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1
Chatburn, Thomas Edward. "European Musicians in Conference, Strasbourg 1985." British Journal of Music Education 3, no. 1 (March 1986): 91–100. http://dx.doi.org/10.1017/s0265051700005155.
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As musicians from no less than twenty-two European states gathered at Strasbourg in September to discuss Contemporary Music, one began to realise that Europe, in 1985, had already moved beyond the familiar concept of a political and commercial federation. Historically, however, and motivated only by musical opportunity, musicians had for centuries largely regarded Europe as one patch ever since it became possible to travel. But in recent times it has become clear that the new Europe and European organisations which have emerged may, one day, have far-reaching effects upon many aspects of musical life which have hitherto evolved locally or nationally at different paces and in response to widely differing circumstances. By means of this and other conferences, therefore, Europe is beginning to give expression to corporate artistic concerns, and attempting to do so with a single voice as independent nations are gradually transformed into member states and ultimately, one might anticipate, into regions. This process and the means by which it is accompanished (e.g. the organisation of large European conferences) is also viewed cynically by some as political inevitability being transformed into desirability.
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Velm, Ivan Matveyevich. "The role of the Protestant Reformation in increasing education in Europe." KANT 41, no. 4 (December 15, 2021): 139–44. http://dx.doi.org/10.24923/2222-243x.2021-41.26.
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The purpose of the study is to determine the role of the Protestant Reformation in increasing the education of European society in the XVI-XVII centuries. The article discusses the reasons for the flourishing of education and science in this era. Scientific novelty is manifested in a comprehensive study of the consequences of the Reformation, which, mutually influencing each other, eventually led to an increase in the level of education in Europe. As a result, it was established that the Reformation democratized the spiritual, political and socio-economic aspects of life, introduced the principles of freedom of conscience, faith without mediation, encouragement of entrepreneurship, universality of education, the need for each person to study the Scriptures independently, personal responsibility to God and others, which contributed to the development of science and education, as well as the formation of a new public consciousness.
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Oganisjana, Karine, and Harry Matlay. "Entrepreneurship as a Dynamic System." Industry and Higher Education 26, no. 3 (June 2012): 207–16. http://dx.doi.org/10.5367/ihe.2012.0100.
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Entrepreneurship, as an important aspect of modern economic thought, is often described as facilitating innovation, job creation and national prosperity. Given the current economic conditions in Europe, entrepreneurship growth and small business development are seen as synonymous with economic recovery and growth. Consequently, in recent years entrepreneurship has climbed steadily towards the top of political agendas in Eastern, Central and Western Europe. In turn, entrepreneurship education has emerged as the most cost-effective and speedy way to increase both the quality and quantity of entrepreneurs entering an economy. The education and development of entrepreneurial students has become a topical and much debated European issue, despite the conceptual vagueness and controversial aspects highlighted by entrepreneurship education researchers. In this article the authors postulate that entrepreneurship represents more than an accumulation of relevant knowledge, skills and attitudes. Instead, entrepreneurship is envisaged as lifelong learning and conceptualized in terms of the continuous development of an individual's key entrepreneurial competences. Thus, entrepreneurship education emerges as a dynamic system of lifelong learning steps and entrepreneurship components which are to be developed holistically in order to enhance its impact on entrepreneurial outcomes.
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Vinding, Niels Valdemar. "An American Example of Islamic Chaplaincy Education for the European Context." Religions 12, no. 11 (November 5, 2021): 969. http://dx.doi.org/10.3390/rel12110969.
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Against the background of increasing political and academic interest in imam and chaplaincy training and education in Europe, this article argues that the value and purpose of such education remains situated in an alignment between educational provider, student-participants, and employer–stakeholder expectations. These expectations are primarily about Muslim students’ learning and development, requirements and standards of employers, and contributions to community and society, and only secondly, the educations aim at meeting political expectations. The article explores aspects of Hartford Seminary’s success with its programme and alignment of education content and environment with student expectations and the labour market demand. This is supported theoretically by the input–environment–outcome assessment model. The structural and contextually embedded criteria for excellence are discussed and problematised, pointing both to the marginalisation of other drivers of education development that are not market aligned and to strategies of embedding religious authority with chaplains in institutions rather than with imams in mosques. In conclusion, the article highlights the self-sustaining logics that drive educational development but also points to corroborating social, economic, and welfare reasons for quality imam and chaplaincy education.
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Schratz, Michael. "The European Teacher: Transnational Perspectives in Teacher Education Policy and Practice." Center for Educational Policy Studies Journal 4, no. 4 (December 31, 2014): 11–27. http://dx.doi.org/10.26529/cepsj.183.
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The future role of teachers in Europe will contribute to raising the awareness of a new expectation of what it means to be a “European Teacher”. If there is unity in diversity through national identities, the question remains: what makes a teacher “European”? Answering this unusual question, one encounters several aspects that have strong national traits ofwhat it means to teach in a particular country (e.g. political culture), which still does not enable teachers to easily move their employment from one country to another because of differences in career structure, teacher education, selection and recruitment, etc. However, there are many similarities in general teacher competences that are required throughout Europe and beyond. This paper looks at teacher professionalism from various perspectives, attempts to discern the “Europeanness” in teachers’ work and mobility as a goal, and highlights particular policy development areas necessary to stimulate further discussions. The depiction of a European Doctorate in Teacher Education concludes the paper.
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MARTIN LLORENTE, OSCAR. "ARTISAN MOBILITY IN PREINDUSTRIAL EUROPE AND MOBILITY WITHIN THE EUROPEAN HIGHER EDUCATION AREA." DYNA 96, no. 6 (November 1, 2021): 567–71. http://dx.doi.org/10.6036/9993.
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This research work performs a comparative study between the artisan mobility in the preindustrial Europe and the mobility within the European Higher Education Area (EHEA), emphasizing key aspects of the EHEA associated with mobility such as employability, technological transfer, social cohesion and receptiveness to new ideas. It can be concluded that, indeed, artisan mobility in preindustrial Europe was as a precedent for mobility within the EHEA, in the context of engineering education, from the detailed study of (a) movements of skilled artisan institutionally organized by states and political authorities, (b) tramping system, whose institutional backbone shows a clear parallelism with the organizational framework that supports the mobility within the EHEA, and that also contributed to overcome problems of information asymmetry in the labour market between local employers and itinerant workers, and consequently to solve problems of journeyman unemployment, (c) journeyman mobility as a teaching program integrated into the craft guild framework, which could restrain the information asymmetry in the commodity market by giving traceability and additional validation to the artisan instruction, and (d) minority migrations, which acted as a spur for the mobility within the EHEA because they allowed Europe to be aware of the importance of tolerance and receptiveness to new ideas. Keywords: Technology transfer; Employability; Labour mobility; EHEA; Preindustrial Europe
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Skoryk, Maryna. "THEORETICAL ASPECTS OF THE TRANSFORMATION OF THE INSTITUTE OF CORRUPTION IN EASTERN EUROPE." Baltic Journal of Economic Studies 5, no. 1 (March 22, 2019): 201. http://dx.doi.org/10.30525/2256-0742/2019-5-1-201-206.
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The purpose of the article is to substantiate the essence and structure of corruption as a separate institution in an institutional environment that has a deviant, anti-social orientation. To describe the influence of informal institutions on corruption in Ukraine. To propose constructive proposals for the use in domestic practice regarding the mechanism of overcoming corruption, which in the future will bring Ukraine to sustainable economic development. Methodology. The study we conducted is based on a systematic method that considers all elements of corruption in unity and development. The research used the following general scientific methods of scientific knowledge, namely: the method of analysis (means of combating corruption); synthesis (generalization of the main causes of corruption in Ukraine); method of induction (the impact of corruption on society); the method of hypotheses (when building a mechanism for overcoming corruption); and empirical method (own observations of the author on the situation in the state). Results. Corruption in Eastern Europe is a consequence of the spiritual, economic, and political crisis of society. Corruption demoralizes citizens and destroys their trust in the state. The mechanism of overcoming corruption is considered from the standpoint of neo-institutionalism. The author stresses that corruption is an informal institution. The system will start to change after the state’s economic development, and the main condition is the promotion of culture, which makes it impossible for an institution to be corrupt. To act and start such propaganda should be the education of future generations. Investing in education will raise its level, give a new class of professionals who will go to work in private business and government. Worthy wages will make you think about the desire for easy profit. The author conducts a qualitative analysis of corruption through methodological tools of neo-institutionalism. It is proved that the fight against corruption at all levels exists as a complex hybrid of institutional mechanisms of regulation, the impact of which primarily affects informal institutions, and then formal ones. For example, the purpose of a bribe is to obtain a profitable contract. A bribe is an informal institution that is an agreement between an official and a citizen. But a contract signed with a bribe is a formal document (legal). As a result of such corruption actions, formal institutions are not violated but act as a means of implementing informal arrangements. Practical implications. Taking into account the historical, economic, and mental component of Eastern European countries, analysing the foreign experience of the countries, the formation of a national idea in the subconscious of the society, which will be aimed at building the state, should come to the fore. It is necessary to break down stereotypes, raise confidence in power and law. Such measures are possible only through the reform of education, the upbringing of young people in the personal negative attitudes to corruption. An active civil society that supports various strategies aimed at reducing corruption. Sanctions are important, so punishing corrupt officials is an important part of any effective anti-corruption effort. Therefore, the Criminal Code of the country should clearly indicate the responsibility for any manifestation of corruption. The mass media must conduct a serious information company: report on detention and investigation and display social advertising (not as a part of a political advertisement). Value/originality. The influence of informal institutes on corruption in the eastern part of Europe is substantiated and the mechanism of its overcoming is proposed, the use of which will ensure the gradual economic development of the state.
