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1
Freeman, Curtis W. "Shared Communion." Horizons 45, no. 2 (November 29, 2018): 375–94. http://dx.doi.org/10.1017/hor.2018.74.
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This theological roundtable discussion on shared communion, presented at the 2018 CTS Convention, reflects twenty-plus years of conversations among theologians: some Catholic, members of the College Theology Society; and some Baptist, members of the National Association of Baptist Professors of Religion, region-at-large. They gather at the annual convention of the College Theology Society not only for intellectual exchange but also for common prayer. Over the decades, the Baptist theologians have always participated in Mass. Their fidelity informed Sandra Yocum's presidential address at the convention, which began with a lament over our Christian disunity reflected in the faces of my dear friends in Christ, these Baptist theologians who with all humility process with the other communicants, but with arms crossed over their chests to signal that they cannot receive Christ, whom they too believe to be present in the sacrament.1 The lament sparked a desire in Curtis Freeman to respond with this careful study of the rules among Baptists and Catholics for intercommunion. The subsequent thoughtful responses from Catholics and Baptists bring to the foreground the painful reality of Christ's wounded Body that neither refraining from nor participating in the Eucharist will fully resolve. Yet, each respondent affirms hope in the Eucharist's healing power and echoes Christ's own prayer “that they may all be one, as you, Father, are in me and I in you” (John 17:21).
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Wilson, Duncan. "Educational Rights of Persons Belonging to National Minorities." International Journal on Minority and Group Rights 10, no. 4 (2004): 315–79. http://dx.doi.org/10.1163/1571811031260653.
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Greene, Adrian. "Church within a Church: Sutton E. Griggs’s Imperium in Imperio and the Middle Way within the National Baptist Convention." Mississippi Quarterly 67, no. 2 (2014): 233–50. http://dx.doi.org/10.1353/mss.2014.0015.
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Walker, N., J. Leatherwood, R. Brooks, C. Smith, S. TenBroeck, K. Vernon, K. Waite, et al. "165 National American Collegiate Horsemen's Association Convention: an effective equine educational venue." Journal of Equine Veterinary Science 35, no. 5 (May 2015): 453–54. http://dx.doi.org/10.1016/j.jevs.2015.03.178.
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Kurzman, Charles. "Organizational Opportunity and Social Movement Mobilization: A Comparative Analysis of Four Religious Movements." Mobilization: An International Quarterly 3, no. 1 (March 1, 1998): 23–49. http://dx.doi.org/10.17813/maiq.3.1.m5612124613760j2.
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When do nonactivist organizations become committed to social movement goals? Building on critiques of the "iron law of oligarchy," this article develops and tests the concept of organizational opportunity, analogous to political opportunity. It divides the concept along two dimensions, the attitudes and authority of organizational leaders. The article examines organizational opportunity in four religious organizations and the social movements that challenged their political quiescence: the civil rights movement in the National Baptist Convention, U.S.A., Inc.; Liberation Theology in the Latin American Roman Catholic Church; the Iranian revolutionary movement in the Shi`i Muslim ruhaniyat; and prodemocracy activism in the Burmese Buddhist sangha. Activist mobilization of these organizations since the 1950s and 1960s appears to be strongly related to variation in organizational opportunity.
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Simakova, Nataliya. "UKRAINIAN LEGAL FIELD OF EDUCATION: THE ESTABLISHMENT AND DEVELOPMENT." Educational Discourse: collection of scientific papers, no. 8(9-10) (September 30, 2018): 91–110. http://dx.doi.org/10.33930/ed.2018.5007.8(9-10)-8.
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The article reviewed the "National Doctrine of Education Development in the XXI Century", in particular, which was born in the conditions when the issue of Ukraine’s accession to the Bologna process was discussed. At that time The Convention on the Recognition of Qualifications concerning Higher Education in the European Region (The Lisbon recognition convention (1997) has already received the status of the Law of Ukraine. The main idea of the Convention is to provide all people of the European Region with full use of the source of the diversity of educational systems, to as much as possible facilitate the access of residents of each country and students in the educational institutions to the educational resources of other states, to a certain extent predetermined the ideology of the “National Doctrine”. And although the decision to join the Bologna process at the time of preparing the document was not yet made, however, all of its provisions brought Ukraine closer to the European choice in the field of education, demonstrating its orientation towards European standards and principles.
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Best, Wallace. "“The Right Achieved and the Wrong Way Conquered”: J. H. Jackson, Martin Luther King, Jr., and the Conflict over Civil Rights." Religion and American Culture: A Journal of Interpretation 16, no. 2 (2006): 195–226. http://dx.doi.org/10.1525/rac.2006.16.2.195.
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AbstractThe infamous conflict between Joseph Harrison Jackson, longtime president of the National Baptist Convention, Inc. (NBC), and Martin Luther King, Jr., has attracted considerable scholarly attention. For nearly a decade, the two Baptist clerics fought for control of the largest African American religious organization in the country as King sought to use it as the “institutional basis for the Civil Rights Movement.” Treated as a simple confrontation between the “radicalism” of King and the”conservatism” of Jackson, however, the conflict has been misinterpreted and, therefore, undervalued by scholars. It was not a struggle between conservative and progressive forces within the NBC, and Jackson and King were not ideological polar opposites. Their conflict was essentially religious in nature and was predicated on questions regarding what constituted church work among black Baptists. In retaining control of the NBC, Jackson wanted to make sure that the answers to those questions would reflect what he perceived to be the “vital center” of American culture. He was convinced that his commitment to “correct” the social ills of society through national and religious unity would achieve that which was right while conquering that which was wrong. Faced also with the challenges of an increasingly global context within which black religious leaders were compelled to operate, Jackson envisioned the NBC as an organization involved with efforts to bring peace and economic parity around the world. In Jackson's view, King's aim to use the NBC as the “institutional basis for the Civil Rights Movement” was both “anti-American” and limited in scope. Jackson's “gradual” stance on civil rights and his confidence in the democratic process to bring about social change reveal one of the many options employed in post -WWII African American religious and political culture.
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Thomas, Gerald L. "Achieving Racial Reconciliation in the Twenty-First Century: The Real Test for the Christian Church." Review & Expositor 108, no. 4 (December 2011): 559–73. http://dx.doi.org/10.1177/003463731110800410.
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The issue of racial reconciliation has been a major concern for me since the days of my youth in Youngstown, Ohio. I was blessed to see the growth and development of African American people during the civil rights era. There were, however, racial tensions of a major magnitude during my days in junior high and high school. It was the first time we (students from Thorn Hill) had ever experienced racism because our elementary school was 99.8 percent black. I had to live in a whole new world when six primary grade schools were condensed into one junior high school. In high school, it became increasingly evident to me that there was a white world and a black world. Attending Howard University definitely heightened my anger and resentment towards white people. Howard was the Mecca of black power and intellectual thinking. By God's grace, after eight years in corporate America, I accepted my call to preach the Gospel of Jesus Christ and realized that hatred had no place in the heart and mind of a servant of the Son of God. The seminary experience at The Southern Baptist Theological Seminary was equally frustrating at times even though I had the blessings of the seminary's leadership, thus becoming the first Martin Luther King, Jr. Fellow. Through twenty-five years of pastoring and thirty years of spreading the Gospel, I have gained additional insights into how we must eradicate racism in our society. Through my position in the Progressive National Baptist Convention as National Chairperson for “Social Action on Public Policy,” I realize how difficult is the task at hand. Research and writings on “Racial Reconciliation” are my own convictions and struggles to support the Church of God in becoming all that Jesus Christ had intended for it to be.
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De Leon, David, and Albert A. Avant. "The Social Teachings of the Progressive National Baptist Convention, Inc., since 1961: A Critical Analysis of the Least, the Lost, and the Left-out." Journal of Southern History 71, no. 2 (May 1, 2005): 500. http://dx.doi.org/10.2307/27648803.
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Stephenson, P. "Feedback from the 1991 National Convention of French School Psychologists and the Development of European Links." Educational Psychology in Practice 8, no. 1 (April 1992): 10–13. http://dx.doi.org/10.1080/0266736920080102.
