scholarly journals Habilitacje w Polsce Ludowej. Część 1. Warunki i przebieg habilitacji w prawie szkół wyższych

2019 ◽  
pp. 25-61
Author(s):  
Krystyna Wojtczak
Keyword(s):  
Higher Education ◽  
Polish Academy ◽  
Academic Institutions ◽  
Successful Completion ◽  
Degree Of Stability ◽  
The Law ◽  
The Right ◽  
Academy Of Sciences ◽  
High Degree ◽  
Soviet Model

Until 1965 the requirements and conditions of habilitation proceedings in Poland were governed by the law on schools of higher education. The solutions adopted under that law showed a relatively high degree of stability. In the fi rst years after WWII the habilitation qualifi cation was based on the solutions governing in Poland in the 1930s, with only slight changes introduced in the fi rst month after the end of the war. The fi rst reform of higher education of 1947 left the right to confer habilitation degrees with schools of higher education then in existence and retained the existing order of the habilitation proceedings. However, it implemented a number of rather signifi cant amendments in the area of the requirements needed to be fulfi lled at each stage of these proceedings. The right to lecture remained inherent to the habilitation qualifi cation and degree. What changed was the scope of infl uence of the minister of education supervising schools of higher education regarding habilitation proceedings and the appointment of the Main Council of Higher Education with the right of fi nal say and consent to the opening of the habilitation qualifi cation and to run the habilitation proceedings. Habilitation was abandoned by the reform of 1951 and replaced, following the Soviet model, with a higher degree of a doctor of science. Further changes followed in 1958 when it was restored by relevant provisions of the Act on higher education. It was then that more than forty years after Poland regained independence, the habilitation degree was for the fi rst time tied to a successful completion of the habilitation proceedings and earning the degree of a ‘docent’. The Main Council of Higher Education continued to function but its role in habilitation proceedings was reduced to issuing opinions before the minister of higher education decided on habilitation matters. Apart from schools of higher education, the right to confer habilitation degrees was granted to the Polish Academy of Sciences and academic institutions operating outside schools of higher education.

Scientific journals of Russia and the activities of international would-be scientific network structures

2021 ◽  
pp. 533-542
Author(s):  
Yuriy Mikhailovich Reznik
Keyword(s):  
Higher Education ◽  
Educational Institutions ◽  
Network Structures ◽  
Russian Science ◽  
News Magazines ◽  
Publishing Policy ◽  
The Subject ◽  
The Russian Federation ◽  
The Right ◽  
Academy Of Sciences

The paper deals with the problem of network dependence of Russian news magazines and the actual dictates of international network structures (Scopus, WOS, etc.) that set their own requirements for their content and quality. The latter influence not only the scientific rating of journals, but also the publishing policy of their publications. The situation is further complicated by the fact that the rules of the game imposed by them have been adopted by the country's state authorities and, first of all, by the Ministry of science and higher education of the Russian Federation, which has tightened the requirements for reports of scientific and educational institutions, as well as researchers and teachers, including mandatory publications in Scopus and other international databases. Despite the efforts made by the Presidium of the Russian Academy of Sciences and the leadership of higher education institutions, Russian science was dependent on these structures, which began to determine the directions and priorities of its development, including selecting the subject and language of journal publications. The scientific community of Russia is faced with the task of protecting the interests of journal editors and protecting the right of authors to Express their own scientific position and the ability to present publications in their native language.

Humanitarian journals of Russia in the grip of international network structures

2020 ◽  
pp. 82-91
Author(s):  
Yu.M. Reznik
Keyword(s):  
Higher Education ◽  
Educational Institutions ◽  
Network Structures ◽  
Russian Science ◽  
International Network ◽  
News Magazines ◽  
Russian State ◽  
Publishing Policy ◽  
The Right ◽  
Academy Of Sciences

