Suchergebnisse

Talking about social exclusion today confronts us with a complex, thornyand problematic issue. We certainly know that every nomination and classification implies a hierarchical order that refracts a social order, rarely free from asymmetries and subordination. We know too that social exclusion does not escape this logic. For this reason, our article pursues three different goals.First, to problematize the conceptions and uses of the social exclusion category. Secondly, to revise the criteria from which we research and train social education professionals who work in such situations. For the third goal, we approach the possible positions that these professionals may take against the inability to fully carry out the orders of social policies, particularly regarding the fight against and eradication of social exclusion. The analytical procedure reveals certain epistemological, political and ethical paradoxes regarding both the forms of university research and the professional practice of social workers as well. A paradox, a priori, has no solution. But faced with this inability, we are obliged to take a position. In this sense, our analysis synthesizes three possible positions that can be adopted by researchers and practitioners of science and social professions. Our proposal, and position, for the inherent paradox is to develop ethics of the double agent. ; Hablar de exclusión social hoy nos confronta a una cuestión compleja, espinosa, problemática. Sabemos que toda nominación y clasificación entraña un orden jerárquico que refracta un orden social no exento de asimetrías y subordinaciones. Sabemos, también, que la exclusión social no escapa a esta lógica. Por ello, el artículo persigue un triple objetivo. En primer lugar, problematizar las concepciones y usos de la categoría exclusión social. Segundo, revisar los criterios desde los que investigamos y formamos a los profesionales de la educación social que trabajan en dichas situaciones. En tercer lugar, abordar las posibles posiciones que estos últimos pueden tomar frente a la imposibilidad de cumplir enteramente los encargos que las políticas sociales les hacen en lo relativo a combatir y erradicar la exclusión social. El modo de proceder analítico pone al descubierto ciertas paradojas epistemológicas, políticas y éticas que atañen tanto a los modos de investigación universitarios como al ejercicio profesional de los educadores sociales. Una paradoja, a priori, es aquello que no tiene solución. Pero ante la imposibilidad a la que nos confronta estamos llamados a tomar alguna posición. En este sentido nuestro análisis sintetiza tres posibles posiciones que los investigadores y profesionales de las ciencias y las profesiones sociales pueden adoptar. Nuestra propuesta, y apuesta, frente a la inherente paradoja es desarrollar una ética del agente doble.

The problem of national identity is extremely important especially in the modern realities of life. Particularly relevant this issue is in relation to ukrainians living abroad. The ukrainian ethnic group in Canada, ranked second in the number of ukrainians living outside the country and the first by its activity in the development of social, cultural and spiritual life. In addition to successful integration into a new society, a professional recognition and success in their careers ukrainians are constantly concerned about the preservation of their own culture, language, traditions, etc.Due to the flexible legislation the canadian government and implementation of it policy of multiculturalism, ukrainians quickly managed to develop its own wide network of educational, cultural, religious and scientific institutions in the country new settlement. Active in this sense it was the third wave of ukrainian emigration (the end of the 1940s the beginning of the 1990s), which was caused by political factors and consequences of the Second world war and contributed to the departure from the country of active, educated, politically literate citizens who actively expanded their social activities in Canada.This part of the ukrainian elite and its descendants were not only able to integrate into a new society, but also to achieve high results in many spheres of life - politics, business, science, information technology, and the like. However, the ukrainians of Canada has always cared about their national identity by teaching children the ukrainian language, giving ukrainian periodicals, shifting to english ukrainian classics, celebrating national holidays and memorable dates. Important evidence of the work of the ukrainian ethnic group in Canada to maintain their own identity is the creation of the Canadian Institute of ukrainian studies, many ukrainian churches, outstanding museums dedicated to ukrainian culture and heritage, archives and libraries.In canadian cities there are many streets that bear the names of prominent ukrainians, opened the monuments to Taras Shevchenko, Lesia Ukrainka, Ivan Franko, etc. Every year in the provinces of Alberta and Manitoba are held the festival of the ukrainian heritage, involving other ethnic groups of Canada. Therefore, by actively developing its culture, science and education, the ukrainians of Canada preserve their national identity, and transmit it to future generations. ; В статье рассматривается вопрос сохранения национальной идентичности украинцев, проживающих за пределами Украины. Сосредоточено внимание на средствах и методах, способствовавших научному развитию соответствующих исследований. Проанализированы достижения украинцев в научном, образовательном, политическом, духовном и культурном направлениях. Выявлены аспекты поддержки и развития украинской самобытности в эмиграции. ; У статті розглядається питання збереження національної ідентичності українців, які проживають за межами України. Зосереджено увагу на засобах та методах, які сприяли науковому розвитку відповідних досліджень. Проаналізовано здобутки українців у науковому, освітньому, політичному, духовному та культурному напрямах. З'ясовані аспекти, які сприяли розвитку української самобутності в еміграції.

