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The author first notes that lawyers have traditionally played an important role in creating public policy, not only by creating the law, but also because of their political leadership. The author describes their role as “architects of democracy”. Law schools around the world have risen to the challenge of educating future leaders who understand the world around them. The author explores examples of activities and initiatives to better prepare future leaders: e.g., learning foreign law and international law, participating in foreign exchanges, as well as pro bono work, undertaking social initiatives. One major task of lawyers in modern society is the promotion of democracy and social leadership. The author claims that law schools need to prepare students for issues in contemporary democracies through practical, “experimental learning”. One useful example is an internship in a public institution. The author concludes that the cooperation between the University of Warsaw and the University of Florida Levin College of Law also provides an excellent example of educating future leaders through “experimental learning”, student exchanges and transnational law courses, so they can see the connection between their future careers and studies.
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This paper focuses on the analysis of an array of teaching methods and trends in legal education in the time of globalization. Globalization of laws as one of the effects of globalization provokes necessity of applying different legal systems to a lawyer potentially engaged in many branches and legal institutions. It implies comprehensive comparative methods in teaching which are to prepare qualified lawyers ready to dynamic changes of legal systems and to different methods of legal reasoning in their field. In such a process of education wide knowledge and skills are needed. Thus, narrowing legal education only to certain methods and domains makes graduates potentially unprepared for evolution and convergence of legal branches and institutions in contemporary world. It is, then, obviously needed to come back at least to some traditional background of legal education not only in legal dogmatic but in a wider (non-dogmatic) context of a teaching process in the school of law. In addition, however, education of a lawyer requires substantial legal practice, which is still insufficiently present in European university curricula.
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The author presents the position of forensic and investigative sciences within the framework of legal education at Polish universities. The paper confronts the traditional scope of the highly theoretical criminalistics/forensics courses with the modern and innovative hands-on workshops designed and successfully employed at the Faculty of Law and Administration, University of Warsaw. The educational project nicknamed “CSI: Warsaw” was designed in order to mitigate the pop-culture driven and unrealistic expectations of the general public towards the potential and effectiveness of the investigative sciences (an approach known as the “CSI Effect”). The practical course of crime scene analysis, evidence collection and interpretation became and instantly popular and sought-after part of the University of Warsaw curriculum. The paper describes the outline and structure of the course, providing the description of the students’ selection process, the nature of the highly realistic, hands-on and real-time exercises and their assessment, as well as the practical effects for the course graduates when they enter the job market in the legal and law-enforcement professions.
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This essay offers a philosophical reflection about the role and objectives of legal education, with special attention given to the role that comparative law, legal theory and legal history could play in legal education.The author argues that legal education should concentrate on transmitting not only the knowledge about the currently binding law, but most of all skills necessary for legal profession. He distinguishes between vocational and academic skills, and further argues that it is a mistake to believe that practitioners need only the previous, while scholars only the latter. On the contrary, academic skills, encompassing inter alia skills of explanation, systematization and of critical assessment, can be very valuable for practicing lawyers, both from their own, as well as societal point of view.Within those skills, methods of comparative law and legal history play a pivotal role. Comparative law enables lawyers to understand that a legal system could be constructed in another way, to understand characteristics of one’s own legal system better, and with the help of legal history explain why the law is the way it is. That, in consequence, proves valuable both in the global context of harmonization and approximation of laws, as well as national context of legal reform and reflection about law’s underlying values.
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The aim of the article is to present the chronology of activities that led to the emergence of the discipline “socio-economic geography and spatial management” in the new classification of science inPoland which is in force since 2018. It also presents positive and negative consequences of implementing thisclassification.
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The article is a set of reflections on the state of modern Polish socio-economic geography and spatial management, which now is a new, autonomous scientific discipline. As such together with other disciplines,since 2019 it has been operating on the new legal regulations. The historical aspect is supplemented by an assessmentof the conditions under which new regulation were introduced in 2019. The main part of the paperincludes a critical assessment of the state of this scientific discipline, with particular emphasis on the causes,both inherent in geography and in the external, legal conditions of its activity. The first include the lack of scientific discussion, authentic criticism, the collapse of scientific schools also intergenerational cooperation and the lack of theoretical and methodological knowledge of the young generation of geographers, and the second – the chase after high-impact publications (high metrics), didactic overload and material conditions of functioning.
