Suchergebnisse

Many European governments, including Norway, have ambitious educational policies regarding digitalisation. Many businesses and policymakers pay great attention to the use of digital technologies in education in order to meet the future demands for a competent and qualified workforce. Among researchers and policymakers, there is a general consensus that the professional teacher is a key figure for the successful implementation of digital technologies in schools. Many expectations have been placed upon professional teachers regarding the implementation and use of digital technologies. The professional teacher is, to a certain degree, supposed to independently decide how digital technologies should be used in the classroom. This paper discusses what the concept of a 'professional digitally competent teacher' may mean in the context of schools. It also argues the need for a greater understanding of professional digital competence, one which takes into consideration various social and cultural aspects with regard to technology, schools and the teaching profession. In unpacking the social and cultural conditions for implementing technology in a professional teaching context, I will draw on concepts from the constructivist understanding of technology, namely, the 'domestication of technology'.

The article considers the essence of the concept of "social entrepreneurship" taking into account the approaches of national and foreign researchers, reflects the retrospective of this concept. In order to study the institutional and methodological aspects of government support of social entrepreneurship in Russia, the approaches to the analysis of the concept of social entrepreneurship are studied. The characteristics of the main participants of the institute of social entrepreneurship are given, also the priorities of state policy in the field of socially-oriented non-profit organizations and legal regulation of this sphere are considered. In the course of the analysis of the legal framework of regulation of social entrepreneurship in Russia, the expediency of fixing the concept of "social entrepreneurship" at the legislative level and the mechanism of its functioning are revealed.

The article aims to define the sectoral legal tools that can be incorporated into the legislations of the countries of the world for the development of gender policies in social and labor relations. The research methodology included methods of general and special scientific character, which aim to ensure the unity of approaches. Attention has been paid to the justification of subjective differentiation of working conditions in the acts of the International Labor Organization. Legal conditions for the introduction of gender equality in legal systems were proposed in order to ensure the social and economic development of society. It is concluded that international standards of social and labor relations make it possible to implement gender equality policy in various variable models. Finally, among the special sectoral tools for solving gender problems, it is worth applying: subjective and social differentiation of working conditions; gender-neutral legislation; local acts as a method of raising the level of moral and ethical standards in professional groups, and; gender quotas and gender parity with differentiation in various spheres of economic activity.

Before talking about Social Worker intervention, it is necessary to refer to social work as profession and discipline. His social approach originates from the analysis of the parameters of the relationship between people and various institutions, which originate from society and from cultural, political, social and historical guidelines. The purpose of this study is the intervention of the social worker in basic education settings. Social work is a science that allows the branch professional to see beyond a simple opinion, transmitting knowledge that allows one to perceive and give an explanation, enhancing and putting their knowledge into practice to determine essential points within a very complex subject. On the other hand, each function has its objective or purpose, in this case the Social Worker seeks to prevent conflict situations before children who are part of the basic education system, such as use and consumption of alcohol, tobacco, bullying, violence; all this through the planning and execution of projects that serve as tools for the professionals in this field. Regarding the processes of intervention of the Social Worker against the problems of basic education, it is evident that the presence of this professional in schools is essential, due to the social conflicts that occur in these spaces. Keywords: Children, intervention, educational system, primary, conflict. ; Antes de hablar sobre la intervención del Trabajador Social, es necesario referirse al trabajo social como profesión y disciplina. Su enfoque social tiene origen en el análisis de los parámetros de la relación entre las personas y las diversas instituciones, que se originan de la sociedad y de los lineamientos culturales, políticos, sociales e históricos. El objeto del presente estudio es la intervención del trabajador social en entornos de educación básica. El trabajo Social es una ciencia que permite al profesional de la rama ver más allá de una simple opinión, transmitiendo conocimientos que permiten percibir y otorgar una explicación, realzando y poniendo en práctica sus conocimientos para determinar puntos primordiales dentro de un tema muy complejo. Por otra parte, cada función tiene su objetivo o propósito, en este caso el Trabajador Social busca prevenir situaciones de conflicto ante los niños que son parte del sistema de educación básica, tales como uso y consumo de alcohol, tabaco, acoso escolar, violencia; todo esto a través de la planificación y ejecución de proyectos que sirven como herramientas al profesional de esta rama. En cuanto a los procesos de intervención del Trabajador Social frente a las problemáticas de la educación básica, es evidente que la presencia de este profesional en las escuelas es fundamental, debido a los conflictos sociales que se presentan en estos espacios. Palabras Claves: Niños, intervención, sistema educativo, primaria, conflicto. ABSTRACT: Before talking about Social Worker intervention, it is necessary to refer to social work as profession and discipline. His social approach originates from the analysis of the parameters of the relationship between people and various institutions, which originate from society and from cultural, political, social and historical guidelines. The purpose of this study is the intervention of the social worker in basic education settings. Social work is a science that allows the branch professional to see beyond a simple opinion, transmitting knowledge that allows one to perceive and give an explanation, enhancing and putting their knowledge into practice to determine essential points within a very complex subject. On the other hand, each function has its objective or purpose, in this case the Social Worker seeks to prevent conflict situations before children who are part of the basic education system, such as use and consumption of alcohol, tobacco, bullying, violence; all this through the planning and execution of projects that serve as tools for the professionals in this field. Regarding the processes of intervention of the Social Worker against the problems of basic education, it is evident that the presence of this professional in schools is essential, due to the social conflicts that occur in these spaces. Keywords: Children, intervention, educational system, primary, conflict. Recibido: 01 de diciembre de 2017Aceptado: 05 de enero de 2018Publicado: 09 de enero de 2018