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Potter, Sarah. "“Thou Shalt Meet Thy Sexual Needs in Marriage”: Southern Baptists and Marital Sex in the Postwar Era." Church History 89, no. 1 (March 2020): 125–47. http://dx.doi.org/10.1017/s0009640720000062.
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This article traces the changing sexual politics of the Southern Baptist Convention (SBC) from the 1950s through the 1980s. It argues that the moderates who led the denomination in the 1950s, 1960s, and early 1970s joined other supporters of “sexual containment” during the early Cold War to develop a theology about the salvific power of marital sex—and the personal, social, and national harm created by extramarital sex—which undergirded the sexual conservatism of the denomination's fundamentalist leadership who rose to power during the 1970s and 1980s. This analysis reframes our understanding of Southern Baptists within the broader religious right coalition as it reveals how the SBC's commitment to marital sexuality, which was forged during the early Cold War, informed its approach to later hot-button issues like abortion and homosexuality. Rather than simply reacting against the loosening sexual mores of the 1970s and 1980s or in favor of the rising visibility of other politically engaged Christians on issues of sexual morality, the SBC instead drew on longer traditions within the denomination to engage with a changing political and sexual landscape.
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Utter, Benjamin D. "“Accessories included”: Armed Christians and the mythos of heroic violence." Review & Expositor 117, no. 3 (August 2020): 358–72. http://dx.doi.org/10.1177/0034637320954451.
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The myth of the “good guy with a gun” is a seductive one for Americans, who cite self-defense as the foremost reason for gun ownership, and Pew data show that white, self-identified evangelicals are more likely than members of other faith groups or the average citizen to own and carry a gun. This fantasy of the individual hero’s efficacy is enticing but, I argue, incoherent. Through comparison of past and present Southern Baptist Convention resolutions on gun violence and a close reading of gun rights advocacy rhetoric, I show how biblical language and heroic biblical exemplars are exploited to fuse fantasies of highly individualistic, personal power with a glorification of national power. The iconography of gun manufacturer merchandise perpetrates a misreading of history and Scripture, and, at least implicitly, of medieval romantic texts, as well. Careful attention to gun manufacturer advertising iconography, and to the medieval textual tradition that it appropriates, reveals a warning that the self-authorized hero, lethally “accessorized,” is as likely to threaten the safety of the community he serves as to guard it.
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Turner, J. Neville. "Schoolchildren's Perception of Their Rights: A Pilot Study." Children Australia 18, no. 4 (1993): 28–37. http://dx.doi.org/10.1017/s1035077200003709.
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The UN Convention on the Rights of the Child was ratified by Australia in December 1990. The Convention contains 55 articles, 41 of which are substantive, the others being procedural.The Convention has been analysed in legal and other literature in Australia. Its ratification was actively promoted by the National Children's Bureau of Australia and other bodies. Its implementation is the primary responsibility of the Federal and State governments. Periodic reports are required to be made to a Committee of the United Nations established for this purpose. It is foreseen that non-government organisations in each ratifying country will be invited to comment on the performance of their country. This surely means that the NCHA has a role in monitoring the implementation of the Convention.
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Broderick, Andrea. "Equality of What? The Capability Approach and the Right to Education for Persons with Disabilities." Social Inclusion 6, no. 1 (March 26, 2018): 29–39. http://dx.doi.org/10.17645/si.v6i1.1193.
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The right to education is indispensable in unlocking other substantive human rights and in ensuring full and equal participation of persons with disabilities in mainstream society. The cornerstone of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities seeks to ensure access to inclusive education for persons with disabilities on an equal basis with others as well as the full development of human potential. Since the adoption of the Convention, there has been much theorising about inclusive education; however, there has been little focus on the meaning of equality in the context of the right to education for persons with disabilities. The capability approach, developed by Amartya Sen and further refined by Martha Nussbaum, focuses on ensuring equality and developing human potential. It is often viewed as a tool that can be used to overcome the limitations of traditional equality assessments in the educational sphere, which only measure resources and outcomes. This article explores whether the capability approach can offer new insights into the vision of educational equality contained in the Convention and how that vision can be implemented at the national level.
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Jurabek Rasulov, Odiljon Sulaymanov,. "ABOLITION OF FORCED LABOUR: CASE OF UZBEKISTAN." Psychology and Education Journal 58, no. 1 (February 1, 2021): 4564–80. http://dx.doi.org/10.17762/pae.v58i1.1563.
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The article analyzes the legal problems in the implementation of international labour standards on the abolition of forced labour in the national legislation of the Republic of Uzbekistan. Fundamental documents of the International Labour Organization on the abolition of forced labour – the legal nature of the Forced Labour Convention No.29, 1930 and the the Abolition of Forced Labour Convention No.105, 1957, the content of national legislation on this issue. The practice of assimilation of the provisions of international agreements on labor issues, which are legally binding for Uzbekistan, into national legislation, the compliance of some issues regulated by the legislation of the Republic of Uzbekistan on labor relations with the norms of international documents has been studied. As a result of the study, conclusions were made on improving the legislation on labor, criminal and administrative liability, as well as amendments to Article 7 of the Labor Code, Article 1482 of the Criminal Code and Article 51 of the Code of Administrative Liability, the Law of the Republic of Uzbekistan "On Employment" and were some suggestions on the appropriateness of making additions. Recommendations were made to amend the national legislation to abolition of forced and compulsory labour in order to bring it in line with international standards. The formation of institutional mechanisms for countering forced labour in Uzbekistan was studied in three periods, the specifics of each period, the functions of the established mechanisms, and the effectiveness of their activities were analyzed. In particular, the tasks of the National Commission for combating human trafficking and forced labour, created by the Decree of the President of the Republic of Uzbekistan No. PD-5775 dated July 30, 2019, and the Institute of the National Rapporteur are set out.
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Zacharias, Diana. "The UNESCO Regime for the Protection of World Heritage as Prototype of an Autonomy-Gaining International Institution." German Law Journal 9, no. 11 (November 1, 2008): 1833–64. http://dx.doi.org/10.1017/s2071832200000675.
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The Convention for the Protection of the World Cultural and Natural Heritage (World Heritage Convention), which entered into force on 17 December 1975, established a complex governance regime at the international level. The rationale behind the establishment of this regime was the international communities' realization that the world contained natural and cultural sites which were so unique and outstanding that they should by no means become embroiled in the onslaught of human material progress. It was argued that these sites must be protected and conserved for posterity since they, irrespective of the territory in which they were located, belonged to all peoples and, thus, formed part of the common heritage of mankind. Although the United Nations Educational, Scientific and Cultural Organization (UNESCO) regime for the protection of World Heritage is seemingly afforded with weak instruments, such as the inscription of properties on the World Heritage List or on the List of World Heritage in Danger, its activities increasingly play a role, not least in national administrative procedures. The cases of Yellowstone National Park in the United States, Cologne Cathedral and Dresden Elbe Valley in Germany, and Kakadu National Park in Australia are only a few examples in this regard.
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Farzana, Kazi Fahmida, Siti Darwinda Mohamed Pero, and Muhammad Fuad Othman. "The Dream’s Door: Educational Marginalization of Rohingya Children in Malaysia." South Asian Journal of Business and Management Cases 9, no. 2 (February 20, 2020): 237–46. http://dx.doi.org/10.1177/2277977920905819.