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Butkiewicz, Tomasz. "The national philosophical anthropology of the third reich political elite ‒ selected aspects." Res Politicae 12 (2020): 133–49. http://dx.doi.org/10.16926/rp.2020.12.09.
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From anthropological perspective, the appearance of the „New Man” resulted from externalization of the National Socialism ideology. The image evolved from the political process taking place on the turn of the nineteenth and the twentieth centuries in the Hohenzollern Empire, in the Weimar Republic, and finally, in the Third Reich. This way, by promoting education of the new generations grounded in the national philosophical anthropology, the Germans modified their own image. This modification concerned the exceptional Arian features of the German national physiognomy. Thus, the characteristic type of a human, which was exclusively attributed to German society, was formed. Ideologically the image of this anthropological type influenced the hygienic approach of the nation and it contributed to evolution of sterile genetic heritage. According to these anthropological directives the Homo Nordicus X Dinaricus type was distinguished, which consequently, in its assumptions led to indication of the Nordic race, the Nordids. From that point, a kind of breeding process of the „New Man” had been taking place, and it resulted in creation of new National-Socialist identity. The concept of the New and, since then, also Political Man was a clear evidence of this breeding process. The created ideal reflected ideological and educational methodology of formation of the future nation’s elite. National Socialism constituted a fertile ground for formation and exploitation of its potential. The cult of the body was a very significant aspect of education, in which the German physiognomy was affiliated with the Nordic race. In other words, the breeding process was conducted by forming the malleable model on the basis of an ideal design. The typology of the Germans as athletic blue-eyed and blond-haired strongmen was based on the conviction that the Nordic race was superior to other peoples of Europe. The purpose of this typology was not only to determine the features of the race but also to build its aesthetic visual reception. In this respect, the existence of the „New Man” was strongly determined by the reality of the 1933‒1945 period.
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Marjanović, Tatjana. "HOW THE BOLOGNA PROCESS HAS CHANGED THE CLASSROOM / KAKO JE BOLONJSKI PROCES IZMIJENIO UČIONICU." Journal of the Faculty of Philosophy in Sarajevo / Radovi Filozofskog fakulteta u Sarajevu, ISSN 2303-6990 on-line, no. 23 (November 10, 2020): 70–85. http://dx.doi.org/10.46352/23036990.2020.70.
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The Bologna process is generally described as a joint effort of European education policy makers and universities in creating a common higher education area in Europe aimed at increased student and staff mobility, as well as overall comparability and compatibility of higher education systems across Europe. The large-scale reforms have inspired and generated volumes of academic publications from a number of perspectives, e.g. economic, legal, political, and so forth. What seems to be lacking at this point is a more practical investigation into how the Bologna process has transformed the education systems of some of its less visible member countries such as Bosnia and Herzegovina. More specifically, the aim is to show how the reforms have affected what goes on in the classroom by comparing select aspects of studying in both pre-and post-Bologna times at one of the country’s universities. Examples have been given of courses taught and taken at the University of Banja Luka’s English department pre-and post-Bologna to draw a parallel between some of the coursework and examination requirements now and then.
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Sanchez-Sanchez, Gabriel, and Marek Krawiec. "Mediating in intercultural communicative challenges issued in the language classroom: a new objective in training programs for new teachers." Lingua Posnaniensis 60, no. 1 (June 1, 2018): 95–105. http://dx.doi.org/10.2478/linpo-2018-0007.
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Abstract The Faculty of Education Universidad de Murcia (Spain) offers a four-year degree programme in primary education, where modules and subjects related to the foreign language (English) are taught in the first, third and fourth years (OJE 2010). The current teacher training programmes should take into account the most recent political events in Europe so that they can be adjusted to suit the Council of Europe’s original linguistic and cultural education policy. This article will explore intrinsic aspects of foreign language and culture teaching, and the learning process, in relation to communication and understanding among all European citizens. This analysis will help to identify the implications of 21st-century education policy in terms of the skills of newly-qualified teachers.
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Grasso, Maria T., and Christian Lahusen. "European Solidarity at a Crossroads? Citizens’ Attitudes and Political Behaviors in Europe." American Behavioral Scientist 63, no. 4 (February 8, 2019): 423–29. http://dx.doi.org/10.1177/0002764218823846.
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Many observers have voiced their concerns that solidarity is at risk in Europe. Given this wider context, we are urgently in need of sound empirical analyses examining the various dimensions of solidarity in Europe. Public debates focus on solidarity in many respects but there is to date a lack of empirical evidence to draw upon to inform them. In this context, this special issue emerges from research conducted in the European Union–funded research project TransSOL devoted to the study of European solidarity (“European Paths to Transnational Solidarity in Times of Crisis”) running from 2015 to 2018. The project received funding under the Horizon 2020 program (Grant Agreement No. 649435). Christian Lahusen at the University of Siegen coordinated the overall project and Maria Grasso at the University of Sheffield coordinated the population survey for the project. The TransSOL survey includes approximately 2,000 respondents from each of the eight countries of the project (total N ~ 16,000): Denmark, France, Germany, Greece, Italy, Poland, Switzerland, and the United Kingdom. In the context of the project, the aim of the cross-national survey was to build a comparative dataset that would allow us to answer our theoretically relevant questions of interest on European solidarity such as those discussed in this introduction and in the other articles of this special issue. The articles in this special issue all analyze the data from this original survey dataset to shed systematic light into key theoretically-driven research questions on various aspects of European solidarity.
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Mellado-Ruiz, Claudia. "Latin American Journalism: A Review of Five Decades and a Proposal for a Model of Analysis." Comunicar 17, no. 33 (October 1, 2009): 193–201. http://dx.doi.org/10.3916/c33-2009-01-011.
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Based on an historical analysis of the last five decades of research, this article analyzes the elements that define the journalism in Latin America. The work is based on the common social structures and the fact that journalism mediates in the construction of reality throughout the region, proposing a model that describes the individual, organizational and social aspects that have influenced the development of the profession. The results indicate that the educational problems linked to both the identity and the autonomy of the profession, the cultural value associated to professional practice, the existence and reach of the Teachers Associations, political and economic peculiarities, and the considerable influence exercised by Europe and the United States, are all aspects that make Latin American journalism different journalism in the rest of the world. Still, despite these similarities, neither a shared conceptualization nor a homologated operationalization of the profession exists in Latin America.En base a un recorrido histórico de las últimas cinco décadas, este artículo analiza los elementos que hoy definen a la profesión periodística en Latinoamérica. El trabajo se sostiene en las estructuras sociales compartidas por la región, así como en la función de mediación que el periodismo cumple en la construcción de la realidad, proponiendo un modelo que describe los aspectos individuales, organizacionales y sociales que han influido en su desarrollo. Se concluye que los problemas de formación vinculados a la identidad y a la autonomía de la profesión, el valor cultural dado a la carrera profesional, la existencia y alcance de los colegios profesionales, las peculiaridades políticas y económicas, y la gran influencia extranjera ejercida por Europa y EEUU, son los aspectos que diferencian al periodismo latinoamericano del resto del mundo. Sin embargo, se plantea la inexistencia de una conceptualización y operacionalización homologada de la profesión en el sub-continente.
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Willinsky, John. "Popular Literacy and the Roots of the New Writing." Journal of Education 168, no. 2 (April 1986): 31–46. http://dx.doi.org/10.1177/002205748616800204.
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The place of writing in the curriculum has recently increased in importance under a series of new approaches based on a processing model of how writers write. An overlooked aspect of these new programs in the schools is the degree to which they parallel aspects of an earlier, popular literacy. In a brief recounting of incidents in the history of literacy with a focus on Renaissance Europe, 17th- and 18th-century England, and the 20th-century United States, three historical elements are brought to light which now play a strong part in the new programs. In these programs literacy (a) is sociable, (b) has its roots in nonstandardized language, and (c) places a premium on performance and publication. Insofar as the new writing takes up these aspects of popular literacy, there is reason to feel that it will work to some degree in meeting the current literacy crisis. However, the traditions of popular literacy have both political and social ramifications which warrant our attention. Popular literacy in the past has been entangled in the sensational and subversive and has not always been well received. This history raises questions as to what can be expected and what is desired of this new thrust in writing. The advocates of the new writing programs need to confront the potential of this increased voice, this latest form of popular literacy, which they have begun to encourage.
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Klemenovic, Jasmina, and Sladjana Zukovic. "Civic education and religious education in the function of democratization of education in the Republic of Serbia." Zbornik Instituta za pedagoska istrazivanja 45, no. 2 (2013): 464–81. http://dx.doi.org/10.2298/zipi1302464k.