International audience ; In France, latest reports and political programs on public understanding of science (in French: culture scientifique, technique et industrielle, CSTI) continue to repeat the same analysis and recommendations than those already made in this type of discourses for decades. They do not take into account more than their predecessors that the French secondary education system creates a students' categorization in terms of recognition as "scientific" with the "Bac S", a key diploma allowing each year only a quarter of each generation to be later considered as "scientists". CSTI for adults should therefore be separated in two families: the first organizing the dialogue between scientists and "laymen" without questioning this divide and the second fostering the appropriation of knowledge in order to transgress this scientific school divide. However, it is not the case, the field of CSTI continuing to be only a patchwork of various actions with disparate social aims. Moreover, the multiplication of actors focused on very specific objectives –?such as promoting local innovation networks?– makes more than ever difficult to identify bad sociocultural effects at a nationwide scale. Due to this attitude, school scientific divide remains a macro-invariant inhibiting the sharing of sprit of inquiry and technological innovation. ; Les plus récents rapports ou programmes politiques concernant les cultures scientifiques, techniques et industrielles (CSTI) en France continuent de répéter les mêmes analyses et les préconisations que celles déjà formulées régulièrement dans ce type de discours depuis plusieurs décennies. Ils ne prennent pas plus en compte que leurs prédécesseurs le fait que le système d'enseignement secondaire français crée avec le Bac S une catégorisation déterminante pour tous les élèves, du point de vue de la reconnaissance comme « scientifiques » ou non. Sachant que ce diplôme clef réserve chaque année le titre de « scientifique » à un seul quart de chaque génération, le champ des actions de la CSTI pour adultes devrait alors s'analyser en séparant deux groupes aux objectifs divergents : l'un ne remettant pas en cause les effets a posteriori de cette catégorisation mais les confirmant, l'autre favorisant a contrario l'appropriation de savoirs et de méthodes qui transgressent ce clivage scolaire. Or il n'en est rien et le champ de la CSTI continue de n'être qu'un agglomérat d'actions aux objectifs sociaux disparates. Plus encore, la multiplication de jeux d'acteurs focalisés sur des objectifs et des enjeux très spécifiques – liés en particulier à l'idée de développer localement des réseaux d'innovations technologiques – rend plus que jamais difficile le repérage des effets socio-culturels néfastes en France résultant de cette trop forte sélection par le Bac S. De fait, ceux-ci perdurent et la catégorisation scientifique scolaire demeure un invariant macrosocial inhibant le partage de l'esprit d'investigation et d'innovation technoscientifique.

The Europe 2020 strategy for smart, sustainable and inclusive growth set a target of lifting more than 20 million people out of poverty, but European Union countries have struggled to make progress towards the target. Zsolt Darvas demonstrates both theoretically and empirically that the 'poverty' indicator in the Europe 2020 strategy essentially measures income inequality, not poverty. His illustrative calculations show that even after taking into account the positive impact expected economic growth should have on material deprivation and low work intensity, the Gini coefficient of income inequality would have to fall by four points in each EU country if the Europe 2020 'poverty' target is to be reached. This would be a huge decline. Enormous differences between 'poverty' thresholds adopted by different EU countries make the EU-wide 'poverty' aggregate pointless. Even though 24 percent of EU citizens are deemed to be poor or socially excluded, we find that social issues receive little attention in the European Semester, which is supposed to support the achievement of Europe 2020 targets. The few relevant recommendations that have been made targeted poverty, employability and social exclusion, which are important goals. There have been no specific measures to reduce income inequality. The political agreement between EU member states clearly expressed the goal of reducing poverty, not inequality. It was a grave mistake to base the Europe 2020 poverty target on an indicator of income inequality and to speak about 'poverty reduction' in relation to that indicator. The European Council should meet again to discuss what social goals to pursue, and to adopt corresponding indicators and strategy. There are good reasons to aim for lower income inequality, which would require further measures such as more progressive income, wealth and inheritance taxes, better opportunities for disadvantaged and poorer families, with implications for education systems and labour market institutions, and the curtailing of unjustified rents enjoyed by certain segments of society. The author suggests that the misleading label of the Europe 2020 target indicator 'at risk of poverty or social exclusion' be replaced with 'relative income poverty or income inequality or potentially social excluded', which may sound convoluted, but would be better than the current short but misleading name. New poverty indicators should be developed, such as considering the cost of a specific basket of goods and services as the threshold. Beyond headcount, the calculation of poverty gaps and other indicators that show the depth and severity of poverty would be important. EU-wide poverty and income distribution indicators should consider the distribution of income within the EU as a whole.

