Suchergebnisse

Age integration - a term used in social gerontology in at least two senses. In a narrow perspective - adopted mainly in English-language literature - age integration refers to such a structure of social roles in various institutions that allows for differences, but they do not depend strictly on the age structure, i.e. whether someone is a middle-aged adult or in an older age (Phillips et al., 2010). This is particularly about educational, economic, political, religious and leisure institutions in which people from different age groups and generations play different roles and occupy different positions. Age integration is based on the assumption that access to the institution, the possibility of exiting it and access to products (called outputs); services implemented in reality and benefits and outcomes paid out; the effects of implemented services and services, eg reduction of poverty, improvement of health, activities of these institutions is equal for all regardless of age.

New Age inanışlar ile neoliberalizmin yükselişinin bir bağlantısı vardır. Neoliberal birey kolektiviteden uzak bir yalnızlık ortamında bir girişimci gibi kendine özgün yeni bir benlik inşa eder. Bu makale neoliberal öznenin özgün benliğini ve gerçekliğini yaratmaya zorlandığı bir sosyal yapı içerisinde yöneldiği öznel bir inanç sistemini konu almaktadır. Makalenin temel argümanı neoliberal özenin acılarını dindirmeye yönelik pek çok inanç ve uygulama sunan New Age'in geç kapitalizmin bir ürünü olduğu üzerinedir. Bu argüman, önce moderniteden postmoderniteye geçişte öznelliğin dönüşümü konusuna; daha sonra postmodernitenin ekonomik altyapısını oluşturan geç kapitalizmde kültürün depolitizasyonu meselesine; akabinde bu depolitize olmuş kültürün içinde gelişen New Age eğilimlerin iyileştirici vaadinin arka planına; son olarak New Age'in içinde konumlandığı yeni paradigma olan Kuantum mistisizmi ve bunun küresel anlamadaki popülerliğinin ardında yatan psikanalitik kökenlere değinilerek geliştirilmektedir.

The system of protection of historical monuments in Poland, including Monuments of History, is not fully adapted to the political changes after 1989. An underestimated, important element of this system determining effective protection is professional architectural heritage management combining conservation with contemporary use of historical buildings. Interdependencies between conservation and non-conservation conditions force us to perceive the protection of monuments as a complex and interdisciplinary process – mutually correlated interactions on the historic object, in which conservation measures are the key, but not the only, activity. The organizational entirety of these activities is management. Monuments of History as the most valuable heritage should be a model of management of the national, historical resources. Fifteen years of experience of the Srebrna Góra (Silver Mountain) Fortress monument allow us to bring closer the objectives and complex conditions of related management activities as well as applications addressed to national authorities responsible for the protection of cultural heritage. ; System ochrony zabytków w Polsce, w tym pomników historii nie jest w pełni dostosowany do zmian ustrojowych po 1989 roku. Niedocenianym, istotnym elementem tego systemu determinującym skuteczną ochronę jest profesjonalne zarządzanie architektonicznym dziedzictwem łączące konserwację ze współczesnym użytkowaniem historycznych obiektów. Współzależności konserwatorskich i pozakonserwatorskich uwarunkowań wymuszają dziś postrzeganie ochrony zabytków jako złożonego i interdyscyplinarnego procesu – skorelowanych ze sobą oddziaływań na zabytkowy obiekt, w którym zabiegi konserwatorskie są kluczową, ale nie jedyną działalnością. Całością organizacyjną tych działań jest zarządzanie. Pomniki historii jako najcenniejsze dziedzictwo powinny być wzorem zarządzania dla krajowego, zabytkowego zasobu. Piętnastoletnie doświadczenia pomnika Twierdza Srebrna Góra pozwalają przybliżyć cele i złożone uwarunkowania powiązanych ze sobą działań zarządczych oraz wnioski adresowane do władz krajowych odpowiedzialnych za ochronę kulturowego dziedzictwa.

This handbook suggests a global, transnational perspective on the history of education as a field. Apart from an introductory chapter written by the editors, the text includes 36 articles divided into six parts. Each article describes a subject in the field and ends with a bibliography for further reading. As repeatedly stressed in the book, this field has developed since the early nineteenth century with the emergence of the modern nation-state. Its scope and content expanded and underwent some transformations since the 1960s with the introduction of new perspectives, issues, and methods through interaction with the discipline of history and the broader social sciences.