Allergic diseases represent an important health problem in the most of developed countries, due to continuous increasing prevalence, with significant individual and social consequences. Allergic diseases may raise serious problems in clinical practice, derived from complexity of clinical forms and mechanisms and from rising incidence of severe cases, with high fatality risk. Taking into consideration the dramatic increase of all allergies forms during the last decades, they are considered a real “epidemic” of the XXIst century, being classified by the World Health Organization as the fourth most frequent chronic diseases. The European authorities pay more attention to allergic diseases in last years and discuss the actual situation of the allergology specialty in different countries, with the aim of harmonization and improvement of medical assistance in this field. The aim of this paper is presentation of some relevant aspects of allergology specialty and practice in our country in the actual European context, mainly unmet needs and difficulties, taking into consideration recommendations and priorities recently issued by European authorities. We hope for a better recognition of the specialty and improved interdisciplinary collaboration.
The article deals with the features of promoting and organizing professional pedagogical mobility of educators in the European context. Therefore, theoretical framework of the current research includes relevant documents of the Bologna Process (the Sorbonne Declaration, the Bologna Declaration (1999), the Prague Communiqué (2001), The Berlin Communiqué (2003), The Bergen Communiqué etc.). It was specified that one of the main objectives of the Bologna process was to promote mobility of educators since it is an indispensable condition for the existence and development of the European Higher Education Area (EHEA). It was indicated that professional mobility of educators occupied a prominent place in the Bologna process, determined attractiveness and competitiveness of the EHEA worldwide and improved the quality of higher education and research. It was clarified that the following important aspects of the international dimension of teacher training and professional mobility of educators providing such training should be considered in order to improve the international mobility of teacher students: teachers of the native language for foreigners should have experience of study in the country of the language taught; it is important to encourage HEIs to recognize school work internships related to the teaching subject that were completed abroad in the framework of the study exchange programme; development of international faculties in HEIs should be encouraged. It was found that the following ways could enhance the international dimension of teacher training and support professional mobility of educators providing such training: an acknowledgement of the importance of this particular student group as well as a commitment to improving the framework conditions, such as national regulation which may hinder the mobility of teacher training students. It was concluded that professional pedagogical mobility in the European context was targeted at culminating the personality of teacher students - future educators. Based on the obtained findings, some relevant recommendations were outlined to enhance the quality of professional pedagogical mobility of future educators in Ukraine.
Conditions of workers' participation in the European context-works councils structures in the Central and Eastern Europę
The implementation of the 2002 Directive caused establishment of participation structures in coimtries of the Central and Eastern Europę following the pattern of works councils in Western Europę. The institiitions of workers participation have right to information and consultation but they do not possess the right to codetermination which for a long time has been granted to most works councils in the old EU Member States. Works councils in the new EU Member States have not been established on the road of organie development but they had to define their entitlements and evolve organizational structures themselves. In this article two major topics are discussed: types of employees' interests representation and dijferences in structures of works councils in coimtries of the Central and Eastern Europę. The main aim of the paper is to present the most important factors which affect the establishment and creation of such institiitions.
The paper deals with the issue of affordable housing provision for low income populations in the developing countries and its significance in the European context. My goal is to discuss this topic through the analysis of different approaches to household provision and improvement with special focus on the involvement of communities in various upgrading procedures. Separate sections of the paper refer to the most important approaches developed in the 20th and 21st centuries. These include: site and service, slum upgrading, incremental housing and communityled upgrading which are analysed through the prism of several examples coming from various parts of the world.
The discussion of the strategies formulated in the developing world is linked with the new approaches towards housing provision that are presently promoted or are spontaneously emerging in various cities of Central Europe. These include the issues of container-houses construction in Poland and the creation of informal settlements by Roma populations in Polish and Slovakian cities.
This article considers the reformulation of foreign language classes as spaces of cultural politics, dynamic social activism and holistic education, in order to enable schools, teachers and students to set the foundation for a more inclusive society. It starts by recognizing some of the challenges of the 21st century European context, addressing the need to explore new directions in the intercultural and plurilingual approaches in Foreign Language Education. Using Cultural Studies as a starting point, it will be argued that Gloria Anzaldúa's cultural, feminist, queer and linguistic concepts, with a focus on the crossing of different borders, the forging of relational strategies between groups, and a holistic view of the world, can contribute to current debates on interculturalism and plurilingualism, providing an alternative framework for educational practices that empower students from diverse backgrounds with self-knowledge and tolerance towards alterity.
Maria Cristina Serb Tanislav, Madalina Maria Oachesu and Delia Mioara Popescu
In our complex society, based on knowledge, is important the introduction and development in formal and informal training of transversal competences especially entrepreneurship, to provide competences, knowledge and attitudes which are essential for the development of an entrepreneurial culture in Europe. Starting from this premise, although some countries have already committed to encourage entrepreneurial education for more than a decade, others are just starting.
The present article focuses on identifying the impact that entrepreneurial development has both in Romania and in the EU countries, and the results shown that the measures taken follow the reaching of Target Europa 2020. The paper presents the social context regarding the introduction of entrepreneurship in initial training and in non-formal training, the causes, the actors involved and the measures taken by the EU Member States regarding this phenomenon. The conclusion of the study show that entrepreneurial education in initial training represents a complex task, as more than three quarters of the countries/regions of Europe give autonomy to training institutions regarding the curricular aspects or have no regulations/recommendation at all regarding entrepreneurial education during initial training.
Polarizing Discourses in Swedish-Language Dailies in Finland
Media representations of Islam mostly appear in the Finnish media in connection with events in other parts of the world. In this context, Islam is often treated as something distant and ascribed the role of the Other. These representations function as definers for collective categorizations, having an impact on which categories for self-identifications are relevant in specific cases. The aim of the present article is to discuss othering discourses on Islam in Swedish-language dailies in Finland on the basis of the debate following the cartoons of the Prophet Muhammad. These discourses build upon a broader tradition of othering and have a great deal in common with medieval representations, thus the othering of Islam in a historical perspective is also briefly discussed.
Assessment and research into this phenomenon of social marginalization and social exclusion of young people at both national and European levels has as a target to find methods of prevention and reduction of this phenomenon and understand the fact that it is only through communication, debates and dialog that will we be able to establish benchmarks for joint action. Young people are one of the age segments which are most affected by the economic recession. It is also accepted that in each of the Member States of the EU, despite different circumstances and levels of economic development, major issues faced by young people are the same: from access to essential services (such as education and health) and up to their integration into the labour market with a view to achieving a higher standard of living. The decision makers are constantly interested in solving these stringent problems, which can be found in the policies and strategies for economic recovery and fighting the austerity measures adopted by the Member States of the EU, through a series of programs that have as main objectives combating unemployment and poverty among young people and providing opportunities for more active involvement in their community life: political, social, economic, cultural. In Romania, the problem of young people constitutes an issue of major importance for the Government, which has drawn up for the first time an Integrated Strategy of Romania with regard to young people called "National Strategy for Youth 2014-2020", with particular emphasis on the first role that education must play in this context. Examples of solutions identified by the governors are: an increase in public funding for mentoring programs, for the prevention of school dropout rates, establishment of differentiated educational offers, training schemes designed to eliminate lack of qualification in young people, in such a way as to maintain a competitive and well-prepared generation in the country