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Latvijas Universitātes Biznesa inkubatora vadītāja Māra Birzniece atzīst: “Jebkuras idejas veiksmes formula ir laba komanda!”. Viņa ir pārliecināta, ka viss ieguldītais laiks un darbs dažādās izaugsmes un inkubācijas programmās palīdzēs studentiem virzīties uz priekšu un izaugt – profesionāli un individuāli kā cilvēkam. Plašāk par ieguvumiem un pieredzi M.Birzniece atklāj šajā intervijā. Ko nozīmē Inkubācijas programma? Šobrīd šādas aktivitātes piedāvā gan LU studentu Biznesa inkubators, gan LU Inovāciju centrs LUMIC. Inkubācijas programmas laikā komandām ir iespēja uzsākt savas idejas attīstīšanu, validēt to – saprast, vai tavam risinājumam tirgū ir pieprasījums un vajadzība (vai cilvēki ir gatavi par to maksāt). Programmas laikā komandas soli pa solim attīsta savas idejas, veido biznesa modeļa kanvu, pēta tirgus lielumu un definē savu klientu, saprot, kā sasniegt savu auditoriju un runā ar to. Inkubācijas programma ir lieliska aktivitāte, lai komandas saprastu, vai ideju ir vērts

in France and cooperation projects. Latvia is the newest member of the network among 35 Member States. The French-speaking network is established in support of the development of science through cooperation of researchers and students from all over the world. Baiba Šavriņa, the director of this program, highlighted the endless possibilities of the network. These possibilities include conferences, doctoral schools, as well as opportunities for publications. The current event is marked by a competition for annual premium, and the doctoral students from Latvia are welcome to apply (an application may also be written in English). World-Class Doctoral Students from Germany and Austria The Faculty also participates in the activities related to the international network of Consortium of European Universities. Its initiators were the Austrians and Germans. The network also includes universities from Great Britain, France, Spain (Canary Islands) and Czech Republic. Up to now, UL has organized video

Trešdien,16.novembrī, tika aizvadīts LU Lāčplēša crossfit čempionāts, kurā tika noskaidroti LU spēcīgākais students un studente. LU Lāčplēša crossfit čempionāts norisinājās LU BVEF sporta zālē. Sacensību dalībniekiem bija sevi jāpierāda 4 stacijās. Pirmajā stacijā bija jāveic 400m (sievietēm)/500m(vīriešiem) airēšana uz trenažiera un pēc distances veikšanas, atlikušajā laikā jāizdara pēc iespējas vairāk lēcieni pāri trenažierim. Otrajā stacijā dalībniekam bija jāveic 10x kāju celšana pie stieņa un tad jāveic 10 lēcieni uz kastes. Uzdevums bija 3 minūšu laikā veikt šo vingrinājuma kompleksu pēc iespējas vairāk reizes. Trešās stacijas vingrojumu kompleksā ietilpa 5x pievilkšanās + 10x atspiešanās + 15x pietupieni ar palēcienu. Ceturtajā noslēdzošajā stacijā dalībniekiem bija jāveic 15x svaru bumbas raušana līdz zodam un 10x pievilkšanās ar TRX sitēmu. Līdzīgi kā otrajā stacijā, arī trešajā un ceturtajā stacijā uzdevums bija 3 minūšu laikā veikt šo vingrinājuma kompleksu pēc iespējas

The University of Agder’s vision is “co-creation of tomorrow’s knowledge” and we aim to accomplish this through close collaboration with regional, national and international partners. The region is transitioning from oil-based to green industry, forcing companies to rethink their business models and individuals to rethink their careers. We are developing a culture for job creation while working toward the UN’s Sustainable Development Goals and the fulfilment of the European Green Deal. UiA has 1,400 employees and 13,500 students on two campuses, Kristiansand and Grimstad. UiA offers Bachelor, Master and PhD programmes in many disciplines and several Master’s programmes are taught in English. This offer is constantly developing. We have a long history of student exchange and were one of the first institutions in Europe awarded the ECTS label. Each year, we welcome ------ exchange students and send ------ abroad. In 2020, UiA was chosen as a Jean Monnet Centre of Excellence for its

