scholarly journals Akhlak Guru Terhadap Murid Dalam Proses Pendidikan di Era Milenial Perspektif Imam Ghazali

EL-Ghiroh ◽  
2020 ◽  
Vol 18 (2) ◽  
pp. 169-178
Author(s):  
Muhamad Akip
Keyword(s):  
Educational Process ◽  
Application Process ◽  
Moral Position ◽  
The Law

This study aims to describe and analyze the morals of teachers towards students in the educational process in the millennial era, the perspective of the ghazali imam in the book Ihya 'Ulumuddin, teachers are a noble profession so that people who become teachers are emulated by each student and teachers must have ethics towards their students (1) Shows the nature of affection for students. and treat him like his own son. (2) The teacher must carry out what has been conveyed to the student. (3) Teachers are not allowed to ask for favors or compensation from students (4) Giving knowledge systematically (5) Teachers are not allowed to rebuke their students (6) A teacher is responsible for one of the subjects. (7) The teacher must explain the lesson according to the understanding of the student. (8) Students who are slow in understanding lessons, should be given clear lessons or (remedial) so that patiently they will receive blessings and ta'zim their teachers. The concept of education put forward by Imam Ghozali is still very relevant to the laws that apply in this millennial era and serves as a bridge between the concept of Imam Ghozali and the Law which in the application process is not in accordance with the concept or law because of the moral position above science and knowledge. the average knowledgeable person can be seen from the morals of both fellow humans and other God's creations.

Culture and Mentality-Related Specifics of Implementation of the ‘Law on Counteracting Bullying’ in the Environment of Educational Institutions

2020 ◽  
Vol 9 (3) ◽  
pp. 755
Author(s):  
Vitalii I. BOCHELIUK ◽  
Valentyna V. NECHYPORENKO ◽  
Olena L. POZDNIAKOVA ◽  
Yuliia S. SILIAVINA ◽  
Oleg O. KYRBIATIEV
Keyword(s):  
Best Practices ◽  
Bullying Prevention ◽  
Educational Process ◽  
Impact Factors ◽  
Educational Institutions ◽  
Educational Work ◽  
Pedagogical Tools ◽  
Learning Abilities ◽  
The Law ◽  
Survey Questionnaires

Abstract: The article sought to analyse the pedagogical instruments capable to bring change in culture and mentality-based perception of bullying among stakeholders of the educational process with the purpose of implementation of the Law ‘On Amendments to Certain Legislative Acts of Ukraine on Counteracting Bullying (Harassment)’ in the environment of educational institutions. This study used theoretical methods: analysis of scientific, pedagogical and regulatory sources in order to distinguish the gaps and areas to study in this particular problem, analysis of domestic and foreign best practices; empirical methods: diagnostic: survey questionnaires; statistical methods: quantitative analysis of the results of the survey questionnaires. The statistical data the authors obtained as a result of a survey of students from four schools prove that the problem of bullying in Ukrainian educational institutions is partially caused by socio-cultural and mental impact factors. Examples of overseas best practices in addressing the problem of bullying prevention in educational institutions, which can be adapted to the realities of Ukrainian educational institutions, include further outlined role-pays: ‘School Anti-Bullying Court’ and ‘Shuttle Diplomacy’ and the ‘Student Support Service’ model. Bullying is, to a large extent, a socio-cultural and mental problem of Ukrainian society, capable of dramatically affecting students’ learning abilities and their socialisation. Pedagogical tools to be used to deal with the above problem might be (a) regular anonymous interviewing of students about cases of violence; (b) teachers' educational work with children and parents on the problem of bullying; (c) involvement of the students in the development of rules of conduct; (d) teachers supervising schoolchildren after school hours; (e) teacher training (professional upgrade) for pedagogical, psychological and legal strategies for bullying prevention among students.

scholarly journals History of Ukrainian law: conceptual, istoriografìcal and comparative components of its identification

