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KU Leuven, Belgium PREPARATION STUDY ABROAD
KU Leuven, Belgium 2019-2020 Report 1 optional; only if you allow students preparing for study abroad to contact you permission to publish (directly) contact details** my e-mail address yes: [email protected] faculty/college Humanities level bachelor’s master’s PhD name study programme Liberal Arts and Sciences destination city & country Leuven, Belgium how did you travel to your Train destination? name university abroad KU Leuven start date 23 / 09 / 2019 (dd/mm/yyyy) end date 31/ / 01 / 2020 (dd/mm/yyyy) PREPARATION exchange application process The process was fairly easy. Of course some work was required to write an adequate motivation letter, but the 'how's and when's' were explained clearly and could easily be found online. Whenever I had any questions, the UU International Office was easy to contact and very helpful. counselling & support at Utrecht University Like I said, the UU International Office was very helpful with any questions I had. Whenever I had questions about details of the Erasmus grant, my question was forwarded and replied to quickly by the Erasmus-branch of the International Office. academic preparation I had to make sure I stayed on course with my studies at Utrecht, but because I already had the required amount of ECTS, there was not much academic preparation I had to do. language preparation Lucky for me the only languages I was taking courses in were English and Dutch, in which I'm both fluent. finances With help from the Erasmus grant and some help from my parents, combined with my own savings, I was able to finance my exchange. -
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. -
Threnody Amy Fitzgerald Macalester College, [email protected]
Macalester College DigitalCommons@Macalester College English Honors Projects English Department 2012 Threnody Amy Fitzgerald Macalester College, [email protected] Follow this and additional works at: http://digitalcommons.macalester.edu/english_honors Part of the English Language and Literature Commons Recommended Citation Fitzgerald, Amy, "Threnody" (2012). English Honors Projects. Paper 21. http://digitalcommons.macalester.edu/english_honors/21 This Honors Project - Open Access is brought to you for free and open access by the English Department at DigitalCommons@Macalester College. It has been accepted for inclusion in English Honors Projects by an authorized administrator of DigitalCommons@Macalester College. For more information, please contact [email protected]. Threnody By Amy Fitzgerald English Department Honors Project, May 2012 Advisor: Peter Bognanni 1 Glossary of Words, Terms, and Institutions Commissie voor Oorlogspleegkinderen : Commission for War Foster Children; formed after World War II to relocate war orphans in the Netherlands, most of whom were Jewish (Dutch) Crèche : nursery (French origin) Fraulein : Miss (German) Hervormde Kweekschool : Reformed (religion) teacher’s training college Hollandsche Shouwberg : Dutch Theater Huppah : Jewish wedding canopy Kaddish : multipurpose Jewish prayer with several versions, including the Mourners’ Kaddish KP (full name Knokploeg): Assault Group, a Dutch resistance organization LO (full name Landelijke Organasatie voor Hulp aan Onderduikers): National Organization -
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. -
Monitoring Progress Towards the ERA
T Monitoring progress towards the ERA Editors: Luisa Henriques and René van Bavel Authors: Claire Nauwelaers and René Wintjes Table of Contents Preface ................................................................................................................................3 Executive Summary.............................................................................................................4 1 Evolution towards ERA: general trends and countryspecific situations .......................7 1.1 National mobility initiatives...................................................................................11 1.2 Transnational strategic partnerships and opening up of universities ...................23 1.3 Opening up of national research programmes.....................................................38 1.4 Joint R&D initiatives at country level....................................................................45 2 Proposal for an ERA Monitoring