The Intercultural Skills Graduates and Businesses in Europe Need Today

It was the aim of the two surveys with European graduates and employers respectively to investigate the importance of intercultural competencies and skills for student employability and business success for European enterprise, now and in the future. The two surveys gave important insights into key factors that support the development of intercultural skills and competencies for graduates and employers across four countries and five different European regions, as well as five distinct universities. Our analysis shows clearly that one of the most important factors is the key role of experience with, and exposure to, people from different cultural backgrounds. Both students and employers scored much higher on important intercultural competencies such as cultural empathy, cognitive flexibility, open-mindedness, and tolerance for ambiguity, if they had frequent interactions with people from other cultures. This was also true for speaking at least one or more foreign languages at an intermediate or advanced level. Foreign language competence is an important intercultural skill not only for communication but also an important way in which cultural empathy and cognitive flexibility are learned and trained. In line with these results, both students and employers who had more exposure to different cultures also felt there was more need to pay attention to intercultural issues and support the development of intercultural skills than those with less experience of different cultures. Furthermore, our results from both the student and the employer surveys seem to reflect differences between more urban/metropolitan centres and more rural areas with smaller towns. London and Bursa are the two largest cities and the most metropolitan areas in our sample with a more multicultural population, whereas Worcester and Leuven are both smaller cities and the regions with the least ethnic diversity. Halmstad falls somewhere in between with a similar size and ethnic composition of the city and region as Worcester and Leuven, but the university itself has a very multicultural and mature student body that is very similar to LSBU in central London. While we cannot directly influence these regional differences in urbanisation and multiculturalism it is certainly important to be aware of them

The Intercultural Skills Graduates and Businesses in Europe Need Today

This ERASMUS+ funded project, “Developing the cross-cultural skills of graduates in response to the needs of European enterprise”, is developed in response to recent research highlighting the importance of intercultural competencies for graduates wanting to work in Europe, the employers’ needs, and the intercultural competencies and skills higher education institutions provide. This project aims to develop the intercultural competencies of graduates in the EU by enhancing the quality and relevance of their knowledge and skills to enable them to be active professionals in the European working environment. Five Higher Education Institutions have participated in this study: University of Worcester (Project lead, UK), London South Bank University (UK), UC Leuven-Limburg (Belgium), Halmstad University (Sweden), and Bursa Uludağ University (Turkey). The diversity of these partners, their respective regional and national contexts, and their experience in working together with regional businesses are central to achieve the project aims. As the first output of the project, this report presents results based on two types of analysis methods and data collected from four European countries (UK, Sweden, Belgium, and Turkey). Firstly, two surveys and the quantitative analysis of data collected from 585 student surveys responses and 403 employer survey responses and secondly, on an analysis of qualitative data collected through 50 interviews with employees in European organizations and 50 interviews with students studying in European universities

Recommendation of RILEM TC 271-ASC: New accelerated test procedure for the assessment of resistance of natural stone and fired-clay brick units against salt crystallization

This recommendation is devoted to testing the resistance of natural stone and fired-clay brick units against salt crystallization. The procedure was developed by the RILEM TC 271-ASC to evaluate the durability of porous building materials against salt crystallization through a laboratory method that allows for accelerated testing without compromising the reliability of the results. The new procedure is designed to replicate salt damage caused by crystallization near the surface of materials as a result of capillary transport and evaporation. A new approach is proposed that considers the presence of two stages in the salt crystallization test. In the first, the accumulation stage, salts gradually accumulate on or near the surface of the material due to evaporation. In the second, the propagation stage, damage initiates and develops due to changes in moisture content and relative humidity that trigger salt dissolution and crystallization cycles. To achieve this, two types of salt were tested, namely sodium chloride and sodium sulphate, with each salt tested separately. A methodology for assessing the salt-induced damage is proposed, which includes visual and photographical observations and measurement of material loss. The procedure has been preliminarily validated in round robin tests

Recommendation of RILEM TC 271-ASC: New accelerated test procedure for the assessment of resistance of natural stone and fired-clay brick units against salt crystallization

