Recent Changes for "Linda Katehi/Talk/document translated" - Davis Wikihttp://daviswiki.org/Linda_Katehi/Talk/document_translatedRecent Changes of the page "Linda Katehi/Talk/document translated" on Davis Wiki.en-us Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-27 10:11:06ScottMeehleib <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 18: </td> <td> Line 18: </td> </tr> <tr> <td> </td> <td> <span>+ *I think [http://www.wsws.org/articles/2011/nov2011/gree-n24.shtml this article] provides interesting balance to Katehi's justifications for why she claims she supported abolishing the asylum law. I think nearly everything she says has been BS. For example, if we now reconsider the context of the "40% remark" in her collaborative paper, it seems as though Katehi thought the imbalance was due to students having too much power. She seems to fear student political movements. Not to say that she doesn't have any good reasons, but she's not being at all up-front with us about it. -SM</span> </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-26 18:34:46jefftolentinoAcknowleging CP input and an Enterprise article. <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 20: </td> <td> Line 20: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + So it appears that the google translation is in accurate, and the version quoted in the Crooked Timber article is more correct. Katehi acknowledges changes to the asylum law (re-allowing police onto campuses) both in the the town hall meeting CP cited, and this Davis Enterprise [http://www.davisenterprise.com/local-news/crime-fire-courts/katehi-defends-role-in-police-return-to-greek-campuses/ article]. She was still one of a group of authors and defends reasonably in both at the town hall meeting and in the enterprise article. However if we're still interested in integrating this into the main page, the google translation is not the best choice. --JT</span> </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-24 19:35:53CovertProfessorquery <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 18: </td> <td> Line 18: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + Have you guys listened to Katehi's [http://www.ustream.tv/recorded/18690207#utm_campaign=synclickback&amp;source=http://chancellor.ucdavis.edu/initiatives/campus_protests/&amp;medium=18690207 comments about this document]? The questions that lead to her answer start around 17 minutes. --["Users/CovertProfessor"]</span> </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-24 17:46:54jefftolentinoSome new data <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 17: </td> <td> Line 17: </td> </tr> <tr> <td> </td> <td> <span>+ * [http://crookedtimber.org/2011/11/22/athens-polytechnic-comes-to-uc-davis/ This article] quotes the part of the document that is apparently the militarization basis. The article cites both the original and a translated version and the passage in the translated version is not the same as the one below. I putI the original Greek copy into google translator and got the same version as provided below. Still doesn't clear it up but narrows the search a bit. --JT<br> + </span> </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 15:48:25WilliamLewis(quick edit) <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 212: </td> <td> Line 212: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 213: </td> <td> Line 214: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 15:48:07WilliamLewis(quick edit) <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 240: </td> <td> Line 240: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 15:47:53WilliamLewis(quick edit) <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 230: </td> <td> Line 230: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 15:46:31WilliamLewis(quick edit) <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 35: </td> <td> Line 35: </td> </tr> <tr> <td> <span>-</span> In September 2010, the Greek government announced the establishment of an International Advisory Committee <span>1 </span>to evaluate the organization of Greek universities. <span>Commission</span> mission is to provide general recommendations and advice on reform of the Greek university system so that it will achieve its mission to educate and help improve the quality of life and to bring this mission to that of European universities. </td> <td> <span>+</span> In September 2010, the Greek government announced the establishment of an International Advisory Committee to evaluate the organization of Greek universities. <span>The commission's</span> mission is to provide general recommendations and advice on reform of the Greek university system so that it will achieve its mission to educate and help improve the quality of life and to bring this mission to that of European universities. </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 15:43:28WilliamLewismore little fixes. <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 29: </td> <td> Line 29: </td> </tr> <tr> <td> <span>- The International Advisory Committee composed of nine members, is listed in Appendix A. Due to difficulties in planning due to the incompatibility of the program committee members, only five members of the President Katehi, President Sexton, President Naylor, Professor Hernes and President Ritzen, unable to go on site in Greece on December 17, 2010. This report was prepared by the five members of this committee, based on notes from the discussions were in private and with representatives of material which was provided in advance and additional documents that were accessible before the meeting. All nine members of the committee had access to this report and to add their own written comments.</span> </td> <td> <span>+ The International Advisory Committee composed of nine members, is listed in Appendix A. Because of scheduling conflicts, only five members of the committee, President Katehi, President Sexton, President Naylor, Professor Hernes, and President Ritzen, were able to meet in Greece on December 17, 2010. This report was prepared by the five members of this committee who were able to meet at that time. It is based on documents that were made available before the meeting and notes from individual discussions with people who provided them. All nine members of the committee had access to this report and were able to add their own written comments.</span> </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 15:24:33WilliamLewis <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 23: </td> <td> Line 23: </td> </tr> <tr> <td> <span>-</span> Higher education in Greece revolves around the public university, which gave specific direction to the country's development since the establishment of the Greek state and around the public technical institute, which had an important role in the development of the Greek economy after the Second World War<span>&nbsp;II</span>. Despite the important role of the Greek university in the early years of post-industrial revolution, higher education in Greece during the<span>&nbsp;decades of</span> 80 and 90 took a direction not align<span>ing properly</span> with the social and economic changes in Europe and elsewhere in the world. Since Greece joined the European Union, these differences became more pronounced and have created serious barriers to economic development and stabilization of social and political structures of the country. </td> <td> <span>+</span> Higher education in Greece revolves around the public university, which gave specific direction to the country's development since the establishment of the Greek state and around the public technical institute, which had an important role in the development of the Greek economy after the Second World War. Despite the important role of the Greek university in the early years of post-industrial revolution, higher education in Greece during the 80<span>s</span> and 90<span>s</span> took a direction not align<span>ed</span> with the social and economic changes in Europe and elsewhere in the world. Since Greece joined the European Union, these differences became more pronounced and have created serious barriers to economic development and stabilization of social and political structures of the country. </td> </tr> <tr> <td> Line 27: </td> <td> Line 27: </td> </tr> <tr> <td> <span>- The stakes are high not only for the government and the academic community but also for the entire country - cultural, social and economic level. Therefore, everyone must respond to this challenge. The package of the Ministry of Education may establish a new identity for the Greek higher education, and this report will comment on these proposals in terms of independent observations and general recommendations.</span> </td> <td> <span>+ The stakes are high, not only for the government and the academic community, but also for the entire country - cultural, social and economic level. Therefore, everyone must respond to this challenge. The proposals from Ministry of Education establish a new identity for the Greek higher education, and this report will comment on these proposals, offering independent observations and general recommendations.</span> </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 15:07:57jefftolentinoerrors again. <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 16: </td> <td> Line 16: </td> </tr> <tr> <td> <span>-</span> * I took the grammatical stuff as translational errors. I wish I read Greek! I'd like to verify<span>&nbsp;the</span> in better detail! I also found a few vague parts, but assumed that the document was intended for high level policy direction rather than specific rulings. If this were the case, the generalizations seemed ok to me. Again, wish I knew Greek! Its too bad the exiled article is not specific about how the document altered the "asylum law". That would help clear things up more. --JT </td> <td> <span>+</span> * I took the grammatical stuff as translational errors. I wish I read Greek! I'd like to verify in better detail! I also found a few vague parts, but assumed that the document was intended for high level policy direction rather than specific rulings. If this were the case, the generalizations seemed ok to me. Again, wish I knew Greek! Its too bad the exiled article is not specific about how the document altered the "asylum law". That would help clear things up more. --JT </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 14:49:22jefftolentinomy input on SM's points <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 15: </td> <td> Line 15: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + * I took the grammatical stuff as translational errors. I wish I read Greek! I'd like to verify the in better detail! I also found a few vague parts, but assumed that the document was intended for high level policy direction rather than specific rulings. If this were the case, the generalizations seemed ok to me. Again, wish I knew Greek! Its too bad the exiled article is not specific about how the document altered the "asylum law". That would help clear things up more. --JT</span> </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 14:16:02ScottMeehleib <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 8: </td> <td> Line 8: </td> </tr> <tr> <td> <span>- </span> * Maybe it's partially the bad translation and lack of understanding of the full context, but the document mainly just seems annoyingly vague. The following stuck as weird, but I don't know what exactly the authors are implying. Are they saying student political power is a good thing or bad thing? </td> <td> <span>+</span> * Maybe it's partially the bad translation and lack of understanding of the full context, but the document mainly just seems annoyingly vague. The following st<span>r</span>uck <span>me </span>as weird, but I don't know what exactly the authors are implying. Are they saying student political power is a good thing or bad thing? </td> </tr> <tr> <td> Line 14: </td> <td> Line 14: </td> </tr> <tr> <td> <span>- The politicization of the universities - particularly the politicization of students - represents a logical addition to participation in the political process. This contributes to the rapid deterioration of higher education.</span> </td> <td> <span>+ The politicization of the universities - particularly the politicization of students - represents a logical addition to participation in the political process. This contributes to the rapid deterioration of higher education."