DOCSLIB.ORG

Humanitarian Development Studies in Europe: Assessment of Universities’ Training and Ngos’ Needs

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Humanitarian Development Studies in Europe: Assessment of Universities’ Training and Ngos’ Needs Julia González, Wilhelm Löwenstein, Mo Malek Humanitarian Development Studies in Europe Assessment of Universities’ Training and NGOs’ Needs HumanitarianNet Thematic Network on Humanitarian Development Studies Humanitarian Development Studies in Europe: Assessment of Universities’ Training and NGOs’ Needs Map of knowledge chart of skills Humanitarian Development Studies in Europe: Assessment of Universities’ Training and NGOs’ Needs Edited by Julia González Wilhelm Löwenstein Mo Malek University of Deusto University of Bochum University of St. Andrews Spain Germany United Kingdom 1999 University of Deusto Bilbao No part of this publication, including the cover design, may be reproduced, stored or transmitted in any form or by and means, whether electrical, chemical, mechanical, optical, recording or photocopying, without prior permission or the publishers. Publication printed in ecological paper © Universidad de Deusto Apartado 1 - 48080 Bilbao I.S.B.N.: 978-84-9830-501-2 Acknowledgement This book is the result of efforts of so many people that it would be impossible to mention them individually. The project was made possible by a grant from the European Commission, DG22. A special thanks in DG22 goes to Irving Mitchel and Esmeralda Almeida Texeira, not only for providing the necessary funds, but also for continuos moral support and advice. We are also grateful to the authors, each of whom worked hard to collect the data and produce the papers. Thanks are also due to the Basque Government for financial support of the International Symposium in Bilbao in March 1999, where the major results of the book were presented to the great public. We also thank the staff of all universities participating in the Thematic Network, particulary those of the University of Deusto, among them special thanks goes to Almudena Garrido, Isabel Prieto, Laura Belmonte, Naty Urdiales, Maria Ortiz-Coronado and Juan Carlos Duque. Without the dedication and help of these people, this would not have been possible. Table of Contents List of Tables .................................................. 13 List of Figures ................................................. 15 List of Acronyms............................................... 17 Introduction .................................................. 21 A1. Thematic Study: Human Rights ............................... 27 Introduction ............................................... 27 Methodology .............................................. 27 Discussion ................................................ 31 Conclusions ............................................... 32 A2. Thematic Study: Humanitarian Crisis .......................... 33 Introduction ............................................... 33 Methodology .............................................. 35 Discussion ................................................ 37 Conclusions ............................................... 40 A3. Thematic Study: Migration, Multiculturality and Ethnic Conflict .... 41 Introduction ............................................... 41 Methodology .............................................. 41 Discussion ................................................ 47 Conclusions ............................................... 51 A4. Thematic Study: Peace Studies ............................... 53 Introduction ............................................... 53 Methodology .............................................. 56 Discussion ................................................ 58 Conclusions ............................................... 59 © University of Deusto - ISBN 978-84-9830-501-2 10 TABLE OF CONTENTS A5. Thematic Study: Poverty and Development ..................... 63 Introduction ............................................... 63 Methodology .............................................. 63 Discussion ................................................ 67 Conclusions ............................................... 68 B1. Country Report: Austria ..................................... 69 Introduction ............................................... 69 Methodology .............................................. 71 Results ................................................... 73 Discussion and Conclusion................................... 77 B2. Country Report: Belgium .................................... 79 Introduction ............................................... 79 The Survey ................................................ 85 Analysis and discussion...................................... 87 Conclusions ............................................... 89 B3. Country Report: Denmark ................................... 91 Introduction ............................................... 91 Methodology .............................................. 100 Survey Findings ............................................ 101 Conclusion: the Employment Situation......................... 109 B4. Country Report: France ..................................... 111 Introduction ............................................... 111 The Survey ................................................ 114 Discussion and Conclusion................................... 123 B5. Country Report: Finland ..................................... 125 Introduction ............................................... 125 Terminology and sample of survey ............................ 130 Education related to development issues ....................... 