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In Malaysia, refugees remain mostly invisible and face various challenges in terms of protection, healthcare and education. They are often preserved as ‘illegal immigrants’, therefore always at risk of arrest, detention, punishment and deportation. The worse sufferers of these are the children and youth, who are also considered to be illegitimate and deprived of rights including the right to education. This is a case study of a young Rohingya refugee man whose dedication and struggles, despite his problematic identity imposed by various authorities, continue to find a way out and serve fellow refugees through a community organization. However, the dream to have an education and flourish as a full-fledged human being remains a far cry for those marginalized, underprivileged Rohingya refugees and their children. Their experience in Malaysia is far from exceptional, of the sufferings that refugees are forced to bear in many countries in South and Southeast Asia. Nonetheless, this case aims to facilitate the basic understanding of displacement, the refugee situation, international law and particularly refugee children’s rights to education. It provides a deeper understanding of the root causes of Rohingya’s current ‘stateless’ situation in Malaysia, identifies the challenges faced by a refugee community organization, refugee children’s struggles and rights to education. It initiates thoughts to examine the government policies and look for alternative strategies that may benefit the refugee children as well as the national development in the long run. Dilemma: Are Rohingya in Malaysia ‘refugees’ or ‘economic migrants’? Should the children of Rohingya be given access to education? Should Malaysia sign the 1951 Refugee Convention? Theory: Statelessness theory Type of the Case: Experience-based applied single case study Protagonist: Present Options Malaysia can take the stand that being nonsignatory to the 1951 Refugee Convention and its 1967 protocol, it is not bound to come up with policies for refugees. By providing ‘temporary’ shelter to a significant number of refugees and asylum-seekers, Malaysia has done enough for the refugees. At the international level, Malaysia is considered to be sympathetic towards refugees. Refugee and asylum seekers’ presence has been exerting pressure on Malaysian culture and society. In contrast, refugee and migration issues are receiving attention from the government and civil society in Malaysia. Former government has tried to adopt some policies like providing short-term work permit for a small number of registered Rohingya refugees in certain plantations and manufacturing sectors on an experimental basis to avoid social and economic risks posed by unemployed refugees. Malaysia should sign the 1951 Refugee Convention and its 1967 protocol because it is a member of the United Nations (UN) and party to many other major international human rights documents such as Convention against Torture and Other Cruel Inhuman or Degrading Treatment or Punishment (CAT) and Convention on the Rights of the Child (CRC) to name a few. Discussions and Case Questions What are the root causes of Rohingyas’ current statelessness situation and how should the Malaysian government tackle the issue? What are the challenges faced by Rohingya community organizations in integrating with the society? Should Malaysia look at improving the Rohingya children’s access to education or the community should take on the responsibility?
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Durrant, Jenny. "Aboriginal Children and the UN Convention on the Rights of the Child: Pertinent comment from the NCBA Report “Where Rights are Wronged”." Children Australia 18, no. 1 (1993): 9–13. http://dx.doi.org/10.1017/s1035077200003266.
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Where Rights Are Wronged: A critique of Australia's compliance with the United Nations Convention on the Rights of the Childwas published in March of this year. It is a report of the National Children's Bureau of Australia for the Children's Rights Coalition by consultants Graeme Brewer and Phillip Swain.
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Wang, Sonam Wangyel, Woo Kyun Lee, Jeremy Brooks, and Chencho Dorji. "Awareness of the Convention on Biological Diversity and provisions regarding access and benefit sharing among multiple stakeholder groups in Bhutan." Oryx 54, no. 5 (February 13, 2019): 735–42. http://dx.doi.org/10.1017/s0030605318000819.
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AbstractAs part of the Convention on Biological Diversity (CBD), the Nagoya Protocol on Access and Benefit Sharing calls for ‘fair and equitable sharing of benefits’ derived from the use of genetic resources and traditional knowledge. However, implementation of the Convention and the Nagoya Protocol has been challenged by the inadequacies of existing policies, lack of national-level frameworks, and inadequate knowledge among stakeholders. We used focus group meetings and structured interviews with rural communities, government representatives, researchers and Members of Parliament in Bhutan to collect data on awareness, knowledge and perceptions of components of the CBD related to access and benefit sharing. Our study indicated generally low levels of awareness about most components of the Convention, particularly among rural residents. Although local people in rural communities feel that benefits derived from local biological resources and traditional knowledge should be shared, there is uncertainty about who owns these resources. These results indicate that there is an urgent need to develop educational and awareness programmes, using a variety of media, to target particular stakeholder groups, with emphasis on residents in rural communities. This could empower local communities to participate meaningfully in decision-making processes to develop Bhutan's national access and benefit sharing framework, and to allow them to benefit from the conservation and sustainable use of local resources.
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Woogara, Jay. "Human Rights and Patients’ Privacy in UK Hospitals." Nursing Ethics 8, no. 3 (May 2001): 234–46. http://dx.doi.org/10.1177/096973300100800308.
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The European Convention on Human Rights has been incorporated into UK domestic law. It gives many rights to patients within the National Health Service (NHS). This article explores the concept of patients’ right to privacy. It stresses that privacy is a basic human right, and that its respect by health professionals is vital for a patient’s physical, mental, emotional and spiritual well-being. I argue that health professionals can violate patients’ privacy in a variety of ways. For example: the right to enjoy their property; the right to protect their medical and personal information as confidential; the right to expect treatment with dignity during intimate care; and the right to control their personal space and territory. Some preliminary evidence indicates that many health care practitioners, including nurses, are presently unaware of the articles of the Convention and the implications of the Human Rights Act 1998. In order to prevent litigation for breaches of patients’ privacy, it is advocated that universities and other educational institutions, the Government and NHS trusts should help to produce a clear educational strategy and protocols so that students and practitioners are well informed in this field. Although 41 European countries are presently the signatories of the European Convention on Human Rights, including the UK, it is important to stress that the principles discussed in this article are applicable world-wide.
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KOSTOMITSOPOULOS (Ν. ΚΩΣΤΟΜΗΤΣΟΠΟΥΛΟΣ), N., A. ARVANITI (Α. ΑΡΒΑΝΙΤΗ), X. DILE (Χ. ΔΗΛΕ), H. PAPADOPOULOS (Η. ΠΑΠΑΔΟΠΟΥΛΟΣ), V. G. PAPATSIROS (Β.Γ. ΠΑΠΑΤΣΙΡΟΣ), and S. KYRIAKIS (ΚΥΡΙΑΚΗΣ Σ.Κ.). "Legal framework on the protection, health and welfare of animals used for experimental and educational purposes." Journal of the Hellenic Veterinary Medical Society 58, no. 3 (November 24, 2017): 270. http://dx.doi.org/10.12681/jhvms.14991.
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The use of animals for experimental and educational purposes is regulated by a national legal framework in accordance to the European Directive 86/609 and the European Convention ETS 123 of the Council of Europe. Main issues regulated by the above legislation are the license procedure for the use of laboratory animals, the registration of breeding, supplying and experimental establishments, the implementation of guidelines for the appropriate care and use of the animals, the collection of statistical information and the promotion of alternative to animal experimentation methods. The veterinarian plays an important role for the protection, the health and the welfare of laboratory animals. This role is well defined within the existing legislation. The supervision of the veterinarian guarantees also the quality of the obtained results from animal experimentations. After twenty years, the scientific community and the animal welfare associations recognized the need for the revision of the existing European legal framework under the new obtained scientific knowledge. The Council of Europe has recently revised the Appendix A of the European Convention ETS 123 and the Commission of the European Union initiated the process for the revision of the European Directive 86/609. Ethical evaluation, authorization procedures and registration of establishments are, also, expected to be revised.
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Ravil, A. Vafeev, and V. Filimonova Natalia. "Yugra State University (YuSU, Khanty-Mansiysk) on the way to integration into the world educational space through the prism of the Bologna Convention." Yugra State University Bulletin 11, no. 1 (December 15, 2015): 35–40. http://dx.doi.org/10.17816/byusu201511135-40.
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The article is an analysis of the characteristics and constraints to the integration of the Yugra state university into the world educational space on the way to formation of the national model of multilevel continuous education that meets the needs of the individual and society. The article considers the main directions of the interuniversity educational cooperation and describes the possibility of introducing a system of motivational measures for their full and meaningful implementation.
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Entrich, Steve R. "Understanding Cross-National Differences in Inclusive Education Coverage: An Empirical Analysis." IAFOR Journal of Education 9, no. 1 (February 19, 2021): 21–40. http://dx.doi.org/10.22492/ije.9.1.02.
