Thesis deals with current development of higher education and its quality assurance in the Czech Republic and the Europe. The aim of the thesis is to analyze current quality assurance and accreditation process in the Europe area and the Czech Republic and how far the proposed amendments to the Act will meet the criteria of the European Association for Quality Assurance (ENQA).

O trabalho visa analisar a competitividade das indústrias do segmento odontológico, levando em conta o contexto macroeconômico dos países e regiões onde estão localizadas, fazendo um estudo comparativo entre as indústrias deste segmento nos polos de Ribeirão Preto (SP) e da cidade italiana de Bolonha (Emília Romagna, Itália), visto que se tratam de dois arranjos produtivos locais do setor odontológico, referências na fabricação de equipamentos em âmbito nacional e internacional. Foi realizada uma pesquisa bibliográfica referente à competitividade e dos campos do conhecimento abrangidos por este conceito, foram definidas as políticas macroeconômicas e então foi feito um estudo das características macroeconômicas das regiões e do segmento de equipamentos odontológicos nelas localizadas. Finalizando a pesquisa, foram apresentados os casos de duas empresas localizadas nas regiões em estudo, inter-relacionando a influência do desempenho econômico do país de origem na competitividade dessas empresas e apresentando as estratégias das mesmas para manutenção da sua competitividade. / The work aims to analyze the competitiveness of the dental segment industries, taking into account the macroeconomic conditions in the countries and regions where they are located, making a comparative study of the industries in this segment at the poles of Ribeirão Preto (SP) and the Italian city of Bologna (Emilia Romagna, Italy), given that these are two local clusters of the dental industry, references in manufacturing equipment at the national and international levels. A literature search related to competitiveness and fields of knowledge covered by this concept was carried out, macroeconomic policies were defined and then a study of the macroeconomic characteristics of the regions and the segment of dental equipment located in them was done. Finalizing the research, cases were presented in two companies located in the regions under study, interrelating the influence of the economic performance of the country in the competitiveness of these companies and presenting the same strategies to remain competitive.

<p>Background: During the past years the increasing internationalisation has not only affected companies but also universities. This development is due to the Bologna Declaration which prescribes a harmonisation of the higher education in Europe. The declaration implies a tougher competition, but also a higher degree of co-operation among European universities. </p><p>Purpose: The purpose of this thesis is to examine how LiU can make use of thenetwork approach in the process of internationalisation, in order to cope with the changes that the Bologna Declaration implies. </p><p>Realisation: We have carried out a total amount of 17 interviews. To complement these interviews, secondary data about the Bologna Process and LiU have been extracted from the internet and other information material. </p><p>Results: LiU should take advantage of the opportunities provided by the Bologna Process in order to further internationalise. The most favourable way of networking for LiU would be to be a part of relatively small and complementary networks. The promotion and facilitation of the communication between partners, but also within the university, is crucial. Use, and constantly develop, the competitive advantages in order to seek possible network partners and to attract students, teachers and researchers.</p>

Background: During the past years the increasing internationalisation has not only affected companies but also universities. This development is due to the Bologna Declaration which prescribes a harmonisation of the higher education in Europe. The declaration implies a tougher competition, but also a higher degree of co-operation among European universities. Purpose: The purpose of this thesis is to examine how LiU can make use of thenetwork approach in the process of internationalisation, in order to cope with the changes that the Bologna Declaration implies. Realisation: We have carried out a total amount of 17 interviews. To complement these interviews, secondary data about the Bologna Process and LiU have been extracted from the internet and other information material. Results: LiU should take advantage of the opportunities provided by the Bologna Process in order to further internationalise. The most favourable way of networking for LiU would be to be a part of relatively small and complementary networks. The promotion and facilitation of the communication between partners, but also within the university, is crucial. Use, and constantly develop, the competitive advantages in order to seek possible network partners and to attract students, teachers and researchers.

The Millennials, today’s pupils and students, is the first generation to grow up with tools for interactive communication and media production. Many students choose to study music production in higher education establishments. Therefore music production is an emerging subject and important research topic. The aim of this thesis is to develop knowledge of music production and to identify key skills necessary for music producers and music production teachers. Three sub-studies were performed to investigate what characterizes music production, both in an educational context and as a professional activity. In the first study, a Desktop Music Production project in a municipal music school was investigated. Observations and interviews were used as data collection methods. The results show that teachers need to be multi skilled to teach musicproduction. In addition to standard teaching skills they need to have extensive knowledge of music technology and relevant contemporary knowledge about trends in youth culture and popular music. In the second study students' views on important learning outcomes in music production were investigated. Questionnaires and group interviews were used to collect data. The results show that music production is a topic that includes various types of content. Issues regarding music, technology, music industry, personal development and employability were of central importance to the students. In the third study eleven professionals were interviewed, all music production teachers or active music producers. The main result was that the skills required for both music producers and music production teachers are varied and extensive. Psychology and leadership, music, technology, ethics, law and copyright, entrepreneurship and cultural timing are particularly relevant to music production. Based on these results, a model for education in music production is presented. Music production also differs from traditional music education. In addition to traditional musical and pedagogic skills it requires technical competence from the teachers. Men dominate music production teaching, and the vast majority of professional music producers are also men. Technological developments are affecting young people's musical skills, and therefore it’s a challenge for music teachers to meet pupils and students who already have advanced knowledge of music production and are eager to learn more.

