Wspomnienie Prof. dr hab. Kwiryna Handke (1932–2021)

In Memoriam: Professor Dr hab. Kwiryna Handke (1932–2021)This article is an obituary of Professor Kwiryna Handke (1932–2021), a renowned linguist, Polish philologist, Slavist and Warsaw studies scholar, associated with the Institute of Slavic Studies, Polish Academy of Sciences for several decades. She served as Deputy Director (1990–1996) and Director of the Institute (1996–1999), Head of the Institute’s Academic Council (2007–2010), and Editor-in-Chief of the journal Studia z Filologii Polskiej i Słowiańskiej (2001–2013). Wspomnienie. Prof. dr hab. Kwiryna Handke (1932–2021)Artykuł jest wspomnieniem prof. dr hab. Kwiryny Handke (1932–2021), nestorki Instytutu Slawistyki Polskiej Akademii Nauk, od 1990–1996 wice­dyrektora, a w latach 1996–1999 dyrektora IS PAN, Przewodniczącej Rady Naukowej IS PAN (2007–2010), byłej redaktor naczelnej „Studiów z Filologii Polskiej i Słowiańskiej” (2001–2013), językoznawcy, polonistki, slawistki i varsavianistki.

Joint meeting of the academic council of the law institute of RUDN University and the editing college of the scientific journal of RUDN Journal of law

The material is dedicated to the joint meeting of the Academic Council of the RUDN University Law Institute and the editorial board of the journal RUDN Journal of law. Indicators of the magazine for 2020 are demonstrated. We are talking about the number of articles received, published, rejected, etc. The roadmap for the development of the journal for 2021-2023 has been illustrated, as well as expert assessments of ANRI in recent years. The decision of the Academic Council of the Law Institute on the rotation of the members of the editorial board of the journal has been published.

Need for Autonomy and Guidelines for Autonomous Colleges by University Grant Commission

Colleges with academic and operative freedom are doing better and have more credibility. The financial support to such colleges boosts the concept of autonomy. The system has now become unwieldy and it is becoming increasingly difficult for a university to attend to the varied needs of individual colleges. One of the objectives of Autonomous Colleges is to determine and prescribe its own courses of study and syllabi, and restructure and redesign the courses to suit local needs. The autonomous college is to be governed by the statutory bodies, i.e. Governing Body, Academic Council, Board of Studies and Finance Committee. The parent university will award degrees to the students evaluated and recommended by autonomous colleges.

Academic Council Meeting of the RIEPL, Timed to Celebrate the 50th Anniversary of the Institute

The article is devoted to the solemn meeting of the Academic Council of the Russian Research Institute of Economics, Politics and Law in Science and Technology (RIEPL), on the occasion of its 50th anniversary. The ceremony of awarding the employees of RIEPL and the election of new members of the Academic Council took place. Participants of the meeting discussed issues devoted to the most topical problems, tasks and trends in the field of science governance.

THESES ON THE SCIENTIFIC DEGREE DOCTOR OF PHILOSOPHY. QUALIFICATION 231 SOCIAL WORK. 2020 – 2021

The authors generalize and systematize the themes of theses on the degree of Doctor of Philosophy in the speciality 231 Social Work, protected in Ukraine in 2020-2021. To inform the scientific community about the state of training and defence of Doctors of Philosophy in Social Work theses are submitted according to the following criteria: thesis theme; supervisor; date of defence; specialized academic council, council composition; the decision of the specialized scientific council on awarding the degree of Doctor of Philosophy, approved by the order of the Ministry of Education and Science of Ukraine; thesis abstract; list of published works on the theme of the thesis. The source base for quantitative analysis of these themes in social work was: orders of the Ministry of Education and Science of Ukraine, thesis materials (theses, reviews of reviewers, official opponents, videos of the theses defence procedure), published on the official websites of higher education institutions, scientific institutions (according to the «Temporary procedure for experimenting to award the degree of Doctor of Philosophy»).