The paper deals with the problem of network dependence of Russian news magazines and the actual dictates of international network structures (Scopus, WOS, etc.) that set their own requirements for their content and quality. The latter influence not only the scientific rating of journals, but also the publishing policy of their publications. The situation is further complicated by the fact that the rules of the game imposed by them have been adopted by the country's state authorities and, first of all, by the Ministry of science and higher education of the Russian Federation, which has tightened the requirements for reports of scientific and educational institutions, as well as researchers and teachers, including mandatory publications in Scopus and other international databases. Despite the efforts made by the Presidium of the Russian Academy of Sciences and the leadership of higher education institutions, Russian science was dependent on these structures, which began to determine the directions and priorities of its development, including selecting the subject and language of journal publications. All this is a direct violation of the constitutional norms of the Russian state and the right to freedom of scientific creativity of scientists. The scientific community of Russia is faced with the task of protecting the interests of journal editors and protecting the right of authors to Express their own scientific position and the ability to present publications in their native language.

scholarly journals Academic Freedom and Its Protection in the Law of European States

2016 ◽  
Vol 3 (3) ◽  
pp. 254-345
Author(s):  
Klaus D. Beiter ◽  
Terence Karran ◽  
Kwadwo Appiagyei-Atua
Keyword(s):  
Higher Education ◽  
Human Rights ◽  
Academic Freedom ◽  
Freedom Of Expression ◽  
European Convention ◽  
The European Union ◽  
International Human Rights ◽  
International Human ◽  
The Law ◽  
The Right

Focusing on those countries that are members of the European Union, it may be noted that these countries are bound under international human rights agreements, such as the International Covenants on Civil and Political, and Economic, Social and Cultural Rights or the European Convention on Human Rights, to safeguard academic freedom under provisions providing for the right to freedom of expression, the right to education, and respect for ‘the freedom indispensable for scientific research.’ unesco’s Recommendation concerning the Status of Higher-Education Teaching Personnel, a ‘soft-law’ document of 1997, concretises international human rights requirements to be complied with to make the protection of the right to academic freedom effective. Relying on a set of human rights indicators, the present article assesses the extent to which the constitutions, laws on higher education, and other relevant legislation of eu states implement the Recommendation’s criteria. The situation of academic freedom in practice will not be assessed here. The results for the various countries have been quantified and countries ranked in accordance with ‘their performance.’ The assessment demonstrates that, overall, the state of the protection of the right to academic freedom in the law of European states is one of ‘ill-health.’ Institutional autonomy is being misconstrued as exhausting the concept of academic freedom, self-governance in higher education institutions sacrificed for ‘executive-style’ management, and employment security abrogated to cater for ‘changing employment needs’ in higher education.

Values, Constraints, and Maneuvers

2021 ◽  
pp. 170-191
Author(s):  
Tehila Kalagy
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Flow Model ◽  
Traditional Values ◽  
Academic Institutions ◽  
Female Model ◽  
Model Based ◽  
Education Academic ◽  
The Individual ◽  
High Degree

For about a decade, ultra-Orthodox and Bedouin women have been applying to higher education academic institutions in Israel in order to study despite bans from their conservative communities. Academic studies instill learning and culture, create an encounter with knowledge for the individual and thus carry a high degree of threat to the rigid conservative enclave. This article examines how conservative societies cope with the wheels of change as the process of higher education for women expands. The case studies in this article are 60 educated women from Jewish ultra-Orthodox society and from Negev Bedouin groups in Israel. As shown by the findings, a theoretical flow model based on three parameters emerges: value-constraint-maneuver. In summary, it appears that this model reflects the development of a new conservative female model that combines traditional values with contemporary indicators.

scholarly journals Mapa estilométrico de la narrativa de Eduardo Mendoza: aproximación a un análisis estilistico computacional de textos literarios

2018 ◽  
pp. 99
Author(s):  
Miguel Angel Boto Bravo
Keyword(s):  
Data Processing ◽  
Computational Linguistics ◽  
Literary Texts ◽  
Polish Academy ◽  
English Studies ◽  
Eduardo Mendoza ◽  
Polish Language ◽  
The Right ◽  
Academy Of Sciences ◽  
Informatics Tools