2019 ◽  
pp. 138-146
Author(s):  
P. Zakharchenko
Keyword(s):  
The State ◽  
Educational Process ◽  
State Institute ◽  
Law Faculty ◽  
National University ◽  
History Of ◽  
History Of Law ◽  
The Law ◽  
Definition Of ◽  
The Right

The approaches to the category "History of Ukrainian Law" are analyzed, its author definition and periodization in the historical dimension is proposed. Doctrinal approach of the Department of History of Law and State of the law Faculty of Taras Shevchenko National University of Kyiv is defined, which consists in recognition of the right of law before the State Institute. In our opinion, with the advent of the state, history of law appears as a history of national legislation in its relationship and interdependence with the state's regulatory activities – its administrative and judicial institutions, organization and activities of the army, police, and punitive agencies etc. The author indicates that the story is indicative that society can develop steadily in the coordinate of the environment, and the function of the instrument of the Zaman environment executes the right. The porpose of article is reserchirg the history of Ukrainian law: conceptual, istoriografìcal and comparative components of its identification It is alleged that for the first time the definition of "history of Ukrainian Law" is not implemented in Ukraine but beyond its borders. The galaxy of lawyers, and among them and historians of law, after the defeat of the Ukrainian Revolution of 1917 – 1921, were forced to leave the motherland and settle in the neighboring countries of Eastern Europe. A textbook of such name appeared in the conditions of Ukrainian emigration in the early 1920-ies. This primacy belongs to several researchers of the Ukrainian diaspora, who, with no historical, historical, legal sources and archival materials, have remained in the absolute majority in the libraries and archival funds of Soviet Ukraine. However, in these conditions they were able to lay the foundations for the formation of the appropriate field of scientific knowledge. It is noted that the successor of the traditions preserved in the diaspora can be called the Department of the History of law and State of the law Faculty of Taras Shevchenko Kyiv University, whose members for many years advocate not only the name of the educational The subject "History of Ukrainian Law", but also prove its genetic connection with the right of the Rus state, other national state formations of the later period. A few manuals on the history of Ukrainian law came from the pen of the lecturers. Special emphasis was made on the works of Alexander Shevchenko, who became the author of several textbooks and manuals that are still widely used in the educational process of law faculties in Ukraine. In one of them, O. Shevchenko actualized The problem of periodization of Ukrainian law, where the main criterion was determined by the evolution of the sources of law. In these positions is the author of the proposed publication. In the final part of the work emphasized the examples in the differences in the evolution, essence and content of the Ukrainian law from the Russian.

scholarly journals PROFESSIONAL TOURIST TRAINING OF FUTURE MANAGERS: CONCEPTUAL APPROACHES

Management ◽  
2018 ◽  
Vol 26 (2) ◽  
pp. 9-15
Author(s):  
Lyudmyla Yu. Dudorova
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Cultural Development ◽  
The State ◽  
Educational Process ◽  
Individual Development ◽  
Tourism Education ◽  
The Law