AHED - Post-Graduate, Life-Long Health Education: A Dream Coming True

Change in healthcare is ceaseless due emerging diseases, demography, constant biomedical discoveries, new technologies for diagnosis and treatment. Also, the model of practice and management and the ever-growing society expectations contribute to this permanent scenario of change.Professionals must keep up with the pace of innovation and the drivers for change by constantly adapting – as also recognized by World Health Organization (WHO), knowledge and competences that professionals had acquired when they graduate will need constant, life-long updating.In fact, life-long medical education is one of professionalism’s portfolio requirements and also the responsibility of each professional. Some professional boards in a few countries are already requiring their professionals to, periodically, attend post-graduate education as a pre-requisite to re-certification, in a similar way done to other high responsibility professions, as airline pilots. This obligation will also come for our doctors and health professionals in due time.Advanced Health Education (AHED) the post-graduate school for health education was created to fulfill those needs: In 2019 a consortium formed by NOVA Medical School, José de Mello Saúde, Associação Nacional de Farmácias (ANF) and Câmara Municipal de Cascais, with the mission to provide post-graduate healthcare education in a structured manner, by high international standards, with course evaluation and credit awarding. Courses to be directed not only to medical doctors but also having in view health teams, by so involving different professionals, working together as in real life scenarios.Courses by AHED (Advanced Health Education) traditionally focus on cutting edge technical advances, with the use of hands on, virtual or cadaveric simulation. However, courses covering classical topics are also welcome, always with a strong practical component where problem solving by attendees is encouraged.Courses are being organized at NOVA Medical School’s labs and premises, at the sophisticated simulation lab of Hospital CUF Tejo, ANF auditorium and other premises (IPO Porto, Hospital Dona Estefânia, Fundação Champalimaud, etc.), but a dedicated building is being constructed to soon be ready in Carcavelos, not far from NOVA’s School of Business and Economics campus and, very conveniently side by side with the NOVA Medical School new premises, by so creating a health education campus.Since its beginning, despite pandemic adversity, in 2020 AHED organized 18 courses (of 40 initial offer) enrolling 289 participants and achieving a remarkable degree of return satisfaction (net promoter score between 50 and 93!). Majority of courses (40%) focused on multidisciplinary and integrated practice, while 30% covered pure medical topics and 30% professional practices, being more technical in nature. For 2021, 16 courses enrolling 375 participants have been concluded and another 25 are scheduled till the end of the year.The degree of success for AHED’s courses may not only be measured by the attendees’ self-evaluations and net promoter scores at the end but is well expressed by the demand and avidity of the courses by growing numbers of healthcare professionals – doctors, nurses, technicians, pharmacists and everyone in the healthcare ecosystem.AHED is run professionally: by an administration council and an academic council where courses are proposed and accepted and monitored for quality and impact. Because AHED’s courses are “by NOVA Medical School”, courses get also sponsored by NOVA Medical School’s Scientific council, in order to further obtaining scientific validation by national academic credits. Recently, an Advisory Board is being implemented, involving industry (pharma, devices, insurers, society) in order to help the academic council in the process of courses topics selection, bridging by so our academia to the real world needs of professionals to be educated.As an organization run by strict quality standards, AHED was granted DGERT full accreditation for educational activities, and stays ethically aligned with MedTech for activities where that is justified. Furthermore, in order to better ensure its operations, AHED already established a significant portfolio of scientifical, technical and professional cooperation with different organizations and professional societies in the field of healthcare.AHED has already achieved its own national reputational credits as a serious school for life-long medical education, enrolling students and all an elite of top professionals in the country. More and more we foster the international market, from where we wish to attract not only students but also top professionals, that will enrich our lecturing academia.There were many local initiatives for post-graduate medical education in the past but at AHED we, like Thomas Jefferson, “like more the dreams of the future than the history of the past”. The dream is to provide every healthcare professional the education he might need, fostering professional development but, above all, contributing for better healthcare competence. This is AHED’s vision & mission, and we are getting there!

The beginning of the soviet theoretical archaeology: theoretical studies at the Institute of archaeology AS UkrSSR in the 1960s

The article is dedicated to an exploration of archaeological theory issues at the Institute of archaeology AS UkrSSR in the 1960s. This period is one of the worst studied in the history of Soviet archaeology. But it was the time when in the USSR archaeological researches reached the summit, quantitative methods and methods of natural sciences were applied and interest in theoretical issues had grown in archaeology. Now there are a lot of publications dedicated to theoretical discussions between archaeologists from Leningrad but the same researches about Kyiv scholars are still unknown. The archaeological theory includes both generalizations made on the basis of archaeological sources and archaeological methodology. The article emphasizes the history of methodology studies at the IA AS UkrSSR during the mentioned period. The research is based on evidence from the annual reports on a work of the Institute from the Scientific archive of the Institute of Archaeology NASU. According to the documents the theory was mentioned in the early 1950s because of publication of new J. V. Stalin’s works. However, that time as well as at the beginning of the next decade, when works started under three volumes of “The Archaeology of the UkrSSR”, it was written that attention to theoretical issues was focused at the Institute, not enough. At the IA AS UkrSSR discussions on archaeological methodology started in the 1960s when papers on theoretical issues, applying cybernetic, methods of natural sciences and statistical methods into archaeology were regularly presented at sessions of the Academic council. Yu. N. Zakharuk was the most active employee of the Institute who worked in this field. In addition to presentation of papers at conferences, and sessions of the Academic council and publications, he was an executor of the scheduled work ‘Methodological and methodic issues of archaeological science’ in 1968–1970. Also it was planed to publish a book on theoretical issues. In other words, the IA AS UkrSSR was the first archaeological establishment in the USSR where the work on archaeological methodology was scheduled. According to circumstances this work had not been completely finished but the Ukrainian scholar was invited to hold the position of deputy director at the Institute of Archaeology AS USSR in Moscow. Despite a skeptical attitude to the theory among most Soviet archaeologists Yu. N. Zakharuk was able to intensify the work on theoretical issues in Soviet archaeology. A separate theoretical session, which was organized by him at the Plenum of the IA AS USSR in Moscow in 1972, might be considered as an initialization of theoretical archaeology as a new sub-discipline in the USSR.

