Suchergebnisse

In order to develop a validated model to teach key conceptsand values on the right to information and transparency to young people, the "IRIS" program was designed during the 2017-2018 academic year, which was applied as part of the "Philosophy" course of the First Year of High School students of six Secondary Education Institutes of five municipalities of the Region of Murcia. Its objectives were: a) Prepare and teach a Learning Unit on Transparency and Right to Information, in accordance with the standards of the Philosophy curriculum of the Region of Murcia. b) Identify initial perceptions of the students of the Region regarding concepts as Transparency and Open Government. c) Design a Contest on dissertations and videos on transparency and good governance, aimed at the students participating in the project. e) Evaluate results and identify recommendations to improve the program. After the evaluation we concluded that objectives had been achieved, and have proposed some recommendations to generalize and consolidate the acquisition of this citizen competence: a specific training plan for teachers, the inclusion of this standard on transparency in the autonomic curriculum, and that is necessary to develop a set of materials, texts and practical tasks to make easier the application to the teaching staff.

In order to develop a validated model to teach key conceptsand values on the right to information and transparency to young people, the "IRIS" program was designed during the 2017-2018 academic year, which was applied as part of the "Philosophy" course of the First Year of High School students of six Secondary Education Institutes of five municipalities of the Region of Murcia. Its objectives were: a) Prepare and teach a Learning Unit on Transparency and Right to Information, in accordance with the standards of the Philosophy curriculum of the Region of Murcia. b) Identify initial perceptions of the students of the Region regarding concepts as Transparency and Open Government. c) Design a Contest on dissertations and videos on transparency and good governance, aimed at the students participating in the project. e) Evaluate results and identify recommendations to improve the program. After the evaluation we concluded that objectives had been achieved, and have proposed some recommendations to generalize and consolidate the acquisition of this citizen competence: a specific training plan for teachers, the inclusion of this standard on transparency in the autonomic curriculum, and that is necessary to develop a set of materials, texts and practical tasks to make easier the application to the teaching staff.

El presente es un estudio cualitativo por teorización, que discurre desde el planteamiento del problema de la lectura como recurso básico para la formación de ciudadanos a través de la educación. Se parte de la definición de la capacidad lectora, seguida de la revisión de las características generales del cerebro lector propuestas por Stalisnas Dehaene (2014), así como las revoluciones en los materiales y dispositivos utilizados para la escritura, además de los cambios en las formas de leer, desde las tablillas sumerias hasta las tecnologías digitales. Se plantea el proceso de Educación para el Desarrollo y los rasgos distintivos de la ciudadanía digital, que son: inmediatez en la producción, transmisión y recepción de mensajes; la interactividad entre receptor y productor; la multiautoría, que da nacimiento a "los prosumidores"; la accesibilidad del medio; la libertad de expresión; la democratización del acceso y la apropiación de un espacio público. Todo esto permite contextualizar las nuevas formas de lectura y los nuevos perfiles de lectores, así como generar los espacios virtuales de lectura en donde se forman comunidades de diálogo e intercambio. El estudio llega hasta los docentes y sus biografías lectoras, las cuales definen, en gran medida, su competencia para fomentar la lectura entre sus estudiantes y su capacidad de movilizarlos hacia la responsabilidad ciudadana a través de la lectura. ; The present is a qualitative study by theorizing; from the approach of the problem of reading as a basic resource for the formation of citizens through education. It starts from the definition of the readingcapacity; followed by the revision of the general characteristics of the reading brain proposed by Stalisnas Dehaene (2014); as well as the revolutions in the materials and devices used for the writing; besides the changes in the form of reading; from Sumerian tablets to digital technologies. The process of Education for Development and the distinctive features of digital citizenship are presented; which are: immediacy in the production; transmission and reception of messages; interactivity between receiver and producer; the multiauthoritarian; which gives birth to "the prosumers"; the accessibility of the environment; freedom of expression; the democratization of access and the appropriation of a public space. All this allows contextualizing new forms of reading and new profiles of readers; as well as thegeneration of virtual reading spaces where communities of dialogue and exchange are formed.The study reaches the teachers and their reading biographies; which largely define their competence to encourage reading among their students and their ability to mobilize them towards citizen responsibility through reading. ; O presente é um estudo qualitativo por teorização, que discorre a partir do problema da leitura como recurso básico para a formação de cidadãos através da educação. Parte-se da definição da capacidade de leitura, seguida pela visão das características gerais do cérebro do leitor propostas por Stalisnas Dehaene (2014), assim como as revoluções nos materiais e dispositivos utilizados para a escrita, além das mudanças nas formas de ler, desde as tabelas sumerianas às tecnologias digitais. Se esboça o processo de Educação para o Desenvolvimento e os traços distintivos da cidadania digital, que são: rapidez na produção, transmissão e recepção de mensagens; a interatividade entre receptor e produtor; a multi-autoria, que dá espaço aos "prosumidores"; a acessibilidade do meio; a liberdade de expressão; a democratização do acesso e a apropriação de um espaço público. Tudo isso permite contextualizar as novas formas de leitura e os novos perfis de leitores, assim como gerar os espaços virtuais de leitura a partir de onde se formam comunidades de diálogo e intercambio. O estudo chega aos docentes e suas biografias leitoras, as quais definem, em boa parte, sua competência para fomentar a leitura entre seus estudantes e sua capacidade de mobilizá-los no sentido de uma responsabilidade cidadã através da leitura.

