41 results on '"Liechtenstein"'
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2. The Organisation of the Academic Year in Europe, 2021/22. Eurydice--Facts and Figures
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European Commission (Belgium), European Education and Culture Executive Agency (EACEA), Eurydice (Belgium), Crosier, David, and De Lel, Gisèle
- Abstract
The academic calendar contains national data on how the academic year is structured (beginning of the academic year, term times, holidays and examination periods). Differences between university and non-university study programmes are also highlighted. The information is available for 37 countries. [For the 2020/21 report, see ED610818.]
- Published
- 2021
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3. Global Inventory of Regional and National Qualifications Frameworks 2017. Volume II: National and Regional Cases
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Cedefop - European Centre for the Development of Vocational Training, European Training Foundation (ETF) (Italy), United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France), and UNESCO Institute for Lifelong Learning (UIL) (Germany)
- Abstract
A national qualifications framework (NQF) is an instrument used to classify a country's qualifications at different levels. Each level is defined by a set of learning outcomes expected at that level. NQFs can be useful tools in education and training reforms and are vital reference points for lifelong learning and comparing qualifications across borders. The "Global Inventory of Regional and National Qualifications frameworks 2017, Volume II: National and regional cases" gives an update on the national and regional qualification frameworks of 99 countries around the world. For each country, the NQF has been analysed based on the policy objectives, the levels and use of learning outcomes, stakeholder involvement and institutional arrangements, the recognition of non-formal and informal learning as well as whether references are made to existing regional frameworks. In addition, this volume also outlines existing regional frameworks in Southeast Asia, the Caribbean, Europe, the Gulf region, the Pacific, Southern Africa and the Commonwealth States. This third edition (the first two editions appeared in 2013 and 2015) of the "Global Inventory of Regional and National Qualifications Frameworks" is published at a time when the attention being paid to qualifications frameworks is rising, as evidenced by the UN's Education 2030 Framework for Action and Sustainable Development Goal (SDG) 4, which calls on countries to promote inclusive and equitable education and lifelong learning opportunities for all. Outcomes-based qualifications frameworks can contribute directly to achieving this goal. The "Global Inventory of Regional and National Qualifications Frameworks 2017, Volume II" is the result of collaborative work developed by the European Centre for the Development of Vocational Training (Cedefop), the European Training Foundation (ETF), UNESCO and the UNESCO Institute for Lifelong Learning (UIL). [The thematic chapters, and national and regional cases were drafted by: Jens Bjørnåvold, Slava Pevec Grm, Ernesto Villalba and George Kostakis, Anastasia Pouliou and Andreea Rusu (Cedefop); Michael Graham and Arjen Dej and all members of the qualifications team (ETF); Borhene Chakroun and Katerina Ananiadou (UNESCO); and Madhu Singh (UIL). For Volume I: Thematic Chapters, see ED604734.]
- Published
- 2017
4. The Structure of the European Education Systems, 2020/21: Schematic Diagrams. Eurydice--Facts and Figures
- Author
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European Commission (Belgium), Education, Audiovisual and Culture Executive Agency (EACEA), Eurydice (Belgium), Baïdak, Nathalie, Sicurella, Agathina, and Matti Riiheläinen, Jari
- Abstract
This report provides information on the structure of mainstream European education systems, from pre-primary to tertiary level for the 2020/21 school and academic year. It includes national schematic diagrams and a guide to reading the diagrams. It also contains a map visually showing the main organisational models of primary and lower secondary education in Europe: 'single structured education', 'common core curriculum provision' and 'differentiated lower secondary education'. The information is available for 43 European education systems covering 38 countries participating in the EU's Erasmus+ programme. The report's content is in line with the Eurydice Network's task: understand and explain how Europe's different education systems are organised and how they work. [For the 2019/20 report, see ED610856.]
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- 2020
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5. The Organisation of the Academic Year in Europe, 2020/21. Eurydice--Facts and Figures
- Author
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European Commission (Belgium), Education, Audiovisual and Culture Executive Agency (EACEA) and Eurydice (Belgium)
- Abstract
The academic calendar contains national data on how the academic year is structured (beginning of the academic year, term times, holidays and examination periods). Differences between university and non-university study programmes are also highlighted. The information is available for 38 countries. [For the 2019/20 report, see ED610817.]