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The article continues and broadens motives published by the author as a post-conference text ofa seminar organized by the Faculty of Geographic Sciences of the University of Łódź on 2 June 2015 (State,perspectives and strategy of socio-economic geography development in the next 15 years [until 2030. Intergenerational discussion]). Both the esteemed Jubilarian and the writer of these words participated in the discussion. More than 4 years have passed since then, during which there has been a governmental reform of science, as well as a certain generational change among geographers. The post-conference text presents, among other things, a conceptual and theoretical diagnosis, as a result of which a subject-methodological division of geography (geographical sciences) into physical, socioeconomic, humanistic and applied geography was proposed. The division was based on the fundamental differences between these sub-disciplines(treated so far in part as research directions or orientations), but also on the regularities of methodological and organizational development of other real sciences (physics, biology, chemistry, some social sciences).This article supports and broadens this point by addressing new opportunities for the expansion of geography and geographical sciences, related to the reforms of science in Poland. Among other things, an attempt has been made to answer the question whether and how, in the new institutional and organizational conditions,geography can be a ‘keystone’ and ‘catalyst’ for other scientific disciplines, dealing with the analysis of phenomena and processes in a geographical space.
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The aim of this paper is to identify the main drivers of highly skilled migration between regions. We argue that the spatial mobility of individuals should not be considered in terms of one-off displacements, but rather as a sequence of migration decisions within a certain time period. The important context of the research is provided by the economic transformation of Poland, accompanied by the growing demand for education, and the lack of well established patterns of graduate mobility. By applying multinomial logit modeling on a unique database of Polish graduates, we find that all the tested migration strategies can be explained in terms of structural factors, human capital characteristics or aspirations/capabilities related variables.
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The main aim of the text is to argue that a better understanding of education is possible if one identifies some epistemological cuts which are superposed to the difference between the Humboldtian and the entrepreneurial models of university: the one between transmission and learning; the difference between authority and reciprocity (with direct reference to the master-disciple relationship); and the difference between continuity and contingency of transmission. The central idea is that the optimal model of education is the dialogical one, understood as the openness to the voice of the other both from the part of the teacher and of the student.
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This research focuses on the regional research policy of the federal states. The paper analyses the existing academic research sources of the regional research policies and answers questions of the regions’s analysis. The methodology uses specific working papers essential for the European region’s and sources of the Austrian public administration. Concerning the empirical part, this paper uses qualitatively focussed structured guideline surveys. The research will facilitate discussions on aspects of methodological approaches to research, data capture and analysis, perceived research outcomes and contributions to the body of knowledge. Essential is the separation of subvention policy, which means the matter of distinct locational competition and it occurs the establishment of co-production within the regions to present itself mutual externally to persist in the global contest. The findings indicate that even through this concept for success is highly influenced by funding’s that are not very controllable by the regions, such as the federal states, and it is a positive prototype for prospective similar cases.
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Inclusive education in academia has become a key concept worldwide. Inclusion in the academic environment does not start from scratch but is based on the principles and measures applied since the levels of previous stages of education (school, middle school, high school) with their specific adaptation. In order to optimize the possibilities of access in university education, inclusive education in the previous stages of schooling remains essential, which should be complemented with effective transition strategies. In order to achieve an effective socio-educational inclusion, it is essential to have coherence and concordance between the educational policy and the education system, on the one hand, and the practical ways of achieving it on the other hand.
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Inclusive education in the Republic of Moldova is undergoing a qualitative transformation. Universities have the opportunity to direct their efforts to the competent construction of the educational process in this area. The process of formation of specialists in the field of inclusive education has ceased to be strictly academic in nature, the independent work of students has taken a clear shape, and the work of the tutor has intensified. The ongoing changes in the educational process in the context of inclusive education cannot but affect the effectiveness of the university learning process itself, as well as the development of the personality of each student and teacher. The psychological and pedagogical aspects of training specialists in the field of inclusive education, which require serious research, have been identified.