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With the adoption and ratification of the United Nations’ Convention on the Rights of Persons with Disabilities in 2006, inclusive education became an international human right and a global norm. But, “Education for All” remains a worldwide challenge. It appears that some countries achieved higher inclusive education rates than others. Why this is the case has barely been empirically investigated. To address this gap, this study analyzes cross-national differences in inclusive education coverage in over 50 societies. First, the data gap is addressed by providing an overview of inclusive education rates in 52 societies. In the theoretical part of the paper, hypothetical causes for the cross-national differences are discussed from a new institutionalist perspective, before concrete, testable hypotheses are derived. Third, a secondary meta-analysis based on self-assembled data from national and international sources is conducted predicting the cross-national differences by means of ordinary least squares regressions. Findings show that national income or educational expenses have no impact on the level of institutionalization of inclusive education in a society; the cross-national differences in school inclusion are mainly due to the structural conditions of the school system and its own institutional logic (especially the degree of institutional differentiation); and the definition of what is recognized as special educational needs and promoted in a national education system largely affects the extent of inclusive education coverage. The findings of this analysis prove to be a good start for future endeavors in macro-sociological and educational analyses of international inclusive education and have major policy implications.
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Lemke, Melinda, and Lei Zhu. "Successful futures? New economy business logics, child rights, and Welsh educational reform." Policy Futures in Education 16, no. 3 (February 6, 2018): 251–76. http://dx.doi.org/10.1177/1478210317751269.
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The well-documented global economic disinvestment in schooling necessitates critical examination of policy discourses that influence educational systems and student learning. Situated within the critical policy studies tradition, the present study conducted a critical discourse analysis of the Donaldson Report (2015), a proposed comprehensive Welsh learning and accountability system. We begin with a brief discussion of research focused on global accountability reform within the new economy. To situate the Donaldson Report within this research, we review literature on reforms within the United Kingdom, with special attention to the Welsh educational policy context, which also includes incorporation of the United Nations Convention on the Rights of the Child (UNCRC) into national policy. Findings highlight a limited Report focus on core educational rights embodied within the UNCRC and recommendations for a new system that leans toward a more technocratic and performance orientation. We conclude with implications for the exercise of children’s rights within Welsh schooling.
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Rinaldi, Carla. "The child as citizen: holder of rights and competent. The Reggio Emilia educational experience." Miscellanea Historico-Iuridica 19, no. 1 (2020): 11–22. http://dx.doi.org/10.15290/mhi.2020.19.01.01.
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The Convention on the Rights of the Child, approved by the General Assembly of the United Nations on 20 November 1989, states in Article 2 that “States Parties shall respect and ensure the rights set forth in the present Convention to each child within their jurisdiction without discrimination of any kind, irrespective of the child's or his or her parent's or legal guardian's race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status.” Therefore, the child becomes a citizen from birth and is competent to learn from birth. Competent in learning, asking questions, seeking answers, and generating a culture of their own. By affirming the right to be recognised as a citizen of the present, competent, culture-generating, we affirm the strength and extraordinary potential of the child and their right to express it. Infant-toddler centres and preschools are excellent educational places, where to build the paradigm of care and community for the child as citizen. Not all-encompassing places for education, but essential. They help to process, rework and update childhood data, to define childhood and to be defined by them and to define societies. It is not just the care of the child, it is the child’s culture, it is the child’s look at the world, their generative whys. The great cultural and political “revolution” of the last century – never completely accomplished – is making children active protagonists, leaving them their autonomy, considering them as holders of rights and culture. But now we know that society needs its childhood, too.
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Husa, Jaakko. "Turning the Curriculum Upside Down: Comparative Law as an Educational Tool for Constructing the Pluralistic Legal Mind." German Law Journal 10, no. 6-7 (July 2009): 913–26. http://dx.doi.org/10.1017/s2071832200001413.
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As is well known, comparative law enters the curriculum normally only after some substantive law has been learned. The traditional approach first takes the law student's national legal system, with the comparison or foreign law element only coming later as a form of supplement to the standard curriculum. This paper offers some thoughts concerning the teaching and learning of law in a world in which pluralistic and/or transnational elements are commonplace. These plural features stem from the declining authority of the nation state as well as from the strengthening of various forms of sub-national law being in tension with the central system of the state. These developments also include growth of supranational or transnational legal regimes (e.g. EU). The growth of the significance of human rights, especially the considerable growth of the system of the European Convention on Human Rights, has caused national and international legal spheres to overlap. This paper is based on a belief according to which future legal education ought to respond more seriously to the globalisation of law. However, the argument here is preliminary and it offers merely a sketch of essential features with scarce details i.e. this paper is of a somewhat rough design. The theme itself, i.e. transnational law and its effects, is most certainly somewhat fashionable these days.
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Merry, Sally Engle. "Gender Justice and CEDAW: The Convention on the Elimination of All Forms of Discrimination Against Women." Hawwa 9, no. 1-2 (2011): 49–75. http://dx.doi.org/10.1163/156920811x575505.
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AbstractEthnographic analysis carried out over the years, indicates that the critical feature of the CEDAW process is its cultural and educational role: Its capacity to coalesce and express a particular cultural understanding of gender. Like more conventional legal processes, its significance lies in its capacity to shape cultural understandings and to articulate and expand a vision of rights. This is a form of global legality that depends deeply on its texts, not for enforcement but for the production of cultural meanings associated with modernity and the international. It is ultimately dependent on generating political pressure on states from the CEDAW committee, from sympathetic leaders within a country, and from international and national nongovernmental organizations.
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Fuley, Tetiana, and Oksana Kuchiv. "Hague convention on the civil aspects of international child abduction: content and methodological approaches to the application in judicial education." Slovo of the National School of Judges of Ukraine, no. 3(28) (February 19, 2020): 68–86. http://dx.doi.org/10.37566/2707-6849-2019-3(28)-6.
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The article is focused on the most essential issues of the application of the Hague Convention on the Civil Aspects of International Child Abduction of 25 October 1980 (“the Hague Convention”) in the judgements of Ukrainian courts and some methodological aspects of workshop development on the topic. The Hague Convention recently has been applied more often as an important international act. Moreover, there are at least 3 judgements of the European Court of Human Rights v. Ukraine on the matter (Chabrowski v. Ukraine, no. 61680/10, 17 January 2013; Vilenchik v. Ukraine, no. 21267/14, 3 October 2017, M.R. and D.R. v. Ukraine, no. 63551/13, 22 May 2018). The Court reiterates that in the area of international child abduction, the obligations that Article 8 of the ECHR imposes on the Contracting State must be interpreted, in particular, in the light of the Hague Convention on the Civil Aspects of International Child Abduction of 25 October 1980 which also attaches paramount importance to the best interests of the child. Therefore such a topic was selected for a workshop to be developed and implemented in the educational process of the National School of Judges of Ukraine (NSJU). According to the Concept of National Standards of Judicial Training, which was approved by the Science and Methodology Council of the NSJU, and later became a part of the Rules of Procedure of the NSJU, all training courses for judges and candidates are developed taking into consideration three dimensions – so-called 3D (dimension) – which encompass knowledge, skills, and values. Therefore the workshop on the Hague Convention is designed using all 3D, and is aimed to consolidate knowledge and to develop judicial skills in application of the Hague Convention, Article 8 of the Convention for the Protection of Human Rights and Fundamental Freedoms (ECHR) and ECtHR case law as well as to contribute to strengthening of the values of respect for human rights, rule of law, and enforcement of Ukraine’s international obligations. In order to achieve these goals, there certain tools and techniques that are effective in basic courses on the ECtHR case-law were used. In particular, the use of interactive adult learning methods – mini lectures, filling the analytical framework, video review, express survey etc. The development of the workshops took place jointly with a scientific research in this field, specifically focused of the new Supreme Court jurisprudence, the best practices and lessons learned. The results of the research has been used for the workshop development with the help of the modern innovative tools. Key words: Hague Convention of 25 October 1980 (Convention of Abduction), international child abduction, place of ordinary residence, Article 8 of the ECHR, practice of the ECHR, judicial education, methodological support, workshop.
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Egbe, Catherine O., Stella A. Bialous, and Stanton Glantz. "Framework Convention on Tobacco Control Implementation in Nigeria: Lessons for Low- and Middle-Income Countries." Nicotine & Tobacco Research 21, no. 8 (April 6, 2018): 1122–30. http://dx.doi.org/10.1093/ntr/nty069.
