Amsterdam. 18 Sessions All EAIE publications are printed on Timely topics chlorine-free paper. PHOTOGRAPHY 38 Poster sessions Daniel Vegel Best practices in the field WITH THANKS TO THE CONFERENCE 42 Plenary sessions PROGRAMME COMMITTEE: Get inspired Michelle Stewart (Chair), -
Language and Culture Courses Masters
LANGUAGE AND CULTURE COURSES UNIVERSIDAD DE SALAMANCA (Salamanca) UNIVERSIDAD DE SALAMANCA (Salamanca) UNIVERIDAD DE ALCALÁ (Madrid) Varieties of Spanish as a Heritage Language (Level Master’s degree in Spanish Language and Culture A world to discover in Spanish language. A world for B2) (C1) reviving in Spanish language (C1) Dates: July 1-21, 2020 Dates: Part I: June 29 – July 31, 2020 Dates: July 6-24, 2020 [email protected] Part II: Summer 2021 [email protected] Price:1,750€ [email protected] Price: 1,700€ Price: 2,479€ per year UNIVERSIDAD DE SANTIAGO DE COMPOSTELA UNIVERSIDAD DE ALICANTE (ALICANTE) (Santiago de Compostela) ELIGIBLE PARTICIPANTS Teaching Spanish for social justice and critical Language and Culture Course. The Way of Saint citizenship (B2) James (B2) - K-12 teachers of Spanish and Community Dates: July 6-24, 2020 Dates: July 6-24, 2020 College teachers. [email protected] [email protected] - Teachers of other subjects. Price: 1,700€ Price: 1,700€ - School Administrators and other professionals. UNIVERSIDAD DE VIGO (Vigo) UNIVERSIDAD DE CASTILLA LA MANCHA LENGTH Teaching and learning Spanish language and culture (Toledo) (B1+) Spanish Language and Culture - COURSES: 60 hours during three weeks. Dates: July 6-24, 2020 Dates: June 22-July 10, 2020 - MASTERS: 500 hours split into two summer [email protected] [email protected] period. Price: 2,150€ Price: 1,700€ GRADUATE CREDITS UNIVERSIDAD DE DEUSTO-BILBAO (Bilbao) Experience Spanish Language and Culture: New MASTERS Three credits every 60 training hour, recognized Resources for the classroom (B1+) at some U.S. Universities. Dates: July 6-24, 2020 Three-year teaching experience [email protected] ADDITIONAL INFORMATION Price: 1,700€ UNIVERSIDAD DE ALCALÁ (Alcalá de Henares, Madrid) Registration: from November 25, 2019 to March UNIVERSIDAD DE GRANADA (Granada) University Master’s degree in teaching of Spanish 27, 2020. -
Top-1000-2021.Pdf
1-илова Халқаро тан олинган QS - Quacquarelli Symonds World University Rankings (расмий веб сайти: www.topuniversities.com) ташкилоти томонидан эълон қилинган олий таълим муассасалари рейтингида биринчи 1000 талик рўйхатига киритилган ҳамда таълим тўғрисидаги ҳужжатлари тўғридан-тўғри (синовларсиз) тан олинадиган олий таълим муассасаларининг 2021 йил учун рўйхати РЕЙТИНГДАГИ ЎРНИ (QS - Quacquarelli т/р Олий таълим муассасаси номи Мамлакат номи Symonds World University Rankings ) 1 Massachusetts Institute of Technology (MIT) United States 1 2 Stanford University United States 2 3 Harvard University United States 3 4 California Institute of Technology (Caltech) United States 4 5 University of Oxford United Kingdom 5 6 ETH Zurich - Swiss Federal Institute of Technology Switzerland 6 7 University of Cambridge United Kingdom 7 8 Imperial College London United Kingdom 8 9 University of Chicago United States 9 10 UCL United Kingdom 10 11 National University of Singapore (NUS) Singapore 11 12 Princeton University United States 12 13 Nanyang Technological University, Singapore (NTU) Singapore 13 14 EPFL Switzerland 14 15 Tsinghua University China (Mainland) 15 16 University of Pennsylvania United States 16 17 Yale University United States 17 18 Cornell University United States 18 19 Columbia University United States 19 20 The University of Edinburgh United Kingdom 20 21 University of Michigan-Ann Arbor United States 21 22 The University of Hong Kong Hong Kong SAR 22 23 Peking University China (Mainland) 23 24 The University of Tokyo Japan 24 25 -
Internationalization of Higher Education in Project's Partner Members: Internal Survey
