Influence of cooperative ideologies on the origin of credit societies in Russia

The aim of the research was to examine the influence of cooperative ideologies on the origin of credit societies in Russia. The emergence of a legal framework for consumer and, later, credit cooperation in Russia came in two ways. The first formal credit union was established in 1831 by Russian military officers banished to Siberia after the December 1825 revolt. Other cooperatives were organized in a Western model by enthusiasts from the wealthy strata. Later, the history of cooperation in consumer credit before the revolution in Russia can be divided into three stages: first, 1831-1860 (before the peasant reform); second, 1861-1904 (after the peasant reform); and third, 1905-1917 (adoption of government regulations on cooperation). To solve the objective set, the authors used the documentary method close to the historical method. It is concluded that analysis of the preconditions of the first cooperative organizations in Russia shows that there were some known forms of primitive cooperation or pre-cooperation over the centuries.

Blame-game politics: Re-evaluating incongruent leprosy and COVID-19 policies in the Old Testament and Nigerian societies

History is rife with political actors framing policies to absolve themselves from blame. Such policies seem integral to governance. Studies have shown how the outbreak of diseases triggers policy changes from different governments, especially during the present day coronavirus disease 2019 (COVID-19) pandemic. The ‘Old Testament (OT) leprosy’, particularly as found in Leviticus 13 and 14, prompted incongruent policies that occasioned the victimisation and destruction of suspected lepers’ houses. Similarly, some who breached the COVID-19 lockdown protocols in Nigeria were tortured, victimised or killed. Investigations on these overbearing regulations are linked to ignorance and autocracy on the part of policy formulators and implementers. There has likely not yet been any study examining this phenomenon from the purview of blame-game politics resulting from poor leadership decisions. This work, therefore, reviewed the government’s policy response to leprosy in the OT and the Nigerian government’s response to COVID-19 lockdown regulations with the view to assess their suitability in their specific contexts. The texts of Leviticus 13 and 14 were examined through the analytical principles of hermeneutics. Documentary method of research was also used to interpret other secondary data to draw relations between the two governments’ shifting of responsibilities and victimisation of citizens, both in the OT and Nigerian societies.Intradisciplinary and or interdisciplinary implications: This research drew on the theories in philosophy, ethics, political science, psychology and sociology. The findings indicated that policy formulators and or implementers employed blame-game constructs as response to leprosy and COVID-19 both in OT and contemporary Nigerian society, respectively.

The Framework of Action for Teachers in Integration Classes at Secondary Level on the Example of Reading/Writing Difficulties – A (Re-) Constructionist Educational Research

Background: Reading/writing difficulties are embedded in a broad discourse that is related to dyslexia. Therefore, this discourse serves as the basis for the presented study. Because of the results from the scientific community, one of the questions of this study is of possible interdependencies or differences to the pedagogical discourse of teachers. Teachers in Austria, where the study was conducted, are confronted with those scientific findings. The term reading/writing difficulties in the Austrian context refers to the criticism of the discrepancy criterion and is used there in the pedagogical context. Furthermore, this contribution assumes that teachers construct their framework of action. Linked to this is an epistemological perspective on social constructivism. Aim: The aim of this piece of research is to reconstruct the framework of action for teachers in integration classes at secondary level. In integration classes in Austria can teach up to three teachers. In this context, the question arises as to how these human resources are used by three teachers (teacher for German, the special education needs teacher and the support teacher) regarding reading/writing difficulties. Methodology: Methodologically, the work is based on reconstructive social research according to Bohnsack. Associated with this is theory formation from the data material. The narrative-based interviews (n=8) were evaluated using the documentary method. The reconstructed action framework enables a differentiated presentation of the orientations and options for action of teachers in integration classes at secondary level. Results: In conclusion, different options of action in connection with difficulties in reading/writing are discussed due to the orientation framework. Regarding the question of possible interdependencies or differences to the pedagogical discourse of teachers, the study shows that the statements made by the teachers are only partially compatible with current findings of the scientific discourse.

Towards collective action in conflict resolution on environmental impacts due to coal mining in Indonesia

The Indonesian government has formally determined large-scale coal production to meet economic initiatives. This study uses the documentary method. The study found that coal mining activity has both positive and negative impacts. Coal mining creates environmental damage resulting in conflicts and advantaged and disadvantaged groups. The conflict resolution approach tends to be partial and has not resolved the problems associated with coal mining because the community tends to be victimized. Taking a participatory and inclusive collective action approach is essential to mitigate challenges coal mining entails because environmental problems require diverse stakeholders’ involvement. The commitment of coal mining entrepreneurs and the government’s concrete actions to minimize the negative impacts of coal mining cannot be further delayed which are to ensure the sustainability of Indonesia’s resources, human life, and the natural environment.