132 Training offered by non-governmental organisations ............. 134 Discussion ................................................ 135 B6. Country Report: Germany ................................... 139 Introduction ............................................... 139 The Survey ................................................ 142 Discussion and Conclusion................................... 153 B7. Country Report: Greece ..................................... 155 Introduction ............................................... 155 Methodology .............................................. 156 Results ................................................... 159 Discussion and Conclusion................................... 161 © University of Deusto - ISBN 978-84-9830-501-2 TABLE OF CONTENTS 11 B8. Country Report: Ireland .................................... 165 Introduction.............................................. 165 Methodology............................................. 165 Results .................................................. 171 Summary and Interpretation ................................ 175 B9. Country Report: Italy ...................................... 177 Introduction.............................................. 177 Terminology and Methodology.............................. 183 Results .................................................. 186 B10. Country Report: Netherlands................................ 193 Introduction.............................................. 193 Results .................................................. 196 B11. Country Report: Norway ................................... 201 Country introduction ...................................... 201 Definition and terminology ................................. 207 Methodology............................................. 208 Presentation of results ..................................... 209 Conclusions .............................................. 211 B12. Country Report: Portugal................................... 213 Introduction.............................................. 213 Demand Side - Development Co-operation.................... 215 Supply Side - Educational System ............................ 220 Conclusions .............................................. 224 B13. Country Report: Spain ..................................... 225 Introduction.............................................. 225 The survey ............................................... 231 Discussion and Conclusion.................................. 235 B14. Country Report: Sweden ................................... 237 Introduction.............................................. 237 Definition and terminology ................................. 240 Methodology............................................. 240 Presentation of results ..................................... 241 Concluding observations ................................... 244 B15. Country Report: United Kingdom ............................ 247 Introduction.............................................. 247 Typology of organisations and terminology.................... 249 Methodology............................................. 252 Presentation of Results..................................... 252 Conclusions .............................................. 255 © University of Deusto - ISBN 978-84-9830-501-2 12 TABLE OF CONTENTS C. Overall Results and Concluding Remarks. ....... 257 Bibliography .................................................. 269 Index ........................................................ 275 © University of Deusto - ISBN 978-84-9830-501-2 List of Tables Table A3.1 Topics of the courses sccouding to their frequency ...... 43 Table A3.2 Number of Institutions and number of projects in the respec- tive disciplines ...................................... 50 Table B2.1 Percentages of the aid spend in the different contries .... 80 Table B2.2 Sectional distribution of the development assistance ..... 80 Table B3.1 Annual Framework Aggrement with Danida ............ 105 Table B3.2 Maps of Knowledge by discipline ....................
Load more

Recommended publications
  • SUSTAINABILITY CIES 2019 San Francisco • April 14-18, 2019 ANNUAL CONFERENCE PROGRAM RD 6 3
    EDUCATION FOR SUSTAINABILITY CIES 2019 San Francisco • April 14-18, 2019 ANNUAL CONFERENCE PROGRAM RD 6 3 #CIES2019 | #Ed4Sustainability www.cies.us SUN MON TUE WED THU 14 15 16 17 18 GMT-08 8 AM Session 1 Session 5 Session 10 Session 15 8 - 9:30am 8 - 9:30am 8 - 9:30am 8 - 9:30am 9 AM Coffee Break, 9:30am Coffee Break, 9:30am Coffee Break, 9:30am Coffee Break, 9:30am 10 AM Pre-conference Workshops 1 Session 2 Session 6 Session 11 Session 16 10am - 1pm 10 - 11:30am 10 - 11:30am 10 - 11:30am 10 - 11:30am 11 AM 12 AM Plenary Session 1 Plenary Session 2 Plenary Session 3 (includes Session 17 11:45am - 1:15pm 11:45am - 1:15pm 2019 Honorary Fellows Panel) 11:45am - 1:15pm 11:45am - 1:15pm 1 PM 2 PM Session 3 Session 7 Session 12 Session 18 Pre-conference Workshops 2 1:30 - 3pm 1:30 - 3pm 1:30 - 3pm 1:30 - 3pm 1:45 - 4:45pm 3 PM Session 4 Session 8 Session 13 Session 19 4 PM 3:15 - 4:45pm 3:15 - 4:45pm 3:15 - 4:45pm 3:15 - 4:45pm Reception @ Herbst Theatre 5 PM (ticketed event) Welcome, 5pm Session 9 Session 14 Closing 4:30 - 6:30pm 5 - 6:30pm 5 - 6:30pm 5 - 6:30pm Town Hall: Debate 6 PM 5:30 - 7pm Keynote Lecture @ Herbst 7 PM Theatre (ticketed event) Presidential Address State of the Society Opening Reception 6:30 - 9pm 6:45 - 7:45pm 6:45 - 7:45pm 7 - 9pm 8 PM Awards Ceremony Chairs Appreciation (invite only) 7:45 - 8:30pm 7:45 - 8:45pm 9 PM Institutional Receptions Institutional Receptions 8:30 - 9:45pm 8:30 - 9:45pm TABLE of CONTENTS CIES 2019 INTRODUCTION OF SPECIAL INTEREST Conference Theme .
