relating to the high arts, making “culture” an acquired knowledge or skill, another is an anthropological/scientific framing, in which “culture” is seen as the social practices of a group. There is a further expansion of the anthropological approach, where one culture is seen as having no superior value over another. It is noted by some that “culture is complex, ambivalent, and contested” ( Hesmondhalgh and Saha 2013 : 188). The way we understand the term “culture” can be influenced by our own values, social position, education, gender, race and identity. Thus, the term
The United States, as a leading world power, has to face China – an emerging powerful rival. The potential of both states’ power is measured by universal indicators. On a military level, these indicators are: military expenditure, soldiers/reserve/soldiers abroad, offensive weapons, nuclear warheads.
On an economic level: GDP value, reserve currency/public debt to GNP, direct investment home and abroad. With regard soft power, six categories have been taken into consideration: diplomacy, socio-political, socioeconomic, education, high and popular culture. All of the three researched levels were correlated with both states’ political system specificity and the character of the international arena’s relations. It allowed for the assessment of the current levels of both states’ power as well as their future prospects.
Books, New York (NY).
Friedland R.P., Fritsch T., Smith K. et al. (2000). Participation in nonoccupational activities in midlife is protective against the development of Alzheimer’s disease: Results from a case-control study, Neurology, 54, 3, p. A360.
Havigurst R. J. (1948). Developmental Task and Education, McKay Co., New York (NY) WHO, (2002). Reducing Risks Promotion Healthy Life, World Health Organisation, Geneva.
https://www.who.int/ageing/healthy-ageing/en/consulted on September 2019
and mental health services. The current system in the Czech Republic for negotiating agreements between insurance companies and providers can be continued as a supplement to such legislative mandates, rather than as a substitute for it.
Workforce Development. Each nation can benefit from an examination of gaps in its education, training, regulation (certification and licensure), and compensation of the various core mental health professions, most notably, psychiatric nursing, psychology, psychiatry, and clinical social work. No single profession can possibly meet
Nestor Shpak, Nazar Podolchak, Veronika Karkovska and Wlodzimierz Sroka
The modern development of society is characterized by large-scale transformation processes, which are applied to all spheres of activity ( Kliestikova et al., 2018 ). Therefore, to ensure accessibility and equal opportunities and the professional development of public servants, one has to create and dictate completely different requirements for training civil service employees ( Nagy et al., 2018 ; Oláh et al, 2019 ). It is clear that today, in order to ensure effective reform of the system of public administration, one of the most important
://www.hurriyet.com.tr/yazarlar/sedat-ergin/brunson-iddianamesi-davanin-ana-sanigi-brunson-mu-yoksa-abd-istihbarati-mi-40925107 Accessed on 23.02.2019.
Ethical Journalism Network, (2017). The 5 Principles of Ethical Journalism. From EJN: https://ethicaljournalismnetwork.org/who-we-are/5-principles-of-journalism Accessed on 14.11.2018.
European Commission Report, (12 March, 2018). Final report of the High Level group on Fake News and Online Disinformation, From: https://ec.europa.eu/digital-single-market/en/news/final-report-high-level-expert-group-fake-news-and-online-disinformation Accessed on 30.11.2018.
Farkas, J. and Schou, J. (2018), “Fake News as a Floating
, such as deepening one’s intercultural understandings and/or developing one’s capacities to work within an equitable and social justice-based framework.
In addition to ‘curriculum’ and classroom-based initiatives, educationsystems need to also be challenged in terms of their institutional governance, pedagogical arrangements and openness to their social environments. To this end, a critical global citizenship approach within education should also consider the following: (i) extracurricular activities, non-formal education experiences as well as alternative learning