This recommendation is devoted to testing the resistance of natural stone and fired-clay brick units against salt crystallization. The procedure was developed by the RILEM TC 271-ASC to evaluate the durability of porous building materials against salt crystallization through a laboratory method that allows for accelerated testing without compromising the reliability of the results. The new procedure is designed to replicate salt damage caused by crystallization near the surface of materials as a result of capillary transport and evaporation. A new approach is proposed that considers the presence of two stages in the salt crystallization test. In the first, the accumulation stage, salts gradually accumulate on or near the surface of the material due to evaporation. In the second, the propagation stage, damage initiates and develops due to changes in moisture content and relative humidity that trigger salt dissolution and crystallization cycles. To achieve this, two types of salt were tested, namely sodium chloride and sodium sulphate, with each salt tested separately. A methodology for assessing the salt-induced damage is proposed, which includes visual and photographical observations and measurement of material loss. The procedure has been preliminarily validated in round robin tests

Inventory of current EU paediatric vision and hearing screening programmes

Background: We examined the diversity in paediatric vision and hearing screening programmes in Europe. Methods: Themes relevant for comparison of screening programmes were derived from literature and used to compile three questionnaires on vision, hearing and public-health screening. Tests used, professions involved, age and frequency of testing seem to influence sensitivity, specificity and costs most. Questionnaires were sent to ophthalmologists, orthoptists, otolaryngologists and audiologists involved in paediatric screening in all EU fullmember, candidate and associate states. Answers were cross-checked. Results: Thirty-nine countries participated; 35 have a vision screening programme, 33 a nation-wide neonatal hearing screening programme. Visual acuity (VA) is measured in 35 countries, in 71% more than once. First measurement of VA varies from three to seven years of age, but is usually before the age of five. At age three and four picture charts, including Lea Hyvarinen are used most, in children over four Tumbling-E and Snellen. As first hearing screening test otoacoustic emission (OAE) is used most in healthy neonates, and auditory brainstem response (ABR) in premature newborns. The majority of hearing testing programmes are staged; children are referred after one to four abnormal tests. Vision screening is performed mostly by paediatricians, ophthalmologists or nurses. Funding is mostly by health insurance or state. Coverage was reported as >95% in half of countries, but reporting was often not first-hand. Conclusion: Largest differences were found in VA charts used (12), professions involved in vision screening (10), number of hearing screening tests before referral (1-4) and funding sources (8)

La politique européenne du gouvernement belge, septembre 1944-mai 1950

Defence date: 26 October 1987Examining board: Prof. Herman Van der Wee, Université de Louvain ; Prof. Richard Griffiths, Vrije Universiteit Amsterdam ; Prof. Peter Hertner, IUE ; Prof. Alan Milward, IUEFirst made available online: 18 September 201

Cross-cultural Competencies and Skills Development Training Manual

This training manual has been developed as the third output of the ERASMUS+ funded project, “Developing the cross-cultural skills of graduates in response to the needs of European enterprise”. The manual comes as a materialization of the research conducted during this project aimed to support academics, trainers, and managers in facilitating the learning of intercultural skills necessary for graduates who want to work in the modern business environment in Europe. Five Higher Education Institutions have participated in this project: University of Worcester (Project lead- UK), London South Bank University (UK), UC Leuven-Limburg (Belgium), Halmstad University (Sweden), and Bursa Uludağ University (Turkey). The diversity of these partners and staff members involved in the project, their respective regional and national contexts, and their experience in working together with regional businesses were central to developing a robust manual which can help both in the academic and different industry sectors. This manual builds on the previous two outputs of this project; the Intercultural Skills for Graduates and Businesses needs in Europe Today Report and the Intercultural Competencies and Skills Development Toolkit. The Intercultural Competencies and Skills Development Toolkit includes twenty case studies, comprising ten written cases studies, five narrated case studies, and five video case studies. All of the case studies explore at least one of the intercultural skills identified as important in the Intercultural Skills for Graduates and Businesses needs in Europe Today Report. This training manual explains which intercultural skills and business issues each case study seeks to explore and develop from both a theoretical and an applied business perspective. This provides guidance as when to utilise each of the case studies in education and training. The second part of the training manual provides guidance in the form of teaching notes as to how the case studies can be applied in classrooms and workplaces to maximise learning and suggested answers