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The widespread prevalence of terrorist crimes, as well as the problems of qualifying hostage taking and demarcation from related crimes, are currently relevant for scientific research. The theoretical and practical aspects contained in the norm on criminal liability for hostage taking have had a long and ambiguous history; they require studying the genesis of the norm on hostage taking and the practice of its application. The work contains only significant records of domestic jurisprudence, containing norms on criminal liability for hostage taking from origins up to the present. Methodology: deduction, induction, methods of synthesis, analysis, historical and formal logical research. Conclusions: 1. The history of the application of the norm on criminal liability for hostage taking is fraught with qualification problems at all stages. These problems are ambiguous and are expressed by the fact that the legislator, under the influence of external and internal factors, makes mistakes in the systematization and codification of the criminal law, often losing the line between the norm and related crimes. As for external factors, in our understanding they are also the norms of international law on hostage taking, which, influencing the national law of the USSR, went through the stages of their development, creating norms by trial and error. For example, the rule did not apply if the taking occurred within the same state and the hostage and the perpetrators were its citizens. 2. The analysis of official statistics starting from the single crimes of the Soviet period, the post-perestroika mass crime boom of the 90s of the last century caused by the political crisis, ending with the statistical recession and the relatively well-coordinated work of state structures of the 2000s allows us to conclude that there are calculus flaws. 3. The introduction of the category of public safety has led to a significant decrease in statistical indicators, due to qualifications through related crimes. In this regard, according to lawyers, the reduction in hostage taking has a technical or static character. This led to a proportional increase in qualifications in related crimes. Scientific and practical significance: The study presented in the article gives an ontological idea of the development of the norm, reveals the technique of law making in the design of the norm on hostage taking. The conducted research is based on the materials of judicial practice in specific criminal cases, which may be of interest to researchers of this norm. These examples show the presence of law enforcement errors in the qualification of terroristic crimes, which can be perceived by practitioners as educational material. The article can serve as a source of scientific information for students of law schools, graduate students and applicants, as well as for researchers involved in the study of the national criminal law of the Russian Federation

Resumen: El fenómeno de la globalización ha trasformado nuestros centros educativos en entornos plurales. La diversidad cultural se concentra y convive en ellos, y las creencias religiosas, que se aprenden dentro de las culturas, constituyen una cuestión social y política, de primer orden, por lo que deben ser atendidas de manera prioritaria en la investigación científico-social así como sus implicaciones educativas. El presente trabajo de investigación tiene como objetivo descifrar primero y describir después el pensamiento implícito de los jóvenes sobre la diversidad religiosa y la enseñanza de la religión en España utilizando como base el proyecto europeo REDCo (Religion in Education. A contribution to dialogue or a factor of conflict in transforming societies of European Countries), proyecto financiado por el Departamento de Investigación de la Comisión Europea para establecer las potencialidades y limitaciones de la religión en los sistemas educativos de ocho países seleccionados, a saber, Estonia, Rusia, Noruega, Alemania, Países bajos, Inglaterra, Francia y España. El instrumento utilizado para la recogida de información es un cuestionario validado por REDCo. Se implementó a 385 estudiantes de cuatro centros de Educación Secundaria de Córdoba (España) caracterizados por su compleja y líquida diversidad de creencias. Los análisis descriptivos señalan, primero, el interés del alumnado por conocer otras religiones y/o concepciones del mundo a través de agrupaciones flexibles; segundo, la existencia de diferentes experiencias relacionadas con la enseñanza de la religión y, tercero, su posición dispareja respecto a los modelos didácticos empleados en la enseñanza de la religión.Abstract: The phenomenon of globalisation has transformed our educational centres into plural environments. Cultural diversity is concentrated and coexists in them; and religious beliefs, which are learned within cultures, constitute a major social and political issue which must be therefore addressed as a priority in scientific-social research, as well as its educational implications. This aim of this research work is to figure out and then describe the implicit thinking of young people about religious diversity and the teaching of religion in Spain, using the European project REDCo (Religion in Education: A contribution to dialogue or a factor of conflict in transforming societies of European Countries) as a basis. This project is funded by the Research Department of the European Commission and is intended to establish the potentialities and limitations of religion in the educational systems of eight different countries, namely Estonia, Russia, Norway, Germany, Netherlands, England, France and Spain. The instrument used for the collection of data has been a questionnaire validated by RDCo. It was administered to 385 students from four Secondary Education centres in Córdoba (Spain), characterised by their complex and changing diversity of beliefs. The descriptive analyses indicate, first, the interest of students to understand other religions and/or worldviews through flexible grouping; second; the existence of different experiences with religion in the school and, third; the varying positions of students with respect to the different models of teaching religion.

