Suchergebnisse

Sociologi är en forskningsdisciplin som i dag präglas av stor mångfald, sett till vilka samhällsfenomen vi sociologer studerar eller vilka metoder och teorier vi använder. Kanske är det därför som föreställningen om en sociologisk teoretisk kanon fortfarande fyller en viktig roll, som en fast – men föränderlig – referenspunkt alla sociologer oavsett specialitet kan förhålla sig till. Detta dubbelnummer av Sociologisk Forskning innehåller många texter som på olika sätt kretsar kring sociologins klassiker och det sociologiska teoretiserandet.
I "Theory as text or theory as activities?" diskuterar Richard Swedberg två olika sätt att använda sociologisk teori. Artikeln är hans keynote-föreläsning från Sociologidagarna i Uppsala 16 mars. Swedberg argumenterar för att teori främst bör ses som en aktivitet som är sammanvävd med forskningsprocessen, vilket gynnar både förståelsen och användandet av teori.
I "Järnburen smids på nytt. Ett klassiskt sociologiskt perspektiv på new public management och dess konsekvenser" tar Olof Hallonsten utgångspunkt i framför allt Weber och Habermas teorier. Artikeln belyser fenomenet new public management (NPM), som alltmer kommit att belysas i forskning om arbetsliv som samhälle, och diskuterar brytpunkten mellan "mellan rationalisering och hyperrationalisering".
I "Altruismens kollektiva former. Om altruistiska 'yrkeshjältar' utifrån Durkheim" diskuterar Daniel Persson Thunqvist olika former av självuppoffrande altruism i dagens arbetsliv. Begreppen heroisk altruism och medborgerlig altruism används för att förstå de förväntningar som ställs på individer vid olika nödsituationer i samhället.
Även Magnus Granberg lutar sig mot sociologins klassiker i "Ekonomisk form och den ömsesidiga konstitueringen av ojämlika sociala relationer". I artikeln formuleras en teori "om vara och arbete som förmedlare av sociala ojämlikhetsformer genom att diskutera hur varuform och lönearbete har utvecklats i samspel med bestämda rasifieringsprocesser".
I Alessandro Johanssons och Lena Gunnarssons artikel "'Jag är inte prostituerad, jag lever normalt'. Sugardejtares språkliga och praktiska relationsarbete för att avgränsa sugardejting från prostitution" analyseras intervjuer med "sugarbabes" och "sugardaddys". I artikeln analyseras de intervjuades "relationsarbete" med att särskilja sugardejting från prostitution som sådan eller från vad de betraktar som egentlig prostitution, som ses som moraliskt klandervärd.
I artikeln "Arv, miljö eller både och? En kritisk realistisk kritik av heritabilitetsmetodiken" undersöker Johan Alfonsson de ontologiska antaganden som görs inom forskning om betydelsen av genetiskt arv. Även denna forsknings ambition att förklara sociala utfall utifrån genetiskt arv kritiseras framhålls att "[u]tfall i världen påverkas av hur samspelet mellan genvarianter och miljö ser ut".
Sara Uhnoo och Ove Sernhede tar i artikeln "Shout out! Ortenpoddar som folkbildning, motoffentlighet och underhållning" upp den roll poddar spelar för ortens unga. Utifrån samtida sociologi och urbanteori menar de att ortenpoddar bör ses som "en del av ett kollektivt identitetsskapande och motståndsformer som växer fram i dagens segregerade storstäder".
Angelica Wågby diskuterar i artikeln "Den sociala meningen med barns delaktighet i vårdnads-, boende- och umgängesprocesser" olika tolkningar och förgivettaganden i aktuella policys om barns delaktighet. Hon menar att dessa förgivettaganden "tjänar som osynlig mall för hur barn bemöts och hur deras delaktighet hanteras".
I sin forskningsnotis "Teacher careers and professional dispositions in a diversified school market" skriver Per Dannefjord och Magnus Persson om skolsegregation. Ökade skillnader mellan skolor påverkar inte enbart eleverna, utan även lärarnas arbetsmarknad och användbarheten av deras professionella kompetens.
I numrets recensionsdel skriver Josef Ginnerskov om Sociologins klassiker, en antologi under Lisa Eklunds och Bo Isenbergs redaktörskap i vilken 23 sociologer presenterar klassiker. I sin recension konstaterar Ginnerskov: "Trots att urvalet kanske lämnar en del övrigt att önska i fråga om geografisk spridning, kulturell resonans och i mindre utsträckning historisk avgränsning, måste författargruppen få beröm för sin välbehövliga insats att vidga vår förståelse av sociologins klassiker." Göran Therborn recenserar den svenska nyutgåvan av Michael Youngs 2034. Meritokratins uppgång och fall. Therborn drar slutsatsen att "[d]en liberala jämlikheten räcker bara för en generation. Youngs kritik berör detta, men problemet har vuxit enormt sedan 1958 och på ett sätt som han inte kunde förutse".
I sin recension av Shoshana Zuboffs Övervakningskapitalismen. Vid maktens nya frontlinjer lyfter Alexandra Bogren fram att "bokens främsta styrka att den ger en inblick i några företags arbete med att ta fram smarta produkter samt i de framtidsvisioner och idéer som dessa företag presenterar för omvärlden". I en dubbelrecension tar sig Mats Franzén an Andreas Reckwitz böcker Die Gesellschaft der Singularitäten och Das Ende der Illusionen. Han menar att det går att invända mot enskildheter men framhåller att Reckwitz med begreppet singulariteten "förvånansvärt väl fångar in vår inte sällan motsägelsefulla samtid". Slutligen skriver Isak Engdahl att Florian Jatons The constitution of algorithms. Ground-truthing, programming, formulating "har särskild behållning för läsare som är intresserade av maskininlärning, artificiell intelligens, vetenskap- och teknikstudier (STS) och digital sociologi."
Vi publicerar också Sociologförbundets avgående ordförande Kenneth Nelsons tal på Sociologidagarna i Uppsala, i vilket han reflekterar över likheterna mellan gitarrspelande och sociologi.
Som vanligt vill vi uppmana er att sända oss era artikelmanus, forskningsnotiser, förslag på recensioner och idéer för framtida temanummer. Sociologisk Forskning publicerar bidrag på svenska och övriga skandinaviska språk samt på engelska. Sociologisk Forsk­ning tillämpar anonymiserad kollegial granskning (double blind peer review) och alla artiklar publiceras med omedelbar öppen tillgång (open access) på tidskriftens hemsida.

