natgillin/translations-raw huggingface dataset:
The most exciting experience was conducting the improvisational orchestra, in which classical and jazz musicians contributed their unique artistic perspectives to the mix.
Najvznemirljivejša izkušnja je bilo dirigirati improviziranemu orkestru, v katerem so svoja edinstvena umetniška videnja h končnemu izdelku prispevali klasični in džezovski glasbeniki.
Anto Pett, Professor of Improvisation
Mnogi od njih so že potrdili, da bodo sodelovali z nami tudi v prihodnjih projektih.« Anto Pett, profesor improvizacije
Paris Institute of Technology for Life, Food and Environmental Sciences, France
Pariški inštitut za bio- in okoljsko tehnologijo ter znanosti, Francija
AgroParisTech is part of the Paris Institute of Technology, a consortium made up of 10 French science and engineering graduate institutes known as ParisTech.
AgroParisTech je sestavni del Tehnološkega inštituta v Parizu, konzorcija desetih francoskih znanstvenih in inženirskih inštitutov, poznanih po imenu ParisTech.
AgroParisTech has 2 000 students, 450 doctoral candidates, and 530 teaching and research staff members.
AgroParisTech ima 2.000 študentov, 450 doktorskih kandidatov in 530 članov učnega in raziskovalnega osebja.
The interdisciplinary Math & Bio intensive programme helps familiarise students of biology with mathematics and is integrated into a network of European graduate schools. Common educational materials were produced for students who came from many different countries.
Interdisciplinarni matematično-biološki intenzivni program je študentom biologije v pomoč pri matematiki in je vključen v mrežo evropskih visokošolskih ustanov.
This in itself presented a great opportunity for students to learn about diverse educational experiences and backgrounds.
Že to je bila izvrstna priložnost za študente, da se spoznajo z različnimi izobraževalnimi izkušnjami in okolji.
Participants made use of resources from their own institutions that allowed for an exchange of technical and scien-tifi c skills.
Udeleženci so izkoristili vire domačih institucij za izmenjavo tehničnih in znanstvenih spretnosti.
Since the programme began, faculty members have developed a new Mathematics and Biology Masters degree.
V času od začetka izvajanja programa so člani učnega osebja uvedli tudi nov magistrski študij matematike in biologije.
ADDRESS19 Avenue du Maine F-75732 Paris cedex 15
NASLOV19 Avenue du Maine F-75732 Paris cedex 15
“To have organised and participated in this intensive programme has been a culturally and scientifically enriching experience!”
»Priprava tega intenzivnega programa in udeležba v njem je bilo doživetje, ki me je kulturno in znanstveno obogatilo.«
“Bringing together young Europeans from 10 different countries, with varying backgrounds and disciplines, who speak different languages and have the same goal in a dynamic, scientific atmosphere, was a challenging task mastered by this intensive programme.”
»V dinamičnem znanstvenem vzdušju združiti mlade Evropejce različnih ozadij in strok iz desetih držav, ki govorijo različne jezike, imajo pa isti cilj, je bila zahtevna naloga, ki jo je ta intenzivni program odlično opravil.«
“It was excellent to see the close participation of young scientists in the field working together with teachers and university administration … We’re looking forward to the next session!”
»Lepo je bilo videti tesno sodelovanje mladih znanstvenikov na tem področju s profesorji in upravo univerze … Komaj čakamo naslednji krog predavanj!«
The Technological Educational Institute of Patras is a higher education institution focusing on applied research and technology.
Tehnološki pedagoški inštitut v Patrasu je visokošolska ustanova, ki je usmerjena v razvojne raziskave in tehnologijo.
It provides scientific and technological advice to businesses and social organisations, and also participates in research and development.
Nudi znanstvena in tehnološka svetovanja podjetjem in družbenim organizacijam, sodeluje pa tudi v raziskavah in razvoju.
In 2003, the Institute organised an intensive three-year programme in which 45 teachers and 110 students representing 10 European Union countries participated.