Esta pesquisa apresenta uma reflexão sobre a Leitura Deleite, atividade amplamente divulgada no Pacto Nacional Pela Alfabetização na Idade Certa - PNAIC. O interesse por esta temática surgiu durante a pesquisa de mestrado, em que foi observada na sala de aula a prática de Leitura Deleite. Esta entendida como uma estratégia que possibilita o despertar do prazer e reflexão sobre o que é lido, sem se preocupar com a questão formal da leitura e escrita. Nesse enfoque se buscou investigar se as docentes sabem o que é a Leitura Deleite e como a desenvolvem em sala de aula. Para tanto, foi realizada uma pesquisa de natureza qualitativa, que se desenvolveu em duas escolas públicas da rede municipal de Várzea Grande-MT. As docentes participantes responderam a um questionário, contendo cinco questões, além disso, foi realizada a observação em sala de aula. Os resultados apresentaram que as professoras conhecem substancialmente o processo de trabalhar com a Leitura Deleite, em virtude da formação do PNAIC, no entanto, a prática ainda está muito atrelada em elaborar e responder perguntas feitas pelas professoras. Acredita-se que as docentes precisam refletir mais sobre a sua própria concepção de leitura e de leitor, para possibilitar o intercâmbio com os alunos nesse processo de "conversar" com o texto, que não é ler só por ler, é ler por prazer, buscando sentido.

Palavras-chave: Leitura. Ensino. Pacto Nacional pela Alfabetização na Idade Certa- PNAIC.

Abstrac
This research presents a reflection on Delightful Reading, an activity widely disseminated in the National Pact for Literacy at the Right Age - PNAIC. The interest for this theme arose during the master's research in which the practice of Deleite Reading was observed in the classroom. This is understood as a strategy that enables the awakening of pleasure and reflection on what is read without worrying about the formal issue of reading and writing. In this approach, it was sought to investigate whether teachers know what Deleite Reading is and how it is developed in the classroom. To this end, a qualitative research was carried out in two public schools in the municipal network of Várzea Grande-MT. The participating teachers answered a questionnaire containing five questions, in addition, classroom observation was carried out. The results showed that the teachers know substantially the process of working with the Deleite Reading, due to the PNAIC formation, however, the practice is still very tied in elaborating and answering questions asked by the teachers. It is believed that teachers need to reflect more on their own conception of reading and of the reader, in order to enable exchange with students in this process of "talking" with the text which is not just reading, but reading for pleasure, seeking meaning.

Keywords: Reading. Teaching. National Pact for Literacy at the Right Age - PNAIC.

Introduction. Now China is completing the "State program for medium and long-term reform and development of education for 2010–2020." The results achieved during the implementation of this program and the new strategy for the development of China's education, including in the field of higher education and higher education institutions, are becoming a new subject of research in domestic science and require careful study. The purpose of the study is to characterize the current state of Chinese universities and identify a strategy for their development until 2035. Methods and materials. As research methods, analysis of open data sources and comparative analysis were used. The source base includes regulatory documents of the People's Republic of China in the field of education (laws, the state program and state projects), CPC documents related to the development of the education system (reports of the party congress and plenum), information resources of the Ministry of Education of the People's Republic of China (National Statistical Reports on Education Development for 2016–2018), data from QS World University Rankings and Times Higher Education World University Rankings for the period 2016–2020. Analysis. As a result of the reform, the gross enrollment ratio of high school education (10–12 grades) increased from 79.2% (2009) to 88.8% (2018), and higher education from 24.2% (2009) to 48.1% (2018). The fulfillment of the tasks of reforming the higher education system, including the implementation of Projects 211 and 985, by the beginning of the 13th five-year plan (2016) has enabled 85 Chinese universities to enter the world ranking THE (2016–2017). In 2016, China switched to a new strategy for the global development of higher education, embarking on the implementation of the "Project of First-Class Universities and Scientific Disciplines". At the 19th CPC Congress (2017), this strategy was supplemented by the task of intensive development of higher education. Currently, the global development strategy for higher education and universities in the country is continuing as part of the overall modernization of education, according to which China plans to strengthen the combined power and influence of country's education in the international arena by 2020, and by 2035 to increase the competitiveness of higher education in the context of transforming the country into a global educational power. Results. The results of the study include the following: 1) the current state of Chinese universities significantly exceeds the state of 2009 in both quantitative and qualitative indicators; 2) the modern strategy for the development of higher education is the strategy of global development of Chinese universities, aimed at their achievement of leading and first positions in the world, as well as strengthening the competitiveness of China's higher education, contributing to the transformation of China into a world educational power in 2035.

