Academic literature on the topic 'EU Terminology'

The process of aligning Serbian legislation with the legislation of the EU has stimulated the creation of a large body of specialized lexis and the modernization of the existing lexicon. In this paper, I discuss the linguistic mechanisms of contact-induced secondary term creation processes in the Serbian language within the scope of EU legislation and activities under the influence of English. Regarding the standardization of EU legislation terminology, Peruzzo (2012: 177) explores the need for the uniformity of terminology within every language in the EU. Namely, every language should be allowed ‘normative flexibility’ in adopting EU legislative provisions, but should also guarantee the maximum degree of uniform interpretation and the terms used should be clear, simple and precise. This means that in every EU language, consistent use of uniform terminology is of vital importance not only within a single text, but also across different texts related to the same issue. Fischer (2010: 28) observes two steps in the creation of terms in the EU: (1) terms are created in the dominating languages, predominantly in the procedural languages of English, French and German, and (2) they are translated into all other languages. She concludes that in most languages terms are created on the basis of a source term by translation, and that the creation of EU terminology can be described as a process in which (1) multilingual primary term-creation for the dominant languages is followed by (2) a secondary activity, intra-conceptual term-transfer for most other languages.

Abstract ‘Migration’ has recently become a single domain for specialized terminology in the European Union, linked to the crisis which has been rapidly unfolding in Europe since 2015. The migration crisis, with the dramatic increase in arrivals of migrants in Europe, has highlighted the uncertainty of institutional classifications used to describe and manage migration flows. What is a migrant in the EU Institutions and how is the term refugee or asylum seeker respectively classified? The present study delves into Migration from a terminological perspective and investigates how migrants have been mirrored through terminology in institutional texts from 1950 to 2016 by analyzing two sets of corpora: the European Migration Network glossaries (EMN) of the European Commission and the EU database of official legislative text, EUR-lex EN 2/16. This paper aims to show how migration phenomena can be narrated through the lens of terminology and how term choice plays a vital role in making an impact in the representation of migrants and refugees in political institutions and society.

Abstract: In private law doctrine, suggestions have been made to introduce a terminology relating to the phenomenon of horizontal effects of EU law that is different from the terminology used by EU lawyers. That terminology is designed better to accommodate the specificities of private law. By subtly changing the word order, private lawyers aim to cover under the label ‘direct horizontal effect’ only those cases in which EU law can be invoked with the consequence of directly affecting or modifying a private law relationship. Invoking European law to review national law in terms of its compatibility with European law is defined as ‘indirect horizontal effect’. This essay discusses the unfortunate consequences for legal practice of using two different sets of terminology, almost identical in wording, but substantially different in scope. A number of disadvantages of the terminology advocated by private lawyers are addressed, also in the light of the case law of the European Court of Justice. Finally, a suggestion is made to arrive at a uniform terminology attempting to accommodate both private law and EU law sensibilities.

Against the background of the EU policy goal to reorient capital flows towards sustainable investment, this article will review the extent to which Regulation (EU) 2019/2088 (Disclosure Regulation) and Regulation (EU) 2020/852 (Taxonomy Regulation) are effective in terms of increasing investor confidence to invest in sustainable economic activities. In this respect, particular focus will be on the relationship between the disclosure obligations and the terminology ensuing from the two regulations. Disclosure Regulation, Taxonomy Regulation, Sustainable Finance, Transparency, ESG, Sustainable terminology, Green terminology, Sustainability

The presentation refers to the entire area of translating legal terminology, in particular to the translation of EU law-related texts that are especially vital for translating the acquis communautaire. This area of translation (and interpreting) services has been developing rapidly. The language used in documents is specialist and, at the same time, specific, due to the terminology used. Both the translator and the interpreter face the responsibility and the obligation to observe and apply translation strategies, consistently selected and considering the already existing and valid names, terms, concepts, definitions etc., by means of such available sources of information as dictionaries, encyclopedias, lexicons or special glossaries. Problems that translators and interpreters may encounter focus, to a large extent, on (un)translatability of certain terms, ambiguity of EU-speak or textual coherence, or the absence of it, which results from unclear, vague or ambiguous style of the original. On the other hand, the challenge for the translator/interpreter is constant care of the quality of the text created in Polish, which substantially affects the standard level and quality of Polish that we use everyday. Quality is the concept in translation and interpreting closely related with successful performance and communication (with all its aspects). The attempt at quality description in this context, apart from subjective impressions resulting from our understanding of the importance of features that good - competent - translation and effective communication should have, cannot be devoid of focusing on three principal factors, i.e., the translator/interpreter (as the text author/producer), translation/interpreting process and product, which is the result of this process and, finally, involvement (and competence) on the part of the translator/interpreter. All the above aspects pose a real challenge for the translator/interpreter focusing on legal terminology. Selected aspects of the aforementioned issues shall be verified in a case study conducted on trainee interpreters.