    [Show full text]
  • Irish Aid 2013 Annual Report
    Irish Aid Annual Report 2013 Department of Foreign Affairs and Trade Irish Aid Annual Report 2013 80 St. Stephen’s Green Dublin 2 t: +353 1 408 2000 www.irishaid.ie [email protected] Delivering real changes in the lives of some of the poorest people and communities in the world 2 Where We Work Contents 4 Foreword 6 The Year in Review 10 Progress on the Millennium Development Goals This page: School Children in Machanga District, Mozambique. Photo: Hu O’Reilly/Trocaire Front cover: Three young female students outside of Harrisville School in Grand Bassa, Liberia. Photo: Concern Worldwide Opposite page: Right to left: Victoria Kabera selling tomatoes at Kirambi market, South Rwanda. Photo: Trocaire A young boy surveys the ruins of Tacloban, Philippines. Photo: Julien Behal/Maxwells/Goal Ireland A health worker administers a vaccine, Tanauan, Leyte Province, Philippines. Photo: UNICEF Philippines/Giacomo Pirozzi Minister of State for Trade and Development Joe Costello TD at Africa Day Celebrations, Farmleigh House, Dublin. Photo: Maxwells 12 One World, One Future 14 Thematic Areas 16 Key Partner Countries 34 Other Partner Countries 42 Accountability and Effectiveness 43 NGO Partners 44 Multilateral Organisations 45 Higher Education Partnerships and Research 48 Engaging with the Irish Public 52 Ireland’s Official Development Assistance – Definitions 55 Annexes Key Partner Countries Other Partner Countries Other Countries Central and South America HAITI BELIZE HONDURAS EL SALVADOR NICARAGUA COLOMBIA IRAQ IRAN PALESTINE ECUADOR NEPAL PAKISTAN INDIA WESTERN BANGLGLALADESHSH SAHARA MYANMAR (BURMA) LAOS MAURITANIA MALI NIGER THAILAND BOLIVIA ERITREREEA CHAD SENEGAL SUDAN CCAMBODIA GAMBIA BURKINA GUINEA-BISSAU FASO BENNIIIN VIETNAM GUINEA SOMALIA PARAGUAY NIGERIA TTOGOGO ETHIOPIA SIERRA LEONE COTE SRI LANKA D'IVOIRE CENTRAL AFRICAN GHANA REPUBLIC LIBERIA CAMEROON EQUATORIAL GUINEA DEM.
    [Show full text]
  • Partnerships for Girls' Education
    Partnerships for Girls’ Education Edited by Nitya Rao and Ines Smyth Partnerships for Girls’ Education Oxfam GB Oxfam GB, founded in 1942, is a development, humanitarian, and campaigning agency dedicated to finding lasting solutions to poverty and suffering around the world. Oxfam believes that every human being is entitled to a life of dignity and opportunity, and it works with others worldwide to make this become a reality. From its base in Oxford in the United Kingdom, Oxfam GB publishes and distributes a wide range of books and other resource materials for development and relief workers, researchers and campaigners, schools and colleges, and the general public, as part of its programme of advocacy, education, and communications. Oxfam GB is a member of Oxfam International, a confederation of 12 agencies of diverse cultures and languages, which share a commitment to working for an end to injustice and poverty – both in long-term development work and at times of crisis. For further information about Oxfam’s publishing, and online ordering, visit www.oxfam.org.uk/publications For information about Oxfam’s development,advocacy,and humanitarian relief work around the world, visit www.oxfam.org.uk Partnerships for Girls’ Education Edited by Nitya Rao and Ines Smyth First published by Oxfam GB in 2005 © Oxfam GB 2005 ISBN 0 85598 513 5 A catalogue record for this publication is available from the British Library. All rights reserved. Reproduction, copy, transmission, or translation of any part of this publication may be made only under the following conditions: • with the prior written permission of the publisher; or • with a licence from the Copyright Licensing Agency Ltd., 90 Tottenham Court Road, London W1P 9HE, UK, or from another national licensing agency; or • for quotation in a review of the work; or • under the terms set out below.