En este ensayo se explica en qué consisten los conceptos género, adolescencia y violencia y cómo se vinculan entre sí. Resulta complejo estudiar la violencia de género durante el noviazgo y específicamente en esta etapa de la vida, motivo por el cual explicaré el enfoque de género y su finalidad, entendiendo esta categoría en su relación con el noviazgo entre los adolescentes, quienes evidencian las prácticas aprendidas, que "deben" llevar a cabo: como dejar de tener amigos del sexo opuesto porque la pareja se puede molestar, lo cual nos lleva a la violencia en el noviazgo, esto es, de acuerdo con Pereira (2012, pp. 55-56), cualquier acción o conducta basada en el género que cause muerte, daño o sufrimiento físico, sexual o psicológico a la mujer o el hombre a través de mecanismos de violencia, físicos y/o psicológicos.Palabras clave: Género, Noviazgo, Adolescencia, Violencia Adolescence, dating and gender violence: looks from the school space in Teocelo, VeracruzSummaryThis essay explains what the concepts of gender, adolescence and violence consist of and how they are linked together. It is complex to study gender violence during dating and specifically at this stage of life, which is why I will explain the gender approach and its purpose, understanding this category in its relationship with dating between adolescents, who evidence the practices learned, which they "must" carry out like stopping meeting friends of the opposite sex because the couple can get annoyed, which leads to violence in dating, that is, according to Pereira (2012, pp. 55-56 ), any gender-based action or conduct that causes death, harm or physical, sexual or psychological suffering to women or men through mechanisms of violence, physical and / or psychological.Keywords: Gender, Dating, Adolescence, Violence Adolescence, relation amoureuse et violence de genre : regards à partir l'espace scolaire à Teocelo, VeracruzRésuméDans cet essai on explique en quoi consistent les concepts genre, adolescence et violence et comment ils se lient parmi eux. Il résulte complexe d'étudier la violence de genre au cours de la relation amoureuse et spécifiquement dans cette étape de la vie, motif pour lequel j'expliquerai l'approche de genre et sa finalité en comprenant cette catégorie dans sa relation avec la relation amoureuse parmi les adolescents, qui mettent en évidence les pratiques apprises qui « doivent » mener à bien : ne plus avoir des amis du sexe opposé à cause de l'embarras du partenaire, ce qui nous mène à la violence dans la relation amoureuse, en d'autres mots, selon Pereira (2012, pp. 55-56), n'importe quelle action ou conduite basée dans le genre qui provoque mort, dégât ou souffrance physique, sexuelle ou psychologique envers la femme ou l'homme à travers des mécanismes de violence, physiques et/ou psychologiques.Mots clés: Genre, Relation amoureuse, Adolescence, Violence

The funding agencies supporting this work are as follows: Italy: the Ministry of Agricultural, Food and Forestry Policies Ireland: The Health Research Board; The Netherlands: The Netherlands Organisation for Health Research and Development (ZonMw); and Norway: The Research Council of Norway, Division for Society and Health. The pooling of the data was funded through a grant from the National Prevention Research Initiative (Grant Number: G0701877) (http://www.mrc.ac.uk/research/initiatives/national-preventionresearch- initiative-npri/). The funding partners relevant to this award are: British Heart Foundation; Cancer Research UK; Department of Health; Diabetes UK; Economic and Social Research Council; Medical Research Council; Research and Development Office for the Northern Ireland Health and Social Services; Chief Scientist Office; Scottish Executive Health Department; The Stroke Association; Welsh Assembly Government and World Cancer Research Fund. This work was additionally supported by the Medical Research Council [MC_UU_12015/3; MC_UU_12015/7], The Research Council of Norway (249932/F20), Bristol University, Loughborough University and Norwegian School of Sport Sciences. ; Background: Levels of physical activity and variation in physical activity and sedentary time by place and person in European children and adolescents are largely unknown. The objective of the study was to assess the variations in objectively measured physical activity and sedentary time in children and adolescents across Europe. Methods: Six databases were systematically searched to identify pan-European and national data sets on physical activity and sedentary time assessed by the same accelerometer in children (2 to 9.9 years) and adolescents (≥10 to 18 years). We harmonized individual-level data by reprocessing hip-worn raw accelerometer data files from 30 different studies conducted between 1997 and 2014, representing 47,497 individuals (2–18 years) from 18 different European countries. Results: Overall, a maximum of 29% (95% CI: 25, 33) of children and 29% (95% CI: 25, 32) of adolescents were categorized as sufficiently physically active. We observed substantial country- and region-specific differences in physical activity and sedentary time, with lower physical activity levels and prevalence estimates in Southern European countries. Boys were more active and less sedentary in all age-categories. The onset of age-related lowering or leveling-off of physical activity and increase in sedentary time seems to become apparent at around 6 to 7 years of age. Conclusions: Two third of European children and adolescents are not sufficiently active. Our findings suggest substantial gender-, country- and region-specific differences in physical activity. These results should encourage policymakers, governments, and local and national stakeholders to take action to facilitate an increase in the physical activity levels of young people across Europe. ; The pooling of the data was funded through a grant from the National Prevention Research Initiative (Grant Number: G0701877) ; This work was additionally supported by the Medical Research Council [MC_UU_12015/3; MC_UU_12015/7], The Research Council of Norway (249932/F20)

