Suchergebnisse

The product of more than twenty years of research, first-person observations, discussions, and policy analyses, Nation-Building in the Baltic States: Transforming Governance, Social Welfare, and Security in Northern Europe explores the characteristics of the Baltic states as positioned in the northeast corridor in terms of military strife and polity development such as democratization. It details governments' efforts to abet transparency and trust by way of developing new public and private institutions for advancements like innovation and private wealth creation. The book examines the effects of various factors of economic and social adjustments in Estonia, Latvia, and Lithuania. The authors explore the opportunities and problems that have shaped the region's progress in the process of rebuilding democratic institutions and nation states after regaining their independence. They then describe the region's progress in laying the critical internal foundation necessary for maintaining their political independence. The book also reviews the progress made in strengthening what the authors believe are key social functions of government in what the EU describes as its social market system: the provision of social welfare services that meets the needs of all. The book concludes with a realistic picture of future hurdles for this region, looking at lingering challenges and regional instabilities, policy mistakes not to be made again, and recommendations for national planning and resource management. Going beyond a massive, single explanation of recent Baltic developments, the book provides a broad picture of development of social and political trends and insights with separate evaluations of issues in the process of national transformation. It provides a foundation examining the forces that will shape the future of the Baltic states.--

In this paper I will focus on education as the core function of reason in Kant and Fichte. The notion of reason carries an intrinsic tendency to universality, which is difficult to be reconciled with its local (cultural, historical, anthropological) background and actualisation. I believe that the stress on the importance of learning, which can be seen in the works of both Kant and Fichte, might provide useful clues to approaching the relation between universality and particularity. I will start by focusing on Kant's narration on the genealogy of human reason in the Conjectural Beginning of Human History, and then move on to the critical writings and selected lectures in order to focus on the role of human dignity and ethical education for the moral appraisal and the practice of virtue. Later, I will consider Fichte's lectures on the Vocation of the Scholar, the Vocation of Man and The Characteristics of the Present Age, which are crucial to understanding the social, ethical and political role of the scholar. For Fichte, education is the best instrument to eradicate selfishness, regarded as a historical phenomenon which can lead a nation to ruin. I will then provide some conclusions concerning the two accounts and their implications.

In this paper I will focus on education as the core function of reason in Kant and Fichte. The notion of reason carries an intrinsic tendency to universality, which is difficult to be reconciled with its local (cultural, historical, anthropological) background and actualisation. I believe that the stress on the importance of learning, which can be seen in the works of both Kant and Fichte, might provide useful clues to approaching the relation between universality and particularity. I will start by focusing on Kant's narration on the genealogy of human reason in the Conjectural Beginning of Human History, and then move on to the critical writings and selected lectures in order to focus on the role of human dignity and ethical education for the moral appraisal and the practice of virtue. Later, I will consider Fichte's lectures on the Vocation of the Scholar, the Vocation of Man and The Characteristics of the Present Age, which are crucial to understanding the social, ethical and political role of the scholar. For Fichte, education is the best instrument to eradicate selfishness, regarded as a historical phenomenon which can lead a nation to ruin. I will then provide some conclusions concerning the two accounts and their implications.

Abstract
This introductory article presents the contributions to a thematic issue about the visual analysis of history textbooks and other educational media. It provides a brief historical overview of the use of pictures in history textbooks and discusses how developments in visual studies can help move the study of such pictures beyond questions of representation, toward considering the different ways in which they can exercise an agency of their own. It argues that we need to develop complex forms of visual literacy in interacting with textbooks and shows how the distinctions proposed by the issue authors can advance this task. The article ends by suggesting avenues for further research.

The article presents an analysis of the actual Soviet practice of out-of-school chemistry education in the early years of the Soviet power and the changes that took place in out-of-school education in the new educational environment under the influence of socio-political factors. A description of the main modernisation processes in the education system as a whole, which influenced the development and improvement of Soviet out-of-school chemistry education in the 1920s, is presented. The main legislative acts and decrees of the Soviet government in the field of out-of-school education in the 1920s, which led to the renewal of the goals and content of additional chemistry education in accordance with the tasks of global polytechnic national education of the people, are considered. At the legislative level, the Soviet power had returned the management of out-of-school education to the People's Commissariat for Education, which contributed to its development and the variety of its directions and forms. The article focuses on the need to carefully study the positive historical experience of organising out-of-school chemistry education in the 1920s in order to identify the directions of its modernisation at the present stage of development of the system of additional education for schoolchildren.

The objective of this study is to glance at the status of transnational education in Turkey and analyze the country's level of preparedness for TNE. To this end, some demographic data, financial indicators, Higher Education Council (YÖK) facts and statistics and government discourse on the subject have been studied, transnationalization attempts of foundation and state universities have been analysed and academics and specialists have been consulted. As a result of this study, the findings could be summarized as Turkey is a young country with a growing appetite for university education, with around 2 million people taking the university entrance exam every year. Despite the growing demand, supply is still limited though rising. The Turkish government has a keen interest in internationalising the higher education sector and is actively seeking and promoting partnerships with foreign governments and institutions. The number of foreign students has substantially increased within the last few years and is expected to continue in the medium and long term. Although there has been a spike in interest from transnational education providers, it is still a virgin market with plenty of opportunities for early entrance of western universities. DOI:10.5901/jesr.2015.v5n1p227

Nurse educators are considering the inclusion of complementary and alternative therapies in nursing curricula with increasing frequency, motivated at least in part by the ever-increasing public enthusiasm for these therapies. This article addresses the differing paradigms between orthodox Western medicine and complementary and alternative therapies, describing the research, language, educational, legal , financial, and ethical issues related to the use of complementary and alternative therapies. Additionally, it presents sources of current standards, along with examples of teaching these therapies at the undergraduate, graduate and continuing education levels and suggests strategies for teaching these therapies.