La Unión Europea viene fomentando a través de sus instituciones y normativas la construcción de un modelo social común que fomente la cohesión social. El alcance de este fin se ve limitado por las diferencias existentes entre los modelos sociales nacionales, junto con el distinto impacto de la crisis económica. El objetivo de este trabajo es analizar la evolución de los distintos modelos sociales europeos, ofreciendo una visión global de estos y haciendo especial hincapié en la tendencia hacia la convergencia o divergencia entre ellos en el periodo 2007-2014. A partir de las clasificaciones de los tipos de Estados de Bienestar existentes (Timuss, Espíng-Andersen y Sapir), se realiza una propuesta basada en la identificación inicial de ciertas pautas comunes en cinco modelos diferenciados: Nórdico, Continental, Anglosajón, Mediterráneo y del Este. La hipótesis de partida es que los diferentes modelos sociales europeos mantienen una gran vinculación con el contexto geopolítico donde se vienen desarrollando, viéndose condicionados por el tiempo de permanencia en la Unión Europea. La metodología empleada es la comparación de los diferentes comportamientos sociales, económicos y políticos en la Unión Europea. Para ello se analizan diferentes ámbitos de actuación correspondientes a las principales áreas que conforman la política social (ingresos, trabajo, educación, vivienda y salud); incluyéndose indicadores o medidas input (como el gasto social), junto a otros de tipo output o resultados (como la tasa de paro). ; The European Union has been promoting through its institutions and regulations, a common social model that fosters social cohesion. The scope of this purpose is limited by the differences between national social models, along with the different impact of the economic crisis. The aim of this paper is to analyze the evolution of the different European Social Models. It is provided an overview of these, with special emphasis on the trend towards convergence or divergence between them during 2007-2014. From the classifications of the types of Welfare States (Timuss, Esping-Andersen and Sapir), this paper shows a proposal based on the initial identification of certain common patterns in five different models: Nordic, Continental, Anglo-Saxon, Mediterranean and Eastern. The initial hypothesis is: the different European social models maintain a great relationship with the geopolitical context in which they are developing and also we must considering the integration time in the EU. The methodology used consists of comparing the different social, economic and political behavior in the European Union. For this purpose, different areas of social policy (income, employment, education, housing and health) are analyzed; including input indicators (such as social spending) and outcome indicators (such as the unemployment rate).

La Declaración Universal de los Derechos Humanos proclamada por la Asamblea General de las Naciones Unidas en París, el 10 de diciembre de 1948, establece por primera vez los derechos humanos fundamentales que deben protegerse en el mundo entero. Entre los precitados derechos, proclama en su artículo 15 lo siguiente: " 1. Toda persona tiene derecho a una nacionalidad. 2. A nadie se privará arbitrariamente de su nacionalidad ni del derecho a cambiar de nacionalidad". Sin embargo en la actualidad, a más de sesen- ta años de ese primer esfuerzo de la post guerra, en materia de derechos humanos, se habla de millones de personas apátridas; es decir, sin un vínculo jurídico que los enlace a un Estado. Esta condición conlleva mayores problemas y desencadena la privación de otros derechos inherentes a los seres humanos, ya que al adolecer de documentos que los certifiquen como nacional de un Estado, no pueden acceder fácilmente a los servicios públicos como, salud, educación, empleo; tampoco a circular libremente, y mucho menos a ejercer derechos políticos. En el derecho internacional existe mucho por hacer en esta materia, no obstante, ya se están evidenciando los primeros pasos hacia la erradicación de la condición de apatridia en el mundo, mediante instrumentos internacionales y la ad- hesión a ellos de, cada vez, más Estados. ; The Universal Declaration of Human Rights, proclaimed by the United Nations General Assembly in Paris on December 10, 1948, establishes for the first time the fundamental human rights to be protected throughout the world. Among the rights mentioned above the article 15 proclaims the following:"1. Everyone has the right to a nationality. 2. No one shall be arbitrarily deprived of its nationality nor denied the right to change its nationality. "However, today, more than sixty years after the first post-war effort on human rights, millions of stateless people are spoken of; that means, without a legal bond that links them to a State. This condition leads to greater problems and triggers the deprivation of other rights inherent to human beings, because of the lack of documents certifying them as a citizen of a State, they cannot easily access to public services such as health, education, employment; to free circulation, neither political rights. There is much to be done in international law in the matter of human rights. However, the first steps towards the eradication of the condition of statelessness people in the world, through international instruments and the adherence to them of more and more States, are already evident.

