Suchergebnisse

Children are not born intractable. Behavioral problems should be taken as a result of the impact on society, social institutions and education for the children not favorable external factors. The reasons for this negative impact may be a variety of social, historical, political and economic causes such as civil (and not only) wars, the economic decline of the state, the loss of cultural norms, values and ideals, negative influence of the media etc. Today, the problem of behavior problems, educational neglect of children is not solved. Practice shows that among pupils of secondary schools is becoming increasingly intractable. The problem of "difficult" classes becomes particularly painful not only for the city but for many rural schools. To overcome this situation is needed well-coordinated and systematic work of school personnel, social workers, psychologists about: learning interests, abilities, aptitudes of difficult students and their involvement in work groups, sports clubs both in school and in school institutions working with parent committees class families intractable pupils disadvantaged families (weapons of pedagogical knowledge, provide specific individual methodological assistance); pay attention to overcoming and preventing the failure of students, to work on the gaps of the students, develop their thinking, attention, memory, to form in slow learners skills of rational organization of academic work, apply an individual approach to pupils losing in the educational work.Keywords: behavioral problems, students, deviant behavior, bias, prevention, education, educationally neglected children, pedagogical impact.

Revolution of Dignity / Yaroslav Hrytsak -- Myths of Maidan / Taras Liutyi -- Events -- Nebesna Sotnya -- Phenomena: Viche, Food, "Right Sector", "Self-Defence", Protest Art, Culture, Architecture, Medics, Anti-Maidan, Journalists, "Berkut", Objects, Grassroots, Locations, People -- Photographers

The article proves that modern Ukrainian students need to have the appropriate qualities and characteristics that are components of their citizenship, civic culture and civic position. It is determined that civic education of students of general secondary education, in contrast to students of other educational institutions, has specific personality traits due to the presence of students with a qualitatively higher level of abilities. It is substantiated that the substantive elements of the education of civic responsibility are: tolerant attitude towards people, regardless of their language, gender, nationality, religion, political beliefs; respect for other people's private property; rule of law and observance of legal norms and laws; active participation in the socio-political life of society. The purpose of the article is to analyze the importance of civic education in the educational process for students of general secondary education. The methodology is based on the general principles and basic modern principles of pedagogical science, psychology, and reflects the relationship of methodological approaches to the study of scientific and methodological views of domestic scientists on the problem of civic education of students of general secondary education. Scientific novelty. It is substantiated that civic education is a necessary component of the educational process in general secondary education institutions. Conclusions. 1. The purpose of civic education is the formation of a conscious citizen, patriot, professional. 2. Civic education is a necessary component of the educational process in general secondary education. 3. There is a need for further development of national standards of citizenship and its implementation in educational practice at the level of formal, non-formal and informal education. 4. Civic maturity is a consequence of the formation of civic competence and culture of students of general secondary education.

The article is dedicated to the general characteristics of legal regulation of atypical employment in the EU at international and national levels. Legislation in Europe and the regulations of the International Labor Organization concerning non-standard employment have been analyzed. The article begins with an explanation of what is meant by non-standard and standard employment, and a consideration of the overlaps and differences with other concepts used to explain types of work, such as informality and precariousness. It then provides a definition of each of the different forms of atypical employment, both in law and in practice. Precarious work is a concept that does not have a universally accepted definition across Europe. According to the International Labor Organization, in the most general sense, precarious work is a means for employers to shift risks and responsibilities onto workers. It is work performed in the formal and informal economy, and is characterized by variable levels and degrees of objective (legal status) and subjective (feeling) characteristics of uncertainty and insecurity. The article discusses four non-standard employment: (1) temporary employment (fixed-term contracts, including project- or task-based contracts; seasonal work; casual work, including daily work); (2) part-time and on-call work (normal working hours fewer than full-time equivalents; marginal part-time employment; on-call work, including zero-hours contracts); (3) multi-party employment relationship (also known as "dispatch", "brokerage" and "labor hire"; temporary agency work; subcontracted labor); (4) disguised employment/ dependent self-employment (disguised employment, dependent self-employment, sham or misclassified self-employment). The article analyzes the main conventions of the International Labor Organization that regulate labor relations in atypical employment.

The paper examines the evolution of international law on the formation of a general defense policy, the definition of a common defense policy of states on the basis of international norms is formulated, two ways of organizing a common defense policy, forms and limits of its implementation are substantiated. Problematic aspects of the organization of the common defense policy of the states are revealed. The basis for the form of implementation of the common defense policy of the European Union and the North Atlantic Treaty Organization with Ukraine is concretized, proposals for improving cooperation between Ukraine and the European Union and the North Atlantic Treaty Organization in the organization of the common defense policy are given. Proposals for the organization of a common defense policy of the states with the participation of the countries of the Lublin Triangle are given. ; У роботі досліджено еволюцію міжнародного права щодо формування спільної політики оборони держав, сформульовано визначення спільної політики оборони держав на основі міжнародних норм, обґрунтовано два способи організації спільної політики оборони, форми та межі її здійснення. Виявлено проблемні аспекти щодо організації спільної політики оборони держав.Конкретизовано основі форми здійснення спільної політики оборони держав Європейського Союзу та Організації Північноатлантичного договору з Україною, наведено пропозиції щодо покращення взаємодії між Україною та державами Європейського Союзу та Організації Північноатлантичного договору в організації спільної політики оборони держав. Надано пропозиції щодо організації спільної політики оборони держав за участю країн Люблінського трикутника.

The paper analyzes the specifics of the formation and implementation of cultural policy in the EU and participation of Ukraine in the Creative Europe programme. Using systematic and comparative methods, as well as historicism and objectivity, the paper presents the main areas of cooperation of Ukrainian cultural and creative industries in the implementation of the Programme. The formation of cultural policy in the EU remains the domain of the governments of the member states; but launched in the early 2000s comprehensive programmes«Culture», intended to last several years, aimed at preserving cultural heritage, supporting various creative sectors – art, literature, architecture, etc. – aimed at developing intercultural dialogue and mutual respect of all EU citizens. Summarily, the mechanism to implement them is as follows: the European institutions approve the strategic document «European Agenda for Culture», and implementation of it is regulated by Work Plans for Culture with specific priorities, methods, steps, and deadlines. The Creative Europe programme has become the first full-scale practice of Ukraine in the area of cultural policy together with the EU countries. The Creative Europe programme consists of three sub-programmes that define individual sectors of the cultural and creative industries. International partnership and partial funding of the Programme are the prerequisites for participation in it. The participation of Ukrainian artists in the EU Programme enriches the experience of international cooperation, promotes new creative initiatives, changes in cultural management, mastering new forms of interaction and coordination between state institutions and art centers, better understanding, tolerance and openness of Ukrainians on the path to European integration.