Leta 2003 je Inštitut izvedel intenzivni triletni program, v katerem je sodelovalo 45 učiteljev in 110 študentov iz desetih držav članic Evropske unije.
The programme brought students up to date on new research in photovoltaic systems and adopted a teaching methodology which made extensive use of communication technologies and learning tools.
V programu, ki je študentom predstavil najnovejše raziskave na področju fotovoltaičnih sistemov, so bile uporabljene metode poučevanja, ki so dodobra izkoristile komunikacijske tehnologije in učna orodja.
Students used the Internet to share their findings with other organisations and to create a platform for collaboration in different technological fields.
Študenti so prek svetovnega spleta svoje ugotovitve izmenjevali z raznimi organizacijami, ustvarili pa so tudi spletno platformo za sodelovanje na različnih tehnoloških področjih.
Undergraduate and postgraduate students earned credits for participation in the programme, which offered training in an international learning environment.
Za udeležbo v programu, ki je ponujal usposabljanje v mednarodnem učnem okolju, so si dodiplomski in podiplomski študenti prislužili kreditne točke.
The programme has resulted in the creation of joint projects and teaching materials in partner institutions throughout Europe.
Posledica programa je bilo oblikovanje skupnih projektov in učnega gradiva v partnerskih ustanovah po vsej Evropi.
ADDRESSM. Alexandrou 1GR-263 34 Koukouli, Patras
NASLOVM. Alexandrou 1GR-263 34 Koukouli, Patras
The Polytechnic Institute of Tomar was set up in 1973 by a ministerial decree.
Politehnični inštitut v Tomarju je bil ustanovljen leta 1973 z ministrskim odlokom.
In 1986, the first bachelor’s degrees began.
Leta 1986 so na njem začeli izvajati prvi dodiplomski študij.
Permanent status as an independent higher education institution was secured in 1997 with the formation of three schools: the School of Technology and the School of Management in Tomar and the School of Technology in Abrantes.
Trajni status neodvisne visokošolske ustanove si je zagotovil leta 1997 z ustanovitvijo treh šol: Šole za tehnologijo in Šole za menedžment v Tomarju ter Šole za tehnologijo v Abrantesu.
With around 4 000 students, the institute offers 21 higher education degrees in subjects ranging from human sciences and communications to engineering and information technologies.
Inštitut ponuja 21 visokošolskih študijskih programov 4.000 študentom na področjih od humanistike in komunikacij do inženirstva in informacijskih tehnologij.
More than 4 000 students and 100 lecturers from 15 European countries have studied and taught in Tomar since the first programme was launched in the mid-nine-ties.
Na inštitutu v Tomarju je od sredine devetdesetih let minulega stoletja, ko je bil program uveden, študiralo več kot 4.000 študentov in poučevalo več kot sto predavateljev iz 15 evropskih držav.
The programme’s success is further illustrated by the number of leading positions in prehistoric art currently occupied by former students.
Uspeh programa nadalje izraža število vodilnih delovnih mest na področju prazgodovinske umetnosti, ki jih zavzemajo nekdanji študenti inštituta.
ADDRESSAv. Cândido Madureira 13P-2300-531 Tomar
NASLOVAv. Cândido Madureira 13P-2300-531 Tomar
“The Tomar intensive programmes have created the foundation for many innovations in our institute and are vital to our academic departments.
»Intenzivni programi inštituta v Tomarju so ustvarili podlago za številne inovacije na našem inštitutu in so ključnega pomena za naše akademske oddelke.
They are open and flexible and have helped us make improvements within the framework of the Bologna Process.
So odprti in fleksibilni; z njihovo pomočjo smo uvedli izboljšave v okviru bolonjskega procesa.
The prehistoric art and cultural heritage management intensive programmes have seen over 4 000 students and 100 visiting lecturers from 15 European countries.
