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The Faculty of International Relations of the University of Economics was established in 2000. It is the sixth faculty of the University of Economics. Its setting up in Bratislava had an objective reason in a growing need of highly qualified experts securing tasks of the Slovak Republic in an increasing intensity of its involvement as an independent subject in international political and international economic activities. Successfulness of pursuing Slovakia's interests in the given fields is besides others very much determined by erudition of cadres representing the country. Under current conditions of globalisation of sociological and economic processes of individual national economic entities and of solution of basic development tasks of the Slovak Republic the process of its involvement into world and European regional political and economic structures has a priority importance.
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V celej histórii Československa bol oficiálny proces zahraničnopolitického myslenia a rozhodovania, ako aj výkon zahraničnej služby sústredený v Prahe. Slováci, v prípade záujmu a schopností presadiť sa v oblasti zahraničnej politiky a medzinárodných vzťahov, sa preto prirodzene presúvali do hlavného mesta. Bratislava bola v zahraničnej politike, ako i v iných kľúčových oblastiach štátnej správy, odsúdená na úlohu provinčného mesta bez možnosti reálne ovplyvňovať chod udalostí. Zahraničnopolitické myslenie na Slovensku bolo kultivované v časti spoločenskovedných ústavov SAV a na niektorých univerzitných pracoviskách, avšak prakticky bez možnosti akokoľvek vstupovať do rozhodovacieho procesu. Situácia sa začala meniť až po spoločenských zmenách v roku 1989. Kľúčovým krokom v roku 1990 bolo zriadenie Ministerstva medzinárodných vzťahov Slovenskej republiky. Už v tomto období sa ukázalo, že z vyššie uvedených objektívnych dôvodov slovenská strana nedisponuje dostatočným počtom vhodných kandidátov z radov profesionálnych odborníkov potrebných na vyrovnanie existujúcej disproporcie, a preto do diplomacie vstúpil relatívne veľký počet osobností z iných odborných kruhov ovládajúcich jazyky a požívajúcich dôveru nových politických elít. Keď v roku 1992 slabla šanca na udržanie spoločného štátu, začal rásť počet prevažne mladých diplomatov a diplomatických elévov slovenského pôvodu, ktorí sa začali presúvať z Prahy do Bratislavy. Tento proces vyvrcholil dňom vzniku Slovenskej republiky, keď do Bratislavy prišla posledná skupina pracovníkov zahraničnej služby s federálnou skúsenosťou a desiatky diplomatov v tom čase pôsobiacich v zahraničí optovali pre Slovensko.
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The article is a reflection on historical-linguistic education in didactics of Polish language in Poland. On the one hand the author was inspired to take up this theme by headword of Congress of Historical Linguists, ie. „Historical Linguistics – Protecting the Future, Respecting the Past” (Katowice, 13–15 April 2016). On the other hand an inspiration of this elaboration was a book „Signs of memory” edited by Maciej Grochowski and Zofia Zaron dedicated to the great Polish linguists of the second half of the twentieth century. The author shares her insights on historical-linguistic education at the academic level, noting the need to strengthen master – student relationship. In addition she discusses the method of tutoring which is based on individual cooperation between master (tutor) and his/her student. Moreover she indicates a few possibilities of using this method in historical-linguistic education with students.
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Ewa Oronowicz-Kida and Agnieszka Myszka try to answer a question whether knowledge about the history of language may be interesting for former grammar school pupils. The authors analyse the position of historical and language issues in the national curriculum at all levels of school education and use a questionnaire to check knowledge of former secondary school pupils in this respect. An analysis of questionnaires leads us to conclusion that recent secondary school graduates know selected issues from the history of language, but they lack any knowledge about historical grammar. However, young people see in contemporary Polish language certain phenomena resulting from development of language that they would like to have explained. The authors are of the opinion that, at the level of university education, you cannot resign from relaying at least basic knowledge about mechanisms of language development, however, it should be done in close connection with an analysis of literature and culture.