Science, technology and innovation indicators are an essential tool in defining the dynamics of formulation, implementation or evaluation of public policies framed in these areas. Therefore, the purpose of the present study was to analyze the scope of measuring these indicators in Venezuela and its impact on the development of public policies. To do this, it explained theoretically of the great family of manuals developed by the Organization for the economic cooperation and development [OCDE (1995); (2002); (2006); (2009)]; of the network of indicators of science and technology Iberoamerican and inter-American [RICYT (2001); (2009)], who took an important set of documents tailored to the environment surrounding countries as Venezuela; the United Nations Organization for education (UNESCO); among others. Methodologically this research is framed in the positivist epistemological approach, with a descriptive design. The universe of study was formed by the RICYT and the National Observatory for science, technology and innovation (ONCTI); obtaining general online an unfavourable trend, which indicates that the scope of measurement of indicators for science, technology and innovation in Venezuela is poor; accordingly not are appropriate for it takes of decisions successful in this matter, impacting of form negative to the time of manage them political public related with this field and preventing to its time, the appropriate development scientific-technological national. ; Los indicadores de ciencia, tecnología e innovación constituyen una herramienta a la hora de definir las dinámicas de formulación, aplicación o evaluación de las políticas públicas enmarcadas en estas áreas. Por tanto, el propósito del presente estudio fue analizar el alcance de medición de estos indicadores en Venezuela y su impacto en el desarrollo de políticas públicas. Para ello, se fundamentó de la gran familia de manuales desarrollados por la Organización para la Cooperación y Desarrollo Económico [OCDE (1995); (2002); (2006); (2009)]; de la Red de Indicadores de Ciencia y Tecnología Iberoamericana e Interamericana [RICYT (2001); (2009)], de quien se tomó un importante conjunto de documentos ajustados al entorno que envuelve a países como Venezuela; de la Organización de las Naciones Unidas para la Educación [UNESCO (2006); (2010)]; entre otros. Metodológicamente esta investigación se enmarcó en el enfoque epistemológico positivista, con un diseño de tipo descriptivo. El universo de estudio estuvo constituido por la RICYT y el Observatorio Nacional de Ciencia, Tecnología e Innovación (ONCTI); obteniéndose en línea general una tendencia poco favorable, lo cual indica que el alcance de medición de los indicadores de ciencia, tecnología e innovación en Venezuela es deficiente; en consecuencia, no resultan apropiados para la toma de decisiones acertadas en esta materia, impactando de forma negativa al momento de gestionar las políticas públicas relacionadas con este campo e impidiendo a su vez, el adecuado desarrollo científico – tecnológico nacional.

Libraries are well-positioned in order to work in cross-disciplinary teams in teaching and learning as well as in research landscape. The new trends and significant challenges in education and the important developments in technology are drivers for developing and changing libraries. For instance, among others, the economic and political pressures, the evolving nature of the scholarly record and the research data management areexamples of areas that are affected by this change. The seven steps described in the following pages were selected by the authors after a thorough bibliography review, the application of previous professional knowledge and experience within the field of libraries and further discussion of the topic. These steps are intended to be a roadmap to accelerate the transformation of digital libraries aiming to support teaching, learning and research. ; Las bibliotecas están bien posicionadas para trabajar en equipos interdisciplinarios en la enseñanza y el aprendizaje, así como en el campo de la investigación. Las nuevas tendencias y retos importantes en la educación y los importantes desarrollos tecnológicos son motores para el desarrollo y el cambio de las bibliotecas. Por ejemplo, entre otras, las presiones económicas y políticas, la naturaleza evolutiva del registro académico y la gestión de datos de investigación son ejemplos de áreas que se ven afectadas por este cambio. Se seleccionaron los siete pasos descritos en las siguientes páginas. Los autores después de una exhaustiva revisión bibliográfica, aplicación de los conocimientos y experiencias profesionales anteriores dentro del campo de las bibliotecas y una mayor discusión del tema. Estos pasos están destinados a ser una hoja de ruta para acelerar la transformación de bibliotecas digitales con el objetivo de apoyar la enseñanza, aprendizaje e investigación. ; Les biblioteques estan ben posicionades per a treballar en equips interdisciplinaris en l'ensenyament i l'aprenentatge, així com en el camp de la recerca. Les noves tendències i reptes importants en l'educació i els importants desenvolupaments tecnològics són motors per al desenvolupament i el canvi de les biblioteques. Per exemple, entre unes altres, les pressions econòmiques i polítiques, la naturalesa evolutiva del registre acadèmic i la gestió de dades de recerca són exemples d'àrees que es veuen afectades per aquest canvi. Es van seleccionar els set passos descrits en les següents pàgines. Els autors després d'una exhaustiva revisió bibliogràfica, aplicació dels coneixements i experiències professionals anteriors dins del camp de les biblioteques i una major discussió del tema. Aquests passos estan destinats a ser un full de ruta per a accelerar la transformació de biblioteques digitals amb l'objectiu de recolzar l'ensenyament, aprenentatge i recerca.