Lena Sohl och Magnus Wennerhag
Redaktörer för Sociologisk Forskning

Background. Around the world, drug-related road traffic accidents are one of the leading causes of injury and death among road users. Traffic safety is a system that includes the following components: a person – a person's health condition – the use of dangerous drugs of different classification and legal groups – adverse drug reactions – a vehicle – a road. The share of road traffic accidents under the influence of drugs is more than 75 %, they are also the most socially dangerous, because they have grave consequences, cause irreparable harm to the health and death of the victims. The purpose of the study was to analyze the achievements of forensic and pharmaceutical researches in Ukraine on the impact of drugs on the safety, life and health of road users within the framework of the organization of pharmaceutical business, drug technology, pharmaceutical and medical law in a retrospective aspect. Materials and methods. The materials of the imperative research were legislative, regulatory and legal documents; materials of the formation of the scientific school of forensic pharmacy; scientific publications on the topic of the article; Internet resources, sources of scientific literature. To achieve the set goals, the methods of forensic and pharmaceutical, regulatory, documentary, bibliographic, comparative, historical and graphic analysis were used. Results. The experience of the countries of the world in the prophylaxis and prevention of road traffic accidents under the influence of drugs was analyzed. The causes and conditions for the occurrence and consequences of road traffic accidents are multifactorial in nature and are associated with the victims (driver - pedestrian), vehicle, road conditions, and the use of psychoactive drugs. A system of organizational, regulatory and preventive measures has been developed to provide first medical aid to victims of a road traffic accident. Shown that there is a need for scientifically grounded organizational and legal, clinical and pharmacological, forensic pharmaceutical and socio-economic studies on causal relationships between adverse reactions due to the use of drugs of various classification and legal groups, traffic safety and road traffic accidents. For the first time in Ukraine, a mathematical model was proposed to establish the effect of psychoactive drugs on the driver's condition when driving a vehicle, depending on the calculation of the stopping path of the car in accordance with the selected speed and a decrease in the driver's response. The structure of road traffic accidents under the influence of psychoactive drugs has been investigated. Conclusions. A classification of first-aid kits for providing first medical aid to victims of road traffic accidents was proposed, which made it possible to substantiate the need to improve them both in qualitative and quantitative composition, depending on the type of vehicle and the likelihood of an accident with serious consequences. Recommendations were proposed for providing information on the possibility of obtaining medical care and the signal-calling system on the roads, marking the packages of psychoactive drugs with a special mark in the form of a red triangle. The need for further forensic pharmaceutical research has been proven. ; Актуальність. У всьому світі дорожньо-транспортні пригоди (ДТП) під впливом лікарських засобів (ЛЗ) є однією з головних причин травмувань, смертності серед учасників дорожнього руху. Безпека руху уявляє собою систему, яка включає наступні складові: людина – стан здоров'я людини – вживання небезпечних ліків різних класифікаційно-правових груп (КПГ) – побічні реакції ліків – транспортний засіб – шлях. Частка дорожньо-транспортних пригод під впливом ліків становить понад 75 %, вони є й найбільш суспільно небезпечними, тому що мають тяжкі наслідки, спричиняють невиправну шкоду здоров'ю та смерть потерпілих. Мета дослідження: проаналізувати здобутки судово-фармацевтичних досліджень в Україні щодо впливу ЛЗ на безпеку, життя та здоров'я учасників дорожнього руху в межах організації фармацевтичної справи, технології ліків та фармацевтичного і медичного права в ретроспективному аспекті. Матеріали та методи. Матеріалами імперативного дослідження стали законодавчі, нормативно-правові документи; матеріали становлення наукової школи судової фармації; наукові публікації за темою статті; Інтернет-ресурси, джерела наукової літератури. Для досягнення поставленої мети було застосовано методи судово-фармацевтичного, нормативно-правового, документального, бібліографічного, порівняльного, історичного та графічного аналізу. Результати. Проаналізовано досвід країн світу щодо профілактики та попередження дорожньо-транспортних пригод під впливом ліків. Причини, умови виникнення та наслідки ДТП носять багатофакторний характер і пов'язані з постраждалими (водій-пішохід), транспортним засобом, дорогою, вживанням психоактивних ЛЗ. Розроблено систему організаційно-регуляторних та попереджувальних заходів з надання першої медикаментозної допомоги потерпілим від ДТП. Показано, що існує необхідність проведення науково-обґрунтованих організаційно-правових, клініко-фармакологічних, судово-фармацевтичних та соціально-економічних досліджень щодо причинних зв'язків між побічними реакціями внаслідок вживання ЛЗ різних КПГ, безпекою руху та виникненням ДТП. Вперше в Україні було запропоновано математичну модель щодо встановлення впливу психоактивних ЛЗ на стан водія при керуванні транспортним засобом у залежності від обчислення шляху зупинки автомобіля відповідно до обраної швидкості та зниження реакції водія. Досліджено структуру ДТП, скоєних під впливом психоактивних лікарських препаратів. Висновки. Запропоновано класифікацію медичних аптечок для надання першої медикаментозної допомоги потерпілим при ДТП, яка дозволила обґрунтувати необхідність удосконалення їх як за якісним, так й кількісним складом у залежності від типу транспортного засобу й імовірності виникнення ДТП з тяжкими наслідками. Запропоновано рекомендації стосовно забезпечення інформації про можливість отримання медичної допомоги та систему сигнально-викличного зв'язку на шляхах, маркірування упаковок психоактивних ЛЗ спеціальною позначкою у вигляді червоного трикутника. Доведено про необхідність подальших судово-фармацевтичних досліджень.

This dissertation uses Critical Discourse Analysis to study debates among elite members and affiliates of the Democratic Party from 1988-2008 on class issues and their relevance to the party's environmental agenda. This research builds off of several related historical and theoretical accounts (both primary and secondary) of new social and economic divisions between college-educated and non-college educated workers that have shaped American politics since the 1970s. I focus on how Democratic interest in environmentalism changed as a 'professional-managerial-class' or 'new class' supplanted unionized, industrial workers as the primary social base of the Democratic party. I trace how related people and groups associated with the party understood the relevance of these different classes to consolidating enduring electoral power, and how these informed specific arguments for what ideological views or policy proposals the party should publicly embrace. Furthermore, I identify 'green' narratives related to environmental protection, as an emerging thematic framework that some Democrats felt could help them build a coalition based primarily around support from educated, white-collar workers. I contend that the ideological character of the party's environmental rhetoric, as articulated in this debate, has been influenced mostly by attempts to tailor the party's agenda to the perceived sensibilities of the college-educated, rather than the older working-class base. My analysis proposes three overarching core concepts most often ascribed to the professional class and its members' ideological disposition. I use the discursive method described above to explore their relationship to the framing of the climate issue and its connection to broader ideological values. These are (A) Meritocracy (B) Technocratic Rationality, and (C) Individualism. I argue these professional-oriented climate narratives can be understood as adapting the conceptual reasoning of an older liberal tradition to the structural conditions of the post-70s, globalized economy. Specifically, that the frequent emphasis on these three concepts implicit to the PMC-centric discourse is consistent with a liberal view of freedom as 'non-interference', and a related hostility to democratic interventions into the market. This ideological analysis is significant to the dissertation's focus on framings of climate change because an account this conceptual logic reveals the potential limits of the Democrats' efforts to create majoritarian, political support for environmental protection. ; Doctor of Philosophy ; This dissertation provides an analysis of debates among elite members and affiliates of the Democratic Party from 1988-2008 on class issues and their relevance to the party's environmental agenda. This investigation is informed by existing accounts of the social and economic divisions between college-educated and non-college educated workers that have shaped American politics since the 1970s. I focus on how Democratic interest in environmentalism developed as a 'professional-managerial-class' or 'new class' supplanted unionized, industrial workers as the primary social base of the Democratic party. I trace how related people and groups associated with the party understood the relevance of these different classes to winning future elections, and how these informed specific arguments for what ideological views or policy proposals the party should publicly embrace. Furthermore, I identify 'green' narratives related to environmental protection, as an emerging thematic framework that some Democrats felt could help them build a coalition based primarily around support from educated, white-collar workers. There are two narratives about class and its relevance to the party that recur frequently in these sources. The first advocates for a coalition made up primarily by the working-class, conceived of as wage-earning, high-school educated voters working in domestically bound, blue collar industries. The second argues the party should build a coalition made up of a professional-managerial classreferred to as the "symbolic analysts", "the rising learning class", "ideapolis dwellers", or "wired workers" conceived of as affluent, well-educated professionals working in globally integrated sectors of a high-tech "new economy". Each of these views are based on identifying specific ideological sensibilities with the respective classes, which then justify arguments for particular framings of the party's identity and policy agenda. I contend that the ideological character of the party's public philosophy, as articulated in this debate, has been influenced mostly by attempts to tailor the party's agenda (or rhetoric) to the perceived sensibilities of the college-educated, rather than the older working-class base. I show that this was motivated by a belief that a coalition built around votes from the PMC would serve as a more reliable electoral base in a political environment where it was difficult to build support through redistributive, New Deal-style policies as the party had done since the 1930s. Some members perceived the professionals' investment in a post-material "New Politics" or "progressive centrism" as an alternative. The college-educated, they argued, could be motivated to support the Democrats on cultural grounds, allowing the party to embrace more free-market policies. In addition, several figures, including Chuck Schumer, Bill Clinton, and Al Gore argued that environmentalism could or should serve as the foundation of this progressive centrist version of the party, because of green issues' supposed compatibility with a 'pro-business', market-based agenda.

A atuação na Educação de Jovens e Adultos do campo pressupõe considerar os alunos que chegam à EJA como trabalhadores que lutam por uma vida digna, e carregam inúmeras experiências produzindo conhecimentos em cada prática social vivenciada. Deste modo, o trabalho no/do campo é uma temática fértil para ser considerada na formação de professores para a EJA. Neste artigo, assumimos as reflexões de Miguel Arroyo como referencial teórico para a formação de professores para a EJA e apresentamos a experiência pedagógica frente à disciplina de EJA em um curso de Licenciatura em Educação do Campo no Estado de Minas Gerais com o propósito de discutir a potencialidade do trabalho no/do campo, enquanto prática social para a prática pedagógica de futuros professores da EJA do campo. As informações provêm de 52 trabalhos finais da disciplina ao longo dos anos de 2019 e 2020. Podemos observar um grande número de práticas sociais emergentes dos contextos dos licenciandos, predominantemente do campo, com destaque para o cultivo e/ou produção de derivados da mandioca. Percebemos ainda a existência de conhecimentos matemáticos e científicos nestas práticas o que possibilitou aos licenciandos a proposição de aulas para contextos de EJA, utilizando-se da potencialidade da temática para um diálogo entre a atividade exercida pelos trabalhadores da EJA e os conhecimentos escolares. O trabalho no/do campo passa a ser assumido por estes licenciandos como locais de produção de conhecimentos, prática social, a qual seu modo de viver e sobreviver são aspectos estreitamente vinculados a um projeto de campo emancipatório.Palavras-chave: Trabalho enquanto prática social; Formação de professores para a EJA; Educação no/do campo.From work to EJA: social practices and teacher training in/of/for rural educationABSTRACTThe acting in the Youth and Adult Education presupposes considering the students who come to EJA as workers who fight for a dignified life and carry countless experiences producing knowledge in each social practice experienced. Thus, peasant work is a fertile topic to be considered in the training of teachers for EJA. In this article, we take Miguel Arroyo's reflections as a theoretical framework for teacher education for EJA and present the pedagogical experience facing the EJA discipline in a degree course in Rural Education in the State of Minas Gerais with the purpose of discussing the potential of rural work in/in, as a social practice for the pedagogical practice of future teachers of the EJA of the rural education. The information comes from the 52 course's final works throughout the years 2019 and 2020. We can observe a large number of social practices emerging from the contexts of the undergraduates, predominantly from the countryside, with an emphasis on the cultivation and/or production of cassava derivatives. We also noticed the existence of mathematical and scientific knowledge in these practices, which enabled the undergraduates to propose classes for EJA contexts, using the potential of the theme for a dialogue between the activity performed by EJA workers and school knowledge. Rurak Work in/the is assumed by these graduates as places of production of knowledge, a social practice to which their way of living and surviving are aspects closely linked to an emancipatory project.Keywords: Work as a social practice; Teacher training for EJA; Rural education.Del Trabajo a EJA: prácticas sociales y formación de profesores em/de/para el campoRESUMENLa actuación en la Educación de Jóvenes y adultos en el campo presupone considerar a los estudiantes que llegan a EJA como trabajadores que luchan por una vida digna y llevan innumerables experiencias productoras de conocimiento en cada práctica social vivida. Así, el trabajo en / en el campo es un tema fértil a ser considerado en la formación de docentes para EJA. En este artículo, tomamos las reflexiones de Miguel Arroyo como marco teórico para la formación de la maestria para EJA y presentamos la experiencia pedagógica que enfrenta la disciplina EJA en un curso de Grado en Educación Rural en el Estado de Minas Gerais con el propósito de discutir el potencial del trabajo en / en el campo, como una práctica social para la práctica pedagógica de futuros profesores de la EJA del campo. La información proviene de los trabajos finales de la disciplina durante los años 2019 y 2020. Podemos observar una gran cantidad de prácticas sociales que emergen de los contextos de los estudiantes, predominantemente del campo, con énfasis en el cultivo y / o producción de derivados de la yuca. También notamos la existencia de conocimientos matemáticos y científicos en estas prácticas, lo que permitió a los estudiantes de pregrado proponer clases para contextos EJA, utilizando el potencial de la temática para un diálogo entre la actividad realizada por los trabajadores de EJA y el conocimiento escolar. El trabajo en / en el campo es asumido por estos egresados como lugares de producción de conocimiento, una práctica social para la cual su forma de vivir y sobrevivir son aspectos muy ligados a un proyecto de campo emancipador. Palabras clave: Trabajo como práctica social; Formación de professores para EJA; Educación de campo.

