Journal articles on the topic 'Industry and education – Great Britain'
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1
Crossland, B. "The Life-Long Education and Training of Mechanical Engineers." Proceedings of the Institution of Mechanical Engineers, Part B: Journal of Engineering Manufacture 203, no. 3 (August 1989): 139–44. http://dx.doi.org/10.1243/pime_proc_1989_203_061_02.
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Without doubt Great Britain led the world into the Industrial Revolution, and for a considerable period up till the second half of the nineteenth century it could rightly consider itself as ‘the workshop of the world’. The author traces up till recent times why it was that Great Britain lost that position, mainly because of its reliance on engineers learning on the job by picking things up for themselves and learning by rule-of-thumb and ignoring the need for a soundly based education and well planned training. Since the end of World War II various attempts have been made to rectify this position, but without much success, until the Finniston Committee Report. The organization of the Engineering Council, set up in 1982 on the recommendation of the Finniston Committee, is considered, and in particular its responsibility for the engineering profession and for changing the public's perception of industry and the engineering profession. The author expresses his opinion on the initial education and training of engineers. He comments on the need to reconsider whether mechanical engineering as presently taught is a viable subject, or if a course spanning mechanical and electronic engineering is needed. He sees the objective of engineering education as being a design for total life cost, and he explores how this may be achieved within a total technology concept. Finally, he considers how to achieve better university/industry collaboration which is at the heart of effective education and training of engineers. He describes the Technology Centre concept recently set up in the Queen's University of Belfast, which integrates the services and resources provided for local industry and those required by the engineering departments of the University as well as providing for continuing education and training. He sees this as the way ahead in achieving close collaboration with industry.
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Shaimardanova, N. A. "Key factors of the civil servants’ pay in Russia and Great Britain." Moscow University Economics Bulletin, no. 6 (November 8, 2022): 159–89. http://dx.doi.org/10.38050/01300105202268.
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The article compares civil servants’ payment systems and wage levels in the Russian Federation and the United Kingdom, and identifies the factors affecting the civil servants’ pay level in both countries. With comparable civil servants’ payment levels in terms of purchasing power in Russia and Great Britain, there are differences in structural elements of payment and the fields of activity that are highly paid. The study is based on data analysis of the RF Ministry of Labour and the UK Office for National Statistics concerning civil servants’ pay levels in central offices of federal executive bodies of the Russian Federation and central public bodies of the UK. The comparative analysis shows that civil servants’ payment in Russia is significantly higher than that in Great Britain in such fields as security, defense, justice, legal proceedings, construction, housing and utilities, and statistics. In Great Britain, by contrast, civil servants are paid more than in Russia in speres of education, science, culture, tourism, media, industry and economics. Based on theories and studies reviewed, the article provides an econometric analysis of factors affecting the civil servants’ pay level in Russia and Great Britain. Regression analysis identifies statistically significant institutional, gender and age factors which determine the high level of the civil servants’ pay in both countries, for example, activities in financial, tax and customs spheres in Russia or work in small-size public bodies in Great Britain.
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Lavery, P. "The Education, Training and Manpower Needs of the Tourist Industry in Great Britain up to 1990." Tourism Recreation Research 12, no. 1 (January 1987): 19–23. http://dx.doi.org/10.1080/02508281.1987.11014473.
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Triyogo, Agus. "The Impact of Napoleonic War toward Great Britain’s Condition as Reflected in William Thackeray’s Vanity Fair (Sociological Approach)." EDULIA: English Education, Linguistic and Art Journal 1, no. 1 (September 15, 2020): 1–7. http://dx.doi.org/10.31539/edulia.v1i1.1569.
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The purpose of this study is to describe the social conditions that occurred in England after the Napoleonic war. This type of method is library research. Data collection was carried out through observation and documentation. Data were analyzed using a sociological approach. The results showed that the condition of British society after the Napoleonic war was still good in its education system with modern and intellectual thinking. British society realizes that education is very important for everyone to be more responsible. In fact, social relations that were conducive to change become individuals during war. The Napoleonic war had a negative impact on the life of British society, especially on psychological conditions and economic development. In conclusion, Britain's socio-economic life was destroyed after the war. All economic sources such as industry, agriculture and factories are getting worse. People only think how to protect themselves from war.
Keywords: Great Britain, Impact, Napoleonic War, Sociological Approach, Vanity Fair
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Androshchuk, Iryna, and Ihor Androshchuk. "Specificity of Students’ Technological Training in Finland and Great Britain." Comparative Professional Pedagogy 8, no. 3 (September 1, 2018): 20–25. http://dx.doi.org/10.2478/rpp-2018-0036.
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Abstract The specificity of students’ technological training in Finland and Great Britain has been considered. It has been found that the state policy of foreign countries is aimed at providing students with professional knowledge, work skills and combining comprehensive and professional training. Specific attention has been paid to the subjects and courses in foreign countries, which are equivalent to the course on technological training. It has been indicated that establishing connections between school, industry and production is one of the important conditions for improving technological training. The specificity of students’ technological training in Finnish schools at different levels of education has been characterized. Indeed, the level of education defines the character of technological operations differentiation based on the materials of manufactured products; gradual introduction of professional and polytechnical optional and specialized courses, whose volume corresponds to regional conditions; organization of visits to production, agricultural and forestry enterprises; active participation of students in professional production, which contributes to acquiring practical experience in the chosen production area. It has been revealed that Finnish schools pay particular attention to the importance of proper facilities and resources and fully equipped workshops, namely joiner’s shops, locksmith shops, tailor’s shops, fully equipped teaching kitchens and canteens. It has been revealed that technological training of students in Great Britain is characterized by their active involvement into field experience; establishment of mini-enterprises based on comprehensive schools; centralization in solving the main objectives in the field of students’ technological training. It has been stated that the mini-enterprises in schools contribute to strengthening the relations between school and the labour market. The common form of students’ technological training is industrial placement and the main method is project-based learning.
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Kondratyev, V. V., M. F. Galikhanov, F. T. Shageeva, P. N. Osipov, and L. V. Ovsienko. "Regional Development: New Challenges for Engineering Education (SYNERGY-2021 Conference Results Review)." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 12 (January 4, 2022): 111–32. http://dx.doi.org/10.31992/0869-3617-2021-30-12-111-132.