WP2 - Comprehensive research of the level of internationalisation of HE&R&I in countries participating in the project – PARTNERS Internationalization of Higher Education in Project’s Partner Report Members: Internal Survey Research conducted within HARMONY project, KA2 Erasmus + Programme – Capacity Building 1 WP2 - Comprehensive research of the level of internationalisation of HE&R&I in countries participating in the project – PARTNERS Introduction The main objective of the project HARMONY is the development of approaches to harmonization of comprehensive internationalization strategies in higher education, research and innovation at EU and Partner Countries (Armenia, Belarus and Russian Federation) that will be translated into recommendations for the PC Ministries participating in the project. The main project activities include development of a Framework of a comprehensive internationalization strategy in higher education, research and innovation that will be harmonized with the European Higher Education Area, its adaptation to Partner Countries’ Universities in accordance with the national interests of the countries involved (Armenia, Belarus and Russian Federation), piloting, analysis of the piloting results and development of the recommendations for harmonization of internationalization strategy including the case studies. The Project specific objectives will be achieved through the implementation of 7 main Work packages: 1) Methodology development; 2) Survey and document analysis; 3) Development of a Framework for a Comprehensive internationalization strategy; 4) Tool kits for harmonization of internationalization strategy in EU and Partner Countries; 5) Quality Control Plan; 6) Dissemination & Exploitation; 7) Project management. WP1 targeted to development of a common methodology of a survey of the level of internationalisation of HE&R&I and in-depth analysis. -
Notes on Contributors
Notes on contributors Abril-Hernández, Ana is an independent Scholar, PhD Cum Laude in Comparative Literature from Universidad Complutense de Madrid (UCM), Master’s Degree in Literary Studies (UCM), Master’s Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching (UCM), and Master’s Degree in Literary and Cultural Studies in Great Britain and Anglophone Countries: Literature, Culture, Communication and Translation (Universidad Autónoma de Madrid). Ana’s research follows a semiotic approach to literature and intermedial adaptations of it on different formats. Her publications in different books and journals revolve around the same fields with a special interest in comparative approaches to world literatures. Ahmetspahić, Adisa works as a teaching assistant at the Faculty of Philosophy Zenica, Bosnia and Herzegovina. She teaches Anglophone literature and history courses. She holds a BA degree in English Language and Literature and is currently a graduate student at the Faculty of Philosophy in Sarajevo. She is a member of American Studies Association in Bosnia and Herzegovina. Her research interests encompass identity problems and manifestation of minority groups in the modern era. Carrere, Anaïs since 2016 September a Ph. D student and assistant junior professor at the University Bordeaux-Montaigne at the English Department of the English Studies, member of the CLIMAS laboratory. Her doctoral dissertation focuses on “What language and gender studies might reveal about the conversational style of committed women in the public sphere: a historical and empirical perspective” under the supervision of Jean- Rémi LAPAIRE, a certified professor at the University of Bordeaux Montaigne in English linguistics, cognitive linguistics and gesture studies. -
Analysis of Training Offers on Active Methodologies for University Teachers in Spain. European Journal of Educational Research, 9(2), 1223-1234
Research Article doi: 10.12973/eu-jer.9.3.1223 European Journal of Educational Research Volume 9, Issue 3, 1223 - 1234. ISSN: 2165-8714 http://www.eu-jer.com/ Analysis of Training Offers on Active Methodologies for University Teachers in Spain Lina Higueras-Rodriguez Maria del Mar Garcia-Vita Marta Medina-Garcia* University of Almeria, SPAIN University of Almeria, SPAIN University of Almeria, SPAIN Received: April 12, 2020 ▪ Revised: June 28, 2020 ▪ Accepted: July 10, 2020 Abstract: The current offer of training courses for university teachers is due, among other needs, to the implementation of an educational model based on student learning, promoting the use of active methodologies for their motivation and academic performance. An exploratory-descriptive and ideographic study is presented where the main technique is the analysis of content. To this end, 15 Spanish universities with the greatest prestige were analyzed according to the parameters of the Academic Ranking of World Universities (ARWU) in relation to the topics related to active methodologies and the profile of university teachers. The results show the different teacher training courses that have been carried out during the 2019/2020 academic year. We find that there are more universities that present more training of this type than others, and who this type of training is aimed at: new teachers and teachers with professional experience. The conclusions are related to the importance of the courses for the professional development of university teachers, since they should not be anchored in the same methodology, but should be open to new challenges and always taking into account the students, enhancing their motivation and academic performance. -
