QUES: In a number of countries, although being today generally considered similar institutions of higher learning across many countries, polytechnics and institutes of technology used to have a quite different statute among each other, its teaching competences and organizational history. In many cases polytechnic were elite technological universities concentrating on applied science and engineering and may also be a former designation for a vocational institution, before it has been granted the exclusive right to award academic degrees and can be truly called an institute of technology. A number of polytechnics providing higher education is simply a result of a formal upgrading from their original and historical role as intermediate technical education schools. In some situations, former polytechnics or other non-university institutions have emerged solely through an administrative change of statutes, which often included a name change with the introduction of new designations like institute of technology, polytechnic university, university of applied sciences, or university of technology for marketing purposes. Such emergence of so many upgraded polytechnics, former vocational education and technical schools converted into more university-like institutions has caused concern where the lack of specialized intermediate technical professionals lead to industrial skill shortages in some fields, being also associated to an increase of the graduate unemployment rate. This is mostly the case in those countries, where the education system is not controlled by the state and everybody can grant degrees.[citation needed] Evidence have also shown a decline in the general quality of teaching and graduate's preparation for the workplace, due to the fast-paced conversion of that technical institutions to more advanced higher level institutions. Mentz, Kotze and Van der Merwe (2008) argues that all the tools are in place to promote the debate on the place of technology in higher education in general and in Universities of Technology specifically. The aspects of this debate can follow the following lines: • To what degree is technology defined as a concept? • What is the scope of technology discourse? • What is the place and relation of science with technology? • How useful is the Mitcham framework in thinking about technology in South Africa? • Can a measure of cooperation as opposed to competition be achieved amongst higher education institutions? • Who ultimately is responsible for vocational training and what is the role of technology in this?

What term was used in some countries to describe select universities that focus on technological education in applied science and engineering?
What is the answer?
ANS: polytechnics
QUES: The University of Kansas School of Business is a public business school located on the main campus of the University of Kansas in Lawrence, Kansas. The KU School of Business was founded in 1924 and currently has more than 80 faculty members and approximately 1500 students.

How many students attend the business school at KU?
What is the answer?
ANS: 1500
QUES: Philosophical empiricists hold no knowledge to be properly inferred or deduced unless it is derived from one's sense-based experience. This view is commonly contrasted with rationalism, which states that knowledge may be derived from reason independently of the senses. For example, John Locke held that some knowledge (e.g. knowledge of God's existence) could be arrived at through intuition and reasoning alone. Similarly Robert Boyle, a prominent advocate of the experimental method, held that we have innate ideas. The main continental rationalists (Descartes, Spinoza, and Leibniz) were also advocates of the empirical "scientific method".

Where were the main European rationalists?
What is the answer?
ANS:
Descartes, Spinoza, and Leibniz