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Starting from the socio-political context of changes that have affected the education systems of Eastern European countries, the authors summarize the specific nature of the process of democratization of education in Europe at the turn of the century. The paper analyzes the purpose of democratization of education and of introduction of Civic Education and Religious Education classes in the education system of the Republic of Serbia, observing the idea that education may serve as a generator of social changes, and stating that school is an important support pillar in promoting and accepting the values of the community, as well as in personal growth and the development of every individual. The presented theoretical concepts are supported by the summary of results of empirical studies that have been focused on the analysis of the pedagogical aspects of the implementation of teaching these subjects at the secondary level of education from the perspective of teachers, pupils and parents. Based on the insight into the topic, the authors suggest searching for a ?common tangent? in Civic Education and Religious Education teaching process via an open and tolerant dialogue of participants of both subjects, which would enable the exchange of experiences, attitudes, and opinions of pupils, as well as coinciding and permeating of spiritual and democratic values as a foundation for further democratization of school in general.
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Kucia, Marek. "The Europeanization of Holocaust Memory and Eastern Europe." East European Politics and Societies: and Cultures 30, no. 1 (January 15, 2016): 97–119. http://dx.doi.org/10.1177/0888325415599195.
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Drawing upon developments in cultural and social memory studies and Europeanization theory, this article examines the Europeanization of Holocaust memory understood as the process of construction, institutionalization, and diffusion of beliefs regarding the Holocaust and norms and rules regarding Holocaust remembrance and education at a transnational, European level since the 1990s and their incorporation in the countries of post-communist Eastern Europe, which is also the area where the Holocaust largely took place. The article identifies the transnational agents of the Europeanization of Holocaust memory—the European Union’s parliament, the International Holocaust Remembrance Alliance, the Council of Europe, the Organization for Security and Cooperation in Europe, and its Office for Democratic Institutions and Human Rights, as well as the United Nations. It analyzes chronologically the key Holocaust-related activities and documents of these agents, highlighting East European countries’ varied and changing position towards them. It examines synchronically the outcome of the Europeanization of Holocaust memory by these transnational agents—a European memory of the Holocaust—identifying its key components, discussing the main aspects, and illustrating the impact of this process and outcome upon the memory of the Holocaust in the East European countries. The article argues that the Europeanization of Holocaust memory has significantly contributed to the development of Holocaust memory in Eastern Europe, although other agents and processes were also involved.
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Zagidullina, Marina V., and Aleksander K. Kiklewicz. "Some aspects of the Russian language democratization in modern media." Russian Language Studies 19, no. 4 (December 29, 2021): 401–18. http://dx.doi.org/10.22363/2618-8163-2021-19-4-401-418.
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The article is of an overview and theoretical nature, and its subject is the active processes in the language of modern Russian mass media, caused by the democratization of society, especially in connection with the restructuring of the state and political system that took place in the countries of Eastern Europe in the 1990s. Based on scientific publications, as well as on empirical material (modern journalistic text), the authors systematize socio-cultural processes (within the framework of the general trend towards democratization) that have influenced and continue to influence the language of the media: the social construction of reality and the engagement of the media, the polarization of social groups and formations, the displacement of the transmission model of media functioning by the interaction model, the phenomenon of echo chambers. In connection with the influence of the socio-political factor, the authors note the most important dynamic processes in the language of the media, such as depatetization of the language clichs of the era of totalitarianism, neosemantization, the growth of vocabulary related to the sphere of consumerism, the activation of means serving the sphere of dialogical relations, overcoming an overly complex nature the language system, etc. It has been shown that the transition to a model of interaction between the media (with political, religious, public organizations, corporations - on the one hand, and the consumer community - on the other hand) caused the social engagement of media discourses, which in its the queue has caused the growth of labeling, evaluative and expressive text elements. Another important trend is associated with the phenomenon of echo chambers - its reflexes in the language of the media are the specialization of vocabulary and a decrease in the degree of grammaticalization of messages. The aspects of democratization of the language of the media presented in the article in the future can serve as parameters in accordance with which media monitoring can be carried out, including elements of a linguo-critical nature.
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Spulber, Diana. "Life-Long Learning: intercultural education and communication Europe and beyond." Geopolitical, Social Security and Freedom Journal 4, no. 2 (December 1, 2021): 105–11. http://dx.doi.org/10.2478/gssfj-2021-0014.
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Abstract Life-Long Learning seems to be an all-sides studied model. Globalisation, work-market rapid change, and the free circulation of knowledge let researchers discover that there is a new way of designing the LLL process. The multicultural society is a drive of LLL process optimisation. After the Lisbon strategy and seeing the unstoppable path of lifelong learning stress, the requirements for a profound reflection on the role of citizen’s education. The article aims to analyse the intercultural aspect of LLL and how it can be stretched. Particular attention is dedicated to how the EU and RF reply to society and economic challenges through the implementation of the LLL process. The intercultural aspect will comprise a horizontal intercultural aspect and vertical ones. Will be examined the role of the European Commission as well as a promoter of the idea of an inclusive society and the most competitive and dynamic knowledge-based economy in the world. The intercultural approach will be stressed thanks to examining the Soviet Union and Russian Federation’s LLL process. The used methodology is a review of relevant intervention studies and Political Documents and Financing actions for examining the effectiveness of interventions. The analysis of two paths of the LLL process’s implementation and promotion; the analysis of two ways of LLL process organisation will permit an expansive view of the LLL process. Furthermore, the parallel analysis of the LLL process permits us to see how the two ways of social development can be reflected through different actions on LLL policy, starting from formal education and ultimate to third Age Education. In final, it permits us to learn more about how LLL can be a solution to avoid social welfare bankruptcy.
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Mngo, Zachary Y. "Probing the progress of the external dimension of the Bologna process." PSU Research Review 3, no. 3 (December 9, 2019): 215–26. http://dx.doi.org/10.1108/prr-03-2018-0005.
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Purpose This paper aims to assess the “external dimension” goals of the Pan European Bologna reform, almost 19 years after its launch. The influences of the reform on higher education in Africa, Latin America and the Caribbean, and Asia-Pacific are investigated. The paper analyses the appeal of the 1999 Bologna Process (BP), which, arguably, symbolizes an effort to strengthen the hegemony of Western European education and influence, has for the first time gone beyond ex-colonial lines, including areas where Europe’s socio-political influence is not impactful. Design/methodology/approach This paper opted for an analytical review of the literature on the European higher education internationalization goals as stated in external dimension objectives of the Bologna Process reform. The literature search was complicated by the limited number of peer review articles focusing on the spread of the Bologna model beyond Europe. As a result, the inclusion criteria were flexible, and consideration was given to educational website reports/articles, dissertations, books, pamphlets, and internal EU/European Commission reports. Findings The findings of this review indicate that, in spite of significant challenges, the internationalization objectives of Bologna Process are gradually being met in Africa, Latin America and Asia. Most notable is that some countries that historically did not have a European colonial presence are embracing aspects of the Bologna reform. Almost 19 years after, the BP reform now has a significant external influence not only in the former Portuguese, Spanish, British and French colonies but also beyond. In spite of the overwhelming embrace of the BP model in Europe and outside of Europe, its implementation, everywhere, has faced some administrative, political, and economic challenges. Research limitations/implications The study examined the spread of the Bologna Process models beyond Europe and not its acceptability by stakeholders such as faculty and students outside Europe. Future research could examine the satisfaction rates among higher education stakeholders in regions and countries embracing the BP models. Practical implications The findings of this review indicate that the steady spread of the BP means that more countries and tertiary education institutions can explore opportunities aimed at developing more educational and socioeconomic partnership, including the exchange of knowledge, technology and resources. Originality/value While emphasizing the benefits and opportunities for cooperation, the paper identifies that the increasing internationalization trends influenced by the BP are leading to regional higher education cooperation in Asia, Latin America and Africa. Other higher education models around the world can learn from the marketing strategies of the BP aided by EU.
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Odone, Anna, Stefan Buttigieg, Walter Ricciardi, Natasha Azzopardi-Muscat, and Anthony Staines. "Public health digitalization in Europe." European Journal of Public Health 29, Supplement_3 (October 1, 2019): 28–35. http://dx.doi.org/10.1093/eurpub/ckz161.
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Abstract Background As digitalization is progressively permeating all aspects of society, how can be it fruitfully employed to sustain the public health goals of quality, accessibility, efficiency and equity in health care and prevention? In this paper, we reflect on the potential of applying digital tools to public health and discuss some key challenges. Methods We first define ‘digitalization’ in its broader sense, as well as applied to public health. We then build a conceptual framework where key public health domains are associated to available digital technologies in a matrix that help to identify digital features that bolster public health action. We also provide illustrative data and evidence on the application of digital solutions on selected public health areas. In the second part, we identify the strategic pillars for a successful European strategy for public health digitalization and we outline how the approach being pursued by the European Public Health Association (EUPHA) applies to digital health. Results From a public health perspective, digitalization is being touted as providing several potential benefits and advantages, including support for the transition from cure to prevention, helping to put people and patients at the center of care delivery, supporting patient empowerment and making healthcare system more efficient, safer and cheaper. These benefits are enabled through the following features of digital technologies: (i) Personalization and precision; (ii) Automation; (iii) Prediction; (iv) Data analytics and (v) Interaction. Conclusion A successful European strategy for public health digitalization should integrate the following pillars: political commitment, normative frameworks, technical infrastructure, targeted economic investments, education, research, monitoring and evaluation. EUPHA acknowledges digitalization is an asset for public health and is working both to promote the culture of “public health digitalization”, as well as to enable its planning, implementation and evaluation at the research, practice and policy level.