</span> </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 14:14:32ScottMeehleibWhat do this stuff mean? <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 8: </td> <td> Line 8: </td> </tr> <tr> <td> <span>- </span> </td> <td> <span>+ * Maybe it's partially the bad translation and lack of understanding of the full context, but the document mainly just seems annoyingly vague. The following stuck as weird, but I don't know what exactly the authors are implying. Are they saying student political power is a good thing or bad thing?<br> + <br> + "A series of political decisions led to policy administration within the university created an imbalance of power and control over academic matters and decisions. For example, students have 40% of the votes in the choice of university administrations. This imbalance has resulted in management decision making by political motives, which are not beneficial to the academic process.<br> + ...<br> + The campus is safe. While the Constitution allows the university leadership to protect the campus from information seeking political instability, the deans have been reticent to exercise their rights and fulfill their responsibilities and make the decisions needed to ensure the safety of teachers and general staff and students. As a result, the university administration and faculty have shown good editors facilities entrusted to them by society.<br> + ...<br> + The politicization of the universities - particularly the politicization of students - represents a logical addition to participation in the political process. This contributes to the rapid deterioration of higher education.</span> </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 14:00:24jefftolentinofixing a couple of my errors. <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 7: </td> <td> Line 7: </td> </tr> <tr> <td> <span>-</span> * Just went back and read the original exiled write-up, and I don't see anything<span>&nbsp;this</span> specific in the Katehi et al report that discusses the "asylum law." Maybe there is some other mechanism that I'm missing, but the exiled article doesn't provide much in terms of the details. Does anybody have more info on the asylum law that the exiled article is citing? -- JT </td> <td> <span>+</span> * Just went back and read the original exiled write-up, and I don't see anything specific in the Katehi et al report that discusses the "asylum law." Maybe there is some other mechanism that I'm missing, but the exiled article doesn't provide much in terms of the details. Does anybody have more info on the <span>"</span>asylum law<span>"</span> that the exiled article is citing? -- JT </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 13:58:13jefftolentinofurther comments after reading the exiled piece <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 7: </td> <td> Line 7: </td> </tr> <tr> <td> </td> <td> <span>+ * Just went back and read the original exiled write-up, and I don't see anything this specific in the Katehi et al report that discusses the "asylum law." Maybe there is some other mechanism that I'm missing, but the exiled article doesn't provide much in terms of the details. Does anybody have more info on the asylum law that the exiled article is citing? -- JT</span> </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 13:41:46jefftolentinodidn't find much. <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 5: </td> <td> Line 5: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + * I did a once through and don't really see much regarding militarization. The discussion under "Strenthening Academic Administration: The Academic Senate" did seem to suggest some changes to the way the university system was managed, but it wasn't really any militaristic recommendation, more like the president should oversee the vice president should oversee the dean, etc. Other parts of the doc seemed fairly progressive (recognizing that students only have a 40% vote share in the administration (findings), promotion of ethics and trust (recommendation f)). Dunno, I could be missing something too. I'd be interested to see what others are finding. --["users/jefftolentino"]<br> + </span> </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 13:02:30WilliamLewis(quick edit) <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 113: </td> <td> Line 113: </td> </tr> <tr> <td> <span>-</span> Become a driving force for economic development for surrounding towns and communities </td> <td> <span>+ *</span> Become a driving force for economic development for surrounding towns and communities </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 13:01:44WilliamLewis(quick edit) <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 43: </td> <td> Line 43: </td> </tr> <tr> <td> <span>-</span> b. Universities can become a driving force behind the economy if they produce a sufficient number of trained <span>apofoiton3</span>. Without them, countries or states can not develop an innovative local ecosystem and support a thriving economy. </td> <td> <span>+</span> b. Universities can become a driving force behind the economy if they produce a sufficient number of trained <span>graduates</span>. Without them, countries or states can not develop an innovative local ecosystem and support a thriving economy. </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 12:57:47WilliamLewis <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 29: </td> <td> Line 29: </td> </tr> <tr> <td> <span>- </span> Committee members who participated in this visit prepared this report reflects the impressions and observations and offer recommendations which the Greek government may take into account in its efforts to redefine and reshape higher education in Greece. </td> <td> <span>+</span> Committee members who participated in this visit prepared this report reflects the impressions and observations and offer recommendations which the Greek government may take into account in its efforts to redefine and reshape higher education in Greece. </td> </tr> <tr> <td> Line 40: </td> <td> Line 40: </td> </tr> <tr> <td> <span>-</span> sufficient resources<br> <span>-</span> autonomy and accountability<br> <span>-</span> responsible and enlightened university leadership </td> <td> <span>+</span> <span>&nbsp;*</span> sufficient resources<br> <span>+</span> <span>&nbsp;*</span> autonomy and accountability<br> <span>+</span> <span>&nbsp;*</span> responsible and enlightened university leadership </td> </tr> <tr> <td> Line 166: </td> <td> Line 166: </td> </tr> <tr> <td> <span>-</span> Patrick Aebischer </td> <td> <span>+</span> <span><br> + ==</span>Patrick Aebischer<span>==</span> </td> </tr> <tr> <td> Line 169: </td> <td> Line 170: </td> </tr> <tr> <td> <span>- The</span> Patrick Aebischer was trained as a physician (MD, 1980) and neurologist (1983) at the University of Geneva and Fribourg in Switzerland. From 1984 to 1992, he worked at Brown University in Providence (Rhode Island, USA) as Assistant and Associate Professor in the Science of Medicine. In 1991 he became president of the Division of Artificial Organs, Bio-Materials and Molecular Engineering, Department of Biology and Medicine at Brown. In autumn 1992 he returned to Switzerland as Professor and Director of Surgery and Research Department and Centre for Gene Therapy at the University Hospital Centre Vaudois in Lausanne. In 1999, Patrick Aebischer was elected President of the Swiss Federal Institute of Technology (EPFL) in Lausanne by the Swiss Federal Council. He took office as president in March 2000 and from January 2004 is a board member of the Swiss Federal Institute of Technology (ETH). This research activity focuses on developing approaches based on cellular and gene transfer to treat neuro-degenerative diseases. The Patrick Aebischer is member of numerous professional associations, both in Europe and America. It is a partner of the American Institute of Electrical and Biological Engineering and the Swiss Academy of Medicine. He is also founder of two biotechnology companies: Of CytoTherapeutics (now called Stem Cell Inc) and Modex Therapeutics (now called IsoTis).<br> <span>-</span> <br> <span>- </span>Gavin Brown </td> <td> <span>+</span> Patrick Aebischer was trained as a physician (MD, 1980) and neurologist (1983) at the University of Geneva and Fribourg in Switzerland. From 1984 to 1992, he worked at Brown University in Providence (Rhode Island, USA) as Assistant and Associate Professor in the Science of Medicine. In 1991 he became president of the Division of Artificial Organs, Bio-Materials and Molecular Engineering, Department of Biology and Medicine at Brown. In autumn 1992 he returned to Switzerland as Professor and Director of Surgery and Research Department and Centre for Gene Therapy at the University Hospital Centre Vaudois in Lausanne. In 1999, Patrick Aebischer was elected President of the Swiss Federal Institute of Technology (EPFL) in Lausanne by the Swiss Federal Council. He took office as president in March 2000 and from January 2004 is a board member of the Swiss Federal Institute of Technology (ETH). This research activity focuses on developing approaches based on cellular and gene transfer to treat neuro-degenerative diseases. The Patrick Aebischer is member of numerous professional associations, both in Europe and America. It is a partner of the American Institute of Electrical and Biological Engineering and the Swiss Academy of Medicine. He is also founder of two biotechnology companies: Of CytoTherapeutics (now called Stem Cell Inc) and Modex Therapeutics (now called IsoTis).<br> <span>+</span> <br> <span>+ ==</span>Gavin Brown<span>==</span> </td> </tr> <tr> <td> Line 174: </td> <td> Line 175: </td> </tr> <tr> <td> <span>- The</span> Brown had a number of academic and administrative positions at the University of New South Wales, including that of Chairman of the Department of Pure Mathematics, the President of the Faculty of Mathematics and Dean of the School. In 1992, he became Deputy Chairman (with responsibility for Research), University of Adelaide. Later, in 1994, became president of the University. He assumed his last position as President of the University of Sydney in 1996. The Brown was involved actively in the work of the Research Council of Australia as Chairman of various committees in the financial period 1988-1993 as a member of the Council from 1992 to 1993. He has authored over one hundred research papers and participate in editorial boards of several international-scientific-magazines. He has worked in a wide range of research fields, including Measure Theory and Algebraic Geometry. He holds a Master (with distinction and Medal Duncan) from the University of St Andrews (1963), PhD from the University of Newcastle upon Tyne (1966), honorary Doctorate in Law from the University of St Andrews (1977) and honorary Doctorate in Law from the University of Dundee (2004). To 2006 o Brown received the title of Officer of the Order of Australia.<br> <span>-</span> <br> <span>- </span>James J. Duderstadt </td> <td> <span>+</span> Brown had a number of academic and administrative positions at the University of New South Wales, including that of Chairman of the Department of Pure Mathematics, the President of the Faculty of Mathematics and Dean of the School. In 1992, he became Deputy Chairman (with responsibility for Research), University of Adelaide. Later, in 1994, became president of the University. He assumed his last position as President of the University of Sydney in 1996. The Brown was involved actively in the work of the Research Council of Australia as Chairman of various committees in the financial period 1988-1993 as a member of the Council from 1992 to 1993. He has authored over one hundred research papers and participate in editorial boards of several international-scientific-magazines. He has worked in a wide range of research fields, including Measure Theory and Algebraic Geometry. He holds a Master (with distinction and Medal Duncan) from the University of St Andrews (1963), PhD from the University of Newcastle upon Tyne (1966), honorary Doctorate in Law from the University of St Andrews (1977) and honorary Doctorate in Law from the University of Dundee (2004). To 2006 o Brown received the title of Officer of the Order of Australia.