    [Show full text]
  • UN General Assembly to Seek Urgent Action on Poverty, Education and Health to Achieve Millennium Development Goals 1-2 April 2008
    Note to Correspondents UN General Assembly to Seek Urgent Action on Poverty, Education and Health to Achieve Millennium Development Goals 1-2 April 2008 With progress lagging in the global attempt to achieve the Millennium Development Goals by 2015, the United Nations General Assembly will hold a special two-day debate in New York on 1-2 April to accelerate progress and to help tackle the most intractable problems. The debate, “Recognizing the achievements, addressing the challenges and getting back on track to achieve the MDGs by 2015," will concentrate on the eradication of extreme poverty and hunger, achieving universal primary education, reducing child mortality, improving maternal health, and combating malaria and other diseases. “The poverty, education and health Goals are the areas where progress is most urgently required and where experience suggests that positive results have a catalytic effect on the other Goals,” says United Nations General Assembly President Srgjan Kerim. President Kerim, who has made the Millennium Development Goals one of his priorities, says the debate comes at a time when “it is already clear that our pace is too slow.” According to UN statistics, the absolute number of poor in sub-Saharan Africa is still rising and projected to stand at 360 million by 2015. Globally, around 72 million primary age children are not enrolled in school. And every year, more than half a million women lose their lives to causes related to childbirth, almost 10 million children die before reaching their fifth birthday, and an estimated 1.7 million people in Africa become infected with HIV.
    [Show full text]
  • Information for Incoming Exchange Students
    Information for incoming exchange students UNIVERSITY OF COIMBRA, PORTUGAL YOUR STUDY ABROAD DESTINATION › Proposals for new exchange agreements A LEADING should be sent by Departmental or Institutional INTERNATIONAL Coordinators to: [email protected] UNIVERSITY Free mover students Students coming from a non-partner institution THE UNIVERSITY OF COIMBRA (uc) is a Portuguese can apply for an exchange period of studies at public higher education institution with more than the University of Coimbra as free mover students. 700 years of experience in education, training and Applicable fees vary according to the course units research. The first and the only Portuguese-speak- selected by the applicant. ing university until the early 20th century, uc has affirmed its position over the years with a unique mix Key education and research of tradition, modernity and innovation. programmes and consortia uc is classified as World Heritage by theunesco for its unique tangible (historical buildings) and › Carnegie Mellon-Portugal (information and intangible (knowledge and culture) heritage, a communication technologies) key part of the history of European and global › Harvard-Portugal Clinical Scholars Research scientific culture. Training Program (clinical research) uc offers education and research in all study levels › MIT-Portugal (bioengineering, sustainable and in nearly all subject areas. Collaborative research, energy, transportation systems) business partnerships and student exchanges are all › UT Austin Portugal (digital media, advanced part of the internationalisation programme designed computing and mathematics, university to enhance the academic and cultural experience enterprise networking) for all. The majority of the education and research › Ageing@Coimbra activities take place within the framework of a large › Coimbra Health network of contacts and partnerships with higher › M8 Alliance education institutions from all over the world, from Europe to Africa, North and South America, Asia, Strategic university networks Middle East and Australia.
