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The article explores the historiosophical aspect of the problem of progress in the consciousness of freedom. Hegel's understanding of the perfect state is described. It is noted that, the philosophy of state and law is a system of morality, where the victory of the general over the particular is obligatory. The essence of the entire system is optimistic, no matter what disturbing contradictions they try to destroy this system. In this monarchy of the spirit, in an ideal state, as a system of freedom, the contradictions of civil society are overcome. The article also describes the experience of Marxism, in which the opposition of the genus and the individual is overcome by the purely mechanical destruction of one of the opposing sides, by the qualitative transformation of society, that is, a total social revolution, the victory over capital and the emergence of a new socialized humanity. The authors emphasize that the philosophy of politics stems not only from Hegelian philosophy, but also from theological thought. The authors conclude that history is the territory of an apocapyptic collision, as well as the eternal process of the fallen world. According to the authors, for a contemporary Russian person, the correlation with the Truth becomes not only a matter of freedom, but a choice between life and death, and, therefore, the territory of war, which takes place primarily in the heart. He perceives his involvement in the Truth not as following a civil religion, but as a mystical communion with Christ as a constant source of Truth and freedom.

Abstract
Trainees in teacher training programmes experience a variety of courses focusing on helping them to master the basic skills as future language teachers. The most important issue in the entire training is the appropriate balance between the input they receive from the trainer and the hands-on experience in which they learn through experience. One of the best hands-on activities during teacher training is indisputably teaching practice, i.e. real experience of trainees in the school context. Teaching practice offers to trainees first experience with teaching English lessons with holding responsibility for planning, carrying out the lessons as well as learning from this experience, maintaining a good rapport with students and many other aspects. Since trainees work in the external setting without the presence of their Methodology course trainers, it is often a custom to ask trainees to keep a portfolio with lesson plans or material they used during teaching as well as some reflections on the first teaching experience, so that the trainers could create a picture of how their trainees succeeded "out there". Such a portfolio serves as a useful tool not only for the trainee since the portfolio offers a record of how they managed to carry out specific duty at a specific time; portfolio of this type can provide the trainer with a plastic picture of how trainee managed to apply what they had learned in their Methodology courses. There are many elements which can be included in the teaching practice portfolio such as lesson plans, reflections, various case studies, textbook evaluations, sample teaching aids prepared by the trainee, etc. However, the biggest benefit that portfolio provides the trainee with is the reflection itself – thinking about how successfully something has been mastered and thinking about how things could be done better. EPOSTL (European Portfolio for Student Teachers of Languages) where trainees focus on self-evaluation of their own teaching skills is one of the tools that can help to focus the trainee on specific skill the teacher needs to master. This article tries to answer the question whether trainees are aware of the beneficial effects of such reflection, whether they perceive a tool like the EPOSTL as something that can help them to develop or they consider it rather a duty to be carried out as a part of training. Based on the experience with a group of trainees who used EPOSTL during their teaching practice this case study analyses possible strengths and weaknesses of including such a complex material as EPOSTL in pre-service teacher training.

[ES] The aim of this article is to analyse how two initiatives (one formal, the creation of a curriculum inspired by Development Education and an informal space, the Mueve student group), developed at the Polytechnic University of Valencia, may have contributed to the acquisition of cosmopolitan skills among the student community. To this end, we will first take a conceptual path by various authors who have addressed the issue of cosmopolism and who, for the most part, fall within the scope of the skills approach to human development. We will then analyse and discuss the results of 12 in-depth interviews conducted with students who have participated in the two spaces discussed above. Boni Aristizábal, A.; Peris Blanes, J.; Navarro knee, JM.; Bone, A. (2012). How to cultivate citizenship in higher education. The case of the Polytechnic University of Valencia. Interuniversity Electronics Review of Teachers' Training. 41 (15): 1-23. http://hdl.handle.net/10251/29891 ; 1 23 41 15 ; [ES] The aim of this article is to analyse how two initiatives (one formal, the creation of a curriculum inspired by Development Education and an informal space, the Mueve student group), developed at the Polytechnic University of Valencia, may have contributed to the acquisition of cosmopolitan skills among the student community. To this end, we will first take a conceptual path by various authors who have addressed the issue of cosmopolism and who, for the most part, fall within the scope of the skills approach to human development. We will then analyse and discuss the results of 12 in-depth interviews conducted with students who have participated in the two spaces discussed above. Boni Aristizábal, A.; Peris Blanes, J.; Navarro knee, JM.; Bone, A. (2012). How to cultivate citizenship in higher education. The case of the Polytechnic University of Valencia. Interuniversity Electronics Review of Teachers' Training. 41 (15): 1-23. http://hdl.handle.net/10251/29891 ; Senia ; [ES] The aim of this article is to analyse how two initiatives ...

