scholarly journals DEPARTMENT OF FORENSIC ACTIVITY IS AN EXAMPLE OF THE SYNTHESIS OF SCIENCE AND FORENSIC PRACTICES AND EDUCATION

2020 ◽  
Vol 24 (1) ◽  
pp. 193-202 ◽  
Author(s):  
Elena V. Chesnokova

The features of the joint educational project of RUDN and RFCFS on preparation of masters on the program “Forensic activity in law enforcement” are illustrated. Among them is the direct connection of the teaching staff of the Department “Forensic activity” of the law Institute of the Russian Academy of Sciences, represented by employees of the RFCFS, with practical expert activities. The role of the joint council for the protection of scientific degrees of doctor and candidate of Sciences in the specialty 12.00.12 - criminalistics, forensic activity, operational-search activity created on the basis of the RUDN and RFCFS is considered. It represents the final link in the system of training of higher education personnel in the field of forensic activity. The main forms of international activities of the Department, which include the study and exchange of experience in the framework of relations between the CIS member States, the Shanghai cooperation organization (SCO), the European Union (EU), are considered. Presented the prospects of its development in preparation for placement as a mandatory discipline “the Theory of judicial examination” in the educational process of bachelors and the creation of transferable teaching materials on forensics and criminology that contains integrated knowledge about the history of the development of the modern state of science in Russia and abroad to attract foreign students.

2016 ◽  
Vol 43 (2) ◽  
pp. 59-127 ◽  
Author(s):  
Devrimi Kaya ◽  
Robert J. Kirsch ◽  
Klaus Henselmann

This paper analyzes the role of non-governmental organizations (NGOs) as intermediaries in encouraging the European Union (EU) to adopt International Accounting Standards (IAS). Our analysis begins with the 1973 founding of the International Accounting Standards Committee (IASC), and ends with 2002 when the binding EU regulation was approved. We document the many pathways of interaction between European supranational, governmental bodies and the IASC/IASB, as well as important regional NGOs, such as the Union Européenne des Experts Comptables, Économiques et Financiers (UEC), the Groupe d'Etudes des Experts Comptables de la Communauté Économique Européenne (Groupe d'Etudes), and their successor, the Fédération des Experts Comptables Européens (FEE). This study investigates, through personal interviews of key individuals involved in making the history of the organizations studied, and an extensive set of primary sources, how NGOs filled key roles in the process of harmonization of international accounting standards.


2021 ◽  
pp. 174-184
Author(s):  
Andrey V. Melnikov ◽  

The article is devoted to the source features of a unique documentary complex – the correspondence of two major Russian historians S.F. Platonov (1860–1933) and M.M. Bogoslovsky (1867–1929). The epistolary dialogue of scientists is of considerable interest not only in terms of studying their life and work. The confidential correspondence reflects significant events in the scientific and social life of Russia, Moscow, Petersburg-Petrograd-Leningrad. Correspondence is a valuable historical and historiographic source not only for understanding the development of historical science in Russia, the formation of Moscow and St. Petersburg historical schools, but also for studying the public consciousness of the Russian humanitarian intelligentsia at the end of the 19th — first third of the 20th centuries, in-depth knowledge of the culture of a turning point in the history of Russia. The letters contain valuable information about the everyday life and life of the professors, the organization of scientific life at the Academy of Sciences, the Archaeographic commission, at Moscow university and the Moscow theological academy, at the Moscow higher courses for women, at the Institute of history of the RANION, the Historical Museum, other higher educational institutions and scientific societies two capitals, they reflect the international ties of domestic historical science with scientists from Great Britain, Germany, France, USA, Czech Republic.


Author(s):  
I.M. Kolyshkina ◽  
N.P. Kremneva ◽  
A.V. Rodionova

The article is devoted to the history of distance learning abroad and in Russia, as well as to the practical description of the process of organizing the study of Russian as a foreign language in the remote form of classes. The authors consider various options for organizing the educational process in an online format, identify the main difficulties that arise in the process of distance learning, and show solutions using various online resources: the social network Vkontakte, the Skype application, and Google tools. Special attention is paid to the positive and negative aspects associated with the use of this form of training when organizing work with foreign students at the pre-University stage of training.


