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Žygaitienė, Birutė, and Evelina Buivydaitė. "A Teacher of Technological Education in Lithuania, Great Britain and Finland. What is She Like?" Pedagogika 129, no. 1 (April 25, 2018): 268–85. http://dx.doi.org/10.15823/p.2018.18.
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The aim of the article is to compare the curricular of technology education and requirements for a technology education teacher in the analysed countries. The following conclusions have been made:
1. The conceptions of technological education in Lithuania, Great Britain and Finland are closely related to the aspects of integrity with other study subjects and the aim to prepare learners for successful adaptation in society. During lessons of technologies in Lithuania the modules of nutrition, textile, constructive materials, electronics and design are learnt. The lessons of design and technologies in Great Britain include innovative project learning of digital and engineering technologies and school learners study textile, constructive materials, design and nutrition.
During lessons of household economics in Finland, personal school learners’ qualities are developed while learning modules of nutrition and textile, whereas the subject-specific content of household economics is not emphasised. The aspect of technology modules is highlighted in the lessons of technologies and design and technologies, whereas that of social education is observed in household economics.
2. The requirements imposed on teachers of technological education in the analysed countries include excellent subject-specific, pedagogical and psychological preparation, ability to help school students to build up their value-based attitudes on the basis of the personal value system of an educator and ability to cooperate and work in teams. The research revealed the following differences: Finnish teachers are required to creatively implement curriculum, to be able to ensure tolerance-based education in the multicultural environment and to develop school students’ entrepreneurship skills; implementation of scientific research activities in the process of education and integration of information communication technologies are important to Finnish and Lithuanian teachers. The requirements to teachers in Great Britain are similar to those imposed on teachers in the other analysed countries.
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Bazylchuk, Vira. "International experience of the development of students’ physical activity by means of sports games in higher education institutions of Great Britain." Visnyk of the Lviv University. Series Pedagogics, no. 37 (2022): 17–28. http://dx.doi.org/10.30970/vpe.2022.37.11637.
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The article presents a comparative analysis of international experience of the development of students’ physical activity in higher education institutions of Great Britain. The author characterizes the structure and content of higher education in leading educational institutions of Great Britain and pays special attention to the organizational aspects of the development of students’ physical activity by means of sports games in leading British universities. Attention is focused on the fact that the process of physical education in higher education institutions of Great Britain is organized according to the principle of the club system, which allows students to choose what kind of sport or physical activity they want to do in extracurricular time as a member of a particular sports club. It is argued that there is a certain difference compared to domestic institutions of higher education because in the absolute majority of British institutions of higher education the process of physical education is organized on the principle of the club system. Higher education institutions of great Britain provide various sports programs: the University of Birmingham implements the Social Sport program, which enables students to try various types of physical activity during the study semester, to improve their skills or to practise a new sport; the University of Manchester has the Sporticipate sports program, which provides students with several hours of free sports classes per week in order to increase their physical performance; the University of London (City University London) implements CityActive sports program, which is aimed at increasing the physical activity of students, their recreation and communication skills. The study shows that there is a significant number of student sports clubs in British universities, namely 52 student sports clubs at the University of Birmingham, 42 student sports clubs at the University of Manchester, and 18 student sports clubs at the University of London (City University London). Keywords: development, physical activity, students, sports games, institutions of higher education of Great Britain.
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Mukan, Nataliya, Olena Fuchyla, and Halyna Ihnatiuk. "Constructivist Approach in a Paradigm of Public School Teachers′ Professional Development in Great Britain, Canada, the USA." Comparative Professional Pedagogy 7, no. 2 (June 27, 2017): 7–12. http://dx.doi.org/10.1515/rpp-2017-0016.
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Abstract The article dwells on professional development of public school teachers as an inevitable constituent of education systems in the 21st century. In such economically developed countries as Great Britain, Canada and the USA, the problem of preparing teachers to a difficult and responsible task of upbringing and educating future citizens always remains topical. The authors define the following aim and objectives of their research: to conduct analysis of scientific and pedagogical literature and to define the notion of teachers′ “professional development”; to research a place and role of the constructivist approach to professional development of teachers. Some aspects of the problem under research have been studied by foreign and domestic scientists: political, social, cultural and economic aspects of teachers′ professional development (L. Darling-Hammond, M. Tight); elaboration of professional development curricula (C. Pratt); content of teachers′ professional development (N. Dana Fichtman, S. Zepeda); concept-oriented instruction (J. Guthrie); continuing professional development (Ya. Belmaz, A. Kuzminskyi, O. Kuznietsova). The research methodology comprises theoretical (logical, structural and systematic methods, induction and deduction, comparison and compatibility, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.
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Mukan, Nataliya, and Svitlana Kravets. "Methodology of Comparative Analysis of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA." Comparative Professional Pedagogy 5, no. 4 (December 1, 2015): 39–45. http://dx.doi.org/10.1515/rpp-2015-0063.
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Abstract In the article the methodology of comparative analysis of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives are defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; characteristic of the research methodology, used to conduct the comparative analysis. Their major components of the research model (parametric-determining, conceptual and analytical, integrating-analytical and differentiating-analytical, prognostic component) have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: political, social, cultural and economic aspects of teachers’ CPD (L. Darling-Hammond, M. Tight); CPD programs (C. Pratt); CPD content (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, A. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (comparative-historical, logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis, general scientific and interdisciplinary forecasting methods), and applied (observations, questioning and interviewing) methods. The research results have been presented.
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Sidorov, Sergey. "V International Scientific Conference “Military History of Russia: Problems, Search, Decisions” Devoted to the 75th Anniversary of the Victory in the Great Patriotic War (September 11–12, 2020, Volgograd)." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija 26, no. 1 (March 2021): 253–60. http://dx.doi.org/10.15688/jvolsu4.2021.1.22.
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The article presents information about the V International scientific conference “Military history of Russia: problems, search, solutions” held in Volgograd on September 11–12, 2020, dedicated to the 75th anniversary of Victory in the Great Patriotic War. The conference was held at Volgograd State University. The conference was informative and representative in its composition: more than 220 representatives of scientific institutions of the Russian Academy of Sciences, civil and military universities and centers, archives, museums and libraries in 48 cities of Russia, Azerbaijan, Belarus, Great Britain, Kazakhstan, USA, Turkmenistan and Ukraine. Among the participants of the conference there was a corresponding member of RAE, 39 doctors and 82 candidates of sciences. Along with professors and associate professors, the conference was attended by young scientists: assistant lecturers, postgraduate students, master students, students and schoolchildren. The article analyzes the work of the plenary session, sections, round tables and the discussion platform. The mainstream sections were the following: “Patriotic War: history and modernity”, “National economy of the USSR during the Great Patriotic War”, “Social history of the Great Patriotic War”, “Lower Volga and the Don during the Great Patriotic War”, “Source base for the study of the Great Patriotic War”, “Problems of historiography of the Great Patriotic War”. The permanent sections presented reports on military history in ancient times, the middle ages, modern and contemporary times, social protection of the population in wartime, and international aspects of the Battle of Stalingrad. The round tables discussed issues of military and political security of society and the state, problems of military memorial tourism in the Russian Federation, and international aspects of military conflicts. The discussion platform was dedicated to patriotic education of children and youth.
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Jeder, Daniela. "Pedagogy of diversity in teacher training." Journal of Education, Society & Multiculturalism 3, no. 2 (December 1, 2022): 236–43. http://dx.doi.org/10.2478/jesm-2022-0029.
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Abstract The present work outlines a series of arguments that support the need for awareness and involvement of teacher trainers in the development of competences for diversity from the stage of initial training. The work also proposes an analysis of knowledge, skills, attitudes of a cognitive, social, emotional nature, self-knowledge capacities, ethical values, etc. as structured ensembles that can be dynamically trained for the purpose of training and developing the competences for diversity of teachers. A sequential presentation of the Professional Standards for teachers from Romania, Great Britain, Australia and France from the perspective of diversity and inclusion offers some benchmarks for an educational practice that promotes equal opportunities for education and development of all children, regardless of differences in the socio-economic status, language, culture/personality, race/ethnicity, religion, abilities or disabilities, learning styles, aspects of personality etc. that differentiate them.
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Митрофанова, О. В., С. В. Пискунова, and П. Ю. Наумов. "The Concept of Family Education: Attempting to Individualize Education." Психолого-педагогический поиск, no. 4(64) (February 21, 2023): 61–73. http://dx.doi.org/10.37724/rsu.2022.64.4.007.