    [Show full text]
  • Country Briefing: Tanzania
    MARCH 2021 COUNTRY BRIEFING: TANZANIA GEC-T Camfed International 88,061 beneficiaries targeted GEC-T Camfed Tanzania 7,009 beneficiaries targeted The GEC has two Camfed Tanzania operates in the peri-urban districts of Dar es Salaam, Mwanza, Shinyanga, Singida, GEC-T projects Tabora and focuses on the transition from primary to secondary school. Camfed International working in Tanzania. operates in the rural districts of Morogoro, Iringa, Tanga and the coastal regions of Tanzania and focuses on completion of secondary school. Both projects have been significantly impacted by the COVID-19 pandemic, especially school closures. During the quarter July to September 2020, projects provided direct contact with and support to over 7,000 girls through their COVID-19 response activities. These activities have focused on keeping girls safe through the provision of masks and PPE, raising awareness of COVID-19 and protection measures such as social distancing, and by providing sanitary and wellbeing materials such as sanitary pads, soap and essential toiletries. 99.7% of junior secondary and 100% of upper secondary students who were supported by Camfed and attending school prior to COVID-19 school closures reported back and attended schools once they re-opened. PROJECT PROJECT CLOSE PROJECT NAME WINDOW LEAD PARTNER START DATE DATE Girls learn, succeed, and lead GEC-T Camfed Tanzania 1 August 2017 31 December 2021 The ultimate virtuous cycle of GEC-T Camfed International 1 April 2017 31 December 2021 girls’ education (Tanzania, Zambia and Zimbabwe) During the quarter July to September 2020, projects provided direct © Camfed contact with and support to over 7,000 girls through their COVID-19 response activities.
    [Show full text]
  • Jagiellonian University
    NJUsletter ISSN: 1689-037X TWO PRESIDENTIAL VISITS 69 SPRING/ SUMMER RECTORIAL ELECTIONS 2020 IN RESPONSE TO COVID-19 JAGIELLONIAN UNIVERSITY Faculty of Law and Administration Faculty of Philosophy Faculty of History Faculty of Philology Faculty of Polish Studies Faculty of Physics, Astronomy and Applied Computer Science Faculty of Mathematics and Computer Science Faculty of Chemistry Faculty of Biology Faculty of Geography and Geology Faculty of Biochemistry, Biophysics and Biotechnology Faculty of Management and Social Communication Faculty of International and Political Studies Faculty of Medicine Faculty of Pharmacy Faculty of Health Sciences Founded in 1364 3 16 faculties campuses 35,922 students, including 4,743 international, over 90 nationalities PhD students Each = 2,000 students = International students 2,356 94 158 8,342 study specialities employees, including programmes 4,509 academics USOS data as of 31.07.2020 In this issue... UNIVERSITY NEWS 2 French President Emmanuel Macron visits the Jagiellonian University Editor: 4 Education means being a complete person JU International 2 Relations Office – Maltese President lecturing at JU 4 6 New JU authorities © Dział Współpracy 7 100th Anniversary of Pope John Paul II’s Międzynarodowej UJ, 2020 birth Publications Officer: FEATURES Agnieszka Kołodziejska-Skrobek 9 JU in touch with the world 10 Coimbra Group 3-Minute Thesis Language consultant: 11 UNA.TEN Maja Nowak-Bończa 6 INTERNATIONAL RELATIONS Design: Dział Współpracy 14 UNA EUROPA 1Europe kick-off meeting Międzynarodowej UJ 16 International Students 2020 Gala 17 Polish-Brazilian botanical co-operation Translation: 19 DIGIPASS in Amsterdam Agnieszka Kołodziejska-Skrobek 20 From an ex-native speaker: On Becoming Polish 11 Edited in Poland by: Towarzystwo Słowaków STUDENT LIFE w Polsce www.tsp.org.pl 21 Bonjour – Hi.
    [Show full text]
  • Annual Report 2018
    ANNUAL REPORT 2018 Annual Report 2018 Campaign for Female Education 1 CONTENTS LEGAL & ADMINISTRATIVE INFORMATION 4 A MESSAGE FROM OUR CHAIR 5 OUR MISSION 6 OUR STRATEGIC GOALS 7 STRATEGIC REPORT: SUMMARY OF ACTIVITIES IN 2018 8 FINANCIAL OVERVIEW 10 OUR HEADLINE GOAL 12 OUR PROGRAMMES UNLOCK NEW RESOURCES: MULTIPLY GIRLS’ EDUCATIONAL OPPORTUNITIES 14 UNLEASH NEW POTENTIAL: ENABLE EDUCATED YOUNG WOMEN TO LEAD CHANGE 22 EXTEND OUR INFLUENCE AND IMPACT 34 RESEARCH AND DEVELOPMENT 40 ORGANISATIONAL FUNDERS 46 SUPPORTERS AND CHAMPIONS 48 LOOKING AHEAD TO 2019 50 GOVERNANCE AND FINANCIAL STATEMENTS 54 LEGAL & ADMINISTRATIVE INFORMATION A MESSAGE FROM OUR CHAIR Trustees 2018 marked the beginning of CAMFED’s 25th anniversary year, and Miranda Curtis (Chair of Trustees) Rosemary O’Mahony has provided us all with an opportunity to reflect on the growth of the Valerie Caton (Chair of the Remuneration Committee) Grace Owen organisation, to celebrate CAMFED’s accomplishments, and to begin to Nick Swift (Chair of the Finance and Audit Committee) Robert Sansom prepare for the next stage of development. Ann Cotton One of the major achievements of the year was in the progress Directors we made towards our five-year goal to support one million girls in Miranda Curtis (Chair) Rosemary O’Mahony secondary school in sub-Saharan Africa by 2020, a goal that we are Valerie Caton Grace Owen Nick Swift Robert Sansom on track to deliver in the coming year. This has been achieved in part Ann Cotton through the generosity of our international donors, but we are extremely "We believe that this proud to confirm that more than half of those girls will be funded and model of previous Executive supported by the young women CAMFED has helped to educate over beneficiaries and Lucy Lake (Chief Executive Officer) the previous 25 years, our CAMA alumnae, together with the 127,000 local community Luxon Shumba (Chief Financial Officer & Company Secretary) members of our community support groups.