A educação do/no campo tem se diferenciado da educação rural em seus processos socioeducativos. Os movimentos sociais têm reivindicado a educação preocupada com o desenvolvimento de seus territórios rurais, e não para o interesse estrito do Capital. Entende-se, assim, que as práticas pedagógicas dos professores se distinguem diante de seus espaços de atuação, como tem sido na Educação de Pessoas Jovens e Adultas (EPJA) em territórios rurais com turmas multisseriadas. Observam-se diferentes demandas ao educador, além da compreensão de que a escola, no seu papel de formação de sujeitos socioculturais, deve estar firmada no objetivo de desenvolver práticas pedagógicas que contribuam para o desenvolvimento de educandos autônomos. Diante disso, busca-se analisar as práticas pedagógicas dos educadores que atuam na educação de pessoas jovens e adultas no campo, por meio das teses e dissertações dos programas de pós-graduação do Brasil. Optou-se por uma pesquisa qualitativa do tipo Estado da Arte, e pela técnica de Análise Conteúdo, de Bardin (2004). Por meio dos filtros de seleção (descritores e recorte temporal), foram encontrados seis trabalhos na Biblioteca Digital Brasileira de Teses e Dissertações, nos quais se observou que as práticas pedagógicas dos docentes da EPJA territórios rurais são marcadas por influências econômicas, culturais, políticas e sociais, que necessitam de apoio na Formação Continuada e de recursos para atuação do educador na Educação do/no campo, portanto, a partir de práticas críticas, reflexivas e integrantes das realidades que ensejam transformadoras nas salas da Educação de Pessoas Jovens e Adultas do Campo.Palavras-chave: Educação do campo; Educação de pessoas jovens e adultas; Práticas pedagógicas.Pedagogical practices of youth and adult education teachers in the field: what do theses and dissertations say in Brazil (2010-2019)ABSTRACTAbstract: The education of/in the countryside has been different from rural education in its socio-educational processes. Social movements have demanded education concerned with the development of their rural territories, and not for the strict interest of Capital. It is understood, therefore, that the pedagogical practices of teachers are distinguished in relation to their spaces of action, as it has been in the Education of Young and Adult People (EPJA) in rural territories with multigrade classes. There are different demands on the educator, in addition to the understanding that the school, in its role of training sociocultural subjects, must be based on the objective of developing pedagogical practices that contribute to the development of autonomous students. Therefore, we seek to analyze the pedagogical practices of educators who work in the education of young and adult people in the countryside, through thesis and dissertations of postgraduate programs in Brazil. We opted for qualitative research of the State-of-the-Art type, and for the Content Analysis technique, by Bardin (2004). Through selection filters (descriptors and time frame), six works were found in the Brazilian Digital Library of Theses and Dissertations, in which it was observed that the pedagogical practices of EPJA teachers in rural territories are marked by economic, cultural, political and social, which need support in Continuing Education and resources for the educator's performance in Education of/in the countryside, therefore, from critical, reflective practices that are part of the transformative realities in the Education of Young and Adult People in the countryside.Keywords: Rural education; Youth and adult education; Pedagogical practices.Prácticas pedagógicas de profesores de educación de jóvenes y adultos en el ámbito: qué dicen las tesis y disertaciones en Brasil (2010-2019)RESUMENLa educación del / en el campo ha sido diferente a la educación rural en sus procesos socioeducativos. Los movimientos sociales han reclamado una educación preocupada por el desarrollo de sus territorios rurales, y no por el estricto interés del Capital. Se entiende, por tanto, que las prácticas pedagógicas de los docentes se distinguen en relación a sus espacios de acción, como ha sido en la Educación de Jóvenes y Adultos (EPJA) en territorios rurales con clases multigrado. Existen diferentes demandas al educador, además de entender que la escuela, en su rol de formación de sujetos socioculturales, debe basarse en el objetivo de desarrollar prácticas pedagógicas que contribuyan al desarrollo de estudiantes autónomos. Por lo tanto, buscamos analizar las prácticas pedagógicas de los educadores que trabajan en la educación de jóvenes y adultos en el campo, a través de tesis y disertaciones de programas de posgrado en Brasil. Se optó por una investigación cualitativa del tipo State of the Art, y por la técnica de Análisis de Contenidos, de Bardin (2004). A través de filtros de selección (descriptores y marco temporal), se encontraron seis trabajos en la Biblioteca Digital Brasileña de Tesis y Disertaciones, en los cuales se observó que las prácticas pedagógicas de los docentes de EPJA en territorios rurales están marcadas por factores económicos, culturales, políticos y sociales, que necesitan apoyo en Educación Continuada y recursos para el desempeño del educador en Educación del / en el campo, por tanto, a partir de prácticas críticas y reflexivas que son parte de las realidades transformadoras en la Educación de Jóvenes y Adultos en el campo. Palabras clave: Educación rural; Educación de jóvenes y adultos; Prácticas pedagógicas.