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Индивидуализация в полной мере характеризует на сегодняшний момент лишь две формы получения общего образования: семейное образование и самообразование. Семейное обучение, утвердившееся в Австралии, Австрии, Бельгии, Дании, Великобритании, Италии, Португалии, США, Японии и других странах, развивается и в России. События 2020 года выступили катализатором данного процесса. Ставший массовым исход из школы требует от педагогической науки теоретических и практических разработок, которые смогут помочь родителям организовать дома полноценное обучение детей. Разработанная в статье концепция семейного образования описывает следующие ее структурные составляющие: основные понятия; определение и виды семейного образования; его объект и субъекты, связь основных понятий, объекта и субъектов семейного обучения; главные проблемы; педагогические условия; ведущий замысел; ключевую идею; принципы и цели; направления деятельности. Ведущий замысел семейного обучения авторы представляют как домашнюю школу, ключевую идею видят в подготовке человека универсальных возможностей, а принципами семейного обучения считают совместную образовательную деятельность всей семьи, которая осуществляется как государственная работа и как передача социальной эстафеты. Цели семейного обучения — учеба, реальная работа и развитие ребенка — определяют направления деятельности семьи по овладению нормативно-правовой, учебной, методической и психологической базой педагогического процесса. Nowadays, individualized education only exists in two forms: family education and self-education. Family education, which is widely spread in Australia, Austria, Belgium, Denmark, Great Britain, Italy, Portugal, the USA, Japan, and other countries, is gaining popularity in Russia as well, spurred by the events of 2020. The increased interest in family education requires a reassessment of theoretical and applied materials that can be used by parents willing to provide their children with quality family education. The article defines the concept of family education, outlines its types, describes the objects and subjects of family education, underlines the interconnection between its major components, outlines its principles, goals, and ideas, describes its challenges, prospects and characteristics. The authors view family education as home schooling, which unites all the members of a family. They underline social significance of family education and its versatility. Family education, which is aimed at educating and developing children, is inseparable from legal, methodological, academic and psychological aspects of education.
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Drobyazko, Svetlana, Yurii Malakhovskyi, Ruslana Zhovnovach, and Mohamed Mohamed. "The concept of the mechanism of managing the intellectual resources of the innovative active enterprises’ employees (experience of Great Britain)." Economics. Ecology. Socium 4, no. 1 (March 16, 2020): 24–32. http://dx.doi.org/10.31520/2616-7107/2020.4.1-3.
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Introduction. Management of competencies of innovative workers in specific conditions of functioning of innovatively active enterprises as producing ecosystems is considered as the dominant direction of managing the process of production of new knowledge, localized within a specific organization, which can increase the consumer value of final consumption goods/services in the process of global value chains’ formation.
Aim and tasks. The purpose of the publication is to summarize United Kingdom practices in the management of intellectual resources of innovatively active enterprises.
Results. The purpose of the United Kingdom science and innovation policy is to develop the professional skills of the population, to organize world-class research and education, to apply knowledge and skills to develop a competitive economy. The established network of science and innovative policy management entities is in line with the open innovation demand model, which implies the establishment of effective cooperation between universities, business organizations, suppliers, consumers. The generalized model of organizational and economic mechanism of regulation of intellectual resources of innovatively active enterprises personnel as knowledge-intensive sociocentric networks is presented in the form of a structured system focused on the behavioral aspects of the activity of subjects of production of new knowledge of means of regulatory and indicative influence on the configuration of regulatory objects that are subordinated to the sub-system in the conditions of global competition.
Conclusions. To fully meet the requirements of innovating the organizational and economic mechanism regulation of intellectual capital’ innovatively active enterprises corresponds to the incorporation into the toolkit of realization of the purpose and tasks of development of the means of forecasting the future state, structure, prospects of increasing the value of its elements. This trend of modernization provides an opportunity to increase intellectual capital through the introduction of Foresight procedures for analysing the impact on it of scientific and technological innovations, formulating and modernizing the mission of forecasting inclusive social capital, comprehensive specification of the regulatory sector, taking into account economic macro and mesoscenarios. At the same time, the proposed means increase the degree of scientific substantiation of the processes of regulation of enterprise development by implementing the analysis of alternative scenarios of intellectual capital growth of innovatively active ecosystems of microeconomic level, open the possibility of developing technological roadmaps for the implementation of targeted programs for long-term research, long-term research development of themes and programs for the implementation of applied social technologies at the request of stakeholders.
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Green, S. J. D. "The Religion of the Child in Edwardian Methodism: Institutional Reform and Pedagogical Reappraisal in the West Riding of Yorkshire." Journal of British Studies 30, no. 4 (October 1991): 377–98. http://dx.doi.org/10.1086/385990.
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Much has been written in recent years about the history of childhood in Edwardian Britain. To some extent, that concentration of scholarly effort reflects a profound shift in academic concerns away from the superficially extraordinary and noteworthy to the apparently mundane and neglected that has characterized much of the so-called new social history, and from which redirection of academic attention the history of childhood in modern Britain has been only one of many beneficiaries. But perhaps to a greater extent, the outpourings of recent historiography on the changing nature and changing significance of childhood in Britain during the first decade of the twentieth century and in the years immediately leading up to the outbreak of the Great War reflect an intellectual preoccupation that would have been perfectly comprehensible to the Edwardians themselves: a preoccupation, during the first decade of the twentieth century, with the discovery of “child life,” that is, with a form of mental, emotional, and psychological life peculiar to the child.Precisely what that life consisted in, how it was discovered, and what, having unearthed it, the Edwardians made of it, is a subject too vast to be explored here. This article draws attention to only one aspect of that life and of the Edwardian discovery of and uses of it that has been largely neglected in modern historical writing. This is the religious life, religious education, and religious development of the child, particularly of that life as it was lived, nurtured, and brought (or not brought) to fruition in the Sunday schools of Edwardian England.
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Numgaudienė, Ariana, and Birutė Žygaitienė. "Content Analysis of Technology Teacher Training Programmes of Some European Countries." Pedagogika 113, no. 1 (March 5, 2014): 112–22. http://dx.doi.org/10.15823/p.2014.1755.
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The article deals with the problems of designing and updating study programmes during the integration process of the Lithuanian education system into the European education space. After the substantial change of general programmes of Basic education(2008) and Secondary education (2011) and seeking to fully involve self-development of general cultural, subject specific, generic and specific competencies which are necessary for teachers, it is important to update the study programmes.The problem of the research: what content of technology teacher training programme should be from the innovations point of view in order to meet the expectations of the changing society.The object of the research: the innovative content of the technology teacher training programme.The aim of the research: to highlight the innovative aspects of the content of technology teacher training programmes, having performed content analysis of technology teacher training programmes of the universities of Lithuania and some European countries.Research methods:analysis of scientific literature, analysis of the programmes of universities of some European countries which provide training for technology teachers as well as the analysis of the legal acts and strategic education policy documents of the European Union and the Republic of Lithuania.Updating of the study programme of technological education is a permanent process, which is conditioned by the following factors: market economy and the needs of information society, the fact that higher education is becoming mass, penetration of humanistic ideas into the content of education as well as the valid unified study quality assessment policy in the European Union.Taking into account the recommendations of the international experts’ group and considering international changes of analogous study programmes, the Committee of Technology Pedagogics Study Programmes of Lithuanian University of Educational Sciences in cooperation with the social partners carried out a research of opinions of students, graduates, university lecturers and employers on the study quality.They also performed a comprehensive analysis of the Bachelor’s degree study programmes of some Western European universities. The analysis revealed that theoretical models of study programmes design of different European universities have similarities and differences, which are determined by the philosophical aspect, humanistic ideas and the context of the national education policy. In the research the experience of five universities from the innovations point of view was used: the University of Helsinki (Finland), Queen Margaret University, Edinburgh (Great Britain), the Polytechnic Institute of Tomar (Portugal), and the University of Iceland.The following elective subjects have been included in the study programme of technology pedagogics: pedagogical ethics, sustainable development and social welfare, educational creative projects, family health education, health promoting nutrition education, visualization of technology education, eco creations, national and global food culture, interior design, technology education for special needs students, art therapy, development of leadership competencies, formation of study archives. The hidden curriculum of the study programme of technology pedagogics is ethnic culture, ecology, project activities.
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Southward, A. J., and E. K. Roberts. "One hundred years of marine research at Plymouth." Journal of the Marine Biological Association of the United Kingdom 67, no. 3 (August 1987): 465–506. http://dx.doi.org/10.1017/s0025315400027259.