2020 ◽  
Vol 17 (4) ◽  
pp. 691-708
Author(s):  
Harry Walter ◽  
◽  
Valerij M. Mokienko ◽  

The article offers a review on the history of Slavic studies at St. Petersburg and Greifswald universities from the era of Peter the Great to present day. The role of Professor Lyudmila Verbitskaya is highlighted who always actively supported the activities of the Department of Slavic Philology (for example, she approved the initiative to create a department of Ukrainian studies in the early 2000s). Thanks Verbitskaya, St. Petersburg University was historically recognized as the first university in Russia founded by Peter the Great in 1724, which was proven by archival materials stored in Greifswald. Peter the Great, in the assembly hall of the University of Greifswald in September 1712, at a meeting of the Academic Council received a proposal from the President of the German Academy of Sciences Gottfried Wilhelm Leibniz on the establishment of a university in St. Petersburg with a European status. The status of the first university was officially recognized by a decree of the Government of the Russian Fed- eration in 1999 when the 275th anniversary of the founding of St. Petersburg State University was celebrated. As the Rector of St. Petersburg University, Verbitskaya in 2006 concluded an inter-university agreement with the Rector of the University of Greifswald Professor Jürgen Kohler. Slavic scholars and professors from St. Petersburg and Greifswald Universities collaborate closely. One of the active pedagogical and scientific areas of such cooperation is Slavic studies, which have long combined the efforts of Russian and German philologists.


2019 ◽  
pp. 294-305
Author(s):  
Kateryna Binytska

The article deals with the issue of the development of university education in the EU countries. The article presents statistical data on the number of students at each of the higher education levels of the European Union. The factors influencing the process of university education development have been discussed: European and national. It is generalized that the current tendencies of the development of higher education in the countries of the European Union are: the mass character of population obtaining higher education; increasing accessibility of higher education for citizens; internationalization. The general tendencies of organization of the educational process in universities of the European Union countries include: the use of higher education levels (bachelor and master); the use of credit-transfer system of training; the education quality control (developing common criteria for evaluating the quality of teaching and providing educational services); the expansion of academic mobility (creation of integrated educational programs and programs for conducting scientific researches); from teaching – to self-study; from skills – to competences and learning outcomes; orientation to achievement of goals and attention to the evaluation of achievements; dialogue between structures; from linearity – to dynamic thinking; providing the employment of graduates. It is noted that current trends in the development of higher education and specific activities of universities of the EU countries are increasingly affecting the socio-political and economic development of European countries. The objectives of the educational policy of the EU countries include: improving the provision of educational services, facilitating the employment of graduates and strengthening interaction with various sectors of the domestic and world economy, strengthening international cooperation activities, mobility of students and teaching staff, internationalization of higher education, which are crucial factors for advancement of our country in the global competition on the world market of goods and services. Taking into account the considered tendencies of the development of university education in the EU countries, recommendations have been offered to the domestic universities to improve their activity.