1.Curso de Extensión Universitaria "Traducción e interculturalidad en la época contemporánea"Organiza: CRET-Grupo de Investigación Consolidado sobre Traducción y MulticulturalidadUniversidad de Barcelona (Facultad de Filología), del 5 de octubre al 17 de diciembre de 2009. Curso de 20h., con 2 créditos de libre elección reconocidos. Matrícula: Secretaría de la Facultad de Filología, Gran Vía de las Cortes Catalanas, 585, Barcelona. Para más información: cret@ub.edu2.Congreso Internacional: XIII Congreso de la Sociedad Española de Italianistas (SEI): "La traducción en las relaciones ítalo-españolas: lengua, literatura, cultura", Universidad de Barcelona (Facultad de Filología), del 16 al 19 de noviembre de 2010.Organiza: CRET-Grupo de Investigación Consolidado sobre Traducción y Multiculturalidad, en colaboración con la SEI.Inscripción y envío de propuestas de comunicación: cret@ub.edu , hasta el 30 de noviembre de 2009.Para más información, cret@ub.edu, y ww.ub.edu/lettere/congreso_20103.Congreso Internacional: "The Sociological Turn in Translation and Interpreting Studies" The Fifth Biennial Conference of the American Translation & Interpreting Studies Association (ATISA) April 22-24, 2010, New York University (NYU), New York, NY Send your proposals to the Chair of the ATISA Scientific Committee at claudia.angelelli@sdsu.edu. For more information about the conference, visit the conference registration page. E-mail your questions to translationconf2010@nyu.edu.4.Congreso Internacional: Congress Japan Jan 2010 "Translation Studies in the Japanese Context", 9-10 January 2010, Ritsumeikan University, Kyoto, Japan http://translationstudies.net/tsc2010/ Organized by Nana Sato-Rossberg, Paul Dumouchel and Kozo Watanabe Ritsumeikan University, Graduate School for Core Ethics and Frontier Sciences. In collaboration with the Global COE Ars Vivendi: Forms of Human Life and Survival. Submission e-mail address (submissions only): TSC2010-Rits@translationstudies.net Further information: TSC2010-Info@Rossberg.net5.Congreso Internacional: "Adapting, Translating, Transforming". We would welcome contributions that focus on the following issues: * the role of the translator and whether it differs from that of an adapter * the metaphorical meanings of both terms: translation as transformation or transfer, adaptation as psychological adjustment to a particular context. * translation and adaptation as politically loaded terms * the semiotic systems underlying translation and adaptation * 'openness' versus 'restriction' - do translations differ from adaptations in the way they approach either the source or the target text? * social constructions: the translator as mediator between two languages and two cultures; the adapter as mediator between media and cultures; * the role of the imagination and/or the emotions in the act of translation or adaptation * the role of the academy and/or recent scholarship in shaping attitudes towards both disciplines Contributions, in the form of short (150-250 word) proposals, should be sent to the joint editors, Laurence Raw (l_rawjalaurence@yahoo.com) and Joanne Collie (mail@jmacollie.co.uk) by 31 December 2009.6.Congreso Internacional: "Interpreting... Naturally: International Symposium on Interpreting Studies in Honour of the 80th Birthday of Brian Harris", 10th International Conference on Translation, Universitat Jaume I, Castellón, Spain, 12-13 November 2009 Contact details: Please contact María J. Blasco, blascom@trad.uji.es and Amparo Jiménez, jimenez@trad7.Congreso Internacional: 23rd CATS Annual Conference, Concordia University, Montreal, May 28-30, 2010: "Research Methodology in Translation and Interpretation Studies" Organizers: Clara Foz, Ryan Fraser (cfoz@uottawa.ca, ryan.fraser@uottawa.ca). A selection of papers presented at the conference will be published. Please consult the CATS website for further details: http://www.uottawa.ca/associations/act-cats8.Congreso Internacional: "Diasporic Acts of Identity: Dialogic Approaches to Translation and Creolization" for ACLA conference in New Orleans, April 1-4, 2010 * Seminar Organizer: Jorge Jimenez-Bellver, UMass Amherst; Antonia Carcelen-Estrada, UMass Amherst If you wish to submit a proposal, please click on the following link: www.acla.org/submit/index.php. For questions, please contact Jorge Jiménez Bellver at jimenezb@complit.umass.edu.9.Nuevo libro: Translation and the Machine: Technology, Meaning, Praxis. Steve Berneking & Scott S. Elliott, eds., Nida Institute Conference Papers 2 (Rome: Edizioni di Storia e Letteratura, 2009). ISBN: 978-88-8498-468-5; ABS Item Number: 120710; Retail Price: $45.00. Ordering Information: USA: www.Bibles.com or 1-800-32-BIBLE Canada: www.biblesociety.ca or 800-564-2425 Italy: info@storiaeletteratura.it or (0039) 063 967 0307 All other countries: www.casalini.it or (0039) 055 501 8201 Contact Information: Charles Houser, Editorial & Publications Manager Nida Institute for Biblical Scholarship American Bible Society, 1865 Broadway, New York, NY 10023 Phone (212) 408-1235 / Fax (212) 408-1435 / Email chouser@americanbible.org10.Nuevo libro: Alexander C.Y. Huang. Chinese Shakespeares: Two Centuries of Cultural Exchange. New York: Columbia UP, 2009. ISBN: 978-0-231-14849-8. US$ 23.85. <http://cup.columbia.edu/book/978-0-231-14848-1/chinese-shakespeares>11.Curso de verano:Curso de verano de carácter doctoral organizado por CETRA 2010 en su 22ª edición - Katholieke Universiteit Leuven (KUL), Bélgica, 16 - 28 de agosto de 2010. Profesor invitado de esta edición: Sherry Simon ( http://www.kuleuven.be/cetra/people/sherry_simon.html),Concordia University. Para más información: contactar con Reine Meylaerts: reine.meylaerts@arts.kuleuven.be Visite la web de CETRA: http://www.kuleuven.be/cetra/index/

Relevance of the research topic. Research actuality is predefined by that question of process control of reforms and decentralization of power for the sake of providing of steady development of country the reformation of educational industry inalienably related to the process. Implementation of strategic tasks of reformation of the system of education, that will provide the increase of her quality and competitiveness, possibility of integration in European and world educational space, possible only on condition of sufficientness of financial resources for her functioning and development. Thus the problem of sufficientness of the financial providing of education remains actual on the modern stage of reformation of administrative-territorial device of country. Formulation of the problem.One of forms of financial participation of the state there is educational субвенція in providing of quality education. Educational subvention is money that is distinguished from the state budget after the special formula on financing of establishments of education. The operating mechanism of her extra charge uncan be considered optimal. As a result - the volume of educational subvention does not provide a requirement in facilities on the remuneration of labour of pedagogical workers in the field of universal middle education on a due levels. Analysis of recent research and publications. Modern aspects of solving the problems of decentralization and reforming the administrative-territorial system in the country are such scientists as Pavlyuk A. P., Oliynyk D. I., Batalov O. A., Datsko O. I., Murkovych L. L., Molodozhen Yu. B. etc. [1-4]. The results of our own research on the problem are given in [5-11]. Selection of unexplored parts of the general problem. As there is a problem of imperfection of determination of обстягів of educational субвенції the consequence of that are lacks of money for maintenance of universal middle education in united territorial communities (UTC) on a due levels, there is a decision problem of development of system mechanisms of management financing of education, as pre-conditions of grant of quality educational services and steady development of society. Problem statement, research goals. By the above-mentioned circumstances the predefined expediency of determination of ways of optimization of the system of calculation of volumes of educational subvention, that would allow to provide the sufficient level of financing of education in united territorial communities (UTC), as bases of steady development of the UTC. Method and methodology of research. In the process of conducting research, general scientific (analysis and synthesis, induction and deduction, analytical grouping) and special (abstraction, modeling, etc.) methods of studying economic phenomena and processes were used. Presentation of the main material (results of work). Undertaken a study of efficiency of distribution of educational subvention mechanism between local budgets comes true on the basis of formula that takes into account many indexes. On results 2018 such conformity to law is set: a difference between actual and calculation filled of classes in unit grows into the end of year in the 1 thousand hrn. of proficit/of deficit of educational subvention in a calculation on one student. Imperfection of formula of calculation of sizes of educational subvention is well-proven. It is set that substantial disproportions are, when in one local budgets of volumes of educational subvention sufficiently for the legislatively set remuneration of labour, while in other - raises diminish for of prestige of pedagogical labour, a management, replacement temporally of absent teachers, is not paid cabinets and workshops, a salary is not provided in good time, forced pedagogical are warned of reduction of raises in next months. To imperfection of operating mechanism of educational subvention data of the analysis of situation conducted by us testify in relation to financing of educational sphere in the Zaporizhzhya area. Conclusions. There was undertaken a study of level of financial sufficientness of educational subvention on the example of the Zaporizhzhya area and educed unefficiency of operating mechanism of financing of education in united territorial communities (UTC). It is set that as a result of making alteration to the Budgetary and Tax codes practical steps are done in direction of budgetary decentralization, substantial changes took place in interbudgetary relations and filling of local budgets due to the redistribution of sources of tax receivabless between the different levels of the system. But more detailed analysis of possible consequences of realization of some mechanisms specifies on that they restrain development of united territorial communities (UTC), create the threat of them to financial possibility and assist maintenance of inequality and disproportions in development of territories and do impossible providing of steady development to the country. Such uneffective mechanism is, on our there are ideas, operating mechanism of grant of educational subvention. It is well-proven that one of reasons, that results in the deficit of educational субвенції, next to the optimized not enough network of establishments and presence of schools/of classes with small filled, there is imperfection of formula of distribution of educational субвенції that does not take into account part of envisaged normatively-legal acts Ministry of Education and Science educational services in secondary education. Thus needs a revision volumes of educational subvention and perfection of formula of distribution.