International audience ; In France, latest reports and political programs on public understanding of science (in French: culture scientifique, technique et industrielle, CSTI) continue to repeat the same analysis and recommendations than those already made in this type of discourses for decades. They do not take into account more than their predecessors that the French secondary education system creates a students' categorization in terms of recognition as "scientific" with the "Bac S", a key diploma allowing each year only a quarter of each generation to be later considered as "scientists". CSTI for adults should therefore be separated in two families: the first organizing the dialogue between scientists and "laymen" without questioning this divide and the second fostering the appropriation of knowledge in order to transgress this scientific school divide. However, it is not the case, the field of CSTI continuing to be only a patchwork of various actions with disparate social aims. Moreover, the multiplication of actors focused on very specific objectives –?such as promoting local innovation networks?– makes more than ever difficult to identify bad sociocultural effects at a nationwide scale. Due to this attitude, school scientific divide remains a macro-invariant inhibiting the sharing of sprit of inquiry and technological innovation. ; Les plus récents rapports ou programmes politiques concernant les cultures scientifiques, techniques et industrielles (CSTI) en France continuent de répéter les mêmes analyses et les préconisations que celles déjà formulées régulièrement dans ce type de discours depuis plusieurs décennies. Ils ne prennent pas plus en compte que leurs prédécesseurs le fait que le système d'enseignement secondaire français crée avec le Bac S une catégorisation déterminante pour tous les élèves, du point de vue de la reconnaissance comme « scientifiques » ou non. Sachant que ce diplôme clef réserve chaque année le titre de « scientifique » à un seul quart de chaque génération, le champ des actions de la CSTI pour adultes devrait alors s'analyser en séparant deux groupes aux objectifs divergents : l'un ne remettant pas en cause les effets a posteriori de cette catégorisation mais les confirmant, l'autre favorisant a contrario l'appropriation de savoirs et de méthodes qui transgressent ce clivage scolaire. Or il n'en est rien et le champ de la CSTI continue de n'être qu'un agglomérat d'actions aux objectifs sociaux disparates. Plus encore, la multiplication de jeux d'acteurs focalisés sur des objectifs et des enjeux très spécifiques – liés en particulier à l'idée de développer localement des réseaux d'innovations technologiques – rend plus que jamais difficile le repérage des effets socio-culturels néfastes en France résultant de cette trop forte sélection par le Bac S. De fait, ceux-ci perdurent et la catégorisation scientifique scolaire demeure un invariant macrosocial inhibant le partage de l'esprit d'investigation et d'innovation technoscientifique.