Naš sedanji magistrski študij prazgodovinske arheologije iz programa Erasmus Mundus se je razvil iz programskih modelov prejšnjih intenzivnih programov, kot je prazgodovinska umetnost in upravljanje s kulturno dediščino, ki se ga je udeležilo 4.000 študentov in sto gostujočih predavateljev iz 15 evropskih držav.
Some former students are now colleagues of mine and working all around Europe.
Nekaj prejšnjih študentov je danes mojih kolegov in delujejo po vsej Evropi.
The research centre in Mação, where we run the current intensive programme, is also a result of the European consortium that we’ve built over the years.
Raziskovalni center v Maçãu, kjer trenutno izvajamo intenzivne programe, je prav tako rezultat evropskega konzorcija, ki smo ga oblikovali več let.
It is a collective and demanding task, which would be impossible without Erasmus.” Prof. Luiz Oosterbeek, IPT
To je skupna in zahtevna naloga, ki bi bila brez Erasmusa neizvedljiva.« Profesor Luiz Oosterbeek, Politehnični inštitut v Tomarju
The University of Jyväskylä is one of the largest research universities in Finland with over 16 000 students, including international students from some 70 countries.
Univerza Jyväskylä je z več kot 16.000 študenti, med katerimi so mednarodni študenti iz približno 70 držav, med največjimi univerzami na Finskem.
Its core fields of research and education are natural sciences and mathematics, human-centred sciences, sport and health sciences, and education.
Osnovne usmeritve njenih raziskav in poučevanja so naravoslovje in matematika, humanistične vede, športne in zdravstvene vede ter pedagoške vede.
The staand students of the university are its most valuable resource and through them the university is able to successfully respond to European and international challenges and remain at the forefront in its field. field.
Najdragocenejši vir univerze so njeno učno osebje in študenti: prek njih se je univerza zmožna uspešno odzvati na evropske in mednarodne izzive ter ostati med vodilnimi na svojem področju.
Since 1997, the University of Jyväskylä has coordinated intensive programmes on a wide range of subjects.
Univerza Jyväskylä izvaja od leta 1997 intenzivne programe iz pestre palete predmetov, ki prejemajo dobre ocene s strani tako študentov kot akademikov.
Programmes have received positive feedback from students and academic staalike. Curricula have been enriched, helping students to improve their team working and communication skills and further their careers.
Izboljšave študijskega programa so okrepile timsko delo in izboljšale sporazumevalne spretnosti študentov ter jih s tem bolje pripravile na njihovo poklicno pot.
Students were able to receive credit for their work through the European Credit Transfer System and the 12 annual intensive programmes resulted in the student-created alumni organisation: The European Network of Young Specialists in Sport Psychology (ENYSSP).
Za svoje delo so študenti lahko nagrajeni s kreditnimi točkami po evropskem kreditnem sistemu, dvanajst vsakoletnih intenzivnih programov pa je pripomoglo tudi k temu, da so študenti ustanovili svojo organizacijo z imenom Evropska mreža mladih izvedencev za psihologijo športa (ENYSSP).
After serving as a teacher and coordinator of curricular development for three years in the intensive programmes, my perception of European scholarship has greatly appreciated.
»Po tem, ko sem tri leta poučevala v intenzivnem programu in usklajevala razvoj študijskega programa, precej bolj cenim evropsko znanje.
As our student participants say: “If I had the chance to attend the intensive programme again, I would do so without hesitation.
Kot pravita dva izmed študentov udeležencev:‚Če bi imel priložnost, da se še enkrat udeležim intenzivnega programa, bi to storil brez odlašanja.
The only disadvantage was that we only had 15 days for this wonderful experience’.
Edina slaba stran je bila, da smo imeli za to čudovito izkušnjo na voljo le 15 dni.‘ ‚Koristno je bilo, da smo dobili vpogled v poklicni svet raziskovalcev na področju uporabne psihologije športa.
‘It was great to get insight into the professional world of researchers in applied sport psychology.
Intenzivni program nam je nakazal, kaj lahko pričakujemo na lastni poklicni poti po koncu študija.