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- 2020
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6. The Structure of the European Education Systems, 2019/20: Schematic Diagrams. Eurydice--Facts and Figures
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European Commission (Belgium), Education, Audiovisual and Culture Executive Agency (EACEA), Eurydice (Belgium), Baïdak, Nathalie, and Sicurella, Agathina
- Abstract
This report provides information on the structure of mainstream European education systems, from pre-primary to tertiary level for the 2019/20 school and academic year. It includes national schematic diagrams and a guide to reading the diagrams. It also contains a map visually showing the main organisational models of primary and lower secondary education in Europe,: 'single structured education', 'common core curriculum provision' and 'differentiated lower secondary education'. The information is available for 43 European education systems covering 38 countries participating in the EU's Erasmus+ programme. The report's content is in line with the Eurydice Network's task: understand and explain how Europe's different education systems are organised and how they work. [For the 2018/19 report, see ED610859.]
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- 2019
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7. The Organisation of the Academic Year in Europe, 2019/20. Eurydice--Facts and Figures
- Author
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European Commission (Belgium), Education, Audiovisual and Culture Executive Agency (EACEA) and Eurydice (Belgium)
- Abstract
The academic calendar contains national data on how the academic year is structured (beginning of the academic year, term times, holidays and examination periods). Differences between university and non-university study programmes are also highlighted. The information is available for 38 countries. [For the 2018/19 report, see ED593872.]
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- 2019
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8. Key Data on Early Childhood Education and Care in Europe, 2019 Edition. Eurydice Report
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European Commission (Belgium), Education, Audiovisual and Culture Executive Agency (EACEA), Eurydice (Belgium), Motiejunaite-Schulmeister, Akvile, Balcon, Marie-Pascale, and de Coster, Isabelle
- Abstract
Early childhood education and care (ECEC) -- the phase before primary education -- is increasingly acknowledged as providing the foundations for lifelong learning and development. This second edition of 'Key data on early childhood education and care in Europe' charts the progress made in the key quality areas identified in the Council Recommendation on High Quality ECEC Systems. It provides policymakers, researchers and parents with ready access to international comparative data and a wealth of country examples relating to the ECEC policies currently in place in Europe. The first part of the report provides indicators on the key quality areas of access, staff, educational guidelines as well as evaluation and monitoring. Cross-cutting these key areas, the report offers a child-centred approach with special attention being paid to the inter-relatedness of policies in different areas. The importance of inclusiveness in education is also stressed as high quality ECEC is considered one of the best ways to increase equity and equality in society. The second part of the report gives the national picture with information sheets highlighting the key features of each ECEC system, including a diagram of its structure. The report's scope is very wide, covering centre-based and regulated home-based provision in both the public and private sectors in the 38 European countries (43 education systems) participating in the EU's Erasmus+ programme. It includes the 28 Member States of the European Union as well as Albania, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia and Turkey.
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- 2019
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9. The Structure of the European Education Systems, 2018/19: Schematic Diagrams. Eurydice--Facts and Figures
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European Commission (Belgium), Education, Audiovisual and Culture Executive Agency (EACEA), Eurydice (Belgium), and Sicurella, Agathina
- Abstract
This report provides information on the structure of mainstream European education systems, from pre-primary to tertiary level for the 2018/19 school and academic year. It includes national schematic diagrams, an explanatory guide and a map showing visually the main organisational models of compulsory education. They also reveal that there are three main organisational models of primary and lower secondary education in Europe: Single Structured Education, common core curriculum provision and differentiated lower secondary education. The information is available for 43 European education systems covering 38 countries participating in the EU's Erasmus+ programme. The report's content is in line with the Eurydice Network's task: understand and explain how Europe's different education systems are organised and how they work. [For the 2017/18 report, see ED588866.]
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- 2019
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10. The Organisation of the Academic Year in Europe, 2018/19. Eurydice--Facts and Figures
- Author
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European Commission (Belgium), Education, Audiovisual and Culture Executive Agency (EACEA) and Eurydice (Belgium)
- Abstract
The academic calendar contains national data on how the academic year is structured (beginning of the academic year, term times, holidays and examination periods). Differences between university and non-university study programmes are also highlighted. The information is available for 38 countries. [For the previous report "The Organisation of the Academic Year in Europe, 2017/18. Eurydice--Facts and Figures," see ED588761.]