The article examines the linguistic aspects of legal terminology of modern legislation. The concepts, main features and functions of legal terms are defined. The peculiarities of the functioning of legislative terms are revealed. The meaning of definitions in legislative acts is analyzed. It is established that definiteness is one of the main features and characteristics of a legal term. Legislative definitions must be unambiguous, clear, concise, logically and linguistically correct, general and cover the most essential characteristics of the subject or phenomenon. Linguistic problems related to the use of legal terminology in the texts of normative legal acts are singled out. Emphasis is placed on the adaptation of modern national legislation to EU law. Among the main linguistic issues of legal terminology are the problems of legal translation of legislative terms; unmotivated use of foreign borrowings in the translation of EU legislation; inconsistency of legal terms with the norms of the Ukrainian literary language, unmotivated ways of word formation, lack of uniformity of terms used in the original and translation of one of the EU legislative acts, homonymy and polysemy of terms and their ambiguous application in Ukrainian and EU legislation. It is emphasized that the adequacy of the translation of legal terminology is extremely important for the legal function of the regulatory function. The rules of use of foreign terms in normative-legal acts are offered. The peculiarities of the role of legal terminology in the functioning of law are revealed. It is concluded that the unification, systematization and streamlining of legal terminology will facilitate the process of integration of domestic legislation into the European legal system.

Abstract One of the consequences of improper management of European businesses, set solely on profit, is the global financial crisis, felt even today by many societies. Previous negative experience has led to a growing interest in the world at present, in the model in which employees are guaranteed involvement in the management of transnational entities. A new, universal legal framework for the functioning of this model has been created by the European Union. Instead of creating a single transnational legal system, it was decided to create a model for employee involvement in management by coordinating national systems. The aim of this study is to analyse the terminology related to the issue of workers’ involvement in the management of European business entities. This analysis will aim to determine whether the legal language used in the EU regulations and directives relating to workers’ involvement in management and implementing acts allows coordination between legal systems of the Member States. In this context, it is particularly important to determine whether the terminology used in EU acts is consistent with the terminology used in Polish implementing laws and how EU terminology fits into current understanding in the Polish legal tradition of institutions of employee involvement in the management of the workplace.

EU law is multilingual and multi-cultural. It is initially drafted in one language, now frequently English, often by non-native speakers and then translated into the other EU languages. Amendments may be proposed that are drafted in a different language. The result is a single multilingual text created in 23 language versions that are authentic within the context of the EU legal order. These circumstances have led EU legal language to develop its own terminology and legislative style as a separate genre. One question is to identify different national cultural drafting styles and traditions that lie behind the creation of EU legislative texts and terminology. The Member State traditions vary, yet they merge in the EU legislative texts. In order to assist in the understanding of EU legislative texts, it is useful to reflect on how they are constructed and the features and requirements lying behind their creation, interpretation and transposition. One approach is to consider a specific piece of EU text in a range of languages and consider how the text is reproduced in each language in terms of structure and terminology. Since the original draft is frequently made by non-native speakers and then translated into the other EU languages, which are bound by the structure of the base version, we obtain little information from it about divergent national linguistic and legislative methods. However, if the EU text is a directive which is transposed into national law, we should be able also to look at the national implementing legislation intended to implement the directive. The implementing texts are produced within the national legal context and, one assumes, aim at similar results, as laid down by the directive. Thus it could be expected that they should provide vehicles for study between the national systems and between each national system and the EU legal order. The paper explores these ideas to see where they lead.