Most importantly, I met great people whom I can imagine becoming lifelong contacts working in the same field.
Še pomembneje je to, da sem spoznala čudovite ljudi, ki si jih lahko predstavljam kot doživljenjske strokovne sodelavce.
The intensive programme has been the highlight of my academic career so far.” Professor Taru Lintunen
Intenzivni program je bil vrhunec moje dosedanje akademske poti.‘« Profesorica Taru Lintunen
University of Maribor, Slovenia
Univerza v Mariboru, Maribor, Slovenija
The University of Maribor is a dynamic teaching and research institution with approximately 3600 undergraduate and 1750 postgraduate students.
Univerza v Mariboru je dinamična izobraževalna in raziskovalna ustanova s približno 3600 dodiplomskimi in 1.750 podiplomskimi študenti.
It cooperates with many other higher education institutions and academic associations throughout the world and specialises in a variety of research fields. fields.
Sodeluje s številnimi drugimi visokošolskimi ustanovami in akademskimi združenji po vsem svetu in je specializirana za najrazličnejša področja raziskovanja.
The university introduced intensive programmes in 2003 to give students and teaching stathe opportunity to work with other institutions in an interdisciplinary environment.
Na univerzi so leta 2003 uvedli intenzivne programe, da bi študentom in učnemu osebju omogočili sodelovanje z drugimi ustanovami v interdisciplinarnem okolju.
A total of 40 lecturers and 106 students, representing 20 institutions and 18 European Union countries, participated in the intensive programme, which focused on alternative forms of agricultural development.
V intenzivni program, ki je obravnaval alternativne oblike razvoja kmetijstva, je bilo vključenih 40 predavateljev in 106 študentov, ki so zastopali 20 institucij iz 18 držav članic Evropske unije.
Topics included environmental protection, food safety and organic crop production.
Študijski program je vseboval teme, kot so varstvo okolja, varnost hrane in ekološka pridelava.
The coursework lead to the development of new curricula and innovative teaching methods, and resulted in the creation of an Erasmus Mundus programme at the university.
Intenzivni program je privedel k oblikovanju novega študijskega programa in inovativnih metod poučevanja, njegova posledica pa je bila priprava predloga programa Erasmus Mundus na univerzi.
This was a unique opportunity for students to work closely with professionals in the field of agriculture while receiving credits from their universities.
To je bila za študente edinstvena priložnost za tesno sodelovanje s kmetijskimi strokovnjaki, hkrati pa so jim njihove univerze priznale kreditne točke.
“Erasmus intensive programmes helped us present new research and educational activities dealing with organic agriculture to several organisations and institutions, including ENOAT (European Network of Organic Agriculture Teachers).
»Intenzivni programi Erasmus so nam pomagali, da smo lahko predstavili nove raziskovalne in izobraževalne dejavnosti na področju ekološkega kmetijstva različnim organizacijam in ustanovam, vključno z mrežo ENOAT (Evropsko mrežo profesorjev ekološkega kmetijstva).
Getting involved with Erasmus has been benefi -cial on many levels and has allowed us to exchange ideas and research in a vibrant and diverse community.
Sodelovanje v programih Erasmus je bilo koristno na več ravneh in nam je omogočilo izmenjevati zamisli in raziskave znotraj živahne in raznolike skupnosti.
Using our relationships with other institutions as a foundation, we are creating a double degree programme, and have prepared a proposal for a Master of Science Erasmus Mundus degree.
Na podlagi naših stikov z drugimi institucijami pripravljamo dvojni študijski program, oblikovan pa je tudi predlog za magistrski študij Erasmus Mundus.
This has also played a role in our publishing a book entitled ‘Organic Production and Use of Alternative Crops’.”
Sodelovanje je pripomoglo tudi k izidu knjige o ekološki pridelavi in uporabi alternativnih rastlin z naslovom Organic Production and Use of Alternative Crops.« Prof. dr.