Achievements of female athletes in different disciplines of ketlebell lifting at the present stage

The article is devoted to the study of the current state of female athletes’ training in ketlebell lifting. The dynamics of fulfillment of standards of the master of sports of Ukraine by female athletes in all disciplines of ketlebell lifting in the period from 2016 to 2021 is analyzed. Female athletes (women aged 18-35 years) of national teams of regions of Ukraine in weight categories up to 58 kg, up to 63 kg, up to 68 kg and over 68 kg took part in the study. The protocols of the championships of Ukraine for the specified period were analyzed. Research methods: theoretical analysis and generalization of scientific and methodical literature and documentary method (study of competition protocols). It was found that in the snatch for the period under study the standard of the master of sports obeyed only three athletes, but in the jerk and long cycle no one female athletes have not fulfill the standarts. In addition, in a snatch with an arbitrary change of hands for 12 minutes (R-12), which was introduced in 2019 to attract more women to ketlebell lifting and popularize ketlebell lifting among women, in three years the standard of master of sports obeyed 27 female athletes. This allows us to say that at the present stage of development of ketlebell lifting there is a high level of preparedness of female athletes in the discipline of R-12 and the popularity of exercises with ketlebells among women. The need to improve the training process of female athletes in other disciplines of ketlebell lifting was also confirmed.

Enfoque de derechos humanos, garantía y políticas públicas

El presente trabajo estudia al Enfoque de Derechos Humanos a partir de sus mecanismos de garantía, dentro de los cuales hallamos a las políticas públicas. Es un estudio cualitativo que aplica el método documental, a través del cual se concluye que el Enfoque antes citado representa un elemento transformador y un avance de carácter sustancial para la construcción de los programas de política pública, en tanto que pone como centro del diseño, implementación y evaluación de los mismos a los derechos humanos y a las personas como sus titulares, poniendo énfasis en las obligaciones que los Estados han adquirido con la firma y ratificación de tratados internacionales, de tal manera que las políticas públicas se desarrollan como medios o mecanismos de satisfacción de derechos, y no solo como mecanismos para la solución de problemas. Human rights approach, guarantee and public policies. Concepts and theory The objective of this work is to analyze the Human Rights Approach from the concepts of guarantee and public policies. The above to identify its most important elements, actors, as well as the process of linking with public policy. It is a qualitative study that applies the documentary method. It is concluded that the Human Rights Approach is a transforming element of development practices and a form of vindication of second and third generation rights. It represents an advance in the construction of public policy programs, as it puts human rights and people as their holders at the center of their design, implementation and evaluation, in addition to representing a substantive contribution to the contents of public policies that emphasize state obligations, in such a way that public policies are developed as means or mechanisms to guarantee the satisfaction of rights, and not only as mechanisms for solving problems. Keywords: Human Rights Approach; Guarantee; Public Policies.

The Comparison of Lexical Collocations in English Textbooks Used in Indonesia

Teaching collocations becomes very important for ESL/EFL students to achieve language fluency since the students spend a great amount of time interacting with their textbooks. This study aims to investigate the comparison of lexical collocations used in two textbooks used regularly in senior high school level in Semarang namely Aim High Student’s Book 1 and Bahasa Inggris Kelas X. This study applied descriptive qualitative method. The documentary method was used in collecting the data. The data were analyzed based on collocation theories proposed by Benson, et al. (1997) and Lea (2002). The result showed that there were three similarities found regarding the lexical collocation occurrence in all parts of the textbooks, the highest frequency of the lexical collocations occurrence in the exercise part of the textbooks, and the highest frequency of the types of lexical collocations in the textbooks. Meanwhile, there are three differences found regarding the number of lexical collocation frequency in each textbook, the order in using lexical collocations from the highest to the lowest frequency, and the way the authors of the textbooks in introducing and teaching lexical collocations to the students. Furthermore, it was also found that Bahasa Inggris Kelas X produced some inaccurate lexical collocations.