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The article summarizes the results of the plenary session of the international network conference “Regional development: new challenges for engineering education – SYNERGY-2021”, held at Kazan National Research Technological University from October 19 to 20, 2021. The forum which brought together representatives of universities and industrial enterprises of Russia and abroad was devoted to the issue of training engineers for the petrochemical industry. Among the participants were representatives of international societies for engineering education, ten national research universities and seven supporting universities of PJSC Gazprom, state authorities and industrial enterprises of Tatarstan. It was possible to observe the work of the plenary session in real time via the Internet in all the supporting universities of Gazprom. The event was organized by the Ministry of Science and Higher Education of the Russian Federation, the International Society for Engineering Pedagogy (IGIP), the Association of Engineering Education of Russia (AIOR), as well as the Ministry of Industry and Trade of the Republic of Tatarstan and Kazan National Research Technological University. Gazprom PJSC became the general sponsor. In total, the conference gathered more than 450 participants (380 online and 85 in person) from 40 universities in Russia, the USA, Great Britain, Germany, Portugal, Finland, Poland, Kazakhstan, Belarus, Armenia, Latvia, and Estonia. Representatives of 7 industrial enterprises spoke, 77 reports were made.
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Lawry, P. "Regional Trends In Hospitality And Tourism Management; Education And Training for Careers In Tourism Management: Implications for New Course Providers." Hospitality Education and Research Journal 12, no. 2 (February 1988): 488–90. http://dx.doi.org/10.1177/109634808801200263.
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Service industries in general and the tourist industry in particular make a significant contribution to the economy of Great Britain. Over 1.1 million people are currently employed either directly or indirectly in the tourist industry and it directly accounts for 4.7 percent of all UK employment. However, the subject of education and training for careers in tourism has been poorly quantified to date and little research has been done in this field of study. Yet any policies to promote the growth of the tourist industry must depend upon adequate numbers of trained people being available at all levels within the industry. If the tourist industry is to be encouraged as a major growth area in the UK economy it is essential that there are sufficient numbers of qualified people to prepare and implement tourism development plans, manage regional and national tourist organizations and staff the many firms which make up the tourist industry. This paper is based on a study carried out for the English Tourist Board, although any views and opinions expressed here are solely those of the author. It has been supplemented by more recent information on courses and course developments since 1985. “Education and training” is taken to mean educational and vocational training courses covering the whole field of further and higher education, from technical colleges through to universities, which are aimed at raising the level of skills and knowledge needed to work in the tourist industry. The study focused on the non-hotel sectors of the tourist industry because it was felt that the hotel and catering sector was well developed. However, it was felt that training in the tourist services sector is in a much earlier stage of development and has quite different manpower and training requirements. The aims of the study was to examine the existing provision of education and training courses in relation to the manpower needs of the industry, to identify shortfalls in provision and to suggest ways of meeting these short falls.
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Chvanova, Marina S., Irina A. Kiseleva, and Alexey V. Samokhvalov. "Training of specialists in knowledge-intensive areas in the United Kingdom." Perspectives of Science and Education 58, no. 4 (September 1, 2022): 74–95. http://dx.doi.org/10.32744/pse.2022.4.5.
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Introduction. The article analyzes the experience of training specialists for science and knowledge-intensive technologies on the example of individual leading UK universities, located close to knowledge-intensive industry: Cambridge University, Manchester University, Imperial College London. Considered educational programs and their features in the context of innovation activities and promotion of advanced technologies. The purpose of the study is to analyze the best practices of training students for science and high-tech technologies on the example of Great Britain. Materials and methods. The study uses analytical method, which allows to analyze the innovative aspects of the training of specialists in science-intensive areas. The analysis was carried out from the standpoint of the system approach to the understanding of student training in universities of science cities. The system approach allowed us to consider the training programs in universities, which are an integral part of science cities, having its own structure formed by various interrelated components, subject to its own logic of development under the influence of various factors. To identify the common and special in the training of specialists for science and science-intensive technologies the method of comparative analysis was used, which allowed to perform a comparative-pedagogical study in the context of training specialists for innovative activities and promotion of cutting-edge technologies. Results. Training of specialists for knowledge-intensive industries in universities of science cities of Great Britain is considered in the article. The common characteristics of the training of students in science-intensive areas in the UK are highlighted. The specifics of interaction of the professional community with the use of information cooperation platforms are considered in the article. Discussion and Conclusion. The obtained results can enrich them with a variety of interactions with knowledge-intensive enterprises and ways of modern communications, new directions of development of knowledge-intensive educational programs, formation of motivated participation in knowledge-intensive project activity of students.
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Postryhan, Tetiana. "Legal regulation of UK science parks." Theory and Practice of Intellectual Property, no. 1 (June 11, 2021): 68–73. http://dx.doi.org/10.33731/12021.234194.
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Key words: science park, science, legal regulation, high technologies, innovation,benefits, taxes
The article reveals important legal aspects of the UK science parks, the creation and operation of scienceand technology parks in Great Britain. The author considers the legislation of GreatBritain on the activities of science and technology parks, technological innovations,tax and other benefits. The author traces the development of legislation governing theactivities of science parks in Great Britain. Innovative structures, their features areconsidered. An analysis of research by scientists on state and legal regulation of highereducation, research institutions, science parks. The author examines the Government'spolicy on the development of the scientific and technical sector of the economyby supporting and encouraging innovation in the scientific and technical sector andthe Question of the Great Britain Science Parks. The UK provides significant governmentsupport to science parks, fosters cooperation and dialogue between industry andacademia in the field of innovation and high technology. In this matter, the state directlyfunds research partnerships between industry and basic science. The statestrategy includes, in particular, the application of direct tax benefits for companiesthat interact with universities to implement high technology, research and development,tax benefits in the field of depreciation, as well as through financial and technicalsupport of leading universities and public laboratories, grants and grants.The author notes the important role in the development of innovation policy in theUK plays the creation of information support for innovation.The author has analyzed the legislation in the field of providing tax-compliant pilgrimsfor education and distribution. Legislation in the field of supply of taxable pilgrimsfor additional and retail outlets is stored alongside a number of regulatory legalacts, the main ones being:• Income and Corporation Taxes Act 1988;• Finance Act 2000;• Finance Act 2002.The author examines the executive authorities that implement state policy tostimulate the development of research and development. The author identifies thatthe UK is creating numerous innovation centers. The article emphasizes that of particularinterest are the model contracts proposed by the Ministry, aimed at the transferor use of ownership of the results of intellectual activity in the field of innovation.The author states that the British model of state support for innovation can be usefulin shaping public policy and creating a legal framework for regulating legal relationsin the field of innovation and the interaction of universities with business to implementresearch and development and high technology.
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Johnson, Beth, and Alison Peirse. "Genre, gender and television screenwriting: The problem of pigeonholing." European Journal of Cultural Studies 24, no. 3 (April 28, 2021): 658–72. http://dx.doi.org/10.1177/13675494211006089.
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This article draws on the 2018 Writers Guild of Great Britain report ‘Gender Inequality and Screenwriters’, and original interviews with female screenwriters, to assess how the experience of genre plays out in the UK television industry. The report focuses on the experience of women, as a single category, but we aim to reveal a more intersectional understanding of their experiences. Our aim is to better understand the ways in which women are, according to the report, consistently ‘pigeonholed by genre and are unable to move from continuing drama or children’s programming to prime-time drama, comedy or light-entertainment’. Considering the cultural value of genre in relation to screenwriting labour and career progression, we analyse how genre shapes career trajectory, arguing that social mobility for female screenwriters is inherently different and unequal to that of their male counterparts.
