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More than a century before Grotius wrote his famous work on international law, his countryman Desiderius Erasmus of Rotterdam laid the foundations for the modern critique of war. In several writings, especially those published in the period 1515- 1517, the "prince of humanists" brilliantly and devastatingly condemned war not only on Christian but also on secular/rational grounds. His graphic depiction of the miseries of war, together with his impassionate plea for its avoidance, remains unparalleled. Erasmus argued as a moralist and educator rather than as a political theorist or statesman. If any single individual in the modern world can be credited with "the invention of peace", the honour belongs to Erasmus rather than Kant whose essay on perpetual peace was published nearly three centuries later. / Published erratum on last page.

The master's thesis Witchcraft and Inquisition in literal and historical context of "El Crótalon" offers a look at displays od the Witchcraft in the literature of first half of the 16th century with special attention on classical Greek and Roman literal models. Furthermore, the thesis analyzes the influence of Erasmus'work and impact of the Reformation movement on intelectual panorama as well as on the popular opinion; it concentrates on the evolution of Witchcraft and its growing influence over the social life. It also studies how the changing caracter of the Witchcraft reflected in the literal activity of its times. Second part of the thesis is dedicated to religious aspects of the Witchcraft, its connection with heretical movements and persecutions by the Inquisition.

The main aim of this diploma thesis is to bring to Czech readers an appropriate translation of selected passages from Dialogus Ciceronianus sive de optimo genere dicendi by Erasmus of Rotterdam. By this work, Erasmus significantly afftected the history of disputes over the form of imitation of M. Tullius Cicero, which started among humanists at the end of the 15th century and continued, with varying intensity, for a hundred following years. Erasmus rejected pedantic imitation of formal features of Cicero's language which he considered a threat for Christian religion and education. The thesis is divided into two parts, a theoretical and a practical one. The theoretical part briefly describes the development of opinions on the imitation of Cicero from the ancient times to the 16th century and deals with the analysis of the contents of the dialogue as a whole with an emphasis on stating the most important Erasmus' ideas. The second part comprises of a translation of selected passages accompanied by factual and translatological notes.

Motivation is one of the strongest predictors of success in learning a foreign language. Although it has been discussed extensively, most studies have examined large world languages. This paper brings new insight into the motivation to learn Czech as a second language in the context of study abroad at Charles University in Prague. First, the theoretical part introduces essential theoretical frameworks of motivation in applied linguistics from a historical perspective, including the L2 motivational self-system (L2MSS) chosen for the empirical part. Secondly, study abroad as a language learning context is described, and literature on motivation to learn L2 in this context is reviewed. The methodology chapter summarizes possible approaches to research language learning motivation and assesses their suitability for the presented research. The empirical part examines the dynamic process of motivation among students coming for one semester to study in the Erasmus+ program at the Faculty of Humanities, Charles University, and in the American program UPCES (Undergraduate Program in Central European Studies) Study Abroad, Charles University. The data collection tools (diaries, questionnaires, and interviews) were tested in preliminary research. It was revealed that there is a relatively significant change...