Introduction. The need for reforming the Ukrainian education system, improving it and raising the level of the quality of training specialists is a major socio-cultural problem that is largely conditioned by the processes of globalization and the needs for the formation of positive conditions for individual development, socialization and self-realization in this world.The process of modernization of higher education in Ukraine in the context of the Bologna Process most certainly affects higher education and higher education institutions. Taking into account the place and role of tourism in the life of society, the state, according to the Law of Ukraine "On Amendments to the Law of Ukraine "On Tourism", proclaims tourism as one of the priority directions of economic and cultural development and creates conditions for tourist activities.Hypothesis of scientific research. The directions of training future tourism managers are considered on the basis of the model of a competent graduate. The criteria for the activity of teachers in higher education institutions and the possibilities for their selection are formulated. It is noted that the teacher should possess modern technologies of general and professional education, a set of effective methods and techniques, sufficient amount of professional knowledge to provide education for future tourism professionals (teaching, planning, management of didactic and educational systems).The aim of this study is to highlight conceptual approaches to the preparation of future tourism managers.Research methods:– theoretical analysis - to determine the state of disclosure of the research problem in the psychological and pedagogical scientific literature, the study of normative and legal documents in the field of education;– comparison, classification, generalization - for definition of joint characteristics of objects on the basis of processing and interpretation of theoretical sources on the problem of tourism education in universities;– diagnostics (questioning, conversation, testing, observation, expert evaluation);– mathematical statistics - for processing the obtained experimental data and calculating statistical indicators in order to test the effectiveness of the introduction of pedagogical conditions, models and methods of forming the readiness of future teachers for the organization of school tourism in the educational process of higher education institutions;Results: an approach is proposed to build a holistic process for the formation of a student's personality, which should be based on the characteristics of his upbringing in the system of tourism: education through nature, culture (the principle of visualization), the formation of tolerance; humanization of relations, education in a group (team), ecology of the individual.Conclusions: Work on developing the concept of professional training for future tourism managers led to the conclusion that a conscious and thoughtful program of actions for the organization of the educational process and vocational training precedes the training of students.

scholarly journals Axiology of Judicial Application of Enforcement Law: View on the Bailiff’s Discretion

2020 ◽  
Vol 29 (3) ◽  
pp. 149
Author(s):  
Piotr Szczekocki
Keyword(s):  
Decision Making ◽  
Public Interest ◽  
Special Role ◽  
Application Process ◽  
Important Place ◽  
The Public ◽  
General Clause ◽  
The Law ◽  
And Function

<p class="Standard">In the article, the author focused on three theoretical and philosophical issues of the judicial enforcement law in Poland, connected with the new enforcement acts which entered into force on 1 January 2019. First, the judicial enforcement proceedings were presented as an element of the law application process. The axiological dimension of this law, the place and function of a court bailiff in the law application process and the introduction of general clauses, combined with the basic values of the court enforcement law in the form of efficiency, effectiveness and reliability, form the new picture of the judicial enforcement law. Secondly, the problem of a general clause as a “carrier” of extralegal criteria was discussed, which takes an important place in the process of enforcement law application in the new bailiff’s law. There is the special role of the “public interest” and the “interest of justice” clauses as normative constructions introduced by the legislator to judicial enforcement. Thirdly, an attempt was made to answer the question about the presence and possible limits of discretion (free decision-making) of a court bailiff in the surrounding of the new axiology of enforcement law, and especially the formulation of this issue in the process of operative interpretation of law by a court bailiff.</p>

scholarly journals Problems of forming a positive consciousness of people in the conditions of digitalization of society

2021 ◽  
Vol 273 ◽  
pp. 10029
Author(s):  
Nikolay Saraev ◽  
Gennady Pratsko ◽  
Irina Korolenko ◽  
Ekaterina Marchenko
Keyword(s):  
Rule Of Law ◽  
Legal Education ◽  
Education And Training ◽  
Educational Process ◽  
Educational Institutions ◽  
Legal Consciousness ◽  
Quality Level ◽  
The Rule Of Law ◽  
The Law ◽  
And Training