<br> <span>+</span> <br> <span>+ ==</span>James J. Duderstadt<span>==</span> </td> </tr> <tr> <td> Line 179: </td> <td> Line 180: </td> </tr> <tr> <td> <span>- The</span> James Duderstadt is a graduate of Yale (BA Electrical Engineering) and Caltech (masters or doctorate in engineering science and physics). The teaching, research and literary activities of Dr. Duderstadt include nuclear physics and engineering, applied physics, computer simulation, social policy and education policy in higher education. He has served and served as chairman on several committees of the National Academy and the federal government, including the National Science Council, Committee of the National Academies of Science, the Engineering and Public Policy, the Advisory Committee on Research on Nuclear Energy of the DOE and end of the NSF Advisory Committee for Infrastructure in Government and the Governing Council for Science Information Collection. He has received numerous awards including the Award E. O. Lawrence for excellence in nuclear research, the Arthur Holly Compton Prize for outstanding teaching, the Reginald Wilson Award for commitment leading national initiatives to achieve diversity, and the National Medal of Technology for exemplary service to the nation. </td> <td> <span>+</span> James Duderstadt is a graduate of Yale (BA Electrical Engineering) and Caltech (masters or doctorate in engineering science and physics). The teaching, research and literary activities of Dr. Duderstadt include nuclear physics and engineering, applied physics, computer simulation, social policy and education policy in higher education. He has served and served as chairman on several committees of the National Academy and the federal government, including the National Science Council, Committee of the National Academies of Science, the Engineering and Public Policy, the Advisory Committee on Research on Nuclear Energy of the DOE and end of the NSF Advisory Committee for Infrastructure in Government and the Governing Council for Science Information Collection. He has received numerous awards including the Award E. O. Lawrence for excellence in nuclear research, the Arthur Holly Compton Prize for outstanding teaching, the Reginald Wilson Award for commitment leading national initiatives to achieve diversity, and the National Medal of Technology for exemplary service to the nation. </td> </tr> <tr> <td> Line 182: </td> <td> Line 183: </td> </tr> <tr> <td> <span>-</span> Gudmund Hernes </td> <td> <span>+</span> <span>==</span>Gudmund Hernes<span>==</span> </td> </tr> <tr> <td> Line 185: </td> <td> Line 186: </td> </tr> <tr> <td> <span>- The</span> Gudmund Hernes is a partner of the Norwegian Institute for Labour and Social Research and a member of the Norwegian Academy of Science and Letters. He served as Minister responsible for long-term plan 1980-1981, Minister for Education and Research and Church and Cultural Affairs (religious affairs) 1990, Minister of Education, Research and Church Affairs 1991-1995 and Minister for Health and Social Affairs (Health) 1995-1996 and 1996 -1997. The Hernes holds a Ph.D. in Sociology from Johns Hopkins University in Baltimore. He became Professor of Sociology at the University of Bergen (Norway) in 1969, where he also served as Chairman of the Department of Sociology and Director of University Centre for Advanced Training in Social Research. He was an academic partner in the Center for Advanced Study in Behavioral Sciences at Stanford, (Palo Alto), during the years 1974-5 seminars, and twice Visiting Professor at Harvard University in 1986 and 1990.<br> <span>-</span> <br> <span>- </span>Linda Katehi </td> <td> <span>+</span> Gudmund Hernes is a partner of the Norwegian Institute for Labour and Social Research and a member of the Norwegian Academy of Science and Letters. He served as Minister responsible for long-term plan 1980-1981, Minister for Education and Research and Church and Cultural Affairs (religious affairs) 1990, Minister of Education, Research and Church Affairs 1991-1995 and Minister for Health and Social Affairs (Health) 1995-1996 and 1996 -1997. The Hernes holds a Ph.D. in Sociology from Johns Hopkins University in Baltimore. He became Professor of Sociology at the University of Bergen (Norway) in 1969, where he also served as Chairman of the Department of Sociology and Director of University Centre for Advanced Training in Social Research. He was an academic partner in the Center for Advanced Study in Behavioral Sciences at Stanford, (Palo Alto), during the years 1974-5 seminars, and twice Visiting Professor at Harvard University in 1986 and 1990.<br> <span>+</span> <br> <span>+ ==</span>Linda Katehi<span>==</span> </td> </tr> <tr> <td> Line 190: </td> <td> Line 191: </td> </tr> <tr> <td> <span>- The</span> Linda Katehi became the sixth dean of the University of California - Davis on August 17, 2009. In this capacity, he oversees all activities related to the educational, research and social mission of the university. He also holds academic positions in electrical engineering and computer engineering and studies on women and gender. Member of the National Academy of Engineering, chaired the Presidential Commission on the National Medal of Science and is Chairman of the Department of Commerce for the National Medal of Technology and Innovation. Is a partner and board member of the American Association for the Advancement of Science, member of the Board of Higher Education for National Security, a member of the Professional Council of Higher Education and member of many other national boards and committees in the past the Dean Katehi served as vice and Vice Chancellor for Academic Affairs at the University of Illinois at Urbana-Champaign, as holder of the Chair of Engineering John A. Edwardson and Professor in electrical engineering and computer engineering at the University of Purdue, and finally as associate dean for academic affairs and graduate education at the College of Engineering and Professor of Electrical Engineering and Computer Engineering at the University of Michigan. From the first years as a member of the faculty, Professor Katehi focused on expanding the opportunities for research for undergraduates and improve education and work experience graduate, with an emphasis on underrepresented groups.<br> <span>- H</span>e has supervised over 70 postdoctoral researchers, PhD students and graduate students in Electrical Engineering and Computer Engineering. 21 of 42 PhD researchers who completed their studies under its supervision have obtained academic positions at universities with a research orientation in the U.S. and elsewhere. Her work in designing electrical circuits brought many national and international awards as being the technology leader and to that of teacher, 17 U.S. patents, plus six applications for U.S. patents .. He has written or co-authored 10 book chapters and about 650 publications in refereed journals and proceedings of scientific symposia.<br> <span>- H</span>e received his first degree in electrical engineering from the National Technical University of Athens, Greece in 1977 and master's and doctorate in electrical engineering from UCLA in 1981 and 1984, respectively.<br> <span>-</span> <br> <span>-</span> <br> <span>- </span>David Naylor </td> <td> <span>+</span> Linda Katehi became the sixth dean of the University of California - Davis on August 17, 2009. In this capacity, he oversees all activities related to the educational, research and social mission of the university. He also holds academic positions in electrical engineering and computer engineering and studies on women and gender. Member of the National Academy of Engineering, chaired the Presidential Commission on the National Medal of Science and is Chairman of the Department of Commerce for the National Medal of Technology and Innovation. Is a partner and board member of the American Association for the Advancement of Science, member of the Board of Higher Education for National Security, a member of the Professional Council of Higher Education and member of many other national boards and committees in the past the Dean Katehi served as vice and Vice Chancellor for Academic Affairs at the University of Illinois at Urbana-Champaign, as holder of the Chair of Engineering John A. Edwardson and Professor in electrical engineering and computer engineering at the University of Purdue, and finally as associate dean for academic affairs and graduate education at the College of Engineering and Professor of Electrical Engineering and Computer Engineering at the University of Michigan. From the first years as a member of the faculty, Professor Katehi focused on expanding the opportunities for research for undergraduates and improve education and work experience graduate, with an emphasis on underrepresented groups.<br> <span>+ <br> + Sh</span>e has supervised over 70 postdoctoral researchers, PhD students and graduate students in Electrical Engineering and Computer Engineering. 21 of 42 PhD researchers who completed their studies under its supervision have obtained academic positions at universities with a research orientation in the U.S. and elsewhere. Her work in designing electrical circuits brought many national and international awards as being the technology leader and to that of teacher, 17 U.S. patents, plus six applications for U.S. patents .. He has written or co-authored 10 book chapters and about 650 publications in refereed journals and proceedings of scientific symposia.<br> <span>+ <br> + Sh</span>e received his first degree in electrical engineering from the National Technical University of Athens, Greece in 1977 and master's and doctorate in electrical engineering from UCLA in 1981 and 1984, respectively.<br> <span>+</span> <br> <span>+</span> <br> <span>+ ==</span>David Naylor<span>==</span> </td> </tr> <tr> <td> Line 197: </td> <td> Line 200: </td> </tr> <tr> <td> <span>- The</span> David Naylor is president of the University of Toronto since 2005. He received Master's in Medicine in Toronto in 1978 and then a doctorate in medicine at Oxford where he studied as a fellow Rhodes. He completed his clinical specialty and joined the Department of Medicine, University of Toronto in 1988. He was the first Director General at the Institute of Clinical Evaluate Sciences (1991-1998) before becoming Marketing Chair of Medicine and Vice Rector in charge of Relations with Institutions providing medical care at the University of Toronto (1999-2005). The Naylor has approximately 300 publications that span the fields of social history, public policy, epidemiology and biostatistics, and health economics, and has research activity in clinical health services in most areas of medicine. </td> <td> <span>+</span> David Naylor is president of the University of Toronto since 2005. He received Master's in Medicine in Toronto in 1978 and then a doctorate in medicine at Oxford where he studied as a fellow Rhodes. He completed his clinical specialty and joined the Department of Medicine, University of Toronto in 1988. He was the first Director General at the Institute of Clinical Evaluate Sciences (1991-1998) before becoming Marketing Chair of Medicine and Vice Rector in charge of Relations with Institutions providing medical care at the University of Toronto (1999-2005). The Naylor has approximately 300 publications that span the fields of social history, public policy, epidemiology and biostatistics, and health economics, and has research activity in clinical health services in most areas of medicine. </td> </tr> <tr> <td> Line 200: </td> <td> Line 203: </td> </tr> <tr> <td> <span>-</span> Jozef Ritzen </td> <td> <span>+</span> <span>==</span>Jozef Ritzen<span>==</span> </td> </tr> <tr> <td> Line 204: </td> <td> Line 207: </td> </tr> <tr> <td> <span>- Before coming to the Bank, he served as Minister of Education, Culture and Science of the Netherlands, and was one of the longest-serving Ministers of Education worldwide. During his tenure, implemented a series of reforms across the Dutch educational system.</span> </td> <td> <span>+ <br> + Before coming to the Bank, he served as Minister of Education, Culture and Science of the Netherlands, and was one of the longest-serving Ministers of Education worldwide. During his tenure, implemented a series of reforms across the Dutch educational system.