The issues of translation theory and practice are of great interest in Lithuania as well as in other countries. Researches on translation theory and practice have become even more relevant for Lithuania with its joining the European Union (EU). The aim of the research is to discuss the issue of eurojargon (specific formal language used in the EU institutions) in the aspect of translation. The paper presents theoretical background on this EU language, along with a detailed overview of its concept, major conflicts and differences on it, and its characteristics. This master’s final paper presents a lot of EU terms and their Lithuanian translation equivalents illustrating translation problems, which are encountered when translating the EU documents, and the influence of eurojargon on the Lithuanian language. It also presents the analysis of 700 English-Lithuanian EU terms within the framework of the theory of linguistic relativity. The paper presents an investigation, its results, and the reasons for informants’ incorrect translation.

The present master's thesis investigates noun-based 'multi-word' terms in English and Russian (and to a smaller degree in Czech and German), analyses the most frequent term structures and translation procedures. It draws on relevent sources on terminology and linguistics, presents a comprehensive approach to the notion 'term' and 'neologism', describes procedures for translating lexical units with no standard target language equivalents available, develops a research framework for extracting terms, analyzes the term structure and the translation of terms, with a focus on newly emerging ones, and identifies the most frequent ways of term translation. The sample text is the Council Decision 2009/371/JHA of 6 April 2009 establishing the European Police Office (Europol). Key words: terminology, term creation, translation of EU documents, translation of neologisms, translation from English to Russian, Europol