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Smaliakou, D. А. "The Genesis of Higher Education Internationalisation." Education and science journal 21, no. 8 (October 18, 2019): 9–28. http://dx.doi.org/10.17853/1994-5639-2019-8-9-28.
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Introduction. Nowadays, scientific and educational community underestimates the importance of fundamental research in the field of internationalisation of higher education. Meanwhile, the definition of the philosophical foundations of this phenomenon can shed light on the nature and rules of its development. In this regard, the research of such a fundamental problem as its genesis may affect further affords in the field of its justification, determination of ultimate goals and mechanisms of implementation, as well as interpretation of its ethical, political and spiritual aspects of international academic mobility.The aim of the research was to reveal the real reasons and conditions of internationalisation as a new level of higher education, public and supranational policy.Methodology and research methods. The present research is based on the methodological framework of critical analysis through the retrospective, reflexive, comparative types of analysis, the methods of synthesis, generalisation and systematisation of various scientific points of view.Results and scientific novelty. At present, the philosophical aspects of higher education internationalisation are developed by a small number of scientists, who view its genesis from the perspective of globalisation. Three options are identified: internationalisation as a part of globalisation; internationalisation as a response to the challenges of its development; internationalisation as a phenomenon, which precedes global transformations. In each of these approaches, internationalisation acts as a space of interaction of national actors opposing the unification processes. Meanwhile, the countries-leaders of internationalisation rather act themselves as unifiers, calling into question all theories of the background of the under-discussed phenomenon. The author takes into account the following premises: the destruction of world colonial system and the end of the Cold war, which have actualised the integration agenda in Europe at the end of the 20th century. New international agenda, based on neighborhood strategy and integration, has required not only the development of accustomed horizontal communication, but also the development of vertical communication. The request for time has led to the rise of higher education internationalisation, which replaced the idea of “soft power” and generated national interests, in particular, through channelling of excessive educational resources abroad. When state subjectivity gained the importance of basic value in Europe and in international communication in general, the process of internationalisation was required. Such process increased pan-European competitiveness by combining the efforts of different countries.Practical significance. A clearer understanding of the genesis and the nature of the internationalisation process of higher education will avoid the use of resources at the level of both specific institutions and national institutions and, more importantly, will help to overcome the obstacles to the development of educational systems.
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Hodz, Nataliia B., and Iliana V. Vladlenova. "Socio-political views of Stanislav Orekhovsky in the context of his selfidentification." Rusin, no. 67 (2022): 84–102. http://dx.doi.org/10.17223/18572685/67/6.
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The paper analyses the legacy of Stanislav Orekhovsky, who identified himself with the Rusins. He lived in the culture of the borderland, combining various cultural elements and stereotypes, which formed his original philosophical, religious, and socio-political ideas. The study of his work helps to determine the complex processes of the formation of the socio-cultural space and consciousness of the Rusins during the Renaissance. Moreover, understanding these processes provides a broader view of the events of that time in Europe. The originality of Orekhovsky's socio-political views is rooted in the intercuLturaL dominant of his worldview. His socio-political views are determined by the idea of justice as a basic social value. Mentality and national character influence the formation of ideas in the same way as education, ethnocultural self-awareness, and religion. Orekhovsky's socio-political views advanced those of other prominent representatives of the Enlightenment, in particular, his concept of equality of all under the law. His works provide a most deep and comprehensive picture of general trends in the development of cultural, philosophical, and socio-political thought of that time in the interaction of various aspects of human activity and the assimilation of cultures.
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Khlyzova, Irina, Lyudmila Illarionova, and Peter Khromenkov. "Patriotic education of future teachers in a university." E3S Web of Conferences 210 (2020): 18118. http://dx.doi.org/10.1051/e3sconf/202021018118.
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The purpose of the study: to identify the pedagogical conditions for patriotic education of future teachers in a university. Object of study: educational system of a university. Subject of research: patriotic education of future teachers in a university. In accordance with the purpose of the study, the following tasks were set: to identify the main theoretical aspects of patriotic education of future teachers and its features; to characterize the forms, methods and means conducive to patriotic education of future teachers; to identify pedagogical conditions for patriotic education of future teachers; to develop components for patriotic education of future teachers on the basis of the analysis of scientific literature. In this study, the following research methods were used: analysis, synthesis, analogy, abstraction, the study of psychological and pedagogical literature, questionnaires. The theoretical significance of the work is to comprehend and theoretically revise the problems devoted to patriotic education of future teachers in a university. The essence of patriotic education of young people in modern conditions is presented, which is understood as the formation of a patriotic consciousness (responsible attitude to nature, to oneself, as a whole with nature and society, to the world around and to the Motherland; focus on the value aspect of the formation of patriotism); patriotic behavior (activation of the activity aspect of future teachers), and patriotic feelings. The components of patriotic education are presented: motivational, cognitive, emotional, and activity components. It is concluded that the relevance of this problem is quite acute, and it is necessary to strengthen attention on patriotic education of youth. A survey conducted to study the level of patriotism of future teachers showed that negative qualities such as negativity towards modern political systems; negative attitude to their country; the desire of youth to leave Russia and live in Europe and the USA; highly developed individualism, egoism; disrespect for the older generation prevail in the minds of young people.
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Branica, Vanja. "OBRAZOVANJE OBITELJSKIH MEDIJATORA U HRVATSKOM I MEĐUNARODNOM KONTEKSTU." Annual of social work 27, no. 2 (December 15, 2020): 231–54. http://dx.doi.org/10.3935/ljsr.v27i1.377.
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EDUCATION OF FAMILY MEDIATORS IN THE CROATIAN AND INTERNATIONAL CONTEXT 5 ABSTRACT The paper provides an overview of the training of family mediators from the perspective of the number of hours and the contents of educational programmes in some member states of the European Union and some countries outside of Europe where family mediation is highly developed. The aim is to analyse the common and specific determinants with regard to the length of training, implementation of training and contents of training. The paper shows that there is no unified training practice for family mediators, and that the number of hours differs among the analysed countries. The educational programmes are conducted within professional associations and organisations that deal with family mediation or within faculties. A larger similarity can be observed in the contents covered by the educational programmes with regard to the knowledge needed for the implementation of family mediation, techniques and methods, principles, values, legal and psychosocial aspects of understanding the contents and procedures of mediation. Apart from theoretical aspects, attention is given to the methods of teaching which motivate practical implementation during the teaching, as well as direct practical work accompanying supervision. Key words: family mediation, education, number of teaching hours, content of education
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Fabretti, Valeria, and Nadia Di Paola. "The Relations Between Religion and Politics in European Education Systems." Jurnal Ilmiah Peuradeun 5, no. 2 (May 27, 2017): 225. http://dx.doi.org/10.26811/peuradeun.v5i2.148.
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This paper aims to discuss the role of religion in contemporary European education systems, especially in the realm of social rights. Classical social thinkers of the late 19th and early 20th century all thought that religion would either disappear or become progressively attenuated with the expansion of modern institutions. They understand modernization not to involve the actual disappearance of religion, but perhaps as attenuation and certainly as changing religious forms in relation to other institutions. Studies of the relationship between religion and education in Europe seem to adopt the view that the study of religion is a precondition for tolerance and social awareness of religious diversity, as well as a prerequisite for personal development and social responsibility. Religious education is perceived as part of ‘bildung’ and a presupposition of citizenship education in its broader sense. This position challenges the foundation stones of enlightenment thought as an attempt to distinguish between knowledge and faith or citizenship and congregation. Educational systems, the par excellence institutions of Modernity, represent an interesting example of the peculiar co-existence between tradition and Modernity in European societies. The implications of the persistence of religion within the institutions of Modernity are both epistemological and political. While the foundations of modern knowledge on reason are challenged in several aspects of school knowledge, fundamentalism, nationalism and social exclusion.
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Burkhart, Gregor. "Is the Strengthening Families Programme feasible in Europe?" Journal of Children's Services 10, no. 2 (June 15, 2015): 133–50. http://dx.doi.org/10.1108/jcs-02-2014-0009.
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Purpose – The purpose of this paper is to provide insights into the potential of technology transfer in prevention interventions. It argues that contextual factors are more identifiable and more malleable than the cliché of “culture” as a barrier to implementation might suggest. The key question is how various contextual factors impact on programme implementation and effectiveness in the different cultures of a multifaceted continent such as Europe, and how successful programmes adapt to various contexts. Design/methodology/approach – Using a questionnaire survey, input was collected from people involved in the adaptation and implementation of the Strengthening Families Programme (SFP) in several European countries. Findings – The publications and experiences of the SFP implementers and evaluators in most of the European countries where it was introduced suggest that the programme is both feasible and effective (where outcomes are available). To achieve this, however, the implementers spent a considerable amount of time and effort to prepare, pre-test and consult with their target populations in order to adjust SFP to culture and context. This paper suggests restricting the use of “culture” to a set of norms and values, and to distinguish this from “context” which describes social and political organisation. Even though both condition each other, it is helpful to address culture and context separately when adapting prevention programmes. Research limitations/implications – Outcome data were not available for all implementations of SFP and some very recent ones in Austria, France and Italy could not be included in the questionnaire survey. Practical implications – An examination of social capital might help implementers to anticipate resistance from the target population that seems to emanate from history, culture and context. The level of trust of others and institutions and the willingness to co-operate with them can heavily influence the readiness of drug prevention service planners, commissioners and providers, as well as the target population, to adopt interventions and other behaviours. Programmes seem to have key principles that make them effective and that should not be modified in an adaptation: a particular example is the programme protocol. Other aspects, such as wording, pictures and the content of examples used to illustrate some issues do have to be modified and are essential for an intervention to be well-accepted and understood. In some programmes, the effective principles – so-called “kernels” – are identifiable although, overall, prevention research still strives to identify them. Social implications – Implementing complex programmes that require the cooperation of many stakeholders might increase social capital in the communities involved. Originality/value – The paper examines the common belief among many European prevention professionals that programmes from abroad, particularly from North America, cannot be implemented in Europe.