</span> </td> </tr> <tr> <td> Line 208: </td> <td> Line 212: </td> </tr> <tr> <td> <span>-</span> John Sexton </td> <td> <span>+</span> <span>==</span>John Sexton<span>==</span> </td> </tr> <tr> <td> Line 211: </td> <td> Line 215: </td> </tr> <tr> <td> <span>-</span> Born on September 29, 1942, <span>the </span>John Sexton is the 15th President of the University of New York, holding this position from May 17, 2002, and is also Professor of Law at the Headquarters of Benjamin Butler University Law School. From 1988 to 2002 he served as Dean of the Faculty of the University of New York, during which the School was one of the best 5 law schools in the country under US News and World Report. From 1 January 2003 until January 1, 2007, he served as Chairman of the Council of Federal Reserve Bank of New York. In 2006 he served as chairman of the Council of Presidents of the Federal Reserve Bank.<br> <span>- The</span> Sexton holds a first university degree in history (1963), master's degree in comparative religion (1965), Ph.D. in the history of American religion (1978) from the University of Fordham, and the title Juris Doctor in law (1979) with distinction magna cum laude from Harvard Law School where he served as editor of the Harvard Law Review. In 2008, the University of New York successfully completed the on-time data-largest campaign to find funds to higher education. The Campaign for the University of New York, who had set a goal to raise $ 2.5 billion, eventually raised over $ 3 billion. In 2009, the campaign to find funds from the University of New York continued surpassing the one million U.S. dollars a day, despite the economic crisis. </td> <td> <span>+</span> Born on September 29, 1942, John Sexton is the 15th President of the University of New York, holding this position from May 17, 2002, and is also Professor of Law at the Headquarters of Benjamin Butler University Law School. From 1988 to 2002 he served as Dean of the Faculty of the University of New York, during which the School was one of the best 5 law schools in the country under US News and World Report. From 1 January 2003 until January 1, 2007, he served as Chairman of the Council of Federal Reserve Bank of New York. In 2006 he served as chairman of the Council of Presidents of the Federal Reserve Bank.<br> <span>+ <br> +</span> Sexton holds a first university degree in history (1963), master's degree in comparative religion (1965), Ph.D. in the history of American religion (1978) from the University of Fordham, and the title Juris Doctor in law (1979) with distinction magna cum laude from Harvard Law School where he served as editor of the Harvard Law Review. In 2008, the University of New York successfully completed the on-time data-largest campaign to find funds to higher education. The Campaign for the University of New York, who had set a goal to raise $ 2.5 billion, eventually raised over $ 3 billion. In 2009, the campaign to find funds from the University of New York continued surpassing the one million U.S. dollars a day, despite the economic crisis. </td> </tr> <tr> <td> Line 214: </td> <td> Line 219: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 217: </td> <td> Line 223: </td> </tr> <tr> <td> <span>-</span> Lap-Chee Tsui </td> <td> <span>+</span> <span>==</span>Lap-Chee Tsui<span>==</span> </td> </tr> <tr> <td> Line 222: </td> <td> Line 228: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 223: </td> <td> Line 230: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 224: </td> <td> Line 232: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 12:54:11WilliamLewis <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 101: </td> <td> Line 101: </td> </tr> <tr> <td> <span>-</span> == A. Clarification of the Mission of the various institutions of the Greek higher<span>==<br> - </span> Education: The University System </td> <td> <span>+</span> == A. Clarification of the Mission of the various institutions of the Greek higher Education: The University System<span>==</span> </td> </tr> <tr> <td> Line 126: </td> <td> Line 125: </td> </tr> <tr> <td> <span>-</span> <span>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</span>C. Strengthening Academic Administration: The Academic Senate </td> <td> <span>+</span> <span>==</span>C. Strengthening Academic Administration: The Academic Senate<span>==</span> </td> </tr> <tr> <td> Line 135: </td> <td> Line 134: </td> </tr> <tr> <td> <span>-</span> D. Ensure Accountability: Evaluation of Performance </td> <td> <span>+</span> <span>==</span>D. Ensure Accountability: Evaluation of Performance<span>==</span> </td> </tr> <tr> <td> Line 144: </td> <td> Line 143: </td> </tr> <tr> <td> <span>-</span> E. Improvement Programs Undergraduate Studies and Graduate Support<span><br> - </span> Studies </td> <td> <span>+</span> <span>==</span>E. Improvement Programs Undergraduate Studies and Graduate Support Studies<span>==</span> </td> </tr> <tr> <td> Line 151: </td> <td> Line 149: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 156: </td> <td> Line 155: </td> </tr> <tr> <td> <span>-</span> F. Ethics and Transparency: Creating a trust </td> <td> <span>+</span> <span>==</span>F. Ethics and Transparency: Creating a trust<span>==</span> </td> </tr> <tr> <td> Line 165: </td> <td> Line 164: </td> </tr> <tr> <td> <span>-</span> <span><br> - <br> - <br> - </span>C. Appendix A </td> <td> <span>+</span> <span>=</span>C. Appendix A<span>=</span> </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 12:52:31WilliamLewis(quick edit) <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 101: </td> <td> Line 101: </td> </tr> <tr> <td> <span>-</span> A. Clarification of the Mission of the various institutions of the Greek higher </td> <td> <span>+ ==</span> A. Clarification of the Mission of the various institutions of the Greek higher<span>==</span> </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 12:51:21WilliamLewis <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 7: </td> <td> Line 7: </td> </tr> <tr> <td> <span>-</span> A. PREAMBLE </td> <td> <span>+</span> <span>=</span>A. PREAMBLE<span>=</span> </td> </tr> <tr> <td> Line 12: </td> <td> Line 12: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 13: </td> <td> Line 14: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 14: </td> <td> Line 16: </td> </tr> <tr> <td> <span>- H</span> International Advisory Committee composed of nine members, listed in Appendix A. Due to difficulties in planning due to the incompatibility of the program committee members, only five members of the President Katehi, President Sexton, President Naylor, Professor Hernes and President Ritzen, unable to go on site in Greece on December 17, 2010. This report was prepared by the five members of this committee, based on notes from the discussions were in private and with representatives of material which was provided in advance and additional documents that were accessible before the meeting. All nine members of the committee had access to this report and to add their own written comments.<br> <span>-</span> <br> <span>-</span> <br> <span>- </span>B. REPORT<br> <span>- </span>I. Introduction </td> <td> <span>+ <br> + The</span> International Advisory Committee composed of nine members,<span>&nbsp;is</span> listed in Appendix A. Due to difficulties in planning due to the incompatibility of the program committee members, only five members of the President Katehi, President Sexton, President Naylor, Professor Hernes and President Ritzen, unable to go on site in Greece on December 17, 2010. This report was prepared by the five members of this committee, based on notes from the discussions were in private and with representatives of material which was provided in advance and additional documents that were accessible before the meeting. All nine members of the committee had access to this report and to add their own written comments.<br> <span>+</span> <br> <span>+</span> <br> <span>+ =</span>B. REPORT<span>=</span><br> <span>+ ==</span>I. Introduction<span>==</span> </td> </tr> <tr> <td> Line 21: </td> <td> Line 24: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 22: </td> <td> Line 26: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 23: </td> <td> Line 28: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 26: </td> <td> Line 32: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 29: </td> <td> Line 36: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 30: </td> <td> Line 38: </td> </tr> <tr> <td> <span>- a)</span> It is widely argued that the mission of public universities to provide access to excellence cannot be achieved without:<br> <span>-</span> sufficient resources<br> <span>-</span> autonomy and accountability<br> <span>-</span> responsible and enlightened university leadership<br> <span>- <br> - b)</span> Universities can become a driving force behind the economy if they produce a sufficient number of trained apofoiton3. Without them, countries or states can not develop an innovative local ecosystem and support a thriving economy.<br> <span>- <br> - c)</span> Universities should teach progressive thinking and encourage entrepreneurship. Both theoretical and empirical data demonstrate that graduates with a broad education and learning skills that stem from curiosity is more likely to innovate and start their own enterprises.<br> <span>- <br> - d) </span>The ideal of full public financing of higher education and an intake system with no restrictions applied widely in Europe after World War II. But as the number of students grew, it needed more and more involvement by the state at time state financial obligations increased and people were becoming less willing or had less and less interest to pay higher taxes. The conflict between these two trends has limited the funding of universities and has negatively affected <span>the poiotita5</span>. </td> <td> <span>+ <br> + a.</span> It is widely argued that the mission of public universities to provide access to excellence cannot be achieved without:<br> <span>+ </span> sufficient resources<br> <span>+ </span> autonomy and accountability<br> <span>+ </span> responsible and enlightened university leadership<br> <span>+ b.</span> Universities can become a driving force behind the economy if they produce a sufficient number of trained apofoiton3. Without them, countries or states can not develop an innovative local ecosystem and support a thriving economy.<br> <span>+ c.</span> Universities should teach progressive thinking and encourage entrepreneurship. Both theoretical and empirical data demonstrate that graduates with a broad education and learning skills that stem from curiosity is more likely to innovate and start their own enterprises.<br> <span>+ d.</span>The ideal of full public financing of higher education and an intake system with no restrictions applied widely in Europe after World War II. But as the number of students grew, it needed more and more involvement by the state at time state financial obligations increased and people were becoming less willing or had less and less interest to pay higher taxes. The conflict between these two trends has limited the funding of universities and has negatively affected <span>quality</span>. </td> </tr> <tr> <td> Line 43: </td> <td> Line 49: </td> </tr> <tr> <td> <span>-</span> II Comments<br> <span>-</span> <span>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</span>A. The Challenge </td> <td> <span>+</span> <span>=</span>II Comments<span>=</span><br> <span>+</span> <span>==</span>A. The Challenge<span>==</span> </td> </tr> <tr> <td> Line 47: </td> <td> Line 53: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 48: </td> <td> Line 55: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 49: </td> <td> Line 57: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 50: </td> <td> Line 59: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 51: </td> <td> Line 61: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 54: </td> <td> Line 65: </td> </tr> <tr> <td> <span>-</span> <span>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</span>B. The Findings </td> <td> <span>+</span> <span>==</span>B. The Findings<span>==</span> </td> </tr> <tr> <td> Line 57: </td> <td> Line 68: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> <tr> <td> Line 82: </td> <td> Line 94: </td> </tr> <tr> <td> <span>-</span> III General Recommendations </td> <td> <span>+</span> <span>=</span>III General Recommendations<span>=</span> </td> </tr> <tr> <td> Line 97: </td> <td> Line 109: </td> </tr> <tr> <td> <span>-</span> Provide a sound basis to students who wish to gain technical expertise and work in occupations that require high-level education.