Przedmiotem badania osadzonego w nurcie korpusowych badań nad przekładem jest dopasowanie tekstowe wyroków unijnych przetłumaczonych na język polski do nieprzetłumaczonych wyroków krajowych. Celem badania jest porównanie cech językowych dwóch podgatunków wyroków — wyroków Trybunału Sprawiedliwości UE i wyroków Sądu Najwyższego RP (SN). Wybór polskich wersji językowych wyroków unijnych wynikał z założeń projektu naukowego sfinansowanego przez Narodowe Centrum Nauki (UMO-2014/14/E/HS2/00782), „Eurolekt – unijna odmiana języka polskiego i jej wpływ na polszczyznę urzędową”, którego przedmiotem była analiza czterech gatunków prawno-administracyjnych (aktów prawnych, wyroków, sprawozdań, stron internetowych dla obywateli) uznanych za reprezentatywne dla Eurolektu stanowiącego nową, hybrydową odmianę języka polskiego. Zakłada się, że polskie wersje językowe tekstów unijnych są używane przez wielu obywateli Unii, w tym praktyków prawa, których językiem ojczystym jest język polski, aby zapoznawać się z orzecznictwem unijnym. Materiał badawczy stanowi jednojęzyczny korpus tłumaczeń składający się z: (1) przetłumaczonych wyroków Trybunału i (2) Sądu, (3) nietłumaczonych, poakcesyjnych wyroków SN z lat 2011-2015, a także (4) nietłumaczonych, przedakcesyjnych wyroków SN z 1999 roku. Porównywalne korpusy wyroków uważane są za reprezentatywne dla poszczególnych odmian języka prawniczego praktyki orzeczniczej. Narodowy Korpus Języka Polskiego (NKJP) posłużył za korpus referencyjny reprezentujący ogólny język polski (jako tło dla języka specjalistycznego). Relacja dopasowania tekstowego będąca relacją intertekstualną (Chesterman 2004; Biel 2014) została zoperacjonalizowana jako dystans między tłumaczeniami (kontekst ponadnarodowy) a nie-tłumaczeniami (kontekst krajowy) należącymi do porównywalnego (pod)gatunku tekstów. Zastosowane podejście łączy analizę językową gatunku w skali makro i rejestru w skali mikro. Pierwszy typ analizy obejmuje porównanie makrostruktur wyroków unijnych i krajowych, w tym czynników kontekstowych związanych z etapem tworzenia tekstów, profilu tłumaczy wyroków unijnych i procesu tłumaczenia. Natomiast drugi typ analizy obejmuje badanie nad- i niedoreprezentacji jednostek językowych w ramach trzech filarów: (1) wybranych struktur leksykalno-gramatycznych, (2) formuliczności (zbitki wielowyrazowe i synonimiczne), (3) terminologii (terminy jedno- i wielowyrazowe, latynizmy). Badanie potwierdza istnienie sądowej odmiany polskiego Eurolektu. Makrostruktura wyroków unijnych jest częściowo porównywalna do struktury wyroków krajowych. Tłumaczenia różnią się rozbieżną warstwą językową w skali mikro. Kluczowymi cechami obu podgatunków są: długa średnia długość słowa i zdania; wysoka zależność frazeologii od przyimków prostych, wtórnych i złożonych wyrażających niezwykle często relacje temporalne, (intra- i inter-)tekstualne, przyczynowo-skutkowe, wyniku, warunku, partycypacji, modalności, celu, kontradyktoryjności i sposobu; wysoka dystrybucja konstrukcji para- i hipotaktycznych, wyrażeń deiktycznych oraz form bezosobowych (w tym strony biernej i czasowników nieosobowych -no/to), czasowników wyrażających sąd, wprowadzających argumentację i sprawozdawczych, wyrażeń przysłówkowych (w szczególności epistemicznych), jak i imiesłowów przymiotnikowych i przysłówkowych; wysoka formuliczność i niewielkia liczba pokrywających się zbitek; niska dystrybucja zbitek synonimicznych; wspólna podbudowa pojęciowa zorientowana wokół kluczowych ogólnych terminów jednowyrazowych, których znaczenie ulega specjalizacji charakterystycznej dla obu systemów prawnych na poziomie terminów złożonych; wysoka dystrybucja latynizmów. Zebrane dane nie potwierdzają w sposób jednoznaczny bezpośredniego wpływu tłumaczeń na nie-tłumaczenia, ukazując jedynie częściową korelację zmiany językowej w wyrokach krajowych z nad- i niedoreprezentacją wybranych jednostek językowych w tłumaczeniach.
This study investigates the degree of textual fit of EU judgments translated into Polish to non-translated national judgments in the framework of Corpus Translation Studies. It profiles the linguistic composition of two sub-genres of judgments — judgments passed by the Court of Justice of the European Union and judgments passed by the Polish Supreme Court (SN). The choice of Polish language versions of EU judgments is dictated by the research project financed by the Polish National Science Centre (UMO-2014/14/E/HS2/00782) “The Eurolect – An EU variant of Polish and its impact on administrative Polish”, which studies four legal and semi-legal genres (legislation, judgments, reports, and websites for citizens) representative of the Eurolect, a new hybrid, translator-mediated variety of the Polish language. In addition, it is assumed that Polish is used by Polish-speaking legal practitioners to familiarize themselves with EU case-law. The multi-dimensional analysis is carried out on a translation-driven monolingual comparable corpus made up of: (1) translated Court of Justice judgments, (2) translated General Court judgments, (3) non-translated post-accession SN judgments from 2011-2015, and non-translated pre-accession SN judgments from 1999. The comparable corpora of judgments are representative of the respective judicial varieties of legal language. The National Corpus of Polish (NKJP) serves as a reference corpus representative of general (as opposed to specialized) Polish. As an intertextual relation, the textual fit (Chesterman 2004; Biel 2014) is operationalized as the degree of linguistic distance between translations (the supranational context) and non-translations (the national context) belonging to a comparable (sub-)genre. The approach combines macro- and micro-level linguistic genre-register analysis. The former compares the genre structure of EU and national judgments, investigates the context of their production, discusses the translator profile and the translation process, while the latter, primarily using Wordsmith Tools 7.0, focuses on the analysis of over- and underrepresentation of chosen linguistic features within three pillars: (1) chosen lexico-grammatical features, (2) formulaicity (lexical bundles, binomials) and (3) terminology (single and complex terms, Latinisms). The study confirms the existence of a distinct judicial variety of the Polish Eurolect. Translations have a partly convergent macro-structural profile and a largely divergent micro-level linguistic profile from non-translations. The key genre markers characterizing both sub-genres are: long mean word and sentence length; high reliance on simple, compound and complex prepositions expressing time, (intra- and intertextual) reference, cause-effect, result, condition, participation, modality, purpose, adversariality and manner relations; a high distribution of paratactic and hypotactic markers, markers of deixis, depersonalized constructions (auxiliary verbs, passives, -no/to patterns), verdictive, exercitive (including the impersonal epistemic modal verb należy) and reporting verbs, conditional patterns, adverbials (in particular epistemic stance adverbials), as well as adjectival and adverbial participles; high overall formulaicity with a low overlap of lexical bundles; a low distribution of binomial structures; a common conceptual base structured around the node simple terms which acquire specialized, both generic and system-specific meanings at the level of complex terms; and frequent use of Latinisms. The data do not unequivocally confirm the direct influence of translations on non-translations, showing only a partial correlation of linguistic change in national judgments with over- and underrepresentation in translations.