Seminario Interuniversitario de Pedagogía Social (29è : 2016 : Girona) ; Llibre d'actes del Congrés Internacional XXIX Seminari Interuniversitari de Pedagogia Social, celebrat a Girona els dies 14 al 16 de setembre de 2016

The purpose of the research was to define the theoretical, administrative and civil law aspects of the regulation of social relations. Consequently, the article specifies the means of social regulation, which include components of legal, moral, corporate and customary, etc. type. It has been shown that legal regulation of social relations is defined as an intentional action on the behavior of people and social relations with the help of legal (juridical) means. The methodological basis of the research is presented as comparative-legal and systematic analysis, formal-legal method, method of interpretation, hermeneutic method, as well as methods of analysis and synthesis. By way of conclusion it has been proved that since the object of legal regulation is presented as social relations, legal regulation is determined by some objective and subjective factors. As contributions, the following factors of social relations have been determined: level of economic development of society; social structure of society; level of maturity and stability of social relations; level of legal culture of citizens; level of certainty of the subject of social relations, means and methods of legal regulation.

Muchos gobiernos europeos, incluido el de Noruega, tienen políticas educativas ambiciosas en materia de digitalización. Muchas empresas y responsables políticos prestan gran atención al uso de las tecnologías digitales en la educación para satisfacer la futura demanda de una mano de obra competente y cualificada. Entre los investigadores y los legisladores, existe un consenso general al considerar a los docentes profesionales como una figura clave para la aplicación con éxito de las TIC en la escuela, en lo referente a su implementación y su uso, y se han depositado muchas expectativas en ellos. Se supone que el docente profesional debe, hasta cierto punto, decidir de manera autónoma cómo se han de utilizar estas tecnologías digitales en el aula. Este artículo analiza lo que puede significar el concepto de «docente profesional digitalmente competente» en el contexto de la escuela. También argumenta sobre la necesidad de una mejor interpretación de la competencia digital profesional, que tenga en cuenta diversos aspectos sociales y culturales en relación con la tecnología, las escuelas y la profesión docente. Al analizar las condiciones sociales y culturales para implementar la tecnología en un contexto de enseñanza profesional, nos basaremos en el enfoque constructivista de la tecnología, en concreto, la «domesticación de la tecnología» ; Many European governments, including Norway, have ambitious educational policies regarding digitalisation. Many businesses and policymakers pay great attention to the use of digital technologies in education in order to meet the future demands for a competent and qualified workforce. Among researchers and policymakers, there is a general consensus that the professional teacher is a key figure for the successful implementation of digital technologies in schools. Many expectations have been placed upon professional teachers regarding the implementation and use of digital technologies. The professional teacher is, to a certain degree, supposed to independently decide how digital technologies should be used in the classroom. This paper discusses what the concept of a 'professional digitally competent teacher' may mean in the context of schools. It also argues the need for a greater understanding of professional digital competence, one which takes into consideration various social and cultural aspects with regard to technology, schools and the teaching profession. In unpacking the social and cultural conditions for implementing technology in a professional teaching context, I will draw on concepts from the constructivist understanding of technology, namely, the 'domestication of technology'