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The second half of the nineteenth century was a period of rapid change in the natural sciences in Britain, reflecting changes in social conditions and improvements in education. A growing number of naturalists were becoming socially conscious and aware of the need for a proper study of the sea and its products, following the success of the ‘Challenger’ Expedition of 1872–6. In 1866 the Royal Commission on the Sea Fisheries, which included among its officers Professor T. H. Huxley, one of the new breed of professional scientists, had reported that fears of over-exploitation of the sea-fisheries were unfounded, and had recommended doing away with existing laws regulating fishing grounds and closed seasons. Nevertheless, the rising trade in fresh fish carried to towns by rail or by fast boats (fleeting), and the consequent increase in size and number of registered fishing vessels, was causing widespread concern, and there were reports from all round the coasts about the scarcity of particular fish, especially soles. This concern was expressed at the International Fisheries Exhibition in London in 1883, a conference called to discuss the commercial and scientific aspects of the fishing industry, attended by many active and first-rank scientists. However, in his opening address Professor Huxley discounted reports of scarcity of fish, and repeated the views of the Royal Commission of 1866: that, with existing methods of fishing, it was inconceivable that the great sea fisheries, such as those for cod, herring and mackerel, could ever be exhausted.
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SOSNOVA, Miroslava. "ANALYSIS OF HISTORICAL EXPERIENCE AND MODERN CONCEPT OF THE FUTURE TEACHERS TRAINING." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 12 (2022): 117–25. http://dx.doi.org/10.33251/2522-1477-2022-12-117-125.
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The article examines the analysis of historical experience and the modern concept of the future teachers training based on the examples of research on various aspects of teacher education in Ukraine and foreign countries: Great Britain, Germany, and the United States. It is noted that the main element in the content of pedagogical education is the theoretical and practical component in the preparation of the future teacher. The teacher of the 21st century is declared the bearer of social change. Orientation of society towards European standards and values, the best world traditions, require corresponding systemic changes in the field of education as well. The cornerstone of such changes is the improvement of the quality of the educational process in educational institutions, and therefore the quality of teacher training. The author presents the concept of the future teachers training based on the experience of European standards. The progressive achievements of countries that demonstrate a high level of professional training of teachers, in accordance with world standards are of significant scientific interest; they have rich historical traditions of education, which contributes to their leading role in the field of science and education at the regional and global levels; they have accumulated considerable experience in the field of professional training of teachers in new socio-cultural conditions. The key features of the professional training of teachers in the studied foreign countries at the beginning of the 21st century are substantiated: the expansion of the pedagogical practice component in the training of teachers; availability of several alternative ways of teachers training; creation of continuous professional development systems; updating the content of professional teacher training programs; transfer of professional development programs; strengthening of selection rules for pedagogical speciality; delegation of powers regarding certification and professional development. The author notes that the training of a modern teacher must meet the requirements related to innovative activities, the modelling of the structure of such activities of the future teacher is needed, which forms the readiness to perceive, develop or use of the latest educational programs, technologies and does not affect his professional position. No matter how time, values and trends change, a master teacher will always be in demand. Key words: future teacher, foreign experience, concept of training, personally oriented pedagogy, innovative activity.
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Blyth, Eric, Mansoor A. F. Kazi, and Judith Milner. "Education Reform and Education Social Work in Great Britain." Children & Schools 16, no. 2 (April 1994): 129–34. http://dx.doi.org/10.1093/cs/16.2.129.
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Steinberg, Bernard. "SOCIAL CHANGE AND JEWISH EDUCATION IN GREAT BRITAIN." Jewish Education 54, no. 3 (September 1986): 33–41. http://dx.doi.org/10.1080/0021642860540307.
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Priestley, J. B. "‘Particular Pleasures’ in Performance." New Theatre Quarterly 1, no. 1 (February 1985): 19–23. http://dx.doi.org/10.1017/s0266464x00001391.
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The recent death of J. B. Priestley, in the same year as that of the finest exponent of his plays, Sir Ralph Richardson, seems to signal the close of an era. We had hoped in an early issue of New Theatre Quarterly to arrange an interview with the playwright to coincide with his ninetieth birthday, and although generous tributes have been paid to Priestley's work in the theatre, two aspects of this work (incidentally of crucial importance to the policy of this journal) have been somewhat neglected. After the end of the Second World War, during the discussions and plans for building the new Britain (and by extension Europe) from the ruins of the old, Priestley stood for a particular kind of integrity in the British theatre: and his role in the creation of the International Theatre Institute and his own conception of the British Theatre Conference of 1947 raised many interesting questions about the social, national, and international role that theatre could play. If the intervening years have not seen developments to match that vision, our theatre nevertheless owes a great deal to the various reforms that have followed from such initiatives, and in future issues we intend to return to those ideals and ideas – to see what basis they constitute for a critique of our own time, and to assess what continuing relevance they have for our future. Any theatre journal today also owes a debt to Priestley for his pioneering championship and criticism of the various forms of popular entertainment in which he so delighted, and in which he discerned strong social values – essentially, the inspiration for a line of criticism carried forward brilliantly by Raymond Williams and others over the last three decades. Tragically, two of the great comedians who earned his admiration, Tommy Cooper and Eric Morecambe, departed before him, too far short of his own fullness of years. The world's stock of laughter has slumped since their passing and, as Priestley showed us, we have lost two innovators in the art of theatre. Tommy Cooper's deconstruction, if not demolition, of the stage was a masterly exposure of the polished sales techniques of showbusiness, and his exploitation of the art of anti-climax showed new ways through which to hold an audience and relate to them. Eric Morecambe, equally ruthless and proficient at puncturing the pretensions and posturings of glib naturalism and pseudo-aestheticism, had also the self-deflating wisdom of the true philosopher. One day, when we have grown over-familiar with the reruns of the reruns of the shows he has left behind, a retrospective examination of all the work of Morecambe and Wise will surely show that, underlying the technical brilliance of the comic playing, there is also a serious progression through the process of ageing, as brash optimism is tempered by the disillusionment of experience in the struggle to survive and extract what advantages one can from life. We learned a great deal about theatre from Tommy Cooper, and a lot about living and growing older from Eric Morecambe: they have gone leaving that education unfinished, but to commemorate them in the power of their effect, and to remind us of our debt to Priestley, we reproduce here the two pieces he wrote about them as living performers in the collection of essays Particular Pleasures, published in 1975 by Heinemann (to whom our grateful acknowledgements are extended).
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Batychenko, Svitlana. "FEATURES OF FAMILY POLICY IN EUROPE." GEOGRAPHY AND TOURISM, no. 60 (2020): 65–72. http://dx.doi.org/10.17721/2308-135x.2020.60.65-72.
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Goal. Analysis of the peculiarities of family policy in European countries, such as France, Sweden, Germany, Great Britain. Method. The study is based on general scientific methods, namely, analysis and synthesis, descriptive, analytical. And also socio-geographical - comparative-geographical. Results. Family policy in European countries focuses on the life position of young people, promotes gender equality, creates opportunities to combine work, education and family activities through a well-developed infrastructure. The establishment of the modern family model in which both parents work and the expansion of public education and services for children and families reduce relatively high child poverty, create new jobs in services, and reduce social inequality. Although European countries pursue a common family-gender strategy, they also have their own traditional model of family protection. The Scandinavian model is characterized by comprehensive support for working parents with young children (under the age of three) through a combination of material mechanisms, holidays and wide access to childcare facilities. An important aspect is the policy of gender equality and women's integration in the labor market. The main source of funding for family policy - taxes. Anglo-Saxon - is characterized by deliberately less financial support from families by the state, giving priority to low-income families. The main idea is the non-interference of the state in family and marriage processes and ensuring the well-being of families through the general development of the welfare of society. "Napoleonic" - use intangible forms of support: tax benefits, targeted loans. France has the highest level of state support for families with children and support for working women. The principle of subsidiary security is professed. Taxes and financial contributions are used. The German fiscal system does not encourage couples to work equally, as the tax burden on domestic work is much higher for two full-time employees. Parental leave allows mothers to leave the labor market for up to three years for one child. Scientific novelty. Analysis and comparison of family policy features in European countries. Practical significance. Implementation of family policy measures in domestic practice based on the experience of European countries, choosing the most successful option. The best option is to improve the demographic situation in the country.
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Komochkova, Olga. "Strategies of Higher Education Institutions Development in Great Britain." Comparative Professional Pedagogy 5, no. 3 (August 1, 2015): 58–63. http://dx.doi.org/10.1515/rpp-2015-0055.