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Ambrosewicz-Jacobs, Jolanta. "„…wobec rozmiarów Zagłady świat doświadczył ogromnej winy…”. Debaty wokół nauczania o Holokauście." Studia nad Autorytaryzmem i Totalitaryzmem 38, no. 2 (March 28, 2017): 19–33. http://dx.doi.org/10.19195/2300-7249.38.2.2.
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„…THE WORLD FELT A HUGE GUILT OVER THE SCALE OF THE HOLOCAUST…”. DEBATES SURROUNDING THE TEACHING ABOUT THE HOLOCAUSTIn Europe a strong association with a sense of victimhood based on the memory of terror and murder in many cases creates conflicting approaches and generates obstacles to providing education about Jewish victims. Suppressed shame and tension together with conflicts related to insufficiently acknowledged victimhood of one’s own group intersect with political agreements on teaching about the Shoah such as the signing of the Stockholm Declaration and membership in the IHRA and other IGOs. The text presents selected challenges and the dynamics of education about the Holocaust and poses questions such as whether it is possible to identify clear concepts, strategies and good educational practices, whether there are links between education about the Holocaust, education against genocides and human rights education, and how education about the Holocaust relates to attitudes toward Jews? In many European countries disparities have grown between Holocaust research and education about the Holocaust. Empirical studies in the field of education reveal that there is a gap between research and education in some aspects of the way the Holocaust is presented, particularly with regard to the attitudes of local populations towards Jews during the Shoah. Nevertheless, the number of educational initiatives designed to teach and learn about the Shoah is steadily increasing.
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Bruni, Elsa M. Bruni. "University, reform, evaluation: the Italian case." Civitas et Lex 23, no. 3 (December 7, 2019): 17–31. http://dx.doi.org/10.31648/cetl.4383.
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This essay deals with the Italian University reform, analysing its origins and main educational and managerial aspects, including the different positions on the identity and the role of this institution and of the diverse routes of higher education. The reform was passed while in the Old Continent an ancient ‘idea’ of Europe as a confederation of states activating an effective integration and unity process was taking shape, one aimed at ‘nationalizing’ and bringing together in the best possible way peoples that had shared for centuries religions, anthropological values, economic forms, legal codes, political institutions, and scientific knowledge. Moving from these premises, University is investigated not only as a crucial training place where research is carried out in synergy with didactics, but also as the driving force behind the most advanced scientific development, affluence, technological advancement, innovation, ideas and talents.
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Protsenko, Olena, Oksana Bulvinska, Olga Melnychenko, and Yaroslav Kharkhula. "UNIVERSITY VALUES AT HIGHER EDUCATION INSTITUTIONS OF UKRAINE AND THE POLISH PEOPLE'S REPUBLIC: STUDENTS' VIEW." Osvitolohiya, no. 10 (2021): 45–55. http://dx.doi.org/10.28925/2226-3012.2021.105.
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On the basis of the personal experimental research, a comparative analysis of the students’ attitude at Ukrainian and Polish higher educational institutions to university academic values, has been carried out in the article. It has been noted that the moral and ethical values of academic culture, formulated in the “Declaration concerning Ethical Values and Principles for Higher Education in the Europe Region”, are implemented in all aspects of the universities’ activities, in particular at Polish ones. Ukraine, whose strategic goal is to join the European Union, is reforming its education system in accordance with the values of the European Higher Education Area. It has been emphasized that the system of common values, relationships, norms, habits, traditions, forms of behavior and rituals, not only declared, but also supported by all members of the university community, is an important element of the unique corporate culture of a higher education institution; it determines its organizational success, contributes to education quality improvement. The study, conducted on the basis of the students’ survey at Pedagogical Institute of Kyiv Borys Grinchenko University and the Pedagogical Faculty of the Jesuit University Ignatianum, revealed that Polish students show a greater commitment to European values, which are declared and are consistently implemented in the European Higher Education Area; Ukrainian students are more focused on individual values. These results confirm the differences in the political and axiological status of both countries.
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Donato, Katharine M., and Elizabeth Ferris. "Refugee Integration in Canada, Europe, and the United States: Perspectives from Research." ANNALS of the American Academy of Political and Social Science 690, no. 1 (July 2020): 7–35. http://dx.doi.org/10.1177/0002716220943169.
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As the number of migrants, refugees, and asylum seekers have grown worldwide, intense debate has emerged about how long and how well they integrate into host countries. Although integration is a complex process, realized differently by different groups at different times, most prior studies capture, at best, disparate parts of the process. Overcoming this limitation is a tall task because it requires data and research that capture how integration is both dynamic and contextual and requires focusing on conceptual issues, emphasizing how integration varies across spatial scales, and including perspectives of the process through the eyes of both scholars and practitioners. This article reviews recent key studies about refugees in Canada, Europe, and the United States, as a way of putting into context the scholarship presented in this special issue of The ANNALS. We analyze whether and how prior studies capture integration as a dynamic process that unfolds in various aspects of life, such as education, employment, and health. We also consider the extent to which prior studies are shaped by long-standing divides between the terms refugee and migrant, and integration and assimilation, and what those divides mean for research on refugee and migrant integration in the twenty-first century. Throughout, we assess the data needed for researchers to address a wide variety of questions about refugee integration and understand the long-term consequences of the ever-growing number of displaced persons seeking refuge. This volume presents research that uniquely enhances our understanding about the breadth of the integration process in the United States, Canada, and European countries.
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GOLLNER, MARION. "Europe and its Muslim minorities. Aspects of conflict, attempts at accord by Nachmani, Amikam." Social Anthropology 19, no. 1 (January 25, 2011): 128–29. http://dx.doi.org/10.1111/j.1469-8676.2010.00142_16.x.
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Grigorieva, Natalia A., and Sergey A. Kovalenko. "Soviet Recognition of Foreign Higher Educational Credentials in the 1950-90s." RUDN Journal of Russian History 19, no. 3 (December 15, 2020): 715–26. http://dx.doi.org/10.22363/2312-8674-2020-19-3-715-726.
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This article studies USSRs unique experience in recognizing credentials issued by foreign educational institutions. It pays particular attention to the special circumstances of the countrys involvement in education internationally in this respect. Because its definitions of basic terms in higher education did not correspond with those of its Western partners, cooperation between the USSR and foreign countries was mostly limited to UNESCOs standards, as well as bilateral agreements with friendly states. In addition to analyzing the evolution of its legal aspects, the authors also study the evolution of the administrative apparatus for recognizing foreign degrees. Beginning in the 1970s, special units of Patrice Lumumba University and the Scientific Research Institute of Higher School Problems have made important contributions in this regard. The authors consider cooperation between the USSR and the leading international organizations, such as UNESCO and the Council of Europe, as well. At the same time, they also study the Soviet Unions first steps in recognizing foreign educational standards in light of changes in the international political climate. In short, the article discusses the challenges of recognizing foreign higher education qualifications in the Soviet Union as well as the institutions charged with the task from 1950 to the early 1990s.
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Bustos Gisbert, Rafael, and Eva Pastrana. "«Good training for good judgments». El programa HELP (Human Rights Education for Legal Professionals) de formación en derechos humanos del Consejo de Europa." Teoría y Realidad Constitucional, no. 42 (January 30, 2019): 527. http://dx.doi.org/10.5944/trc.42.2018.23647.
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El presente trabajo pretende exponer los aspectos esenciales conformadores del programa HELP del Consejo de Europa. Programa que pretende la formación en los estándares europeos en derechos humanos de los profesionales jurídicos con la finalidad de asegurar su cumplimiento en el nivel nacional sin necesidad de acudir a las instancias europeas. El programa es simultáneamente una red, una metodología y una oferta de formación dirigido a asegurar que a través de una buena formación (good training) se consigan unas buenas decisiones judiciales (good judgements) en materia de derechos humanos.This essay exposes the essential features of the HELP program (Council of Europe). HELP (Human Rights Education for Legal Professionals) aims to train European legal standards on human rights to legal professionals in order to ensure its compliance at the national level, avoiding the resort to European bodies. The program is simultaneously a network, a methodology and an offer of training courses. The final objective is to ensure that through good training it may be possible to reach good (respectful) judgments in human rights.
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Djurkin, Danica, Marija Antic, and Aljosa Budovic. "Demographic and economic aspects of urban shrinkage in Serbia - typology and regional differentiation." Glasnik Srpskog geografskog drustva 101, no. 2 (2021): 43–78. http://dx.doi.org/10.2298/gsgd2102043d.