<br> <span>- <br> -</span> Provide education to students who, at present, through the national evaluation tests (Panhellenic Examinations) have access to a Greek public institution of post-secondary education.<br> <span>- <br> -</span> Allow students to receive a solid education without having to leave their family homes and move to other communities, miles away from their city and their families.<br> <span>- <br> -</span> Allow better students to switch to four-year colleges attended, with clearly defined conditions and procedures. </td> <td> <span>+ *</span> Provide a sound basis to students who wish to gain technical expertise and work in occupations that require high-level education.<br> <span>+ *</span> Provide education to students who, at present, through the national evaluation tests (Panhellenic Examinations) have access to a Greek public institution of post-secondary education.<br> <span>+ *</span> Allow students to receive a solid education without having to leave their family homes and move to other communities, miles away from their city and their families.<br> <span>+ *</span> Allow better students to switch to four-year colleges attended, with clearly defined conditions and procedures. </td> </tr> <tr> <td> Line 107: </td> <td> Line 116: </td> </tr> <tr> <td> <span>-</span> B. Strengthening the autonomy of the Greek Universities: The Board of Management </td> <td> <span>+</span> <span>==</span>B. Strengthening the autonomy of the Greek Universities: The Board of Management<span>==</span> </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 12:43:21JabberWokky <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 1: </td> <td> Line 1: </td> </tr> <tr> <td> <span>-</span> This is a work cited to contain evidence that Katehi worked to "militarize" the universities in Greece. She was at UCD at the time, and was part of a committee that published this paper. I'm not seeing it, but I may have missed something very critical, as I've only had time to skim it. '''As this is a coauthored work with many authors, translated from Greek to English by an online translator, I would highly caution against reading in between the lines, or seeing things in the specific wording.''' '''''Given the uncertainty of automatic translation and lack of knowledge of her contributions to this work, certainly nothing here -- assuming decent ethics -- should be attributed as a quote of hers.''''' </td> <td> <span>+</span> This is a work cited to contain evidence that Katehi worked to "militarize" the universities in Greece. She was at UCD at the time, and was part of a committee that published this paper. I'm not seeing it, <span>''</span>but I may have missed something very critical<span>''</span>, as I've only had time to skim it. '''As this is a coauthored work with many authors, translated from Greek to English by an online translator, I would highly caution against reading in between the lines, or seeing things in the specific wording.''' '''''Given the uncertainty of automatic translation and lack of knowledge of her contributions to this work, certainly nothing here -- assuming decent ethics -- should be attributed as a quote of hers.'''''<span>&nbsp;(At least not without somebody who reads Greek double checking the original, and acknowledging it was from a paper with nine authors).</span> </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 12:41:38WilliamLewis(quick edit) <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 30: </td> <td> Line 30: </td> </tr> <tr> <td> <span>-</span> a) It is widely argued that the mission of public universities to provide access to excellence can be achieved <span>c</span>ho<span>ris2</span>: </td> <td> <span>+</span> a) It is widely argued that the mission of public universities to provide access to excellence can<span>not</span> be achieved <span>wit</span>ho<span>ut</span>: </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 12:37:49WilliamLewis(quick edit) <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 37: </td> <td> Line 37: </td> </tr> <tr> <td> <span>-</span> c) Universities should teach progressive thinking and encourage entrepreneurship. Both theoretical and empirical data demonstrate that graduates with a broad education and learning skills that stem from curiosity is more likely to innovate and start their own e<span>picheirisi4</span>. </td> <td> <span>+</span> c) Universities should teach progressive thinking and encourage entrepreneurship. Both theoretical and empirical data demonstrate that graduates with a broad education and learning skills that stem from curiosity is more likely to innovate and start their own e<span>nterprises</span>. </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 12:35:37JabberWokkyAdded committee members for people looking to research. <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 4: </td> <td> Line 4: </td> </tr> <tr> <td> <span>-</span> ''Omitted:'' From front: title page, contents.<span>&nbsp;From end: bios of committee members.</span> </td> <td> <span>+</span> ''Omitted:'' From front: title page, contents. </td> </tr> <tr> <td> Line 154: </td> <td> Line 154: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + <br> + <br> + <br> + <br> + C. Appendix A<br> + Members of the International Advisory Committee<br> + Patrick Aebischer<br> + Professor of Medicine and Chairman of the Federal Polytechnic School of Lausanne<br> + <br> + The Patrick Aebischer was trained as a physician (MD, 1980) and neurologist (1983) at the University of Geneva and Fribourg in Switzerland. From 1984 to 1992, he worked at Brown University in Providence (Rhode Island, USA) as Assistant and Associate Professor in the Science of Medicine. In 1991 he became president of the Division of Artificial Organs, Bio-Materials and Molecular Engineering, Department of Biology and Medicine at Brown. In autumn 1992 he returned to Switzerland as Professor and Director of Surgery and Research Department and Centre for Gene Therapy at the University Hospital Centre Vaudois in Lausanne. In 1999, Patrick Aebischer was elected President of the Swiss Federal Institute of Technology (EPFL) in Lausanne by the Swiss Federal Council. He took office as president in March 2000 and from January 2004 is a board member of the Swiss Federal Institute of Technology (ETH). This research activity focuses on developing approaches based on cellular and gene transfer to treat neuro-degenerative diseases. The Patrick Aebischer is member of numerous professional associations, both in Europe and America. It is a partner of the American Institute of Electrical and Biological Engineering and the Swiss Academy of Medicine. He is also founder of two biotechnology companies: Of CytoTherapeutics (now called Stem Cell Inc) and Modex Therapeutics (now called IsoTis).<br> + <br> + Gavin Brown<br> + Professor of Mathematics and former President (Vice-Chancellor) University of Sydney.<br> + <br> + The Brown had a number of academic and administrative positions at the University of New South Wales, including that of Chairman of the Department of Pure Mathematics, the President of the Faculty of Mathematics and Dean of the School. In 1992, he became Deputy Chairman (with responsibility for Research), University of Adelaide. Later, in 1994, became president of the University. He assumed his last position as President of the University of Sydney in 1996. The Brown was involved actively in the work of the Research Council of Australia as Chairman of various committees in the financial period 1988-1993 as a member of the Council from 1992 to 1993. He has authored over one hundred research papers and participate in editorial boards of several international-scientific-magazines. He has worked in a wide range of research fields, including Measure Theory and Algebraic Geometry. He holds a Master (with distinction and Medal Duncan) from the University of St Andrews (1963), PhD from the University of Newcastle upon Tyne (1966), honorary Doctorate in Law from the University of St Andrews (1977) and honorary Doctorate in Law from the University of Dundee (2004). To 2006 o Brown received the title of Officer of the Order of Australia.<br> + <br> + James J. Duderstadt<br> + Professor of Science and Engineering and President Emeritus at the University of Michigan, and Director of the Millennium Project.<br> + <br> + The James Duderstadt is a graduate of Yale (BA Electrical Engineering) and Caltech (masters or doctorate in engineering science and physics). The teaching, research and literary activities of Dr. Duderstadt include nuclear physics and engineering, applied physics, computer simulation, social policy and education policy in higher education. He has served and served as chairman on several committees of the National Academy and the federal government, including the National Science Council, Committee of the National Academies of Science, the Engineering and Public Policy, the Advisory Committee on Research on Nuclear Energy of the DOE and end of the NSF Advisory Committee for Infrastructure in Government and the Governing Council for Science Information Collection. He has received numerous awards including the Award E. O. Lawrence for excellence in nuclear research, the Arthur Holly Compton Prize for outstanding teaching, the Reginald Wilson Award for commitment leading national initiatives to achieve diversity, and the National Medal of Technology for exemplary service to the nation.<br> + This season, co-program Science, Technology and Public Policy, Ford School and director of the Millennium Project, a research center that explores the impact of advanced technologies in society and is based in Center James and Anne Duderstadt in the northern campus of the university.<br> + <br> + Gudmund Hernes<br> + Professor of Social Sciences and Chairman of the International Social Science Council (ISSC)<br> + <br> + The Gudmund Hernes is a partner of the Norwegian Institute for Labour and Social Research and a member of the Norwegian Academy of Science and Letters. He served as Minister responsible for long-term plan 1980-1981, Minister for Education and Research and Church and Cultural Affairs (religious affairs) 1990, Minister of Education, Research and Church Affairs 1991-1995 and Minister for Health and Social Affairs (Health) 1995-1996 and 1996 -1997. The Hernes holds a Ph.D. in Sociology from Johns Hopkins University in Baltimore. He became Professor of Sociology at the University of Bergen (Norway) in 1969, where he also served as Chairman of the Department of Sociology and Director of University Centre for Advanced Training in Social Research. He was an academic partner in the Center for Advanced Study in Behavioral Sciences at Stanford, (Palo Alto), during the years 1974-5 seminars, and twice Visiting Professor at Harvard University in 1986 and 1990.<br> + <br> + Linda Katehi<br> + Professor of Electrical Engineering and Computer Engineering and Dean of the University of California, Davis<br> + <br> + The Linda Katehi became the sixth dean of the University of California - Davis on August 17, 2009. In this capacity, he oversees all activities related to the educational, research and social mission of the university. He also holds academic positions in electrical engineering and computer engineering and studies on women and gender. Member of the National Academy of Engineering, chaired the Presidential Commission on the National Medal of Science and is Chairman of the Department of Commerce for the National Medal of Technology and Innovation. Is a partner and board member of the American Association for the Advancement of Science, member of the Board of Higher Education for National Security, a member of the Professional Council of Higher Education and member of many other national boards and committees in the past the Dean Katehi served as vice and Vice Chancellor for Academic Affairs at the University of Illinois at Urbana-Champaign, as holder of the Chair of Engineering John A. Edwardson and Professor in electrical engineering and computer engineering at the University of Purdue, and finally as associate dean for academic affairs and graduate education at the College of Engineering and Professor of Electrical Engineering and Computer Engineering at the University of Michigan. From the first years as a member of the faculty, Professor Katehi focused on expanding the opportunities for research for undergraduates and improve education and work experience graduate, with an emphasis on underrepresented groups.