    [Show full text]
  • Annual Review 2018
    Educate to Empower United Nations Girls’ Education Initiative (UNGEI) Annual Review 2018 1 Annual Review 2018 | UNGEI Acknowledgements This Review was developed by Fiona McDowell with the support of the UNGEI Secretariat team, Nora Fyles, Sujata Bordoloi, Takudzwa Kanyangarara and Sarah Winfield. It was designed by Daniel Pomlett. For their many invaluable contributions, we would like to express our sincere thanks to members of the UNGEI Global Advisory Committee. Our particular thanks go to the Government of Norway for its ongoing partnership and generous support for this publication. Photo credits Cover © UNICEF / UN050595 / Tsvangirayi Mukwazhi Page 1 © UNICEF / Jean Luc Yameogo Page 3 © UNICEF / Prashanth Vishwanathan Page 9 © UNICEF / UNI89993 / Adam Ferguson Page 15, 16, 22, 24, 37, 39 © UNGEI / Sarah Winfield Page 19 © UNICEF/ UN0206982 / Herwig Page 21 © UNICEF / UN015837/ Amminadab Jean Page 23 © UNICEF / UN032730 / Dhiraj Singh Page 29 © Plan International / Patrick Kaplin Page 31 © CAMFED / Eliza Powell Page 35 © UNGEI / Daniel Pomlett Page 36 © UNICEF / UN107040 / Marco Dormino © United Nations Girls’ Education Initiative (UNGEI) July 2019 Suggested citation: United Nations Girls’ Education Initiative, Educate To Empower: UNGEI Annual Review 2018, New York, July 2019 Message from the UNGEI Chair Around the world, upwards of 130 million girls are not attending UNGEI’s Steering Committee plays an important leadership role, school. Girls are one and a half times more likely to be excluded from helping connect the members of the Global Advisory Committee to school than boys, and girls with disabilities, girls from the poorest the Secretariat and ensuring accountability as we work collectively families, girls living in rural areas, and girls living in situations of to achieve UNGEI’s strategic objectives.
    [Show full text]
  • University of Coimbra
    University of Coimbra Erasmus page http://www.uc.pt/en/driic/mobilidade/in/ Erasmus code P COIMBRA01 Brief description of the University Established in 1290, it is the oldest university of Portugal. Contact person(s) Mrs. Teresa Silva [email protected] Field(s) of bilateral agreement Travel, tourism and leisure Academic and Administrative Matters Courses for exchange students in English www.uc.pt/en/ects/catalogo Language requirement(s) English (B1) and Portuguese (B1) Orientation Day To be determined each semester Semesters (including examination Fall semester: September-December period) Spring semester: February-June Application deadline Fall semester: 15th of July Spring semester: 15th of December Application procedure http://www.uc.pt/en/driic/estudantesIN/CandidatIN/ Accommodation www.uc.pt/go/accommodation Costs of living expenses €550-650 per month About the city Coimbra is considered to be the biggest student city of Portugal. UNIVERSITY INFORMATION SHEET FOR MOBILITY STUDENTS OF COIMBRA UNIVERSITY Name of the University University of Coimbra Rector João Gabriel Silva Vice-Rector for International Joaquim Ramos de Carvalho Relations University Code P COIMBRA01 Website www.uc.pt INTERNATIONAL RELATIONS UNIT Head of the Unit Filomena Marques de Carvalho Address Divisão de Relações Internacionais Universidade de Coimbra Colégio de São Jerónimo – Largo D. Dinis 3000-143 COIMBRA - PORTUGAL Tel. +351 239 857000 Fax +351 239 857002 E-mail [email protected] Website www.uc.pt/driic Mobility and reception Incoming student Mobility Tel. +351 239 857003 Fax. +351 239 857002 E-mail: [email protected] Incoming teaching and non-teaching staff mobility Tel. +351 239 857003 Fax.