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Urban shrinkage is a process that many European countries have been facing in recent decades. It had started in highly developed regions at the time of deindustrialisation, but since the 1990s, this process has also affected Central, Eastern and South-eastern Europe, with different patterns and dynamics of urban shrinkage. The political and economic crisis in Serbia during the 1990s, as well as the transition from a centrally governed and urban-based industrialisation to a neoliberal market economy, has brought significant changes in the development of cities, which faced declining demographic and economic vitality. This paper is focused on the analysis of the intensity and dynamics of demographic and economic aspects of urban shrinkage in Serbia and on classification of cities according to the different phases of urban shrinkage. Typological classification was performed using the K-means clustering algorithm. The cluster analysis is based on the use of relevant demographic and socio-economic indicators, for the period from 2002 to 2011. After identifying cities that recorded an increase in total population and relatively stable economic development, three types of shrinking cities were determined according to the intensity of demographic and economic shrinkage - cities with low, medium and high shrinkage intensity. The analysis of the main patterns and factors that influenced the different levels of urban shrinkage enabled a better understanding of this phenomenon in Serbia. The results indicate the heterogeneity of urban space due to different levels of demographic and economic shrinkage, thus it can serve as a starting point for future research of uneven urban development in Serbia.
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Koshkin, P. "Outer Space Breakthrough of the U.S. and Its Impact on Russia and the World." World Economy and International Relations 65, no. 9 (2021): 130–38. http://dx.doi.org/10.20542/0131-2227-2021-65-9-130-138.
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The article is dedicated to the United States’ achievements in space rivalry, its economic, geopolitical, scientific and technological aspects. Given the fact that the U.S. are faced with a difficult period in their history, they will try to restore the positive image of American democracy not only through traditional political methods, but also via scientific and technological leadership, including in the field of outer space exploration. The author focuses on NASA’s modern space programs, among which are initiatives that deal with landing on asteroids, exploring deep space, the Moon and Mars as well as attempts to commercialize outer space through space tourism. The author also compares the space program budgets of the U.S., Russia, China and some European countries. The article presents all these aspects in the current context, with paying attention to the STEM education (Science, Technology, Engineering, Mathematics). The goal is to understand why America still leads in space exploration and sets the bar. In conclusion, the author argues that Washington will keep prioritizing space industry and involve private companies in this field through allocating additional funding and granting tenders to those who are most competitive. In addition, achievements in the U.S. space program is a matter of international prestige and American leadership, given the fact that the image of the country has suffered a lot, especially amidst Trump’s bygone, yet controversial presidency. A successful implementation of Washington’s ambitions in outer space will strengthen both its leadership and its ties with Europe, which is strategically important for America in the times of political confrontation with Russia and China. In the article, the author primarily relies on descriptive and narrative scientific approaches, comparative and historical methods as well as systematic approach by analyzing NASA documents and publications, speeches of the U.S. presidents and specialized media outlets. The novelty of the article adds up to the fundamental analysis of the American space program through the lens of history and current times while focusing on its political, economic and technological aspects. Acknowledgements. The article was prepared within the project “Post-crisis world order: challenges and technologies, competition and cooperation” supported by the grant from Ministry of Science and Higher Education of the Russian Federation program for research projects in priority areas of scientific and technological development (Agreement № 075-15-2020-783).
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Long, Toby, Clare Westerman, and Nadia Ferranti. "Children with Disabilities Attending Montessori Programs in the United States." Journal of Montessori Research 8, no. 2 (December 19, 2022): 16–32. http://dx.doi.org/10.17161/jomr.v8i2.18639.
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Early childhood education plays a critical role in establishing positive social-emotional behaviors and promoting the development of skills needed to succeed in elementary school. Although inclusion of children with disabilities (CWD) in early childhood classrooms is increasing throughout the world, numerous social, logistical, and political factors continue to present challenges to full inclusion. The Montessori educational approach, established at the beginning of the 20th century and now applied widely throughout Europe and the United States, may present a highly suitable learning context for CWD, particularly given its historical basis in efforts to meet the needs of underprivileged and cognitively delayed children. On a theoretical level, the inclusion of CWD should be an accepted practice for Montessori programs yet reports of the number and characteristics of CWD attending Montessori programs are scarce. This paper reports upon the findings of a survey of U.S. Montessori early childhood programs’ current enrollment of CWD. The survey indicated that CWD represent 3.75% of the infant and toddler (0–3 years) population and 8.49% of the preschool/early childhood (3–6 years) population at responding institutions. Additionally, although school directors indicate that their teachers generally feel confident and competent including CWD in their classrooms, they expressed a need for ongoing professional development and additional support from special education experts to further empower the inclusion of CWD in all aspects of Montessori education.
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Bukowski, Mark, Robert Farkas, Oya Beyan, Lorna Moll, Horst Hahn, Fabian Kiessling, and Thomas Schmitz-Rode. "Implementation of eHealth and AI integrated diagnostics with multidisciplinary digitized data: are we ready from an international perspective?" European Radiology 30, no. 10 (May 6, 2020): 5510–24. http://dx.doi.org/10.1007/s00330-020-06874-x.
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Abstract Digitization of medicine requires systematic handling of the increasing amount of health data to improve medical diagnosis. In this context, the integration of the versatile diagnostic information, e.g., from anamnesis, imaging, histopathology, and clinical chemistry, and its comprehensive analysis by artificial intelligence (AI)–based tools is expected to improve diagnostic precision and the therapeutic conduct. However, the complex medical environment poses a major obstacle to the translation of integrated diagnostics into clinical research and routine. There is a high need to address aspects like data privacy, data integration, interoperability standards, appropriate IT infrastructure, and education of staff. Besides this, a plethora of technical, political, and ethical challenges exists. This is complicated by the high diversity of approaches across Europe. Thus, we here provide insights into current international activities on the way to digital comprehensive diagnostics. This includes a technical view on challenges and solutions for comprehensive diagnostics in terms of data integration and analysis. Current data communications standards and common IT solutions that are in place in hospitals are reported. Furthermore, the international hospital digitalization scoring and the European funding situation were analyzed. In addition, the regional activities in radiomics and the related publication trends are discussed. Our findings show that prerequisites for comprehensive diagnostics have not yet been sufficiently established throughout Europe. The manifold activities are characterized by a heterogeneous digitization progress and they are driven by national efforts. This emphasizes the importance of clear governance, concerted investments, and cooperation at various levels in the health systems. Key Points • Europe is characterized by heterogeneity in its digitization progress with predominantly national efforts. Infrastructural prerequisites for comprehensive diagnostics are not given and not sufficiently funded throughout Europe, which is particularly true for data integration. • The clinical establishment of comprehensive diagnostics demands for a clear governance, significant investments, and cooperation at various levels in the healthcare systems. • While comprehensive diagnostics is on its way, concerted efforts should be taken in Europe to get consensus concerning interoperability and standards, security, and privacy as well as ethical and legal concerns.
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Mosaka, Tshepo Bogosi. "A decolonial legal method." South African Law Journal 138, no. 4 (2021): 761–98. http://dx.doi.org/10.47348/salj/v138/i4a5.
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A survey of the burgeoning body of scholarship on decolonising education in South Africa leaves one with the impression that this is an area of scholarship that is yet to mature, particularly due to the rarity with which its scholars engage in self-conscious reflections on their methods. The article addresses this in two ways. The second part of the article theorises generally about an appropriate method of decolonising the discipline of law. The proposed method rests on four conditions: (1) standpoint (with whom is one in conversation in broader debates about decolonial education?); (2) historicity (what particular aspects of a specified branch of law were inherited from colonial Europe and with which other African countries does South Africa have this in common?); (3) evaluative/critical (what is problematic about the identified colonial inheritances for the present epoch?); (4) remedial (what changes are proposed towards the development of the branch of law concerned, and the discipline as a whole?). The third part then proceeds to illustrate how to apply this method towards decolonising evidence scholarship in Africa. Ultimately, it is argued that the political legitimacy of African criminal process remains endangered by the colonial inheritances that currently are embedded in the law of evidence.
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Schindel, Estela. "Deaths and Disappearances in Migration to Europe: Exploring the Uses of a Transnationalized Category." American Behavioral Scientist 64, no. 4 (October 21, 2019): 389–407. http://dx.doi.org/10.1177/0002764219883003.
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The high number of persons lost, missing, or dead without confirmation of decease in the Euro-Mediterranean in the context of migration and seek of asylum pose a challenge to the technical and conceptual tools available in order to account for their lives. This article explores the reach and possible uses of the category of enforced disappearance. The genealogy of enforced disappearance in Latin America in the 1970s is presented and discussed in terms of its legacies and teachings, like the importance of distinguishing disappearances from deaths. The recent incorporation of “disappearances in context of migration” as a matter of concern in explorative studies of the UN Working Group on Enforced or Involuntary Disappearances is subsequently exposed and analyzed. Indirect, outsourced, or externalized state agency, creation of spaces of abandonment from the states, and emergence of spaces of indeterminacy between life and death are some of the aspects related to migratory routes to Europe tackled by the recommendations of the Working Group. Finally, the text explores the affinity between migrants’ disappearances and other contemporary forms of exclusion or expulsion which may be subsumed under the category of “social disappearances.”