El presente es un estudio cualitativo por teorización, que discurre desde el planteamiento del problema de la lectura como recurso básico para la formación de ciudadanos a través de la educación. Se parte de la definición de la capacidad lectora, seguida de la revisión de las características generales del cerebro lector propuestas por Stalisnas Dehaene (2014), así como las revoluciones en los materiales y dispositivos utilizados para la escritura, además de los cambios en las formas de leer, desde las tablillas sumerias hasta las tecnologías digitales. Se plantea el proceso de Educación para el Desarrollo y los rasgos distintivos de la ciudadanía digital, que son: inmediatez en la producción, transmisión y recepción de mensajes; la interactividad entre receptor y productor; la multiautoría, que da nacimiento a "los prosumidores"; la accesibilidad del medio; la libertad de expresión; la democratización del acceso y la apropiación de un espacio público. Todo esto permite contextualizar las nuevas formas de lectura y los nuevos perfiles de lectores, así como generar los espacios virtuales de lectura en donde se forman comunidades de diálogo e intercambio. El estudio llega hasta los docentes y sus biografías lectoras, las cuales definen, en gran medida, su competencia para fomentar la lectura entre sus estudiantes y su capacidad de movilizarlos hacia la responsabilidad ciudadana a través de la lectura. ; The present is a qualitative study by theorizing; from the approach of the problem of reading as a basic resource for the formation of citizens through education. It starts from the definition of the readingcapacity; followed by the revision of the general characteristics of the reading brain proposed by Stalisnas Dehaene (2014); as well as the revolutions in the materials and devices used for the writing; besides the changes in the form of reading; from Sumerian tablets to digital technologies. The process of Education for Development and the distinctive features of digital citizenship are presented; which are: immediacy in the production; transmission and reception of messages; interactivity between receiver and producer; the multiauthoritarian; which gives birth to "the prosumers"; the accessibility of the environment; freedom of expression; the democratization of access and the appropriation of a public space. All this allows contextualizing new forms of reading and new profiles of readers; as well as thegeneration of virtual reading spaces where communities of dialogue and exchange are formed.The study reaches the teachers and their reading biographies; which largely define their competence to encourage reading among their students and their ability to mobilize them towards citizen responsibility through reading. ; O presente é um estudo qualitativo por teorização, que discorre a partir do problema da leitura como recurso básico para a formação de cidadãos através da educação. Parte-se da definição da capacidade de leitura, seguida pela visão das características gerais do cérebro do leitor propostas por Stalisnas Dehaene (2014), assim como as revoluções nos materiais e dispositivos utilizados para a escrita, além das mudanças nas formas de ler, desde as tabelas sumerianas às tecnologias digitais. Se esboça o processo de Educação para o Desenvolvimento e os traços distintivos da cidadania digital, que são: rapidez na produção, transmissão e recepção de mensagens; a interatividade entre receptor e produtor; a multi-autoria, que dá espaço aos "prosumidores"; a acessibilidade do meio; a liberdade de expressão; a democratização do acesso e a apropriação de um espaço público. Tudo isso permite contextualizar as novas formas de leitura e os novos perfis de leitores, assim como gerar os espaços virtuais de leitura a partir de onde se formam comunidades de diálogo e intercambio. O estudo chega aos docentes e suas biografias leitoras, as quais definem, em boa parte, sua competência para fomentar a leitura entre seus estudantes e sua capacidade de mobilizá-los no sentido de uma responsabilidade cidadã através da leitura.