Prof. Dr. Sci. Franc Bavec, professor of field crops and organic agriculture
Franc BAVEC, profesor pridelovanja poljščin in ekološkega kmetovanja na Univerzi v Mariboru
Studies abroad
Študij v tujini
Placements abroad
Delovna praksa v tujini
Erasmus Intensive Language Courses
Intenzivni jezikovni tečaji Erasmus
HEI Staff Training abroad
Usposabljanje za osebje VŠU
Teaching Assignments abroad for staff from HEI* or Enterprises in HEI
Poučevanje v tujini za osebje VŠU ali podjetništvo v VŠU
Thematic Networks - academic - structural
Tematska omrežja - akademska - strukturna
University Cooperation
Sodelovanje med univerzami
Accompanying Measures
Spremljevalni ukrepi
Preparatory Visits
Pripravljalni obiski
Three ways to reach Erasmus:
Tri poti do Erasmusa:
National Life Long Learning Programme Agencies in Member Stateshttp://ec.europa.eu/education/programmes/llp/national_en.html3.
Nacionalne agencije za program Vseživljenjsko učenje v državah članicah http://ec.europa.eu/education/programmes/llp/national_en.html3. Evropska komisija http://ec.europa.eu/education/programmes/llp/erasmus/index_en.html
Erasmus: Mobility creates opportunities – European success stories
Erasmus: Mobilnost ustvarja priložnosti – Evropske zgodbe o uspehu
More information on the Lifelong Learning Programme and the Key Activity Languages is available on the Internet (http://ec.europa.eu/llp).
Več informacij o programu Vseživljenjsko učenje in ključni dejavnosti – jezikih je na voljo na svetovnem spletu. (http://ec.europa.eu/llp).
In Europe linguistic diversity is a fact of life.
Jezik je sestavni del naše identitete in najbolj neposredni izraz kulture.
In a European Union founded on ‘unity in diversity’ the ability to communicate in several languages is a must for individuals, organisations and companies alike.
V Evropi je jezikovna različnost dejstvo življenja.
We are committed to preserving and promoting this key feature of the European project.
V Evropski uniji, ki temelji na „enotnosti v različnosti“, je sposobnost sporazumevanja v več jezikih nujna tako za posameznike kot za organizacije in podjetja.
Leonard Orban,European Commissioner for Multilingualism
In mi smo zavezani ohranjanju in promociji te ključne značilnosti evropskega projekta.
Countries participating in the Key Activity Languages
Države, ki sodelujejo v ključni dejavnosti – jezikih
European map – Countries participating in the Key Activity Languages
Zemljevid Evrope – države, ki sodelujejo v ključni dejavnosti – jezikih
Ahoj, Czesc and Hallo – The Polish-Czech-German youth programm
Ahoj, czesc, zdravo in hallo – poljsko-češko-nemška mladinska akcija
EBAFLS – Tools for assessing foreign language skills
EBAFLS – orodja za ocenjevanje spretnosti v tujem jeziku
Learning by moving’ – Language learning on public transport
Learning by Moving (Učenje z gibanjem) – učenje jezikov v javnem prevozu
Lingu@net Europa Plus – CILT, the National Centre for Languages – London
Lingu@net Europa Plus – Razširitev virtualnega jezikovnega centra
Listen and Touch – A basic English course for the visually impaired
Listen and Touch (Poslušaj in se dotakni) – osnovni tečaj angleščine za slabovidne
Lost in… – An interactive language learning adventure on DVD
Lost in… (Izgubljen v…) – interaktivna pustolovščina učenja jezikov na DVD-ju
Soccerlingua – Learning languages through football
Soccerlingua – učenje jezikov skozi nogomet
‘Speech bubbles’ – TV language programmes presented by children
Speech Bubbles (Govorni mehurčki) – TV jezikovni programi, ki jih predstavljajo otroci
SPIK – Verbal action in conflict situations
SPIK – Verbalno izražanje v spornih situacijah
The main aim of the Ahoj, Czesc und Hallo project is to motivate young students and pupils to learn foreign languages, especially those from neighbouring countries.