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Jensen, Tim, and Karna Kjeldsen. "Non-Confessional RE in Denmark and Rights to Exemption: A Study-of Religions cum Human Rights Perspective." Religions 13, no. 11 (November 11, 2022): 1087. http://dx.doi.org/10.3390/rel13111087.
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Danish elementary school Religious Education (RE) dates back to the beginning of the Danish public schools in 1814 and remained confessional until 1975. In 1937, an option for exemption for teachers and pupils was introduced. However, the non-confessionalisation of the school subject did not indicate that the exemption was removed. At present, pupils (excluding teachers) may still be exempted. In this study, the authors examine the current situation of the subject, the exemption rules, and related human rights aspects. We analyse the contents and aims of RE, the exemption regulations and the related political, public and educational debates on the option for exemption. The analyses and discussions cover a few key non-Danish and Danish articles and discussions from a human rights and an educational perspective of RE and human rights in Europe. The articles are particularly related to the freedom of religion or belief and include discussions on the requirements for RE to be compulsory and thus have no ‘opt-out’ option for pupils and parents.
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Myhovych, Iryna. "Institutional vector of internationalization of the Slovak Republic National Higher Education System: National Universities of Slovakia and European Union International Cooperation Programmes." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2019, no. 4 (129) (December 26, 2019): 122–36. http://dx.doi.org/10.24195/2617-6688-2019-4-16.
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Integration of the Ukrainian national higher education system into the European Higher Education Area (EHEA) has already been traditionally identified as one of the priorities of the Ukrainian national education policy determined by the XXI century. The priority character as well as the urgency of the task leave the contradiction between the public need for the Ukrainian higher education institutions to join the EHEA and insufficient scientific validity of the ways providing the solution of this task unresolved. There are also certain discrepancies between Ukrainian higher education officials' perceptions concerning the directions and scope of reforms, since a fierce competition at the international education market and the process of national higher education system internationalization might lead to the situation when particular aspects of the system at times contradict the requirements of modern social environment in which Ukrainian universities operate. The current state strategy, increased media attention, and public Q&A sessions on specific issues within the specified context indicate that the Ukrainian higher education system is gradually adapting to the current globalized conditions while diversifying management mechanisms by means of step-by-step implementation of the internationalization process. The Ukrainian context of internationalization of higher education under study is outlined through the prism of East European, where the end of the XXth – the beginning of the XXI century can be named as the period of transformations in socio-political life of the countries and as the period of convergence of national higher education systems. It has been emphasized that with the establishment of the EHEA in the context of the integration of European education systems, the internationalization is one of the priority directions for reforming national higher education systems; it promotes greater access to higher education for representatives of different countries; universalization of diverse knowledge; enhancement of international cooperation at national and institutional levels; enhancement of academic mobility; orientation of education to the realities of the globalized world of the XXI century which involves an active development of public-private partnerships in education, etc. It can be concluded that the analysis of the East European experience of national higher education internationalization aimed at further implementation of its elements into the structure of the Ukrainian higher education will facilitate the development of new ideas and approaches to training specialists and will create opportunities and mechanisms for quality improvement of the national higher education. The research states that the accession of the East European countries (such as the Slovak Republic) to the European Union (EU) has given them new opportunities to develop national higher education and has ensured theire active participation in the EU-funded international research and education programmes, the access to the EU funds for developing educational infrastructure and improving the education quality. As a result, national higher education institutions (HEIs) in Eastern Europe have experienced an influx of foreign students and have shown an increase in student and staff outcoming mobility. This situation, in turn, has created a competition in the field of international student recruitment and involvement of external funding into the fields of research and innovation. As the result of the research, the following perspective levels of the Ukrainian higher education system reforming have been identified – political, management-centred, organizational and institutional. Keywords: Higher Education System, Institution of Higher Education, Internationalization, Institutional Level of Internationalization, International Cooperation Programmes, Eastern Europe, Slovakia, European Union.
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Lázaro Lorente, Luis Miguel. "El Groupe Français d´Éducation Nouvelle y la Guerra Civil española en las revistas Pour l´Ère Nouvelle y L´Éducateur Prolétarien." Espacio, Tiempo y Educación 4, no. 2 (July 1, 2017): 307. http://dx.doi.org/10.14516/ete.150.
Full textAbstract:
The Groupe Français d’Éducation Nouvelle (G.F.E.N.) was a fundamental point of reference for the New Education movement in Europe, represented in the interwar period by the International League for New Education. It was a diverse group, both in its composition and its ideological and pedagogical guidance, especially from 1936 with the arrival of Celestin Freinet and his co-workers from the Coopérative d’Enseignement laic. Through its magazine, Pour l’Ère Nouvelle, which was founded by Adolphe Ferrière and published regularly between January 1922 and March 1940, this movement had a significant influence on educational reformers throughout those two decades. The same is true for the magazine directed by Freinet, L’Éducateur Prolétarien – published regularly from October 1932 to March 1940, which also had a decisive influence on the most dedicated reformers in the field of education who were engaged in the transformation of the school during the emergence of the new social and political order. From 1936 onwards, the drama of the Spanish Civil War prompted the mobilisation of important and influential sectors of intellectuals and French educators in a broad progressive movement of solidarity with the Spanish Republic. This paper aims to analyse how this conflict, in particular its educational and humanitarian aspects, was represented editorially in the two most influential journals linked more or less directly to G.F.E.N.: Pour l’Ère Nouvelle and L’Éducateur Prolétarien. The plurality of the G.F.E.N. is reflected in how that conflict was dealt with in both journals.
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Antošová, Gabriela, Maximilian Vogl, and Melissa Schraud. "Challenges for the Visegrad Group – The Coronavirus Crises and its Impact on Tourism." Visegrad Journal on Bioeconomy and Sustainable Development 9, no. 1 (May 1, 2020): 28–32. http://dx.doi.org/10.2478/vjbsd-2020-0006.
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AbstractThis paper aims to analyze the regional cooperation which ensures stability and good relations to neighbours and other V4 countries and helps to enforce collaborations across Europe in many fields such as education, tourism and economic development. Another field of activity of the Visegrad Group is a joint positioning in international tourism which will be addressed in this article on the background of the current coronavirus crisis. The empirical part consists of a SWOT analysis for Visegrad group challenges and a PASTA Analysis with which the effects of the coronavirus pandemic on the tourism industry in the V4 countries are researched. Lastly, recommendations for possible further actions in times of the coronavirus will be given, and potential future collaborations with the WB6 and EaP countries, also with regard to tourism, will be dealt with briefly. This article summarizes aspects related to tourism market, transport, cultural offer, economy, industry, and environment. The particular focus is also paid to political, economic, sociological, technological, legal and environmental factors of the Czech Republic, Poland, Hungary and Slovakia and how the current coronavirus and the resulting measures against the spread of it affects the tourism industry in the Visegrad Group countries.
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Sgouridou, Maria, and Georgios Bitsakos. "The Atrides Saga and Power Play: The Dilemma Between Freedom and Death on the Theatrical Scene." European Journal of Language and Literature 9, no. 1 (June 10, 2017): 10. http://dx.doi.org/10.26417/ejls.v9i1.p10-17.
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Thyestes’ myth is difficult to read: cruel, abominable, but also multidimensional. And this is why it is adaptable to multiple interpretations, highlighting the different aspects of tyranny within different political, socio-cultural and philosophical contexts during the centuries. Thyestes, the protagonist of the tragedy, serves, with his unique characteristics, as an example to the spectator in order to understand and improve his own situation, even his very existence. First, we will take a look upon the theatrical production by Petros Katsaitis, author of a tragedy based upon this myth in 1721. At that time, Greece does not yet exist as a national state, being under the rule of the Ottoman Empire. Thus, Katsaitis highlights the complex historical reality in which he lives in person. The German author Christian Felix Weiße writes his Atreus und Thyest in 1766 in the philosophical context of Enlightenment, with a focus on the anthropological education of his audience. Ugo Foscolo, being between Italy and Greece, between Neoclassicism and Romanticism, in his Tieste (1797) recalls the memories of modernity’s Ancient Greek roots and re-elaborates the myth by reinvesting it with civil and political sense. Thus, the purpose of this paper is to present three versions of an ancient Greek myth composed during the eighteenth-century in three different regions of Europe in order to highlight the potential impact of this tragedy on the viewer's reception and in relation to the historical-cultural and philosophical trends of the time.
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Chernysh, Valentyna V., Yuliia Vaseiko, Vasily Kaplinskіy, Liudmyla Tkachenko, and Julia Bereziuk. "Modern Methods of Training Foreign Language Teachers." International Journal of Higher Education 9, no. 7 (August 10, 2020): 332. http://dx.doi.org/10.5430/ijhe.v9n7p332.