The STEM program (Science, Technology, Engineering and Mathematics) have been increasing in order to promote better education for all in these areas considered critical in building capacity for innovation and competitiveness in the countries and to form citizens who can participate responsibly in a democracy. In Colombia the STEM program, Little Scientists, was born in 2000. In 2011 begins a brother working in the Dominican Republic who has been strengthening an inter-agency team designed to promote improved basic education in STEM. At work strategy paper presents the role they have played academics, business and government actors. Also some of the learning achieved are illustrated. The fact of having developed the work in two countries, network with more than 10 countries where this type of activity takes place, can outline strategies and best practices to consider. ; Los programas STEM (Science, Technology, Engineering and Mathematics) han venido creciendo con el fin de promover una mejor educación para todos, en estas áreas consideradas fundamentales en el desarrollo de capacidad para la innovación y la competitividad en los países, así como para formar ciudadanos que puedan participar con responsabilidad en una democracia. En Colombia el programa STEM de Pequeños Científicos aparece desde el año 2000. En 2011, comienza un trabajo hermano en la República Dominicana, con quien se ha venido fortaleciendo un equipo interinstitucional orientado a promover una mejora de la educación básica en STEM. En este documento se presenta la estrategia utilizada para llevar a cabo este trabajo, el rol que han jugado actores académicos, empresariales y de gobierno. Igualmente se ilustran algunos de los aprendizajes logrados. El hecho de haber desarrollado el trabajo en dos países, y en red con más de 10 países en los que se realiza este tipo de actividad, permite esbozar estrategias y buenas prácticas a considerar.

Born as a simple extension of municipalities with restricted powers, at the end of the 20th century, inter-communality became a tightly regulated pooling together of municipal competences and means. The current reforms represent a real reversal of roles as the municipality would lose a great deal of its decision-making capabilities. The citizen, for whom the municipality is the main forum of democratic participation, might feel dispossessed. Adapted from the source document.