Ejsp.2521 Publication Date 2019 Document Version Final Published Version Published in European Journal of Social Psychology
UvA-DARE (Digital Academic Repository) Powerless people don't yell but tell: The effects of social power on direct and indirect expression of anger Petkanopoulou, K.; Rodriguez-Bailón, R.; Willis, G.B.; van Kleef, G.A. DOI 10.1002/ejsp.2521 Publication date 2019 Document Version Final published version Published in European Journal of Social Psychology Link to publication Citation for published version (APA): Petkanopoulou, K., Rodriguez-Bailón, R., Willis, G. B., & van Kleef, G. A. (2019). Powerless people don't yell but tell: The effects of social power on direct and indirect expression of anger. European Journal of Social Psychology, 49(3), 533-547. https://doi.org/10.1002/ejsp.2521 General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl) Download date:02 Oct 2021 EJSP RESEARCH ARTICLE Powerless people don’t yell but tell: The effects of social power on direct and indirect expression of anger Katerina Petkanopoulou*,† , Rosa Rodrıguez-Bailon*, Guillermo B. -
OIP Management Principles As Part of Its Academic
OIP Management Principles As part of its academic mission, Brown University offers undergraduate students the opportunity to study abroad through a wide variety of academic programs, some offered directly by the university and others sponsored by institutions that Brown approves for academic credit. Well over 500 Brown students study outside of the United States each year and are transformed by their experiences in the most positive and profound ways. Some students choose courses abroad that complement and lend depth to their areas of concentration at Brown, while others use their study abroad experiences to explore topics outside of their concentration. Brown, exclusively or in collaboration with other highly selective US universities, has developed a number of programs reflecting Brown’s academic standards and curriculum, focus on direct integration into the host country and, where language allows, the academic setting, and targeted programs and support for Brown students. Each program has a fully staffed physical presence (a center of study) in the host country, and/or is led by a Brown resident director and, in most cases, an on-site Brown faculty director, who together oversee all academic and administrative aspects of the program. Where applicable, a consortium board of advisors meets regularly to oversee the academic delivery of the program. On some programs, non-Brown students may be admitted provided there is space available. Brown-sponsored programs and Consortium for Advanced Studies Abroad programs administered by Brown currently -
College Codes (Outside the United States)
COLLEGE CODES (OUTSIDE THE UNITED STATES) ACT CODE COLLEGE NAME COUNTRY 7143 ARGENTINA UNIV OF MANAGEMENT ARGENTINA 7139 NATIONAL UNIVERSITY OF ENTRE RIOS ARGENTINA 6694 NATIONAL UNIVERSITY OF TUCUMAN ARGENTINA 7205 TECHNICAL INST OF BUENOS AIRES ARGENTINA 6673 UNIVERSIDAD DE BELGRANO ARGENTINA 6000 BALLARAT COLLEGE OF ADVANCED EDUCATION AUSTRALIA 7271 BOND UNIVERSITY AUSTRALIA 7122 CENTRAL QUEENSLAND UNIVERSITY AUSTRALIA 7334 CHARLES STURT UNIVERSITY AUSTRALIA 6610 CURTIN UNIVERSITY EXCHANGE PROG AUSTRALIA 6600 CURTIN UNIVERSITY OF TECHNOLOGY AUSTRALIA 7038 DEAKIN UNIVERSITY AUSTRALIA 6863 EDITH COWAN UNIVERSITY AUSTRALIA 7090 GRIFFITH UNIVERSITY AUSTRALIA 6901 LA TROBE UNIVERSITY AUSTRALIA 6001 MACQUARIE UNIVERSITY AUSTRALIA 6497 MELBOURNE COLLEGE OF ADV EDUCATION AUSTRALIA 6832 MONASH UNIVERSITY AUSTRALIA 7281 PERTH INST OF BUSINESS & TECH AUSTRALIA 6002 QUEENSLAND INSTITUTE OF TECH AUSTRALIA 6341 ROYAL MELBOURNE INST TECH EXCHANGE PROG AUSTRALIA 6537 ROYAL MELBOURNE INSTITUTE OF TECHNOLOGY AUSTRALIA 6671 SWINBURNE INSTITUTE OF TECH AUSTRALIA 7296 THE UNIVERSITY OF MELBOURNE AUSTRALIA 7317 UNIV OF MELBOURNE EXCHANGE PROGRAM AUSTRALIA 7287 UNIV OF NEW SO WALES EXCHG PROG AUSTRALIA 6737 UNIV OF QUEENSLAND EXCHANGE PROGRAM AUSTRALIA 6756 UNIV OF SYDNEY EXCHANGE PROGRAM AUSTRALIA 7289 UNIV OF WESTERN AUSTRALIA EXCHG PRO AUSTRALIA 7332 UNIVERSITY OF ADELAIDE AUSTRALIA 7142 UNIVERSITY OF CANBERRA AUSTRALIA 7027 UNIVERSITY OF NEW SOUTH WALES AUSTRALIA 7276 UNIVERSITY OF NEWCASTLE AUSTRALIA 6331 UNIVERSITY OF QUEENSLAND AUSTRALIA 7265 UNIVERSITY -