<br> + He has supervised over 70 postdoctoral researchers, PhD students and graduate students in Electrical Engineering and Computer Engineering. 21 of 42 PhD researchers who completed their studies under its supervision have obtained academic positions at universities with a research orientation in the U.S. and elsewhere. Her work in designing electrical circuits brought many national and international awards as being the technology leader and to that of teacher, 17 U.S. patents, plus six applications for U.S. patents .. He has written or co-authored 10 book chapters and about 650 publications in refereed journals and proceedings of scientific symposia.<br> + He received his first degree in electrical engineering from the National Technical University of Athens, Greece in 1977 and master's and doctorate in electrical engineering from UCLA in 1981 and 1984, respectively.<br> + <br> + <br> + David Naylor<br> + Professor of Medicine and Chairman of the University of Toronto, Canada<br> + The David Naylor is president of the University of Toronto since 2005. He received Master's in Medicine in Toronto in 1978 and then a doctorate in medicine at Oxford where he studied as a fellow Rhodes. He completed his clinical specialty and joined the Department of Medicine, University of Toronto in 1988. He was the first Director General at the Institute of Clinical Evaluate Sciences (1991-1998) before becoming Marketing Chair of Medicine and Vice Rector in charge of Relations with Institutions providing medical care at the University of Toronto (1999-2005). The Naylor has approximately 300 publications that span the fields of social history, public policy, epidemiology and biostatistics, and health economics, and has research activity in clinical health services in most areas of medicine.<br> + Among other honors, the Naylor is a member of the Royal Society of Canada, Foreign Associate Member of the Institute of Medicine, USA, and Officer of the Order of Canada.<br> + <br> + Jozef Ritzen<br> + Professor of Finance and President of the University of Maastricht<br> + <br> + Before taking his current position in February 2003, J. Ritzen was Vice President of the World Bank's Department of Economic Development. He assumed this position in August 1999. In July 2001 he was appointed Vice President of Human Resources Development Network World Bank advises the agency and countries - customers more in terms of innovative approaches to improving health, education and social protection. He joined the Bank as Special Adviser to the Human Resources Development Network in September 1998.<br> + Before coming to the Bank, he served as Minister of Education, Culture and Science of the Netherlands, and was one of the longest-serving Ministers of Education worldwide. During his tenure, implemented a series of reforms across the Dutch educational system.<br> + Mr. Ritzen has contributed also significantly to organizations such as UNESCO and the OECD, particularly in science and social cohesion. Before his appointment as Minister in 1989, Mr. Ritzen held academic positions at the University of Nijmegen and Erasmus University in Holland, and the University of California - Berkeley and the Institute of International Affairs LaFollette at the University Wisconsin-Madison in the U.S..<br> + Mr. Ritzen obtained a master's degree in physics engineering in 1970 from the Delft University of Technology and a doctorate in economics in 1977 from Erasmus University in Rotterdam. His thesis on education, economic development and income distribution earned him the award for Winkler Prins.<br> + <br> + John Sexton<br> + Professor of Law and president of the University of New York<br> + <br> + Born on September 29, 1942, the John Sexton is the 15th President of the University of New York, holding this position from May 17, 2002, and is also Professor of Law at the Headquarters of Benjamin Butler University Law School. From 1988 to 2002 he served as Dean of the Faculty of the University of New York, during which the School was one of the best 5 law schools in the country under US News and World Report. From 1 January 2003 until January 1, 2007, he served as Chairman of the Council of Federal Reserve Bank of New York. In 2006 he served as chairman of the Council of Presidents of the Federal Reserve Bank.<br> + The Sexton holds a first university degree in history (1963), master's degree in comparative religion (1965), Ph.D. in the history of American religion (1978) from the University of Fordham, and the title Juris Doctor in law (1979) with distinction magna cum laude from Harvard Law School where he served as editor of the Harvard Law Review. In 2008, the University of New York successfully completed the on-time data-largest campaign to find funds to higher education. The Campaign for the University of New York, who had set a goal to raise $ 2.5 billion, eventually raised over $ 3 billion. In 2009, the campaign to find funds from the University of New York continued surpassing the one million U.S. dollars a day, despite the economic crisis.<br> + In October 2007, the University of New York announced the creation of New York University in Abu Dhabi, the first campus that operated abroad by a major research university. The school, where the university is referred to as "the elite college students the world," brings together the best students and staff from around the world, and will begin classes in the fall of 2010.<br> + During his presidential term Sexton, the percentage of students at New York University studying abroad has increased to over 40%, and the Institute for International Education has recognized the University of New York as a university that sent most students abroad than any other university in the U.S..<br> + The Sexton has assumed leadership positions in major academic institutions. As Dean of the Faculty of the University of New York, Sexton served as President of the Association of American Law ScholonTo 2009, Sexton served as chairman of the Commission on Independent Colleges and Universities, vice president and next president of the American Council on Education and President of the Academy of Sciences, New York. It is also a board member of the Association of American Universities, a member of the Commission on Independent Colleges and Universities and board member of the Institute of International Education. In March 2010, the Sexton was appointed president of the American Council of Education.<br> + <br> + Lap-Chee Tsui<br> + Professor of Biology and Chairman of the University of Hong Kong<br> + <br> + Prior to this position taken in September 2002, Professor Tsui was first-to-fix Geneticist and Chair of the Program of Genetics and genomics Biology Research Institute at Children's Hospital in Toronto.<br> + Professor Tsui was born in Shanghai and received his bachelor and master's degree from the Chinese University of Hong Kong. It is a citizen of Hong Kong. He received his Ph.D. from the University of Pittsburgh in 1979. After a brief training period at the National Laboratory Oak Ridge, joined the Department of Genetics at Children's Hospital. Won international recognition in 1989 when he identified the defective gene that causes cystic fibrosis, which was a major breakthrough in genetics. He has also contributed significantly to the study of the human genome, especially in the characterization of chromosome 7 and identify additional defective genes. He has written 300 publications and 65 book chapters and essays.<br> + Professor Tsui has received numerous prizes and awards for his influential work in recent years. These distinctions include: Fellow of the Royal Society of Canada, Fellow of the Royal Society of London, Fellow of Chinese Academy, Foreign Associate of National Academy of Sciences (USA), Foreign Member, Chinese Academy of Sciences.<br> + Apart from the many national and international awards, has been awarded honorary doctoral titles by: University of King's College, University of New Brunswick, The Chinese University of Hong Kong, St. Francis Xavier University, York University, Tel Aviv University, University of Toronto, University of Aberdeen, King's College London and University of Edinburgh.<br> + He is a member of the Judiciary Committee Introductory Officials of the Executive Secretariat of the Commission on Strategic Development and Advisory Committee on Corruption of the Government of Hong Kong. Was admitted to the Order of Canada (Officer), the Order of Ontario in order of Knights of the Legion of Honor of France, and received the title of Justice of the Peace (Justice of the Peace (HKSAR)).</span> </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 12:31:19JabberWokky <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 1: </td> <td> Line 1: </td> </tr> <tr> <td> <span>-</span> This is a work cited to contain evidence that Katehi worked to "militarize" the universities in Greece. She was at UCD at the time, and was part of a committee that published this paper. I'm not seeing it, but I may have missed something very critical, as I've only had time to skim it. '''As this is a coauthored work with many authors, translated from Greek to English by an online translator, I would highly caution against reading in between the lines, or seeing things in the specific wording.''' '''''<span>Certainl</span>y <span>nothing here can ethical</span>ly be attributed as a quote of hers.''''' </td> <td> <span>+</span> This is a work cited to contain evidence that Katehi worked to "militarize" the universities in Greece. She was at UCD at the time, and was part of a committee that published this paper. I'm not seeing it, but I may have missed something very critical, as I've only had time to skim it. '''As this is a coauthored work with many authors, translated from Greek to English by an online translator, I would highly caution against reading in between the lines, or seeing things in the specific wording.''' '''''<span>Given the uncertaint</span>y <span>of automatic translation and lack of knowledge of her contributions to this work, certain</span>ly <span>nothing here -- assuming decent ethics -- should </span>be attributed as a quote of hers.''''' </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 12:29:52JabberWokky <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 1: </td> <td> Line 1: </td> </tr> <tr> <td> <span>- <br> -</span> This is a work cited to contain evidence that Katehi worked to "militarize" the universities in Greece. She was at UCD at the time, and was part of a committee that published this paper. I'm not seeing it, but I may have missed something very critical, as I've only had time to skim it. '''As this is a coauthored work with many authors, translated from Greek to English by an online translator, I would highly caution against reading in between the lines, or seeing things in the specific wording.''' </td> <td> <span>+</span> This is a work cited to contain evidence that Katehi worked to "militarize" the universities in Greece. She was at UCD at the time, and was part of a committee that published this paper. I'm not seeing it, but I may have missed something very critical, as I've only had time to skim it. '''As this is a coauthored work with many authors, translated from Greek to English by an online translator, I would highly caution against reading in between the lines, or seeing things in the specific wording.'''<span>&nbsp;&nbsp;'''''Certainly nothing here can ethically be attributed as a quote of hers.'''''</span> </td> </tr> </table> </div> Linda Katehi/Talk/document translatedhttp://daviswiki.org/Linda_Katehi/Talk/document_translated2011-11-23 12:28:32JabberWokky <div id="content" class="wikipage content"> Differences for Linda Katehi/Talk/document translated<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 1: </td> <td> Line 1: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + This is a work cited to contain evidence that Katehi worked to "militarize" the universities in Greece. She was at UCD at the time, and was part of a committee that published this paper. I'm not seeing it, but I may have missed something very critical, as I've only had time to skim it. '''As this is a coauthored work with many authors, translated from Greek to English by an online translator, I would highly caution against reading in between the lines, or seeing things in the specific wording.'''<br> + <br> + <br> + ''Omitted:'' From front: title page, contents. From end: bios of committee members.