dreimal im Jahr erscheinende Zeitschrift über aktuelle Themen der TU- Chemnitz

This report presents the first intellectual output (IO1) of the Open School Doors project. IO1 has been jointly produced by the whole project consortium. It summarizes the national policies and initiatives among the partnership concerning the parental engagement / involvement of migrant / refugee parents toward school life. To this end literature resources have been collected and then analysed, with the following aims: a) Profile the target group per country, i.e. outline what is the main audience, its specific cultural characteristics (if any), what has to be taken into consideration for the design of a Training Framework that will match both their learning and cultural needs, etc. b) Elaborate on certain cases of successful parental engagement / involvement, i.e. mainly EU, nationally or locally funded projects. The rationale behind the intensive search of such cases was to identify practices that really work but not to ‘reinvent the wheel’, and have a valid starting point for Open Schools Doors (OSD) Training Framework ‐ no doubt that the amplitude and variety of such programs are good indicators of each country policy and posture towards social inclusion and provision of equal opportunities to education. c) Identify the gaps in the current situation among the participant countries and design a Training Framework that will actively facilitate parents’ engagement / involvement to school life in a tangible and long‐term manner. Methodically authors started with desk research and apart from that empirical data was collected from focus groups which were organized with the view to validating what was theoretically concluded from literature resources by asking the main target audience of the project about the Training Framework specifications and features. To this end the last section summarizes findings of both theoretical research and focus groups, providing thus an overview of what is needed and on which directions OSD didactic approach should focus.:Abstract 6 Introduction and scope 7 1 Conceptualising Home School Interaction 9 1.1 Models of Parental Engagement 9 1.2 ‘Hard to reach’ parents or Hard to Reach Schools? 11 1.2.1 Intersectionality 13 1.2.2 Social Class and home ‐ school interaction 13 1.2.3 Ethnicity and home ‐ school interaction 15 1.2.4 Colonialism / Post‐colonialism 16 1.3 Home school interaction and technology 17 1.4 Infusing home ‐ school interaction with Literacies 20 1.4.1 Home ‐ school interaction as literacy work 20 1.5 Refugee Adults and Digital Literacy 22 1.6 Looking forward: Third Spaces and Multi‐Directional Parental Engagement 24 1.6.1 Multi‐directionality 25 1.6.2 Family Learning 26 1.6.3 Family learning and ‘Digital success stories’ ‐ ideas for future engagement? 27 2 The European dimension 29 2.1 European policies on parental involvement 29 2.2 Facts and figures 30 2.3 European and international experiences: interesting cases of parental involvement projects / practices beyond the consortium partner countries 33 2.3.1 Empowerment of Roma: An interesting practice followed in Croatia 33 2.3.2 Toddler: Towards Opportunities for Disadvantaged and Diverse Learners on Early Childhood‐Road ‐ an EU project 34 2.3.3 ASPIRA Parents for Educational Excellence Program (APEX): An ongoing parental involvement project 37 2.3.4 Involve Parents – Improve School – COMENIUS Multilateral Project 38 2.3.5 Language courses for people of a migrant background: An interesting practice from Sweden 41 2.3.6 More chances with parents: An interesting practice from the Netherlands 42 3 National Experiences 46 3.1 Austria 46 3.1.1 National initiatives, projects and articles in the area of parental engagement/involvement of migrant/ refugee parents 48 3.1.2 Recent initiatives and programmes to further language development 49 3.1.3 Political support for initiatives to engage immigrant parents 50 3.1.4 Lessons learnt 52 3.2 Germany 58 3.2.1 Parental involvement among migrants in German education research 58 3.2.2 Projects on parental involvement 59 3.2.3 Research results on (intercultural) parental work 63 3.2.4 Summary 65 3.3 Greece 67 3.3.1 Good practices and research about migrants’ parental engagement 67 3.3.2 Interventions and projects with migrants’ parents in Greece 72 3.3.3 Summarizing Comments 78 3.4 UK 78 3.4.1 Home school interaction and migrant parents 78 3.4.2 Home School Interaction and Roma families 80 3.4.3 Good practice – cultural acknowledgement 82 3.4.4 ‘Good practice at the grassroots’ 84 4 Focus Groups 85 4.1 Organization and scope 85 4.2 Overview about methodical aspects 86 4.3 Trans European focus group 87 4.4 Focus groups in Austria 90 4.5 Focus groups Germany 93 4.5.1 Focus groups Germany 93 4.5.2 Focus Group “German Parental Association” 93 4.5.3 Focus Group “Teacher Training Programme TU Dresden” 95 4.6 Focus groups Greece 99 4.6.1 Organization 99 4.6.2 Analysis and main findings 102 4.7 Focus groups UK 107 4.7.1 Issues and Themes Emerging from Focus Group Discussions 107 5 Conclusions and recommendations for the design of Open Schools Doors training framework 135 5.1 Leadership 135 5.2 Underpinning principles 136 5.3 Priorities for Teacher development: 139 Bibliography 142 Publications recommended for further reading 151 Appendix 152 A.1 Interview Guide 152 A.2 Feedback Template 154 A.3 Attendance List Template 155

This study retraces the principal moments of the Latin reception of John Chrysostom between c.1440 and 1600 and how they reflect on the study of ancient Christianity in early modern Europe. After a short Introduction to Chrysostom’s reception in medieval Europe and existing historiography on early modern patristics, the first section of this study focusses on the reception of Chrysostom in the fifteenth century. Chapter 1 examines the collaboration between cardinal Jean Jouffroy and the humanist translator Francesco Griffolini in Renaissance Rome. Chapter 2 explores the career and editorial work of the scholastic writer Johannes Heynlin and his impact on Basel’s rise as a centre of patristic studies. The second part of this study investigates the translations and interpretations of Chrysostom by the renowned Dutch humanist, Desiderius Erasmus. Chapter 3 argues that Erasmus advanced Chrysostom as a Pauline theologian in a way deliberately opposed to contemporary Latin traditions of exegesis. Chapter 4 interprets Erasmus’ editions and translations of Chrysostom against the breakdown of his friendship with the Protestant theologian Johannes Oecolampadius. Chapter 5 asks whether Erasmus’ biography of Chrysostom and criticism of spurious texts of the Greek church fathers confirms or contrasts recent investigations of Erasmus’ scholarship on their Latin counterparts. The third part of this study follows the reception of Chrysostom’s life and works in the Catholic world during and after the Council of Trent. Chapter 6 studies the use of Chrysostom’s works at this Council by cardinal Marcello Cervini and his client Gentian Hervet. Chapter 7 uses Chrysostom’s changing place in the Roman breviary to explore Catholic attitudes to historical scholarship and the Greek church in the sixteenth-century. A short conclusion suggests avenues for future research into the reception of Chrysostom in early modern Europe.

Thesis (Ph. D.)--University of Chicago, Divinity School, August 2002. / Includes bibliographical references. Also available on the Internet.

ABSTRACT ADMINISTRATIVE AND SERVICE SATISFACTION WITH THE ERASMUS STUDENT EXCHANGE PROGRAM AT MIDDLE EAST TECHNICAL UNIVERSITY FROM THE VIEWS OF STUDENTS AND COORDINATORS Bulut Sahin, Bet&uuml / l M.S., Department of Educational Sciences Supervisor: Prof. Dr. Hasan SiMSEK June 2008, 131 pages As a result of globalization, educational systems become more and more internationalized through mobility and exchange programs. The supra-natural organizations, such as European Union, have developed organized education programs to adapt to this transformation. Since 1987, the mobility of students and faculty throughout Europe has dramatically increased through Erasmus, which is the Program of European Union for higher education. Turkey, as a candidate country for European Union, became one of the participants of this program in 2004. Yet, the influence of the quality administration on such programs and customer satisfaction is relatively unexplored in Turkey. In this research, Middle East Technical University (METU), one of the leading universities in Turkey, is analyzed in scope of its effectiveness in the administration of Erasmus Program from the students&rsquo / and Erasmus coordinators&rsquo / point of view through questionnaires. Total Quality Management framework is used to design the research. The results of this study showed that students and departmental coordinators are generally more satisfied with the administrative services than communication, interaction with customers and academic issues.