Forging Imperial Cities: Seville and Formation of Civic Order in the Early Modern Hispanic World
Forging Imperial Cities: Seville and Formation of Civic Order in the Early Modern Hispanic World By ©2014 Stephanie Stillo Submitted to the graduate degree program in History and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Doctor of Philosophy ________________ Luis Corteguera Chair ________________ Marta Vicente ________________ Elizabeth Kuznesof ________________ Robert Schwaller ________________ Patricia Manning Date Defended: 12/11/2013 The Dissertation Committee for Stephanie Stillo certifies that this is the approved version of the following dissertation: Forging Imperial Cities: Seville and Formation of Civic Order in the Early Modern Hispanic World _______________________ Chairperson Luis Corteguera Date Approved: 12/11/2013 ii Abstract In 1503 the Spanish monarchy awarded the city of Seville a monopoly on Spanish-American trade. Serving as the gateway to Spain’s lucrative Atlantic Empire for over two centuries, the city fashioned itself as an imperial capital, and natural successor to ancient Rome. Despite never serving as the official capital to the Spanish Habsburgs, civic authorities in Seville nonetheless expressed their city’s wealth and nobility through an excess of laudatory histories, artwork, architectural renovations, and regional patron saints. This dissertation first contextualizes Seville’s prominence by exploring how Phillip II’s refusal to establish a permanent capital in Madrid until 1561 promoted competition between many cities in Castile, all of which saw themselves as potential contenders for the future imperial court. As Spain moved into Atlantic territories, this competition helped fashion the urban organizational strategy for colonial settlement in the New World. As Seville was the most important city in Spain during the early modern period, the city greatly influenced the conceptualization and development of Spanish-American cities between the late sixteenth to the early eighteenth centuries. -
The Granada Venegas Family, 1431-1643: Nobility, Renaissance and Morisco Identity
The Granada Venegas Family, 1431-1643: Nobility, Renaissance and Morisco Identity By Elizabeth Ashcroft Terry A dissertation submitted in partial satisfaction Of the requirements for the degree of Doctor of Philosophy in History in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Thomas Dandelet, Chair Professor Jonathan Sheehan Professor Ignacio E. Navarrete Summer 2015 The Granada Venegas Family, 1431-1643: Nobility, Renaissance, and Morisco Identity © 2015 by Elizabeth Ashcroft Terry All Rights Reserved The Granada Venegas Family, 1431-1643: Nobility, Renaissance and Morisco Identity By Elizabeth Ashcroft Terry Doctor of Philosophy in History University of California-Berkeley Thomas Dandelet, Chair Abstract In the Spanish city of Granada, beginning with its conquest by Ferdinand and Isabella in 1492, Christian aesthetics, briefly Gothic, and then classical were imposed on the landscape. There, the revival of classical Roman culture took place against the backdrop of Islamic civilization. The Renaissance was brought to the city by its conquerors along with Christianity and Castilian law. When Granada fell, many Muslim leaders fled to North Africa. Other elite families stayed, collaborated with the new rulers and began to promote this new classical culture. The Granada Venegas were one of the families that stayed, and participated in the Renaissance in Granada by sponsoring a group of writers and poets, and they served the crown in various military capacities. They were royal, having descended from a Sultan who had ruled Granada in 1431. Cidi Yahya Al Nayar, the heir to this family, converted to Christianity prior to the conquest. Thus he was one of the Morisco elites most respected by the conquerors.