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Abstract Background Nigeria is a significant tobacco market and influential country in Africa. Nigeria ratified the WHO Framework Convention on Tobacco Control (FCTC) in 2005. We reviewed Nigeria’s tobacco control legislation since 2000 and compliance of the National Tobacco Control Act (NTCA) 2015 with the FCTC. Methods We reviewed the National Tobacco Control Bills 2011 (proposed by legislature) and 2014 (proposed by Executive), the NTCA 2015, and media stories on tobacco control from 2008 to 2017. Results The NTCA, despite being more comprehensive than Nigeria’s first Tobacco Smoking (Control) law of 1990, maintained provisions promoted by the tobacco industry, for example: allowing designated smoking areas in hospitality venues, higher educational institutions, and transportation venues; a loophole in the advertising restrictions allowing communications with consenting adults; and having the Manufacturers Association of Nigeria (MAN) (which includes tobacco companies) on the National Tobacco Control Committee charged with working with the Ministry of Health to implement the law. The industry is also directly involved with the Standards Organisation of Nigeria (SON) in preparing regulations on cigarette constituents and emissions. In an unprecedented step globally, the law requires that implementing regulations be approved by the National Assembly, giving the industry another opportunity to weaken this law further by lobbying the legislators to favor the industry. As of January 2018, the law was still not being enforced. Conclusion The NTCA can be strengthened through implementation guidelines still being developed. The industry should be prevented from interfering with through MAN and SON, as required by FCTC Article 5.3. Implications The tobacco industry works to block Framework Convention on Tobacco Control implementation even after a country ratifies the treaty. The Nigerian case illustrates that it is essential for health authorities to remain vigilant and ensure that the tobacco industry does not play a decision-making role in the process of tobacco legislation and regulation either directly or indirectly. The unprecedented step of requiring approval of implementing regulations for the Nigerian law should not be allowed to become a precedent in other countries.
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DOMAGALA-ZYSK, Ewa, and Tomasz KNOPIK. "Functional Diagnosis as a Strategy for Implementing Inclusive Education in Poland1." Revista Brasileira de Educação Especial 26, no. 2 (June 2020): 203–20. http://dx.doi.org/10.1590/s1413-65382620000100010.
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ABSTRACT: The 25th anniversary of the Salamanca Statement is a good opportunity to summarize to what extent the challenges described in it have been implemented by the signatory countries, all of which are members of UNESCO. This article presents a balance of achievements in implementing inclusive education in Poland, as well as a catalog of challenges for the future. Although the commitments to provide inclusive education for children and young people with special educational needs (SEN) arise from the UN Convention on the Rights of the Child (1989) and the Convention on the Rights of Persons with Disabilities (2006), which have both been ratified by Poland, systematic work on the implementation began only in 2010. The key measure was the Regulation of the Ministry of National Education on the principles of planning and organization of psychological and pedagogical support for pupils with SEN. Currently, in cooperation with the European Agency for Special Needs and Inclusive Education intensive work is underway to create a coherent system for recognizing the needs and possibilities of children and adolescents based on the functional diagnosis model. Therefore, this article presents the assumptions of this model with reference to the implemented or planned changes to the educational law.
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Shirvani Dastgerdi, Ahmadreza, Massimo Sargolini, Shorna Broussard Allred, Allison Chatrchyan, and Giuseppe De Luca. "Climate Change and Sustaining Heritage Resources: A Framework for Boosting Cultural and Natural Heritage Conservation in Central Italy." Climate 8, no. 2 (February 5, 2020): 26. http://dx.doi.org/10.3390/cli8020026.
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Climate change has dramatically affected the rainfall patterns and water systems in Central Italy. The vulnerability of this area to climate change and natural hazards necessitates that appropriate adaptation policies be put in place to protect heritage sites. This study aims to develop a cultural and natural heritage conservation framework for Central Italy that enhances the capacity of climate change adaptation for heritage resources. For this purpose, a comparison was made between the UNESCO (United National Educational, Scientific and Cultural Organization) Convention of 1972 and the European Landscape Convention of the Council of Europe to achieve a coherent vision for the protection of heritage resources in Europe. After describing the impacts of climate change on heritage resources in Central Italy, we analyze and suggest improvements to the conservation framework for wisely protecting heritage resources in a changing climate. The findings reveal that conservation sectors require assessments of the value of heritage resources at the territorial scale to effectively define conservation priorities, assess the vulnerabilities, and more precisely direct funding. In this respect, the integration of the European Landscape Convention with territorial planning may boost the unity of a conservation framework in terms of climate change while providing new opportunities for conservation authorities to develop adaptation policies.
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Demian, Valentyna. "Intangible Cultural Heritage as Space for Multidisciplinary Interaction. International Review." Culturology Ideas, no. 14 (2'2018) (2018): 161–69. http://dx.doi.org/10.37627/2311-9489-14-2018-2.161-169.
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The article analyses cultural policies for Intangible cultural heritage (ICH) using the example of some European countries, State Parties of the UNESCO Convention for the Safeguarding of the Intangible Cultural Heritage. In particular, the special attention is paid to measures and programmes related to research, safeguarding, ICH promotion, knowledge transfer and education. One can find here references to master and bachelor programmes and courses in France and Italy along with mention about special research and educational initiatives in European countries, like Osmose and WikiPatrimoine in France, special courses on ethnology and anthropology in Italian universities, etc. Another important issue is the practice of inventorying and documentation on different levels, national and regional or local. The article analyses the inventorying systems in Spain, France and Italy, responsible and/or supporting organizations, objectives and results. The proposed review certificates that the safeguarding of the intangible cultural heritage has become not only the important direction but an integral, and often a critical, part of cultural policies of the majority of state parties of the UNESCO Convention 2003.
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Bobrytska, Valentyna, and Yevhen Sulima. "ACADEMIC MOBILITY PROVISION: ACHIEVEMENTS AND NEW CHALLENGES FOR THE EUROPEAN HIGHER EDUCATION SPACE." Educational Discourse: collection of scientific papers, no. 17(10) (November 25, 2019): 7–21. http://dx.doi.org/10.33930/ed.2019.5007.17(10)-1.
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An analysis of the Bologna Process documents and the legal framework to ensure academic mobility to academic staff and students in Ukraine shows that understanding of the need for further implementation of the below listed: the European Credit Transfer and Accumulation System (ECTS) has been achieved at the level of European and national higher education systems; national qualifications frameworks to be compatible with the EHEA Qualifications Framework (2005); the transcript of academic record as well as European and national higher education quality assurance systems. Significant achievements now include: expanding the international academic and student community; appearance of new perspectives of human resources development; improving career chances of graduates; adaptation of educational programs that are not offered by national higher education institutions; harmonization of national and international education quality assurance processes; practical success in creating an open, attractive and competitive EHEA. According to the Paris Communiqué (2018), the priorities in 2018-2020 for evaluating the quality of cooperation in the EHEA, in particular for ensuring academic mobility, are to implement: 1) a three-tier system compatible with the EHEA qualifications framework and the first and second ECTS cycles; 2) adherence to the Lisbon Convention on the Recognition of Qualifications; 3) ensuring the quality of education in accordance with the standards and guidelines of the EHEA.
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Synii, Valentyn. "DEVELOPMENT OF COLLECTIVE LEADERSHIP IN THEOLOGICAL EDUCATION IN POST-SOVIET PROTESTANTISM." Educational Discourse: collection of scientific papers, no. 29(12) (January 22, 2021): 81–92. http://dx.doi.org/10.33930/ed.2019.5007.29(12)-8.