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Abstract The current stage of higher education sector transformation in Ukraine has been indicated. The study of foreign experience, namely of Great Britain, and the use of positive aspects of such experience have been justified. Information sources of Universities UK (Universities UK Strategic Plan 2013-2018; Efficiency and Effectiveness in Higher Education: A report by the Universities UK Efficiency and Modernisation Task Group; Annual Report and Consolidated Financial Statements of UUK) and The Strategic Plan 2009-2015 of Lancaster University have been studied. Vision, mission, functions,pressing issues, strategic aims of the Strategic Plan of UUK for the next five years have been presented. The achievements of UKK for 2013-2014 in accordance with strategic aims have been outlined. The actions of the organization aimed at providing British universities with various supports have been presented. The constituents of Strategic Plan of Lancaster University for 2009-2015, namely vision, mission, sectors of development (International, Teaching, Research and Impact, Finance and Organisation, the Lancaster experience) and consequently successfully achieved results have been presented. Positive aspects of British experience in strategic development of higher education institutions have been defined. Perspectives for further researches in this area have been outlined.
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Тетяна Коляда. "SOCIAL CONDITIONS FOR THE DEVELOPMENT OF SECONDARY EDUCATION IN GREAT BRITAIN." Social work and social education, no. 5 (December 23, 2020): 179–92. http://dx.doi.org/10.31499/2618-0715.5.2020.220814.
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The article considers the social conditions for the development of secondary education in Great Britain (XIX – first half of the XX century). It was founded that an important factor in the formation of the British education system was the influence of the ruling class of aristocrats (landlords) and the petty nobility. It was founded that education of the majority of the population depended on the area, financial status of the family and religion. It was emphasized that religion played a significant role in the field of mass education. It has been shown that in the early nineteenth century, English society was engulfed in a movement of evangelical revival, as a result of which the Anglican Church could not control all its faithful, unlike the Catholic Church in Europe. It is determined that industrialization, urbanization and democratization have created conditions for social, political and economic transformations that required educated personnel. As a result, a number of laws were passed initiating reforms in primary and secondary education.
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Richards, Pamela Spence. "Great Britain and allied scientific information: 1939?1945." Minerva 26, no. 2 (1988): 177–98. http://dx.doi.org/10.1007/bf01096695.
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Karužaitė, Daiva. "Higher Education Changes in Great Britain in XX–XXI centuries." Pedagogika 117, no. 1 (March 5, 2015): 16–32. http://dx.doi.org/10.15823/p.2015.064.
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The article reveals development and essential changes of higher education in Great Britain in XX–XXI centuries.
During last century Great Britain higher education system has changed dramatically – from elite higher education in the beginning of XX century, which was available for very small part of society, to mass higher education with variety of institutions and education programs. Nowadays there is almost half of Great Britain population (of certain age group) obtaining higher education certificate or diploma.
The junction of XX and XXI centuries was signed with significant shift in the gender structure of higher education students: more women obtained fist university degree than men. Ten years later the same was recorded in higher degrees.
The intense change of Great Britain higher education from elite to mass inevitably influenced the higher education finance sector. Great Britain used to cover all expenses of higher education from the budget. However, the financial crises occurred in the last decade of XX century, and the government was forced to seek for new financing models of higher education. First time in Great Britain higher education history the tuition fee was introduced. Striving to ensure the higher education accessibility for all social groups in Great Britain, the tuition fees were complemented with the grants and loans with special repayment (or without) conditions. Nevertheless, the financial reform, started in 1998, already was changed several times and has raised lots of critics.
Along with the financial reform Great Britain deals with the higher education quality issues. There was no essential discussions about higher education quality in the beginning of the XX century as it was elite higher education. Moving to the mass higher education with variety of institutions and dramatically growing student number, the quality question becomes relevant. Despite the owning the largest number of worldwide level elite universities in Europe, Great Britain seeks to ensure the quality in all higher education institutions in the country. Therefore the Quality Assurance Agency for Higher Education was established. The Agency puts students and the public interest at the center of everything they do. Great Britain higher education quality policy is implemented basing on the Quality Code for Higher Education.
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Wright, Robert E., John F. Ermisch, P. R. Andrew Hinde, and Heather E. Joshi. "The third birth in Great Britain." Journal of Biosocial Science 20, no. 4 (October 1988): 489–96. http://dx.doi.org/10.1017/s0021932000017612.
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SummaryThe relationship between female labour force participation, and other socioeconomic factors, and the probability of having a third birth is examined, using British data collected in the 1980 Women and Employment Survey, by hazard regression modelling with time-varying covariates. The results demonstrate the strong association between demographic factors, e.g. age at first birth and birth interval and subsequent fertility behaviour. Education appears to have little effect. Surprisingly, women who have spent a higher proportion of time as housewives have a lower risk of having a third birth. This finding is in sharp disagreement with the conventional expectation that cumulative labour force participation supports lower fertility. These findings are briefly compared with similar research carried out in Sweden.
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Shaposhnikova, N. Yu. "Individual Educational Paths in the Universities of Russia and Great Britain (Theoretical Aspects)." MGIMO Review of International Relations, no. 1(40) (February 28, 2015): 263–68. http://dx.doi.org/10.24833/2071-8160-2015-1-40-263-268.
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The author highlights the necessity for higher education institutions to form and realize students' individual educational paths in the learning process, which is stated in the Federal Law on Education and FSES HPE of the third generation. The article presents an overview of the different approaches to the definition of the term «individual educational path» (IEP). It also gives a brief overview of the existing terms in the Russian terminological system, which are close in meaning to the term above. The author formulates her own tentative definition of the term «IEP» which is based on the analysis made. The article further addresses the solution to the problem of the individualization of higher education learning process in Great Britain, which is described through the term «Personal Development Planning». The meaning of the term is shown through the set of actions: planning, doing things, recording of the self experience, reviewing and evaluating, using the personal knowledge derived from reflection and self understanding as well as own learning abilities to plan future actions. In conclusion, the meanings of the terms «IEP» and «PDP» are compared. The author emphasires the importance of studying Great Britain's experience - the practice of solving problems connected with the individualization of the university learning process and the possibilities to use it to facilitate the implementation of students' individual educational paths in Russian higher education institutions.
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Shaposhnikova, N. Y. "Individual Educational Paths in the Universities of Russia and Great Britain: Theoretical Aspects." MGIMO Review of International Relations, no. 3(42) (June 28, 2015): 128–33. http://dx.doi.org/10.24833/2071-8160-2015-3-42-128-133.
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The author of the article points out that the Federal Law on Education and FSES HPE of the third generation require that higher education institutions should form and realize students' individual educational paths in the learning process. The article presents an overview of the different approaches to the definition of the term "individual educational path". It also gives a brief overview of the existing terms in Russian sources, which are close in meaning to the term above. The author formulates her own tentative definition of the term "individual educational path" which is based on the analysis made. The article further addresses the solution to the problem of the individualization of higher education learning process in Great Britain, which is described through the term "Personal Development Planning". The meaning of the term is shown through the set of actions, which include: planning, doing things, recording the experience of self, reviewing and evaluating this experience, using the personal knowledge derived from reflection and understanding of self as well as the learning abilities of self to plan future actions. In conclusion, the meanings of the terms "individual educational path" and "Personal Development Planning" are compared. The author stresses the importance of studying Great Britain's experience - the practice of solving problems connected with the individualization of the university learning process and the possibilities to use it to facilitate the implementation of students' individual educational paths in Russian higher education institutions.
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Komochkova, Olga. "Undergraduate Courses in Linguistics at Universities of Great Britain." Comparative Professional Pedagogy 5, no. 4 (December 1, 2015): 104–8. http://dx.doi.org/10.1515/rpp-2015-0074.
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Abstract The concept of linguistics as a branch of science has been considered. Key abilities linguists possess have been defined. The need to apply to foreign experience, in particular, British one, has been justified. Relevant information sources, namely, Benchmark Statement for Linguistics (2007), data on Education UK, the official website for international students launched by the British Council, programme specifications for linguistics at a number of British universities have been reviewed. The list of higher education institutions (65) offering undergraduate courses (424) in Linguistics has been presented. Study options for undergraduate courses in Linguistics have been described. It has been stated that curricula in linguistics provided by higher education institutions do not greatly differ from each other by the content; nevertheless they preserve their own originality. General characteristics of study years (primarily three-year curricula) have been given. Teaching and learning methods and techniques as well assessment methods generally used at British universities have been listed. Positive aspects of British experience in professional training of future linguists have been outlined. Perspectives for improving the Ukrainian curricula for professional training of future linguists have been justified.
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Fontoura Filho, Carlos. "Are the researcher and the reviewer focused on defending the journal’s credibility in the face of scientific demands?" Scientific Journal of the Foot & Ankle 12, no. 4 (December 30, 2018): 263–64. http://dx.doi.org/10.30795/scijfootankle.2018.v12.879.
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The last editorial highlighted the importance of the internationalization of this journal as well as the use of well-defined standards and agile and modern mechanisms for the rapid publication of scientific material. In this scenario, there is concern about building a good level of content. A revival of the scientific tradition and the modernization (but not replacement) of the method and forms of review, from standardizations brought about by experimentalism to the inclusion of digital technology, are called for.
