Suchergebnisse

El ciudadano competente es esperanza de renovación de la democracia de las sociedades del siglo XXI. Este ciudadano, generador de una nueva democracia, es producto de una educación democrática cuyos ejes fundamentales son una ética cívica democrática (posconvencional, procedimental, dialógica) y un modelo de democracia éticamente deseable. A partir de la reflexión acerca de estos dos ejes se propone un modelo educativo que genere una competencia cívica democrática, siguiendo el modelo educativo por competencias clave de aprendizaje permanente propuesto por la OCDE, el cual formaría ciudadanos para la práctica democrática en cualquier momento y lugar, preparados para dar respuesta a cualquier reto que deban afrontar en su compromiso con su comunidad. ; The competent citizen is the hope of democratic renewal for societies in twenty first century. This citizen, who is able to generate a new democracy, is the result of a democratic education whose fundamentals are a democratic civic ethic (post-conventional, procedural and dialogic) and an ethically desirable model of democracy. From the reflection about these two fundamentals it is suggested an educational model that produces a democratic civic competence, according to the educational model of key competences for long-life learning from OECD, which would prepare citizens for democratic practice at any time and in any place, ready to take up any challenge relating to their compromise with community.

URL del artículo en la web de la Revista: https://www.upo.es/revistas/index.php/ripp/article/view/3637/2877 ; El ciudadano competente es esperanza de renovación de la democracia de las sociedades del siglo XXI. Este ciudadano, generador de una nueva democracia, es producto de una educación democrática cuyos ejes fundamentales son una ética cívica democrática (posconvencional, procedimental, dialógica) y un modelo de democracia éticamente deseable. A partir de la reflexión acerca de estos dos ejes se propone un modelo educativo que genere una competencia cívica democrática, siguiendo el modelo educativo por competencias clave de aprendizaje permanente propuesto por la OCDE, el cual formaría ciudadanos para la práctica democrática en cualquier momento y lugar, preparados para dar respuesta a cualquier reto que deban afrontar en su compromiso con su comunidad. ; The competent citizen is the hope of democratic renewal for societiesm in twenty first century. This citizen, who is able to generate a new democracy, is the result of a democratic education whose fundamentals are a democratic civic ethic (post-conventional, procedural and dialogic) and an ethically desirable model of democracy. From the reflection about these two fundamentals it is suggested an educational model that produces a democratic civic competence, according to the educational model of key competences for long-life learning from OECD, which would prepare citizens for democratic practice at any time and in any place, ready to take up any challenge relating to their compromise with community. ; Universidad Pablo de Olavide

As the United States population ages, psychiatrists will have increasing requests for consultations to address legal issues involving older persons. Following an overview of competency as a distinct legal issue, specific legal issues are addressed that include hospitalization, consent or refusal of treatment, living will legislation, and guardianship and conservatorship. Relevant cases are cited.

Front Matter -- Front Cover -- Title Page -- Copyright Page -- Table of Contents -- Introduction -- The background -- The construction of Nordicness -- The construction of the competent child -- The competent child within childhood research -- The pedagogical, commercial and political context -- Exploring "the competent child" -- Framework of the book -- Notes -- References -- Part I. Childhoods in the Welfare System -- The History of Nordic Welfare Policies for Children -- Introduction -- What is Nordicness? The Roots of the Nordic Welfare States -- The Three Historical Phases of the Nordic Welfare State -- Origins of the Welfare State and Child Protection -- The Nordic Welfare State and its Children -- Post-industrial Nordic Welfare States and Children -- The Nordic welfare policies for children -- Laws and Policies of Child Protection -- Policies of Provision: Childcare Policies -- Policies on Participation: Laws on Children's Rights and the Implementation of International Agreements -- Discussion -- Notes -- References -- Children and Youth as Citizens: symbolic participants or political actors? -- Introduction -- Children and youth as citizens in Norway -- Children as social participants on "their own terms" -- The handball team at "Outer Island" - Just for fun? -- Youth Councils - efforts and ambiguities -- Internet Café - a case story -- Participation - a purpose or a mean? -- Constructing the competent participant -- Concluding remarks -- Notes -- References -- From Welfare Policy towards Risk Politics? -- Finland as a welfare state -- The principle of provision -- The principle of participation -- The principle of protection -- Media - the engine of moral panic? -- Some Guidelines of the National Policy -- Transition of historical formation? -- Notes -- References -- From Present to Past: Discourses of Remembered Childhoods.

