scholarly journals Diligent or just smart students? Small governmental parties’ approach to the European Semester in Poland

2021 ◽  
Vol 17 (4) ◽  
pp. 773-790
Author(s):  
Piotr Sula
Keyword(s):  
European Students

Abstract All governments in Poland formed after the introduction of the European Semester were coalitional ones. All these governments contained junior coalition partners representing all party families. Irrespective of their affiliation, all these junior parties adopted policies that appeared to comply with the European Semester. Hence, junior coalition parties might be recognised as very diligent European students, even if two out of three represented quite extreme views and were undeniably more Eurosceptic than their respective senior partners. However, it can be argued that their strategy was mixed: even if these two more Eurosceptic parties might be regarded as being so in their rhetoric, they accepted all recommendations from the European Semester, except for the farmers’ insurance privileges reduction. The salience of their approach to this latter issue was seen even after a few years in government, making these parties clearly different from their senior coalition partners.

Knowledge about basic life support in European students

2014 ◽  
Vol 155 (21) ◽  
pp. 833-837 ◽  
Author(s):  
József Marton ◽  
Attila Pandúr ◽  
Emese Pék ◽  
Krisztina Deutsch ◽  
Bálint Bánfai ◽  
...  
Keyword(s):  
Basic Life Support ◽  
Life Support ◽  
European Countries ◽  
Eastern European ◽  
Knowledge And Skills ◽  
European Students ◽  
Western European ◽  
Eastern European Countries ◽  
European Youth

Introduction: Better knowledge and skills of basic life support can save millions of lives each year in Europe. Aim: The aim of this study was to measure the knowledge about basic life support in European students. Method: From 13 European countries 1527 volunteer participated in the survey. The questionnaire consisted of socio-demographic questions and knowledge regarding basic life support. The maximum possible score was 18. Results: Those participants who had basic life support training earned 11.91 points, while those who had not participated in lifesaving education had 9.6 points (p<0.001). Participants from former socialist Eastern European countries reached 10.13 points, while Western Europeans had average 10.85 points (p<0.001). The best results were detected among the Swedish students, and the worst among the Belgians. Conclusions: Based on the results, there are significant differences in the knowledge about basic life support between students from different European countries. Western European youth, and those who were trained had better performance. Orv. Hetil., 2014, 155(21), 833–837.

scholarly journals Measuring learning quality by Moroccan university students

2017 ◽  
Vol 9 (1) ◽  
pp. 298-307
Author(s):  
Fatima Zahra SOUBHI ◽  
Mohammed Aitdaoud ◽  
Laurent Lima ◽  
Mohammed Talbi
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Comparative Approach ◽  
The People ◽  
Process Learning ◽  
Higher Education Pedagogy ◽  
Evaluation Of Teaching ◽  
European Students ◽  
Teaching Learning

  Abstract The evolution of teaching is currently considered a very important task, both from an institutional and a moral viewpoint. The evaluation of such a domain, and its conduct, has been reported by several research studies in the literature. “Who? What? How? Drawing from which references? Which clues? Should the people assessed take part in the process? To what extent should the results be publicized?” (Demailly, 2001). For that reason, we will first draw some guidelines for the evaluation of teaching and try to define its possible objectives. Three main domains may be contemplated: teachers’ activity (teaching), the learning process (learning), and the effects of the teaching/learning process. These draw upon an enquiry carried out in three different faculties by our research team. This study is related to the VOLUBILIS project "Moroccan and European students: a comparative approach”, which aims to identify the challenges and expectations of Moroccan students. The purpose of this research is to indicate how students at Hassan II University of Casablanca judge the quality of their studies. We will be able to show that an evaluation of courses by students is both possible and profitable. As a matter of fact, this enquiry has brought up valuable information about higher education pedagogy that concerns the three fields mentioned earlier, and it also offer some suggestions to generate improvements. Keywords: evaluation, teaching, students, quality, higher education, ACP.    

scholarly journals United States and European Students' Social-Networking Site Activities and Academic Performance