performance) reflects aspecific behavioural model in aschool that promotes theimprovement of educational achievements; this is evident in actions. All parties– students and teachers– highly appreciate thepersistence and high performance (Hoy etal., 2006a). Thesources of collective effectiveness lie in recognized mastery experience, sharing best practices, and believing in achievements that can be attained by teachers as agroup in their work with students By observing, modeling, and imitating thebehaviour of others, information is gained about theachievements that theteachers can attain themselves, thereby influencing self-efficacy. Efficacy and trust are parts of academic optimism– collective teachers’ efficacy largely reflects thegroup’s beliefs, and trust includes anaffective dimension, gives teachers confidence that they are effective in working with students, regardless of difficulties and challenges. This motivates teachers to reach challenging goals and persistently move forward

The history of the world is filled with many notable and significant events that have fundamentally changed the course of human development. In the context of these pivotal moments, there are countless actors and objects that can only be appreciated through an in-depth close-up. Using a variety of examples to demonstrate how the examination of the smallest, often overlooked elements can enhance our understanding of the larger narrative of history and influence how history is presented. The goal of the History and Archaeology doctoral student’s section is to focus on micro-history. We invite doctoral students in history and archaeology to submit topics that focus on microhistory. The conference organizers accept applications until January 6 . The application must include the name of the author of the report, the institution represented, the title and description (up to 2000 characters with spaces). Participation will be confirmed by January 15 . Conference organizers: Iveta Berga

We are looking for student ambassadors who will help us become known among all the students of our 7 university alliance . This is a unique opportunity to gain experience in project management and to be entrusted with responsibilities recognised by your home university and abroad. For more information on how to become FORTHEM student ambassador you can contact local FORTHEM office at your home university.

If someone glanced into the auditorium 702 in the House of Nature on 18 and 19 January, he would be presented with an unusual scene. Teachers side-by-side with university professors pretending they are students in a classroom: doing experiments with mirrors and pendulums, writing something on a small whiteboard, presenting results in front of the audience, making mistakes, arguing, asking questions, erasing, drawing again, watching and doing more experiments. It turns out that was a workshop on Modelling Approach to Physics Education conducted by Dr. Mark Lattery from UW Oshkosh (US). The essence of this approach is: "If we want to teach students how to do science, we must recreate the process of scientific discovery in the classroom as early as possible." The topics covered reflected the broad spectrum of participant interest and breadth of modelling approach: from techniques to make students comfortable when speaking in front of a classroom to philosophical ideas of what

If someone glanced into the auditorium 702 in the House of Nature on 18 and 19 January, he would be presented with an unusual scene. Teachers side-by-side with university professors pretending they are students in a classroom: doing experiments with mirrors and pendulums, writing something on a small whiteboard, presenting results in front of the audience, making mistakes, arguing, asking questions, erasing, drawing again, watching and doing more experiments. It turns out that was a workshop on Modelling Approach to Physics Education conducted by Dr. Mark Lattery from UW Oshkosh (US). The essence of this approach is: "If we want to teach students how to do science, we must recreate the process of scientific discovery in the classroom as early as possible." The topics covered reflected the broad spectrum of participant interest and breadth of modelling approach: from techniques to make students comfortable when speaking in front of a classroom to philosophical ideas of what

The University of Latvia’s Centre for European and Transition Studies (CETS) offers internships to university students (Bachelors, Masters, and Doctoral) and recent graduates eager to gain working knowledge of the European Union and its external relations. In order to apply for an internship at CETS, you must fulfill the criteria outlined below: Educational Status : applicants must be enrolled in a Bachelor’s degree or equivalent. Students pursuing higher education such as a Masters or Doctoral studies would be an asset; Educational Focus : applicants must be enrolled or have completed degrees in the following disciplines: International Relations, European Studies, Law, Media or Political Science. European Studies includes: EU law, politics, economics, and/or external relations: Languages : applicants must be thoroughly proficient in English. Having knowledge of other languages such as: French, Latvian, and/or Russian (or other languages) would be an asset.