A conceptual model of a transition from technogenic to human-induced globalization

Globalization is a fundamental integrative social mechanism, in which two stages can be distinguished: “technogenic globalization” and “human-induced globalization”. The result of a phase transition from the first stage to the second should be the final formation of an information society. The aim of the study was the theoretical substantiation of globalization as a mechanism for a transition to an information society, and identification of the role and place of technogenesis in it. The paper considers the essence of a transition to an information society in the context of the replacement of technogenic globalization with human-induced globalization, and draws a conclusion about the place of technogenesis and artificial intelligence, as its institution, in human-induced globalization. It is shown that at the present stage, human-induced globalization should be implemented with a focus on the following directions of technogenesis: a) formation of breakthrough directions of development of the “Human Variable of society”; b) ensuring the demand for innovative development; c) acquisition by society of a new development resource – “human-energy-informational plasma”; d) formation of a new “capital” mechanism – the mechanism of self-growth of the value of social life on the basis of the investment flow of human-energy-informational plasma.

PEDAGOGICAL PARTNERSHIP AS A PRIORITY OF MODERN PEDAGOGICAL EDUCATION

The pedagogical partnership as a priority of modern pedagogical education in assuring the quality of a modern teacher’s training is being characterized. The experience of the pedagogical collaboration of Ivan Ziaziun Institute of Pedagogical and Adult Education of the National Academy of Educational Sciences of Ukraine and Sumy Makarenko State Pedagogical University in the process of long-term creative, scientific, and educational cooperation are presented. The experiment’s results, carried out to improve the quality of philology teachers training and their professional development within the activities of Ukrainian Language and Literature Teachers Professional Development Resource Center, the research laboratories “Researcher's Academic Culture” and “Teacher-Philologist Mediaculture” of Sumy Makarenko State Pedagogical University, are summarized; the achievements in the implementation of researchers’ and teachers’ professional communication are characterized; the specifics of partnership interaction within educational projects are analyzed.

Peran Pelatihan dan Pengembangan Dalam Menciptakan Perilaku Kerja Yang Inovatif dan Efektifitas Organisasi

This research uses descriptive qualitative research by creating a simple model in the development of training to create innovative and effective work in the workplace. Innovation is the development of work according to the skills of its employees. If the thoughts and actions of employees are creative and innovative, then innovation emerges. The need for innovation arises when a person tries to do cognitive work that is not routine. Learning and development is very important among various development resource practices that help employees to continuously update the knowledge, skills and attitudes required for innovation. It is important for the Organization to focus on eliciting innovative behavior among its employees to enable innovation. Non-routine work helps employees to be innovative and understand the importance of being innovative and learn the skills that are prerequisites for innovative behavior. This conceptual model tries to explore how non-routine work is carried out effectively through innovative work behaviors.

The Legacy of Conflict: Reconstruction and Migration in the Aftermath of Civil War in Tajikistan

How do civil war and subsequent reconstruction efforts affect international migration? Although a wealth of evidence points to violent conflict’s effects on contemporaneous migration and although a rich body of literature examines development’s effects on migration, we know less about the intersection of conflict, development, and migration. This article examines the intersection of these factors nearly a decade after the 1992–1997 civil war in Tajikistan, combining data from the 2007 Tajikistan Living Standards Survey, the Uppsala Conflict Data Program, and original interviews. In a series of logistic regression models, I show that conflict fatalities do not have a direct effect on subsequent migration, while the number of years a district has had a development resource center directly increases the likelihood of migrating. However, the interaction between development and conflict is negative and significant. These findings suggest that conflict’s legacy does not directly impact the likelihood of respondents migrating but instead changes the nature of the relationship between development and migration. This finding illuminates conflict’s potential long-term consequences for migration and extends the migration-development nexus by addressing the role of conflict in the relationship between development and migration. In particular, it suggests that migration research in conflict-affected countries should incorporate measures of both conflict and development, even after a given conflict has ended.

Frequently Asked Questions on Goods and Works

This document aims to capture and disseminate knowledge on procurement procedures for projects financed by the Asian Development Bank (ADB). The questions and answers were compiled based on ADB’s experience and interactions with executing and implementing agencies over the years while reviewing procurement transactions of ADB-financed projects in India, and issues raised in procurement clinics and trainings organized by the India Resident Mission’s Capacity Development Resource Center. The document is designed to serve as a ready reckoner for ADB’s executing and implementing agencies, particularly the newer ones, and to guide them on procurement matters in their day-to-day operations.

Frequently Asked Questions on Consulting Services

This document aims to capture and disseminate knowledge on consultant selection procedures for projects financed by the Asian Development Bank (ADB). The materials were based on ADB’s experience and interactions with executing and implementing agencies over the years while reviewing consulting services transactions of ADB-financed projects in India, and issues raised in procurement clinics and trainings organized by the ADB India Resident Mission’s Capacity Development Resource Center. The document is designed to serve as a ready reckoner for ADB’s executing and implementing agencies, particularly the newer ones, and to guide them on procurement matters in their day-to-day operations.