system.....................................................................51 2.1 Key questions for ERA Monitoring.......................................................................51 2.2 StateofPlay with indicators under the 4 Topics..................................................54 3 Conclusions ................................................................................................................59 Acknowledgements............................................................................................................61 List of Tables .....................................................................................................................62 -
10:30-12:00 Location: ST 5
SATURDAY, 10 AUGUST 2019 SATURDAY, 10 AUGUST 2019 Session I: 1 Time: 10:30-12:00 Location: ST 5 SINGLE PAPER: DEVELOPING MEASURES TO ASSESS LEARNING Chair Assessing the factorability of the eight-dimension nature of science Liru Hu, The University of Hong Kong, Hong Kong Simson Ndadaleka Shaakumeni, University of Szeged, Namibia Development of measurement models of teachers’ research mindset. Wipawee Siriluk, Chulalongkorn University, Thailand; Suwimon Wongwanich, Chulalongkorn University, Thailand; Chayut Piromsombat, Chulalongkorn University, Thailand Research skills in upper secondary education and in first year of university Louise Maddens, KU Leuven, Belgium; Fien Depaepe, KU Leuven, Belgium; Rianne Janssen, KU LEUVEN, Belgium; Annelies Raes, KU Leuven, Belgium; Jan Elen, KU Leuven, Belgium Session I: 2 Time: 10:30-12:00 Location: ST 1 SINGLE PAPER: TEACHERS AND THEIR TEACHING CONTEXT Chair Development of a school climate scale based on school members' shared experiences Mar Martinez, Universitat Oberta de Catalunya, Spain Watcharasak Sudla, Chulalongkorn University, Thailand; Suwimon Wongwanich, Chulalongkorn University, Thailand; Kanit Sriklaub, Chulalongkorn University, Thailand Advanced Secondary School Teachers Perceived and Actual Use of DI – A Quantitative Approach Verena Letzel, University of Trier, Germany Student characteristics and how they influence teacher perception of student motivation and behavior Cornelius Brandmiller, DIPF | Leibniz Institute for Research and Information in Education, Germany; Hanna Dumont, -
Full Name of University UTRECHT UNIVERSITY Contact Address
UTRECHT INFO SHEET STUDENT MOBILITY 2019/2020 Full name of university UTRECHT UNIVERSITY Contact address Postal address: For regular mail PO Box 80125 3508 TC Utrecht The Netherlands For express mail / visiting address Heidelberglaan 6 3584 CS Utrecht The Netherlands T: +31-30-253 7000 F: +31-30-253 2627 I: www.uu.nl/exchange E-mail: [email protected] Contact person for incoming and Asia and Latin America: Ms Clim Gorissen outgoing students E for coordinators: [email protected] E for students: [email protected] T. + 31 30 253 1220 Australia, New Zealand: Ms Tessel Arendsen E for coordinators: [email protected] E for students: [email protected] T. +31 30 253 2277 Europe, Middle East & South Africa: Ms Mandy van den Houten E for coordinators: [email protected] E for students: [email protected] T. + 31 30 253 1220 North America: Ms Ingrid Dijkstra temporarely being replaced by Mrs. Cathelijne van Weelden E for coordinators: [email protected] E for students: [email protected] T. + 31 30 253 1917 Erasmus Coordinator: Ms Marleen van der Ven E for coordinators: [email protected] E for students: [email protected] T. +31 30 253 2368 Academic calendar Academic Year 2019-2020 Utrecht University Semester I 2 Sept 2019 – 1 Feb 2020 Semester II 3 Feb 2020 - 26 Jun 2019 University College Utrecht Semester I 2 Sep 2019 – 20 Dec 2019 Semester II 27 Jan 2020 – 15 May 2020 University College Roosevelt Semester I 2 Sep 2019 – 20 Dec 2019 Semester II 27 Jan 2020 – 15 May 2020 Possible option to finish before Most Faculties offer courses in block 2 that have an "early exit" Christmas (“early exit”) option (= finish before Christmas). -
20191008 Final Programme Utrecht V3