The insufficient level of legal awareness of Russian citizens is a serious problem of ensuring the rule of law and the rule of law, forms a general destructive background that prevents the formation of an effective system for the protection of human and civil rights and freedoms. Important factors that influence the formation of a positive legal consciousness are the quality level of education and training in educational institutions, the consolidation and development of the basics of legal consciousness in students, changes in the quality of education and training in educational institutions, including the consolidation and development of the tradition of respect for the law as the prevailing model of social behavior. It is at school age that active legal socialization takes place. The main burden in the formation of values for law-abiding behavior should be taken by school legal education. The purpose of the study was to study the regularities of the educational process for the formation of students ' positive legal awareness, the development of value orientations on the inadmissibility of illegal manifestations in the future. In the complex of methodological approaches developed in Russian pedagogy, the system-forming and adequate task of forming the legal culture of students is the methodology of the personality-oriented approach and the set of interrelated pedagogical principles of its implementation. These studies indicate the need to review the vector of measures carried out in accordance with the Fundamentals of State Policy aimed at minimizing nihilism. In the context of the introduction of digital technologies that provide access to legal information, minors relate the surrounding formations from the point of view of the law, focusing not on the process, but on the final result. However, the manifestations of the discrepancy between the legal reality and the fixed normative attitudes cause legal frustration, which often manifests itself in sthenic forms. The results of the study allowed us to come to a conclusion about the state of legal dissatisfaction of minors, due to the discrepancy between the theoretical provisions of the law and law enforcement at the active level of the value-semantic personal sphere. For the purpose of more in-depth scientific research, we believe it is appropriate to designate this social phenomenon as legal deprivation of minors. The specifics of the content of legal education allow us to implement it in the following forms: subject, inter-subject, educational, institutional, project. The most appropriate approach is an integrated approach that combines all of the above forms.

scholarly journals Improving the Training of Law Enforcement Officers in Countering Crimes Committed Using Information Technology

Legal Concept ◽  
2020 ◽  
pp. 154-163
Author(s):  
Ivan Arkhiptsev ◽  
Alexander Sarychev ◽  
Roman Krasnikov
Keyword(s):  
Information Technology ◽  
Law Enforcement ◽  
Information Security ◽  
Information Technologies ◽  
Law Enforcement Officers ◽  
Educational Process ◽  
Educational Organizations ◽  
Law Enforcement Agencies ◽  
The Law ◽  
Internal Affairs

Introduction: according to the official statistics, the number of acts involving information technology is increasing every year in Russia. In particular, currently, the types of crimes in the field of information technology are changing qualitatively and continue to evolve continuously, becoming highly organized and more sophisticated. Through the use of information technologies in Russia, such crimes as hacking, illegal data acquisition (information espionage), theft of other people’s property from payment (settlement) cards and accounts of citizens, trafficking of drugs, arms, human beings are committed; the extremist literature is distributed, new members of terrorist groups are recruited; pornography, including children, is spread, illegal gambling and online games are conducted; fraud through the use of cellular and IP-telephony services, theft of personal data in large amount and selling them, and other crimes are committed using information technologies. The current type of computer fraud – phishing – is gaining momentum. Its essence is that cybercriminals seek to get hold of the data of ordinary people through computer technology, and using this data, get hold of their funds, including financial ones. It seems that such actions can neither contribute to the development of Russian society, nor to the development of civilized relations in society, nor to the development of information networks themselves. After all, any technology can be used for both constructive and non-constructive technologies. And when these goals are destructive, the law enforcement agencies, in our opinion, should have an effective level of training to deal with such violations. We believe that it is not enough to calculate, detect, and establish. We still need to be able to bring the culprit to criminal responsibility. In this regard, the most important thing is to ensure that anonymity not only creates the illusion of impunity, but also that the law enforcement agencies have a sufficient legal, organizational and, first of all, personnel basis to expose the criminal. In order to successfully thwart crimes in the field of information technology, the availability of implementation of the adopted standards and the key to the implementation of the state policy in the field of information security is the training and education of appropriate personnel who would provide “breakthrough” results in this area. The purpose of the research is to study the issues of improving the training of the law enforcement officers in countering crimes committed through the use of information technologies. Methods: the research uses a comparative analysis and generalization of the examples of the educational methods used in the educational organizations of the Ministry of Internal Affairs in the field of information security. The authors study, in particular, the general theoretical and practical orientation of the educational process in this area, synthesizing the results obtained, whose purpose is to improve the training of highly qualified specialists for the Internal Affairs bodies capable of countering crimes in the field of information technologies. Results: the authors formulate the main directions for improving the training of the law enforcement officers to counter crimes committed using information technologies, in particular, on the example of the educational organizations used in the educational process of the Ministry of Internal Affairs of Russia. Thus, one of the measures proposed by the authors in this direction is the opening of a new specialty – cyber-investigator or cyber-criminalist. The entry of developed countries into the sixth technological order and the further active digitalization of the world economy predict a huge scale and replication of crimes using information technologies. This circumstance actualizes the need to popularize the profession of a cyber-investigator – a specialist with an interdisciplinary education, i.e. experience in the investigative agencies will have to be combined with the skills of a criminalist and a specialist in the field of information protection.