The aim of this study is to investigate the relation between the ownership issues and the conservation of historical housing areas, which is still an ongoing problem in Turkey. The study was carried out with respect to the local and international conservation approaches, as well as three urban conservation experiments from Turkey and Italy. Istanbul - Zeyrek World Heritage Area was taken as a case study to understand further on the issue. Approaches of international authorities on urban conservation such as UNESCO and European Council, and existing conservation legislation in Turkey were studied in relation with the concept of ownership and integration of property owners into the conservation process. Besides, recent changes in Turkish conservation legislation were studied and criticized from the same perspective. Three urban conservation experiences, &ldquo / Renovation of the Historic Center of the City of Bologna&rdquo / from Italy, &ldquo / Rehabilitation of Fener and Balat Districts Programme&rdquo / and &ldquo / TarlabaSi Urban Renewal Project&rdquo / from Istanbul Turkey were also studied within the frame of this study. These practices supplied information about how property owners&rsquo / integration into the process effects conservation of urban environments, from three different perspectives. Zeyrek World Heritage Area is a conservation area with monumental buildings from Byzantine Period and timber houses from Ottoman Period. Although many conservation plans concerning the area has been prepared, historical building stock of the area is in danger. Conservation problems and opportunities of the area were investigated by analysis and social and economic research in the area. At the end of the study, with reference to the experiences discussed, it was emphasized that Zeyrek World Heritage Area could be conserved, with an approach considering property owners within existing social and economic conditions of Zeyrek and current conservation legislation.

No description available.

<p>The Pedagogical progression within MSI – Based upon The Bologna Process and UPC.</p><p>In a near future several of the European countries will begin working after new guidelines concerning a declaration called the Bologna process. Everything will be done one step at a time and the declaration will change the way the students are being graded, all this for the sake of making the European labour-market more</p><p>opened for all of its millions of students.</p><p>In Växjö this process is in the making, but to adapt to the future demands the school must also change its ways of teaching.</p><p>To increase its quality the University has put together a procedure of actions to improve the pedagogical working method in all its institutions. In this essay we would like to elucidate how the work with the Bologna process is proceeding within the institution of Mathematics and System Engineering and what</p><p>they do improve their pedagogical teaching. By doing a qualitative case study on the student at the Computer Science Program we wish to find the answers to our questions.</p> / <p>Det pedagogiska arbetet inom MSI – Utifrån Bolognaprocessen och UPC.</p><p>Inom en snar framtid kommer flertalet länder i Europa jobba efter nya riktlinjer enligt en deklaration kallad Bolognaprocessen. Det hela kommer att ske i etapper och innebär att sättet på vilket studenter bedöms kommer ändras, allt för att göra Europas arbetsmarknad öppnare för alla dess miljoner studerande.</p><p>I Växjö pågår detta arbete för fullt, men för att anpassa sig till framtida krav måste skolan även förändra sin utbildningsform. För att höja sin kvalité har universitetet tagit fram en handlingsplan för att förbättra de pedagogiska arbetsmetoderna i alla institutioner. I den här uppsatsen vill vi belysa hur arbetet med Bolognaprocessen fortgår inom Matematiska och systemtekniska institutionen och vad de gör för att förbättra den</p><p>pedagogiska undervisningen. Genom att göra en kvalitativ undersökning med Systemvetenskapliga programmets studenter försöker vi finna svaren på våra frågor.</p>