Die Religionsfreiheit sorgt immer wieder für grundrechtliche Spannungen und damit für zahlreiche Verfahren vor nationalen und internationalen Höchstgerichten, wobei die Ursache hierfür mitunter in deren weitläufigem Schutzbereich zu verorten ist. Daher lohnt es sich, die Religionsfreiheit anhand der Judikatur einer genaueren Betrachtung zu unterziehen und sich der Frage zu stellen, inwiefern es zu einer Konkretisierung dieses Grundrechts gekommen ist. Diese Arbeit konzentriert sich dabei insbesondere auf jene Bereiche der Glaubensfreiheit, die einen Bezug zur Meinungsfreiheit aufweisen. Zudem wird unter dem Aspekt der negativen Religionsfreiheit, als zentralem Dreh- und Angelpunkt der relevanten Judikatur, auch auf das Spannungsverhältnis der Religionsfreiheit zu sich selbst Bezug genommen werden. Demnach erfolgt neben einer Untersuchung der Rechtsprechung zur Religionsfreiheit im schulischen Kontext, jener zur Offenlegung des Glaubens sowie zum Proselytismus und zu blasphemischen Aussagen ebenso eine Analyse der Judikatur zur Thematik der staatlichen Verwendung von Symbolen. Die Frage nach der Konkretisierung des Schutzbereichs der Religionsfreiheit lässt sich allerdings nicht unter ausschließlicher Betrachtung der Schutzbereichsebene beantworten. Denn wie die Judikatur zeigt, ist es denkbar, die schutzbereichskonkretisierende Wirkung auf eine andere Prüfungsebene zu verlagern und dementsprechend dort zu argumentieren. Vor diesem Hintergrund wäre die Beantwortung obiger Frage unter bloßer Konzentration auf die Schutzbereichsebene einer allzu restriktiven Perspektive unterworfen, weshalb auch jene Judikatur miteinbezogen wird, die auf Eingriffs- sowie auf Schrankenebene zur Konkretisierung des Schutzbereichs beigetragen hat. Zudem offenbaren sich hinsichtlich der von den Höchstgerichten entwickelten Kriterien gewisse Parallelen, die gleichsam latenten Prämissen in sämtlichen Bereichen der untersuchten Judikatur immer wieder anzutreffen sind. ; Freedom of religion, as one of the foundations of a democratic system, repeatedly causes fundamental rights tensions and thus numerous legal proceedings before national and international supreme courts. This fact is mainly caused by the extensive scope of protection of the freedom of religion. For this reason, it is worth taking a closer look at this freedom based on the judicature and to ask the question, if and to what extent the scope of protection of the freedom of religion became concretised. The focus of this thesis will concentrate in particular on those areas of freedom of religion that are related to the right to freedom of expression. In addition, from the negative aspect of religious freedom as the linchpin of the relevant judicature, there will also be made a reference to tensions within religious freedom itself. Accordingly, in addition to an examination of the jurisprudence on freedom of religion in the school context, that on the disclosure of ones religious faith as well as proselytism and blasphemy, there is also carried out an analysis of the judicature on the subject of the use of symbols by the state. The question of the concretisation of the freedom of religions scope of protection cannot be answered solely by considering the level of the scope of protection. As the judicature shows, it is also possible to shift the specific effect of the scope of protections concretisation to another examination level. For this reason, merely concentrating on the level of the scope of protection, the answer to the central question of this thesis would be subject to an overly restrictive perspective which is why the level of intervention as well as the one of legitimate restrictions are also included. Furthermore, there are certain parallels regarding the criteria developed by the Supreme Courts, which seem to be latent premises in all areas of the examined judicature. ; vorgelegt von Stefan Scherr ; Zusammenfassungen in Deutsch und Englisch ; Abweichender Titel laut Übersetzung des Verfassers/der Verfasserin ; Karl-Franzens-Universität Graz, Diplomarbeit, 2020 ; (VLID)5195131

This research offers a reading of the political and social situation of Bolivia in 2010 from the perspective of its education system. Based on the country's education system, this study proposes a historical approach to understand the evolution of the social model implemented by successive governments between 1955 and 2010. Taking the 1952 MNR government period as the starting point, the conceptual framework of this research takes the hypothesis that the political and educational measures taken by this government marked a turning point and showed willingness to include all components of society, on the one hand, as well as to widen political and decisional rights by putting a significant literacy programme in place, on the other. Furthermore, the research draws the conclusion that including indigenous languages and cultures within the educational system has a clear influence on the perception and the writing of a common history of Bolivia. The study analyses successive models of society sought by governments between 1955 and 2010 from the educational measures issued by three governments in 1955, 1994 and 2010. The research is based on the analysis of a body of legislative texts: Code of Education of 1955, Education Reform of 1944, Avelino Siñani-Elizardo Perez Law of 2010 and New Constitution of the pluri-national state of 2009. The objective shows the primordial role played by the school in building a model of society and a common history. ; Ce travail de recherche souhaite proposer une lecture de la situation politique et sociétale de la Bolivie en 2010, sous l'angle de la perspective éducative. Cette thèse veut proposer, à partir de l'éducation, une approche historique de l'évolution du modèle de société souhaité par les gouvernements successifs entre 1955 et 2010. En choisissant comme point de départ de notre étude la période du gouvernement du MNR de 1952, nous avançons d'une part l'hypothèse que les mesures politiques et éducatives de ce gouvernement marquent un tournant dans la volonté de l'Etat d'inclure toutes les composantes de la société en octroyant, à tous, des droits politiques et décisionnels renforcés par l'accès à l'alphabétisation à travers le système éducatif. D'autre part, ce travail émet l'hypothèse que la prise en compte des langues et des cultures indigènes au sein du système éducatif influe nettement sur la perception et sur l'écriture d'une histoire commune de la Bolivie. Les modèles de société successifs voulus par l'Etat entre 1955 et 2010 sont analysés à partir des mesures éducatives émises par trois gouvernements en 1955, 1994 et 2010. Ainsi, en se basant essentiellement sur l'analyse d'un corpus de textes législatifs, à savoir, le Code de l'Education de 1955, la Réforme éducative de 1994, la loi Avelino Siñani – Elizardo Pérez de 2010 et la Nouvelle Constitution de l'Etat Plurinational de 2009, cette étude s'attache à rendre compte du rôle primordial de l'école dans la construction d'un modèle de société et d'une histoire commune.