<br> + --------<br> + <br> + A. PREAMBLE<br> + <br> + Greece is experiencing a time of critical change that will determine its future for decades to come. Therefore, higher education in Greece requires the adoption of a new model based on social values ​​and principles that characterize the culture of the country, which includes the Greek spirit of democracy and social justice.<br> + <br> + Higher education in Greece revolves around the public university, which gave specific direction to the country's development since the establishment of the Greek state and around the public technical institute, which had an important role in the development of the Greek economy after the Second World War II. Despite the important role of the Greek university in the early years of post-industrial revolution, higher education in Greece during the decades of 80 and 90 took a direction not aligning properly with the social and economic changes in Europe and elsewhere in the world. Since Greece joined the European Union, these differences became more pronounced and have created serious barriers to economic development and stabilization of social and political structures of the country.<br> + Today, the organization and administration of the Greek university appears to be consistent with the needs of Greek society and the principles and values ​​that underpinned the creation of the Greek university system. Moreover, these administrative and economic barriers have created a culture of conservatism that prevents universities and scientific staff to achieve quality education and an adequate impact on society of their duties are obliged to provide. To enable the Greek higher education to strengthen and help it achieve its mission to improve the quality of life of all, you need to remove barriers and reshaped the Greek university.<br> + The stakes are high not only for the government and the academic community but also for the entire country - cultural, social and economic level. Therefore, everyone must respond to this challenge. The package of the Ministry of Education may establish a new identity for the Greek higher education, and this report will comment on these proposals in terms of independent observations and general recommendations.<br> + H International Advisory Committee composed of nine members, listed in Appendix A. Due to difficulties in planning due to the incompatibility of the program committee members, only five members of the President Katehi, President Sexton, President Naylor, Professor Hernes and President Ritzen, unable to go on site in Greece on December 17, 2010. This report was prepared by the five members of this committee, based on notes from the discussions were in private and with representatives of material which was provided in advance and additional documents that were accessible before the meeting. All nine members of the committee had access to this report and to add their own written comments.<br> + <br> + <br> + B. REPORT<br> + I. Introduction<br> + <br> + In September 2010, the Greek government announced the establishment of an International Advisory Committee 1 to evaluate the organization of Greek universities. Commission mission is to provide general recommendations and advice on reform of the Greek university system so that it will achieve its mission to educate and help improve the quality of life and to bring this mission to that of European universities.<br> + The committee consists of nine members from around the world have agreed to offer their experience and advice. The committee members are international scientists with extensive experience as presidents of major universities in the EU, U.S., Australia and Asia. This experience enables them to understand the challenges facing the Greek university and the Greek society and to evaluate the opportunities for reform and revitalization of higher education in Greece. The list of Committee members and brief biographies are attached in Appendix A.<br> + A sub-committee consisting of the Rector Ms. Katehi, President Mr. Sexton, the President, Mr. Naylor, President Mr. Hernes and President Ritzen, visited Greece on December 17, 2010, and participated in discussions with the Minister u. Diamantopoulou Panaretos Deputy Minister, the Vice Rectors and various Greek universities as well as representatives of political parties.<br> + Committee members who participated in this visit prepared this report reflects the impressions and observations and offer recommendations which the Greek government may take into account in its efforts to redefine and reshape higher education in Greece.<br> + <br> + The Committee wishes to express his admiration for the will of the Greek government to undertake a thorough study of the state university system in the country. The target for reform involves changes to be implemented if we are to strengthen the Greek universities to improve the quality of education and become engines of innovation and economic growth.<br> + History has shown that major economic crises affecting social values ​​and can lead to great social changes. The last two years, Greece is the center of an unprecedented economic challenges that threaten social values, doctrines and structures erected on which the Greek state.<br> + <br> + To drive Greece out of the crisis to a future economic prosperity, the university system should be treated as the national capital. Should be preserved, strengthened and protected. As elements of national wealth, the Greek state to rely on the universities in administrative leadership and the research faculty as custodians and managers of the national wealth. Their primary role is to offer training as designated by the Greek Constitution, to ensure equitable access and learning and prepare students for employment and participation in civil society.<br> + There is a large body of literature by educators and economists from around the world who have spoken about the importance of the university in support of democratic social structures and their contribution to strong economies. In the following paragraphs, we present some points that the observations and recommendations of this report.<br> + a) It is widely argued that the mission of public universities to provide access to excellence can be achieved choris2:<br> + sufficient resources<br> + autonomy and accountability<br> + responsible and enlightened university leadership<br> + <br> + b) Universities can become a driving force behind the economy if they produce a sufficient number of trained apofoiton3. Without them, countries or states can not develop an innovative local ecosystem and support a thriving economy.<br> + <br> + c) Universities should teach progressive thinking and encourage entrepreneurship. Both theoretical and empirical data demonstrate that graduates with a broad education and learning skills that stem from curiosity is more likely to innovate and start their own epicheirisi4.<br> + <br> + d) The ideal of full public financing of higher education and an intake system with no restrictions applied widely in Europe after World War II. But as the number of students grew, it needed more and more involvement by the state at time state financial obligations increased and people were becoming less willing or had less and less interest to pay higher taxes. The conflict between these two trends has limited the funding of universities and has negatively affected the poiotita5.<br> + <br> + This report includes a set of observations and recommendations of a general nature that may be useful in helping the Greek government to reform the higher education system and improve the internal structures of Greek universities. The report is not intended to provide specific solutions but offers a range of possibilities. These recommendations aim to strengthen the Greek Universities and support their efforts to provide education to Greek citizens, to protect democracy and to promote upward social mobility.<br> + <br> + II Comments<br> + A. The Challenge<br> + <br> + The major challenge for education policy in Greece is that the country is not making sufficient skills of its citizens. The results obtained are not in line with the skills available and can be developed. This applies not only to promote the achievements of those who continue in higher education, but better exploit the potential of every citizen.<br> + Without changes, the education of the Greek population has deficiencies and research are not adequately staffed to meet the needs of a society based on knowledge. The socio-political consciousness and culture will be affected negatively. The Greek universities can not follow international standards. This is a problem that permeates the entire system, from basic levels of education by the time devoted to basic research.<br> + But there is a serious basis for optimism: the Greek system of higher education may well be improved. With efforts motivated by enthusiasm and changes can be achieved overall improvement in both the quality and efficiency. What is desired is possible. The improvement in quality may be consistent with the goal of equal opportunity regardless of gender, social, geographic and ethnic or social origin.<br> + The Greek system of higher education is entrenched in the past-with structures and processes that prevent the development of skills and talents. No one today, if starting from scratch, not organizing higher education in Greece as it works this time. So it is urgently necessary radical reforms. There is a general feeling in Greece for what should be done. But the system provides short-term benefits to those who seek to maintain the status quo, and therefore many find incentives to oppose the reform. Instead, it should give universities the freedom to make changes and the faculty, students and staff should be strengthened in this direction.<br> + The challenges facing the Greek higher education can not be addressed piecemeal. It needed a fundamental reorientation in a well structured vision for the future of universities, based on international principles and practices to the goals of higher education and research. The Greek universities must change in an international environment and so constantly changing rapidly and irreversibly. Among the changes underway include the development of knowledge economy, the information revolution, the globalization of economies, migration and the outflow drain. If reforms are not implemented now to address these changes, Greece has a growing disadvantage.<br> + No country in the western world is not so brilliant academic past, such as Greece, even the very heritage of ancient Greece has been the foundation for higher education and research worldwide. Greece needs to close the distance from the past, urgently and decisively.<br> + A country as small as Greece can not continue to lose the talents of its citizens to leave to go to waste the abilities (talents) to its citizens. Should be taken a comprehensive reform program and implemented without delay.<br> + <br> + B. The Findings<br> + Apart from the various meetings in Greece on December 17, 2010, committee members had access to reports, documents and passages of the Greek Constitution relating to higher education. The reports, discussions and deliberations of the committee members reached the following conclusions:<br> + This is a critical moment in Greek history, characterized by an economic crisis with serious implications for existing social and political structures of the country. Addressing this challenge, as identified above, requires a fundamental and substantial reform not only of the Greek financial structures, and educational institutions.<br> + The Greek higher education system suffers from a crisis of values, and outdated policies and organizational structures. The tragedy is that leaders, scientists, students and political parties aimed at promoting the common good are trapped in a system that undermines their own aims, corrupting the ideals that seek out and leave the people they serve.<br> + <br> + The size of the challenge and the urgency of the need to be addressed, not only requires reform, but also a change in the socio-political culture. And that can only come from radical changes, especially in institutions of higher education, which should lead by example and show standards for the rest of society.<br> + <br> + The Committee's deliberations showed that a clear majority of stakeholders support the reform of higher education, although there is agreement on what should this reform, who and how to start and that there is a strong minority that opposes the change.