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Gerneshiy, Vasiliy. "The Increasing Role of Educational Tourism in the Training System of the World Tourist Industry: A Socio-Philosophical Inquiry." Logos et Praxis, no. 3 (December 2021): 166–76. http://dx.doi.org/10.15688/lp.jvolsu.2021.3.16.
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The article presents the theoretical generalization of educational tourism as a social phenomenon of modern society. It is shown that educational tourism is now an integral part of the international systems of higher education for training in tourism. Educational tourism is seen as a particular social institution included in the life of the modern state and aimed at continuous modernization and stratification. The specificity of educational tourism, consisting of the synergistic unity of education and tourism, pedagogical principles, and forms of organization of tourist activity, is deduced. Methodologically, the work is done based on a comparative analysis of the training system for the tourism industry in the Russian Federation with relevant educational institutions of some European countries (in particular, Great Britain, France, Germany, Switzerland). The author reveals the specifics and characteristics of Russian and European educational systems, considering modern societies' economic, technological, and cultural features for training professional staff for the tourism industry. It is emphasized that European educational institutions have significant historical experience in training specialists for the tourism industry. In this regard, proposals for the use of positive foreign experience in training specialists for the tourism industry in the educational activities of Russian universities are outlined. External and internal conditions and factors influencing the educational systems of tourism and hospitality training have been revealed. Particular attention is paid to the requirements imposed on such systems by the professional community. The article reveals the goals, objectives, and forms of implementation of educational tourism in European and Russian systems of training for tourism and hospitality. The most crucial goal of educational tourism at the state level, according to the author, is the formation of a multilateral personality, capable of active and constructive activities in a multi-ethnic and multi-religious environment, with the ability to live in peace and harmony with people of different ethnic cultures and religions.
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Artamonov, V. A. "Proclamation of the All-Russian Empire – the Beginning of the Way to the Great Power Status." MGIMO Review of International Relations 15, no. 2 (May 10, 2022): 51–68. http://dx.doi.org/10.24833/2071-8160-2022-2-83-51-68.
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Many historians believe that Russia became a great power either as a result of the Poltava victory in 1709, or after the Nystadt Peace of 1721. It is difficult to agree with this. Peter the Great’s rule indeed produced a combat-ready regular army, a guard, an officer corps, a navy with shipyards, military bases, and coastal artillery. There was an upsurge in the metallurgical industry and mining. Schools with high-quality military and secular education, the Academy of Sciences, the Senate, and the Synod were established. St. Petersburg was founded. Talented and enterprising individuals were promoted to military, diplomatic and administrative posts. The main factor in the rise of the state was military modernization. The main geopolitical achievement of Peter I was the conquest of full access to the Baltic Sea. However, a limited resource base, military and diplomatic defeats and setbacks did not allow Russia to rise to the rank of a great power. The disasters of Narva in 1700 and on the Prut River in 1711 were painful. Russia lost access to the Sea of Azov, the city of Azov, city of Taganrog, the Azov squadron, shipyards and shipbuilding in the Voronezh Territory were lost. The damage from three treatises with the Ottomans in 1711-1713 was great. Russia has lost all of Zaporozhye. The demarcation of the borders of 1714 threw Russia back several hundred kilometers from the Black Sea region. In 1719, the Russian military force was squeezed out of Central Europe – from Mecklenburg. The sphere of influence of Russia after the victorious Peace of Nystad in 1721 was established only in Northern and Eastern Europe – in the Polish-Lithuanian Commonwealth, the Swedish and Danish-Norwegian kingdom, partly in Prussia. The tsar had no claims to hegemony in Europe and no claims to join the circle of the then great powers. Russia was not a great power like the Habsburg monarchy, France, Great Britain, and the Eurasian-African Ottoman Empire. Russia could not compare with the great powers of that time neither in terms of economic (industrial, financial) power, nor in terms of the intensity of expansionism. The entry of the Russian Empire into the system of international relations as one of the five great powers – France, Great Britain, Austria, Prussia, and Russia – occurred during the Seven Years War of 1756-1763. Another rise to great power took place during the reign of Catherine II. The apogee of greatness and the culmination of Russia's influence on European affairs was the Congress of Vienna in 1814-1815.
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Iliasova, Yuliia. "Professional Training of Junior Medical Staff: European Experience." Comparative Professional Pedagogy 7, no. 4 (December 1, 2017): 120–25. http://dx.doi.org/10.1515/rpp-2017-0059.
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Abstract The article covers current problems of professional training of junior medical staff. The main disadvantages of Ukrainian system of medical education that impede the intention of improving quality of professional training of junior medical staff have been analyzed. European experience in organizing medical education, namely, in Great Britain, Georgia, Italy, Poland and France has been studied. It has been determined that foreign experience in training medical junior staff differs from that in Ukraine. Comparative characterization of European and Ukrainian experience in training future nurses and midwives has been presented. The advantages of European professional training of future medical junior staff have been highlighted. It has been found out that in Europe more attention is paid to clinical disciplines than in Ukraine due to an increase in the number of academic hours allocated for practical training at clinical sites. The author emphasizes importance of independence in the process of training future junior medical staff in European educational space. The need for introducing into the education process of professional medical training in Ukraine communicative disciplines, including Pedagogy, which have long been used in medical education in Europe, has been specified. The author has considered the main features of apprenticeship being a new form of training in Ukrainian medical education that combines theoretical training and paid hospital placement. It has been concluded about European innovative trends in Ukrainian medical industry and gradual introduction of continuing consecutive education. It has been stressed that it is rather relevant to incorporate positive aspects of foreign experience in organizing medical education into modern reforms as well as new curricula in Ukraine.
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Popovic, Jovan. "The foundation and development of the department of pharmacy of the Faculty of Medicine in Novi Sad (2000-2007)." Medical review 60, no. 11-12 (2007): 565–68. http://dx.doi.org/10.2298/mpns0712565p.
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The Department of Pharmacy. The first 50 pharmacy students were enrolled at the Faculty of Medicine in Novi Sad in the academic year 2000/2001. The Institute of Pharmacy was established on July 10, 2001. The Department of Pharmacy was established on December 18, 2001, with more than 150 faculty members. Since then, 82 students have graduated with honours. Visiting professors from Athens, Skopje, Reading (Great Britain) and Banja Luka, and professors of the Faculty of Science and Mathematics and the Faculty of Technical Sciences in Novi Sad, together with the professors and associates of the Faculty of Medicine, are members of the Faculty of the Department of Pharmacy. Activities of the Department of Pharmacy. The Department offers a 5-year undergraduate program in pharmacy, practical courses in pharmacy, takes part in higher education reform in accordance with the Bologna objectives, organizes visits to European centers of the pharmaceutical industry, and provides mentoring activities in relation to writing a graduation paper. The First Balkan Congress of Pharmacy Students was held March 7-12, 2006 in Novi Sad. The Department of Pharmacy of the Faculty of Medicine in Novi Sad has achieved the objectives set for it when it was Established.