In an academic universe in which publication volume transcends optimistic expectations, new journals and scientific portals with global and instantaneous reach appear at every moment. Modernity is, according to Zygmunt Bauman1, liquid. Scientific production gallops. However, readers look for the best-supported content, recognizing that it is impossible to read every published article within their area of interest. With their good power of discernment, they choose more useful and higher-quality articles, leaving aside irrelevant ones. It is not wrong to state that an unread article is a lost article.
Moses Naim2, in his book "The End of Power", notes that it is increasingly feasible for a competent bureaucratic institution to achieve its optimal conceptual level and gain space in an environment in which traditional and powerful institutions already exist in the same segment. The barriers that protect the power of larger institutions are increasingly fragile. The digital age and the internet (mobility), the growing number of alternatives for the same product (more) and increasing intellectual preparation (mentality) help to break down these barriers that preserve the power of traditional organizations. For the same reasons, a newly ascended entity can easily lose its prominence. This phenomenon is what this author calls the revolution of the three “m’s”: more, mobility and mentality. This journal navigates in this sea of contemporary events, within which economic liberalism, for example, insinuates itself, albeit late.
The large volume of publications entails a predictable bias toward a great variety of content and, concurrently, an increase in the spectrum of methodological quality in both the higher and lower directions. This new reality calls on participants who are coherent and aware of their role in steering the "Scientific Journal" along the stormy sea route of a busy and demanding market.
It may be difficult to apply ideas that appear to be obvious: researchers need to produce relevant material with good scientific quality and sound methodology, and reviewers must match researchers’ efforts by devoting the same scientific competence, ethics and dedication to the production that they receive. Therefore, it is important to ask how, within a national context, researchers and reviewers can be prepared, mobilized, updated and improved such that they conduct their work in "firm steps" with good methods and well-applied tools.
See "Liquid Modernity" by Zygmunt Bauman, in which the author, a Polish sociologist and World War II refugee based in Great Britain, considers immediate modernity "light", "liquid", "fluid" and immensely more dynamic than "solid" modernity, which would have been dethroned.
Moisés Naím is a Venezuelan writer and columnist who has been the editor-in-chief of Foreign Policy magazine since 1996. He has written on international politics and economics, economic development, multilateral organizations, US foreign policy and the unintended consequences of globalization.
Carlos Fontoura FilhoReview Board, Scientific Journal of the Foot & AnkleDoctor in Medicine, Medical School, University of São Paulo (USP) in Ribeirão PretoAdjunct Professor of Orthopedics and Traumatology, Medical School, Federal University of Triângulo Mineiro
Reply to Professor
Dear Prof. Dr. Carlos Fontoura Filho,
First of all, thank you for your appreciation.
I was motivated when I read your letter and I was sure that our work is being pursued with a focus on best practices. Significant efforts are being expended to achieve our goals.
An interesting aspect to highlight is how editorial processes can suffer external influences, even in scientific environments, where the ethical conduct of authors, reviewers and editors must be above all else.
Practicing medicine under the aegis of ethics requires of the physician a broad experience in this social, moral environment, and constant updating, far beyond the strictly technical requirements. We are much more demanded in the multiple aspects of human relations, if compared to other professions. We must keep careful attention on all those aspects that govern the principles of education and training of young people not only as orthopedic surgeons of the foot and ankle but also as citizens of the world.
Jorge Mitsuo MizusakiEditor-in-chief
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DUTTA-BERGMAN, MOHAN J., and KENNETH O. DOYLE. "Money and Meaning in India and Great Britain." American Behavioral Scientist 45, no. 2 (October 2001): 205–22. http://dx.doi.org/10.1177/00027640121957132.
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Ahmad, Fauzia. "Muslim Women’s Experiences of Higher Education in Britain." American Journal of Islamic Social Sciences 24, no. 3 (July 1, 2007): 46–69. http://dx.doi.org/10.35632/ajiss.v24i3.424.
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I explore British South Asian Muslim women’s experiences of higher education and how it impacts identity construction and negotiation. Through semi-structured interviews with thirty-five undergraduate and post-graduate Muslim female university students, I reflect on their perceived and actual experiences. By stressing how representations of them influence their participation and experiences, I analyze how individual subjectivities are mediated and negotiated while reflecting common experiences. I also consider their accounts of the social and personal benefits they felt that they gained during their studies, as well as to the more disturbing and racialized aspects of their experiences. They differentiated between three overlapping forms of beneficial experience: academic, social, and personal. While instances of anti-Muslim racism were rare or subtle, certain university structures and expectations of what being a mainstream student means often contributed to a noted sense of “othering.” I conclude by highlighting how their accounts of their university experiences directly challenge those stereotypes that misrepresent educated Muslim women as “religious and cultural rebels.”
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Ahmad, Fauzia. "Muslim Women’s Experiences of Higher Education in Britain." American Journal of Islam and Society 24, no. 3 (July 1, 2007): 46–69. http://dx.doi.org/10.35632/ajis.v24i3.424.
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I explore British South Asian Muslim women’s experiences of higher education and how it impacts identity construction and negotiation. Through semi-structured interviews with thirty-five undergraduate and post-graduate Muslim female university students, I reflect on their perceived and actual experiences. By stressing how representations of them influence their participation and experiences, I analyze how individual subjectivities are mediated and negotiated while reflecting common experiences. I also consider their accounts of the social and personal benefits they felt that they gained during their studies, as well as to the more disturbing and racialized aspects of their experiences. They differentiated between three overlapping forms of beneficial experience: academic, social, and personal. While instances of anti-Muslim racism were rare or subtle, certain university structures and expectations of what being a mainstream student means often contributed to a noted sense of “othering.” I conclude by highlighting how their accounts of their university experiences directly challenge those stereotypes that misrepresent educated Muslim women as “religious and cultural rebels.”
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Crabtree, Sara Ashencaen. "The Islamic perspective in social work education and practice." Journal of Practice Teaching and Learning 8, no. 3 (December 20, 2012): 65–78. http://dx.doi.org/10.1921/jpts.v8i3.373.
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This conceptual paper considers aspects of a highly neglected topic: that of Islamic perspectives in social work education and practice. The paper seeks to illuminate both religiously informed values, together with those of practice; in addition to considering types of professional intervention that complement the generalised characteristics of Muslim families. The scale of problems that impact upon Muslim communities in Britain are closely considered, specifically in relation to deprivation, social alienation and domestic violence. In addition, health issues are reviewed in terms of mental health and disability.
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Bates, Victoria. "Yesterday’s Doctors: The Human Aspects of Medical Education in Britain, 1957–93." Medical History 61, no. 1 (December 21, 2016): 48–65. http://dx.doi.org/10.1017/mdh.2016.100.
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In the wake of the Second World War there was a movement to counterbalance the apparently increasingly technical nature of medical education. These reforms sought a more holistic model of care and to put people – rather than diseases – back at the centre of medical practice and medical education. This article shows that students often drove the early stages of education reform. Their innovations focused on relationships between doctors and their communities, and often took the form of informal discussions about medical ethics and the social dimensions of primary care. Medical schools began to pursue ‘humanistic’ education more formally from the 1980s onwards, particularly within the context of general practice curricula and with a focus on individual doctor–patient relationships. Overall from the 1950s to the 1990s there was a broad shift in discussions of the human aspects of medical education: from interest in patient communities to individuals; from social concerns to personal characteristics; and from the relatively abstract to the measurable and instrumental. There was no clear shift from ‘less’ to ‘more’ humanistic education, but rather a shift in the perceived goals of integrating human aspects of medical education. The human aspects of medicine show the importance of student activism in driving forward community and ethical medicine, and provide an important backdrop to the rise of competencies within general undergraduate education.
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Mukan, Nataliya, Iryna Myskiv, and Svitlana Kravets. "The Characteristics of the Systems of Continuing Pedagogical Education in Great Britain, Canada and the USA." Comparative Professional Pedagogy 6, no. 2 (June 1, 2016): 20–25. http://dx.doi.org/10.1515/rpp-2016-0013.
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Abstract In the article the systems of continuing pedagogical education in Great Britain, Canada and the USA have been characterized. The main objectives are defined as the theoretical analysis of scientific-pedagogical literature, which highlights different aspects of the problem under research; identification of the common and distinctive features of the systems of continuing pedagogical education in Great Britain, Canada, the USA. The legislative and normative framework of teachers’ CPD in Great Britain, Canada and the USA has been highlighted; the levels of the systems of continuing pedagogical education have been presented; the main functions of these systems have been determined; the key models, forms and methods of teachers’ CPD have been defined. Foreign and domestic scientists have studied the teachers’ CPD: teacher leadership (T. Bush, M. Clement, D. Jackson, D. Pavlou, R. Venderberghe), models, forms and methods of teachers’ CPD (L. Chance, A. Hollingsworth, D. Ross, E. Villegas-Reimers), non-formal teachers’ CPD (J. Scheerens). The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.