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- 2018
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11. The Structure of the European Education Systems, 2017/18: Schematic Diagrams. Eurydice--Facts and Figures
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European Commission, Education, Audiovisual and Culture Executive Agency (EACEA) and Eurydice
- Abstract
This report focuses on the structure of mainstream education in European countries from preprimary to tertiary level for the 2017/18 school and academic year. Forty-three education systems are included covering 38 countries participating in the EU's Erasmus+ programme (28 Member States, Albania, Bosnia and Herzegovina, Switzerland, the former Yugoslav Republic of Macedonia, Iceland, Liechtenstein, Montenegro, Norway, Serbia and Turkey). The first section of the report sets out the main organisational models of primary and lower secondary education (ISCED 1-2). The second one provides a guide on how to read the diagrams. The national schematic diagrams are shown in the third section.
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- 2017
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12. The Organisation of the Academic Year in Europe, 2017/18. Eurydice--Facts and Figures
- Author
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European Commission, Education, Audiovisual and Culture Executive Agency (EACEA) and Eurydice (Belgium)
- Abstract
The academic calendar contains national data on how the academic year is structured (beginning of the academic year, term times, holidays and examination periods). Differences between university and non-university study programmes are also highlighted. The information is available for 37 countries. [For the previous report "The Organisation of the Academic Year in Europe, 2016/17. Eurydice--Facts and Figures," see ED593874.]
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- 2017
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13. The Organisation of the Academic Year in Europe, 2016/17. Eurydice--Facts and Figures
- Author
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European Commission (Belgium), Education, Audiovisual and Culture Executive Agency (EACEA) and Eurydice (Belgium)
- Abstract
The academic calendar contains national data on how the academic year is structured (beginning of the academic year, term times, holidays and examination periods). Differences between university and non-university study programmes are also highlighted. The information is available for 37 countries. [For the previous report "The Organisation of the Academic Year in Europe, 2015/16. Eurydice--Facts and Figures," see ED593877.]
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- 2016
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14. The Organisation of the Academic Year in Europe, 2015/16. Eurydice--Facts and Figures
- Author
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European Commission (Belgium), Education, Audiovisual and Culture Executive Agency (EACEA) and Eurydice (Belgium)
- Abstract
The academic calendar contains national data on how the academic year is structured (beginning of the academic year, term times, holidays and examination periods). Differences between university and non-university study programmes are also highlighted. The information is available for 38 countries. [For the previous report "The Organisation of the Academic Year in Europe, 2014/15. Eurydice--Facts and Figures," see ED593879.]
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- 2015
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15. Recommended Annual Instruction Time in Full-Time Compulsory Education in Europe, 2013/14. Eurydice--Facts and Figures
- Author
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European Commission, Education, Audiovisual and Culture Executive Agency (EACEA), Eurydice (Belgium), Baïdak, Nathalie, and Pejnovic, Svetlana
- Abstract
The Eurydice network has been collecting data on instruction time for more than two decades. These data have been published in many Eurydice publications, notably all editions of the 'Key data on Education'. Since 2010, annually updated data on instruction time has been available on the Eurydice website. Since 2013, the Eurydice network has been collecting jointly with the OECD (the NESLI network) data on instruction time. For many years too, the OECD has been collecting such data through the INES network for the collection and adjudication of system-level descriptive information on educational structures, policies and practices (NESLI, previously Network C). Given the great similarities between the two data collections, the OECD and Eurydice networks have decided to produce one single data collection tool and conjointly manage the data collection on instruction time. This common work avoids inconsistencies and overlaps between similar sets of internationally comparable data. The first section defines the scope of this publication and provides relevant definitions. The second contains a reading guide to the national data sheets (diagrams). This guide briefly explains what the diagrams show and how to read them, and lists the acronyms and abbreviations they use. The third provides country specific notes complementary to the information provided in the diagrams. These diagrams are located in Part II (Instruction time by country) and in Part III (Instruction time by subject). The annexes include diagrams on instruction time for subjects or curriculum categories that are only present in a small number of curricula in European countries (i.e. instruction time for the third and the fourth foreign languages as compulsory subjects and for the non-compulsory curriculum).
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- 2015
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16. The Organisation of the Academic Year in Europe, 2014/15. Eurydice--Facts and Figures
- Author
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European Commission (Belgium), Education, Audiovisual and Culture Executive Agency (EACEA) and Eurydice (Belgium)
- Abstract
The academic calendar contains national data on how the academic year is structured (beginning of the academic year, term times, holidays and examination periods). Differences between university and non-university study programmes are also highlighted. The information is available for 38 countries. [For the previous report "The Organisation of the Academic Year in Europe, 2013/14. Eurydice--Facts and Figures," see ED593880.]