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The paper reviews and analyzes the factors influencing higher education public policy, and the impact of COVID-19 as a possible catalyst of change. The paper creates a definition of the public policy change and examines documents that carry public policy weight, assessing whether they represent changes in public policy which is a direct response to COVID-19. At the outset of the pandemic, the Bulgarian higher education sector was characterized by rigid accreditation standards, reliance on traditional forms of instruction, and poor use of technology and distance learning methods. The authors argue that the pandemic represents an unprecedented and currently underutilized window of opportunity for reforming the education sector and practices – especially where there does not seem to be political will or societal readiness to address – an opportunity that is currently not being utilized. The case is made that the pandemic can (and should) be used to provide the extra push to modernize educational models so that the sector emerges stronger and more resilient for the future.
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Financial literacy is becoming one of the key competencies in the 21st century. In its absence, it is virtually impossible to navigate the market for financial products and services and thus ensure financial stability throughout a whole life. This fact is all the more important given the threats arising from the effects of the pandemic crisis. Thanks to exhausted public budgets and the cooling of the economy, it can be expected that, despite strong regulation, there will be more aggressive sell practices on the market, to which financially literate people are more resilient. The aim of the study is to determine the level of financial literacy of academic youth from rural areas and to compare the results obtained with the level of financial literacy of young people from cities. The source of data used for analysis and inference was primary information obtained from own questionnaire research. To assess the level of financial literacy, the authors use an innovative metric, the personal finance index. In addition to overall success, this approach also makes it possible to analyze knowledge from the eight functional areas of financial literacy. By comparing the results in single areas, the authors reveal that risk management is Achyla’s heel of financial literacy. The authors focus on the differences in financial literacy according to the place of residence. The study explores inequalities in the single functional areas of financial literacy between the respondents living in the urban and rural areas.
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Franciszek Szumiński in an interview with Sebastian Duda and Katarzyna Jabłońska
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The article introduces and discusses a corpus-assisted study that sets out to identify and analyse how self-mention is employed in science communication associated with COVID-19 research disseminated to the general public by leading universities in the United Kingdom (the UK) and the United States of America (the USA). The corpus of the study is comprised of computer-mediated communication related to the COVID19 pandemic on the official websites of Johns Hopkins University (the USA) and University College London (the UK). The corpus was examined quantitatively for the presence of self-mentions, such as I, my, me, mine, myself, and we, our, ours, ourselves, and us. The results of the quantitative analysis indicated that computer-mediated communicative practices associated with COVID-19 discourse and communication by these scientific institutions exhibit similarities in terms of the use of self-mentions. However, in contrast to COVID-19-related discourse communicated by Johns Hopkins University, the self-mention I and its forms were used more liberally in COVID-19-related discourse and communication disseminated by University College London. These findings are further discussed in the article from the vantage point of the current Anglo-Saxon tradition of academic writing in English.
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This paper discusses how utility can be taught in undergraduate courses in microeconomics so that to illustrate total and marginal utility, the law of diminishing marginal utility, and consumer rationality. Diminishing marginal utility is essential in describing rational consumer behavior, overconsumption, and oversaturation to students of economics. We demonstrate a quadratic and a logarithmic total utility with the subsequent forms and shapes of marginal utility. From what it seems there is no contradiction between diminishing marginal utility in the univariate context of consuming one good and the indifference curve as the multivariate case of two goods consumed.
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The article discusses the issue of student volunteering. The first part discusses the theoretical background of the problem in the literature of the subject: the definitions of volunteering, sources of motivation, legal issues and qualifications and competences to the concept of volunteer role. The next part presents and discusses the results of our own research focused on the forms of volunteering carried out by students of special pedagogy.
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The article presents the results of research on the promotion of the sustainable fashion concept by Polish post-secondary and higher education institutions that offer fashion majors. The analysis included information on all institutions active in fashion design education in the 2019/2020 academic year and aimed to assess their involvement in education on sustainable fashion by examining the content of their official internet and social media sites. Universities and schools undertake diverse activities which may significantly contribute to the development of ecological awareness of future fashion designers and the general public. Factors that determine the practical possibilities of such schools to exert impact on attitudes to sustainable fashion include both their human resources and the presence of relevant supporting partners in the schools’ surroundings.
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