Full textAbstract:
Transformational trends of the modern social and political-economic space determine the modernization of the educational sphere, in particular, the system and methods of teaching highly skilled foreign language teachers. Deficiencies in existing technologies for development professional skills, the lack of innovative, modernized techniques for training competitive teachers, as well as the need to improve the quality of teaching staff in some European countries require adjustment of methodological support for training of narrow-focused teachers; forasmuch as professional development and the competence level of teachers directly affect the formation of socially-oriented, multifunctional educational systems in different countries of the world and determines the relevance of the issues proposed for the investigation. The purpose of writing an academic paper is to analyze modern methods of organizing the educational process of foreign language teachers and determining the basic factors that have a decisive influence on the level of pedagogical competence. The following research methods have been used during the writing of the research article, namely: comparison, system-structural research, statistical-analytical, tabular, graphical methods, analytical modeling, as well as methods of abstraction, analysis and generalization. As a result of generalization of modern teaching methods in European countries, it has been determined that general education practice involves the use of formal, non-formal and informal methods of training foreign language teachers. The non-formal and informal methods are the most effective of them, forasmuch as they are connected with the high level of the educational process’s coherence, professional activities and the practical aspect of applying the acquired knowledge. The practice of using non-formal technologies to improve pedagogical competence and qualification of foreign language teachers has become widely used in most European countries. A thorough analysis of non-formal education in Europe has determined that the most accessible is a multi-sensory approach to training that takes into account various aspects of language education and does not require significant financial support.
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Drozdowski, Mariusz R. "Ruś – Ukraina, Białoruś w Pierwszej Rzeczypospolitej." Poznańskie Studia Slawistyczne, no. 16 (August 14, 2019): 341–55. http://dx.doi.org/10.14746/pss.2019.16.20.
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The reviewed book is the eleventh in the series devoted to the “Culture of the First Polish Republic in dialogue with Europe. Hermeneutics of values”. This series is the aftermath of an interesting research project, whose aim is both to comprehensively present the cultural relations of the Polish-Lithuanian Commonwealth with Europe, as well as to recognize the ways and forms of mutual communication of literary, aesthetic, political and religious values. In addition, it aims to present in a broad comparative context the structure of Early Modern culture of the Polish-Lithuanian Commonwealth. Apart from the introduction, the book contains the dissertations of 11 authors originating from various scientific centers in Poland and abroad (Toruń, Białystok, Vilnius, Venice, Padua, Cracow, Poznań, Rzeszów) and representing different research specialties: philology, history, and history of art. The general and primary goal of the text it is to analyze various aspects of the Ruthenian culture of the Polish-Lithuanian Commonwealth, both in its dynamic connection with the Polish-Latin culture and the processes occurring in Eastern European Orthodoxy after the fall of the Byzantine Empire and in connection with the strengthening of the Moscow state. The key issues developed in the volume relate essentially to: values of the Ruthenian culture, some of which coincide or are identical to those recognized by Western-Polish citizens of the Commonwealth, while depend on the centuries old tradition of Eastern-Christian culture.The articles focuses on the values displayed in the Orthodox and Uniate spheres and around the polemics between them, punching with axiological arguments. The most frequently and basic problems that were raised are: determinants of identity, faith (religion), language (languages), social status, origin; the policy of rulers, the problem of ecclesiastical jurisdiction; tradition and change in culture – biblical studies, patristics, liturgy, theology; printing, translations, education; apologetics and polemics, preaching, iconography; a renewal program for the clergy that was to become the vanguard of the renewal of the entire Eastern Church; Bazylian Uniate ( Greek- Catholic) clergy: the idea of cultural integration, education, translation and publishing.
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Górka, Marek. "Cybersecurity in the V4 Policy in 2011–2022." Środkowoeuropejskie Studia Polityczne, no. 3 (August 31, 2022): 81–103. http://dx.doi.org/10.14746/ssp.2022.3.4.
Full textAbstract:
The Visegrad Group (V4) is one of the most intriguing examples of cooperation among countries in Central Europe. It unites the Czech Republic, Hungary, Poland and Slovakia. Together, these countries form a useful framework which facilitates policy coordination at the regional level. They also implement EU agendas by creating networks of cooperation with neighbouring countries. These networks are based on the countries’ mutual security geography and a common strategic culture. When, in 2014, the most important political goals were achieved, there emerged a need to set a new direction for cooperation. It turned out that many issues in the field of public policy, such as transport infrastructure, natural environment, tourism, migration, culture or education, can be effectively implemented at the V4 level. Moreover, cooperation in a common cybersecurity policy is now a chance for deeper cooperation between the four countries. However, changes in the use and dissemination of cybertechnology in the public space began to gather momentum only in the first decade of the 21st century. Thus, the process of cyberrevolution was a harbinger of changes in state management. This study analyses the cybersecurity policy of the Visegrad Group countries from 2011–2022 from both military and non-military aspects.
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Garai, Imre, and András Németh. "Construction of the national state and the institutionalization processes of the modern Hungarian secondary school teacher training system." Espacio, Tiempo y Educación 5, no. 1 (January 1, 2018): 219. http://dx.doi.org/10.14516/ete.121.
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In our paper we intend to analyse the development process of the secondary teachers’ professionalization. By examining archival and secondary sources, we found that the professionalization process of the secondary teachers in Central-Eastern Europe (Austro-Hungarian Monarchy) followed the French and the German patterns. Furthermore, the political elite used different elements of these patterns in order to be able to implement the European reforms into the national level. Therefore, we would say that the implementation process in this area was a kind of «reflexion» which was necessary to adjust the modernisation influences to their social and economic conditions. However, the study also concerns developing processes of the modern science of education and pedagogy and the forming processes of modern national states. After analysing our sources, we were convinced of the need to direct our focus to these questions. Both of them played decisive role in the professionalization process. Different steps of the formation of the modern national state boosted the development of teacher professions by adopting new regulations or laws. Changes of the state and the society also facilitated the transformation of universities and teacher training institutes. These aspects clearly could be seen in the development of the Hungarian secondary teacher profession in the second half of the 19th century.
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Krekó, Péter. "The Birth of an Illiberal Informational Autocracy in Europe: A Case Study on Hungary." Journal of Illiberalism Studies 2, no. 1 (2022): 55–72. http://dx.doi.org/10.53483/wcjw3538.
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While the institutional aspects of the illiberal shift in Hungary since 2010 have received notable scholarly attention, less analysis has dealt with the informational aspects of this de-democratization trend. In this article, I apply the concept of “informational autocracy” to Hungary to explain the way in which the Orbán government has been able to achieve the kind of hegemonic rule in that has also helped Orbán’s Fidesz party win their fourth straight election. The article briefly explains how the Hungarian media infrastructure (the “hardware”), was built up, and what are the dominant narratives—especially the conspiracy theories—that the regime is propagating (the “software”). The efficiency of Orbán’s informational autocracy in shaping public opinion is explained through specific cases in which the government could easily shore up its popularity by manipulating information, such as during the pandemic and after the start of Russia’s invasion of Ukraine. The article argues that Hungarian informational autocracy combines strategies and techniques that are imported from Western liberal democracies—with plenty of inspiration coming from the recent example of the United States, and with narratives and conspiracy theories that are imported from Eastern autocracies.
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Slee, Phillip T., and Darryl G. Gross. "Children's and Adolescents' Fears and the Threat of Nuclear War: an Australian Study." Children Australia 13, no. 1 (1988): 15–17. http://dx.doi.org/10.1017/s0312897000001764.
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As adults, it is tempting to dismiss children's fears of such things as animals, the supernatural and physical events as vivid aspects of their imagination and to reassure ourselves that such fears are relatively minor or of limited concern. To this extent adults fail to realise children's fears reflect something of their understanding of the world and their place in it. To date, there has been very little research conducted in Australia on the nature and extent of children's fears. However, research conducted in the United States and Europe has identified a number of features of fears including sex differences and age trends.
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SOVA, Andrii. "EDUCATIONAL-TRAINING ACTIVITIES OF IVAN BOBERSKYI IN CANADA." Ukraine: Cultural Heritage, National Identity, Statehood 33 (2020): 294–305. http://dx.doi.org/10.33402/ukr.2020-33-294-305.
Full textAbstract:
The study investigates Ivan Boberskyi's educational-training activities in Canada during 1920-1932 years, based on documents of the state archives of Ukraine and Ukrainian periodicals of the USA, Canada, and Halychyna. Despite his public and political activism as a participant in Canadian Ukrainians' cultural and educational events, he devoted a lot of effort and time to educational work in Winnipeg and other settlements in Canada. His cooperation as a teacher and author of scientific-methodological works on various aspects of physical education and sports with the «Ridna Shkola» and the Ukrainian Institute «Prosvita» is considered. Describing the activities within the Organization of Ukrainian Teachers of Canada, the author highlights I. Boberskyi's teaching of various subjects at teacher training courses and performances at various events, parties, and celebrations by this authoritative organization. I. Bobersky provided counseling to many people and organizations living and operating in Canada. Within the St. Raphael Society for the Guardianship of Ukrainian Immigrants in Canada and the Ukrainian society «Sokil-Batko» in Lviv carried out publishing and editorial work. The author notes, while in the diaspora, I. Boberskyi did not sever ties with the «Sokil-Batko» society, helped it in publishing, consulted, reviewed, gave, and raised funds for various needs. In various publications, he explained the tasks of the Ukrainian «sokil» movement in Halychyna and Europe, the importance of physical education and sports for Ukrainians. Keywords: Ivan Boberskyi, Canada, educational-training activities, Organization of Ukrainian Teachers of Canada, «Ridna Shkola», «Prosvita», St. Raphael Society for the Guardianship of Ukrainian Immigrants in Canada, «Sokil-Batko», Ivan Boberskyi Canadian Library.