Introduction by Mareike Fröhlich, Thomas Giegerich and Dragica Vujadinovic -- Part I Gender in a General Context: Gender Issues in Comparative Legal History by Una Divac, Maurilio Felici, Pietro Lo Iacono, Nina Kršljanin and Vojislav Stanimirović -- Feminist Political and Legal Theories by Antonio Álvarez del Cuvillo, Fabio Macioce and Sofia Strid -- Gender and Structural Inequalities from a Socio-legal Perspective by Eva Bermúdez Figueroa, Valerija Dabetić , Raquel Pastor Yuste and Zara Saeidzadeh -- Feminist Judgments by Marco Evola, Ivana Krstic and Fuensanta Rabadán Sánchez-Lafuente -- Gender Research and Feminist Methodologies by Zara Saeidzadeh -- Part II Gender in a Public Context: Human Rights Law through the Lens of the Gender Perspective by Marco Evola, Julia Jungfleisch and Tanasije Marinkovic -- The Evolving Recognition of Gender in International and European Law by Rigmor Argren, Marco Evola, Thomas Giegerich and Ivana Krstic -- Gender Equality Aspects on Public Law by Marko Davinic, Eleonor Kristoffersson and Tanasije Marinkovic -- Gender Perspective of Social Security Law by MªAngustias Benito and Carmen Jover Ramírez -- Gender Equitable Taxation by Marco Cedro, Eleonor Kristoffersson, Teresa Ponton Aricha and Lidija Živković -- Public Policies on Gender Equality by Vanesa Hervías Parejo and Branko Radulović -- Gender Competent Criminal Law by María Acale Sánchez, Ivana Marković and Susanne Strand -- Gender Perspective of Victimization, Crime and Penal Policy by Beatriz Cruz, Natalija Lukić and Susanne Strand -- Part III Gender in a Private Context: Gender Equality in the Different Fields of Private Law by Amalia Blandino, Letizia Coppo, Gabriele Carapezza Figlia, Snežana Dabic and Katarina Dolovic -- Gender Competent Family Law by Ivana Barac, Amalia Blandino, Letizia Coppo, Giampaolo Frezza, Uros Novakovic, Fuensanta Rabadán and Zara Saeidzadeh -- Labour Law and Gender by Thais Guerrero Padrón, Ljubinka Kovačević and Mª Isabel Ribes Moreno -- Integrating Gender Equality in Economics and Management by Lydia Bares Lopez, Francesca Costanza, Manuela Ortega Gil and Sofia Strid -- Gender, Business and the Law by Mareike Fröhlich, Tatjana Jevremović Petrović and Jelena Lepetić.

Rejecting the principle of political competence, which is one of the foundations of the democratic model, elitist theories oppose the accomplished citizen, equipped with all the resources required for an understanding of political issues, to the individual without qualities characterized by his inability to deal correctly with these issues. To this orderly image of the political space, one can oppose the idea of a certain continuity between ordinary thought and expert thought, and even question the relevance of the very concept of competence. Adapted from the source document.

Artículos en revistas ; La filosofía política contemporánea está llamada a la revisión de la categoría de ciudadanía como expresión del vínculo entre el individuo y el Estado de pertenencia. Dos claves sugieren la urgencia de la reflexión: por una parte la intensidad de los flujos migratorios en los últimos años y la voluntad de que la llegada al nuevo Estado tenga un carácter definitivo para muchos de sus protagonistas; por otra parte, lo que algunos autores contemporáneos denuncian como crisis de civilidad , tratando de alertar sobre la falta de implicación y la ausencia de un compromiso práctico entre quienes ya gozan del reconocimiento de ciudadanía, incluidos los autóctonos de un Estado. La evolución de la pedagogía ha cristalizado, en el ámbito universitario, en un modelo que popularmente conocemos como Plan Bolonia y que sugiere la importancia del desarrollo de capacidades frente al aprendizaje clásico, más centrado en la adquisición de conceptos. Sin entrar en la controversia de las bondades y dificultades de su propuesta, el plan sugiere la posibilidad de meditar en un modelo de adquisición de ciudadanía que estimule un ejercicio práctico y dinámico de este vínculo político, para lo que sería necesario el reconocimiento de las capacidades, competencias, que serían exigibles a un candidato, y cuya descripción se afronta en este artículo. ; Contemporary political philosophy is in the process of revising the category of citizenship as the expression of the link between the individuals and the State that they belong to. Two main issues suggest that this reflection is urgent: first, the intensity of migratory flows in the last few years and the will that the arrival to a new State is definite for most; second, what some contemporary authors denounce as crisis of civility in an attempt to alert us to the lack of involvement and practical commitment among those who are already recognized as citizens, including indigenous people. The evolution of pedagogy has crystallized, in the university field, into a model that we popularly know as the Bologna Process and that suggests the importance of developing skills in front of classic learning, more focused on acquiring concepts. Disregarding the controversy of the perks and difficulties of this proposal, the process suggests that there is the possibility to meditate in a model of acquisition of citizenship that stimulates a practical and dynamic performance of this political link, and to do so it would be necessary to recognize those skills, competences, that candidates should have, the description of which is the objective of this article. ; info:eu-repo/semantics/publishedVersion