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Brain, Robert M. "Modernity: How Germany and Great Britain faced the early years of technology." Minerva 45, no. 3 (August 3, 2007): 331–35. http://dx.doi.org/10.1007/s11024-007-9051-1.
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Karpo, Vasyl, and Nataliia Nechaieva-Yuriichuk. "Information Component of Disintegration Processes in Spain and Great Britain: the Comparative Aspects." Mediaforum : Analytics, Forecasts, Information Management, no. 7 (December 23, 2019): 142–54. http://dx.doi.org/10.31861/mediaforum.2019.7.142-154.
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From ancient times till nowadays information plays a key role in the political processes. The beginning of XXI century demonstrated the transformation of global security from military to information, social etc. aspects. The widening of pandemic demonstrated the weaknesses of contemporary authoritarian states and the power of human-oriented states. During the World War I the theoretical and practical interest toward political manipulation and political propaganda grew definitely. After 1918 the situation developed very fast and political propaganda became the part of political influence. XX century entered into the political history as the millennium of propaganda. The collapse of the USSR and socialist system brought power to new political actors. The global architecture of the world has changed. Former Soviet republic got independence and tried to separate from Russia. And Ukraine was between them. The Revolution of Dignity in Ukraine was the start point for a number of processes in world politics. But the most important was the fact that the role and the place of information as the challenge to world security was reevaluated. The further annexation of Crimea, the attempt to legitimize it by the comparing with the referendums in Scotland and Catalonia demonstrated the willingness of Russian Federation to keep its domination in the world. The main difference between the referendums in Scotland and in Catalonia was the way of Russian interference. In 2014 (Scotland) tried to delegitimised the results of Scottish referendum because they were unacceptable for it. But in 2017 we witness the huge interference of Russian powers in Spain internal affairs, first of all in spreading the independence moods in Catalonia. The main conclusion is that the world has to learn some lessons from Scottish and Catalonia cases and to be ready to new challenges in world politics in a format of information threats.
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Balina, T. A., A. A. Balina, S. E. Gasumova, and T. D. Popkova. "FEATURES OF SOCIAL PROBLEMS OF YOUNG PEOPLE IN RUSSIA, GREAT BRITAIN AND CHINA." Bulletin of Udmurt University. Series Biology. Earth Sciences 30, no. 2 (July 30, 2020): 231–43. http://dx.doi.org/10.35634/2412-9518-2020-30-2-231-243.
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The state youth policy requires deep study and justification by representatives of social sciences, including sociology and socio-economic geography, which allows us to synthesize various methods of studying society and its well-being. Social geography, having a spatial approach, allows us to determine the territorial features of the course of social phenomena, to identify cause-and-effect relationships between them, to study the general and specific features of the development of territorial communities and population strata. Using the example of Great Britain, China and Russia, the current social problems of young people in countries with different types of socio-economic development are revealed through a comparative analysis of socio-demographic processes. In the context of concepts of well-being, the article considers various aspects of social dependency as a new and little-studied phenomenon. It is revealed that the UK, which implements the liberal principle of public welfare policy, has extensive experience in social work with young people, and the pioneering research of NEET-youth is of international significance. In China social dependency has acquired specific forms, which is largely determined by the principle of egalitarianism, the consequences of demographic policy and traditional mentality. The analysis of modern problems of Russian youth has shown that the rejection of the paternalistic model of social protection of the population had a negative impact on the situation of young people. The article analyzes the results of statistical, sociological research, expert evaluation, included interviews, etc., which revealed the social problems of Russian, British and Chinese youth, including the phenomenon of dependency. It was revealed that the study of dependency in the framework of youth policy and social work will help to activate the younger generation, accelerate its inclusion in society, and improve technologies for solving social problems.
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Unwin, Patrick R., and Robert W. Unwin. "Humphry Davy and the Royal Institution of Great Britain." Notes and Records of the Royal Society 63, no. 1 (July 28, 2008): 7–33. http://dx.doi.org/10.1098/rsnr.2008.0010.
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The abortive attempts of Sir Humphry Davy to introduce modest reforms at the Royal Society of London during his Presidency (1820–27) contrast with his (largely unstudied) earlier experience of administration at the Royal Institution of Great Britain (RI). Davy's attempts to combat the systemic weaknesses in governance and funding, and his role in effecting changes at the RI, in association with a core group of reformers, merit consideration. This paper analyses important aspects of the early management and social structure of the RI and examines the inner workings of the institution. It shows how and why the Library, its most valuable financial asset, and its celebrated Laboratory, developed along distinctive lines, each with its own support structures and intra-institutional interests. While acknowledging the roles traditionally ascribed to Count Rumford and Sir Joseph Banks, the paper highlights the contributions of other early patrons such as Thomas Bernard, son of a colonial governor of Massachusetts, and Earl Spencer, a leading European bibliophile and RI President from 1813 to 1825. The promotion of a Bill in Parliament in 1810, designed to transform the RI from a proprietary body politic into a corporation of members, and the subsequent framing of the bye-laws, provided opportunities to establish a more democratic structure of elected committees for the conduct of science.
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Schoon, Ingrid, and Elzbieta Polek. "Pathways to Economic Well-Being Among Teenage Mothers in Great Britain." European Psychologist 16, no. 1 (January 1, 2011): 11–20. http://dx.doi.org/10.1027/1016-9040/a000028.
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The present study examines pathways to independence from social welfare among 738 teenage mothers, participants of the 1970 British Cohort Study, who were followed up at age 30 years. Using a longitudinal design, a pathway model is tested, examining linkages between family social background, cognitive ability, school motivation, and individual investments in education, as well as work- and family-related roles. The most important factors associated with financial independence by age 30 are continued attachment to the labor market as well as a stable relationship with a partner (not necessarily the father of the child). Pathways to financial independence, in turn, are predicted through own cognitive resources, school motivation, and family cohesion. Implications of findings for policy making are discussed.
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Braun, Dietmar. "Biomedical research in a period of scarcity: The United States and Great Britain." Minerva 31, no. 3 (1993): 268–90. http://dx.doi.org/10.1007/bf01098624.
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Charles, Doris D. "Rob McQueen, A Social History of Company Law: Great Britain and the Australian Colonies 1854–1920." Law Teacher 44, no. 1 (February 10, 2010): 112–14. http://dx.doi.org/10.1080/03069400903541500.
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Kreyenfeld, Michaela, and Cordula Zabel. "Female Education and the Second Child: Great Britain and Western Germany Compared." Journal of Contextual Economics – Schmollers Jahrbuch 125, no. 1 (January 1, 2005): 145–56. http://dx.doi.org/10.3790/schm.125.1.145.
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Jawoniyi, Oduntan. "Fulfilling Article 29:1 of the United Nations Convention on the Rights of the Child—the Aims of Education—through Religious Education." Religion and Human Rights 9, no. 1 (March 14, 2014): 31–59. http://dx.doi.org/10.1163/18710328-12341263.
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Abstract This article examines whether or not the ubiquitous model of religious education (i.e., non-confessional multifaith religious education (re)) in state schools in Great Britain is capable of fulfilling the aims of education articulated in the United Nations Convention on the Rights of the Child (uncrc). It maintains that to the degree that this re model aims to promote critical, rational, and cognitive understanding of religion, it seeks to facilitate the development of children’s mental abilities. It also contends that to the extent that re curriculum contents mirror the theistic worldviews and non-theistic ideologies identified within its pluralistic social order, this curriculum subject aims to foster children’s development of respect for: human rights and fundamental freedoms; individual identity, affiliation, cultural diversity and pluralism; mutual understanding and peaceful coexistence; and, the natural environment. In these respects, re in state schools in Great Britain aspires to fulfil the educational aims enunciated in the uncrc.
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Postolenko, Iryna. "PRACTICAL IMPLEMENTATION OF EDUCATIONAL PROGRAMS IN MODERN SCHOOLS IN GREAT BRITAIN." Psychological and Pedagogical Problems of Modern School, no. 2(6) (December 21, 2021): 13–19. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247507.