Trabajo de Fin de Máster del Máster en Profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas, curso 2019/2020 ; [ES] La normativa actual de educación secundaria promueve una educación basada en la adquisición de competencias clave como elemento fundamental para una renovación de los procesos de enseñanza-aprendizaje. El presente TFM recoge una propuesta que hace uso de los recursos naturales del entorno local del alumnado como herramienta didáctica en las clases de Física y Química, atendiendo además a una enseñanza interdisciplinar y personalizada que se ajusta en gran medida a los objetivos de la legislación vigente. Según el estudio bibliográfico llevado a cabo, la propuesta diseñada se encuadraría dentro del modelo de didáctica de las ciencias denominado como Ciencia, Tecnología y Sociedad (CTS), el cual mejora en cierta medida la visión y el entendimiento del alumnado en este tipo de materias. Además, las alusiones al contexto del alumno en los currículos y los libros de texto (entre ellas, las referencias a los recursos naturales) han aumentado en las últimas décadas. Sin embargo, existen una serie de dificultades para aplicar este tipo de modelos didácticos en la práctica, entre ellas la complejidad del diseño de unas actividades y formas de evaluación adecuadas a este enfoque. Así pues, hemos realizado una propuesta didáctica concreta donde analizamos los recursos naturales de la comarca de Priego (Cuenca) y presentamos un conjunto de actividades, prácticas y salidas acordes a este modelo para su aplicación en las clases de Física y Química del instituto de educación secundaria de dicha localidad, en diferentes niveles y cursos. ; [EN] Current secondary education regulation promotes an education based on the acquisition of key competences as a fundamental element of a renewal of the teaching-learning processes. This Master´s final project includes a proposal which uses the natural resources of the local envi-ronment of the students as a didactic tool in the Physics and Chemistry classes, also attending to an interdisciplinary and personalized teaching that is largely adjusted to the objectives of current legislation. According to the bibliographic study carried out, the designed proposal would be framed within the Science, Tecnology and Society program (STS), which improves to a certain extent the vision and understanding of the students in this type of subjects. In addition, allusions to students context in curricula and textbooks (including references to natural resources) have increased in recent decades. However, there are a number of difficulties in applying this type of didactic models in practice, among them the complexity of designing activities and evaluation methods appropiate to this approach. Thus, we have made a concrete didactic proposal where we analyze natural resources of Priego´s region (Cuenca) and present a set of activities, practices and out-puts according to this model for its application in the High School´s Physics and Chemistry classes of said village, at different levels and degrees.