Due to the development of the information society, countries face the task of effectively regulating the relevant social relations. The mechanisms of such regulation should correspond to the specifics of such relations. Digitization is one of the modern methods of legal regulation, which is the use of information technology at the state level. The existing scientific achievements on digitalization processes need constant improvement, which corresponds to the specifics of this field. The object of research is digitalization in law in the light of international experience. The article aims to study and analyze digitalization in law in the international legal aspect. The following methods were used during the study: systemic, systemic-functional, comparative, sociological, analysis, synthesis, analogy, observation, classification, and statistical analysis. The article analyzes the phenomenon of digitalization, identifies the main approaches to understanding it. On the example of international experience (such countries as France, Germany, Italy, Georgia, Greece, and Great Britain), the mechanisms of using digitalization in public administration are determined, the legal regulation of informatization is analyzed. Also, based on the study and analysis of doctrinal teachings of international information experience, it is proposed to improve the domestic legal mechanism to ensure the effective functioning of public relations.

La etapa de la Formación Profesional y la desigualdad han ido siempre de la mano. Los autores analizan las raíces de esta relación, desde un punto de vista social y educativo, y repasan las propuestas que se han impulsa do en el ámbito escolar para romperla, así como sus límites y sus efectos perversos. ; Hablar de Formación Profesional (FP) y de desigualdad social y educativa es hablar de una relación muy íntima, ya que el mismo origen de la Formación Profesional se pensó para la capacitación de las clases subalternas, primero fuera de la institución escolar, luego dentro del sistema educativo, pero con un rango menor a la vía noble escolar, el Bachillerato. Vamos a analizar en primer lugar las raíces de la desigualdad social para entender mejor el papel de la escuela en general y de la Formación Profesional en la reproducción de las desigualdades sociales. Después haremos un breve repaso de las propuestas que se han hecho para reducir estas desigualdades, en las que se ha tenido en cuenta directa o indirectamente la FP, así como de los límites y los efectos perversos de estas iniciativas. Acabaremos con una modesta propuesta para la acción socioeducativa.

En el marco de las 49° Jornadas Argentinas de Informática (49JAIIO), co-organizadas por la Sociedad Argentina de Informática (SADIO) y la Facultad de Ingeniería de la Universidad de Buenos Aires (FI-UBA), se realizaron varias actividades relacionadas a los cambios en la gestión y la preservación del conocimiento histórico sobre la informática en la Argentina y América Latina. El objetivo principal de este artículo es relevar y analizar estas actividades relacionadas a los archivos de la informática nacional. En primer lugar, se analizan cuatro de las actividades más relevantes realizadas en las 49JAIIO sobre, entre otros, archivos, software, museos y memorias. En segundo lugar, se presentan los avances alcanzados (un informe técnico) sobre la intervención patrimonial, puesta en valor y construcción del Archivo SADIO. El artículo forma parte de una investigación mayor sobre la construcción, disponibilización y resguardo de archivos históricos, la democratización del conocimiento y la consolidación de las inteligencias público-comunitarias. ; Within the framework of the 49th Jornadas Argentinas de Informática (49JAIIO), co-organized by the Sociedad Argentina de Informática (SADIO) and the Faculty of Engineering of the University of Buenos Aires (FI-UBA), several activities were carried out related to changes in the management and preservation of historical knowledge about computer science in Argentina and Latin America. The main objective of this article is to describe and analyze these activities related to the archive of national informatics. In the first place, are analyzed four of the most relevant activities carried out in the 49JAIIO on, among others, archives, software, museums and memories. Secondly, is presented the progress made (a technical report) on the patrimonial intervention, enhancement and construction of the SADIO Archive. The article is part of a larger investigation on the construction, availability and protection of historical archives, the democratization of knowledge and the consolidation of public-communitarian intelligences. ; Sociedad Argentina de Informática e Investigación Operativa

Llibre d'actes del Congrés Internacional XXIX Seminari Interuniversitari de Pedagogia Social, celebrat a Girona els dies 14 al 16 de setembre de 2016

Llibre d'actes del Congrés Internacional XXIX Seminari Interuniversitari de Pedagogia Social, celebrat a Girona els dies 14 al 16 de setembre de 2016

Seminario Interuniversitario de Pedagogía Social (29è : 2016 : Girona) ; Resum de les intervencions del Congrés Internacional XXIX Seminari Interuniversitari de Pedagogia Social, celebrat a Girona els dies 14 al 16 de setembre de 2016

Seminario Interuniversitario de Pedagogía Social (29è : 2016 : Girona) ; Resum de les intervencions del Congrés Internacional XXIX Seminari Interuniversitari de Pedagogia Social, celebrat a Girona els dies 14 al 16 de setembre de 2016