The overall objective is to determine, on the basis of the rational analysis proposed by KELSEN and the Vienna School, what are the elements that determine the constitutional location of the public administration and its relations with jurisdiction and government? We will analyze the theory of free evaluation, as a criterion of delimitation between administrative, judicial and governance functions and assess proposals for the delimitation of administrative and judicial functions and their possible relationship with the guarantee of legal protection of the individual, based on the criterion of the legal relationship. As a result, we can say that the element of individual legal protection is an appropriate criterion for carrying out a classification of the functions of the State on the basis of its various nature. The concepts of individual interest and of general interest are decisive in the different area of assessment, that is, of the free play space that remains from the higher standard and, at the same time, function as a reference point to the sources of democratic legitimacy and the rule of law, of what is typical of public opinion and the general will or sphere of freedom of the individual , so finally, they make it possible to distinguish between the matters referred to in the various functions of the State and its relations of dependency, independence or coordination. As regards the material identity between the administrative and judicial function, we note that the element which allows the delimitation between such functions derives from the nature of the protected legal good. In short, civil and criminal judicial functions and administrative functions relate to legal relationships in which, on the one hand, an individual legal interest is affected, but on the other hand, they have a diverse justification, which lies in the protection of an individual interest, in the former and in a general interest in the latter two. From the point of view of the impact of the individual interest, which is an element of all these functions, there is no material justification for its different constitutional location, especially in its relationship with regard to the role of government. In our view, not only matters before the jurisdiction of judges, but any action by the State which results in an affectation of individual interests must be protected by the principle of subjection only to the law and by the guarantee of independence from the government. Summary: Introduction I. The scope of evaluation of administration and judges II. Delimitation versus government functions III. The legal relationship in the civil administrative and judicial function IV. Administrative Function and Criminal Jurisdiction V. Results ; El objetivo general se encuentra dirigido a determinar, a partir del análisis racional propuesto por KELSEN y la Escuela de Viena, ¿cuáles son los elementos que determinan la ubicación constitucional de la administración pública y sus relaciones con la jurisdicción y el gobierno? Analizaremos la teoría de la libre evaluación, como criterio de delimitación entre las funciones administrativa, jurisdiccional y de gobierno y valoraremos las propuestas de delimitación de las funciones administrativas y jurisdiccionales y su eventual relación con la garantía de protección jurídica del individuo, en base al criterio de la relación jurídica. Como resultado, podemos afirmar que, el elemento de la protección jurídica individual constituye un criterio adecuado para llevar a cabo una clasificación de las funciones del Estado a partir de su diversa naturaleza. Los conceptos de interés individual y de interés general son determinantes del distinto ámbito de evaluación, esto es, del espacio de libre juego que queda a partir de la norma superior y, funcionan al mismo tiempo como punto de referencia a las fuentes de legitimación democrática y del Estado de derecho, de lo que es propio de la opinión pública y la voluntad general o de la esfera de libertad del individuo, por lo que finalmente, permiten distinguir entre las materias a que se refieren las diversas funciones del Estado y de sus relaciones de dependencia, independencia o coordinación. En cuanto a la identidad material entre la función administrativa y jurisdiccional, observamos que, el elemento que permite delimitar entre tales funciones deriva de la naturaleza del bien jurídico protegido. En resumen, las funciones jurisdiccionales civiles y penales y la función administrativa se encuentran referidas a relaciones jurídicas en las que, por una parte, se afecta un interés jurídico individual, pero por otra parte, tienen una justificación diversa, que reside en la protección de un interés individual, en la primera y de un interés general en las dos últimas. Desde el punto de vista de la afectación del interés individual, que constituye un elemento de todas estas funciones, no existe una justificación material de su distinta ubicación constitucional, especialmente en su relación con respecto a la función de gobierno. En nuestro criterio, no sólo los asuntos sometidos a la competencia de los jueces, sino toda actuación del Estado que produzca una afectación de intereses individuales debe encontrarse protegido por el principio de sujeción sólo a la ley y por la garantía de independencia frente al gobierno.

Introduction Shift of priorities and social values in today's society leads to the need for constant improvement of educational process in higher education institutions. The experts note (Bystrova Yu.V., 2015; Gladush V.A. & Lysenko G.I., 2014; Naul R., Binder D., Ivanenko G., 2019) that the outdated practices prevail in today's practical activity of higher educational specialized institutions, the ideas of democratization are not sufficiently implemented. The main problems in the development of higher education institutions are student low motivation to acquire knowledge and drop in attendance. This situation necessitates rethinking of the principles, functions and technologies of managing specialist training in Physical Culture and Sports and, thereupon, develops new approaches to the organization of the pedagogical process in a higher education institution. The analysis of special scientific and methodological literature indicates that today the ways of integration of the Olympic education into the school educational process have been extensively revealed (Armor K, Dagkas S., 2012), the educational potential of the Olympic movement has been elucidated (Bulatov M. & Platonov V., 2018), the importance of integrating Olympic education into the specialist training in Physical Culture and Sports (Radchenko LO, 2016), the activity peculiarities of the Olympic Studies Centers operating as part of the specialized higher education institutions of Ukraine (Zagitova & Radchenko, 2019) have been disclosed, whereas the problem of improving the educational process by integrating Olympic education into the educational process of higher education institutions remains a pressing scientific matter. Today's educational requirements include the training of highly qualified specialists who are able to integrate the theoretical knowledge and practical skills acquired at a higher educational institution into an integral system effectively used in their professional activities. In order to successfully realize personal educational potential of future specialists in Physical Culture and Sports, the development conditions of the qualities such as criticism and non-standard thinking, the ability to produce new ideas and work in a team, etc., must be created. Such tasks are facilitated by the use of interactive learning technologies in the educational process. The working hypothesis is that the use of interactive learning technologies in the study of Olympic education related issues will improve the efficiency of student educational process in higher education institutions preparing future specialists in Physical Culture and Sports. Aim of the Study: to provide the rationale for the use of interactive learning technologies while implementing the Olympic education into the student educational process. Material and methods. Research participants: 12 experts – members of the Olympic Academy of Ukraine, having more than 15 years of pedagogic experience at higher educational institutions, holding managerial positions at sphere-specific educational establishments. 69 students from 8 study groups of the 4th year at the National University of Ukraine on Physical Education and Sport, who major in 0.17 'Physical Education and Sport'. Organization of research. The first step was to determine experts' opinion on the necessity to introduce Olympic education in the student training process. The next step of the study was to determine the educational process efficiency according to I.S. Todorova (Todorova I.S& Pavlenko V.I. 2011). This method employs that the respondents need to answer 20 questions that allow to determine the educational activity efficiency ratio, namely: total educational activity efficiency, motivational subsystem efficiency, operational subsystem efficiency, information subsystem efficiency, and regulatory subsystem efficiency. The level of educational activity efficiency is determined by the quality points earned after calculation. The study was conducted in two cohorts: the 1st cohort is students of the Coach Faculty, and the 2nd cohort is students of the Sport and Management Faculty. Two surveys were undertaken. The first survey was conducted before studying the Olympic Sports. The second one took place in the end of the educational course 'Olympic Sports'. In this paper, such methods as the analysis of literary sources, synthesis and generalization were used to define interactive learning technologies, the use of which helps to enhance the integration of aspects of the Olympic education into the overall educational process. The application of those methods allowed to develop the content and guidelines for the use of the above-mentioned technologies. Statistical analysis. Statistical processing of the data was performed using the Excel 2010 spreadsheet editor (Microsoft, USA, 2010), the average was used. Results: the expediency of Olympic education implementation in the student educational process was studied; the interactive learning technologies that will facilitate the educational process efficiency among the Physical Culture and Sports future specialists were elucidated; the efficiency of the interactive learning technologies in the Olympic education implementation was disclosed. Conclusions: the interactive learning technologies that will felicitate the creation of a highly-qualified specialist in Physical Culture and Sports, namely: interactive cooperative learning technologies (pairwork, trio rotation, 'Carousel', 'Aquarium'); group learning technologies ('Brainstorming', "Decision Tree', 'World Café'); situational modeling technologies ('Six Hats Method', business games); argument technologies ('The PRESSING Method,' 'What? Where? When? How?' debates, etc.); and methodological materials for the students of higher educational institutions of Ukraine were produced, based upon this technology data. The use of interactive learning technologies when integrating Olympic education permits to increase the educational process efficiency and helps to improve student motivation to acquire knowledge.