Learning evaluation is a component of the formation process and a way to increase it effectiveness, it also constitute a necessity of Cuban University Education and one of the most polemic points to take into account, becoming at the same time as a way to contribute to the actualization of the Cuban Economic Model, as it is in the political guides 151 and 154, where is established the elements to take into account in the case of the teaching learning process. It is a conception which has been developing it structure since the Methodological Teaching Guide 95/1977, with an accumulative – quantitative approach due to the development of the precedent periods to a qualitative – integrator as it is established in the present Methodological Teaching Guide 210/2007. Nevertheless, in the different stated methodological documents there is not a way that guide professors how to conceive an integral evaluation, thus the objective of this article is to propose a Methodological alternative for the systemic conception in the evaluation of learning process in Cuban University Education, specifically in students that study of economic sciences. ; La evaluación del aprendizaje es un componente del proceso de formación y una vía para elevar su efectividad, constituye una necesidad en la Educación Superior Cubana y uno de los asuntos más polémicos, constituyéndose a la vez en una vía para contribuir al perfeccionamiento del modelo económico cubano, al posibilitar el cumplimiento a los lineamientos 154 y 151 que establece que se debe continuar avanzando en la elevación de la calidad, efectividad y rigor del proceso docente educativo. Es una concepción que ha ido evolucionando desde el primer Reglamento Docente Metodológico el 95/1977, con un enfoque acumulativo-cuantitativo, propio de etapas anteriores de desarrollo, a uno cualitativo-integrador, tal como establece el Reglamento Docente Metodológico vigente, el 210/2007. En el cual se le dedica el capítulo IV con 21 artículos (134-155), donde entre otros aspectos se hace énfasis en la necesidad de concebir a la evaluación del proceso de enseñanza aprendizaje con un carácter integrador, sin embargo en los diferentes documentos metodológicos que están vigentes no orienta a los docentes el cómo concebir la evaluación integralmente, por lo que el objetivo de esta ponencia es proponer una alternativa metodológica para la concepción sistémica de la evaluación del aprendizaje en la educación superior en la carrera de Licenciatura en Economía.

pt. I. Rereading in disciplines postcolonially. Ideology and politics in English-language education in Trinidad and Tobago : the colonial experience and a postcolonial critique / Norrel A. London ; To steal or to tell : teaching English in the global era / Seonaigh MacPherson ; High school postcolonial : as the students ran ahead with the theory / John Willinsky ; Engaged differences : school reading practices, postcolonial literature, and their discontents / Ingrid Johnson ; A kinder mathematics for Nunavut / Ralph T. Mason -- pt. II. Indigenous knowledges as postcolonial/anticolonial resistance. 'Is we who haffi ride di staam' : critical knowledge, multiple knowings : possibilities, challenges, and resistance in curriculum/cultural contexts / George J. Sefa Dei, Stanley Doyle-Wood ; Critical ontology and indigenous ways of being : forging a postcolonial curriculum / Joe L. Kincheloe ; Reappropriating traditions in the postcolonial curricular imagination / Yatta Kanu ; Cross-cultural science teaching : rekindling traditions for aboriginal students / Glen S. Aikenhead -- pt. III. Globalization and the educational response. Postcolonialism and globalization : thoughts towards a new hermeneutic pedagogy / David Smith ; The impact of globalization on curriculum development in postcolonial societies / M. Kazim Bacchus -- pt. IV. Reimagining nation and national identity in the curriculum. Singular nation, plural possibilities : reimagining curriculum as third space / George Richardson ; Learning whose nation? / Kara McDonald

Sediment erosion is a serious issue, with approximately 75 billion tons of soil is eroded annually around the world (Pimentel and Kounang, 1998). Although erosion is a natural process, it can accelerate due to human activity and land use changes. Increasing soil erosion beyond its natural threshold can result in significant environmental degradation and decreased economic productivity. Implementing sediment management laws and practices is critical to significantly decrease soil erosion and preserve environmental resources. In the United States, there is a comprehensive system of laws and regulations at national, state, county, and city level that govern erosion and sediment control. The laws and voluntary incentives outlined in our paper have significantly reduced the negative impacts of sediment carried in urban and storm-generated runoff, have reduced chemical and biological pollutants in sediment transported in aquatic ecosystems, and have improved the air quality in several cities with air pollution problems. Having a multi-faceted approach to monitoring erosion and improving soil management is important for a healthy, productive environment and economy. ; La erosión de sedimentos es un problema serio, con aproximadamente 75.000 millones de toneladas de suelo erosionadas anualmente en todo el mundo (Pimentel y Kounang, 1998). Aunque la erosión es un proceso natural, ésta puede acelerarse debido a la actividad humana y a los cambios en el uso de la tierra. El incremento de la erosión del suelo más allá de su umbral natural puede resultar en una degradación ambiental significativa y una disminución de la productividad económica. La implementación de leyes y prácticas de gestión de sedimentos es fundamental para disminuir significativamente la erosión del suelo y preservar los recursos ambientales. En los Estados Unidos, existe un sistema integral de leyes y regulaciones a nivel nacional, estatal, del condado y de ciudad que gobiernan la erosión y el control de sedimentos. Las leyes y los incentivos voluntarios descritos en nuestro trabajo han reducido significativamente los impactos negativos de los sedimentos transportados en las escorrentías urbanas y rurales, han reducido los contaminantes químicos y biológicos en los sedimentos transportados hacia los ecosistemas acuáticos y han mejorado la calidad del aire en varias ciudades con problemas de contaminación atmosférica. Tener un enfoque multifacético para monitorizar la erosión y mejorar la gestión del suelo es importante para un ambiente y una economía sanos y productivos.

In problem-based learning (PBL) students are encouraged to take responsibility for their own self-regulated learning process. The present study focuses on two self-regulated learning strategies, namely time planning and self-monitoring. Time planning involves time management, scheduling and planning one's study time. Self-monitoring involves setting goals, focusing attention and monitoring study activities. The aim of this study was first, to assess students' time planning and self-monitoring skills and second, to investigate how time planning and self-monitoring skills are related to actual individual study time, (un)prepared participation in the tutorial group and cognitive achievement. 165 first-year psychology students, enrolled in a problem-based curriculum, filled in a questionnaire (response 77%) and their scores on two tests of cognitive achievement were used. Results showed that students who are better time-planners and who have better self-monitoring skills were more efficient in allocating their individual study time (spent less time on individual study), prepared more appropriately for the tutorial group meeting (although not significant [n.s.]) and achieved higher scores on cognitive tests.