The current EU Translation practices prove to be internally inconsistent and thus less than fully effective. The most important methods of EU Translation, using neologisms for EU legal terminology and maintaining close textual homogeny, are not incompatible as such. Rather, the aims that these methods seek to satisfy turn out to be inconsistent. In terms of Friedrich Schleiermacher’s essay on translation, EU Translation is at once both “receiver-oriented” and “source-oriented.” In view of the contradictory philosophical concepts of language underpinning these translation orientations, EU Translation thus aims to both “foreignize” and “familiarize” the recipients of language versions. The principles of legal integration and language diversity require absolute concordance among the 24 language versions of EU legislation. Yet, different theoretical approaches to translation provide different answers as to what such concordance entails. Improving EU Translation thus lies in settling for either a receiver- or source-oriented approach.

The final step in making the case for an English-based, source-oriented EU Translation is demonstrating its implementation. The case study of contract law integration helps illustrate how language versions of EU legislation may best preserve syntactic correspondence and use neologisms for EU legal terminology. This exercise includes addressing the challenging intricacies that a source-oriented approach brings. For one, syntactic correspondence is harder to achieve between languages with dissimilar grammatical rules. Second, a particular general language might not offer neologisms that are sufficiently yet not overly “foreign” to the national legal language. However, the underlying philosophical concepts of language and of translation demonstrate that these complexities do not therefore render source-oriented EU Translation “imperfect.” In fact, they show that 24 language versions are indeed capable of expressing a single EU legal language in a uniform manner.

This chapter examines the statutory regime for the regulation of insurers as well as intermediaries and brokers dealing with insurance products. It first provides an overview of terminology and categorisation of insurance under European Union legislation and UK regulation before discussing the evolution of the regulatory approach to insurers. It then considers EU law and UK law on insurance and reinsurance, along with the relevant provisions of the Financial Services and Markets Act 2000, Contracts (Rights of Third Parties) Act 1999, and other applicable legislation. It also analyses insurance regulation under the Financial Ombudsman Service and the Financial Services Compensation Scheme. Finally, it assesses the influence of EU legislation on the structure and much of the detail of the UK regulatory regime for insurance.

AbstractThis book is based on the open access book entitled ‘The Ethical Spirit of EU law’ (Springer, 2019), which was the outcome of the previous Jean Monnet Chair on ‘European integration & ethics’. The European Commission under Erasmus+ has kindly supported the previous Chair and the current Jean Monnet Chair on ‘EU Values & DIGitalisation for our CommuNITY (DIGNITY)’. In this 2019 book I have argued to fill certain gaps that occur if EU law refers to non-legal concepts such as ‘ethics’, with reference to the EU’s common values, as well as the fundamental rights, especially of the EU Charter of Fundamental Rights. The current book now continues where the previous book has ended and summarises the research output of the current Jean Monnet Chair. This chapter addresses the various objectives of this book. Which values affect which levels, the European Union (EU), the EU Member States, and individuals (objective 1)? What is the temporal, content-related, personal, and territorial scope of these values (objective 2)? What is the relationship of these values to each other, the relationship between values and fundamental rights, as well as the relationship with legal and or ethical principles (objective 3)? Finally, based on the identified status quo, the question of a possible ‘future direction of travel’ will be addressed (objective 4). This first chapter also sheds light on key terminology, such as ethics and morality, values, (general) principles of EU law, (mutual) trust, as well as soft- vs. hard-law.

Abstract In most countries of the world, sustainability issues are viewed by the public as of increasing importance and animal welfare is perceived to be both a public good and a key aspect of these issues. European Union animal welfare policy and legislation on animal welfare has helped animals, has had much positive influence in the world and has improved the public image of the EU. Health is a key part of welfare and the one-health and one-welfare approaches emphasize that these terms mean the same for humans and non-humans. The animals that humans use are described as sentient beings in EU legislation. Scientific information about animal welfare, like that produced by EFSA, is used in the formulation of the wide range of EU animal welfare laws. The European Commission has an animal welfare strategy including the Animal Welfare Platform. However, most kinds of animals kept in the EU are not covered by legislation, and they are subject to some of the worst animal welfare problems, so a general animal welfare law and specific laws on several species are needed. Animal sentience and welfare should be mentioned, using accurate scientific terminology, in many trade-related laws as well as in animal-specific laws.