W ostatnich dziesięcioleciach społeczeństwo uległo zasadniczej zmianie. Dokonują się zmiany polityczne, które wpływają na edukację, a co za tym idzie, na wymagania dotyczące pracy nauczycieli, a także na oczekiwania rodziców i społeczeństwa wobec nauczycieli. Głównym celem przeprowadzonego badania jakościowego jest opis zmian warunków pracy nauczycieli w Czechach w ciągu ostatnich trzydziestu lat z perspektywy subiektywnego postrzegania badanych nauczycieli- -ekspertów. Badani nauczyciele wykonują pracują w zawodzie od co najmniej trzydziestu lat. Wszystkie respondentki to kobiety pracujące jako nauczycielki w szkołach podstawowych (Dáša, Lucie, Jana, Danka, Blanka, Dominika, Karolína). W badaniach poddano analizie następujące obszary: stosunki interpersonalne w miejscu pracy, komunikację i współpracę z rodzicami uczniów oraz relację nauczyciel–uczeń. Badania doprowadziły do następujących najważniejszych wniosków: respondenci są dziś świadomi zachodzących zmian i dostrzegają spadek autorytetu nauczyciela; wskazują na obniżanie się autorytetu nauczyciela w oczach uczniów, rodziców i społeczeństwa; najbardziej rozpowszechnionym problemem, z którym borykają się nauczyciele, są destrukcyjne zachowania uczniów, które mogą przeszkadzać w nauczaniu. Co więcej, dzisiejsi nauczyciele czasami mają do czynienia z rodzicami, którzy są całkowicie bezkrytyczni wobec swoich dzieci i ufają im bezrefleksyjnie. Kiedy pojawiają się problemy, rodzice ci nigdy nie widzą głównej przyczyny w swoim dziecku, ale w innych kolegach z klasy lub najczęściej w nauczycielu. Jeśli dziecko otrzyma złą ocenę, rodzice ci są skłonni udać się do nauczyciela i próbować wykazać błąd po jego stronie, a nie we własnych dzieciach. In recent decades, society has fundamentally changed; there are political changes affecting education and, consequently, demands on teachers' work change, as well as parents' and society's expectations of teachers. The main aim of this qualitative research is to map the changes in the conditions of teachers' work in the Czech Republic in the last thirty years according to the subjective perception of teachers- experts, i.e. respondents. The respondents are teachers who have been active in the profession for at least thirty years. All the respondents are women working as primary school teachers (Dáša, Lucie, Jana, Danka, Blanka, Dominika, Karolína). In the research we deal with the following areas: interpersonal relationships at the workplace, communication and cooperation with pupils' parents, and the teacher-pupil relationship. The most important results of this research are as follows. The respondents are aware of and perceive the decreasing authority of the teacher today. They point out that the teacher's authority has degraded in the eyes of pupils, parents, and society. The most widespread problem faced by teachers is the disruptive behavior of pupils, which may interfere with teaching. Moreover, today's teachers sometimes have to deal with parents who are completely uncritical of their children, whom they trust completely. When problems arise, these parents never see the root cause in their child but in other classmates or, most frequently, in the teacher. If a child receives a bad grade, these parents are willing to go to the teacher and try to find the error on their side rather than in their own children.

In Argentina, human leishmaniosis treatment is regulated by means of the therapeutic scheme suggested by WHO and is provided by the government. The objective of this present work was to evaluate the progression of clinical signs, laboratory values and parasitic load at the beginning and during the progression of canine leishmaniasis, using a protocol that combined oral administration of allopurinol and domperidone as an alternative protocol of the standard pharmacological treatment. Ten dogs were admitted at the veterinary school hospital in Corrientes (Argentina), after clinical signs were evaluated. A comprehensive environmental and pharmacological therapeutic protocol was initiated by the combination of allopurinol and domperidone and a medical follow-up with clinical, laboratorial and parasitological parameters controls. All patients demonstrated a fast response to the treatment. The combination of allopurinol and domperidone shows favorable results, as long as adjustments are made according to clinical signs, biochemical profiles and the estimation of parasitic load. Although a higher number of cases as well as trial time are necessary, the results obtained from the protocol used in this assay, may indicate that it is an alternative that can be used in the pharmacological treatment of canine visceral leishmaniasis. Thus, it may be used as a tool for the epidemiological disease control. ; El tratamiento de la leishmaniosis humana en Argentina está normatizado con el esquematerapéutico sugerido por la OMS y es suministrado por el estado nacional en forma gratuita. La mayoría de las drogas utilizadas son desaconsejadas en el tratamiento farmacológico de perros afectados por leishmaniosis visceral por la dificultad de acceder al elevado costo y al riesgo de aumentar la generación de cepas resistentes. El presente trabajo tuvo como objetivo evaluar la progresión de los signos clínicos, valores de laboratorio y carga parasitaria, al inicio y durante la administración combinada de allopurinol y domperidona por vía oral, en la Facultad de Veterinaria de Corrientes (Argentina). Se estudiaron 10 pacientes caninos en los cuales se evaluaron los signos clínicos, se efectuó el análisis serológico y se obtuvieron muestras de médula ósea. Se inició un protocolo terapéutico mediante la combinación de ambos fármacos y se efectuó un seguimiento con controles de los parámetros clínicos, laboratoriales y parasitológicos. Todos los pacientes mostraron mejoría clínica al inicio, pero la evolución fue irregular y particular para cada caso, con reclasificaciones de acuerdo a lo sugerido por el grupo Leishvet. Al realizar ajustes de acuerdo a los signos clínicos, perfiles bioquímicos y estimación de la carga parasitaria, la combinación de allopurinol y domperidona mostró resultados favorables a la dosis recomendada. Si bien es necesario una mayor casuística y tiempo de ensayo, los resultados permiten inferir que este protocolo podría constituir una alternativa en el tratamiento farmacológico y en el control epidemiológico de la leishmaniosis visceral canina.