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The emergence of Baptist seminaries in Ukraine was influenced by Western churches or missions and in some cases by the Ukrainian diaspora, which had lived outside Ukraine for a long time. The decisive influence was exerted by representatives of churches, educational institutions and Christian universities in the United States. Seminaries went through a number of stages of their own development, during which the forms of collective leadership changed. The first stage is the emergence of seminaries and the harmonization of seminars to unified standards. In the first stage, immediately after the seminary was established, they had very friendly relations with local churches, the programs were very flexible and responded to the needs of the churches. Church leaders saw these initiatives as part of church ministry. The second stage is the extensive development of seminaries, by which the author means the involvement of additional resources in the work of seminaries and the growth of seminaries, associated with the number of students, and for some seminaries - the opening of branches or field programs. This type of growth was also due to the fact that seminaries began to become more independent of national churches, and partnerships with Western organizations became more formalized, which was most often seen in the participation of Western partners in the board of trustees. The third period is a reassessment of the work of seminaries. The beginning of this period is largely related to the global economic crisis of 2007-2008, and its result was the resumption of dialogue between seminaries and churches. The fourth period - institutional changes - is associated with the reaction of the Ukrainian state to the Bologna process and the adoption of the new Law of Ukraine "On Higher Education". The process of preparation for state accreditation and formation of a culture of openness in the national educational environment has begun.
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Vindele, Liene, and Renāte Cāne. "USE OF COPYRIGHT PROTECTED WORKS IN THE EDUCATIONAL PROCESS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 21, 2019): 607. http://dx.doi.org/10.17770/sie2019vol1.3907.
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Copyright is one of the intellectual property rights whose main activity is to promote creativity and protect the ownership of the author. However, these rights are not absolute and are subject to certain restrictions.In the Berne Convention, Agreement on Trade-Related Aspects of Intellectual Property Rights and also WIPO Copyright Treaty embodied so-called “three-step test” allowing exceptions to copyright protection. They state that exceptions to copyright protection are admissible only in specific cases; if they comply with the rules of normal exploitation of the author's work; and do not unreasonably prejudice the legitimate rights of the author.While respecting the restrictions contained in international conventions, the Latvian Copyright Law also lays down various restrictions, when the author's work can be used without a special permit for the use of the author's work or for free, such as in the educational or research process. The free use of copyright-protected materials constitutes a restriction on the economic rights of copyright holders. These restrictions aim to strike a balance between the rights of the author and the interests of the public. Although copyright-protected works can be used in education almost everywhere in the world, restrictions on the exercise of these rights have not been clearly established.The aim of this paper is to research limits use of copyright-protected works in the educational process. Basis for this analysis will be the international and national legal framework about copyright exceptions in educational process.In the development of the research used an analytical method of scientific research, as well as a method of interpreting grammatical, teleological and historical legal norms. For the conclusions used inductive and deductive method of scientific research.
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Voljč, Božidar. "Jurisdiction of the medical ethics committees." Slovenian Journal of Public Health 56, no. 4 (October 9, 2017): 193–95. http://dx.doi.org/10.1515/sjph-2017-0026.
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Abstract Ethical principles of assessing medical research are to the greatest extent defined by the Nuremberg Code, the Declarations of Geneva and Helsinki, and the Oviedo Convention. Pursuant to their directives various national Medical Ethics Committees (MECs) were established which assess the ethics of research according to the risk and benefit ratio of the persons involved. Following the example of other countries, medical ethics committees eventually appeared also in hospitals and some medical and educational institutions around Slovenia. Due to an increased number of ethical challenges, it is of great importance to define the jurisdiction of the Slovenian MECs in order to ensure their coordinated operation. Exclusive jurisdiction of the national MEC includes multicentre and multi-national research, drug research (phases 1–3), high-risk research and research related to doctoral theses. The jurisdiction of the sectoral MECs includes testing the conditions for research, monitoring the execution and overviewing the final reports. A more significant jurisdiction of the sectoral MEC is preserving an ethical environment in their institutions. A network of Slovenian MECs is to be organised in the form of a jurisdiction pyramid where each member has its own obligations and responsibilities and plays an important role in relation to the entire structure.
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Papademetriou, Theresa. "International Aspects of Cultural Property." International Journal of Legal Information 24, no. 3 (1996): 270–301. http://dx.doi.org/10.1017/s0731126500000378.
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The significance of cultural property as “a basic element of civilization and national culture” and its interchange among countries for scientific, cultural and educational purposes has been acknowledged in a number of legal instruments prepared under the aegis of UNESCO, an intergovernmental organization dedicated to the preservation of the world's cultural heritage. As the Preamble of the 1970 UNESCO Convention on theMeans of Prohibiting and Preventing the Illicit Import, Export and Transfer of Ownership of Cultural Propertyasserts: “… [the interchange] increases the knowledge of the civilization of man, enriches the cultural life of all peoples and inspires mutual respect and appreciation among nations.” Moreover, the 1995 adopted UNIDROITConvention on Stolen or Illegally Exported Cultural Objectsfurther attests to the: “…fundamental importance of the protection of cultural heritage and of cultural exchanges for promoting understanding between peoples, and the dissemination of culture for the well-being of humanity and the progress of civilization.”
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Alexandre-Hughes, Sandrine. "International Parenting and Child Protection Matters Beyond the Specific Issue of Parental Child Abduction: The 1996 Hague Convention on the International Protection of Children." Children Australia 38, no. 4 (December 2013): 156–61. http://dx.doi.org/10.1017/cha.2013.27.
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The globalisation of the economy and the increasing ease of travel have led to the internationalisation of families. Bi-national couples and families relocating from one country to another are now commonplace. The international element of family life often leads to complex legal situations – such as international parental abduction – when these families are facing a crisis. However, the scope of legal issues arising from the internationalisation of families and affecting children is wider than the abduction problem and can relate to relocation, access rights, urgent protection measures or transborder placement, to name only a few. This paper aims to present the 1996 Hague Convention on the International Protection of Children which establishes a comprehensive framework ensuring the effectiveness of the rights of children involved in a crossborder situation.
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Adebayo. "In Search of Maximal Citizenship in Educational Policy for Young People: Analysing Citizenship in Finnish Religious Education in View of the “Maximal” Conception." Social Sciences 8, no. 8 (August 2, 2019): 232. http://dx.doi.org/10.3390/socsci8080232.
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The place of religion and how it should be employed in education for citizenship is currently an issue in Europe. The challenges of increasing diversity are the underlying factors. The conception of maximal citizenship (a critical model of citizenship) gives a significant framework for analysis and scholarly perspectives about several European contexts on this matter. However, there is hardly maximal citizenship in Finnish contexts in scholarship. Hence, this work searches for the elements of maximal citizenship in educational policy for young people by employing the policy relating to citizenship in Finnish religious education (RE). Focusing on grades 7–9 of basic education, its primary data is based on selected national policy documents. The data were analysed using critical discourse analysis. The main findings suggest that citizenship in Finnish RE is only somewhat compatible with the characteristics of maximal citizenship. This reveals some policy shortcomings that could negatively affect the potential of critical-mindedness of young people and equal opportunities in a democracy. Hence, some suggestions that could improve the situation are embedded in the paper. Nevertheless, a linguistic conception of citizenship in Finland vis-à-vis a recent development in national educational policy seems to push the conception of maximal citizenship in a relatively new direction. Furthermore, an explicit use of the “Convention on the Rights of the Child” in Finnish curriculum broadens our conception of maximal citizenship in general. Moreover, while scholars agree that maximal citizenship is essentially “critical”, this piece suggests that every “critical” approach to citizenship education is not necessarily “maximal”.
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Bederman, David J. "Congress Enacts Increased Protections for Sunken Military Craft." American Journal of International Law 100, no. 3 (July 2006): 649–63. http://dx.doi.org/10.1017/s0002930000031110.
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The domestic and international legal status of warships and military aircraft submerged in United States waters or in international waters has been quite contentious of late. It has resulted in some notable litigation in U.S. courts, a presidential statement on U.S. policy, official lodgings of positions by foreign governments with the United States, a proposed international convention drafted by the United Nations Educational, Scientific and Cultural Organization (UNESCO), and other developments that have previously received notice in the pages of this Journal. In a somewhat surprising turn, Congress, in October 2004, adopted as part of the National Defense Authorization Act for Fiscal Year 2005 a set of provisions known as the Sunken Military Craft Act (SMCA). This essay briefly traces the trajectory of developments in this sector of international law, analyzes the provisions of the SMCA, and offers a critique of the underlying policy and legal assumptions of that statute in light of those developments.
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Óskarsdóttir, Edda, Verity Donnelly, Marcella Turner-Cmuchal, and Lani Florian. "Inclusive school leaders – their role in raising the achievement of all learners." Journal of Educational Administration 58, no. 5 (April 25, 2020): 521–37. http://dx.doi.org/10.1108/jea-10-2019-0190.
