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URL to NLC2020 proceedings: https://www.networkedlearning.aau.dk/nlc2020/proceedings/ ; In the higher education sector both networked learning and inquiry-based learning are signalled as flexible pedagogical approaches which support and encourage the development of skills, competences and qualities expected of "21st century" learning. Whereas networked learning distinctively attends to connectedness enhanced and mediated by technologies for the creation of learning networks and sociomaterial assemblages, inquiry-based learning distinctively brings together teaching and researching encouraging students' learning engagement and development. A networked practice inquiry approach was envisaged as helpful to encourage postgraduate students to engage for learning on and with digital technologies and inspire professional practice development. Past the course experience an interpretative study was taken up in an attempt to obtain an initial picture of the student perspective of this course approach. This paper shares a preliminary qualitative picture describing students' viewpoint of the networked practice inquiry learning experience. It is a first glimpse into technology enhanced and mediated learning experience of the postgraduate student in Malta. These preliminary findings suggest that students are forward looking. Students demand and celebrate innovative digital tools and practices in and for learning, especially when these are seen accommodating them and resonating to their wider life and work practice experiences. They are generally enthused to assume explorative and inquiry attitudes into life and work practices for learning and practice development. They are also into connectedness for learning but on their own terms. This is a threefold appeal coming from mature students regarding their higher education course experience which, in a local context of fast developing sociotechnological change, is simultaneously energising and challenging. Considering that in the local context there is currently a lot of work going on the political and executive tables to see artificial intelligence and immersive technologies compellingly transforming mainstream societal sectors including education, in the local higher education scene we urgently need to make a start for making the course experience the first port of call where one has the "an opportunity to think and dream" as one of the research participants put it; constructively and critically laying down our future and that of the generations to come. ; peer-reviewed

Autori problematiziraju tri različite filozofijske ideje o čovjeku kojima odgovaraju tri različita odgojna modela. Prvi model je model radikalnog individualizma koji ne priznaje nikakvu vrijednost drugog bića (F. Nietzsche). Takvo biće nužno odgaja sebe samoga. Drugi model je model različitih figura prijatelja i neprijatelja (J. Derrida). Ovome modelu odgovara odgoj u funkciji javne ili politički posredovane stvarnosti. Konačno, treći model je model antropologije vrijednosti (P. Vuk-Pavlović). Autori pokazuju kako upravo u ovom potonjem modelu do izražajadolazi komplementarnost antropološkog i odgojnog područja. Njime se izbjegavaju napetosti između ideje individualizma i kolektivizma, osobnog i socijalnog, prijateljskog i neprijateljskog, a čovjeka se promatra kao primatelja i davatelja vrijednosti. ; The authors deal with three different philosophic ideas about the human being and three different models of education. The first model is the model of radical individualism which does not recognize any value of other human being (F. Nietzsche). That being educates himself/herself necessarily. The second model is a model of different figures of a friend and an enemy (J. Derrida). The education in the function of the publicly or politically mediated reality corresponds to this model. At last, the third model is the model of the anthropology of values (P. Vuk Pavlović). The authors show that in this last model we can see the mixture of the anthropological and educational area. With this model we can avoid the tensions between the idea of individualism and collectivism, personal and social, friendly and hostile, and a human being is observed as the receiver and the giver of values.

Šis darbs ir veltīts valstu atzīšanas tēmai. Valstu atzīšana ir tikai un vienīgi valstu prerogatīva un ir atkarīga tikai no atzīstošo valstu gribas. Joprojām nepastāv noteikumi, kas paredzētu, kādos apstākļos jaunas valstis tiek atzītas starptautiski un kādos nē. Šajā darbā no valstu atzīšanas un secesijas (atdalīšanas) teoriju perspektīvas tiks izanalizēti divi valstu atzīšanas gadījumi – Baltijas valstu atzīšanas gadījums 1990. gadu sākumā un Piedņestras atzīšanas gadījums. Autors apzināti izvēlējās divus pretējos gadījumus, kur Baltijas valstis tika atzītas de jure un Piedņestra šo statusu nav saņēmusi, lai varētu izprast, kas šiem gadījumiem ir kopīgs un kāpēc abu gadījumu iznākums ir tik atšķirīgs. Autors pieņem, ka tas, vai valsts tiks atzīta vai nē, lielākoties ir atkarīgs no atzīstošo valstu interesēm. ; This research paper is dedicated to the subject of state recognition. Only states decide to recognize or not to recognize new members of international community and the outcome of recognition depends only on other states will. There is no such rules, which states need to follow in order to recognize new state. The aim of this work is to analyze two cases of state recognition from the perspective of state recognition and secession theories – The case of Baltic states recognition in early 1990.ties and the case of Transnistria. Author have specially chosen two different cases – where Baltic states received their recognized status and Transnistria did not –to compare and understand, which factors have influenced such different outcomes the most. Author believes that recognition mostly depends of interests of a recognizer state.

Older people with disabilities in the United States currently receive care in a fragmented and uncoordinated financing and service delivery system, both within and between the health and long-term care systems. Financing for acute care is largely the responsibility of Medicare and the federal government, while long-term services and supports (LTSS) is dominated by Medicaid and state governments. As a result, no organization is responsible for managing all aspects of care for a person. The fragmented financing and delivery system has negative consequences for older people, including high levels of hospitalization and potentially avoidable hospitalizations. This presentation will review past and current initiatives to integrate care, including Social/ HMOs, the Program for All-inclusive Care for the Elderly (PACE), Dual Eligible Special Needs Plans (D-SNPs) and the Centers for Medicare & Medicaid dual eligible demonstrations.

Evaluating the Welfare State: Social and Political Perspectives together with its companion Social Policy Evaluation: An Economic Perspective is the outgrowth of an international and interdisciplinary conference on policy evaluation held at Tel Aviv University in December 1980. The conference brought together scholars from the fields of economics, sociology, political science, social work, and administration. The papers presented at this conference approached the welfare state and social policy evaluation from a number of different theoretical and methodological perspectives. A selection of th.

This two-part article analyzes the nature of political power in Western capitalist societies and its implications in medicine. Part I presents a Marxist theory of the role, nature and mode of state intervention. Part II focuses on the analysis of that mode of state intervention in the health sector, and on the relationship between its growth and the current fiscal crisis of the state.

This book examines China's process of democratic transition, and the role of state and society in this process.

This article reviews research on the relationship between property rights and nationalism. A property rights perspective to the study of nationalism is relevant to understanding the origins and development of nationalism and nation states. Yet, key theorists of nationalism have mostly ignored the relationship between property rights and nationalism, or looked at it only indirectly. There are a variety of ways in which ownership or possession more generally can be related to nationalism, for instance through colonialism, racism, and dispossession (Bannerji et al. 2001; Bhandar 2016; Bhandar & Toscano 2015). This review, however, in order to build a consistent perspective on the historical emergence of nation states and nationalism, will have its main focus on property rights, property regimes and state-building. The literature on state-building and democratization bears important insights about this relationship which can be applied to the study of nationalism. This review will therefore draw on such literature, in addition to works on nationalism where the topic of property has been mentioned, to show how an integrated property rights perspective to the study of nationalism may yield important insights to our understanding of nations and nationalism. The article is structured as follows. First, it offers a brief discussion of what property rights are and why they are key to understanding the long-term historical development of nations and nationalism. After this, it outlines the links between property regimes and the formation of nation states, followed by a discussion of the conceptual links between nationalism and private property. The final section offers some brief reflections on Marxism, property and nationalism.