In this article the author has made a theoretical analysis of law enforcement officials' professional competence and has defined the meaning of professional competence of the police officer in the tactical-operational respond unit (TOR) of the National Police of Ukraine. Taking into consideration specific official tasks and professional activity the author describes the main abilities of the police unit (TOR). Among the structural components of professional competence of the police unit TOR: personal, active, social competence is separated. It is shown the intentional filling of structural ingredients of the professional competence of the police unit TOR. It is underlined that the actuality of the research of the development of police officers' professional competence in this tactical-operational respond unit is connected with the increasing of citizens' "close" looks at the police actions on the whole and a new-organized unit of the patrol police especially. Social-economic and political changes which are taking place in the lives of modern Ukrainians are characterized by the considerable increase of their civil activity and areexpressedby their participation in publiceventsof the different types: political, economic, social, sports, cultural, gendered, religious, ecological and so on. Considering Ukrainians' high political activity, the urgent necessity of security guaranteeing and holding the public order were formed by the National Police Bodies during publiceventswith participation of a great number of people. That's why on purpose of providing civil security and law-and-order guard of the publiceventsin 2017 the new unit of patrol police of tactical-operational respond TOR was organized. The new challenges have arisenbefore the new-organized police unit [3, 6]: to minimize the risks which may appear during publicevents; to decrease tense in the crowd without demonstrating force; to prevent and to resist street criminality; to be on patrol in the city for the operational support of the patrol police crews in the case of calls with the higher degree of the risk; to react on the situations where there is a real threat of using the weapon or another threat to people's life; to detain people who are hiding from justice or are wanted and can be dangerous. "We need the units of the civil guard with a new mentality, and absolutely a new approach", said the assistant of the minister of MIA of Ukraine S. Yarovyi in his interview [3]. The fulfillment of the mentioned tasks demands from the policemen a high level of preparation and professional competence, which isexpressedaccording to O. Tsylmak in the person's possibility to use the set of acquired knowledge, skills and abilities in practical professional activity effectively [11]. The actuality of the research of the development of professional competence of a police officer in the tactical –operational respond unit is connected withthe increasing of people's "close" looks at the policemen in general and the new-organized patrol police unit in particular. The question of the policeman's professional competence is a central one because nowadays in the communication with the policemen people use technical means of fixation (such as photo-, video-fixation), somebody to protect themselves against the police misconduct, somebody to show policemen "in not the most flattering light". ; Проведен теоретический анализ профессиональной компетентности работников правоохранительных органов и дано определение понятия профессиональной компетентности работника полиции подразделения тактико-оперативного реагирования (дальше – ТОР) Национальной полиции Украины. С учетом специфики служебных заданий и профессиональной деятельности описаны основные умения полицейского подразделения ТОР. Выделены структурные составляющие профессиональной компетентности полицейского подразделения ТОР: личностная, деятельностная, социальная. Раскрыто содержательное наполнение структурных составляющих профессиональной компетентности полицейского подразделения ТОР. Подчеркнуто, что актуальность исследования развития профессиональной компетентности работника полиции подразделения тактико-оперативного реагирования связана с возрастанием «бдительности» взглядов граждан на деятельность полиции в целом и на новосозданное подразделение полиции в частности. ; Проведено теоретичний аналіз професійної компетентності працівників правоохоронних органів і надано визначення поняття професійної компетентності працівника поліції підрозділу тактико-оперативного реагування (далі – ТОР) Національної поліції України. З урахуванням специфіки службових завдань і професійної діяльності описано основні вміння поліцейського підрозділу ТОР. Виокремлено структурні складові професійної компетентності поліцейського підрозділу ТОР: особистісну, діяльнісну, соціальну. Розкрито змістове наповнення структурних складових професійної компетентності поліцейського підрозділу ТОР. Підкреслено, що актуальність досліджень розвитку професійної компетентності працівника поліції підрозділу тактико-оперативного реагування пов'язана зі зростанням «пильності» поглядів громадян на діяльність поліції в цілому і на новостворений підрозділ патрульної поліції зокрема.

In improving its performance, the village government requires to have organizational commitment that supported by apparatus competency and controlled through community participation. The purpose of this study was to examine the effect of organizational commitment, community participation, and apparatus competence on village government performance. 200 data collected from questionnaires will be analyzed to identify organizational commitment, community participation, and apparatus competency towards the village government performance. Data analyzed by using SPPS version 25.0. the result of data processing found that organizational commitment, community participation, and apparatus competency affects the village government performance, and the organizational commitment is needed to improve apparatus competency by educating and training its human resources, also the transparency as the form of responsibility of the village government to citizen

Cet article traite la question de la participation sous l'angle des compétences et des pouvoirs qui s'y jouent et qui sont attribués aux différents acteurs dans le cours même de sa mise en oeuvre. Il s'appuie sur l'ethnographie d'un dispositif participatif engagé par des acteurs de la société civile, les États généraux de Bruxelles, faisant intervenir universitaires, associations et citoyens, qui se sont déroulés de septembre 2008 à mai 2009. En prenant appui sur John Dewey et les approches pragmatiques, il s'agit de décrire l'ambivalence de dispositifs participatifs qui, tout en cherchant à nourrir de nouvelles capacités citoyennes, limitent également l'empowerment du public.