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Orlova, T. "THE IMPORTANCE OF THE COURSE OF PUBLIC HISTORY FOR THE UNIVERSITY EDUCATION IN UKRAINE." Bulletin of Taras Shevchenko National University of Kyiv. History, no. 146 (2020): 54–59. http://dx.doi.org/10.17721/1728-2640.2020.146.9.
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This article is dedicated to the pursuit of the ways of overcoming the crisis in university education in Ukraine, particularly at the department of history. By analyzing foreign experience, it is argued that the growing demand of society for history must be supplied by making experts with diplomas and degrees closer to the needs of the communities, as well as by finding new opportunities for the graduates at the labor market. Therefore, half a century ago professional historians have offered a new branch of training and subsequent activities, named public history. Currently, public history has spread practically all over the world: it is developing rapidly in the USA, Canada, Great Britain, Germany, Italy, Ireland, China, India, Australia, New Zealand and other countries. Anumber of universities of ferspecial courses of training, in the USA, for example, there areover 130. The graduates of the higher education institutions can findjob with in the broad opportunities of the creative industry. Recently in Ukraine, at the government level, the idea of promoting the development of this industry is advocated. But the problem of staff is pressing even more due to the mass emigration of employable population, particularly educational emigration. The demand for the activities of public historians is also caused by the importance of the so-called "soft force" of the state at the global level, as well as by the urgency of streng the ning identity at the level of the countryor a specific community. The development of public history esteem cooperation between professionals and laymen, interested in history of past and recent years. Public history is a history about the public, for the public and together with the public. The mentioned branch spans a wide scope of forms of working with the past, oriented at various audiences. For training experts, it is proposed to introduce an obligatory course "Public/practical history" at the senior-class students of relevant professional faculties of Ukrainian universities. The functioning of the universities in market conditions must be oriented on efficiency, pragmatism, instrumentalization. The suggested course is innovative, interdisciplinary and practice-oriented according to the leading global trends in education and science. The implied training has to combine strong theoretical foundations with state-of-the-art practical technologies of spreading historical knowledge, served by the informational society.
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Kravchenko, Tetyana, and Iryna Saienko. "WORLD EXPERIENCE OF PROCESS QUALITY MANAGEMENT OF TEACHER TRAINING IN HEI." Baltic Journal of Economic Studies 6, no. 4 (November 24, 2020): 90–97. http://dx.doi.org/10.30525/2256-0742/2020-6-4-90-97.
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The quality of higher education is the main feature of HEI. There are several approaches to assessing the performance of educational institutions. One of the leading process approaches is based on the principles of TQM (Total Quality Management) and the requirements for quality management systems of the International Organization for Standardization ISO. The basis for assessing the quality of higher education and training, as well as the quality of HEI’s activities are educational standards. The Ukrainian standards include: state standard, industry standards, HEI’s standards. The international standards of ENQA education quality guarantees include: standards for internal quality assurance of HEI, standards for external quality assurance of HEI, the European standards for external agencies of quality assurance. There are several models of education quality management systems: model of quality management system according to the international standard ISO 9001:2000 (DSTU ISO 9001:2001); the model of the European Foundation for Quality Management (EFQM) and its modifications for HE; the model of the Center for Higher Education Policy Studies (CHEPS) of the University of Twente (Netherlands); model of the Association of Universities in the Netherlands (VSNU); Belgian-Dutch model (Expertgroep HBO); Malcolm Baldrige National Quality Award in the field of education; benchmarking model for Australian universities and others. According to most researchers, there are some advantages in creating a quality management system of higher education institution in the context of the TQM ideology, which involves the application of process and systemic principles. The comparative characterization of factors influencing the quality of education in comparison with the principles of TQM, EFQM’s criteria and the requirements of the international standard ISO 9001:2000 and interdependent business processes. In the universities of the USA, France, Great Britain and other developed countries, the problems of general process quality management are considered in three planes. The study of the positive experience of developed countries, HEIs of which are included in the world rankings, and graduates are in demand in the labor market, allows to form a mechanism for implementing the TQM principles both at the state and regional levels.
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Volovyk, Lyudmila. "Transformation processes in the recreation and tourism industry of European countries at the present stage." University Economic Bulletin, no. 54 (September 27, 2022): 94–99. http://dx.doi.org/10.31470/2306-546x-2022-54-94-99.
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The subject of the study is to find out the specifics of the influence of the transformational processes of the world economy on the development of the recreational and tourist industry of European countries and to take into account the experience of Ukraine. The purpose of the article is the scientific substantiation of theoretical and practical provisions regarding the development of the recreational and tourist industry of European countries in the context of modern transformational changes in the world economy. Research methods. General scientific and special methods of scientific knowledge of empirical and theoretical levels of research are used to study transformational processes in the recreational and tourist industry of European countries at the current stage of development. Results of the article. The article examines the peculiarities of the impact of transformational processes on the development of the recreational and tourist industry of European countries, studying their experience for practical implementation in Ukraine. Field of application of results. The results of the study can be used by enterprises of the recreation and tourism industry of Ukraine, institutions of higher education, united territorial communities of the country and all interested persons in this issue. Conclusions. The recreational and tourist industry of European countries is a priority direction for the development of their economies and cultures. The European region is the most attractive for tourists, and the countries of Western and Southern Europe are distinguished by the highest and most effective level of use of recreational and touristic potential. Rich natural recreational resources, a significant number of cities with historical, architectural monuments, artistic and cultural values attract about 59% of the planet's tourists. According to the World Tourism Organization, the leaders in the number of tourists and vacationers in Europe are France, Great Britain, Germany, Spain, Italy and Greece [3]. The experience of European countries proves that the participation of the state in the development of the recreational and tourist industry, where centralized regulation solves a number of problems of the spontaneous market economy in favor of the sustainable (balanced) development of this sphere of activity, is the most acceptable for Ukraine as well, since our country has a high level of provision of natural and historical and cultural values for proper socio-economic development due to recreation and tourism, taking into account the fact that post-war economic reconstruction, as a result of Russian aggression, will last for years.
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CLARY, RENEE M. "THE ROYAL SCHOOL OF MINES: HENRY DE LA BECHE’S CONVERGENCE OF PROFESSIONALIZATION AND PUBLIC ADVOCACY." Earth Sciences History 39, no. 2 (November 12, 2020): 291–304. http://dx.doi.org/10.17704/1944-6187-39.2.291.