Whatever terminology one might wish to employ to describe the form of integration constituted by the European Union and its Member States, one fundamental attribute of that arrangement has always been the division, as between the Union and its Member States, of competence to conclude international agreements with other subjects of international law. Today, the fact that treaty-making competence—as an external facet of the more general division of legal authority—is divided and, to some extent, shared between the Union and its Member States is reflected by some of the opening provisions of the Treaty on European Union and the Treaty on the Functioning of the European Union. Notwithstanding the changes to the scope and nature of the powers conferred upon the Union, resulting from both changes to primary law and the evolution of the case law of the Court of Justice of the European Union (CJEU), the basic characteristics of the conferment as an attribution of a limited kind has always been the same; there has always existed a polity endowed with a treaty-making authority divided between and, indeed, shared by, the Union and its Member States. In the early 1960s mixed agreements—that is, agreements to which the European Union

After reading the final report of The First European Survey on Language Competences (ESLC 2011: 83), I thought it was challenging for me to write this paper, focusing on how translation can improve my students' language learning, in order to become aware of the EU terminology. On the one hand, in the Romanian educational system, both teachers' and students' frequent use of the target language (English) during lessons has positive impacts, in the sense that the more students and teachers speak the target language during lessons, the higher the score on the language testing. On the other hand, translation of texts containg EU terminology brings up two questions herein - Why becoming aware of E.U terminology? How do my students perceive the relation between translation and language learning in order to become aware of the EU terminology? I answered these questions by conducting an analysis, based on a two-fold approach: selecting texts from the Guide to Research and Innovation Strategies for Smart Specialisation (RIS3) and establishing a time frame for the students to translate the selected texts. My selection of texts from the above mentioned guide is justified: the students are enrolled in the Computer Science Program and being language learners/users, their communicative language competence and awareness of EU terminology are to be activated in the performance of the various language activities, involving reception, production, interaction or mediation (in particular, translating from English into Romanian). Nowadays, mediation plays an important role in Europe, because it provides the normal linguistic functioning at EU level and, by adopting it, learners/students are able to mediate, through translating activities, between speakers of the two languages concerned, who cannot overcome the communication barrier. Moreover, I emphasized in the paper the following: becoming aware of the EU terminology, students not only become plurilingual, more interculturally aware, but they also enhance their linguistic and cultural competences. To sum up, the analysis helped me draw a relevant conclusion: translations of texts containing EU terminology enrich the students'vocabulary, enhance their capacity for further language learning, as they already know and use terms from a specialised field (more precisely, they can cope with learning a language for specific purposes - ESP) and lead to greater openness to new cultural experiences (see also the study Translation and language learning: The role of translation in the teaching of languages in the European Union 1/2013: 27).

As a result of the Bologna Process, European countries have been operating common basic requirements for nursing education (NE) programmes for several years. In 2021, reforms have also taken place in Latvia to ensure the effective development of professionals within higher education, who would become autonomous medical staff with a bachelor (Bch) education. Despite the different approaches of each European Union (EU) Member State to implementation of NE programmes, the unifying element is a scope of clinical training, which under EU legislation is at least half of the total scope of study programme. According to the research, these essential requirements have had a positive impact on the development of NE across Europe. Latvian higher education institutions (HEIs) have taken over the positive experience of Europe and have aligned the scope of clinical training with the requirements of regulatory enactments. A HEI has the right to organise clinical training at its discretion, thereby creating an unequal scope of this training in certain parts of the study programme. Some HEIs implement this process as internships, while others integrate it into study courses, supplementing the theoretical knowledge and practical skills acquired in simulation rooms with the acquisition of competencies in the clinical environment (CE). However, despite the organizational differences, the unifying element of these programmes remains the total scope of studies in the CE. The NE programmes in Europe also differ in the use of the term for clinical training. Notwithstanding the designation of this peculiar study form, it is always implemented in a CE. The presented research aims to look at the essence of clinical studies and the usability of the corresponding terms in a framework of study process in a CE, as well as to analyse the differences in the scope of this study form in Bch programmes in nursing in Latvia and Europe. The document analysis method, examining 17 research papers for their compliance with international regulatory enactments, shows that clinical training, nothwithstanding different terminology, is a key component of NE in a high-quality CE. The comparison of Bch’s level nursing studies (NS) at Vilnius University (Lithuania), Riga Stradiņš University (Latvia), Osnabrück University of Applied Sciences (Germany), University of Barcelona (Spain), and Daugavpils University (Latvia) indicates that they generally comply with internationally recognized requirements for the acquisition of the nursing profession.