<br> + <br> + A series of political decisions led to policy administration within the university created an imbalance of power and control over academic matters and decisions. For example, students have 40% of the votes in the choice of university administrations. This imbalance has resulted in management decision making by political motives, which are not beneficial to the academic process.<br> + <br> + Among all EU Member States and some other countries (Australia, Israel, Japan, Korea, Mexico), Greece has the highest expenditure per student and the largest increase in expenditure between 1995 and 2005. However, the Greek universities and teachers feel the economic squeeze. They have no financial autonomy or accountability, and at the mercy of a bureaucracy that hinders any attempt to provide efficiency and transparency.<br> + <br> + The Greek universities lack basic information technology and other assessment tools to measure parameters of input - output and objective performance assessment (Completion rates, job offers / salary, published work, and teaching effectiveness of teachers). For example, universities have establish mechanisms for monitoring vital statistics: how many students attend classes, how many how many graduating students is recorded at 5, 6 or 8 years, what is the cost of education for students, etc.<br> + <br> + Using inadequate methods, the Greek state universities the lowest graduation rate in the European Union. Only about one third of registered<br> + students graduating within the required time. For example, the 600,000 students who are believed to be enrolled in Greek higher education institutions, only about 180,000 have registered to receive our free guides provided by the state.<br> + <br> + Of all EU countries, Greece has the largest number of students who left Greece to enroll in universities in Europe and other countries. Each year, 60,000 Greek students studying in European universities.<br> + <br> + The unemployment rates of graduates, and periods of unemployment after graduation, is unacceptably high. The prospects for finding work undermined by the economic situation and reduced ability to compete with graduates from other European universities.<br> + <br> + The campus is safe. While the Constitution allows the university leadership to protect the campus from information seeking political instability, the deans have been reticent to exercise their rights and fulfill their responsibilities and make the decisions needed to ensure the safety of teachers and general staff and students. As a result, the university administration and faculty have shown good editors facilities entrusted to them by society.<br> + <br> + The politicization of the universities - particularly the politicization of students - represents a logical addition to participation in the political process. This contributes to the rapid deterioration of higher education.<br> + <br> + • There are many pockets of remarkable research activity, but overall the research effort falls short in comparison with other EU members.<br> + <br> + III General Recommendations<br> + Over the last 30 years, the Greek university system has undergone organizational and cultural changes that prevent universities to achieve their goals and fulfill their mission.<br> + <br> + Greece is trying to reverse this course and this process should also reform the economic and educational institutions that underpin society and their impact on economic growth. Education in general and higher education in particular, desperately need reform, if Greece is to maintain financial and economic initiatives that have been undertaken, and to reverse the terms of a declining economy.<br> + <br> + Considering the above, the Committee proposes the following:<br> + <br> + A. Clarification of the Mission of the various institutions of the Greek higher<br> + Education: The University System<br> + <br> + The Greek universities have unclear missions, inadequate objectives and uncertain future. There is a vague distinction between the four-year technical education institutions and research universities. It is important that the Ministry of Education to begin a process that will help review and clarify the mission of all Greek universities. The Department should redefine strategic objectives and establish a system of Higher Education to programmatic agreements between those institutions that promote cooperation and coordination rather than encouraging competition and friction.<br> + <br> + The Greek System of Higher Education lacks a very important component of post-secondary education: the two regional colleges.<br> + <br> + These institutions play a key guidance role in educating society and economic development. The usefulness and importance of these colleges is their ability to:<br> + Provide a sound basis to students who wish to gain technical expertise and work in occupations that require high-level education.<br> + <br> + Provide education to students who, at present, through the national evaluation tests (Panhellenic Examinations) have access to a Greek public institution of post-secondary education.<br> + <br> + Allow students to receive a solid education without having to leave their family homes and move to other communities, miles away from their city and their families.<br> + <br> + Allow better students to switch to four-year colleges attended, with clearly defined conditions and procedures.<br> + <br> + Become a driving force for economic development for surrounding towns and communities<br> + <br> + B. Strengthening the autonomy of the Greek Universities: The Board of Management<br> + <br> + Universities should establish links with the international academic community to ensure a robust exchange of ideas, develop and maintain standards and to be associated with Greek scientists abroad.<br> + <br> + Universities should be autonomous in the management of their resources, the choice of leadership and their management and decision making scholars who promote their strategic objectives. Each institution must be able to manage and support options and identify additional resources that will assist the institution in achieving its objectives.<br> + <br> + The universities should be run and controlled by an appointed independent body which is responsible for the welfare of the university (or universities) to oversee. There are many examples across the world, but the two most common approaches are: (a) an independent board of any institution or (b) an independent board of a group of institutions that have common characteristics.<br> + In an effort to strengthen the independence of universities, rectors, vice-chancellors, presidents and other administrative departments responsible credits must be selected by special committees to find representation from alumni, faculty, students, members of non-academic staff and externally appointed members, who enjoy great respect for the professional or social contribution and integrity. These committees should be associated with the administration board of the university. The leadership of universities should be appointed to a particular process and evaluated at regular intervals. The re-appointments should be based on extensive internal and independent external review.<br> + <br> + <br> + C. Strengthening Academic Administration: The Academic Senate<br> + <br> + To achieve both an effective and successful government and a continuous improvement of academic quality, each institution should have a strong academic administration. Towards this direction, proposing a new system which will include a Senate institution. If two or more universities are grouped into a single system based on the mission or any other characteristic, it should also consider a joint Senate single system composed of all the presidents and vice of the Senate of the universities participating in a single system, and other members of the teaching research staff elected specifically to participate in this Sygklito6.<br> + <br> + The choices of trainers with the crises and promotions members of the teaching research staff should be the responsibility of the University Senate with the decisions (whether relating to appointments, or promotions) are examined and receive final approval from the President (Rector). In the case of options members of the teaching research staff, the proposal should be submitted by the Chairman of the Department to the Dean and then by the Dean to the Vice President for Academic Affairs (Vice) or President (Rector). A similar procedure should be followed for the promotion of teaching members of research staff.<br> + <br> + The chairmen will be selected by the competent investigative committees should be appointed by the Deans with the approval of the Vice President for Academic Affairs (Vice) or the President (Rector). The Deans will be selected by competent investigative committees should be appointed by the President (Rector) with the approval of the Governing Council of the University.<br> + <br> + <br> + D. Ensure Accountability: Evaluation of Performance<br> + <br> + It is necessary for universities to be accountable for their actions. They should have the responsibility for measurement and disclosure of their academic performance.<br> + <br> + Universities need to acquire technology and information management tools to develop policies and procedures that will allow them to count on an annual basis the parameters of their performance and evaluate the effectiveness of their operation.<br> + Some examples: Inventory of teaching and scientific staff in permanent orbit as individuals and as a full-time equivalent teacher, temporary assistants as individuals and as a full-time equivalent teachers, the students enrolled per year of degree (4 years, 6 years and 8 years) , the cost of research, publications, citations, etc.<br> + <br> + Universities should indicate the teaching load of teachers, with matching credits and to focus on improving graduation rates and student retention. Improving graduation rates should become a primary goal.<br> + <br> + E. Improvement Programs Undergraduate Studies and Graduate Support<br> + Studies<br> + <br> + The Senate of the University should be responsible for reviewing and approving the content of undergraduate and postgraduate curricula. The content of the curriculum should be flexible, of high academic quality, and should reflect the needs of the professional classes and the needs and aspirations of Greek society.<br> + <br> + <br> + The Senate must also deal with the organization of curricula and the examination procedure. The study should be defined in the rules of each institution, within a broad framework set by the state.<br> + So the matter of new programs and changes in matter existing curricula should require final approval from the Vice President (Vice) and President (Rector). The various courses should be certified periodically by an appropriate board certification.<br> + <br> + We support the establishment of schools or Office of Graduate Studies at each institution. These schools or offices will be responsible for developing and proposing graduate and doctoral programs in the Senate. These departments or agencies will ensure that the requirements of programs to award postgraduate degrees.<br> + <br> + <br> + F. Ethics and Transparency: Creating a trust<br> + <br> + In this particularly difficult period, every dollar spent on educating students is important. A special public service or an independent authority should be responsible for the management and allocation of public funding to institutions to assess the cost of services for the development of appropriate indicators and standards and to collect all necessary data from institutions .<br> + <br> + It is necessary for universities to create a set of rules relating to and governing the conduct of science teachers, administrative staff and students on a wide set of moral principles. Universities should have clear terms that define and address conflicts of interests and conflicts of commitment to protection from involuntary cases of abuse, mismanagement, plagiarism and nepotism. Universities should have a clear set of rules and procedures to promote and safeguard academic ethics in a way that inspires confidence.<br> + <br> + Each University must make its own audit of various financial functions and to regularly report the results of this audit.</span> </td> </tr> </table> </div>