Problem of decision of the judicial penalty and criminal punishment as a penalty

2020 ◽  
pp. 63-71
Author(s):  
Татьяна Геннадьевна Лепина ◽  
Елена Николаевна Шатанкова
Keyword(s):  
Law Enforcement ◽  
Criminal Liability ◽  
Educational Process ◽  
Scientific Article ◽  
Criminal Punishment ◽  
Judicial Decisions ◽  
Criminal Penalty ◽  
The Law ◽  
The Difference ◽  
Teaching In Higher Education

Актуальность обусловлена существованием проблемы разграничения в научных исследованиях судебного штрафа и штрафа как уголовного наказания. Предмет. Критерии отграничения судебного штрафа от уголовного наказания в виде штрафа. Цель. Авторы считают необходимым проведение разграничения рассматриваемых мер для повышения эффективности правоприменительной деятельности. Методология. Были использованы статистический, сравнительно-правовой, формально-юридический методы, методы толкования права. Результаты. Сходство судебного штрафа и штрафа как уголовного наказания обусловлено тем, что обе рассматриваемые меры подразумевают денежные выплаты лицом, виновным в совершении преступления. Также исследователи обращают внимание на одинаковый состав участников правоотношений, возникающих при функционировании рассматриваемых институтов: лицо, обязанное уплатить штраф, государство в лице судебного пристава-исполнителя. Сходными являются цели применения рассматриваемых мер. Так, восстановление социальной справедливости присуще и судебному штрафу (так как он предполагает возмещение ущерба и заглаживание вреда). Обоим мерам свойственна направленность на решение превентивных задач. Применение судебного штрафа оказывает воздействие на виновного. Лицо, которому грозила уголовная ответственность, избежавшее наказания, как правило, будет стремиться к недопущению подобных ситуаций в будущем. Наиболее выраженные различия наблюдаются при реализации цели исправления. Применение судебного штрафа свидетельствует о том, что правоприменитель признает конкретное лицо, нарушившее закон, нуждающимся в исправлении в меньшей степени (по отношению к осужденным лицам). Следовательно, при применении судебного штрафа возможно исправление и без применения уголовного наказания. Область применения результатов. Полученные результаты могут быть использованы в практической деятельности следственных, судебных органов и учреждений, исполняющих судебные решения; в образовательном процессе при преподавании в высших учебных заведениях. Заключение. Важнейшим отличием между судебным штрафом и штрафом как наказанием является наличие (отсутствие) судимости. Она отсутствует при применении первого института, но имеет место при функционировании второго, как составляющая уголовной ответственности. Однако стоит также отметить отличие, связанное с тем, что судебный штраф не подразумевает необходимость применения наказания для исправления виновного. Напротив, эта мера призвана способствовать законопослушному поведению без использования карательных средств. The relevance of this scientific article is due to the existence of the problem of differentiation in scientific research of a court fine and a fine as a criminal punishment. Subject. Criteria for delimiting a court fine from a criminal penalty in the form of a fine. Purpose. The authors consider it necessary to delimit the measures under consideration in order to increase the effectiveness of law enforcement. Methodology. The following methods were used: statistical, comparative legal, formal legal, methods of interpretation of law. Results. The similarity between the judicial fine and the fine as a criminal punishment is due to the fact that both measures considered imply cash payments to the person guilty of the crime. Researchers also pay attention to the same composition of participants in legal relations arising from the functioning of the institutions in question: the person obligated to pay the fine, the state represented by the bailiff. The objectives of the measures under consideration are similar. Thus, the restoration of social justice is also inherent in judicial fines (since it involves damages and redress). Both measures are characterized by a focus on solving preventive tasks. The application of a judicial fine affects the perpetrator. A person who faces criminal liability who has escaped punishment will tend to prevent such situations in the future. The most pronounced differences are observed when realizing the goal of correction. The application of a judicial fine indicates that the law enforcer recognizes a specific person who has violated the law as being in need of correction to a lesser extent (in relation to convicted persons). Consequently, when applying a judicial fine, corrections are possible without applying criminal penalties. Scope of the results. The results can be used in the practical activities of investigative, judicial authorities and institutions executing judicial decisions; in the educational process when teaching in higher education. Conclusion. The most important difference between a judicial fine and a fine as a punishment is the presence (absence) of a criminal record. It is absent in the application of the first institution, but takes place in the functioning of the second, as a component of criminal liability. However, it is also important to note the difference associated with the fact that a court fine does not imply the need to apply punishment to correct the perpetrator. On the contrary, this measure is designed to promote law-abiding behavior without the use of punitive means.