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- 2015
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17. The Organisation of the Academic Year in Europe, 2013/14. Eurydice--Facts and Figures
- Author
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European Commission (Belgium), Education, Audiovisual and Culture Executive Agency (EACEA) and Eurydice (Belgium)
- Abstract
The academic calendar contains national data on how the academic year is structured (beginning of the academic year, term times, holidays and examination periods). Differences between university and non-university study programmes are also highlighted. The information is available for 38 countries. [For the previous report "The Organisation of the Academic Year in Europe, 2012/13," see ED593941.]
- Published
- 2015
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18. The Teaching Profession in Europe: Practices, Perceptions, and Policies. Eurydice Report
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European Commission, Education, Audiovisual and Culture Executive Agency (EACEA), Eurydice, Birch, Peter, Balcon, Marie-Pascale, Borodankova, Olga, Ducout, Olga, and Sekhri, Shuveta
- Abstract
This Eurydice report analyses the relation between the policies that regulate the teaching profession in Europe, and the attitudes, practices, and perceptions of teachers. The analysis covers aspects such as, initial teacher education, continuing professional development, transnational mobility, as well as teacher demographics, working conditions, and the attractiveness of the profession. The report focuses on almost two million lower secondary education teachers employed in the 28 EU Member States, Iceland, Liechtenstein, Montenegro, the former Yugoslav Republic of Macedonia, Norway, Serbia, and Turkey. It is based on Eurydice and Eurostat/UOE data, as well as on a secondary analysis of TALIS 2013, combining qualitative and quantitative evidence. The reference year is 2013-14.
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- 2015
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19. The Organisation of the Academic Year in Europe, 2012/13
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European Commission (Belgium), Education, Audiovisual and Culture Executive Agency (EACEA) and Eurydice (Belgium)
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This 2012/13 academic calendar contains national data on how the academic year is structured (beginning of the academic year, teaching activity, holidays, examination periods, and end of the academic year). Differences between university and non-university study programmes are also highlighted. [For the 2011/12 report, see ED593929.]
- Published
- 2013
20. The Organisation of the Academic Year in Europe, 2009/10
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European Commission (Belgium), Education, Audiovisual and Culture Executive Agency (EACEA) and Eurydice (Belgium)
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This 2009/10 academic calendar contains national data on how the academic year is structured (beginning of the academic year, teaching activity, holidays, examination periods, and end of the academic year). Differences between university and non-university study programmes are also highlighted.
- Published
- 2013
21. The Organisation of the Academic Year in Europe, 2010/11
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European Commission (Belgium), Education, Audiovisual and Culture Executive Agency (EACEA) and Eurydice (Belgium)
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This 2010/11 academic calendar contains national data on how the academic year is structured (beginning of the academic year, teaching activity, holidays, examination periods, and end of the academic year). Differences between university and non-university study programmes are also highlighted. [For the 2009/10 report, see ED593939.]
- Published
- 2013
22. The Organisation of the Academic Year in Europe, 2011/12
- Author
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European Commission (Belgium), Education, Audiovisual and Culture Executive Agency (EACEA) and Eurydice (Belgium)
- Abstract
This 2011/12 academic calendar contains national data on how the academic year is structured (beginning of the academic year, teaching activity, holidays, examination periods, and end of the academic year). Differences between university and non-university study programmes are also highlighted. [For the 2010/11 report, see ED593940.]
- Published
- 2013
23. Organization of Higher Education Structures in Europe (1998-99). EURYDICE Focus.
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EURYDICE European Unit, Brussels (Belgium).
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This publication is the first in a new series which aims to illuminate particular aspects of European education systems. This document is devoted to basic information on the structures and organization of higher education in all countries taking part in "Socrates," the EURYDICE (Education Information Network in the European Community) action program in education. Fifteen countries in the European Union, plus Iceland, Liechtenstein, and Norway, as well as 10 central and eastern European countries and Cyprus, participate in this program. Diagrammatic information for each country illustrates the duration of courses by discipline, existence (or nonexistence) of selection at the point of entry, names of institutions, and the degrees and other qualifications awarded, as well as noting opportunity for specialized study after obtaining first qualification. Before the pages of diagrams, an introductory section summarizes the main points of comparison, noting especially higher education structure, duration of studies (2 to 6 years) and opportunities for part-time study. Appended is a short bibliography of published and forthcoming studies, as well as a list of countries comprising the EURYDICE network. (CH)
- Published
- 1999
24. Updated Surveillance Metrics and History of the COVID-19 Pandemic (2020-2023) in Europe: Longitudinal Trend Analysis.