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The article considers the practical implementation of educational programs in modern schools in Great Britain. The main methodological approaches to the implementation of the content of educational subjects are studied. The peculiarities of the organization of the pedagogical process during the study of core and basic subjects in British schools are studied in detail, namely, English, mathematics, science, art and design, citizenship, technology and design, geography, history, ICT, modern foreign languages, music, physical education, personal, social, health education, religious education. The pedagogical process in terms of the educational component, organization of extracurricular work with students is also analyzed. It is noted that the involvement of students in extracurricular activities helps to improve their academic performance. Students are mainly involved in the following activities: Dance, Drama, Life-saving, Swimming, Gymnastics, Athletics, Volleyball, Netball, Football, Badminton, Aerobics, Basketball. They also have the opportunity to attend science and mathematics clubs, computer clubs, languages and technology clubs, additional Mathematics groups, participate in the choir and the School Orchestra. Leisure clubs allow students to unite in common interests, engage in music, dance, theater, scouting, sports, games, design, decorative jewelry, and more. In their free time, students visit other schools, industrial enterprises, and farms. Students also have trips to the sea, local churches, art galleries, museums, theaters, etc. In addition, students participate in sports competitions not only among students in the school but also students of other schools in the county.
Keywords: educational programs; educational activity; methodological approaches; key stages of education; British schoolchildren; core subjects; basic subjects; extracurricular activities.
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Marusynets, Marianna, and Ágnes Király. "Social and political aspects of education reforms in Hungary." Labor et Educatio 8 (2020): 125–34. http://dx.doi.org/10.4467/25439561le.20.010.13001.
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The article concentrates on the issue of Hungarian education reforms brought about by radical political changes, in particular, the country’s admittance to the European Union. The paper outlines priorities in educational process transformation, as well as risks emerging in the system of teacher education and lifelong learning. The challenges associated with our times transform the teacher’s consciousness, shiftingfocus to the mandatory use of information technology, the activation of students’ information mobility, and the detailed analysis of employers’ requirements. The study reveals the Hungarian government’s key activities in relation to the socialization of the Roma minority and other national minorities compactly residing in Ukraine. The research illustrated educational resources used to train teachers at educational institutions to instill tolerance and mutual respect. The 2020s’ are marked by powerful globalization and political factors penetrating all spheres of social life. The dynamic formation of the civilized information society is accompanied by a number of contradictions and conflicts, the strengthening of social ties, and changing living conditions (R.ti, 2009), (V.g. and Vass 2006). Despite numerous methodological and conceptual studies, the issues of updating the modern teacher’s training to enableteachers to train and educate students and adequately react to challenges imposed by digitalization remain open. In this respect, the experience of European states that successfully carried out a number of educational reforms is of great scientific interest and deserves to be systematically studied, popularized and introduced into the domestic educational system. One of such countries is Hungary, which borders on Ukraine both territorially and functionally (Transcarpathia is compactly inhabited by Hungarian national minorities). The aim of the article is to substantiate the essence of the key educational reforms in Hungary and to identify the risks and priorities brought about by transformational changes in the country.
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Marques, Iuri, Sarah Caroline Willis, Ellen Ingrid Schafheutle, and Karen Hassell. "Development of an instrument to measure organisational culture in community pharmacies in Great Britain." Journal of Health Organization and Management 32, no. 2 (April 9, 2018): 176–89. http://dx.doi.org/10.1108/jhom-06-2017-0131.
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Purpose Organisational culture (OC) shapes individuals’ perceptions and experiences of work. However, no instrument capable of measuring specific aspects of OC in community pharmacy exists. The purpose of this paper is to report the development and validation of an instrument to measure OC in community pharmacy in Great Britain (GB), and conduct a preliminary analysis of data collected using it. Design/methodology/approach Instrument development comprised three stages: Stage I: 12 qualitative interviews and relevant literature informed instrument design; Stage II: 30 cognitive interviews assessed content validity; and Stage III: a cross-sectional survey mailed to 1,000 community pharmacists in GB, with factor analysis for instrument validation. Statistical analysis investigated how community pharmacists perceived OC in their place of work. Findings Factor analysis produced an instrument containing 60 items across five OC dimensions – business and work configuration, social relationships, personal and professional development, skills utilisation, and environment and structures. Internal reliability for the dimensions was high (0.84 to 0.95); item-total correlations were adequate (r=0.46 to r=0.76). Based on 209 responses, analysis suggests different OCs in community pharmacy, with some community pharmacists viewing the environment in which they worked as having a higher frequency of aspects related to patient contact and safety than others. Since these aspects are important for providing high healthcare standards, it is likely that differences in OC may be linked to different healthcare outcomes. Originality/value This newly developed and validated instrument to measure OC in community pharmacy can be used to benchmark existing OC across different pharmacies and design interventions for triggering change to improve outcomes for community pharmacists and patients.
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Mokromenko, O. "The components of content of elementary education at three stages of elementary education development in Great Britain in the 19 th century." New Collegium 3, no. 105 (November 22, 2021): 59–64. http://dx.doi.org/10.30837/nc.2021.3.59.
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The article investigates the issue of the experience in theory and practice of elementary education organizing in Great Britain during the 19 th century. Special attention is given to elementary education content. The role of changing content at three stages of elementary education development has been defined according to social and political, cultural and pedagogical prerequisites. The content components of elementary education at three stages of elementary education development in Great Britain in the 19 th century have been analyzed. Lack of common, compulsory and legal content at first two stages has been proved. Dependence of elementary education content on the types of elementary education schools and pupils social classes of Great Britain of the 19 th century has been determined. General orientation of elementary education content at three stages of elementary education development has been identified. It is concluded that content of elementary education at three stages has its own characteristics. The main disciplines are Writing, Arithmetic, Reading Catechism and Craft. Secondary disciplines are the Sciences. Condensed character of elementary education at the first two stages has been denoted. Elementary education content was characterized by case studies on English, it was based on work education and teaching of writing, reading and arithmetic at the third stage. It was a lack of common curriculum in the elementary education schools at first two stages. One of the significant disadvantages of elementary education content at the first two stages is the prohibition of learning national languages at schools of Scotland and Wales. Elementary education content at the third stage has been expanded by compulsory curriculum in English writing, reading and arithmetic for all elementary education schools throughout the country. Sciences and Art disciplines have been introduced at the third stage. Compulsory religious education at the third stage has been prohibited for all elementary education schools. Content of elementary education at the third stage has been concretized by elementary education schools committees, Ministry of People Education and its commissions.
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Зарудна, І. А. "РОЗВИТОК СОЦІАЛЬНИХ КОМПЕТЕНТНОСТЕЙ СТУДЕНТІВ ВИЩОЇ ОСВІТИ У ВЕЛИКОБРИТАНІЇ." Spiritual-intellectual upbringing and teaching of youth in the 21st century, no. 3 (2021): 341–43. http://dx.doi.org/10.34142//2708-4809.siuty.2021.82.
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The article is devoted to the analysis of the tools of education of social competencies of Stedun youth in Great Britain. Parliamentary debates are considered among the main tools. The author describes the technology of holding a parliamentary debate competition.
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Sundue, Sharon Braslaw. "Confining the Poor to Ignorance? Eighteenth-Century American Experiments with Charity Education." History of Education Quarterly 47, no. 2 (May 2007): 123–48. http://dx.doi.org/10.1111/j.1748-5959.2007.00086.x.
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In 1738, the English evangelist George Whitefield traveled to the new colony of Georgia intending to establish “a house for fatherless children.” Inspired by both August Hermann Francke, the German Pietist who had great success educating and maintaining poor orphans in Halle, and by charity schools established in Great Britain, Whitefield's orphan house and charity school, named Bethesda, opened its doors early in 1740. For years, Whitefield devoted himself tirelessly to ensuring the success of the Bethesda school, preaching throughout Britain and North America on its behalf. Whitefield's preaching tour on behalf of his beloved Bethesda is well known for its role in catalyzing the religious revivals known collectively as the Great Awakening. The tour also marked an important shift in the history of education in America. News of the establishment of the orphanage at Bethesda coincided with new efforts to school the poor throughout the colonies. Drawing on both the British and German models of charity schooling that were highly influential for Whitefield, eighteenth-century Americans began or increased commitments to charity schooling for poor children. But the European models were not adopted wholesale. Instead, local administrators of the schooling experiments deviated from these models in a striking way. In America, elites offered some children the opportunity for extensive charity instruction, but not necessarily children at the bottom of the social hierarchy. This article will argue that the execution of these charity schooling programs was contingent upon local social conditions, specifically what appears to have been local elites' desire to maintain a certain social order and ensure a continued supply of cheap labor.
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Blank, Grant, and Christoph Lutz. "Representativeness of Social Media in Great Britain: Investigating Facebook, LinkedIn, Twitter, Pinterest, Google+, and Instagram." American Behavioral Scientist 61, no. 7 (June 2017): 741–56. http://dx.doi.org/10.1177/0002764217717559.
