Abstract The launch of the Erasmus program in 1987 is the result of a long series of negotiations and discussions on the future of the European Union. Although the Erasmus program is currently ...considered the European Union’s most successful program in the field of education, its adoption has not been an easy process. This is due to the lack of a unanimous vision for the social and cultural side of unification, but also to the economic limitations of the Community. The growing number of participants, as well as the impact on young Europeans, have contributed to the program’s popularity. What started as a pilot program in the field of education, has acquired over time the characteristics of a generational phenomenon. The representatives of the Erasmus generation are those who widely share the values promoted by the European Union, their contribution is often invoked in debates on the development and future of Europe.
Kirk Essary examines assumptions about the very nature of theology in the sixteenth century, how it was understood by leading humanist reformers, and how ideas about philosophy and rhetoric were ...received, appropriated, and shared in a complex intellectual and religious context.
In this paper we examine the perceptions of ERASMUS agents' of Polish students' participation in the EP. We provide a Bourdieusian analyse of the cultural and social capital acquisition of students ...based on the qualitative data, collected through semi-structured, in-depth interviews with Erasmus agents, of a European research project. We argue that: Polish students' participation in the EP has a positive impact on their academic achievement, cultural, social and linguistic capital, but, at the same time, it has a negative impact on degree completion of students as they get highly paid jobs, which prevent them from fully developing their cultural capital; ERASMUS Tourism has its value and place in the EP, because it provides students with the opportunity to develop their cultural, social and linguistic capital; and a Bourdieusian analysis of the experiences of ERASMUS students provides a better understanding of the impact student participation in the EP on their development. (HRK / Abstract übernommen).
Albania’s higher education system has been through dynamic changes and challenges after the fall of the dictatorship in 1990. Till 2007 there were only state owned universities, but starting from ...2017 the high education sector was liberalized. Connections with Erasmus+ as an ambitious EU program that has played an essential role in shaping the landscape of international education and fostering cross-cultural exchange has been made since the opening of the country. Universities made a lot of effort to become more open and to participate into internationals programmes and initiatives. Erasmus, a flagship program of the European Union has played a pivotal role in transforming higher education and fostering international cooperation. The presence of Erasmus in Albania has been crucial for the internationalization of universities in Albania, but especially to students.
The unfolding of words Henderson, Judith Rice
The unfolding of words,
2012, 20130122, 2013-01-22, 2012-12-07
eBook
The Unfolding of Wordsbrings together international scholarship to explore crucial changes in writers' interactions with religious and classical texts.
The European Union is investing in the areas of digital skills, digital infrastructures, digitisation of businesses, and public services to speed up numerous administrative processes and to ...facilitate access to citizens from member countries and neighbouring ones as well. This study provides a quantitative assessment of the efficiency gains that can be attained by the ongoing digital transformation in the realm of Erasmus+, the European Commission’s programme for education, training, youth, and sport for the period 2021–2027. This programme manages a sizable budget allocated to education and training opportunities abroad for millions of students, teachers, and other staff of Higher Education Institutions within the EU and beyond. The management of such experiences has significantly grown in complexity over the last decades, entailing notable expenses that the EC aims to reduce through the end-to-end digitalisation of administrative procedures. Our analysis of the savings attained by the so-called Erasmus Without Paper project (EWP) was conducted by taking a close look at the workload, resources, and money invested in Erasmus+ proceedings by four universities from Spain, Italy, and Turkey. The analysis revealed significant savings in terms of paper wastage (a reduction of more than 13.5 million prints every year for the whole Erasmus+ programme) and administrative time, which may translate into lower staff effort and increased productivity, to the point of managing up to 80% more mobilities with the same resources and staff currently available.
Guillain–Barré Syndrome (GBS) is an acute, immune-mediated polyneuropathy that often leads to severe weakness. Intravenous Immunoglobulin (IVIG) is a proven effective treatment for GBS (class 1 ...evidence). The clinical course of GBS in individual patients is highly variable and difficult to predict.
It is a retrospective observational study of 10 patients diagnosed with GBS by using nerve conduction studies and lumbar puncture.
Fifty percent of the patients were under 40 years old, and ninety percent were male; all but one were treated with IVIG; and forty percent of the total mEGOS obtained was less than 5. The average predicted probability of being unable to walk unaided after 4 weeks was 47.7%, the average predicted probability of being unable to walk unaided after 3 months was 17%, and the average predicted probability of being unable to walk unaided after 6 months was 8.05%.
Patients presenting with acute ascending weakness should be identified early, and early IVIG treatment for GBS improves disability as measured by The Modified Erasmus GBS Outcome Scale (mEGOS).
•This case series is compliant with the PROCESS Guidelines 2020: http://www.processguideline.com and submit a completed PROCESS 2020 checklist. With attached reference.•Also we did check the spelling, grammar and syntax and ensured the language is concise.•Images/figures/photos are suitable anonymised with no patient information or means of identifying the patient.•Also we included the reviewer comments of statistical software used, rationale for the investigations performed and finding from the study was mentioned at the very start of the discussion.
Neste artigo fazemos uma revisão da literatura sobre a temática da inovação em educação, associada ao Programa Erasmus+, a partir da leitura e análise crítica de onze artigos, por aplicação do modelo ...de análise Arksey e O’Malley (2005). É nosso objetivo identificar e caracterizar conceitos, desafios e aspetos potenciadores e inibidores das práticas de inovação pedagógica entre 2017 e 2021. A motivação que lhe subjaz inscreve-se no quadro do projeto de investigação de doutoramento em Ciências da Educação. Com esta intenção, a questão que nos move é: como é entendida e definida a inovação pedagógica no quadro do Erasmus+? Vivemos na era da informação e do conhecimento, onde imperam princípios de criatividade, empreendedorismo e inovação. Contudo, o debate mundial continua a incidir sobre a qualidade da educação e de como a inovação em educação pode gerar aprendizagens generativas. No presente estudo, privilegiamos o Programa Erasmus+ enquanto iniciativa, com mais de vinte anos, a marcar indelevelmente um outro tempo em educação e a oportunidade crescente para promover o desenvolvimento pessoal e social.
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