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Two volume set of „Selected Essays on the History of Polish Language” edited by Marek Cybulski was published by the University of Łódź Publishing House in 2015. This edition compiles texts ranging from the oldest ones such as „Bulla gnieźnieńska” („Bull of Gniezno”) to those from the first decades of the 21st century. They are presented in the chronological order and arranged in such a way that one can easily compare them according to the theme, style and literary genre. The article presents the possibilities of using this edition in university teachings, for example by showing the formation of genres (e.g. advertising) or by exposing influence of pragmatic factors on linguistic layer of the text.
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We have to share with regret that on August 5, 2016, Professor Bogdan Bogdanov, President and founder of New Bulgarian University has left us. He was an impressive scientist with rich literary heritage. Prof. Bogdanov was a great visionary. In the years of transition from totalitarian regimeto democracy he was not wasting his time in vain politics, but rather put all his energy and made tremendous efforts in building higher education institution of a completely new type. He build a space to develop and share talent, knowledge and making. Let him rest in peace!
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After liberation of Belgrade in October 1944 the State, Party and University organs launched efforts to renew the Belgrade University, to enroll students and to start lectures. Already in November 1944 the Commission for the Renewal of the University was set up that spearheaded the renewal and preparations for resumption of work until the regular University and faculties’ organs were established in August 1945. The Commission devoted most of its time to establishing material damages the University had suffered during the war, reconstruction of buildings, putting rooms in order and acquisition of accessories and furniture, so as to enable the faculties to resume normal functioning. The teaching staff also took part in the renewal of the University. Some professors made a broader contribution to the fortification of the new government and the development of the state. On the other hand, due to the revolutionary fervor, part of the teaching staff was punished for their behavior during the enemy occupation: by the end of 1944 four were shot, whereas 37 were dismissed from the University by the decision of the Court of Honor in May 1945. In summer of 1945 the revision of the exams passed and diplomas acquired during the war was undertaken, as well as the strict control of the future students, so as to prevent the enrollment of the “politically undesirable” ones. After the enrollment had taken place, eight faculties started lectures in December 1945. This was the end of the one-year long initial renewal of the University. Among other things, ideological and political aims and the place and the role of the University in the dawning “New Age” were defined in this period.
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Teaching and research work in geography at the University of Belgrade had a long tradition and relied on the work of Jovan Cvijić at the end of the 19th and the early 20th century and his disciples and followers in the interwar period and during the first decades after the World War II. Apart from the need to overcome the war damage, new political and socio-economic circumstances resulting from the arrival of the Communist Party to power and the implementation of revolutionary changes had an important influence on the development of the geography teaching after the World War II. The new conditions, along with the steady progress of scientific knowledge, contributed to the frequent changes in curricula and teaching organization. The holders of the teaching and scientific research, international cooperation and the creation of new cadres of geography were still disciples of Jovan Cvijić (Borivoje Ž. Milojević 1885–1967, Petar Jovanović 1893–1957, Vojislav Radovanović 1894–1957, Sima Milojević 1894–1969) who by the end of the 50’s died or retired and were replaced by younger geographers. The life and work of teachers after the war was under the strict supervision of the party organization, which followed their positions and during the 50’s it even interfered in solving their personal conflicts.
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The migration of young, well-educated Turkish academics from Germany to their parents’ home country has become a stronger focus for the integration debate in recent years. The problem appears particularly through the fact that structurally well integrated Turkish migrants of the second and third generation, who are multilingual and intercultural focused, leave Germany voluntarily and thus their work capacity is consequently lost in Germany. As motifs for migration, unfavorable chances of success in career are often mentioned, which are associated with a disadvantage and discrimination in employment and furthermore are accompanied by social exclusion mechanisms (Griese, & Sievers, 2010, Sezer, & Dağlar, 2009). Many of them do not feel being fully accepted in Germany and therefore they leave the country to move to Turkey, where they can expeditiously become successful in their careers using their professional qualifications acquired in Germany (Alkan, 2011). The migration can thus be interpreted as an averting from the German society as well as an evidence of a lack of integration and a failed integration policy, because despite the fact that these individuals were born and grew up in Germany and went through the German education system, they desire to leave the country (Aydın, 2012).