2016 ◽  
Vol 6 (1) ◽  
pp. 1-26 ◽  
Author(s):  
Aryn C. Karpinski ◽  
Paul A. Kirschner ◽  
Anthony V. Shreffler ◽  
Patricia A. Albert ◽  
Carrie A. Tomko
Keyword(s):  
United States ◽  
Academic Performance ◽  
University Students ◽  
Social Networking ◽  
Grade Point Average ◽  
Social Networking Site ◽  
Grade Point ◽  
European Students ◽  
Different Cultures ◽  
Negative Relationships

Different cultures communicate differently. Research is beginning to examine the differences in culture related to social-networking site (SNS) use. Differences in specific SNS activities related to academic performance among United States (US; n = 446) and European (n = 394) university students were examined. Moderated Multiple Regressions indicated that using SNSs for “career” and “school” were positively predictive of Grade Point Average (GPA) for both US and European students. For US students, “staying in touch with online friends” was negatively predictive. Results highlight the positive and negative relationships between various SNS activities and GPA, but specifically the use of SNSs for academic versus socialization purposes cross-culturally.

scholarly journals Strengths and weaknesses of computer science degrees: The perception from European students

2012 ◽  
Vol 5 (1) ◽  
Author(s):  
Marcela Porta ◽  
Katherine Maillet ◽  
Carmen Martinez ◽  
Marta Mas
Keyword(s):  
Computer Science ◽  
European Students

An Outline of Japan's Prehistoric Cultures

1953 ◽  
Vol 9 ◽  
pp. 12-16 ◽  
Author(s):  
Bertram S. Kraus
Keyword(s):  
Bronze Age ◽  
Cultural Development ◽  
Second Century ◽  
First Century ◽  
Entire Period ◽  
Japanese Culture ◽  
European Students ◽  
High Degree

Until quite recently the cultural prehistory of Japan has been, like many other areas of Asia, very inadequately known to most American and European students. There is now enough material available to enable me to present to you an outline of the prehistoric cultural development of Japan with a high degree of reliability in its essential validity. Much remains to be done, however, both in the sphere of “dirt archaeology” and in the field of analysis, synthesis, and foreign relationships.The term “Jomon” has become entrenched as the designation for the entire period of Japanese culture preceding the entrance of the Yayoi people with their bronze-age culture from Korea and the adjacent areas into Kyushu. This migration must have commenced at least as early as the second century B.C. since it is known that Yayoi centers were flourishing in Kyushu and southwest Honshu in the first century B.C. Absolute dates for the earliest cultural manifestations in Japan are lacking but my guess would be about 3000 B.C.

A Comparison of Achievement and Aspirations of New Zealand Chinese and European Students

1997 ◽  
Vol 28 (4) ◽  
pp. 481-489 ◽  
Author(s):  
Rita Chi-Ying Chung ◽  
Frank H. Walkey ◽  
Fred Bemak
Keyword(s):  
New Zealand ◽  
European Students

Transnational student associations in the European multi-level governance of higher education policies

2017 ◽  
Vol 17 (3) ◽  
pp. 365-384 ◽  
Author(s):  
Manja Klemenčič ◽  
Fernando Miguel Galán Palomares
Keyword(s):  
Higher Education ◽  
European Commission ◽  
Policy Making ◽  
Student Interest ◽  
The European Union ◽  
Education Policies ◽  
Higher Education Policies ◽  
Working Groups ◽  
European Students ◽  
The Eu

The article seeks to advance understanding of the involvement of transnational student associations in European governance of higher education policies within the European Union (EU) and the European Higher Education Area (EHEA). Specifically, the article explores the mechanisms for interest intermediation that exist for transnational student associations in both policy arenas. Three transnational student associations stand out in terms of their involvement: European Students’ Union (ESU), Erasmus Student Network (ESN) and European Students’ Forum (AEGEE). The findings point to two distinct models of student interest intermediation in European policy-making. Within the EU, the European Commission interacts with all three transnational student associations; however, ESU and ESN participate in more expert and working groups. The roles afforded to each association in relation to the European Commission are demarcated and functionally differentiated. Within EHEA, in neo-corporatist fashion, ESU, as a representative platform of national student unions, holds representational monopoly. In the EHEA and the EU, the involvement of transnational student associations in policy-making can be attributed to the evolving nature of transnational governance regimes in which participation of transnational student associations not only brings expertise to but also aids the legitimacy of the policy processes and outcomes.

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