1,126 research outputs found
I.P. skvortzov and imperial Kazan university
No full text© 2019, Ecozone, OAIMDD. All rights reserved. Irinarkh Polikhronievich Skvortzov was a famous Russian scientist. He was born on 5 August, 1847. I.P. Skvortzov graduated from Imperial Kazan University with MD degree. All his life was connected with medical and educational activities. Scientific interests mainly concerned hygiene and microbiology. He was the author of some original microbiological hypothesis. I.P. Skvortzov made a great input to Russian and international science in the end of XIX century. This historical review opens for the first time I.P. Skvortzov for Western readers
Notes on meteorological balloon mission planning
No full textIn the 21st century the high altitude gas balloon remains an indispensable tool in atmospheric science, meteorology and other applications requiring stratospheric observations. A prerequisite of the effectiveness of many types of balloon operations is an accurate trajectory forecasting capability, complete with appropriate error estimates. This is particularly important in targeted flights, sample return missions or flights of expensive instruments, whose recovery is essential. The ASTRA (Atmospheric Science Through Robotic Aircraft) initiative led to the development of such a forecast model, which is at the centre of the present paper. A key source of error in such models is our incomplete understanding of the drag opposing the rise of balloons in the free atmosphere – here we propose a new, stochastic model based on empirical data derived from thousands of radiosonde flights. We also examine other sources of prediction error affecting the accuracy of the flight path forecast, such as uncertainties in the wind profile and balloon envelope manufacturing variability. A Monte Carlo framework is used to provide probabilistic touchdown point estimates taking these error sources into account. The above elements have been integrated into a web service, which can be used as a flight planning tool – here we review the key features of its architecture
Paper presentation in seminar series of the Erasmus Institute for the Philosophy of Economics (EIPE)
No full text
Digital transformation: handbook for digital transformation specialists
No full textDeveloped under Erasmus + project ASSISTANT - Challenge Based Learning in AI Enhanced Digital Transformation Curricular, No. 2022-1-LT01-KA220-HED-000086555.
This project has been funded with support from the European Commission under the Erasmus+ Programme. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.Esta publicação foi financiada por Fundos Nacionais através da FCT – Fundação para a Ciência e Tecnologia, I.P., no âmbito do projeto UIDB/04372/202
Insights into the expectations of mobility students: the impact of Erasmus in their future professional careers
No full text[EN] At the celebration of its 30th anniversary, Erasmus is recognised as the most successful exchange program ever implemented. The prospects of attaining a common European consciousness challenged the program's ability to blend together knowledge, attitudes and skills in a winning combination. It is no longer sufficient to communicate and integrate: mobility should actively foster skills to support students's professional career at national and international levels. Although literature on mobility is vast and interesting, studies on the impact of the mobility experience in the students' future employability profile rarely provide first-hand data on their expectations in this regard. This exploratory research comprises a qualitative focus group approach with Erasmus students during their exchange period in a Portuguese university and collected some insightful data on how students consider their mobility in terms of new learning outcomes, the professional value of the experience and the development of new skills. Results indicate that students seem to be quite aware of the positive implications of mobility in their professional careers and of the set of skills developed during that period. Overall, this article contributes to demonstrating the importance of assessing skills development during Erasmus mobility experiences. Managerial implications and suggestions for future research are provided.This work is financially supported by National Funds through FCT – Fundação para a
Ciência e a Tecnologia, I.P., under the project UID/CED/00194/2013.Simões, D.; Pinheiro, MM.; Santos, C.; Filipe, S.; Barbosa, B.; Dias, GP. (2017). Insights into the expectations of mobility students: the impact of Erasmus in their future professional careers. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 696-704. https://doi.org/10.4995/HEAD17.2017.5360OCS69670
El proyecto LIMEDIAT subvencionado por el programa Erasmus+
No full textErasmus+ es el programa de la UE en los campos de la educación, la formación, la juventud y el deporte, que constituyen áreas importantes para ayudar a abordar los principales desafíos de Europa en materia de crecimiento, empleo, justicia e inclusión social.
El desarrollo de sociedades más inclusivas y cohesionadas, la formación de ciudadanos para desempeñar un papel activo en la vida democrática, la formación de jóvenes y adultos en habilidades comunicativas, interculturales y de gestión de conflictos que promuevan sociedades sostenibles son algunos de los ODS que se pretenden alcanzar en 2030. Para ello, el programa Erasmus+ ha abierto todos los años (desde 2007) concursos para la presentación de solicitudes de financiación inscritas en varios programas clave, a los que se asocian múltiples asociaciones de diferentes países europeos y terceros.
Esta comunicación presenta el proyecto LIMEdiat – Grado Europeo en Mediación para la Inclusión Social – proyecto presentado al programa clave de Cooperación para la Innovación e Intercambio de Buenas Prácticas en el ámbito de las Alianzas Estratégicas en Educación Superior. El proyecto fue presentado en marzo de 2020 y aprobado en julio del mismo año con financiación para 36 meses (2020-2023). El objetivo es analizar diferentes factores asociados con el proceso de solicitud e implementación del proyecto, a saber: el encuadre del proyecto en los objetivos del programa Erasmus+, los procedimientos de solicitud y la construcción del consorcio, las características del proyecto y los resultados logrados durante los primeros 18 meses de implementación.
Los principales resultados son el trabajo colaborativo entre diferentes instituciones de educación superior europeas y otras instituciones comunitarias que trabajan la mediación; profundizar en el conocimiento del perfil de los mediadores en los países del consorcio (España, Francia, Italia y Portugal); el intercambio de experiencias de formación en mediación por parte de los diferentes colaboradores; el desarrollo de redes de cooperación entre instituciones de educación superior, asociaciones de mediación y mediadores; la construcción de un plan común de formación en mediación a nivel europeo.Este trabajo está financiado por fondos europeos, a través del Programa ERASMUS+, en el
marco del proyecto europeo 2020-1-FR01-KA203-079934 y apoyado por fondos nacionales a través de la
FCT –Fundação para a Ciência e a Tecnologia, I.P., en el ámbito del proyecto UIDB/00736/2020
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