Die vorliegende IAB-Stellungnahme fasst die mündliche Stellungnahme des Instituts im Rahmen der Anhörung am 16. August 2017 im Hessischen Landtag zum dringlichen Antrag der Fraktion der FDP betreffend 'Hessen 4.0 - Agenda Digitales Hessen' (Drucksache 19/4111) und zur Großen Anfrage der Fraktion der SPD betreffend der Auswirkungen der Digitalisierung auf Arbeit und Wirtschaft in Hessen (Drucksache 19/4357 zu Drucksache 19/2896) zusammen. Das IAB stellt eigene Forschungsergebnisse zum Thema 'Digitalisierung der Arbeitswelt' vor und geht dabei, soweit möglich, auf die Situation in Hessen ein. Im Anschluss daran werden einige Punkte des Antrags der FDP-Fraktion kommentiert. Das IAB hat für das Bundesgebiet und die einzelnen Bundesländer den Anteil der in Berufen ausgeübten Kerntätigkeiten berechnet, die bereits heute theoretisch durch Maschinen ersetzbar wären. Demnach beträgt in Hessen der Anteil der sozialversicherungspflichtig Beschäftigten in Berufen mit einem hohen Substituierbarkeitspotenzial 13,1 Prozent. Er liegt damit unter dem bundesweiten Schnitt von 14,9 Prozent. Auch wenn die Realisierung der Substituierbarkeitspotenziale aus organisatorischen, wirtschaftlichen oder auch ethischen Gründen gehemmt oder verhindert werden kann, wird es in Zukunft Veränderungen in der Arbeitswelt geben. Wirtschaftliche Anpassungsprozesse können zudem dazu führen, dass es zu erhöhtem Bedarf in Tätigkeitsbereichen kommt, die nicht durch Maschinen ersetzt werden können. Für die Politik und die Arbeitsmarktakteure wird es darauf ankommen, diesen strukturellen Wandel aktiv zu begleiten. Damit Beschäftigte den durch die Digitalisierung geänderten Anforderungen gerecht werden können, bedarf es gezielter Qualifizierung und Weiterbildung. Auch die grundlegende inhaltliche Ausrichtung der Schul- und Berufsausbildung sollte den Trend zur Digitalisierung berücksichtigen. Daher sind generell politische Initiativen zu begrüßen, die die Bewältigung des durch die Digitalisierung hervorgerufenen Wandels durch Information, Koordinierung oder Vernetzung unterstützen. ; This IAB statement summarizes the institute's oral statement in the context of the consultation in the Hesse Landtag on 16 August 2017 regarding the urgent request of the FDP fraction concerning 'Hessen 4.0 - Agenda Digitales Hessen' (printed matter 19/4111) and regarding the major interpellation of the SPD fraction regarding the im-pact of digitisation on labour and economy in Hesse (printed matter 19/4357 regarding printed matter 19/2896). The IAB statement presents IAB research results on the topic of 'digitisation of the working environment', responds to the situation in Hesse where possible, and com-ments some items of the application of the FDP.To this end, the IAB calculated the proportion of core activities exercised in occupa-tions which could, in theory, already be substituted by machines. In Hesse, the pro-portion of employees, subject to social insurance contributions, in occupations with a high substitutability potential is 13.1 per cent. This proportion is smaller than the av-erage proportion of 14.9 per cent for Germany. Though the unlocking of the substitut-ability potential could be at least partly prevented for organizational, economic or eth-ical reasons, there will be changes in the world of work in future. Furthermore, eco-nomic adjustment processes can lead to an increased demand in occupations which cannot be replaced by machines. We come to the conclusion that politics and labour market actors should actively sup-port this structural change. Targeted qualification and further training can promote employee's ability to meet the requirements that change due to digitisation. Also, the curricula of the general education system and of the vocational training should take the trend towards digitisation into account. More generally, political initiatives are rec-ommended that support the change management of the public and the private sector by information, coordination or networking.

Skills in map use and interpretation are important in geography education. Atlases represent special collections of maps that can be beneficial for developing map use and interpretation and spatial analysis skills in geography students. In this study, we examine the utilization of atlases in geographic coursework. We surveyed 295 geography instructors in theU.S.andCanadaabout their usage of both print and digital atlases in geography courses of different level. The survey generated 54 responses. The findings indicated that about 39 percent of instructors use atlases in instruction, most of those use print atlases rather than digital atlases. It was found that most of the instructors who use atlases in their instruction teach upper-level Human Geography courses. Some other general courses, in which atlases were used are: Introduction to GIS, Remote Sensing, World Regional Geography, and Introduction to Physical Geography. As indicated by the survey responses, atlases are widely used in special topic courses such as World Forests, Geography of North America, Research Methods in Geography, Natural Hazards, Geography of Europe, History and Theory of Geography, Current World Affairs, Geography of Pennsylvania, Political Geography, Geography of Russia, North American House Types, and Geography of Consumption. In addition to analyzing the survey responses, we also provide examples of atlas use in a variety of courses. We conclude that atlases are useful for studies of spatial associations and geographic patterns, as a background information or context resource, as a source that helps to learn geographic locations, and to learn cartographic methods and map design. ; В статье представлены результаты опроса, проведенного среди преподавателей университетов США и Канады, целью которого было определение интенсивности использования географических атласов в курсах географии различного уровня. Как показали результаты опроса, 39% процентов опрошенных используют атласы в преподавании курсов географии различного уровня. Большинство опрошенных используют атласы в курсах социальной географии. Меньшее число преподавателей используют атласы в таких курсах, как «Введение в ГИС», «Региональная география», «Введение в физическую географию». В статье также представлены методические разработки уроков с использованием печатных и электронных атласов, которые могут представлять ценность при разработке новых курсов или тематических блоков в курсах географии высших учебных заведений. ; У статті представлені результати опитування, проведеного серед викладачів університетів США і Канади, метою якого було визначення інтенсивності використання географічних атласів у курсах географії різного рівня. Як показали результати опитування, 39% відсотків опитаних використовують атласи у викладанні курсів географії різного рівня. Більшість опитаних використовують атласи в курсах соціальної географії. Менша кількість викладачів використовують атласи в таких курсах як «Вступ до ГІС», «Регіональна географія», «Вступ до фізичної географії». У статті також представлені методичні розробки уроків з використанням друкованих та електронних атласів, які можуть представляти цінність при розробці нових курсів або тематичних блоків у курсах географії вищих навчальних закладів.