Pedagogika ◽  
2013 ◽  
Vol 112 (4) ◽  
pp. 101-106
Author(s):  
Vaidas Matonis

The purpose of the article is to show how the principle of historical continuity could be realized in order to make educational process more integral and purposeful. Research reveals relevance of historical continuity to the valuable forms of human’s spiritual activity. Main ideas which are developed in the article are based on the principles of the cultural policy elaborated by M. Lukšiene. The author of the article established a goal to evaluate art as a means to educate the sense and/or understanding of historical continuity, by the same token elevating perception of artworks to the metacognitive level and enlarging the field of historical and cultural contexts. Material of the investigation is laid by invoking the philosophical analysis of socio- and psychocultural phenomena and their impact on modernization of arts education. The role of the historical continuity and cultural awareness have activated during the last decades after the method of interpretation had intensified in valuable forms of human spiritual activity (moral, politics, aesthetics). So after such qualities of the works of art as depiction and/or craftsmanship had depreciated, the interpretation of the works of art and even the evaluation of interpretations sets in more and more robustly. In the presents of such or other contradictions the reform of European education has rippled by various different waves. As a result, the competence of democratic culture which enables the values, including artistic values, of democratic culture to implant to the attitudes of learners becomes the most essential orientation for teacher education. Development of democratic culture in EU defies such aspects of activity as knowledge and understanding of human rights, democratic participation and especially the development of competence for engaging in a meaningful and open - minded intercultural dialogue. Author is convinced that in order to realize and promote these ideas they should be accompanied by the development of the competence of dialogue with the past. Development of the competences of historical continuity and cultural context is increasing by mastering the ideas of great thinkers on education, including arts education, and helps to impersonate one of the most important domains of cultural heritage – educational potential of culture. In other words, historical continuity and cultural context are such core principles and values which can enable the development of the competence of full-rate intercultural dialogue. In case of arts education, when the paradigm of artistic thinking is rapidly changing, it is evident that an integrated history of artistic education should be developed. The main role of such academic course is not only to reveal cultural peculiarities of different countries but also to show the reasons of unequal educational power of different arts in different epochs. The role of historical continuity and cultural context is growing according to the development of digital technologies which are changing social conditions and possibilities of traditional artistic functions. Just the history of art and ideas of artistic education could balance both historical continuity of social artistic functions and involve learners into dialogue with the past.


Author(s):  
D.E. Martynov ◽  
◽  
G.P. Myagkov ◽  

The paper reviews the collective monograph published by the Center for Intellectual History of the Institute of World History of the Russian Academy of Sciences (IWH RAS). The reviewers consider the theoretical and factual information presented in the monograph in the context of the analysis of both general and specific characteristics of historical memory. The study of historical memory is possible through the analysis of specific political and intellectual practices of the era of early and mature modernity. The use of J. Rusen’s methodology was justified. According to this methodology, historical memory can be regarded as an “unconscious ideology,” which will inevitably be mythological, because it links the memories of an individual with an integral image of the past. From the aforesaid, it may be seen that the compound term “past – for – present”, which expresses the direction of historical memory, can be introduced. The term is reflected in the title of the monograph under review. The substantive features of strategies for the development of historical memory based on ideologemes were considered by the authors using the example of Russia, Great Britain, Poland (the ideology of Sarmatism), and Bolivia (the ideology of Indianism).


2021 ◽  
pp. 25-34
Author(s):  
T. M. Bykova ◽  
N. M. Kupriyanova

The main purpose of the article is a subject-thematic analysis of the personal book collection of an outstanding Odessa historian-antiquarian, specialist in numismatics, Greek and Latin epigraphy of the Northern Black Sea littoral, Byzantine scholar, brilliant lecturer, professor of Odessa I. I. Mechnikov National University, Head of the Department of History of the Ancient World and the Middle Ages Petr Yosypovych Karyshkovskyi-Ikar (1921–1988) held in the stocks of the Scientific Library. The article tells the story of the delivery of the personal book collection to the Scientific Library of Odessa I. I. Mechnikov National University in 2019. The collection contains 208 units of periodicals, 10 pictorial units, there are also cartographic atlases (6 units). The main part of the collection (1710 units) consists of books on historical sciences mainly on archeology, numismatics, history of the ancient world and Byzantium. Reference editions (38 units) as well as materials of domestic and international conferences (29 units) make an important part of the collection. Special attention is paid to some rare and valuable publications of the first half of the 20th century, such as the Bulletin of the Odessa Commission of Local Lore at the Ukrainian Academy of Sciences and the Chersonese Collection. It can be noted that this collection is of great importance for the research and educational process of the university, as it contains important books on historical and other sciences carefully selected by the owner, as well as foreign scientific literature, which has not been republished and sometimes is not available in Ukrainian libraries. The collection also gives an idea of the range of scientific interests of its owner.