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PurposeThis article presents a model based on a review of international and European policy and current European Agency for Special Needs and Inclusive Education work on school leadership for inclusive education. The model aims to support analysis of the policy context and interactions between the structures and processes at different levels to ensure effective support for inclusive school leadership and development of appropriate competences. Key issues addressing competences for inclusive school leadership, support and professional development opportunities for inclusive school leaders and policy frameworks that support inclusive leadership across the whole education system are explored.Design/methodology/approachThis paper reports on a current Agency project, Supporting Inclusive School Leadership (SISL), a cross-national project that considers how best to ensure that school leaders meet the needs of all learners in their school communities. The SISL project examines current theories of school leadership together with the core functions of school leaders in participating countries in order to develop a model specifically focused on inclusive school leadership.FindingsAgency projects such as SISL focus on research findings and policy developments that support countries to chart their own course toward a common goal. This process of cross-national working permits member countries with their distinctive national, ethnic, cultural and linguistic diversities to work together on common goals. In this project an ecosystem model of inclusive education was adapted to reflect on the policy context needed to enable school leaders to fulfill the complex responsibilities associated with inclusive school development.Originality/valueAlthough the Agency is strongly associated with the education of children with special educational needs and disabilities, all member countries have the shared vision to support inclusive education systems so that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community. While its projects are firmly rooted in the 2006 UN Convention on the Rights of Persons with Disabilities, its work is also influenced by the concept of inclusion as promoted in the UN Sustainable Development Goal (SDG) 4) “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”
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Volodina, A. V. "BILINGUALISM IN ESTONIA: POLITICS, EDUCATION, CULTURE, AND MENTALITY." Siberian Philological Forum 14, no. 2 (May 30, 2021): 47–56. http://dx.doi.org/10.25146/2587-7844-2021-14-2-77.
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In Estonia, there is only one official language. At the same time about 25–29 % of the population in Estonia considers Russian as their native language. The area of the Russian language in Estonia is located mostly in the northeastern county (Ida-Virumaa). Trying to integrate the region into the Estonian-speaking space leads to the building of Estonian-language cultural and educational institutions, while the country leaders seem to be ready to use the Russian language in the communication with Russian-speaking minority. At the same time, there is a tendency to reduce the share of Russian language education: opposition requires complete and immediate liquidation, while the government still insists on the gradual changes in the system, when there will be only a small number of Russian-language educational institutions. However, programs with partial teaching in Russian have remained at higher educational institutions, and some Russian-language conferences are still held at research centers. Estonia uses Russian speakers to attract foreigners who want to study Russian in Europe and to be taught by Russian native speakers. The Language Act regulates the correlation of Estonian and Russian in official institutions and the service sector. The Language Inspectorate constantly checks the compliance of services with the Language Act, at the same time infringing on the rights of the Russian-speaking population, which are also specified in the Framework Convention for the Protection of National Minorities. The popularity of recently appeared Russian-language channel ETV+ cannot be compared with Russian federal channels. At the same time, the appearance of the TV programs “My Estonias” and “My Truth”, which create dialogue between the communities, is a good sign. These programs were launched due to the cultural interaction, in which the theater played a role of a platform for negotiations between Estonians and Russians. The problems of the Russian-speaking population outlined in theatrical productions are also caused by its heterogeneity, since language is not an unequivocal sign of national identity.
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Da Silva, Paulo Julião, and José Roberto De Souza. ""JOIAS PARA A CORÔA DO MESTRE”: L. M. BRATCHER E OS DISCURSOS SOBRE A NECESSIDADE DE SALVAÇÃO DO SERTÃO ATRAVÉS DO PROTESTANTISMO BATISTA." PARALELLUS Revista de Estudos de Religião - UNICAP 9, no. 21 (December 31, 2018): 537. http://dx.doi.org/10.25247/paralellus.2018.v9n21.p537-664.
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O objetivo do presente artigo é a análise dos discursos produzidos por L. M. Bratcher e divulgados nas páginas d’O Jornal Batista, mostrando os resultados de sua viagem realizada em 1935 pelo interior do país. A referida viagem tinha como principal meta a expansão evangélica para as religiões descritas nos textos em questão. Em suas descrições, o referido missionário procurava sensibilizar seus leitores acerca das futuras missões a serem implantadas entre os sertanejos na Amazônia. Eram usados interdiscursos relacionados a avivamentos, heroísmo, liberalidade e disponibilidade com o objetivo de angariar recursos humanos e financeiros para os projetos que estavam sendo desenvolvidos pela Junta de Missões Nacionais da Convenção Batista Brasileira. Faremos uso de uma análise expositiva e descritiva, narrando os eventos que eram relatados em seus diários, observando os contextos histórico, político e religioso no qual Bratcher estava inserido. Espera-se que este trabalho contribua com as discussões em torno da expansão missionária protestante no Brasil dentro dos campos analíticos da História e Ciência das Religiões. Palavras-chave: Bratcher – Missões – O Jornal BatistaAbstract: The objective of this article is the analysis of the speeches produced by L. M. Bratcher and published in the pages of the O Jornal Batista, showing the results of his trip in 1935 in the interior of the country. This trip had as main goal the evangelical expansion for the religions described in the texts in question. In his descriptions, the said missionary sought to sensitize his readers about the future missions to be implemented among the sertanejos in the Amazon. Interdiscourses related to revivals, heroism, liberality and availability were used in order to raise human and financial resources for the projects being developed by the National Missions Board of the Brazilian Baptist Convention. We will use an expository and descriptive analysis, narrating the events that were reported in his journals, observing the historical, political and religious contexts in which Bratcher was inserted. It is hoped that this work will contribute to the discussions about Protestant missionary expansion in Brazil within the analytical fields of the History and Science of Religions.Keywords: Bratcher - Missions – O Jornal Batista.Enviado: 20-07-2018 - Aprovado e publicado: 12-2018
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Miço, Heliona, and Manjola Zaçellari Lumani. "Legal Aspects of Participation Practices in the Albanian Education Context." Polish Journal of Educational Studies 72, no. 1 (January 1, 2020): 94–108. http://dx.doi.org/10.2478/poljes-2019-0007.
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AbstractThe article aims to provide an analysis of Albanian legislation regarding children’s and parents’ participation in education, by taking into account their respective roles and duties as known in the legal framework, as well as their on-going functional role as participants in practice. This research will analyse Albanian legislation and policies as regards the educational system, shedding light on the steps needed to be taken towards achieving international standards regarding the promotion of the participation of children and parents in education. Albania was under a communist regime, in which parental participation in the educational system was extremely limited and information given to parents was only regarding the progress of their child. After the fall of this monist regime changes did not happen immediately in the Albanian education system. The Convention on the Rights of the Child was one of the first international instruments ratified by the Albanian government focusing on the sanctioning and protection of the rights of the child, in a time when these rights were considered non-existent. Sanctioning the right of the child to express freely his or her own views in various issues where the child’s opinion is necessary requires that Albanian legislation includes the participation of children in every field especially in education. A general principle of the Convention is that the child’s right to be heard be considered as one of the four principles needed for the interpretation of all other articles. Research also demonstrates that effective schools have high levels of children’s and parental involvement. Despite the fact that legal steps have been taken towards recognition of the involvement of children and parents in education creating bodies such as the pupils’ government, school boards, parental councils, and lately the national council of parents, there are still unclear legal ways to implement their participation in the Albanian education system. In order to make participation possible, first and foremost, it is important to provide information regarding school activities, processes and decisions which must be transmitted to the children and parents, by creating routes of communication. This can be achieved by setting up some useful mechanisms that promote children’s and parents’ participation in education.
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Sjöstedt, Britta. "The Role of Multilateral Environmental Agreements in Armed Conflict: ‘Green-keeping’ in Virunga Park. Applying the UNESCO World Heritage Convention in the Armed Conflict of the Democratic Republic of the Congo." Nordic Journal of International Law 82, no. 1 (2013): 129–53. http://dx.doi.org/10.1163/15718107-08201007.
