Αι προς την Δύσιν εκκλήσεις Κωνσταντίνου ΙΑ' του Δραγάτοη προς σωτηρίαν της Κωνσταντινουπόλεως

L' etudie les pourparlers engages par Constantin XI, a la fin de Fannee 1452, pour sauver Constantinople. II etudie en particulier les pourparlers avec Genes, la Hongrie, Alphonse V d’Aragon et Frederic III. II montre que les Genois, obliges de jouer double jeu, ont sinon officiellement, du moins secretement, secouru les Byzantins assieges. L,a Hongrie, incontestablemeni favorable a toute aide apportee a Constantinople, ne se sentant pas directement menacee, ceda aux propositions de Florence, Finvitant a envahir le Frioul, possession venitienne. Alphonse V d’Aragon, lui aussi plein de bonne volonte, n’alla pas au-dela de l’envoi de bateaux de ble destine aux assieges. Quant a Frederic III, il fit parvenir, le 22 janvier 1453, a Mahomet II un ultimatum maladroit, qui decida ce dernier a brusquer Fattaque de Constantinople. I/A. termine par des reflexions sur les responsabilites respectives des Occidentaux et des Grecs dans la chute de Constantinople, ainsi que sur les difficultes rencontrees par Constantin XI, qui sut mourir en grand empereur, face aux Turcs, et qui aureola ainsi d’un dernier rayon de gloire Byzance succombant sous les assauts du Turc vainqueur

Le Sigma

Etudes sur le ground palais de Constantinople

Οι βυζαντινοί αυτοκράτορες και το θέλγητρον του μοναστηριού

Un irresistible elan a incontestablement pousse a Byzance les ames vers le cloitre, refuge repute inviolable contre les vicissitudes du sort et regarde comme un asile preservant des mutilations et de la mort. En general, celui qui entrait au couvent se resignait a son nouveau sort et ne tentait pas de rentrer dans le monde. Le couvent etait le mtilleur moyen de se debarrasser sans rigueurs inutiles d’un rival, d’un adversaire ou d’un personnage turbulent. L’auteur etudie ensuite les empereurs, imperatriees, princes et princesses du sang et autres membres de la famille imperiale qui entrerent au couvent, a part de tres rares exceptions, contraints et forces

Teaching and Learning Transversal Competences in the Higher Education : Learnings from ERASMUS + SOCCES-project

Transversal or transferrable competences are recognized fundamental in our knowledge-based society. They are crucial for meeting the needs of the labor market and enabling social cohesion and active citizenship, ensuring flexibility, adaptability and motivation. Transversal competences are also called generic, soft or employment competences. They are used and developed in all areas of life. Education at all levels should encourage learning and expression of the transversal competences and thus support entrance into working life where the competences are further developed and transferred from one task or job to another. Even though working life as well as educational authorities widely recognize the critical importance of transversal competences in future employment, educational practices even at higher educational level lag often behind. Much importance even in higher education institutes (HEI) is still given to subject based, theoretical learning even several innovative pedagogical approaches have been developed which offer solutions for teaching and learning future working life competences. This article presents learnings from Erasmus + SOCCES-project (SOCial Competences, Entrepreneurship and Sense of Initiative - Development and Assessment Framework, 2014-2017) concerning transversal competences and educational practices using examples from six European higher educational institutes (HEI). The article claims, that learning through business cases in intercultural collaboration, can tackle barriers which culturally related pedagogical approaches create. This kind of approach motivates students to develop and express the necessary 21st century competences and gain full satisfaction. A business case model is presented which includes various aspects assuring learning of different elements related to transversal competences