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“What Can Studies of e-Learning Teach Us About e-Research?” “What Can Studies of e-Learning Teach Us About e-Research?” ist der Titel und die Frage mit dem sich ein Aufsatz von C L. Borgman, University of California, Los Angeles beschäftigt. “e-Research is intended to facilitate collaboration through distributed access to content, tools, and services. Lessons about collaboration are extracted from the findings of two large, long-term digital library research projects. Both the Alexandria Digital Earth Prototype Project (ADEPT) and the Center for Embedded Networked Sensing (CENS) project on data management leverage scientific research data for use in teaching. Two forms of collaboration were studied: (1) direct, in which faculty work together on research projects; and (2) indirect or serial, in which faculty use or contribute content to a common pool, such as teaching resources, concepts and relationships, or research data. Five aspects of collaboration in e-Research are discussed: (1) disciplinary factors, (2) incentives to adopt e-Learning and e-Research technologies, (3) user roles, (4) information sharing, and (5) technical requirements.

The University of Bologna has always been very active in this sector with initiatives of a high educational and scientific quality, and it has set up a work commission on e-learning with the task of preparing and coordinating an organic intervention project. Initiatives: Completion and management of the electronic catalogue of the e-learning experiences set up at the University. Creation, through CITAM, of a platform (AlmaChannel) belonging to the University of Bologna for the management of e-learning activities and running of training courses Creation of a training course on the problems of e-learning addressed to lecturers, PhD students, people with a research grant, and technical personnel of the University Participation in announcements and research competitions on e-learning subjects on a regional, national and European level Funding of certain courses (Masters, First or Second Level Degree Courses, high education initiatives) to be carried out using "blended learning" o "full distance learning" techniques in order to experiment prototypes and perfect teaching-methodological models that will become assets for the entire University.

The Smart House is a new concept emerged from the information society. It is defined as ´a place where the necessities of the family, in security, control, communications, free time and comfort, environmental integration and accessibility are attended through the convergence of services, infrastructures and equipment´.The Spanish project PLAMSI (Plataforma Multicanal de Servicios Integrados) is set up for the development of a support system in the Smart House for the independent living elderly.

The Uro project is set in this scenario. In fact this project aims to prepare a “new professional”, named “Contest Therapist”, in the area of Urinary Incontinence by integrating specific preparation in the field of urology with disciplines principally concerned with gynaecology, obstetrics, physical and rehabilitative medicine, neurology, coloproctology, geriatrics, paediatrics. It is foreseen the extensive use of New Educational Technologies and of E-Learning approach.

A new $1.25 million Youth Center, partially funded by Army Family Covenant, has been unveiled in the Hainerberg Housing area. It is the first to open of many new quality-of-life facilities planned for U.S. Army Garrison Wiesbaden's ultimate transformation.

2009/02/26 - 2009/06/24 Az Európai Bizottság Magyarországi Képviselete munkája során különös hangsúlyt fektet az oktatás minden szintjével való együttműködésre, a diákokkal és a tanárokkal folytatott kommunikációra és konzultációra. Az egyetemi szférával kialakított együttműködésünket 2009 folyamán közösen megszervezett, az európai tanulmányok terén megvalósuló programsorozattal folytatjuk, melynek kiemelt témái: - kutatóműhelyek közötti együttműködés - európai tanulmányok szakos hallgatók tapasztalatcseréje - európai uniós tantárgyak, illetve szakok promóciója

Európai Bizottság Magyarországi Képviselete munkája során különös hangsúlyt fektet az oktatás minden szintjével való együttműködésre, a diákokkal és a tanárokkal folytatott kommunikációra és konzultációra. Az egyetemi szférával kialakított együttműködésünket 2009 folyamán közösen megszervezett, az európai tanulmányok terén megvalósuló programsorozattal folytatjuk, melynek kiemelt témái: - kutatóműhelyek közötti együttműködés - európai tanulmányok szakos hallgatók tapasztalatcseréje - európai uniós tantárgyak, illetve szakok promóciója

projektek

Európai Felsőoktatási Térség láthatóságának és vonzerejének növelése a világban

kifejezetten a felsőoktatási rendszerek fejlesztését támogatja.

ilbert posits what he calls "the constitutive principle of nationalism": the view that the widely varying types of nationalism we see in today’s world "can best be explained by regarding the nation as a group of a kind that has a right to statehood" (1). The book therefore attempts "to classify the accounts of nationhood that can be given in terms of the kinds of argument for statehood they support" (1). This approach has the merit of avoiding the pitfalls suffered by Ernest Gellner’s dictum that nationalism is the principle which holds that "the political and national unit should be congruent." As Gilbert points out, not all nationalists hold that only nations are entitled to statehood (17).

An attempt to bring light to the controversial matter of Croat nationalism, Mark Biondich's Stjepan Radic, the Croat Peasant Party, and the Politics of Mass Mobilization, 1904-1928 makes a good start in explaining South Slavic nationalism by dissecting and particularizing it. Biondich's book is focused on a very limited period of time and is centered on one influential Croat historical figure; it is not only a study of party politics, or a monograph, but an account of a top-down nationalist movement. The Croat Peasant Party's 'third way ideology' (79) - with emphasis on state rights, as opposed to the all-encompassing Yugoslavism and the separatist Croat nationalist movement -went on to become an influential mass (rather than class) party, mostly because of Radic's skillfulness in attracting peasants and in making political deals with the intelligentsia (66-67).

But what evidence—other than the stentorian passages of the Communist Manifesto, and our duo’s fulminations against nationalism as phenomenon and as political program—is there to support the notion that they failed to rigorously theorize it? "Not much," is Erica Benner’s spirited and cogently argued reply.

Thus the French entertained the notion of active civic participation and popular will. But, as Timothy Baycroft notes, French nationalists - including Republicans - eagerly used 'ethnic' characteristics, with Republican school textbooks tracing French history back to 'our ancestors the Gauls' and Joan of Arc