Knowledge-Based Skills

1991 ◽  
Vol 5 (1) ◽  
pp. 7-14
Author(s):  
John Caiman Shaw
Keyword(s):  
Educational Process ◽  
Practical Skills ◽  
Fully Integrated ◽  
Knowing How ◽  
Business Studies ◽  
Knowledge Based ◽  
Skilled Professional ◽  
Apprenticeship Model ◽  
The Law ◽  
Professional Practitioners

The development of practical skills depends upon knowing about and knowing how to do certain things. There still lingers the notion that the first is best dealt with by education and the second by training. This compartmentalization is unhelpful and the success of skilled professional practitioners requires a fully integrated programme balancing both elements. The ‘apprenticeship model’ provides an appropriate and well-tested framework of such integration. It is found particularly in preparation for professional qualifications – medicine, the law, accountancy and architecture. Too often there is insufficient balance in the contribution from specialists within the academic and practical worlds. The balance can be improved by engaging more practitioners directly in the educational process. Scottish universities have a long-standing tradition of practically-oriented degree courses which provide a useful framework for attracting the commitment of leading practitioners to the educational process. The author's experience of that model leads him to argue for its wider adoption, for example in business studies, as much to the benefit of practitioners as to students.

scholarly journals A lei 13.415/2017 e algumas implicações no currículo do ensino médio no que tange ao ensino de artes

2021 ◽  
Vol 14 (1) ◽  
pp. 11
Author(s):  
Srilis Leonel Mourão
Keyword(s):  
High School ◽  
Elementary School ◽  
School Curriculum ◽  
Education Level ◽  
Educational Process ◽  
Full Time ◽  
Job Market ◽  
High School Curriculum ◽  
Matrix Expansion ◽  
The Law

The objective of this text is to bring to discussion the Law 13.415/2017 and its implications in the high school curriculum of art education (music, dance and drama), more specifically the articles 26 and 36 directly related to this education level. The teaching of arts in the last decade has achieved great advances regarding specific contents that better suits the job market, with the inclusion of music as a mandatory component in the curriculum matrix, expansion of full-time schools and the creation of Federal Institutes through Law 11.892 / 2008. However, the law 13.415/2017 points to a drawback in these achievements, maximizing some aspects in a way, but reducing in others. While extending the time of the student in the classroom with full-time high school classes, the law does not provide a proper structure for the additional demands that follow. On the contrary, the law may be interpreted as considering certain disciplines “superfluous”, causing a rupture in the educational process from elementary school to high school. This text is intended to bring some specific points for reflection, seeking to create a dialogue between excerpts of LDB 9394/96 and 13.415/2017 and authors that study the high school curriculum, and thus allowing an exchange of information that may bring a clear view of the implications of such reforms.

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