Mit Aufgaben im inklusiven Mathematikunterricht professionell umgehen - Erkenntnisse einer Interviewstudie mit Lehrpersonen der Sekundarstufe

Der Beitrag legt Befunde einer interdisziplinär angelegten qualitativen Studie mit angehenden und erfahrenen Lehrpersonen dar, wobei im vorliegenden Beitrag spezifisch die Expertise in Bezug zum Gegenstand Aufgaben fokussiert wird. Um diese zugänglich zu machen, wurden in unserer Studie Expert*innen und Noviz*innen mit erzählgenerierenden Interviews befragt, die in einer Triangulation von qualitativer Inhaltsanalyse und dokumentarischer Methode ausgewertet wurden. Die Ergebnisse zum Interviewgegenstand Aufgaben zeichnen ein heterogenes Bild der Orientierungen, die vor allem die Spannungsfelder inklusionspädagogisch-fachlichen Handelns unter sekundarstufenspezifischen strukturellen Rahmenbedingungen sichtbar machen. Aus den Erkenntnissen werden Folgerungen für die universitäre Bildung abgeleitet. Abstract The paper presents the findings of an interdisciplinary qualitative interview study with prospective and experienced teachers, whereby the focus of the present paper is on the expertise in relation to the subject tasks. In order to make these accessible, our study questioned experts and novices with narrative-generating interviews, which were evaluated in a triangulation of qualitative content analysis and documentary method. The results of the interviews about the subject tasks draw a heterogeneous picture. This concerns both the explicitness of the interweaving and the visible orientations towards inclusive teaching, which make the areas of tension between pedagogical and professional action under the structural, administrative framework conditions visible. Conclusions for university teaching with prospective teachers will be derived from the findings.

Good practices, in educational inclusion experiences in a Higher Education Dependence

The Academic Body of Academic-Administrative Management of an Engineering Higher Education Unit studied school trajectories to contribute to school success in a group of students who a specialized institution warned that their prognosis of permanence in training as engineers was reserved. This study is oriented towards the inclusion of quality members of the Collegiate Corps who undertook the task of preventing their desertion, analyzing each case with the support of academic advice and tutorials. They were presented with various factors that influenced their career transition during this period, from school procedures, special programs, study habits, teaching methods, pandemics, etc. The satisfactory results are shown through a descriptive, historical-logical, documentary method, highlighting that 40% were favorable when they managed to conclude their higher education studies within their academic training.

Umgangsweisen mit den Schulschließungen und dem ‚Homeschooling‘ im Kontext der Corona-Pandemie – Orientierungen von Schulleitungen inklusiver Grundschulen zum Lernen auf Distanz

Das mit Inklusion verbundene Ziel der Partizipation von allen Kindern an Lern- und Bildungsprozessen wurde im Kontext des durch die Corona-Pandemie notwendig gewordenen Lernen auf Distanz bzw. ‚Homeschooling‘ erheblich auf die Probe gestellt. Im Beitrag wird der Frage nachgegangen, wie inklusive Grundschulen mit den Herausforderungen der Schul-schließungen und der Unterbrechung des gemeinsamen Unterrichts umgehen. Dazu werden erste Ergebnisse aus einer qualitativ-empirischen Studie zu „Inklusions- und Exklusions-prozessen an Grundschulen während der Corona-Zeit“ vorgestellt: In zwei Fallbeispielen werden die Erfahrungen von Schulleitungen mit den Schulschließungen und dem Lernen zuhause dokumentarisch-methodisch rekonstruiert. Die Schulleitungen werden hierbei als zentrale Repräsentanz ihrer Schule betrachtet, sodass die Rekonstruktion des institutionellen, schulkulturellen Orientierungsrahmens, also der verinnerlichten Handlungs- und Deutungs-muster der Schule im Vordergrund steht. Die Ergebnisse weisen darauf hin, dass die Schulen zuerst organisations- und kommunikationsbezogene Herausforderungen wahrgenommen und erst in einem zweiten und dritten Schritt die lern- und leistungsbezogene Teilhabe der Schüler*innen und die Bereitstellung von differenziellen Lernangeboten als zentrale Aufgabe betrachtet haben. Abschließend werden aktuelle Herausforderungen der Schaffung von inklusiven Lerngelegenheiten im Kontext der Corona-Pandemie diskutiert. Abstract The general aim of inclusion to facilitate learning participation of all children has been enormously challenged by homeschooling and distance learning during the coronavirus lockdown. In this paper, the question of how primary schools deal with the challenges of the school lockdown and how they promote participation of all children during this period of time will be elaborated. Based on the qualitative study „Processes of Inclusion and Exclusion on Primary Schools during the Coronavirus Pandemic“ two case studies of schools will be discussed. Therein, school principals report on their experiences with the lockdown and homeschooling. Their statements will be analysed with the Documentary Method. Considering the school principals as the key representatives of their school, the focus is on analysing the school cultural orientation frame. The results highlight that schools are mainly handling with challenges in organising the general learning process and communicating with students. Hence, learning participation is considered being important after having managed these requirements. Based on the results, general challenges of inclusive learning contexts, especially with regard to distance learning, will be discussed.