In recent years technology has developed significantly and rapidly become an intricate part of people’s daily life in the globalised world. There is a growing recognition that within intimate relationships, technology usage has many functions which can create both negative and positive impacts on intimacy.  Yet research on intimacy in online social relationships is still underdeveloped. This paper maps the literature on long-distance relationships and how its participants use information and communication technologies to overcome the physical detachment. The purpose of this study is to examine whether intimacy changes over Erasmus+ exchange studies in long-distance romantic and parental relationships. Data from an online survey of 100 Erasmus+ exchange students residing in Budapest, Hungary were analysed to see whether the quality of their relationship worsens during the exchange period. Based on the data collected it can be concluded that the majority of respondents does not experience critical decay in neither of their relationships and that preparation for distance communication with ICTs is not strongly connected to preventing a decay in intimacy.

The thesis deals with education in Community Programmes. It focuses on Education Policy in EU and Lifelong Learning Programme which was concentrated on Education and Training in 2007 - 2014. Since 2014 the programme has a new form and a new name, Erasmus+. New programme connects six existing programs into a single framework which covers Education, Training, Youth and Sport. In the final part is presented the practical example of completing funding application form to support projects in the education area. The completed form can serve as a guide for future applicants.

The final thesis deals with the creation of a cultural assimilator designed for foreign students and workers who have chosen to work or study at BUT. At the same time, it deals with the improvement of already existing processes of adaptation, information and integration of the assimilator into these processes. The diploma thesis includes an analysis of the current state, respectively tools and materials for adaptation, which BUT currently uses. The proposed concept can be used for the integration of foreign students and staff into the university environment.

This thesis deals with reengineering of Erasmsus process framework and conceptual design of its information support. Analytical part is focused to description of current state of ERASMUS programme and European education system. In the same part, advantages and shortcomings of current situation are analyzed. The output of this analysis is set of strengths and weaknesses of current solution. Based on this information, the conceptual design of the information support core is designed. At the end, potential further steps of designing of this project are discussed.

Over the past few years, images of and superficial articles on the Erasmus Castle frequently appeared in a wide range of publications concerned with the marketing of Pretoria. The main aim of this study is to identify the gaps in the existing representations and to identify fictitious notions and misconceptions that have been made with regard to this charming and mysterious landmark of Pretoria. The history of the Erasmus Castle site has never been formally documented. A thorough search has revealed that published literature on the house and the site is fairly limited. The repetitive citing of the same uncorroborated information confirms a lack of and a desperate need for a more comprehensive and a more accountable history of the Erasmus Castle and the site it is built on. The existing articles merely sketch the broad historical background of the farm and its buildings, thereby confirming the need for a well documented and detailed, scientific study of the history of this site. The researcher’s aim is to provide in this need. Extensive research on the changing appearance of the house and the gardens was done by Dr. E. Labuschagne (cultural historian), H. Meiring (architect), A. Jansen (restorer and builder) when the house was restored during 1987 -1989. The results of this research are incorporated in the dissertation. The way the restorers approached the challenge of converting the restored interior into a functional office environment (for Armscor’s Corporate Communications Division), is also analysed. The restoration process is also significant in the sense that it directed the current researcher to collections of primary sources that were indispensable in the reconstruction of the cultural history of life in the house and on the surrounding farmland. The researcher also made use of NASA (National Archives of South Africa). Oral evidence was gathered and the researcher could fill in omissions in the history of one of Pretoria’s most famous landmarks. The findings are important for future tourists and academics alike. The Erasmus castle was declared a Historical Monument by the Tshwane Buildings- and Heritage Society (preferably done by SAHRA). The Erasmus Castle is an interesting example of Victorian architecture thus making the need for a well documented history of the Erasmus Castle terrain of the utmost importance for future generations. / Dissertation (MA (Cultural History))--University of Pretoria, 2003. / Historical and Heritage Studies / unrestricted

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Forskningen visar att det internationella arbetet utvecklar skolan. Med detta har detskapats ett intresse av att undersöka och analysera om det internationella arbetet på engymnasieskola kan bidra till att utveckla skolans vida vägledning. Studien baseras på enkvalitativ fallstudie utförd på kommunala X-gymnasium. Vi intervjuade sex styckeninformanter från personalen med erfarenhet av skolans internationella arbete varav tremed ledningsfunktion och tre utan. X-gymnasium är Erasmus+ ackrediterad förperioden 2021-2027 och utfört internationella resor både för personalen och eleverunder hösten 2021 och våren 2022.Syftet är att undersöka och analysera hur en utvald Erasmus + ackrediteradgymnasieskola organiserar den vida vägledningen i relation tillinternationaliseringsarbetet och vilka erfarenheter utifrån utmaningar ochframgångsfaktorer som kan urskiljas. Följande frågeställningar tas upp: Hur organiserasden vida studie- och yrkesvägledningen i relation till internationaliseringsarbetet på denutvalda Erasmus+ ackrediterade gymnasieskolan? Vilka utmaningar finns det församverkan kring den vida studie- och yrkesvägledningen i relation tillinternationaliseringsarbetet på den utvalda Erasmus+ ackrediterade gymnasieskolan?Vilka framgångsfaktorer finns det för samverkan kring den vida studie- ochyrkesvägledningen i relation till internationaliseringsarbetet på den utvalda Erasmus+ackrediterade gymnasieskolan?Studiens empiriska material har analyserats med hjälp av teori om samverkan.Studiens resultat visar att det finns både utmaningar som framgångsfaktorer för denvida vägledningen i samverkan med det internationella arbetet men att organiseringochansvarsfördelning, ekonomiska resurser och ett aktivt kvalitetsarbete i sambandmed Erasmus+ ackrediteringen är betydande faktorer.

For the purpose of internationalization of higher education, the European Union has established a scheme to facilitate student mobility under the Erasmus project. Erasmus programs are intended to provide participating students with the opportunity to experience education and cultural exchange in different countries. Erasmus programs are not only for European students; it is also available for non-EU students. However, while European students under the Erasmus scheme can experience free movement within EU borders during their studies, it is unclear to what extent the visa programs of Member States allow the same mobility for non-EU students. Through thematic policy analysis, this research addresses the policies implemented to facilitate non-EU students' mobility during their study within the EMJMD program, a multiple mobility master’s degree programs under the Erasmus+. The analysis covers the policies of the European Union as the benefactor of the program and the national migration agencies of the countries where students reside and study to see how national migration regulations comply with the European policies on student mobility.

The relationship between Erasmus of Rotterdam and the religious movement called the Devotio Moderna, especially the latter's relevance to Erasmian piety, has been a somewhat contentious historiographical issue. This thesis examines that relationship, and asserts that the Devotio Moderna was a crucial formative aspect of Erasmus' religiosity. However, its relevance ought not be overstated, due to the humanist's significant developments away from his spiritual forerunners.

The view of children has changed and evolved significantly throughout history. People in earlier times did not view children and childhood as we do today, during the early modern period the attitudes towards children began to develop. In the present study, the perspectives of Erasmus of Rotterdam and Martin Luther on children have been examined and analyzed to gain an understanding of how people viewed children and childhood, as well as how their perspectives differed from each other. The results of the study have also explored how the views on children and childhood may have has highlighted the divergent approaches and perspectives of Luther and Erasmus regarding the view of children and childhood, as well as the influence they exerted during the early modern period and the development of curricula.