- Author
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Lundberg AL, Wu SA, Soetikno AG, Hawkins C, Murphy RL, Havey RJ, Ozer EA, Moss CB, Welch SB, Mason M, Liu Y, and Post LA
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- Humans, Europe epidemiology, Longitudinal Studies, SARS-CoV-2, History, 21st Century, World Health Organization, COVID-19 epidemiology, Pandemics
- Abstract
Background: In this study, we built upon our initial research published in 2020 by incorporating an additional 2 years of data for Europe. We assessed whether COVID-19 had shifted from the pandemic to endemic phase in the region when the World Health Organization (WHO) declared the end of the public health emergency of international concern on May 5, 2023., Objective: We first aimed to measure whether there was an expansion or contraction in the pandemic in Europe at the time of the WHO declaration. Second, we used dynamic and genomic surveillance methods to describe the history of the pandemic in the region and situate the window of the WHO declaration within the broader history. Third, we provided the historical context for the course of the pandemic in Europe in terms of policy and disease burden at the country and region levels., Methods: In addition to the updates of traditional surveillance data and dynamic panel estimates from the original study, this study used data on sequenced SARS-CoV-2 variants from the Global Initiative on Sharing All Influenza Data to identify the appearance and duration of variants of concern. We used Nextclade nomenclature to collect clade designations from sequences and Pangolin nomenclature for lineage designations of SARS-CoV-2. Finally, we conducted a 1-tailed t test for whether regional weekly speed was greater than an outbreak threshold of 10. We ran the test iteratively with 6 months of data across the sample period., Results: Speed for the region had remained below the outbreak threshold for 4 months by the time of the WHO declaration. Acceleration and jerk were also low and stable. While the 1-day and 7-day persistence coefficients remained statistically significant, the coefficients were moderate in magnitude (0.404 and 0.547, respectively; P<.001 for both). The shift parameters for the 2 weeks around the WHO declaration were small and insignificant, suggesting little change in the clustering effect of cases on future cases at the time. From December 2021 onward, Omicron was the predominant variant of concern in sequenced viral samples. The rolling t test of speed equal to 10 became insignificant for the first time in April 2023., Conclusions: While COVID-19 continues to circulate in Europe, the rate of transmission remained below the threshold of an outbreak for 4 months ahead of the WHO declaration. The region had previously been in a nearly continuous state of outbreak. The more recent trend suggested that COVID-19 was endemic in the region and no longer reached the threshold of the pandemic definition. However, several countries remained in a state of outbreak, and the conclusion that COVID-19 was no longer a pandemic in Europe at the time is unclear., (©Alexander L Lundberg, Scott A Wu, Alan G Soetikno, Claudia Hawkins, Robert L Murphy, Robert J Havey, Egon A Ozer, Charles B Moss, Sarah B Welch, Maryann Mason, Yingxuan Liu, Lori A Post. Originally published in JMIR Public Health and Surveillance (https://publichealth.jmir.org), 21.06.2024.)
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- 2024
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25. The legal framework for European cervical cancer screening programmes.
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Májek, Ondřej, Anttila, Ahti, Arbyn, Marc, Veen, Evert-Ben van, Engesæter, Birgit, and Lönnberg, Stefan
- Subjects
- *
EARLY detection of cancer , *CONCEPTUAL structures , *REPORTING of diseases , *MEDICAL record linkage , *QUALITY assurance , *QUESTIONNAIRES , *DECISION making in clinical medicine , *DIAGNOSIS , *MEDICAL laws ,CERVIX uteri tumors - Abstract
Background A comprehensive legal framework needs to be developed to run the health services and to regulate the information systems required to manage and to ensure the quality of cancer screening programmes. The aim of our study was to document and to compare the status of legal basis for cervical screening registration in European countries. Methods An electronic questionnaire including questions on governance, decision-making structures and legal framework was developed. The primary responses were collected by September 2016. Results We sent the questionnaire to representatives of 35 European countries (28 countries of the EU, with the United Kingdom included as 4 countries; 4 EFTA member countries: Iceland, Liechtenstein, Norway, and Switzerland); responses were collected from 33 countries. The legal framework makes it possible to personally invite individuals in 29 countries (88%). Systematic screening registration in an electronic registry is legally enshrined in 23 countries (70%). Individual linkage of records between screening and cancer registries is allowed in 19 of those countries. Linkage studies involving cancer and screening registries have been conducted in 15 countries. Conclusion Although the majority of EU/EFTA countries have implemented population-based screening, only half of them have successfully performed record linkage studies, which are nevertheless a key recommendation for quality assurance of the entire screening process. The European legislation is open to the possibility of using health data for these purposes; however, member states themselves must recognize the public interest to create a legal basis, which would enable all the necessary functions for high-quality cancer screening programmes. [ABSTRACT FROM AUTHOR]
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- 2019
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26. Adoption Patterns of Bronchoscopic Lung Volume Reduction Procedures in Germany and Predicted Procedure Volumes for Other European Countries.