The new global emphasis on public infrastructure for connectivity builds on the declarations of the UN Sustainable Development Agenda, and most recently the Belt and Road Initiative that seeks to connect global economies and recreate old trading links and generate new ones. Infrastructure also holds the key to addressing the Middle-Income Trap, along with education and innovation. Yet, there is considerable evidence from the EU, Latin America and China to show that while the advantages of connectivity investment are significant and necessary, in isolation these are far from sufficient in ensuring more inclusive and sustainable outcomes. Sustainable growth involves private investments that are channeled to the most promising and productive activities. Of course, firms respond to price signals, but with imperfect or incomplete information, tend to reinforce existing profit centers where the jobs tend to be concentrated (London, Barcelona, Milan, Shanghai, Guangzhou-Shenzhen, Santiago de Chile), typically resulting in increasing inequality, congestion and pollution. The resulting conurbations attract migrants, and in large metropolitan areas in Latin America and South Asia, there is a sharp increase in informality that leads to incentives for cheating that result in low productivity (see Levy, #ref1376#2008#/ref1376#). Regional connectivity may not always result in a more equal or level playing field and in the cases mentioned above may have exacerbated imbalances and inequalities. As seen in the UK, which has experienced a strong recovery since the 2008 crisis, the Brexit vote suggests that there may be a political backlash if employment and income generation, or adjustment costs, are not more evenly distributed. In this paper, we argue that a combination of instruments is likely to be needed at both national and local levels, including tax handles, and full information, particularly involving liabilities within an intertemporal framework, to ensure sustainable and inclusive development. Since most of the policies are implemented at the sub-national level, local financing, institutions and incentives affect the possibility of creating new "growth hubs" or clean and efficient cities that are needed for sustainable growth. We draw on evidence from the EU, China and Chile, which is considered by the IFIs as one of the leading countries as far as investment management is concerned. We also use empirical illustrations based on the theory of reform applied to the Chilean case to illustrate how to improve on the investment allocations that are already praised as arms-length by the Bretton Woods Institutions, to develop a sustainable growth strategy that also addresses the middle-income trap. This has wider applications in Europe, and China, and in the implementation of the Belt and Road Initiative.

Исследуются материалы о ходе второго Мараморош-Сиготского процесса 1913-1914 гг., которые печатались на страницах иркутской газеты «Сибирь». Периодическое издание достаточно объективно представляло сведения, обращало внимание на главные причины православного движения. Особенно подробно освещены слушания свидетелей и обвиняемых. Журналисты приходят к выводу, что большинство свидетелей делали признание под давлением полиции и жандармерии. Находим также урывки из выступления прокурора, судьи и адвокатов. Газета является важным источником по истории православной церкви в Закарпатье. ; The purpose of this paper is to overview the content and the context of notes on the history of the Second Maramorosh Sighet Trial (1913-1914) published in the Irkutsk newspaper Sibir' [Siberia]. In the study, the author analyzed newspaper articles published from late December 1913 to early March 1914. The author proves for the first time in the historiography that the newspaper objectively reported on the progress of the Trial, focusing on the causes of the Orthodox movement, methods of carrying out pre-trial investigation, violence by the police and gendarmerie. The author showed that most of the defendants and witnesses refused to testify, claiming their innocence. On the basis of the research, the author highlighted the main issues raised at the Trial. These include cooperation with Russia, anti-state and anti-Uniate propaganda and illegal distribution of literature. Particular attention is paid to the questioning and testimony of the main defendants: Kabaljuk, Vorobchuk, Petrovci, Palkaninets. It was found that most of the arrested farmers were poor, little versed in political matters and had no education. The main reasons for the Orthodox movement were the socio-economic and religious factors which are demonstrated on the set of examples in the paper. The position of witnesses who supported the prosecution is shown. The author comes to a conclusion that they were an interested party and the operational part of the population of different settlements. Contacts of the leader of the Orthodox movement A. Kabaljuk with Count V. Bobrinsky, Gerovski brothers, representatives of Russian and Athos monasteries is shown as well. The position of various Austrian and Hungarian newspapers on the issue of the Trial is shown in the paper and the author highlighted that it was not straightforward. A separate list of farmers sentenced to various prison sentences and fines is presented. The public opinion reaction of Austria-Hungary, Russia and other countries on the verdict is analyzed as well. The author concludes that this source plays an important role in the study of Transcarpathian Church History of the early twentieth century. It is noted that the repressions of the peasants did not stop the Orthodox movement. The subsequent history of Transcarpathia indicates the geographical expansion of the Orthodox movement.