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The conflict in Syria has forced many Syrians to leave their country and seek asylum mainly in other neighbouring countries including Turkey. Starting with 2011, Turkey has been a host for many Syrian refugees and the number is still continuing to increase. According to the most up-to-date statistics released by the Directorate General of Migration Management, as of December 2017, there are 3,400,195 Syrian refugees are registered in Turkey (DGMM, 2017). This huge influx of Syrian refugees has created some social discomfort and unrest among local Turkish people and many professions have been affected by these negative connotations associated with Syrian refugees. Social workers, who closely work with the Syrian refugee population are also amongst those who are negatively affected.
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In today’s world of information technologies (IT) and digital connectivity cyber risk is considered inevitable for all organizations and effective cybersecurity management is crucial for all. The aim of this paper is to outline the role of accountants in the process of cybersecurity management in modernorganizations. This paper argues that to benefit cybersecurity risk management, accounting needs to reform its higher education model. The first section describes the nature and the stages of cybersecurity management. The second section explores the competencies needed by the next generation ofcybersecurity professionals. The third section discusses the potential of the accounting profession to add value in the process of cybersecurity management as well as its implications for reforming accounting higher education. The paper concludes with a call for a balanced commitment to both students’ personal and professional development, which appears to be crucial for the future of accounting graduates, for the role of the profession in modern society as well as for the welfare of the society itself.
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The focus of this paper is on the specific thematic aspect of the author's lecture course on Ethnomusicology among the Ethnology specialty disciplines at the Paisiy Hilendarski University of Plovdiv. The conceptual contribution of Prof. Todor Iv. Zhivkov to the systematic development of the teaching program for this university specialty is highlighted. Teaching ethnologists Ethnomusicology focuses on the most recent and up-to-date scientific progress in this area related to the anthropological approach to music. In the course of education, the students create competences for recognition, observation, and analysis of the ways of expressing basic parameters of culture through the music. The mechanisms and the meaning of the musical activities in a particular type of culture (the traditional one) and in the contemporary events of musical cultural inheritance are outlined.
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This research examines one unusual perspective towards the preservation of the cultural heritage through the Bulgarian educational system. It traces the possible mechanisms for inheritance and identification, that relate to the opportunity given to the children to get to know their roots (through fieldwork expeditions), to preserve the knowledge of their own ethnic community (and to become its heralds) and to pass it on to their coevals. The article examines the fact whether it is possible to give an opportunity to familiarise the children with their ethnicity, to preserve their knowledge of it and become heralds of the folklore knowledge, through projects in the realm of education. This research presents one practical attempt in the village of Asparuhovo, to find the answer of the above question. It reviews how the folklore is present in the "Asparuhovo - Future of the Folklore World" school project, what environment it creates, what it means for the participants and how important is it in the educational process. It defends the proposition, that after taking part in it the students change their understanding of the ethnic knowledge and have a basis for a different type of identification.
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This paper presents the formal dimensions, criteria and possible construction stages in the development of the professional competence of a tourist guide. The first stage - primary professional competence, focuses on professional orientation and acquired professional training and education. The second stage - secondary professional competence, refers to the practical implementation of the tour guide profession, increasing the basic training and additional postgraduate qualification.
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The ability to choose, find and use information in today's internet society learns early years of the young digital generation. For this family, school and society are responsible for education and culture of the younger generation in an electronic environment where the world is seen on the computer screen or other electronic device. Education must be adapted to their thinking and perception of knowledge. At the same time to build a thinking person in today's online environment needed clear criteria for e-learning and access to electronic information.
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The theme focuses on the social dialogue and his main forms – collective bargaining – as an opportunity to realize better education and professional qualification of the human resources. Based on the current review of the status, issues and good practices in the sector and existing sectoral and collective agreements, accept the necessary changes. Are suggested steps to promote the relations between business, education, social partners, etc., aimed at forming a modern corporate policies and strategies for education and qualification.
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We have placed our understanding of knowledge society between the conception of seeing it as a real existing society and the conception of the ideal society we strive for. In the context of knowledge society, the responses of education and training to the needs arising from the influence of contemporary characteristics of the world of work have been considered. The analysis shows that, in parallel with the changes in the world of work, there are also changes occurring in education, that is, the creation of education and training inherent in knowledge society occurs through the process of meeting the needs for learning and knowledge.
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