Utrecht Network Meeting Final Programme Meeting location: De Inktpot ProRail Moreelsepark 3, Utrecht, The Netherlands Sunday 27th October 2019 14:00 – 16:30 NETLIPSE Board Meeting (NH Hotel, Jaarbeursplein 24, Utrecht) 17:00 – 18:30 City Visit (Utrecht Boat Tour & Brewery visit – starts and ends at Restaurant Oudaen, Oudegracht 99, Utrecht) 18:30 Drinks and dinner (Restaurant Oudaen, Oudegracht 99,Utrecht) (Optional for all, dinner is at your own cost) Day 1: Monday 28th October 2019 Time Day 2: Tuesday 29th October 2019 Opening of the meeting Hans Ruijter, NETLIPSE Chairman (The Netherlands) 9:00 Opening Pau Lian Staal-Ong, NETLIPSE Director (The Netherlands) Welcome by the host and introduction to ProRail Ans Rietstra (The Netherlands) Safety & Social Responsibility - Implementing a safety regime at the Förbifart Stockholm project Johan Brantmark (Sweden) Perspectives on dealing with many stakeholders in a complex urban environment 10:00 - CSR in the Storstrøm Bridge project Vibeke Schiøler Sørensen (Denmark) - Schiphol Multimodal Node Arjan ten Napel & Arjan Bieshaar (NL) - Greater Manchester Gillian Worley (United Kingdom) Coffee break Research perspective Konrad Spang (Germany) - Västlänken Railway Project Karin Malmquist (Sweden) Cross-border bridge Danube - Komárno (Slovakia) - Komárom (Hungary) - Amsterdam Accessible Kees Rutten (The Netherlands) 11:00 Beatrix Horvath (Hungary) & Ľuboš Ďurič (Slovak Republic) Coffee break Research Café Parallel interactive sessions: round 1 (1 hour) - Collaborative contracting, innovation and -
Inter-University Networks: Rhetorics Vs
Mae C. Fastner Inter-university Networks: Rhetorics vs. Reality Objectives and Activities of Members of the European Consortium of Innovative Universities Master’s Thesis Public Administration // Policy and Governance Faculty of Behavioural, Management and Social Sciences Supervisors: Prof. Dr. Hans Vossensteyn, Dr. Harry de Boer, Renze Kolster (M. Phil.) Candidate number: s1578634 March 14th, 2016 Abstract This qualitative study investigates higher education institutions’ engagement in inter-university networks. Inter-university networks are defined as formal, multilateral, multi-purpose and voluntary cooperative arrangements between higher education institutions from multiple countries which are coordinated by an additional administrative layer. This paper seeks to understand to what extent the activities universities perform within inter-university networks actually match their objectives towards these networks. Adopting a multiple-case study design including five European universities of the European Consortium of Innovative Universities (ECIU), the study builds on the resource dependence theory which predicts that higher education institutions use inter-university networks strategically solely for the achievement of their objectives. The goal of the study is to test the resource dependence theory’s expectation that higher education institution’s objectives towards their inter-university network engagements and the activities which they perform within such networks are aligned with each other. The empirical evidence includes primary data collected mainly through semi-structured interviews. The thesis begins with setting out the research focus and design, followed by an introduction to the phenomenon of inter-university networks including a description of their characteristics and factors of success and failure. Subsequently, the theoretical framework based on the resource dependence theory is outlined and a theoretical expectation guiding the research is developed. -
Erasmus Policy Statement of the University of Helsinki (Sf Helsink01)
ERASMUS POLICY STATEMENT OF THE UNIVERSITY OF HELSINKI (SF HELSINK01) As in the application for Erasmus Charter for Higher Education 05/2013 Please describe your institution's international (EU and non-EU) strategy. In your description please explain a) how you choose your partners, b) in which geographical area(s) and c) the most important objectives and target groups of your mobility activities (with regard to staff and students in first, second and third cycles, including study and training, and short cycles). If applicable, also explain how your institution participates in the development of double/multiple/joint degrees. (max. 5000 characters) The University of Helsinki selects its European and non-EU partners first and foremost based on quality. As a research-led university, UH seeks partnerships with leading institutions globally, but also pays attention to the linguistic and cultural diversity of its partnerships. Under the Programme the faculties, departments and other academic units of UH have a freedom of choosing their partners among eligible institutions, but there are institutional quality guidelines