Introduction -- Bloggers as media critics -- Accuracy -- Fact-checking descriptions -- Fidelity of quotations -- Authenticity of documents -- Interpretations of statistics or scientific studies -- Trustworthiness of memes -- Framing -- Disputing the frame -- Reframing a set of facts -- Contextualizing -- Agenda-setting and gatekeeping -- Questioning the news judgment -- Setting an alternative agenda -- Journalistic practices -- Newsgathering -- Writing and editing -- Error correction -- The economics of blogs -- Technological facilitation -- Cost/benefit ratio -- The value chain -- The media marketplace as an ecosystem : symbiosis -- Blogs as alternative media -- Reporting -- Essays -- The blogosphere and the public sphere -- The ideal speech situation -- The spiral of silence -- The quantity question -- The quality question -- Competence -- Cocooning -- Bias -- Quantity and quality, both

La importancia de la Educación Física como ciencia social, tanto en cuanto es una materia que se dedica, entre otros asuntos, a la socialización del alumnado a través del ejercicio físico. Además la Educación Física ha estado presente desde el comienzo de la humanidad y sujeta a los cambios, sociales, educativos, políticos, culturales, económicos y religiosos en todos los pueblos y civilizaciones. La Educación Física no se ha ocupado solamente de los aspectos técnicos o prácticos sino también de una formación humanista y pedagógica de sus profesionales, por lo tanto, la Educación Física además del adiestramiento físico ha participado a lo largo de la historia en todos sus avatares. En el Currículo de Educación Primaria para Extremadura, también recoge las Competencias Básicas en el Anexo I como marca la LOE. En este contexto se establecen las ocho competencias básicas propuestas por la U. E. Vemos que las Competencias Básicas son algo más que, solamente, el dominio de unos conocimientos, siendo éstos importante, sino que suponen una combinación de habilidades prácticas, motivaciones, valores, actitudes etc. Considero que la Educación Física puede contribuir de manera directa al desarrollo de las ocho competencias antes relacionadas, teniendo presente que hay un "olvido" en las competencias referidas a la Educación Física, en un mundo donde la salud y todo lo que tenga que ver con una buena preparación física es cada vez más importante para una mayoría de ciudadanos. Incluso en el mismo Currículo extremeño se hace hincapié, desde su introducción hasta los criterios de evaluación, la importancia de esta enseñanza. ; The importance of physical education as a social science, insofar as it is a matter that is dedicated, among other things, to the socialization of students through physical activity. Physical Education also has been present since the beginning of humanity and subject to social, educational, political, cultural, economic and religious groups in all peoples and civilizations. Physical Education had not addressed only the technical or practical aspects but also a humanist and pedagogical training of its professionals, pos therefore, Physical Education physical training in addition to what has been involved throughout history in all its avatars. In the Primary School Curriculum for Extremadura, also incorporates the Basic Skills in Annex I, as indicated in LOE. In this context, establishing the eight core competencies proposed by the European Union. We see that basic skills are more than just the domain of expertise, the latter being important, but involving a combination of practical skills, motivations, values, attitudes etc. I believe that Physical Education can contribute directly to the development of the eight races before related, bearing in mind that there is a "forgotten" in the powers relating to physical education in a world where health and everything to do with a good physical preparation is increasingly important for most citizens. Even in the same curriculum emphasizes extremeño since its introduction to the evaluation criteria, the importance of his teaching. ; peerReviewed

Like other governmental institutions, state courts must be concerned with their institutional legitimacy and citizens' perceptions regarding their efficacy as forums for the fair and efficient resolution of legal disputes. The results of this study of public satisfaction with court performance in Georgia suggest that citizens evaluate the courts in terms of public confidence (i.e., institutional competence) and political trust (i.e., the judiciary's ability to satisfy its fiduciary responsibilities to promote justice). A significant racial divide exists on the matter of trust but not confidence. In addition, both trust and confidence are related to citizens' perceptions concerning courts' ability to manage their caseloads and is conditioned on individuals' first-hand experiences with jury duty and their trust and confidence in government institutions in general. Adapted from the source document.

We analyze the topical question of how the compensation of elected politicians affects the set of citizens choosing to run. To this end, we develop a sparse and tractable citizen-candidate model of representative democracy with ability differences, informative campaigning and political parties. Our results suggest that primaries, campaign costs and rewards have previously overlooked interactions that should be studied in a unified framework. Surprisingly, increasing the reward may lower the average candidate quality when the campaigning costs are sufficiently high. The model accommodates a variety of extensions of which we study costly primaries, two-stage signalling, and ideological differences.