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ABSTRACT Several European countries instituted mining schools in the late 1700s, including France, Germany, Hungary, and Russia. However, since England’s mining industry was privatized with little government involvement, Great Britain was decades behind with the creation of a school of mines. In 1835, Henry De la Beche (1796–1855) became the first director of the Ordnance Geological Survey, precursor to the British Geological Survey. De la Beche used this position to advance geology’s professionalization, which would include the establishment of an applied geology museum, mining records storehouse, and a school of mines. The Museum of Economic Geology, displaying the country’s mineral resources and geology, was De la Beche’s first success. Founded in 1835, it opened to the public in 1841. The Mining Records Office opened in 1840 as a repository for plans of working and abandoned mines. An early public advocate for workers’ safety, De la Beche lobbied for government inspections of collieries, immediate reporting of mining accidents, and proper plans of mines. The School of Mines was De la Beche’s third accomplishment in geology’s professionalization. As an outgrowth of the museum, it was formally opened in 1851 along with the larger Museum of Practical Geology, the Museum of Economic Geology’s successor. De la Beche’s intent for the School of Mines—instruction as a combination of science and practice—seems modern in its approach. In 1843, funding was allocated for lectures on the practical applications of geology, but these were not implemented until the School of Mines opened in 1851. In his effort to educate everyone—from miner to mine owner—De la Beche transcended social boundaries and supported open, public lectures. As a result, some considered him a class traitor. De la Beche used his position to advocate for advancement of the mining industry to include miner safety and public education. Therefore, while the Royal School of Mines emerged later than many of its European counterparts, it was part of a systematic professionalization of geology, coupled with education and a public advocacy for mining participants.
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Bell, Nikki, Jennifer Lunt, Jennifer Webster, and Tim Ward. "Comparing high and low performers for noise control." International Journal of Workplace Health Management 8, no. 1 (March 9, 2015): 46–60. http://dx.doi.org/10.1108/ijwhm-03-2014-0007.
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Purpose – The purpose of this paper is to investigate the dimensions that distinguish high from low performing manufacturing companies in Great Britain with respect to controlling noise. The findings should assist regulators and industry to develop interventions that help organisations to effectively manage noise, particularly amongst the low performers. Design/methodology/approach – The research uses quantitative and qualitative methods. Survey data was obtained from 215 manufacturers and supplemented with 15 qualitative interviews to assess performance and individual, social, environmental and organisational influences on duty holders' decision making for controlling noise. Findings – Relative to low performers, decision makers from high performing companies had: greater in-depth knowledge of noise risks and controls; taken steps to promote positive health and safety attitudes and values; were large companies; and faced fewer resource barriers (time, costs, staffing). Managers in small, low performing companies sought simple interventions with a practical focus. Research limitations/implications – The differences reported between high and low performing companies showed a small magnitude of effect but these are considered significant in a health and safety context. Practical implications – Improvements in training and education, and addressing workplace health and safety culture, are recommended as offering most potential to raise the standard of noise control. Originality/value – To the authors’ knowledge, this is the first study to systematically assess the specific knowledge, attitudes, values and beliefs that employers hold about noise and the influence of social, environmental and organisational factors on manager’s decisions about noise controls.
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Oharenko, Viktor, and Iuliana Kozachenko. "STATE REGULATION OF THE EDUCATION SECTOR UNDER THE CONDITIONS OF DECENTRALIZATION." Baltic Journal of Economic Studies 6, no. 3 (August 5, 2020): 99–106. http://dx.doi.org/10.30525/2256-0742/2020-6-3-99-106.
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The purpose of the paper is to define general trends and approaches to educational reform under the conditions of decentralization in Ukraine. Methodology. The survey is based on the analysis of the development of the regulatory framework of Ukraine for reforming the education sector under the conditions of decentralization. Statistical data on the dynamics of change in the total number of education institutions are studied. The reasons for the decrease in the total number of secondary and vocational education institutions have been identified. The degree of financing of the education sector from the consolidated budget of Ukraine by levels of education is considered. Results. The article outlines general trends and approaches to educational reform under the conditions of decentralization in Ukraine. The problems of the decentralization process, which began in 2014, were emphasized, namely the regional development and unification of territorial communities, which influenced the dynamics of education institutions that gained more autonomy. The dynamics of the total number of education institutions subordinated to the Ministry of Education and Science of Ukraine in terms of educational levels is presented. It is determined that the education sector in Ukraine is in transition, and an important component of this process is the correct choice of the vector of movement, taking into account the interests of all stakeholders. It is determined that the decentralization reform affects mechanisms of management in education. It is established that decentralization for higher education institutions should be considered as a means of forming managerial relations in the industry and joint responsibility for the management of the educational process. The experience of Great Britain and the European Union (Denmark, Spain, Poland, Romania, Finland, France) on improving the quality of educational services by strengthening the motivation of teachers using a differentiated payment system is studied and proposed to introduce into the Ukrainian education system. Practical implications. The possibility of introducing the process of educational / school clustering is considered. It is established that the introduction of decentralization opens the way to changes in creating favorable conditions for the emergence and implementation of intellectual needs of the individual. It is proved that the main task of the government in education in the conditions of decentralization is to coordinate the actions of government agencies, education institutions and the public in order to meet the personal needs of citizens and government demands for intellectual and professional enrichment. Value/originality. In the course of the research perspectives for development of education in Ukraine at the level of territorial communities, the process of formation of new opportunities in education for users of educational services is formed.
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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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Imbert, Clément, and Reynold John. "Transition from master craftsman to engineering degree." South Florida Journal of Development 2, no. 2 (May 17, 2021): 1277–87. http://dx.doi.org/10.46932/sfjdv2n2-012.
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There is a great need for Master-Craftsmen who are highly valued in industry locally but are not afforded the same recognition as in Germany, so in order to encourage more applicants a bridging progression to a Bachelor’s degree should be devised. There are several paths to the education of engineers. Traditionally students of engineering attend secondary school from which they matriculate to a tertiary institution. In many countries candidates may opt to do an Associate degree articulating to a Bachelor’s degree. However, in some countries, it is possible to become an engineer without a traditional degree, usually in a more practically-oriented apprenticeship programme. In Britain for example, such candidates complete National Vocational Qualifications (NVQs) in engineering while working at a company. NVQs typically range from Level 1 to Level 8, Levels 6 and 7 being equivalent to Bachelor’s and taught Master’s degrees respectively. In Germany, there is also an alternative qualification to the Bachelor’s degree, the more practically-oriented Meister (Master-Craftsman in English), both of which are equally recognized and respected professionally and are both pegged at Level 6 in the 8-Level German National Qualifications Framework (NQF). The MIC Institute of Technology has adopted a Master-Craftsman programme which is accredited by the German Chamber of Crafts and Trades. Candidates have to first complete the (trimester) Journeyman programme comprising three years, about 50% of which comprise industrial attachments/internships. Successful Journeyman graduates can progress to the Master-Craftsman qualification by completing an extra (trimester) year of study. This paper deals with the progression of Master-Craftsman graduates, through advanced placement, in a Bachelor of Technology programme. The Master-Craftsman curricula have to be mapped against a typical Bachelor of Technology programme to determine the gaps in mathematical, theoretical and other areas and mechanisms to fill any gaps.