In this article, through bibliographic and documentary research, the Right to Education in Brazil is analyzed, taking as a reference Social Policies and the Democratic State of Rights, typical configuration of liberal democracy that has been installed in Latin America since the decade of 1990. The recognition and positivization of Social Rights in the Federal Constitution of 1988 resulted from a long process of social demands. However, from the socioeconomic and political-ideological context of the 1990s, Social Policy in Brazil suffered the impacts of the implementation of neoliberal policies for economic and social adjustments. Thus, it is understood that the recognition and proclamation of Education as a subjective public right in the Brazilian normative order, means the legal support for the realization of access to school, but, on the other hand, the non-realization of this right conceals the ideological political dimension that advocates Education in the market perspective. ; En este artículo, a través de una investigación bibliográfica y documental, se analiza el Derecho a la Educación en Brasil, tomando como referencia las Políticas Sociales y el Estado de Derecho Democrático, configuración típica de la democracia liberal que se instala en América Latina desde de la década de 1990. El reconocimiento y positivización de los Derechos Sociales en la Constitución Federal de 1988 fue el resultado de un largo proceso de reivindicación social. Sin embargo, desde el contexto socioeconómico y político-ideológico de la década de 1990, la Política Social en Brasil sufrió los impactos de la implementación de políticas neoliberales de ajuste económico y social. Así, se entiende que el reconocimiento y proclamación de la Educación como un derecho público subjetivo en el orden normativo brasileño, significa el sustento legal para la realización del acceso a la escuela, pero, por otro lado, la no realización de este derecho oculta la dimensión política ideológica que aboga por la educación en la perspectiva del mercado. ; Neste artigo, por meio de pesquisa bibliográfica e documental, analisa-se o Direito à Educação, no Brasil, tomando como referência as Políticas Sociais e o Estado Democrático de Direito, típica configuração da democracia liberal que se instala na América Latina a partir da década de 1990. O reconhecimento e a positivação de Direitos Sociais na Constituição Federal de 1988 resultou de um longo processo de reivindicações sociais. Contudo, a partir do contexto socioeconômico e político-ideológico da década de 1990, a Política Social no Brasil sofreu os impactos da implementação das políticas neoliberais de ajustes econômicos e sociais. Desse modo, compreende-se que o reconhecimento e a proclamação da Educação como Direito público subjetivo no ordenamento normativo brasileiro significa o respaldo legal para a efetivação do acesso à escola, mas, por outro lado, a não efetivação desse direito dissimula a dimensão político-ideológica que preconiza a Educação na perspectiva mercadológica.

The COVID-19 (coronavirus) pandemic underscores the importance of digitalization for economic and social resilience. COVID-19 is restricting mobility and economic activity around the world, and the Philippines is no exception. As mobility restrictions and social distancing measures limit face-to-face interactions and activities, the availability of affordable digital technologies has emerged as a key determinant of resilience. Indeed, digital technologies allow businesses, the government and schools to pursue operations online rather than completely shutting down. E-commerce and digital payments have permitted business transactions to continue and goods to be delivered; online communication platforms have facilitated home-based work, virtual meetings, and remote classes; and government agencies in many countries have used online processes to quickly deliver social assistance to vulnerable households. Unfortunately, not all countries have been able to leverage digital technologies to their full extent, because of poor access to high quality internet and long-held analog practices. In the Philippines, COVID-19 has accelerated the adoption and use of digital technologies. However, digitalization is largely constrained by the country's low high-speed broadband penetration, which lags behind neighboring middle-income countries. The digital divide in the Philippines is large with nearly 60 percent of households not having access to internet, and unable to reap the benefits of digitalization. As a result, face-to-face interactions and analog practices largely dominate in the Philippines, making social distancing economically costly. For example, cash and cheques remain the dominant modes of payment while applying for permits and licenses typically requires exchange of documents in person. Gatherings of people waiting in lines are typical fixture for Filipinos to secure goods and services. This report provides a thorough analysis of the obstacles to digitalization and identifies key reforms and policy measures that could help the Philippines harness the potential of the digital economy. It uses the CHIP (Connect, Harness, Innovate, Protect) conceptual framework to analyze the requirements to accelerate digital transformation. The framework focuses on four key drivers of digitalization: (i) Connect, which refers to a set measures to build the digital foundation and enablers such as digital infrastructure for participation in the digital economy; (ii) Harness, which points to needed investments in analog complements such as skills, regulations, and institutions to leverage the old economy; (iii) Innovate, which refers to expanding the new economy services, digital payments, digital entrepreneurship and e-government; and (iv) Protect, which focuses on mitigating the risks in the digital economy. The need to act on the digital economy is urgent. Reforms delivered now will help the government cushion the impact of the COVID-19 outbreak, support the recovery in the medium term, and make the economy more inclusive, competitive, and resilient to similar shocks in the long term.