Gracias a la evolución de la lingüística computacional y su aplicación a diferentes disciplinas de las Humanidades Digitales, la estilometría ha recibido un notable impulso con la aparición de herramientas informáticas desarrolladas específicamente para el análisis estilométrico de corpus textuales, como Stylo R, la herramienta desarrollada por el Institute of Polish language, de la Polish Academy of Sciences, y el Institute of English Studies, de la Jagiellonian University. A través del paquete Stylo R analizaremos la obra narrativa de Eduardo Mendoza para comprobar, más allá de su funcionalidad de autoría, su eficacia para la clasificación tipológica y estilística de textos literarios, así como para presentar la correcta configuración de los valores de los elementos involucrados en el procesamiento de datos.Thanks to the evolution of computational linguistics and its application in various disciplines of Digital Humanities, stylometry has received considerable momentum with the advent of informatics tools specifically developed for stylometry analysis of textual corpora, such as Stylo, a tool developed by the Institute of Polish Language at the Polish Academy of Sciences and the Institute of English Studies at the Jagiellonian University. Using Stylo package, the narrative work developed by Eduardo Mendoza will be analysed to prove, beyond his authoring functionality, its efficacy on classifying the typology and stylistics of literary texts, as well as to present the right configuration of the involved elements’ values in data processing.

scholarly journals Habilitacje w Polsce Ludowej. Część 2. Warunki i przebieg habilitacji w prawie o stopniach i tytułach naukowych

2019 ◽  
pp. 43-81
Author(s):  
Krystyna Wojtczak
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Polish Academy ◽  
Higher Education Research ◽  
Key Factors ◽  
Academic Degree ◽  
Academy Of Sciences ◽  
Academic Degrees

Habilitation proceedings ending with a conferral of an academic degree were first introduced in the Polish People’s Republic by virtue of the Act on higher education of 1958. The academic title of docent, which the Act also provided for, was later endorsed by the Act of 1965 on academic titles and academic degrees. Another academic degree of ‘habilitated doctor’ (doktor habilitowany) functioned from 1968 and continued through subsequent legislative acts in force until 1990 as well as through the years after later reforms. The changes in higher education implemented in 1965–1990 were not fi nal and continued to be modifi ed in the following areas: (1) the branches and science and disciplines in which the academic degrees of docent or doktor habilitowany could be conferred; (2) the requirements which institutions (establishments of higher education, research units of the Polish Academy of Sciences and other research entities) had to fulfi l before earning the rights to confer the academic degrees referred to above; (3) establishment of the lists of institutions entitled to confer these academic degrees. The solutions then adopted were by no means triggered by the intention to replace the academic degree of docent with a degree of doktor habilitowany. On the contrary, the majority of changes, of which those happening after 1985 were even more politically biased, did not refl ect any legal need but aimed at restricting the autonomy of schools of higher  education in the scope of conferring academic degrees. This tendency extended to the conditions of commencing habilitation proceedings and the very course of the proceedings. As of 1985 one of the requirements of the key factors qualifying successful candidates was an ‘impeccable civic attitude.’ After 1985, most of the activities which had been till then conducted by committees appointed Faculty councils, were to be taken up by the relevant councils, although the latter were allowed to appoint from time to time committees to perform some of the activities related to habilitation proceedings. The Act of 1965 abandoned the requirement of the candidate’s habilitation lecture, re-established in 1985.

scholarly journals A Resource-Constrained Approach to Implementing Analytics in an Institution of Higher Education: An Experience Report

2014 ◽  
Vol 1 (1) ◽  
pp. 129-139 ◽  
Author(s):  
John P Buerck
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Learning Analytics ◽  
Higher Learning ◽  
Academic Environment ◽  
Academic Institutions ◽  
Successful Completion ◽  
Academic Analytics ◽  
Institutions Of Higher Learning ◽  
Improving Student Performance

Academic analytics and learning analytics have been increasingly adopted by academic institutions of higher learning for improving student performance and retention. While several studies have reported the implementation details and the successes of specific analytics initiatives, relatively fewer studies exist in literature that describe the possible constraints that can preclude an academic or learning analytics initiative from succeeding fully, meeting the criteria of success as defined by the stakeholders affected by such initiatives. Our aim in this article is to describe the constraints that precluded a successful completion of our analytics initiative and how we re-envisioned our approach and scope to achieve our primary goals while operating within the constraints and tools associated with our academic environment.