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Ibragimov, Farkhad Elshan Ogli. "Development of Iranian-German Relations in 2010-2020 (Problems and Prospects)." Вопросы безопасности, no. 4 (April 2022): 34–42. http://dx.doi.org/10.25136/2409-7543.2022.4.39069.
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The subject of the study is Iranian-German relations in 2010-2020. The object of the research is the development of relations between Iran and Germany. The author of the work examines in detail such aspects of the topic as the history of the development of relations between Iran and Germany, the Joint Comprehensive Plan of Action, which directly affects Iran's relations with the world community, in particular with the European Union. Particular attention is paid to the role of Germany as a strategic partner of Iran. Germany has traditionally been seen as Iran's closest partner in Europe, although its policy towards Iran during the so-called nuclear crisis of the 2000s largely followed the example of Washington due to Germany joining the latter's power diplomacy. The main conclusions of the study are: The future of German-Iranian relations will depend on a number of international, regional and domestic factors, the development of which is difficult to predict with any certainty; besides Germany, the positions of Great Britain and France in relation to Iran matter to a lesser extent; Iran's geopolitical attractiveness, along with Iran's willingness to welcome Germany as an active player in the Middle East and the Persian Gulf, as well as pressure from the country's economic groups to develop trade relations with Iran, encourage Germany to take the lead in European foreign policy towards Iran ; With the start of nuclear talks in 2013, Berlin played a positive role in the negotiations that culminated in the nuclear deal in July 2015. Since then, close cooperation has been established both in industry and in the field of education; The scientific novelty of the study lies in the fact that the results of the study can be applied in the strategic planning of international relations with Iran.
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Hughes, Meredydd G. "Great Britain." Educational Administration Quarterly 21, no. 1 (February 1985): 129–31. http://dx.doi.org/10.1177/0013161x85021001010.
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Homan, Roger. "Education Reform in Great Britain." Moderna Språk 86, no. 1 (June 1, 1992): 18–24. http://dx.doi.org/10.58221/mosp.v86i1.10258.
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Kolesnikova, Marina. "Development of fishing industry in Great Britain." Contemporary Europe 18, no. 4 (July 1, 2018): 146–54. http://dx.doi.org/10.15211/soveurope42018146154.
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Benito, Andrew. "Inter‐Industry Wage Differentials in Great Britain." Oxford Bulletin of Economics and Statistics 62, s1 (December 2000): 727–46. http://dx.doi.org/10.1111/1468-0084.0620s1727.
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Kuznetsova, I., and M. Gillies. "Industry Workers of Russia and Great Britain." Medical Radiology and radiation safety 65, no. 4 (November 1, 2020): 74–86. http://dx.doi.org/10.12737/1024-6177-2020-65-4-74-86.
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Purpose: The estimation of the radiation risk of leukemia incidence and mortality for occupational exposure.
Material and methods: The study was conducted in the pooled cohort comprised 45,817 workers from the two enterprises; 23,443 radiation workers first employed in 1947–2002 from the Sellafield plant (Great Britain) and 22,774 workers from the Mayak PA (Russia) first employed at the main plants in 1948–1982. The period of follow-up was terminated at the end of 2008 for Mayak workers who were Ozyorsk city residents, and at the end of 2005 for Sellafield workers and Mayak workers who had migrated from Ozyorsk.
Results: Comparable radiation risk estimates of leukemia incidence and mortality were found among Mayak PA and Sellafield workers as for the whole dose range and separate dose intervals. Averaged by attained age estimate of excess relative risk per 1 Gy of external gamma-dose was 3.0 (95 % CI: 1.3–6.3) under the assumption of the linear dose–effect model. The quadratic model with attained age modification showed the best quality of fit. Risk estimates were statistically significant in the dose range 0.15–1.5 Gy. There was no evidence of any relationship between leukemia risks and accumulated red bone marrow dose of internal alpha-exposure due to incorporated Pu-239.
Conclusion: Preliminary analysis of the pooled cohort data has demonstrated the feasibility and efficiency of a research project looking at leukemia risks in a joint cohort of Mayak and Sellafield workers. The current study provides further evidence about the already well established link between external-gamma exposure and leukemia risk. However, it fails to provide any firm further evidence about the absence or presence of relationship between plutonium exposure and leukemia risk.
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Melnyk, Leonid, Bohdan Kovalov, Valerii Hrytsenko, Alina Simanovska, and Yevheniia Stepanenko. "CREATIVE ECONOMY AS THE MAIN DIRECTION OF FORMING A SOCIALLY ORIENTED ECONOMY." Vìsnik Sumsʹkogo deržavnogo unìversitetu 2022, no. 4 (2022): 52–60. http://dx.doi.org/10.21272/1817-9215.2022.4-06.
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The new economy is based on the sphere of services, which are created by intellectual creative work. Key factors in this are knowledge, innovation, scientific achievements and technologies based on modern progressive post-industrial society. In this way, intellectual and creative work turns into the leading driving force of the new economy. The purpose of the work is to determine the key areas of development of the creative economy. As a result of the research, it was established that the creative economy includes hundreds of spheres of activity. Among them, in particular: television, fine arts, design, cinema, music, architecture, education, fashion, etc. This list can be continued endlessly, because human imagination has no limits. The creative economy depends on the creative activity of people and the innovativeness of their works, and not on natural resources, such as land, water, and subsoil. Thus, this industry does not cause such damage to the environment as it is caused by industrial enterprises or agricultural production. It is these sectors that primarily deplete renewable and non-renewable natural resources massively, and also pollute the environment. In Ukraine, the process of investing in creative industries is still far from the indicators of developed countries and is implemented through separate programs that stimulate people, mainly young people, to earn, activating intellectual potential (Start-up Fund, Diya City, loans 5-7-9, etc). The largest producer of added value in the creative economy sector in Ukraine is the IT sector, which accounts for 25% of the total added value. The largest share of IT technology exports is accounted for by computer services – almost 37%. In 2020, their income was 5 billion dollars, and in 2021 – 6.8 billion US dollars. Recently, the creative economy is closely intertwined with all areas of our life. It affects education, science, technical progress, determines the attractiveness of regions. In the processes of formation of the creative economy, the main resource is information, and the key assets are personnel and their non-standard, creative ideas. Thus, the main direction is to increase the quality of human capital. However, the development of this area also requires appropriate capital investments. Creative industries develop best in large cities, megacities, and highly developed countries. Therefore, in order to catch up with Germany or Great Britain, Ukraine needs to increase investments in this area. The scientific provisions regarding the systematization of the directions of the creative economy were further developed, and the volumes of the creative economy by sectors of the national economy were substantiated.