Encouragement of European labor mobility is one of the key challenges in the 21st century. The article “E-learning in ICT and Agriculture” has as main objective the description of the results obtained in the LaProf project and the processes that lead to their development. LaProf (www.laprof.eu) project has responded to this challenge by developing computer-mediated multilingual language learning exercises for specific purposes and the overall concept of migration process. LaProf was a multiliteral project that aimed at promoting language awareness to immigrating workforces in two particular sectors, ICT and agriculture. The main goal was to provide free access to language learning resources that would help candidate immigrants get more familiarized with the terminology and cultural issues in their sectors, through developing and disseminating a number of language learning exercises. The main idea of the project was to encourage ICT teachers living in Estonia (and Baltics in general) to learn Finnish and give them assistance in an overall immigration process to Finland by increasing their knowledge about working environment and culture of the target country. Accordingly, LaProf aimed to teach Greek and cultural issues to agricultural specialists living in Romania, who want to move and work in Greece. Significant attention was given to encouraging the learning of under-representing European languages (Finnish and Greek) as foreign languages in order to help European citizens from Estonia and Romania to understand better the working environment and culture of the targeted countries (i.e. Finland and Greece). This objective is in accordance with one of the European Label national priorities: foreign languages as preparation for the work market, language skills increasing the possibility of obtaining a better job, at national and even international level. In addition, the instructions of LaProf language learning exercises are translated into widely spoken EU languages (English and French) as well as into Hungarian, Romanian, Estonian and Russian, which are notably less widely used and taught languages in Europe. To reinforce the acquisition of language and cultural competencies by its targeted user groups, as well as to raise awareness for the targeted languages, LaProf developed and promoted language learning methodologies and resources that motivate the particular categories of language learners, in order to enhance their capacity for language learning. As the main output 656 interactive language learning exercises were developed for its clearly defined user groups. A series of piloting tests were applied to a specified target group, the final outputs being thus optimized to the maximum. The targeted learning resources are focused on language learning of the targeted languages, but also reflect the embedded cultural context of the destination countries and sectors. The following key results were achieved: • A language learning framework outlining the background, topics, working culture, and relevant terminology of the targeted sectors and destination countries; • A variety of multilingual language learning exercises (translated and adapted in English, French, Romanian, Hungarian, Estonian, and Russian) are publicly available and accessible online; • Additional learning resources such as Learner’s Guide, Teacher’s Guide, Manual of Tools, WebQuest containing the background knowledge that learners should have before taking the language learning exercises, culture-aware resources that will facilitate their preparation for immigration in the destination countries, as well as pedagogical and technical guidelines for the language teachers; • Two online platforms: (1) the LaProf Web portal and (2) the LaProf Wiki page through which interested users are able to easily search, identify, retrieve and use language learning exercises in a digital format. These platforms contain also an online tool through which all producers of digital resources on language learning for the targeted communities are able to upload their resources, describe them with appropriate metadata in English and in their languages, and to make them publicly available via the LaProf Web portal for all interested users to find.