    [Show full text]
  • The Nomination Deadline for the 2016-17 Exchange Was March 1, 2016
    AGM – 28/29 April 2016 Agenda Item 6 (ii) Action required – for information 2016-17 Exchange Placements: The nomination deadline for the 2016-17 exchange was March 1, 2016. Numbers: Exchange Flow Statistics Summary 2015-2016 o Utrecht Network sent 59 students for a total of 71 semesters o MAUI sent 80 students for a total of 90 semesters 2016-2017 (March 31, 2016) o Utrecht Network will send 77 students for a total of 93 semesters o MAUI will send 80 students for a total of 87 semesters Withdraws or Cancellations of Placed Students It is important that both MAUI and Utrecht Network campuses whose students have withdrawn or cancelled placements inform both Liz Shabani and Nathalie Hennebelle as soon as that decision is made. Reporting withdraws and cancellations allows for waitlisted students to be placed. Updates on MAUI (Mid-America Universities International) The most current institutional information for the MAUI-Utrecht Network partners is now updated and available on the UMSL website while the MAUI site undergoes maintenance: www.umsl.edu/~maui If there are changes in contact information for Utrecht Network campuses, please let Nathalie Hennebelle and Liz Shabani know so that online information may be updated. Site Visits: 2016: Bobby Leis (Baylor) and Haley French-Sloan (UNL) will be conducting a round of site visits this June. They are working with the University of Coimbra, Ruhr Bochum, the University of Antwerp and Aarhus University (June 22-July 2). 2015: Tom Saville of SIUC and Jami Lewis of Texas State-San Marcos conducted the 2015 site visits in mid-March and had the opportunity to participate in the Student Mobility meeting held at Karl Franzens University, Graz.
    [Show full text]
  • Communications in Computer and Information Science 639
    Communications in Computer and Information Science 639 Commenced Publication in 2007 Founding and Former Series Editors: Alfredo Cuzzocrea, Dominik Ślęzak, and Xiaokang Yang Editorial Board Simone Diniz Junqueira Barbosa Pontifical Catholic University of Rio de Janeiro (PUC-Rio), Rio de Janeiro, Brazil Phoebe Chen La Trobe University, Melbourne, Australia Xiaoyong Du Renmin University of China, Beijing, China Joaquim Filipe Polytechnic Institute of Setúbal, Setúbal, Portugal Orhun Kara TÜBİTAK BİLGEM and Middle East Technical University, Ankara, Turkey Igor Kotenko St. Petersburg Institute for Informatics and Automation of the Russian Academy of Sciences, St. Petersburg, Russia Ting Liu Harbin Institute of Technology (HIT), Harbin, China Krishna M. Sivalingam Indian Institute of Technology Madras, Chennai, India Takashi Washio Osaka University, Osaka, Japan More information about this series at http://www.springer.com/series/7899 Giedre Dregvaite • Robertas Damasevicius (Eds.) Information and Software Technologies 22nd International Conference, ICIST 2016 Druskininkai, Lithuania, October 13–15, 2016 Proceedings 123 Editors Giedre Dregvaite Robertas Damasevicius Kaunas University of Technology Kaunas University of Technology Kaunas Kaunas Lithuania Lithuania ISSN 1865-0929 ISSN 1865-0937 (electronic) Communications in Computer and Information Science ISBN 978-3-319-46253-0 ISBN 978-3-319-46254-7 (eBook) DOI 10.1007/978-3-319-46254-7 Library of Congress Control Number: 2016950911 © Springer International Publishing Switzerland 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed.
    [Show full text]