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Sociological studies show that Internet access, skills, uses, and outcomes vary between different population segments. However, we lack differentiated statistical evidence of the social characteristics of users of distinct social media platforms. We address this issue using a representative survey of Great Britain and investigate the social characteristics of six major social media platforms. We find that age and socioeconomic status are driving forces of several—but not all—of these platforms. The findings suggest that no social media platform is representative of the general population. The unrepresentativeness has major implications for research that uses social media as a data source. Social media data cannot be used to generalize to any population other than themselves.
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Ermisch, John. "Impacts of Policy Actions on the Family and Household." Journal of Public Policy 6, no. 3 (July 1986): 297–318. http://dx.doi.org/10.1017/s0143814x00004049.
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ABSTRACTThe influence of demographic factors on public policy is well recognised, but the impact of policies other than population policy on demographic behaviour is generally ignored. The paper discusses the effects of various aspects of social policy on marriage, fertility, divorce and household formation behaviour. While the focus is on Great Britain, examples from other countries and cross-national comparisons are employed in the analysis. It measures the effects of particular policies in order to show that the impact of social policies on family formation and dissolution is not just a theoretical possibility. They have significant influences on important aspects of the way in which we live, and in most cases these demographic effects were not recognised by policy makers.
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Szadziewska, Arleta, and Halina Waniak-Michalak. "Editorial." Zeszyty Teoretyczne Rachunkowości 109, no. 165 (October 29, 2020): 7–10. http://dx.doi.org/10.5604/01.3001.0014.4338.
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We would like to present to you a thematic issue of “Zeszyty Teoretyczne Rachun-kowości” no. 109 (165) – (ZTR, “The Theoretical Journal of Accounting”), in English entitled Accounting as a source of financial and non-financial information. It is the second volume of our journal to be guest-edited by a foreign editor – Dr. Fredrik Karlsson (Linnaeus University, Sweden). The purpose of this issue of ZTR is to indicate the directions in the evolution of accounting theory and practice, in particular, with regard to corporate reporting, which constitutes the basis for assessing the effectiveness of an enterprise’s opera-tions. The articles submitted for publication raise important issues regarding the re-porting of financial and non-financial information that is requisite for the develop-ment of trust-based relationships with the stakeholders of companies operating on the market. Due to the lack of unified applicable non-financial reporting standards in corporate reporting, the provision of reliable and useful information on the environ-mental and social aspects of functioning presents a huge challenge. It is connected with adjusting the accounting systems that entities use in order to obtain a reliable picture of the impact of their economic activity on the environment. We believe that the articles presented in this volume will contribute to a better un-derstanding of the challenges accounting faces in the new, dynamically changing reality. We tried to involve scientists from various countries in the discussion on the directions in the evolution of accounting theory and practice. By accepting for publi-cation ten articles that have received positive reviews, we believe that we have succeeded in our attempt. The Authors of the works come from research centers in seven European and South American countries, such as Chile, Croatia, Italy, Lithuania, Poland, the UK, and Ukraine. The articles present the results of research on the disclosure of the financial and non-financial information in corporate reporting, which constitutes the basis for as-sessing companies’ economic, environmental, and social performance. The Authors additionally discuss the applicable accounting rules, which are requisite to obtain financial information of adequate quality for economic decision making. Various research methods have been used in the articles, such as statistical analysis, content analysis, comparative analysis, a review of the literature and legal acts, methods of deduction and synthesis, questionnaire surveys, and interviews. We can distinguish three main topic areas chosen by the Authors. The first group of papers concerns communication with users of the companies’ reports, especially regarding corporate social responsibility. The work written by Polish Authors from the University of Łódź (E. Śnieżek, M. Wiatr, K. Ciach, J. Piłacik) presents the results of research on the information needs of business information users with regard to improving the financial and non-financial information presented in annual reports. A total of 694 responses obtained from Polish accounting and tax specialists with professional experience were analyzed. The inter-pretation of the survey results takes into account the relationship between the responses received and the respondents’ characteristics, such as gender, age, and education. The Authors from Great Britain (A. Herdan, L. Neri, and A. Ruso) present the rela-tionship between sustainable development and financial indicators on the British mar-ket. The increasing social pressure exerted on enterprises, as well as the changes in legal regulations, are forcing enterprises to operate in a manner that considers the prin-ciples of sustainable development. For this reason, it is particularly important to deter-mine the relationship between the economic situation of an enterprise and sustainable development. The article written by Authors from Poland and Croatia (M. Remlein and V. Roŝka) examines the quality of the information on CSR-related investments presented in the reports prepared by Polish and Croatian companies. Based on a content analysis of re-ports prepared by non-financial companies listed on the Warsaw Stock Exchange and the Zagreb Stock Exchange, it has been found that socially responsible investment in Poland and Croatia is still at its infancy since not many investors have been exposed to this type of investment. The authors of the next article (A. Szadziewska, B. Kotowska, L. Kloviene, S. Legenchyk, D. Prša, and M.T. Speziale) noted the existence of differences in the implementation of Directive 2014/95/EU into the national law of individual countries included in their survey, i.e., Croatia, Poland, Lithuania, Italy, Great Britain, and Ukraine. Additionally, the results of the content analysis regarding the non-financial reports presented by branches of one corporation that operates in different countries indicated a different scope of the non-financial indicators published. What is more, sig-nificant differences were found between the scope of the non-financial indicators pub-lished by the capital group and its subsidiaries that operate in different countries. In the article by Polish authors from the University of Gdańsk (C. Kotyla and M. Hyży), we find a discussion on the disclosure of information on the environmental impact of companies from the mass passenger transport industry. The content analysis covered the financial statements and the management reports published by the three largest rail carriers and two airlines. The results indicate that the environmental disclo-sures in the reports analyzed do not allow for an objective assessment of the surveyed mass passenger transport enterprises’ impact on the environment. The second thematic area covered issues concerning the historical and current con-ditions that characterize accounting systems in different countries. The first article (H. Waniak-Michalak, I. Perica, and S. Leitonie) concerns non-gov-ernmental entities and the impact of accounting regulations on these organizations in Poland, Croatia, and Lithuania at the level of public trust. The results of their research indicate that accounting regulations are of marginal importance for social trust. How-ever, they have identified the possible impact of disasters and the country’s economic situation on public trust. B. Zyznarska-Dworczak, I. Mamić Sačer, and D. Mokošová conducted a compara-tive analysis of accounting systems in Central and Eastern European countries – Croa-tia, Poland, and Slovakia. The authors found important differences in the accounting standards of these countries despite their geopolitical proximity and Slavic roots. The other three articles concerned special rules of recording and reporting. M. Gierusz raises the problem of companies using the regulation of recognizing ac-quired goodwill in order to extend the useful life of goodwill. Authors from Poland and Chile (F. Morales Parada, R. Höllander Sanhueza, and M. Węgrzyńska) attempt to identify accrual adjustments as a tool to modify financial results. They indicate that Chilean firms exhibit more cases of accounting manipula-tions than Polish companies. According to the Authors, Polish firms use accrual adjust-ments to reduce the operating results, whereas Chilean companies apply accrual adjust-ments to increase their operating results. M. Szulc and P. Zieniuk answered the research question of whether listed compa-nies comply with the requirements of the International Financial Reporting Standards regarding the disclosure of events after the balance sheet date. They believe that the occurrence of such events in the economic practice of companies listed on the Warsaw Stock Exchange is much more frequent than in other European countries. The editorial team takes the opportunity to thank all the supporters of the English issue of ZTR. We very much appreciate the involvement of the reviewers, the commit-ment of the authors of the papers, as well as the help of other academics and friends engaged in the preparation of the issue. We also encourage you to visit our website, www.ztr.skwp.pl, where you can find the latest information on our projects as well as all the procedures needed to submit a paper to the journal. Please submit articles to the new special issue of ZTR in 2021, entitled Ethical Issues in Accounting in Prosperity and a Financial Crisis.
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Mukan, Nataliya, Iryna Myskiv, and Svitlana Kravets. "The Model of Unification and the Model of Diversification of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA." Comparative Professional Pedagogy 6, no. 1 (March 1, 2016): 7–13. http://dx.doi.org/10.1515/rpp-2016-0001.
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Abstract In the article the theoretical framework of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives have been defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; presentation and characteristic of two models: the model of unification and the model of diversification of teachers’ professional development in the systems of continuing pedagogical education of Great Britain, Canada and the USA by the dominant traits. Their major components have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: content of public school teachers’ CPD (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD programs (C. Pratt); public school teachers’ CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, А. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.