Title: Internet resources for special educational needs and inclusion Vrasmas, Traian, Ovidius University Constanta, Faculty of Psychology and Educational Sciences, Bd. Mamaia Street No.124 Email: traianvrasmas@yahoo.com Vrasmas, Ecaterina, Bucharest University, Faculty of Psychology and Educational Sciences, Sos. Panduri nr.90, Email: ecaterinavr@yahoo.com ABSTRACT Introduction The importance of educational and social inclusion for all children and adolescents is clear in the modern world and particularly in Europe, with an emphasis on marginalized and vulnerable groups. Children with special educational needs (SEN) are one important group in this social and educational area. Main objectives: 1. Explore the internet resources in connection with the SEN and inclusion (criteria based), in order to identify the amplitude and the main meanings of the two concepts 2. Built lists of publications available on internet from major resources and making short reviews for some of these Methodology and process Based on the two key words (special educational needs and inclusion) hundreds of websites and blogs were explored, during the first phase. In the second phase some of them were selected – on a short list - according to the consistence to the key words: special educational needs and inclusion. This short list – including resources in English, French and Romanian language - was explored more in depths, following the indicators of: a) Terminology and meanings – for the two main terms b) Coverage (components) for special educational needs c) Linkage between the two terms In the third phase internet resources from UNESCO and European Agency for Development in Special Needs Education (EADSNE) was reviewed, in order to build - for each one - a short list of publica-tions and studies. Findings The main results are presented in synthesis. Objective 1 There is huge amount of web sites and blogs connected with SEN and inclusion. Of course this is more obvious from the internet sources in English. Due to the dynamics and complexity of internet communi-cation (direct and linked sources) is very difficult to make a quantitative estimation, but there are certainly thousands of links in the international arena. From a qualitative approach some major findings were: a) In the English sources from Europe SEN and SNE (Special Needs Education) are by far the most frequently used words. In the USA and Canada SEN is used interchangeably with ‘special needs’ and/or ‘spe-cial education’. In Europe SEN and SNE have a wide usage, particularly in the UK, Spain, Portugal but also at the level of the EADSNE (2 countries from EU as members). In the French sources there is less usage of SEN and SNE terms, but the term “besoignes educatif particuliere’ (particular educational needs) has emerged recently (EADSNE, 2009). In the Romanian sources there is a mixture of using SEN (a little bit of SNE) and also traditional terms as handicap, impairment, learning and language disorders etc. b) There is some variety in Europe, when scrutinizing the coverage (components) for SEN, but the tendency is to take the OECD definition from 2000 (IE: Hungary). Some countries have made recent changes in legislation in connection with SEN meaning and coverage (Scotland and Spain). There are similarities between the content of SEN in Europe and that of ‘special needs; or special education beneficiaries’ in USA. An interesting term in USA is “exceptional children’ (The Council of Exceptional Children), which refers both to children with disabilities and to gifted children. In Romania a pilot project was undertaken by RENINCO in 2007 – in cooperation with the Education Ministry - using the OECD definition of SEN. This definition is also present in a draft strategy for special needs education in the context of inclusion, posted on the Ministry website since April 2010. c) In all languages and geographical entities explored there is a clear and strong connection between SEN (or SNE) and inclusion. UNESCO and the European Agency for Development in Special Needs Education are two important leading organisations in this field, also emphasising a strong connection between SEN and inclusion. Objective 2 After reviewing various resources two of them where selected for a thorough inventory of relevant publications and other resources. UNESCO (www.unesco.org.) is offering, in particular, a lot of information on inclusive education, like for instance the following publications and eReports: - Open file on inclusive education, 2001 - Case studies on inclusive education, 2001 (comprising Romania too) - Guidelines for inclusion. Ensuring education for all, 2005 - Positive discipline in the inclusive, learning-friendly classroom: a guide for teachers and teacher educators, 2006 - Policy guidelines on inclusion in education, 2009 EADSNE (www.european-agency.org) offers resources both on SEN and inclusion, like for exam-ple: - Development of a set of indicators – for inclusive education in Europe, 2009 - Inclusive Education and Classroom Practices, 2003 - Multicultural diversity and special needs education. Summary Report, 2009 - Special Needs Country Data, 2008 - Thematic Key words for Inclusive and Special Needs Education, 2009 The paper presents a short summary for each of these publications. Conclusions The internet resources for SEN and inclusion are very rich and diverse. The idea of Inclusive Education for pupils with Special Educational Needs is widely spread and emphasised on the internet. In spite of the diversity, there are some important common features and clear tendencies in terminology and in the definition of the two terms. The UNESCO work posted on internet – particularly on inclusion – and EADSNE – both on SEN (SNE) and inclusion – are very important and could be wider accessed and better valued in this context.