The main objective of the Offshore Code Comparison Collaboration Continuation, with Correlation (OC5) project is validation of aero-hydro-servo-elastic simulation tools for offshore wind turbines (OWTs) through comparison of simulated results to the response data of physical systems. Phase III of the OC5 project validates OWT models against the measurements recorded on a Senvion 5M wind turbine supported by the OWEC Quattropod from the alpha ventus offshore wind farm. The following operating conditions of the wind turbine were chosen for the validation: (1) idling below the cut-in wind speed, (2) rotor-nacelle assembly (RNA) rotation maneuver below the cut-in wind speed, (3) power production below and above the rated wind speed, and (4) shutdown. A number of validation load cases were defined based on these operating conditions. The following measurements were used for validation: (1) strains and accelerations recorded on the support structure and (2) pitch, yaw, and azimuth angles, generator speed, and electrical power recorded from the RNA. Strains were not directly available from the majority of the OWT simulation tools; therefore, strains were calculated based on out-of-plane bending moments, axial forces, and cross-sectional properties of the structural members. The simulation results and measurements were compared in terms of time series, discrete Fourier transforms, power spectral densities, and probability density functions of strains and accelerometers. A good match was achieved between the measurements and models setup by OC5 Phase III participants. ; OWEC Tower is acknowledged for releasing the jacket substructure, transition piece, and foundation design data for Phase III. Senvion is acknowledged for sharing the definition of the Senvion 5M wind turbine and its tower. The RAVE consortium is acknowledged for releasing the measurement data from the alpha ventus wind farm. This work was authored (in part) by the National Renewable Energy Laboratory, operated by Alliance for Sustainable Energy, LLC, for the U.S. Department of Energy (DOE) under Contract No. DE-AC36-08GO28308. Funding provided by the U.S. Department of Energy Office of Energy Efficiency and Renewable Energy Wind Energy Technologies Office. The views expressed in the article do not necessarily represent the views of the DOE or the U.S. Government. The submitted manuscript has been created by UChicago Argonne, LLC, Operator of Argonne National Laboratory ("Argonne"). Argonne, a U.S. Department of Energy Office of Science laboratory, is operated under Contract No. DE-AC02-06CH11357. The Department of Energy will provide public access to these results of federally sponsored research in accordance with the DOE Public Access Plan. http://energy.gov/downloads/doe-public-accessplan ; Peer Reviewed ; Wojciech Popko / Fraunhofer IWES, Fraunhofer Institute for Wind Energy Systems / , Division Wind Turbine and System Technology, Am Luneort 100, Bremerhaven 27572 / , Germany / Amy Robertson / National Renewable Energy Laboratory, 15013 Denver West Parkway, Golden, CO 80401 / Jason Jonkman / National Renewable Energy Laboratory, 15013 Denver West Parkway, Golden, CO 80401 / Fabian Wendt / National Renewable Energy Laboratory, 15013 Denver West Parkway, Golden, CO 80401 / Philipp Thomas / Fraunhofer IWES, Fraunhofer Institute for Wind Energy Systems / , Division Wind Turbine and System Technology, Am Luneort 100, Bremerhaven 27572 / , Germany / Kolja Müller / University of Stuttgart / , Allmandring 5b, Stuttgart Wind Energy, Stuttgart 70569 / , Germany / Matthias Kretschmer / University of Stuttgart / , Allmandring 5b, Stuttgart Wind Energy, Stuttgart 70569 / , Germany / Torbjørn Ruud Hagen / OWEC Tower AS, Sommerrogata 17, Oslo 0255 / , Norway / Christos Galinos / Technical University of Denmark / , Department of Wind Energy, Frederiksborgvej 399, Roskilde 4000 / , Denmark / Jean-Baptiste Le Dreff / Electricitéde France, Recherche et Développement, 13 Boulevard Gaspard Monge, Palaiseau 91120 / , France / Philippe Gilbert / IFP Energies Nouvelles, 1 et 4 avenue de Bois-Préau, 92852 Rueil-Malmaison Cedex / , France / Bertrand Auriac / Principia La Ciotat, 215 Voie Ariane, La Ciotat 13600 / , France / Sho Oh / Nippon Kaiji Kyokai (ClassNK), 4-7 Kioicho, Chiyoda-Ku, Tokyo 102-8567 / , Japan / Jacob Qvist / 4Subsea, Hagaløkkveien 26, 1383 Asker, Hvalstad / , Norway / Stian Høegh Sørum / Norwegian University of Science and Technology / , Department of Marine Technology, Trondheim 7491 / , Norway / Loup Suja-Thauvin / Simis AS, Leonardveien 3, Malm 7790 / , Norway / Hyunkyoung Shin / University of Ulsan / , School of Naval Architecture and Ocean Engineering, Ulsan / , South Korea / Climent Molins / Polytechnic University of Catalonia / , Campus Nord, Carrer de Jordi Girona, 1, 3, Barcelona 08034 / , Spain / Pau Trubat / Polytechnic University of Catalonia / , Campus Nord, Carrer de Jordi Girona, 1, 3, Barcelona 08034 / , Spain / Paul Bonnet / Siemens Industry Software, Luis, Carrer Lluís Muntadas, No. 5, Cornellà de Llobregat, Barcelona 08940 / , Spain / Roger Bergua / Envision Energy Limited, 8/F, Building B, SOHO Zhongshan Plaza, 1065 West Zhongshan Road, Shanghai 200051 / , China / Kai Wang / Envision Energy Limited, 8/F, Building B, SOHO Zhongshan Plaza, 1065 West Zhongshan Road, Shanghai 200051 / , China / Pengcheng Fu / China General Certification Center, Room 1108, Yiheng Building No. 28, North 3rd Ring Road East, Chaoyang District, Beijing 100013 / , China / Jifeng Cai / China General Certification Center, Room 1108, Yiheng Building No. 28, North 3rd Ring Road East, Chaoyang District, Beijing 100013 / , China / Zhisong Cai / China General Certification Center, Room 1108, Yiheng Building No. 28, North 3rd Ring Road East, Chaoyang District, Beijing 100013 / , China / Armando Alexandre / DNV GL, One Linear Park, Avon Street, Temple Quay, Bristol BS2 0PS / , UK / Robert Harries / DNV GL, Edificio Trovador, Plaza de Antonio Beltrán Martínez, Zaragoza 50002 / , Spain ; Postprint (published version)

The article is devoted to the issues of improving the administrative and legal regulation of inclusive education in institutions of preschool education and secondary education instituions in Ukraine. Addressing this topic is certainly relevant due to the fact that, firstly, inclusive education is a new institution for Ukrainian society and a real challenge for children, teachers and the legislator. Secondly, in the science of domestic administrative law there is no comprehensive study of Ukrainian sources of law in the field of inclusive education, which would also fully identify the challenges of this field. Thirdly, administrative and legal acts in the field of inclusive education, unfortunately, do not correspond to reality, have gaps in both the field of law and in the field of pedagogy. The authors set themselves the following tasks: to analyze the sources of law governing relations arising in the field of inclusive education in Ukraine; highlight the current challenges of the inclusive education in Ukraine and make suggestions on ways to overcome them. The methodology of this article includes: the method of analysis and synthesis, the systemic and functional approach, the historical method, abstraction, the comparative method, explanations, research interviews, modeling and forecasting methods. So, the authors of the article translated and studied the legislation of the State of Israel as a progressive country in the field of inclusion. To achieve the main goal of the research it was also conducted a survey among the heads of educational institutions in the city of Odessa, where currently inclusive groups or classes are functioning. This has identified challenges such as gaps in the most legally established procedure for opening inclusive groups and classes; providing schools and kindergartens with assistants who should help educators /teachers and children with special educational needs; the question of the number of children with special educational needs in a group or class and the nature of nosologies. Having studied each of the challenges in detail, the authors proposed appropriate changes and additions to the current legislation, which are detailed in the comparative tables. The conclusions of the article can be used both in research work for the further development of Ukrainian administrative law and in national lawmaking by making appropriate changes to Ukrainian legislation and the adoption of relevant legal acts regulating important issues in the field of inclusive education. ; Статья посвящена вопросам совершенствования административно-правового регулирования инклюзивного образования в учреждениях дошкольного образования и полного общего среднего образования в Украине. Обращение к этой теме является безусловно актуальным ввиду того, что, во‑первых, инклюзивное образование – новый институт для украинского общества, настоящий вызов для детей, педагогов и зако- нодателя. Во-вторых, в науке отечественного административного права отсутствует комплексное исследование украинских источников права в сфере инклюзивного образования, которое бы полно определяло также вызовы данной отрасли. В‑третьих, административно-правовые акты в сфере инклюзивного образования, к сожалению, не соответствуют реалиям, имеют пробелы как в сфере права, так и в области педагогики. Авторы поставили перед собой следующие задачи: осуществить анализ источни- ков права, регулирующих отношения, возникающие в сфере инклюзивного образования в Украине; выделить современные вызовы отрасли и внести предложения о путях их преодоления и качественного заполнения пробелов административно-правового регулирования в сфере инклюзивного образования в Украине. Авторами статьи были осуществлены перевод и изучение законодательства Государства Израиль как прогрессивной страны в сфере инклюзии; проведен опрос среди руководителей учебных заведений города Одессы, в которых в данный момент функционируют инклюзивные группы/ классы. Благодаря этому были выявлены такие вызовы, как, например, пробелы в самой законодательно установленной процедуре открытия инклюзивных групп /классов; обеспечение школ и садиков лицами, которые должны помогать воспитателям /учителям и ребенку с особыми образовательными потребностями в образовательном процессе; вопрос о количестве детей с особыми образовательными потребностями в группе или классе и о характере нозологий (особенностей развития). Детально изучив каждый из вызовов, авторами были предложены соответствующие изменения и дополнения в действующее законодательство, что подробно изложено в сравнительных таблицах. ; Статтю присвячено питанням удосконалення адміністративно-правового регулювання інклюзивної освіти в закладах дошкільної освіти та повної загальної середньої освіти в Україні. Звернення до цієї теми є беззаперечно актуальним з огляду на те, що, по-перше, інклюзивна освіта – новий інститут для українського суспільства, справжній виклик для дітей, педагогів та законодавця. По-друге, у науці вітчизняного адміністративного права відсутністє комплексне дослідження українських джерел права у сфері інклюзивної освіти, яке б повно визначало також виклики даної галузі. По-третє, адміністративно-правові акти у сфері інклюзивної освіти, на жаль, не відповідають реаліям сьогодення, мають прогалини як у сфері права, так і у сфері педагогіки. Автори поставили завданням здійснити аналіз джерел права, що регулюють відносини, що виникають у сфері інклюзивної освіти в Україні; виділити сучасні виклики галузі та внести пропозиції щодо шляхів їх подолання та якісного заповнення прогалин адміністративно-правового регулювання сфери інклюзивної освіти в Україні. Авторами статті на виконання мети дослідження, було здійснено переклад та вивчено законодавство Держави Ізраїль як прогресивної країни у сфері інклюзії; проведено опитування серед керівників навчальних закладів міста Одеси, у яких наразі діють інклюзивні групи/класи. Завдяки цьому було виявлено такі виклики, як, зокрема, прогалини у самій законодавчо встановленій процедурі відкриття інклюзивних груп/класів; забезпечення шкіл та садочків особами, які повинні допомагати вихователям/вчителям та дитині з особливими освітніми потребами в освітньому процесі; питання щодо кількості дітей з особливими освітніми потребами в групі або класі та щодо характеру нозологій (особливостей розвитку). Щодо кожного виклику запропоновано відповідні пропозиції та детально викладено їх у порівняльних таблицях.