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Pietzsch, Jan B., Busca, Rachele, Rott, Christina, Geisler, Benjamin P., Weber, Simon A., Slebos, Dirk-Jan, Deslee, Gaëtan, and Herth, Felix J.F.
- Subjects
- *
ADAPTABILITY (Personality) , *AGE distribution , *BRONCHOSCOPY , *PULMONARY emphysema , *PNEUMONECTOMY , *POPULATION geography , *TREATMENT effectiveness , *DISEASE incidence , *DIAGNOSIS - Abstract
Background: Bronchoscopic lung volume reduction (BLVR) using valves and coils has been approved for use since 2003 and 2010, respectively. Objective(s): To study adoption patterns of BLVR in an early-adopting country, and to estimate potential treatment volumes in other European countries. Methods: Therapy- and age-specific volumes for endobronchial valve and coil procedures were obtained from German federal statistics for 2007–2016. Therapy-specific and total BLVR procedure volumes and growth were computed, and patterns in treatment age and device utilization analyzed. Patient volumes for other European countries were predicted using mean German patient volumes of the last 3 data years and age-specific population and emphysema incidences. Results: Over the study period, annual BLVR procedure volumes grew from 91 to 2,053 (+2,256%), reaching a peak of 2,556 procedures in 2013. Coil procedures constituted 36% of the total volume in 2016. Treatment age was stable over time, with highest procedure counts in age group 60–64 years for valves and 65–69 years for coils. A limited increase in device use per procedure was observed. For -Germany, 1,655 newly treated BLVR patients were estimated per year, approximating about 5% of the annual newly diagnosed severe emphysema cases. Predicted volume estimates for other European countries ranged from 1 for Liechtenstein to 1,226 for France. Conclusions: Analysis of -German procedure data show pronounced BLVR therapy uptake in the early years of adoption, with the more recently introduced coil therapy used in about one-third of patients. Estimated patient volumes to date constitute only a small fraction of the severe emphysema population. [ABSTRACT FROM AUTHOR]
- Published
- 2018
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27. Charitable Foundations in the Principality of Liechtenstein - Tradition and Recent Developments
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Schurr, Francesco A
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- 2011
28. Different Approaches, Different Results in Small State Studies: Complementary Views on the Monarchy and Traditional Governance in Liechtenstein.
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Wolf, Sebastian
- Subjects
LIECHTENSTEIN politics & government ,MONARCHY ,SMALL states ,OLIGARCHY ,DEMOCRACY ,KINGS & rulers - Abstract
The research note comments on W. Veenendaal's article 'A Big Prince in a Tiny Realm: Smallness, Monarchy, and Political Legitimacy in the Principality of Liechtenstein'. It is argued, inter alia, that the phenomenon of 'princely self-restraint' should not be underestimated in Liechtenstein's constitutional reality. The character of the microstate's actual political system strongly depends on the individual personality of the Reigning Prince . A strong monarch who acts as a political actor with his own agenda should not be conceptualized as a neutral traditional leader. From the perspective of many citizens of Liechtenstein, the principality's political system is legitimate since it combines traditional authority and legal-rational authority in a unique way. Largely due to the powerful role of the government, the microstate is characterized by consensus-oriented hierarchical governance. Elite surveys can be seen as a useful instrument to overcome some of the methodological pitfalls of the elite interview approach. [ABSTRACT FROM AUTHOR]
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- 2015
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29. PředŠkolní výchova ve struktuře evropských vzdělávacích systémů na příkladu německy mluvících zemí.