The article attempts to analyze the legal framework of higher pedagogical education from 1930 to the present day. The conceptual and categorical apparatus of the chosen issue is determined, which helped to qualitatively cover the process of legislative activity of the authorities in the regulation of educational activity of institutions of higher pedagogical education in Ukraine. It is noted that during the period 1930-2020 a number of reforms took place in the system of higher pedagogical education. There have been transformations of higher education institutions, their structure of the educational process and research activities of employees.It is emphasized that although the Soviet period is a period of totalitarian-communist regime, which negatively or even fatally affected the population and territory of Ukraine, the Soviet system left a solid basis for training teachers in higher education at the present stage of building the national education system of Ukraine.The research of legislative of the higher pedagogical education from the 1930s to 2020 is very important to better understanding the evolution of the state activity in the adoption of regulations which regulated and are regulating now the training of teacher. The article describes vocational and pedagogical training of teachers in higher pedagogical education institutions of Ukraine in the 1930-2020's. It is proved that changes in the vocational and pedagogical training of teachers resulted from the transformation of school social science education in the period we mentioned.During the research we established that the higher pedagogical education system was modified as well; the number of higher pedagogical educational institutions had increased; the number of faculties and departments (Social, Psychological, Pedagogical and Historical Sciences) associated with the vocational and pedagogical training of teachers had been expanded. It is emphasized, that in the modern conditions of the social integration it is advisable to analyze, research and use experience of Soviet Union, which laid the foundation of the higher pedagogical education even for nowadays pedagogical activity in Ukraine.The study sums up the content, forma and methods of training (lectures, seminars, independent and scientific work, pedagogical practice, etc) of future teachers. The research methodology is determined by using the following methods: normative-value, logical analysis, generalization and systematization. ; У статті здійснюється спроба проаналізувати нормативно-правову базу вищої педагогічної освіти, починаючи з 1930 р. до сьогоднішніх днів. Визначено понятійно-катеґоріальний апарат обраної проблематики, що допоміг якісно висвітлити процес законотворчої діяльності органів влади у регулюванні освітньої діяльності закладів вищої педагогічної освіти в Україні. Зазначено, що за період 1930-2020 рр. відбулося ряд трансформацій та реформ у системі вищої педагогічної освіти. Наголошено, що хоча радянський період це період – тоталітарно-комуністичного режиму, який негативно чи навіть фатально позначився на населенні та території України, радянська система залишила ґрунтовну основу для підготовки педагогічних працівників у закладах вищої освіти на сучасному етапі розбудови національної системи освіти України.

This study aims to determine the literacy behavior in development to own tradition for students as a form of shifting thinking about the meaning of studying at Nurul Jadid University. The method used is the type of field research approach (field research) with a descriptive interpretative approach with observation and interview data collection techniques. The analysis technique uses content analysis. The results of the study show that through raising students' critical awareness and responsibility to be able to understand the meaning of lectures and dedication to agencies school, community and family, so that it can become a bastion of students not to behave in literacy such as Copy Paste, Over Presenting (flashy appearance); Libidinal Bazaar (quasi-project activities); laziness Study; laziness to study; just sit, come, and go home; Reluctant to go to college; Rarely do assignments; Misuse of lecture hours; prioritize UKM (Student Activity Unit) rather than going to college, besides also, through the concept of critical awareness by Paulo Freire, education from various literatures, and awareness of student responsibilities such as 1). moral responsibility, 2). social responsibility, 3). academic responsibility, 4). political responsibility. and can act as an Agent of Change, Social Control, Guardian of Value, and Iron Stock. Can give an indication to students to be serious in attending lectures. Similarly, empirically students can be responsible for playing a role in the order of life. So that's when the literacy behavior in a student's soul will be pushed aside and the creation of intellectuals and civilized people.ABSTRAK:Penelitian ini bertujuan untuk mengetahui perilaku literasi dalam perkembangannya menjadi tradisi tersendiri bagi mahasiswa sebagai bentuk pergeseran pemikiran terhadap arti menuntut ilmu di Universitas Nurul Jadid. Metode yang digunakan jenis pendekatan field research(penelitian lapangan dengan jenis pendekatan deskriptif interpretatif dengan teknik pengambilan data observasi dan wawancara. Teknik Analisisnya menggunakan analisis isi. Hasil penelitian menunjukkan bahwa melalui membangkitkan kesadaran kritis mahasiswa dan tanggung jawab untuk dapat memahami makna kuliah dan pengabdian terhadap instansi sekolah, masyarakat dan keluarga. sehingga dapat menjadi benteng mahasiswa untuk tidak berperilaku literasi seperti kebiasaan Copy paste, Over Presenting ( berpenampilan mencolok); Libidinal Bazaar (kegiatan proyek semu); laziness Study (kemalasan belajar); Hanya duduk, datang, dan pulang; Enggan masuk kuliah; Jarang mengerjakan tugas; Penyalahgunaan jam kuliah; prioritaskan UKM (Unit Kegiatan Mahasiswa) daripada masuk kuliah. selain itu pula, melalui konsep kesadaran kritis oleh paulo freire, pendidikan dari berbagai literatur, dan kesadaran tanggung jawab mahasiswa seperti 1). tanggung jawab moral, 2). tanggung jawab sosial, 3). tanggung jawab akademik, 4). tanggung jawab politik. serta dapat berperan sebagai Agent of Change, Social Control, Guardian of Value, dan Iron Stock. Dapat memberikan indikasi terhadap mahasiswa untuk serius dalam mengikuti perkuliahan. Begitu pula secara empiris mahasiswa dapat bertanggung jawab berperan dalam tatanan kehidupan. Sehingga pada saat itulah perilaku literasi dalam jiwa mahasiswa akan dapat tertepis dan terciptanya manusia yang berintelektual dan berkeadaban.