This dissertation examines market dynamics from a critical perspective. Throughout a definition of discourse as a social practice, constructing objects and subject positions, by mobilizing the theories developed by the Essex School and by Critical Discourse Studies, we capture market dynamics as processes of hegemonization. The market, conceptualized as a discursive formation, constructs objects and subject positions and tends to demonstrate their non-contingency through specific articulatory practices. The legitimacy of a market can then be considered as resulting from a coherent and stabilized articulation of the object/subject system. We are interested in the context of the market for 'plant-based meat' products. Challenged by environmental issues linked to the over-consumption of meat, the latter, by imitating meat in appearance, taste and texture, could easily substitute for meat without modifying the structure of meals. We then study how this recent market comes to position itself facing a set of discursive struggles evolving around the meat market and attempts to stabilize a system of meanings. Because a new market is not an exogenous element, we point out the need to examine the discursive context in which it is anchored. Our empirical work consists of historical analysis and interviews with consumers and "plant-based" market actors. Data set has been analyzed through a multilevel discourse analysis which enables the observation of discourse reproduction at different scales. Firstly, we illustrate how the maintenance of the meat market entails the development of hegemonic articulations which allow the integration of a set of problematizations, but which dilute the concept of meat. Secondly, we show how the vegan discourse also engages in a process of hegemonization, dislocating the meat market and challenging the subjects through a legitimized articulation of a reason/emotion dualism. Finally, we examine how the 'plant-based meat' market can be understood as the result of a 'postpolitical' articulation of the meat market and vegan discourse, and what it implies in terms of ideological effects. Its existence is the outcome of a logic of co-optation pushed to its extreme, following in it evolving into a space where meanings are strongly contested. 'Fake meat' becomes subject to discursive polyphony and is infused with the hegemonic traces of contiguous formations, thereby posing a threat to its legitimacy. ; Ce travail de thèse vise à étudier les dynamiques de marché dans une perspective critique. Nous y adoptons une définition du discours comme pratique sociale qui construit les objets et les positions de sujet. Par la mobilisation des théories de l'école d'Essex et du champ des Critical Discourse Studies, nous appréhendons les dynamiques de marché comme des processus d'hégémonisation. Le marché, conceptualisé comme formation discursive, construirait objets et positions de sujet et tendrait à démontrer leurs caractères non contingents par des pratiques articulatoires spécifiques. La légitimité d'un marché résulte ainsi d'une articulation cohérente et stabilisée du système objets/sujets. Cette stabilisation reste temporaire : la fixation des significations et la présence continuelle des antagonismes sont centraux dans l'étude des stratégies politiques des formations discursives. Pour étudier la manière dont les marchés articuleraient constamment leurs significations, nous nous intéressons au contexte du marché des produits « simili-carnés ». Face aux problématiques environnementales liées à la surconsommation de viande, ces derniers, en imitant la viande par leur apparence, leur goût et leur texture, pourraient se substituer facilement à la viande sans modifier la structure des repas. Nous étudions comment ce nouveau marché vient se positionner face un ensemble de luttes discursives évoluant autour du marché de la viande, et tente de stabiliser un système de significations en remodelant des éléments discursifs préexistants. Parce qu'un nouveau marché n'est donc pas un élément exogène, nous montrons la nécessité d'examiner le contexte discursif dans lequel il s'ancre. Notre travail empirique est constitué de données historiques (journaux, livres, discours politiques.) et d'entretiens de consommateurs et d'acteurs du marché des produits simili-carnés. L'ensemble des données a été analysé par une analyse de discours « multiniveaux », dans une attitude herméneutique, qui nous permet d'observer la reproduction des discours à différentes échelles. Dans un premier temps, nous décrivons comment la maintenance du marché de la viande implique le développement d'articulations hégémoniques permettant d'intégrer un ensemble de problématisations, qui viennent diluer le concept de viande. Dans un second temps, nous exposons comment le discours végan s'engage lui aussi dans un processus d'hégémonisation, en disloquant le marché de la viande et en interpellant les sujets par une articulation du dualisme raison/émotions légitimée. Enfin, nous examinons comment le marché des « viandes végétales » peut être appréhendé comme le résultat d'une articulation « postpolitique » du marché de la viande et du discours végan, et ce qu'il implique en matière d'effets idéologiques. Son existence dériverait d'une logique de récupération poussée à son extrême, menant à le constituer comme espace de forte contestation des significations. La « fausse viande » devient alors sujette à une polyphonie discursive et est infusée des traces hégémoniques des formations contiguës, laissant planer une menace pour sa légitimité. Une discussion et une conclusion soulignent les contributions théoriques, épistémologiques et pratiques (vis à vis des entreprises, organisations parapubliques et ONGs) ainsi que les limites et voies de recherche.

Abstract Critical posthumanism is an invitation to think differently about knowledge and educational relationality between humans and the more-than-human. This philosophical and political shift in subjectivity builds on, and is entangled with, poststructuralism and phenomenology. In this paper we read diffractively through one another the theories of Finnish architect Juhani Pallasmaa and feminist posthumanists Karen Barad and Rosi Braidotti. We explore the implications of the so-called 'ontological turn' for early childhood education. With its emphasis on a moving away from the dominant role of human vision (knowing and seeing) in educational research we show how videoing and photographing works as an apparatus in an analysis of data from an inner-city school in Johannesburg, South Africa. We are struck by children's seeing with the 'eyes of their skin' (Pallasmaa) and 'seeing' with/in the world (posthumanism), as their obvious distress is felt when a small tree sapling has been mowed down in a nearby park. We analyse the event with the help of a variation on Deleuze's notion of 'becoming-child': 'becoming-little', and Anna Tsing's 'the arts of noticing'. 'Becoming-little' as a methodology disrupts the adult/child binary that positions 'little', younger humans as inferior to their 'bigger' fully human counterparts. We exemplify 'becoming-little' through 4 and 5 year-olds' learning with the little tree and adopt Barad's temporal diffraction to 'see' what is in/visible in the park: the extractive, exploitative, colonising mining practices of White settlers. These are still part of the land on which the park was created but are in/visible beneath the 'skin' of the earth. ; Resumen 'Viendo' con/dentro el mundo : devenir-pequeño El posthumanismo critic es una invitación a pensar de otra manera acerca del conocimiento y la relacionalidad educativa entre los humanos y los más-que-humanos. Este cambio filosófico y político en la subjetividad se construye sobre el postestructuralismo y la fenomenología, y está enredado con ellos. En este artículo leemos difractivamente una y otra teorías del arquitecto finlandés Juhani Pallasmaa y las feministas posthumanistas Karen Barad y Rosi Braidotti. Exploramos las implicancias del llamado 'giro ontológico' en la educación para la primera infancia. Con su énfasis en un alejamiento del rol dominante de la visión humana (saber y ver) en la investigación educativa, mostramos cómo el video y la fotografía funcionan como aparato en el análisis de datos de una escuela del centro urbano de Johannesburgo, Sudáfrica. Nos impacta el hecho de que los niños vean con los "ojos de su piel" (Pallasmaa) y "vean" con/dentro del mundo (posthumanismo) en tanto se percibe su obvio malestar y preocupación cuando un árbol joven es cortado en un parque cercano. Analizamos el evento con la ayuda de una variación de la noción de Deleuze de "devenir-niño": "devenir-pequeño", y de "el arte de notar" de Anna Tsing. Como metodología "devenir-pequeño" disrrumpe el binario adulto/niño que posiciona a los humanos "pequeños", más jóvenes como inferiores a sus contrapartes "más grandes" completamente humanas. Ejemplificamos el "devenirpequeño" a través del aprendizaje de niños de 4 y 5 años con el arbolito y adoptamos la difracción temporal de Barad para "ver" qué es in/visible en el parque: las prácticas mineras extractivas, explotadoras y colonizadoras de los colonos Blancos. Estas todavía son parte del terreno en el que el parque fue creado pero son in/visibles debajo de la "piel" de la tierra. ; Resumo 'Ver' com / no mundo : tornar-se pequeno O pós-humanismo crítico é um convite a pensar de outra forma sobre o conhecimento e a relacionalidade educacional entre os humanos e o mais-que-humano. Essa mudança filosófica e política na subjetividade se baseia e se enreda no pós-estruturalismo e na fenomenologia. Neste artigo, lemos, de forma difrativa, as teorias do arquiteto finlandês Juhani Pallasmaa e das pós-humanistas feministas Karen Barad e Rosi Braidotti. Exploramos as implicações da chamada "virada ontológica" para a educação da primeira infância Com sua ênfase no afastamento do papel dominante da visão humana (saber e ver) na pesquisa educacional, mostramos como o vídeo e a fotografia funcionam como um aparato na análise de dados de uma escola no centro de Joanesburgo, África do Sul. Ficamos impressionados com as crianças vendo com os "olhos de sua pele" (Pallasmaa) e "vendo" com / no mundo (pós-humanismo), já que sua óbvia angústia é sentida quando uma pequena muda de árvore foi ceifada em um parque próximo. Analisamos o evento com a ajuda de uma variação da noção de "tornar-secriança" de Deleuze: "tornar-se-criança" e "as artes de perceber" de Anna Tsing. 'Tornar-se pequeno' como metodologia perturba o binário adulto / criança que posiciona 'pequenos', humanos mais jovens, como inferiores a seus 'maiores' totalmente humanos. Nós exemplificamos o "tornar-se pequeno" por meio da aprendizagem de crianças de 4 e 5 anos com a pequena árvore e adotamos a difração temporal de Barad para "ver" o que é in/visível no parque: as práticas de mineração extrativistas, exploradoras e colonizadoras dos colonos brancos. Eles ainda fazem parte da terra na qual o parque foi criado, mas são in/visíveis sob a "pele" da terra.