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Stralczynská, Barbora Loudová
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PRESCHOOL education ,EDUCATION ,TEACHER training ,TECHNOLOGICAL innovations - Abstract
Copyright of Orbis Scholae is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2012
30. Elections Update.
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ELECTIONS - Abstract
The article offers world news briefs related to elections as of February 2013. The Progressive Citizens' Party of Liechtenstein won the most support in Parliamentary elections held on February 1, 2013. In Cuba, Parliamentary elections were took place on February 3, 2013. Horizon Monaco alliance won the Parliamentary elections that were held in Monaco, Europe on February 10, 2013.
- Published
- 2013
31. Europe's Little Gems.
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Whitman, William B.
- Subjects
- *
TRAVEL , *TRAVELERS , *HOSPITALITY industry - Abstract
Features several tourist destinations in Europe. Luxembourg; Liechtenstein; Monaco; Andorra; San Marino.
- Published
- 2003
32. Surveillance of the Second Wave of COVID-19 in Europe: Longitudinal Trend Analyses.
- Author
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Post L, Culler K, Moss CB, Murphy RL, Achenbach CJ, Ison MG, Resnick D, Singh LN, White J, Boctor MJ, Welch SB, and Oehmke JF
- Subjects
- Europe epidemiology, Humans, Longitudinal Studies, COVID-19 epidemiology, Public Health Surveillance
- Abstract
Background: The COVID-19 pandemic has severely impacted Europe, resulting in a high caseload and deaths that varied by country. The second wave of the COVID-19 pandemic has breached the borders of Europe. Public health surveillance is necessary to inform policy and guide leaders., Objective: This study aimed to provide advanced surveillance metrics for COVID-19 transmission that account for weekly shifts in the pandemic, speed, acceleration, jerk, and persistence, to better understand countries at risk for explosive growth and those that are managing the pandemic effectively., Methods: We performed a longitudinal trend analysis and extracted 62 days of COVID-19 data from public health registries. We used an empirical difference equation to measure the daily number of cases in Europe as a function of the prior number of cases, the level of testing, and weekly shift variables based on a dynamic panel model that was estimated using the generalized method of moments approach by implementing the Arellano-Bond estimator in R., Results: New COVID-19 cases slightly decreased from 158,741 (week 1, January 4-10, 2021) to 152,064 (week 2, January 11-17, 2021), and cumulative cases increased from 22,507,271 (week 1) to 23,890,761 (week 2), with a weekly increase of 1,383,490 between January 10 and January 17. France, Germany, Italy, Spain, and the United Kingdom had the largest 7-day moving averages for new cases during week 1. During week 2, the 7-day moving average for France and Spain increased. From week 1 to week 2, the speed decreased (37.72 to 33.02 per 100,000), acceleration decreased (0.39 to -0.16 per 100,000), and jerk increased (-1.30 to 1.37 per 100,000)., Conclusions: The United Kingdom, Spain, and Portugal, in particular, are at risk for a rapid expansion in COVID-19 transmission. An examination of the European region suggests that there was a decrease in the COVID-19 caseload between January 4 and January 17, 2021. Unfortunately, the rates of jerk, which were negative for Europe at the beginning of the month, reversed course and became positive, despite decreases in speed and acceleration. Finally, the 7-day persistence rate was higher during week 2 than during week 1. These measures indicate that the second wave of the pandemic may be subsiding, but some countries remain at risk for new outbreaks and increased transmission in the absence of rapid policy responses., (©Lori Post, Kasen Culler, Charles B Moss, Robert L Murphy, Chad J Achenbach, Michael G Ison, Danielle Resnick, Lauren Nadya Singh, Janine White, Michael J Boctor, Sarah B Welch, James Francis Oehmke. Originally published in JMIR Public Health and Surveillance (https://publichealth.jmir.org), 28.04.2021.)
- Published
- 2021
- Full Text
- View/download PDF
33. Branding a nation may be just a matter of saying everything there is to say about nothing.
- Author
-
O'Reilly, John
- Subjects
DEVELOPING countries ,SEALAND (England) ,BOUNDARIES (Estates) ,BANKING industry ,INTERNET service providers ,WORLD War II ,COMPLIANT platforms - Abstract
The article focuses two principalities in Europe such as Sealand in England and Liechtenstein. Liechtenstein is a tiny central European country with a total population of about 32,500. In addition, banking is the mainstay of the country's economy but the Organisation for Economic Co-operation and Development (OECD) labeled it as a blacklist due to suspicious money-laundering. Meanwhile, Sealand is a platform with a bunch of Internet servers that is legally offshore which is considered as the new business nation. The country has the Roughs Tower which is an anti-aircraft platform from World War II which was claimed as a Sovereign Principality by Roy Bates in 1976.