Academic council activity as the basis for university autonomy: historical aspect

The article describes functions and authorities of academic councils of Ukrainian universities as the basis of their autonomy in historical aspect. The purpose of the paper is to study academic council activity evolution in Ukrainian Universities of the XIX-th century through singling out and characterization its stages from the modern standpoint to strengthen university autonomy, develop the quality of university management and prevent mistakes and shortcomings of the previous period. The applied methods were: general scientific methods (analysis, synthesis, comparison, systematization, and generalization) and methods of historical research (chronological, logical-historical, historical-typological, and retrospective). The most important findings have become distinguishing and characterizing four stages of activity of academic councils in Ukrainian universities within the studied period: I stage (1804 - 1835), II stage (1835 - 1863), III stage (1863 - 1884), IV stage (1884 - 1906). Characterization of the stages of academic council functions and authority development from the modern position has demonstrated that in order to develop the quality of university management as well as educational service quality universities need real university autonomy, which should be strong enough to prevent mistakes and shortcomings of the previous periods.

“Philhellenes” and “Latinists” in the XVII century: texts in the context

This article is dedicated to the disputes on the enlightenment of Russia in the early 1680s. They emerged and continued due to the idea of Tsar Fyodor Alekseevich to open an Academy in Moscow: an autonomous university from the state and church authorities for preparing secular and religious personnel, which would teach in Polish, Greek, Latin and Russian languages. The article examines the positions of Russian and Greek Philhellenes. Some of them insisted on studying solely Greek language for preventing the distribution of knowledge in Latin and other languages. Others proved the advantage of Greek language in the educational system in all languages of science of that time. The author notes that the initiator of the Academy Sylvester Medvedev, who was later declared a “Latinist heretic”, took the second approach as the basis. The article refutes the modern attempts to change the perspective on dating, content and meaning of the primary sources, beginning with the Privilege of the Academy. The author substantiates that the Privilege was not a figment of Medvedev's imagination, but a Charter approved by the Tsar, which established the basic principles of the new university, namely the functions of faith protection were delegated by the tsar to the academic council. The implementation of measures against heresies, sorcery, etc., which were sternly formulated in the legislation,  since now on required the scholars’ examination. The objections of colleagues to the “harshness” of these measures, allegedly invented by Medvedev, were associated with legal ignorance. A substantial part of the article is aimed at familiarization of the colleagues with the legal, political, cultural and literary context, which contributes to the analysis of the sources.

Political laws of pedagogy as a distortion of the historical mission of education (P. Blonsky)

Автор подвергает критике выведенные Павлом Блонским законы педагогики марксизма: «О классовой сущности педагогики», «Соответствие школы определенному общественному строю», «Цель школы – производственное образование». Заложенные в них, а также в выдвинутой Крупской и поддержанной Блонским концепции «трудовой школы» принципы образования рассматриваются как сознательное отступление от научных основ педагогики и пример выполнения ученым политического заказа. В статье доказывается, что педагогика, как и любая наука, должна быть свободна от политики, подчиняться исключительно законам объективного познания. Для утверждения педагогики в статусе науки, она обязана выдавить из себя «политического раба», а ученый – перейти от педагогики страха к педагогике чести и достоинства. Блонский Павел Петрович (1884–1941 г.г.) – русский и советский философ, психолог, педагог, один из основоположников советской педологии. Окончил историко-филологический факультет Московского университета, оставлен на кафедре философии для подготовки к профессорской деятельности, работал приват-доцентом. По рекомендации Н.К. Крупской становится членом научно-педагогической секции Государственного ученого совета, участвует в разработке учебных программ и в школьной реформе. Пользовался поддержкой А.В. Луначарского. В конце жизни работал в Институте психологии в Москве. The author criticizes the laws of pedagogy of Marxism derived by Pavel Blonsky: "On the class essence of pedagogy", "Correspondence of the school to a certain social order", "The goal of the school is industrial education". The principles of education embedded in them, as well as in the concept of “labor school” set forward by Krupskaya and supported by Blonsky, are considered as a deliberate departure from the scientific foundations of pedagogy and an example of the fulfillment of a political order by scientists. The article proves that pedagogy, like any science, should be free from politics, subject exclusively to the laws of objective knowledge. To establish pedagogy in the status of science, it must squeeze out of itself a "political slave", and a scientist must move from the “pedagogy of fear” to the “pedagogy of honor and dignity”. Blonsky Pavel Petrovich (1884–1941) is a Russian and Soviet philosopher, a psychologist,a teacher, one of the founders of the Soviet pedology. He graduated from the Faculty of History and Philology of Moscow University, remained at the Department of Philosophy to prepare for professorship, worked as a privat-docent. According to the recommendation of N.K. Krupskaya, he becomes a member of the scientific and pedagogical section of the State Academic Council, participates in the development of curricula and in school reform. Enjoyed the support of A.V. Lunacharsky. At the end of his life he worked at the Institute of Psychology in Moscow.