Author(s):  
Olga Petrenko ◽  

The article briefly describes research activities of the today's Russian communities engaged in work on study of domestic historical, cultural, and natural heritage. The author stresses out the leading role of Likhachev Russian Research Institute for Cultural and Natural Heritage (Moscow, Russia) and units of the Russian Academy of Sciences (Moscow, Russia) in conducting and coordinating basic research practices in related sector of science in Russia-wide level. On the author's view, at the current time there are two approaches to studying historical, cultural, and natural heritage in Russia: complex and problem-thematic.In 2020–2021, there were announced developing multidisciplinary inter-regional communities of institutes (consortiums) that will be able to accumulate administrative, scientific, educational, cultural, public sources for attacking the immediate research problems.


Lituanistica ◽  
2020 ◽  
Vol 65 (4) ◽  
Author(s):  
Aurelijus Gieda

It has been emphasised on several occasions that Professor Eduard Wolter was a prominent figure and a broad-profile humanitarian in the history of Lithuanian humanities, who for many decades was actively interested in Lithuanian studies, among other things. The revolutionary changes in Russia divided Wolter’s academic career into two unequal parts: nearly forty years of academic work in Tsarist Russia and thirteen years in Kaunas. Bearing in mind the status of academic Lithuanian studies at the beginning of the twentieth century, his was an unprecedented case in Lithuania until 1940. We can claim that before 1940, no other Lithuanian humanitarian had such a long academic career of several decades devoted to Lithuanian studies. However, we still do not have an academic biography of Wolter, and Stasė Bušmienė’s work Eduardas Volteris, published almost 50 years ago, remains the most comprehensive publication in the field. Because of these circumstances, we must search for new problematic aspects, updated interpretations, and new material-based approaches. The article analyses the context of the revolutionary changes in Russia, the role of Augustinas Voldemaras in the history of the Wolters’ emigration, and Prof. Wolter’s recurrent concern about the academic possessions he had left in St. Petersburg when he was already in Lithuania. This article seeks new solutions: the emigration of the Wolter family to Lithuania is viewed as a potentially crucial knot in the professor’s biography. It allows understanding and linking two seemingly very different stages in his biography (Tsarist Russia and independent Lithuania). Lithuanian research interests and the related circle of like-minded people that had evolved in the course of many decades form a consistent deep-rooted epicentre of Prof. Wolter’s biography. The research method chosen imparts inner integrity to the biography of Prof. Wolter and an opportunity to look into the path of this scholar, who was also a member of the Russian Academy of Sciences, in the long term perspective. This text develops and substantiates the thesis that scholars’ emigration from Bolshevik Russia took place under dire circumstances: they had to leave not only their homes but also their libraries behind, their manuscripts and much of the material accumulated over many decades of academic work. Also, from the point of view of a collective biography, the context of the loss of the old University of St. Petersburg after the Bolshevik takeover in Russia is shown. While in Lithuania, Prof. Wolter made great efforts to recover the manuscripts, the library, and the collections he had left behind in St. Petersburg. This moment justifies the emigration of the Wolter family to Lithuania as a relevant key to the whole biography of Prof. Wolter. For the first time in historiography, the article gives a detailed analysis of Augustinas Voldemaras’ 53 letters to Alexandra Wolter (translated and published by Gediminas Rudis). The letters offer an interesting and characteristic description of the actual circumstances of the emigration of the Wolter family to Lithuania. This correspondence reveals a special connection between Voldemaras and the Wolter family. Voldemaras, who had lived in the Wolters’ house in St. Petersburg for over a decade, became a true family member, and their communication in the process of the emigration of the Wolter family was best described as close familial relations. In this way, the article sheds light on the role of Prof. Voldemaras in the relocation of the Wolter family to Lithuania, which did not find reflection either in Wolter’s biography or in general historiography.


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