- Published
- 2004
34. SMALL COUNTRIES.
- Subjects
SMALL states ,EUROPEAN Free Trade Association countries - Abstract
Information related to the small countries, Europe's mini-states is presented. These states are either under the dominion of, or are linked to larger European countries. The small countries include Andorra, Liechtenstein, and Monaco. Andorra became a part of the European Community's customs union in 1991. Liechtenstein, which is linked to Switzerland, is a member both of European Free Trade Association (EFTA) and European Economic Association (EEA). Monaco is a protectorate of France.
- Published
- 2004
35. Urbanization and depopulation in the Alps.
- Author
-
Batzing W, Perlik M, and Dekleva M
- Subjects
- Austria, Behavior, Developed Countries, Environment, Europe, France, Geography, Germany, Italy, Liechtenstein, Population, Slovenia, Switzerland, Altitude, Demography, Economics, Population Dynamics, Population Growth, Transportation
- Published
- 1996
36. NEWS IN BRIEF.
- Subjects
CHEMICAL industry ,STOCKHOLDERS ,SILICONES - Abstract
Presents news briefs on the chemical industry in Europe as of February 22, 2004. Decision of Chemical stockholding group Penta to integrate two shareholders; Appointment of Rudolf Streuli of Zurich, Switzerland to distribute Wacker's silicones and fumed silicas in Switzerland and Liechtenstein; Exclusive distributor of Oxford Chemicals aroma products for flavours and fragrances from March 1, 2004.
- Published
- 2004
37. Liechtenstein.
- Subjects
- Climate, Developed Countries, Europe, Liechtenstein, Population, Switzerland, Demography, Economics, Geography, International Cooperation, Political Systems, Politics, Population Characteristics, Population Density, Population Dynamics, Population Growth, Public Policy
- Published
- 1985
38. Law on the amendment of the Law concerning the payment of the maternity allowance, 11 November 1987.
- Subjects
- Developed Countries, Europe, Liechtenstein, Economics, Legislation as Topic
- Abstract
This Law sets new maternity allowances in Liechtenstein on the basis of the taxable income of both spouses as follows: 1) Fr. 3200 for incomes up to Fr. 40,000; 2) Fr. 2500 for incomes between Fr. 40,001 and 50,000; 3) Fr. 1800 for incomes between Fr. 50,001 and 60,000; 4) Fr. 1100 for incomes between Fr. 60,001 and 70,000; and 5) Fr. 400 for incomes between Fr. 70,001 and 80,000., (full text)
- Published
- 1988
39. Law concerning the amendment of the Law on family allowances, 20 December 1988.
- Subjects
- Behavior, Child Rearing, Developed Countries, Europe, Family Planning Policy, Liechtenstein, Public Policy, Adoption, Aid to Families with Dependent Children, Economics, Legislation as Topic
- Abstract
This Law amends the Liechtenstein Law on family allowances (see Annual Review of Population Law, Vol. 2, 1985, Section 420) by increasing family allowances to Fr. 140 a month for each child (including orphans) and to Fr. 170 when the child reaches the age of 10. If the person entitled to receive the family allowance has more than two children, the allowance is Fr. 170 per child. The birth allowance for children born alive or dead or who are adopted is set at Fr. 1,200 for each child and at Fr. 1,500 when there are multiple births., (full text)
- Published
- 1988
40. Liechtenstein.
- Subjects
- Agriculture, Americas, Commerce, Conservation of Natural Resources, Developed Countries, Europe, Industry, Infant Mortality, Liechtenstein, Life Expectancy, Longevity, Mortality, North America, Population Characteristics, Population Density, Population Dynamics, Population Growth, United States, Demography, Economics, Geography, Political Systems, Politics, Population, Social Planning
- Published
- 1989
41. Penal Code, 24 June 1987.
- Subjects
- Age Factors, Behavior, Child Rearing, Crime, Demography, Developed Countries, Europe, Family Planning Services, Liechtenstein, Population, Population Characteristics, Social Problems, Abortion, Criminal, Abortion, Induced, Abortion, Therapeutic, Adolescent, Child Care, Economics, Legislation as Topic, Marriage, Public Policy, Rape, Sterilization, Reproductive
- Published
- 1987
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