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DACRE, J. E., S. M. GRIFFITH, and B. C. JOLLY. "EDUCATION: RHEUMATOLOGY AND MEDICAL EDUCATION IN GREAT BRITAIN." Rheumatology 35, no. 3 (1996): 269–74. http://dx.doi.org/10.1093/rheumatology/35.3.269.
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Shumak, Ljudmila. "ENGINEERING LABOUR MARKET IN CONSTRUCTION IN UKRAINE AND ABROAD." Three Seas Economic Journal 1, no. 4 (December 28, 2020): 159–65. http://dx.doi.org/10.30525/2661-5150/2020-4-23.
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The purpose of the article is to analyse the engineering labour market on the example of the profession of design engineer in modern conditions of the construction market in Ukraine and abroad. It is also necessary to study the formation of the integrated view of the structure, state and dynamics of the labour market in design enterprises; qualification requirements for engineers; compliance of the vocational education system with these requirements. Design is a type of labour activity in construction as a branch of professional activity. The article contains statistical indicators of wages that characterize the profession of design engineer, and innovative activities of design enterprises. The indicator of the level of innovative development of design enterprises is the quality of products (projects). One of the main characteristics of design is the price of the product. It includes the Customer’s assessment of all other design properties. Pricing issues have been and continue to be one of the guiding problems of the country’s construction industry, including design and the salaries of design engineers. Methodology. The design market in Ukraine has a situation that reflects the overall state of the construction industry. The development of this type of business and its participants is differently influenced by many factors. Project market participants in Ukraine can be classified: by the form of ownership – state departmental institutions and commercial structures; by the volume of work – design enterprises and design institutes that act as general designers, who mainly perform all stages of the project. Architectural workshops, mainly specializing in the stages of “sketch project” and “project”; design departments at the construction and assembly organizations performing stages “working design”, “working documentation”, separate sections of projects or only detailing for production. There were about 70 design enterprises and about 200 architectural workshops in Kyiv in 2016, according to the Association of Design Enterprises. The potential of Ukraine as a “technical” state, that is able to solve complex problems and generate complex solutions and products with high added value, is due to the potential of the educational field of technical direction. Accordingly, in 2016 in Ukraine, the relative number of graduates of technical specialties was 2 times more than in the UK or Poland, namely, in European countries, thousands of people: Ukraine – 130; France – 105; Germany – 93; Turkey – 75; Great Britain – 71; Poland – 66; Spain – 56; Italy – 48; Romania – 39. In 2015-2016, training in the fields of construction specialties in Ukraine was carried out by 49 higher education institutions. Today, one of the shortcomings of education is the lack of modern curricula; technical fields are getting excessively humanitarian and detachment from practice, in particular, the application of European standards. Some Western academic subjects are not taught in Ukrainian universities at all, which reduces the competitiveness of graduates. Certification of responsible executors of design works in construction in 2012 was a significant step towards the liberalization of the market of design services. The responsibility of engineers was personified and strengthened, but at the same time their object and financial possibilities were increased. As of December 2015, more than 22,000 design engineers have been certified in Ukraine. It can be stated that for the period 2016-2019, a fairly developed market of design services has been formed in Ukraine. Its key features are the attraction to large cities, diversification by specialties and grounds on the existing, including the Soviet, experience, as well as concentration and duplication of functions, in particular, design institutes by the commercial sector, etc. Significant potential is due to intellectual capacity, diversity of tasks and the accumulated practice of Ukrainian designers, which provides certain advantages in the international market of design services. Today, the customer is moving away from design technologies, which means that the designer’s work must be built in such a way that the customer understands the need for investment at the design stage of the facility, taking into account further operation. The lack of design and the need to revise salaries affects the value of real estate. The lack of engineers affects the organization of construction and the market as a whole. Increasing the salaries of design engineers, creating more favourable working conditions lead to an increase in the cost of construction work from 9 to 15%. Understanding the difficulties faced by the design industry, it is logical to think about the ways to overcome them in the near future. Conclusion. Nowadays, during the COVID-19 pandemic, the analysis of the engineering labour market in construction allows to understand the innovative activity of the project enterprise and to mark the course of further development of the market of design services in Ukraine. Reducing unhealthy competition among designers is possible due to new approaches to work aimed at optimizing and improving the performance of design companies. Stories of design engineers having to leave their favourite profession to make a living are a thing of the past. Now it is a prestigious and profitable speciality. To be relevant in the profession, you must, first of all, learn foreign languages, read technical literature in English. Self-education, i.e. the ability to independently search and analyse information, to develop oneself as a specialist, is of great importance. High erudition is a quality possessed by the Soviet-era engineers and often lacking in many modern design engineers. At the same time, it is of great importance because the building is a single organism, and the design engineer must understand not only construction, but also related fields. The main feature that distinguishes a design engineer is a certain mindset. And the work must be highly paid for this. Considering the issue of the engineering labour market in Ukraine, it is safe to say that there are temporary professions that are in vogue, and there are those that will always be in demand, and the profession of design engineer is one of them.
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Corker, Chris. "The optical munitions industry in Great Britain, 1888–1923." Business History 57, no. 6 (May 13, 2015): 949–50. http://dx.doi.org/10.1080/00076791.2015.1031323.
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MACLEAN, UNA. "Medical sociology in Great Britain." Medical Education 9, no. 1 (January 29, 2009): 4–16. http://dx.doi.org/10.1111/j.1365-2923.1975.tb01884.x.
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Yarovaya, Yelena B. "Standardization of Primary Education in Great Britain." European Journal of Contemporary Education 12, no. 2 (June 18, 2015): 169–74. http://dx.doi.org/10.13187/ejced.2015.12.169.
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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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Walford, Geoffrey. "Educational Choice and Equity in Great Britain." Educational Policy 6, no. 2 (June 1992): 123–38. http://dx.doi.org/10.1177/0895904892006002003.
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Sayfullin, A. P., A. Ya Aleynik, A. E. Bokov, Yu A. Israelyan, and S. G. Mlyavykh. "Enhanced recovery after surgery (ERAS) in spine surgery: A systematic review." Russian journal of neurosurgery 24, no. 1 (April 27, 2022): 83–100. http://dx.doi.org/10.17650/1683-3295-2021-24-1-83-100.