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This article analyses the application of the 1972 United Nations Educational, Scientific and Cultural Organization (UNESCO) World Heritage Convention (the WHC) in the context of the armed conflicts that have taken place in the Virunga National Park (the Park), a natural world heritage site in the Democratic Republic of the Congo (the DRC). Instead of addressing wartime environmental damage under the law of armed conflict, this article seeks to establish how such damage can be addressed using multilateral environmental agreements (MEAs). MEAs often consist of general principles and vague obligations and their relevance or applicability during situations of armed conflict may be questioned. However, a number of MEAs, including the WHC, authorise their convention bodies to develop detailed and substantive obligations applicable to their parties. Thus, the decisions and recommendations adopted by the World Heritage Committee, a body established under the WHC, provide substantive content to the provisions of the WHC. These decisions and recommendations may, however, run counter to the requirements of military necessity thereby affecting the application of the law of armed conflict. While the position adopted by the World Heritage Committee does not inevitably imply a clash between the obligations in the WHC and the law of armed conflict, it does raise the question of whether the outstanding values of world heritage should trump the rules of military necessity and other pressing concerns during armed conflict. On an informal basis, the World Heritage Committee and the UN peacekeeping forces deployed in the DRC have agreed to perform operations that jointly address the interconnected concerns of security and conservation of natural resources in the region of the Park. This cooperative ‘green-keeping’ operation represents a useful approach to regime interaction and the harmonisation of obligations set out in different legal regimes that are applicable to the same subject matter.
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Pietrobruno, Sheenagh. "Cultural Research and Intangible Heritage." Culture Unbound 1, no. 1 (October 14, 2009): 227–47. http://dx.doi.org/10.3384/cu.2000.1525.09113227.
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Intangible heritage deemed worthy of preservation is often regarded as traditional culture that reflects the identity of a particular nation or group. Traditional cultures are distinct from commercial forms, which are transmitted and promoted via businesses, commercial establishments, and media. Research on culture reveals the way that a large part of the world’s intangible heritage includes practices that interweave tradition and commodification as well as blur the boundaries between nations. As these practices do not fit into the clear categories of “traditional” or “national”, they may not be considered for preservation in official project documents such as the Convention for the Safeguarding of the Intangible Cultural Heritage (2003), by the United Nations Educational, Scientific and Cultural Organization (UNESCO). Many of these practices are being, nonetheless, stored today through the unofficial archiving of moving images on the Internet, facilitated by Web 2.0. Through the case studies of various Caribbean performing arts, this paper illustrates how cultural research can provide a comprehensive understanding of intangible culture in both its lived and digital contexts, knowledge that in turn challenges the process of categorization and the measures of preservation of intangible heritage proposed by UNESCO.
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Islam, Samira Ibrahim. "Science, Technology, Engineering and Mathematics (STEM): Liberating Women in the Middle East." World Journal of Education 9, no. 3 (June 24, 2019): 94. http://dx.doi.org/10.5430/wje.v9n3p94.
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Middle East Region is home to more than 400 million people, representing 5% of world population, and boasts aworkforce of 103 million scattered across 22 countries (Lord, 2016). Sixty five percent of the populations are youngaged 25 or under, which puts growing stress on educational, health and social systems. Over the last decade, mostMiddle East countries put into action many reforms for women’s rights and sensitivity toward gender issues. Currently,almost all Middle East countries have ratified the Convention on the Elimination of all Forms of Discrimination againstWomen (CEDAW). Many nations in the Region shown strong commitment to uplift education and make themaccessible to all eligible women. There was also substantial increase in the allocation of funds for education in nearlyall Middle East nations. For a balanced national development, women are needed in the various areas where theirfunctions are most suitable. In principle, there are equal opportunities for both genders but social perception andprejudice determine which types of employment are particularly suitable for women or men. Several renowned MiddleEastern women are Physicians, Chemist, Physicist, Engineers, Doctors, Judges, Lawyers, Journalist, Poets, Novelistand even Legislatives (Islam, 2017)
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M. Amor, Antonio, María Fernández, Miguel Á. Verdugo, Alba Aza, and M. Isabel Calvo. "Towards the fulfillment of the right to inclusive education for students with intellectual and developmental disabilities: Framework for action." EDUCATION SCIENCES AND SOCIETY, no. 1 (June 2021): 95–113. http://dx.doi.org/10.3280/ess1-2021oa11471.
Full textAbstract:
Since the United Nation's Convention on the Rights of Persons with Disabilities was passed (2006), inclusive education evolved from a principle of education towards a right to be guaranteed for all students. Despite this, students with intellectual and developmental disabilities (IDD) have not enjoyed this right on an equal foot with others, experiencing a stagnation in their inclusion over the last 15 years. Moreover, there is an important gap between the policies passed at national, regional, and local levels aimed at including these students, and the educational experiences that they are currently receiving within education systems. To address this mismatch and to provide educators with a framework for action that shortens what is current education of students with IDD and what should be, the purpose of this work is to present the conceptual and practical implications of the supports paradigm and the quality of life model, two frameworks that have now join together and that offer a systematic approach to address the access, participation, learning, and development of students with IDD to their fullest potential, the necessary goals of an inclusive and quality education.
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Smith, John T. "The Priest and the Elementary School in the Second Half of the Nineteenth Century." Recusant History 25, no. 3 (May 2001): 530–42. http://dx.doi.org/10.1017/s003419320003034x.
Full textAbstract:
The Report of a Select Committee in 1835 gave the total of Catholic day schools in England as only 86, with the total for Scotland being 20. Catholic children had few opportunities for day school education. HMI Baptist Noel reported in 1840: ‘very few Protestant Dissenters and scarcely any Roman Catholics send their children to these [National] schools; which is little to be wondered at, since they conscientiously object to the repetition of the Church catechism, which is usually enforced upon all the scholars. Multitudes of Roman Catholic children, for whom some provision should be made, are consequently left in almost complete neglect, a prey to all the evils which follow profound ignorance and the want of early discipline.’ With the establishment of the lay dominated Catholic Institute of Great Britain in 1838 numbers rose to 236 in the following five years, although the number of children without Catholic schooling was still estimated to be 101,930. Lay control of Catholic schools diminished in the 1840s. In 1844, for example, Bishop George Brown of the Lancashire District in a Pastoral letter abolished all existing fund-raising for churches and schools and created his own district board which did not have a single lay member. The Catholic Poor School Committee was founded in 1847, with two laymen and eight clerics and the bishops requested that the Catholic Institute hand over all its educational monies to this new body and called for all future collections at parish level to be sent to it. Government grants were secured for Catholic schools for the first time in 1847. The great influx of Irish immigrants during the years of the potato famine (1845–8) increased the Catholic population and church leaders soon noted the great leakage among the poor. The only way to counteract this leakage was to educate the young under the care of the Church.
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Csergo, Julia. "Food As a Collective Heritage Brand in the Era of Globalization." International Journal of Cultural Property 25, no. 4 (November 2018): 449–68. http://dx.doi.org/10.1017/s0940739118000322.
Full textAbstract:
Abstract:Following debate surrounding nominations of food practices for the United Nations Educational, Scientific and Cultural Organization’s lists of intangible cultural heritage (ICH), 10 years after the entry into force of the Convention for the Safeguarding of Intangible Cultural Heritage, we observe that the ICH lists count a growing number of food-related heritage elements. Yet food, or even gastronomy, as a cultural domain within ICH has yet to be officially recognized. However, given the trade policies arising from the new globalization, which subject peoples and the planet to imported, globalized, and standardized models and which generate an impoverishment of agricultures and food cultures, major geo-economic issues will play out around this recognition. Thus, along with identification labels of quality and origin that protect certain products and know-how from counterfeiting, other forms of protection could be put into place for the benefit of intangible food heritage inscribed on national lists and of the products, goods, services, industries, and cultural spaces in which they are embedded. From the perspective of safeguarding cultural diversity, which any inscription of ICH should lead to, these protections could operate not only through the cultural policies within safeguarding plans but also through the creation of a new binding legal instrument—“the heritage brand”—which could become an important facet of international trade law.