helping them to determine the most suitable partners. These guidelines are reviewed in training sessions and are available in the UH intranet. Outside the Programme the central authority exercises strict quality control for extra-European partnerships. As a leading research-led university, the University of Helsinki has chosen not to select any specific geographic areas for international partnerships. The prevailing idea is to engage with the best possible partners regardless of their home country in order to add as much value to international co-operation as possible. Naturally, the University has some historical, cultural and linguistic considerations when choosing partners, and it recognises, for example, the growing importance of the so-called BRIC countries. -
Newsletter 1
Spring 2015 In this issue newsletter 1. Research Funding Support Managers Network 2. Summer Schools UtrechtNetwork since 1987 Utrecht Network Staff Mobility week 3. 2015 AGM and Staff Training Event 4. MAUI Site Visit Initiative Joint MAUI/Student Mobility Task Force meeting Research Funding Support 6. News in brief Managers Network In May 2014 the Utrecht Network The main target group for this staff organised a workshop on ‘A new training is (administrative) staff Welcome generation of European Programmes involved in research funding support Spring is here! for Education and Research: Synergies (e.g. Research Support Offices, Grant between Erasmus+ and Horizon 2020’. Offices, Research Offices), especially This issue will focus on the long Most participants were either involved from Utrecht Network partners and the list of activities which are in in Erasmus+ or in Horizon 2020. The members of the LERU community of preparation at the moment: the Erasmus+ colleagues often knew each European Research Project Managers. other and some meet occasionally. workshop right before the annual At this training good practices and The Horizon 2020 colleagues were on meeting in Tartu focusing on the questions from the participating a different level and do not have many universities will be discussed. The support provided by universities links to colleagues in other Utrecht training will be organised from 21-25 to welcome new staff; research Network universities. managers meeting in Utrecht to June and will coincide with the annual discuss joint forces under Horizon The workshop was very informative and Research Funding Days at Utrecht supported the idea that strengthening University (22–23 June). -
University Colleges in The
UNIVERSITY COLLEGES IN THE NETHERLANDS AN INTRODUCTION TO STUDYING IN THE NETHERLANDS UNIVERSITY COLLEGES IN WHY STUDY IN THE NETHERLANDS? THE NETHERLANDS This introduction to studying in the Netherlands will explain why studying in the Netherlands is an excellent choice for international students, and provide important information on admission requirements, procedures and finances, useful websites and contact details for universities across The Netherlands. INDEX Universities in the Netherlands now offer close to 2100 English-taught programs. This is not a recent development: the Netherlands was the first non-Anglophone country to start teaching in English. AN INTRODUCTION TO STUDYING IN THE NETHERLANDS 3 WHY STUDY IN THE NETHERLANDS? 3 Outside the classroom English is widely spoken across the country, and The Netherlands is home VALUE OF A DUTCH DEGREE 3 to a very international population therefore students will not experience a language barrier when ADMISSIONS 4 studying in The Netherlands. ADMISSIONS REQUIREMENTS 4 ADMISSIONS PROCEDURE 4 Education in the Netherlands tends to be interactive and focused on the students’ needs. Students FINANCES 5 are expected to participate actively in discussions, workshops, presentations, in-class simulations IMPORTANT WEBSITES 6 and individual research. In addition, they have the opportunity to do (academic) internships, go on exchange to other universities around the world, take part in honours/excellence programmes, UNIVERSITY COLLEGE? 7 participate in the community and more. THE PERFECT STUDENT FOR UNIVERSITY COLLEGE 7 APPLYING TO UNIVERSITY COLLEGE 7 Dutch Universities are well-represented in international higher education rankings, such as the Times Higher Education World University Rankings, the QS World University Rankings and the AMSTERDAM UNIVERSITY COLLEGE 8 Academic Ranking of World Universities.