This study explored the in vitro and in situ antilisterial inhibitory activity of 16 essential oils during indirect exposure: Spanish Basil oil (Ocimum basilicum), Bay oil (Pimenta racemosa), Italian Bergamot oil (Citrus bergamia), Roman Chamomile oil (Anthemis nobilis), Sir Lanka Cinnamon oil (Cinnamomum zeylanicum), Citral, Clove Bud oil (Syzygium aromaticum), Cumin Seed oil (cuminum cyminum), Eucalyptus oil (Eucalyptus globulus), Eugenol, Geranium extract (Pelargonium graveolens), Marjoram oil (Origanum majorana), Neroli extract (Citrus aurantium), Peppermint oil (Mentha piperita L.), Rosemary oil (Rosmarinus officinalis L.),and Spanish Sage oil (Salvia officinalis L.). All essential oils were tested against Listeria monocytogenes (ATCC 4644). In vitro inhibitory activity was determined using the microatmosphere method at three temperatures (37°C, 24°C, 4°C) and six possible volumes (0, 10µl, 25µl, 50µl, 100µl, 150µl, or 200µl). In situ inhibitory activity was determined using inoculated bologna slices packaged in Modified Atmosphere Packaging (80% O2, 20% CO2). Essential oils (0, 0.13ml, 1.35ml, or 2.70ml) were injected into the sample packages adjacent, but not touching, the bologna slices and stored at 24°C for 24h. Basil oil displayed the least antilisterial activity across the three temperature applications in vitro. Peppermint, Cumin Seed, and Citral consistently exhibited the greatest antilisterial activity among the temperature applications in vitro. However, only Eugenol applied at 1.35ml achieved a mean one log10 CFU/ml reduction in LM in situ, which could not be replicated. Peppermint (P < 0.048) displayed significant differences between application volumes (0.13ml, 1.35ml) but did not attain a mean one log10 CFU/ml reduction in LM. This study suggests that while various essential oils can display antilisterial activity in vitro, transitioning into a MAP food system warrants further research in mode of actions and application volumes.

The main research question that this paper aims to answer is: ‘In what does today’s attack on humanities consist and how can humanities be defended?’ In order to answer this research question, one needs first to describe how the humanities have argued for their usefulness before the Bologna Process; second, provide reasons for the claim that the Bologna Process would be a new type of attack; and third, analyse the new defences for the humanities, so as to discuss whether these are suitable.   There are several arguments why employability should not be the main interpretation for ‘usefulness’ in education. Some authors argue that the focus on employability is a good excuse for European governments to give up on regulating the labour market, and instead transfer the responsibility on the citizens’ shoulders. If being employed is construed as having employable skills, then the state can only invest in training those skills and, after the education is over, if there are still unemployed people, it means it is their fault they were unemployable. A current debate concerns whether the labour market is too regulated or unregulated; this debate should benefit from taking into account the construction of ‘employability’ through the educational policies in the BP. Others have argued that by constructing the set of employable skills as a response to the demands of today’s labour market, this leaves the future employees incapable of meeting the changed demands in tomorrow’s labour market. Some argue that the labour market’s demands cannot be predicted in principle, and therefore people should construct their life around life-long learning, discarding old skills and gaining new ones as they age. However, this model is oblivious to the fact that a future of the labour market may be dominated by automation, as argued by Luciano Floridi. Employment in sectors of the economy that we today think of as important may not be where the jobs will be created tomorrow. What will it mean in the future for people to have a fulfilling and purposeful life when employment will be reduced to just a few hours a week? We need to remain open to the possibility that the good life of the future will not be the (self-)employed life, the active and mobile model proposed now by the EU. People will need to be active in other fields, not strictly related to bread-winning. Other capacities will need to be used in order to make use of one’s time, and these capacities are now dropped from education in order to construct the employable European citizen.    The Bologna ideal of education is more perishable than what first meets the eye. It is connected with a certain view of what it means to be employable, of what the future labour market’s needs will be, and its time dimension is quite narrow. In order to face the challenges of the future labour markets, as BP had claimed it prepares its students to do, one needs a wider understanding of what it means to have a good life. One way of defending the humanities is to claim that it is equivalent to defending a plurality of educational purposes, the right to build one’s life based on an education that is not submitted to the political goals of the day, ultimately the right to have a dissenting voice and a different perspective on life. The main finding of this study was to show that, before deciding what type of education society needs, we need to understand who we are educating through our universities. Taking a stance on “who should we educate?” is prior to being able to judge educational policies. This decision requires a previous justification that requires arguments taken from the field of social justice: Who needs to be educated and who has the right to be educated? Furthermore, we have seen that all answers we have examined to the question underlying educational policies, i.e. ‘who is being educated?’, were linked at some level with the citizenship issue. By defining who is a full citizen, an answer to the question who had the right to a humanistic education was implicitly answered. Nussbaum’s project to universalise the definition of democratic citizenship would ensure a basis for providing humanistic education for all. Such a line of arguing would provide humanities to the well-regarded status they had starting from the Renaissance times, but this time not as a device for exclusion, but inclusion for all. We have tried to show that, by defending the humanities, one defends the idea of a plurality of educational purposes, the right to build one’s life based on an education that is not submitted to the political goals of the day, ultimately the right to have a dissenting voice and a different perspective on life. By defending humanities, one defends the true ‘usefulness’ of education, namely its potential for constructing democratic citizenship for all.