Osnovni cilj projekta „Ahoj, czesc in hallo“ je spodbuditi dijake in učence k učenju tujih jezikov, še posebej jezikov sosednjih držav.
The project used a number of instruments and approaches to make a substantial, sustainable impact on language learning in schools.
Projekt je s številnimi orodji in pristopi močno in trajnostno vplival na poučevanje tujih jezikov v šolah.
In addition, the project also developed a web site. The site is an interactive information and language portal and provides language learning materials for download.
Vzpostavljena je bila tudi spletna stran projekta, interaktivni informacijski in jezikovni portal, ki vsebuje gradiva za učenje jezikov z možnostjo prenosa.
It also offers a virtual journey through the participating European countries and includes a quiz to familiarise visitors with the respective languages, countries and cultures.
Ponuja tudi virtualno popotovanje po sodelujočih evropskih državah in kviz, s katerim se obiskovalci lahko spoznavajo s posameznimi jeziki, državami in kulturami.
Once the project ends, the site should remain as a sustainable resource and information platform.
Ko bo projekt končan, bo spletna stran živela naprej kot trajnostno zbirališče virov in informacij.
In general the Ahoj, Czesc und Hallo project is an example for how a small Lingua concept can have a huge impact and how partnerships with businesses and companies can multiply the impact and success of the project.
Na splošno je projekt „Ahoj, czesc in hallo“ zgled za to, kako velik učinek ima lahko majhen projekt Lingua in kako se lahko s pomočjo partnerstev s podjetji pomnoži učinek in uspeh projekta.
The Ahoj, Czesc und Hallo project developed a broad range of training and learning material that includes country information and language tools.
V okviru projekta „Ahoj, czesc in hallo“ so oblikovali pestro paleto gradiva za poučevanje in usposabljanje, vključno z informacijami o državah in jezikovnimi orodji.
An exceptional distribution and use strategy allowed the project to reach 37,000 teachers in the participating countries.
S pomočjo dobre strategije razširjanja in uporabe je projekt dosegel 37.000 učiteljev v sodelujočih državah.
The language training should foster the motivation of young students and pupils to learn languages and become familiar with related countries and cultures
Usposabljanje za jezikovni pouk naj bi povečalo motiviranost učencev in dijakov za učenje tujih jezikov ter seznanjanje s posameznimi državami in kulturami.
The project is also an example of good practice in dissemination and use, illustrating just how big the impact can be when a project links with a partner from the private sector.
Projekt je primer dobre prakse glede razširjanja in uporabe, saj nazorno kaže, kako močan učinek ima lahko projekt, če se izvajalci povežejo s partnerjem iz zasebnega sektorja.
The project also held a competition among young students to develop new ideas for language learning.
V okviru projekta je bil izveden tudi natečaj, na katerega so dijaki pošiljali svoje zamisli za učenje tujih jezikov. Od 800 prijav se jih je približno sto uvrstilo v zaključno fazo projekta.
PARTNERSHIP6 partners from AT, CZ, DE, PL, SI
PARTNERJI6 partnerjev iz AT, CZ, DE, PL, SI
The aim of Allegro (Access to language learning by extending to groups outside) was to take language learning to adults and young people who are more often than not excluded – those marginalised by social and economic disadvantage, by poor educational opportunities, by disability, through dependency on drugs or alcohol, by mental illness, by discrimination or through imprisonment.
Cilj projekta ALLEGRO (Access to Language Learning by Extending to Groups Outside – Dostop do učenja jezikov z razširitvijo na zunanje skupine) je bil približati učenje jezikov odraslim in mladim, ki so navadno izključeni – tisti, ki so marginalizirani zaradi socialne in ekonomske prikrajšanosti, slabih možnosti za izobraževanje, invalidnosti, odvisnosti od mamil ali alkohola, duševne bolezni, diskriminacije ali zaporne kazni.