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Introduction. In recent years, Enhanced recovery after surgery (ERAS), or Fast-track, has been actively developed and introduced into clinical practice in many industry of surgery in Europe and the USA. However, the ERAS® Society has not yet approved a unified protocol in spinal neurosurgery, and most of the publications on the topic have appeared only in the last few years.The purpose of the study is to present a systematic review of the literature to identify the key elements of the ERAS program and the effect of their use, as well as the impact on complications in the following areas of spinal neurosurgery: deformities, trauma, degenerative, infectious and oncology diseases.Materials and methods. The authors analyzed and systematically reviewed all published literature on ERAS in spine and spinal cord surgery up to October 10, 2020 using the main databases of medical literature and search resources PubMed and eLibrary according to the PICOS inclusion and exclusion criteria, as well as the recommendations of the protocol for writing systematic reviews. and PRISMA meta-analyses.Results. We analyzed 13 articles considering the use of ERAS technology in surgery for deformities (n = 3), degenerative (n = 8) and tumor (n = 2) lesions of the spine. The level of evidence of the study is 2a. The publications contain information on the treatment of 2,777 patients, whose average age was 50.5 years (from 14.0 to 72.4 years). The ERAS protocol has been implemented in clinics in the USA (46 %), China (30 %), France (8 %), Russia (8 %) and Great Britain (8 %). The average number of key elements of the ERAS program was 13.7 (range 5 to 24). The most popular are: preoperative patient counseling and education, minimally invasive surgery, multimodal analgesia, early mobilization and enteral loading, as well as active follow-up and care. The introduction of the ERAS protocol in spinal surgery made it possible, compared with the control group, to reduce the duration of hospitalization by 1.8 days (from 0.17 to 3.2 days), the cost of treatment by $ 1,443.75 (from 146 to $ 3,444), the severity of pain syndrome and the use of opioids in 38 % of cases, the consumption of antiemetics after surgery, as well as the time of surgery and blood loss at 29 minutes and 188 ml, respectively. For ERAS-groups, cardiovascular and respiratory complications are more typical, and for control groups – urinary, infectious, thromboembolic complications and liquorrhea. In general, there is a decrease in the total number of complications by 8.5 % (from 2.3 to 9.6 %).Conclusions. Enhanced recovery after surgery is a promising technology for improving the quality of care for patients in spine surgery.
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Widger, Phillip, and Abderrahmane Haddad. "Evaluation of SF6 Leakage from Gas Insulated Equipment on Electricity Networks in Great Britain." Energies 11, no. 8 (August 6, 2018): 2037. http://dx.doi.org/10.3390/en11082037.
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This paper examines the data collected from the power industry over the last six years of actual reported emissions of sulphur hexafluoride (SF6) and the potential impact. The SF6 emissions have been collated from the 14 different regions in England, Scotland, and Wales (Great Britain) from the six distribution network operators. The emissions of SF6 due to the transmission network of Great Britain have also been collated from the three different transmission network operators. By collecting this SF6 emissions data from the power industry, in both the distribution and transmission networks, an overall view of the scale of SF6 emissions in Great Britain can be evaluated. Data from the power industry also shows the inventory of SF6 power equipment in use over the last six years in Great Britain and shows the calculated percentage leakage rate of all of this equipment. In this paper, these figures, as reported by the electrical power industry to the UK government, have been used to estimate the likely inventory of SF6 equipment in England, Scotland, and Wales by 2050 and the future emissions of SF6 that could be leaked into the atmosphere by this equipment.
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Lysenko, O. "POSTGRADUATE MEDICAL EDUCATION: THE EXPERIENCE OF GREAT BRITAIN." Continuing Professional Education: Theory and Practice, no. 4 (2015): 50–54. http://dx.doi.org/10.28925/1609-8595.2015.4.5054.
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Fakhretdinova, A. P., and O. A. Abakumova. "DIFFERENT APPROACHES TO CIVIC EDUCATION IN GREAT BRITAIN." Tomsk state pedagogical university bulletin, no. 4 (2017): 128–32. http://dx.doi.org/10.23951/1609-624x-2017-4-128-132.
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Steers, John. "Art, Craft, and Design Education in Great Britain." Art Education 42, no. 1 (January 1989): 6. http://dx.doi.org/10.2307/3193182.
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Power, Sally, and Geoff Whitty. "Education Reform in Great Britain: An Interim Review." Educational Administration Quarterly 33, no. 2 (April 1997): 136–39. http://dx.doi.org/10.1177/0013161x97033002002.
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Zorochkina, Tetiana. "Legal Enforcement of Teacher Education in Great Britain." Comparative Professional Pedagogy 7, no. 4 (December 1, 2017): 67–75. http://dx.doi.org/10.1515/rpp-2017-0052.
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Abstract The article deals with legal enforcement of teacher education in Great Britain. It has been found out that in Great Britain, the sources of education legislation are statutes and acts adopted by British government. All current statutes relating to education are classified either as public or private. Public laws contain general rules, that is, designed for all individuals and for repeated application. They operate throughout the country, addressed to all subjects of educational relations. Private statutes accumulate private norms, which refer to specific legal entities or individuals and contain strictly defined directives for them. They are addressed to a particular country or specific organization or group of individuals. It has been indicated that the system of education legislation in Great Britain in the context of teacher education is provided by a range of legal acts, such as the Education Reform Act of 1988, the Further and Higher Education Act of 1992, by the Teaching and Higher Education Act of 1998, The Education Act 2002, The Education Act of 2005, The Education and Inspections Act of 2006, The Education and Skills Act of 2008, The Education Act of 2011, The Education and Adoption Act 2016, The Higher Education and Research Act 2017 as well as legal acts of European authorities. It has been concluded that the orientation of the content of British legal acts toward quality teacher training should be successfully implemented into Ukrainian education legislation so that the national system of teacher training may be improved. It has been suggested that the prospects for further researchers are seen in studying the legal enforcement of teacher education in leading European countries (Sweden, the Netherlands, Germany, France, Switzerland etc.).
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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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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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Goodacre, Elizabeth. "Reading Research in Great Britain ? 1984." Literacy 20, no. 1 (April 1986): 16–29. http://dx.doi.org/10.1111/j.1467-9345.1986.tb00326.x.
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Goodacre, Elizabeth. "Reading Research in Great Britain?1985." Literacy 21, no. 1 (April 1987): 16–29. http://dx.doi.org/10.1111/j.1467-9345.1987.tb00796.x.
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Frick, Sandra B. "School Nursing in Great Britain." Journal of School Health 55, no. 3 (March 1985): 120–22. http://dx.doi.org/10.1111/j.1746-1561.1985.tb04096.x.
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Simpson, Alan. "Report from Great Britain. "Artistic" Developments." Journal of Aesthetic Education 19, no. 3 (1985): 101. http://dx.doi.org/10.2307/3332647.
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Simpson, Alan. "From Great Britain: The Legislated Curriculum." Journal of Aesthetic Education 24, no. 2 (1990): 121. http://dx.doi.org/10.2307/3332792.
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