Legal Remedies of Prosecutor’s Supervision in Places of Forced Isolation from Society

2021 ◽  
pp. 93-100
Author(s):  
Oleg V. Voronin ◽  
Keyword(s):  
Law Enforcement ◽  
Russian Federation ◽  
Criminal Prosecution ◽  
Legal Remedies ◽  
Traditional Remedies ◽  
The Russian Federation ◽  
The Law ◽  
The Right ◽  
High Degree ◽  
Goals And Objectives

The concept “legal remedies of prosecutor’s supervision” includes the powers of the prosecutor, acts of prosecutor’s supervision, as well as the procedure for their implementation, which is the methods of their application. The legal remedies of prosecutor’s supervision have a high degree of normative regulation and a more complex content of the main elements. Their implementation is regulated by both the Law on the Prosecutor’s Office and other specific laws. While superficially similar to the traditional remedies of prosecutor’s supervision, they are designed for immediate execution and serve as a form of implementation of the prosecutor’s powers, including the administrative ones. The prosecutor’s powers are understood as the totality of the rights and duties of the prosecutor granted to them by the Law on the Prosecutor’s Office and other federal laws for the implementation of the functions and for the achievement of the goals and objectives assigned to the prosecutor’s office. Traditionally, all powers of the prosecutor are divided into two main groups: general (exercised in all areas) and special (used in certain areas of prosecutor’s activities). Acts of the prosecutor’s response are documented law enforcement decisions of the prosecutor; they contain a legal assessment of the state of legality in each specific case, as well as the requirements of the prosecutor arising from their powers and aimed at ensuring the legal state of the supervised environment. From the acts of the prosecutor’s response, acts of prosecutor’s supervision are separately distinguished; they serve as a form of implementation of the exclusively supervisory function of the prosecutor’s office: protest, presentation and warning. Article 33 of the Law on the Prosecutor’s Office establishes that when exercising prosecutor’s supervision over the legality of compulsory isolation, the prosecutor makes protests and proposals, orders for release, and initiates proceedings on administrative offenses. If signs of a crime are found, the prosecutor sends the investigative jurisdiction materials to decide on the criminal prosecution of the perpetrators. The issuance of special acts of the prosecutor’s response when exercising supervision over the legality of forced isolation is provided for by the Code of Criminal Procedure of the Russian Federation, the Penal Code of the Russian Federation, and the Law on Detention. Special acts include the prosecutor’s resolutions on release from places of compulsory isolation, on exemption from serving illegally imposed disciplinary sanctions, consents and sanctions. In addition, within the framework of these activities, the prosecutor is also guided by the general provisions of the Law on the Prosecutor’s Office and has the right to issue other acts of prosecutor’s supervision and response if there are appropriate grounds.

Understanding Section 508 and Its Implications for Distance Education

2011 ◽  
pp. 25-46 ◽  
Author(s):  
Mary Hricko
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Distance Education ◽  
Federal Agencies ◽  
Academic Institutions ◽  
Section 508 ◽  
Technical Requirements ◽  
The Law ◽  
Rehabilitation Act

Section 508 of the Rehabilitation Act mandates that federal agencies must ensure the provision of accessible electronic and information technology. Although this legislation has not formally been applied to higher education, it will inevitably have an impact on all academic institutions, particularly in the area of distance education. This analysis examines how the legislation applies to distance education technologies and technical requirements and provisions of the law. An overview of Section 508 standards and its application is distance education is discussed.

Values, Constraints, and Maneuvers

2017 ◽  
pp. 257-284
Author(s):  
Tehila Kalagy
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Flow Model ◽  
Traditional Values ◽  
Academic Institutions ◽  
Female Model ◽  
Model Based ◽  
Education Academic ◽  
The Individual ◽  
High Degree

For about a decade, ultra-Orthodox and Bedouin women have been applying to higher education academic institutions in Israel in order to study despite bans from their conservative communities. Academic studies instill learning and culture, create an encounter with knowledge for the individual and thus carry a high degree of threat to the rigid conservative enclave. This article examines how conservative societies cope with the wheels of change as the process of higher education for women expands. The case studies in this article are 60 educated women from Jewish ultra-Orthodox society and from Negev Bedouin groups in Israel. As shown by the findings, a theoretical flow model based on three parameters emerges: value-constraint-maneuver. In summary, it appears that this model reflects the development of a new conservative female model that combines traditional values with contemporary indicators.

Sign in / Sign up

Export Citation Format

Share Document