Hablar de exclusión social hoy nos confronta a una cuestión compleja, espinosa, problemática. Sabemos que toda nominación y clasificación entraña un orden jerárquico que refracta un orden social no exento de asimetrías y subordinaciones. Sabemos, también, que la exclusión social no escapa a esta lógica. Por ello, el artículo persigue un triple objetivo. En primer lugar, problematizar las concepciones y usos de la categoría exclusión social. Segundo, revisar los criterios desde los que investigamos y formamos a los profesionales de la educación social que trabajan en dichas situaciones. En tercer lugar, abordar las posibles posiciones que estos últimos pueden tomar frente a la imposibilidad de cumplir enteramente los encargos que las políticas sociales les hacen en lo relativo a combatir y erradicar la exclusión social. El modo de proceder analítico pone al descubierto ciertas paradojas epistemológicas, políticas y éticas que atañen tanto a los modos de investigación universitarios como al ejercicio profesional de los educadores sociales. Una paradoja, a priori, es aquello que no tiene solución. Pero ante la imposibilidad a la que nos confronta estamos llamados a tomar alguna posición. En este sentido nuestro análisis sintetiza tres posibles posiciones que los investigadores y profesionales de las ciencias y las profesiones sociales pueden adoptar. Nuestra propuesta, y apuesta, frente a la inherente paradoja es desarrollar una ética del agente doble. ; Talking about social exclusion today confronts us with a complex, thorny and problematic issue. We certainly know that every nomination and classification implies a hierarchical order that refracts a social order, rarely free from asymmetries and subordination. We know too that social exclusion does not escape this logic. For this reason, our article pursues three different goals. First, to problematize the conceptions and uses of the social exclusion category. Secondly, to revise the criteria from which we research and train social education professionals who work in such situations. For the third goal, we approach the possible positions that these professionals may take against the inability to fully carry out the orders of social policies, particularly regarding the fight against and eradication of social exclusion. The analytical procedure reveals certain epistemological, political and ethical paradoxes regarding both the forms of university research and the professional practice of social workers as well. A paradox, a priori, has no solution. But faced with this inability, we are obliged to take a position. In this sense, our analysis synthesizes three possible positions that can be adopted by researchers and practitioners of science and social professions. Our proposal, and position, for the inherent paradox is to develop ethics of the double agent.

The article deals with falsified cartographic works as misinformation of a person. They are increasingly encountered with an increase in the volume of information and the complexity of verifying its authenticity. With the help of the map, the scale increases from the local to the world level, where the interpretation of the cartographic work can be any due to a lack of geographical education. While before the XVIII century the maps contained secret information and it was necessary to obtain access to them, in the XIX-XX centuries maps became an element of manipulation. The most striking example of counterfeiting is the UK's exit from the EU. There are many terms that characterize such maps: aggressive, underfilled, misinformation, false, falsified, where each of the terms has a fairly different meaning. Aggressive maps are created to propagate certain political views, and the false ones are often the result of an error or a human factor. Underfilled maps are informal, created for a certain occasion, existing for several days. Misinformation was used as an element of false information for misleading a certain part of the population, often used in the media. Among all the synonyms, the term «falsified» is the most ancient in use and broad in content. Its interpretation is given by practically all the dictionaries of the last two centuries. The expediency of using the notion «falsification» for similar cartographic works has been analyzed. It has been established that synonyms defining a map with an incorrect interpretation are: a distortion of information, the mismatch of exact content, the most correct use of the concept «falsified». Thus, a falsified map is a mathematically defined, diminished, generalized image of the Earth's surface, of another celestial body or outer space, which shows objects located or projected therein in the adopted system of symbols, created or fake to the original with preservation of the appearance, with a mercenary purpose and saturated with a distorted, incorrect interpretation of phenomena, events, facts, which appears credible and does not correspond to the exact content. ; В статье рассмотрены вопросы фальсификации информации с помощью картографических произведений. Представлен анализ понятий о картах: агрессивной, андерфильной, дезинформационной, ошибочной, фальсификационной. Рассмотрено отличие содержательной части различных видов фальсификационных карт. Предложено использование термина «фальсификационная карта» для картографических произведений, которые неправильно толкуют, искажают информацию, а их содержание не соответствует точному смыслу первоисточника. ; У статті розглянуто питання фальсифікації інформації за допомогою картографічних творів. Представлено аналіз понять про карти: агресивну, андерфільну, дезінформаційну, помилкову, фальсифікаційну. Розглянуто відмінність змістової частини різних видів фальсифікаційних карт. Запропоновано використання терміну «фальсифікаційна карта» для картографічних творів, які неправильно тлумачать, викривляють інформацію, а їх зміст не відповідає точному змісту першоджерела.