Internationalisation is a significant activity of Higher Education Institutions (HEIs) worldwide and is typically embedded within the aims, ambitions, vision, and strategy of the institution. It incorporates the policies and procedures required to facilitate participation within a global academic environment, and is often considered to be a transformative process that impacts practices in teaching and learning, research, and administration. With formal protocols to establish partnerships, such as memoranda of understanding and articulation agreements, the business of formally creating international partnerships is well defined. However, the motivations, corresponding metrics and key performance indicators (KPIs) of successful partnerships are not as well defined. At the institute level, there are often KPIs to measure student mobility, revenue generation, and funding. But internationalisation strategies also often include social, political and academic output and can be an important source of inspiration for wider innovation and entrepreneurial activity. In Ireland, for example, objective 2 of the 2018-2020 Higher Education System Performance Framework includes the strategic goals of increasing international student numbers, increasing the foreign language provision for Irish students, and increasing the number of academic publications with international peers. The issue facing HEIs is not that international partnerships cannot be created, it is that many such partnerships do not evolve, often fail to develop into meaningful long-term relationships, and do not adequately contribute to the underlying strategic goals of participating partners. These failures are attributed to the fact that, while support exists at a higher institute level, there is often a lack of buy-in and support at the faculty level, including language barriers, a lack of ongoing post-agreement communication, and cultural issues creating inertia in the relationship. While English is seen as the global language of science, it often puts at least one of the partners at a disadvantage if they are not natively proficient. Even when this barrier can be overcome, cultural differences can also contribute to unsustainable relationships. While faculties, and individuals within them, are ultimately the engines that drive the KPI activities of university strategic goals, research has shown that it is frequently through the building of friendships and the discovery of common interests between staff that is the key to developing sustainable partnerships. Brockington calls for a clear vision which is embraced by all stakeholders including faculty, administration and senior institution management, and that appropriate financial and international support models must be put in place to help nurture productive international partnerships. HEIs typically create significant numbers of partnerships with other international institutions. However, many of these simply fail to become active for the reasons already outlined. The hope would seem that simply increasing the quantity of partnerships will ultimately result in the desired level of activity. However, in this paper, we argue that a more nuanced understanding of the ecosystem is required to foster successful partnerships and to increase the productivity rate of these relationships. While there may not be a single model that addresses all issues given their dynamic nature and number of stakeholders required to make a partnership successful, a set of best practices and guidelines can be extracted based on examples of key partnerships that have been successful. In this paper we describe a successful and ongoing partnership between TU Dublin School of Computer Science and the Beijing University of Chemical Technology (BUCT) College of Information Science and Technology. The model presented in this paper, Partner Co-hosted Model (PCM), evolved over many years and is based on a mutual desire to build meaningful and sustainable joint academic activity between the two institutions. This model has continued to evolve to sustain an ongoing cooperation and meaningful partnership and has demonstrated both its resilience and utility during the COVID-19 pandemic. In the following section, we review the context and background to the development of this model. In section three, we introduce the model and describe in detail its core features. Section four offers a summary of our conclusions and considers the possibility for further development of models of international partnerships as well as possible future research opportunities. This paper draws on the experiences and reflections of the programme team, including TU Dublin and BUCT staff members. As this programme has undergone a real time process of change and development, the lead authors have been able to reflect on (a) the changing nature of the programme, (b) the value of the programme to individual and institutional stakeholders, (c) the strengths and limitations of the model as it has involved and (d) and the experiences of dealing with the day-today challenges of international working. What is core to this discussion, is a recognition that running international programmes and partnership is only possible through clear, direct and ongoing dialogue (as this paper will address) but also a recognition that processes and experiences are inherently nonlinear and at times, as all authors here attest, challenging and 'messy'. All authors recognise that the development of this programme has required the involvement of a range of colleagues, both at TU Dublin and BUCT, from departments including finance, teaching excellence, marketing, international and technology learning specialists.

Taking as its starting point the increasing importance of the role of digital curators within institutions holding architectural archives, the article aims to elaborate tools coming from intersectional theory and practice in order to produce an understanding of how women and black men are represented in teaching architectural history in an ensemble of emblematic schools of architecture. More specifically, the paper, through the elaboration of concepts and tools coming from the theory of intersectionality, examine how aspects concerning gender and race can be taken into account when establishing a curriculum of teaching architectural history. It is based on the hypothesis that visualisation strategies can show the evolution of the role of women and black people in architectural discourse. Drawing upon Kimberlé Crenshaw's work, and on the impact of the theory of intersectionality on digital humanities and digital labour studies, the project aims to shape a method of digital curation able to conjointly address issues of race, gender, class, ability, sexuality, or other categories of difference while interpreting the primary sources. Particular emphasis is placed on the fact that the intersectional perspective is the endeavour to interrogate its own positionality and the very processes of knowledge production, the project also explores how visualisation strategies can show the evolution of the role of women and black people in architectural discourse. A seminal text by Crenshaw, which is of great significance for the project, is her article entitled "Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color", published in Stanford Law Review in 1991. In this article, Crenshaw argued that "both women and people of color" are marginalized by "discourses that are shaped to respond to one [identity] or the other" (Crenshaw 1991), rather than both. Most recently, the theory of intersectionality was introduced into the digital humanities in order to address issues regarding gender and race conjointly. As far as the field of architecture is con-cerned, the question of race is becoming more present in ongoing debates, as is evidenced by the recently published book Race and Modern Architecture: A Critical History from the Enlightenment to the Present (2020), edited by Irene Cheng, Charles L. Davis II and Mabel O. Wilson, and projects such as the Black Architects Archive (BAA) by Jay Cephas, whose aim was to collect and display the work of Black architects across history in an effort to bring to light underrepresented practitioners in architecture. The same is valid for the question of gender, as appears through the organisation of events including the symposium "The Fielding Architecture: Feminist Practices for a Decolonised Pedagogy", which took place at the University of Brighton in June 2019, and the emergence of collectives such as Feminist Art and Architecture Collaborative, which in its manifest published in the Harvard Design Magazine describes itself as "a transnational coalition of feminists, awake to […] [their] positioning as "Others" within the patriarchy; awake to […] [their] exclusion from unmarked norm(s), awake to [their] […] emergence from a history of subjugation, subordination, and colonization" (FAAC 2018). Starting out from the hypothesis that it is becoming increasingly necessary to address these issues conjointly in the ongoing architectural debates, the paper presents certain methods of teaching architectural history that intend to bring the aforementioned aspects together. An important benefit of tackling gender and race issues simultaneously is the capacity to "address the structural parameters that are set up when a homogeneous group has been at the center and don't automatically engen-der understanding across forms of difference", as Moya Bailey has argued (Bailey 2020). Another noteworthy characteristic of the intersectional perspective is the endeavour to interrogate its own posi-tionality and the very processes of knowledge production. Selective References Bailey, Moya, "All the Digital Humanists Are White, All the Nerds Are Men, But Some of Us Are Brave", in Barbara Bordalejo, Roopika Risam, eds., Intersectionality in Digital Humanities (Amsterdam: Arc Humanities Press, 2020) 9-12. Bilge, Sirma, "Intersectionality undone: Saving intersectionality from feminist intersectionality studies", Du Bois Review, 10(2) (2013): 405-424. Carastathis, Anna, Intersectionality: Origins, Contestations, Horizons (Nebraska: University of Nebraska Press, 2016). Cheng, Irene, Charles L. Davis II, Mabel O. Wilson, eds., Race and Modern Architecture: A Critical Histo-ry from the Enlightenment to the Present (Pittsburgh: University of Pittsburgh Press 2020). Collins, Patricia Hill, Sirma Bilge, Intersectionality (Cambridge: Polity Press: 2016). Cooper, Brittney, "Intersectionality", in Lisa Disch, Mary Hawkesworth, eds., The Oxford Handbook of Feminist Theory (New York: Oxford University Press, 2016). Crenshaw, Kimberlé, "Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color", in Stanford Law Review, 43(6) (1991): 1241-1299. Doyle, Shelby, Leslie Forehand, "Fabricating Architecture: Digital Craft as Feminist Practice", the Avery Review, 25 (2017): 1-10. FAAC, "To Manifest", Harvard Design Maganize 46: No Sweat (2018): 182-189. Harris, Jessica C., Lori D. Patton, "Un/Doing Intersectionality through Higher Education Research", The Journal of Higher Education, 90(3) (2019): 347-372. Marie, Jakia, Donald "DJ" Mitchell Jr., Tiffany L. Steele, Intersectionality & Higher Education: Research, Theory, & Praxis (New York: Peter Lang, 2019). Romero, Mary, Introducing Intersectionality (Cambridge: Polity Press, 2018).