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IN 1991, THE AUTHORS OF " RENEWING THE UNITED NATIONS SYSTEM" PREPARED DETAILED RECOMMENDATIONS FOR IMPROVING THE UN SYSTEM'S HUMANITARIAN EMERGENCY MACHINERY. THE GENERAL ASSEMBLY THAT YEAR ADOPTED SOME OF THE KEY IMPROVEMENTS NEEDED. THIS STUDY CONCENTRATES ON MAJOR PROBLEMS THAT HAVE NOT BEEN RESOLVED OR THAT HAVE SINCE ASSUMED FAR GREATER SIGNIFICANCE.

Chapman & Huffman suggest that judgments of human superiority underlie our cruelty to animals. It might be useful to examine how such judgments operate within the human community. Children arguably have a potential for developing "superior" capacities but are outperformed on many tasks by animals. There is a continuum of development in children's capacities. Perhaps there are interspecies evolutionary continua too. This highlights the complexity of reasoning about humans, animals, and moral inclusion.

In the article the possibility of establishing a connection between the creative and moral spheres of the person is discussed. The author analyzes the results of foreign and domestic researches devoted to the study of the relationship between creativity and morality. The concept of "moral capacities" is proposed, its definition is given and three aspects of its study are identified. The results of a study of the relationship between creativity and the cognitive aspect of moral capacities in children of primary school age are presented. The empirical study involved 130 people; age – 7-9 years; boys – 71 people and girls – 59 people. The following methods were used: Torrance Test of Creative Thinking – figural form (study of the creative sphere) and two methods that assess children's ideas about moral behavior (study of the moral sphere). The results obtained show that there is no connection between the indicators of creativity and moral capacities in children of 7-9 years old, which is explained, according to the author, by their age characteristics. When interpreting the results, the specificity of primary school age is considered, associated with a turning point in the child's life.

This essay portrays the capacities of political science in Western as well as in Central and Eastern Europe. The discussion is divided into four subtopics: (1) the political and social context in which European political science developed after World War II, (2) its degree of institutionalisation as an academic discipline, (3) its professional organisation and communication structure, and (4) its capacity to represent the discipline's education and research interests in the European area. The analysis concludes with a plea to create a database which, in a comprehensive way, allows for a comparative self-description of the discipline in the European area of higher education and research. Adapted from the source document.