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and Philosophy: From Methodology to Ethics. Warsaw: Wydawnictwo BK. Kretchmar, R. S. (2005). Ethics, Value Choices, and the Good Life. In Practical Philosophy of Sport and Physical Activity. Champaign, IL: Human Kinetics. Li-Hong (Leo), Hsu (2005). Revisiting Fair Play: Cheating, the ‘Good Foul’ and Sport Rules. Academic Supplement of Fair Play! The Official Publication of the European Fair Play Movement , 4. Loland, S. (2002). Fair play: historical anachronism or topical ideal. In M. J. McNamee, J. Perry (Eds.) Ethics & Sport. London and New York: Spon Press

(1959c): Prognostic. In: Hippocrates , vol. II, trans. W. H. S. Jones. London: William Heinemann Ltd. & Cambridge, MA: Harvard University Press, pp. 1–56. HIPPOCRATES (1959d): Regimen in acute diseases. In: Hippocrates , vol. II, trans. W. H. S. Jones. London: William Heinemann Ltd. & Cambridge, MA: Harvard University Press, pp. 57–126. KUŘE, J. (2011): Good death within its historical context and as a contemporary challenge: A philosophical clarification of the concept of “Euthanasia”. In: J. Kuře (ed.): Euthanasia: The “good death” controversy in humans and

Methodology to Ethics. Warsaw: Wydawnictwo BK. Kretchmar, R. S. (2005). Ethics, Value Choices, and the Good Life. In Practical Philosophy of Sport and Physical Activity. Champaign, IL: Human Kinetics. Li-Hong (Leo), Hsu (2005). Revisiting Fair Play: Cheating, the ‘Good Foul’ and Sport Rules. Academic Supplement of Fair Play! The Official Publication of the European Fair Play Movement, 4. Loland, S. (2002). Fair Play: historical anachronism or topical ideal. In M. J. McNamee, J. Perry (Eds.) Ethics & Sport. London and New York: Spon Press. Taylor & Francis Group. Loland, S

Abstract

The paper attempts to indicate the potential of using the category of common good for the interpretation of everyday school reality. This has facilitated an initial over­view of the heterogeneous, often contradictory nature of school relationship as well as relationships between school and broadly understood environment, and has made it possible to reflect on school culture, i.e. its internal and external precondi­tions for functioning.

Code of Good Administrative Behaviour.” OJ EU, C 285 / 03, 5-9. Available at http://eur-lex.europa.eu/Lex-UriServ/LexUriServ.do?uri=OJ:C:2011:285:FULL:EN:PDF (last accessed 25 February 2012). European Ombudsman. 2005. The European Code of Good Administrative Behaviour . Luxembourg: Publications Office of the European Union. Available at http://www.ombudsman.europa.eu/code/pdf/sl/code2005_sl.pdf (last accessed 10 March 2012). Godec, R. (ed.). 1993. Upravni zbornik [Administrative Proceedings]. Ljubljana: Institute of Public Administration. Harlow, C. and R

References ABDELATIFF, A.M. (2003). Good Governance and its relationship to democracy and economic development, [online]. 2003 [cit. 2019-07-22]. Available at: ftp://pogar.org/LocalUser/pogarp/governance/aa/goodgov.pdf ACEMOGLU, D., ROBINSON, J. (2010). Why Nations Fail: The Origins of Power, Prosperity, and Power. New York: Crown Business. AGERE, S. (2000). Promoting Good Governance: Principles, Practices and Perspectives, Managing the Public Service: Strategies for Improvement, No. 11, [online]. Commonwealth Secretariat, London. 2000 [cit. 2019

) = c. If f is differentiable, then T α ( f ) ( t ) = t 1 − α df ( t ) dt {T_\alpha }(f)(t) = {t^{1 - \alpha }}\frac{{df(t)}}{{dt}} . 2 Fractional Bad–Good Modified Boussinesq Equations In the 1870s, the Boussinesq equation [3] was first introduced by Joseph Boussinesq. This equation corresponds to the shallow water wave model that arises narrow channels and coastlines. This equation has been used to describe the motions of long waves in shallow water under gravity forces. Subsequently, it was applied to many other areas of mathematical physics dealing with wave

issue; however, the problem is still arising ( Richardson 2007 ). The good-to-great concept is proposed as a novel approach for addressing the issue of gap of workforce skills. It is applied successfully in different fields of business; yet, it has never been applied within the construction industry and ADFs ( Sokkar et al. 2017 ) which are characterized by less developed industrial base, low-income per capita and living standards, low education level and human development index, poor access to clean drinking water and sanitation facilities, high levels of pollution

implement good governance is appearing increasingly often in studies on local development. The idea of good governance presupposes the use of various forms and tools of civic participation and a diversity of participants in the process of co-management. Citizens’ control (through transparency and accountability), openness, participation, efficiency and effectiveness in the exercise of power are the key principles of the “governance” approach in public sector management ( Commission..., 2001 ). Since the first application in 1992 of the concept of “good governance” by the

Abstract

Our study aims to provide a global picture of good sustainable practices and initiatives in the field of Technical and Vocational Education and Training (TVET). In order to outline the major positive practices worldwide, a document analysis was performed on international relevant documents (reports, academic studies, guides, rules and regulations, work papers). This method was complemented by discussions with local representatives of school administration, who provided specific evidence on curricular and extracurricular activities conducted locally. Our findings confirm that various sustainable initiatives in TVET took place at an international level, mostly involving multiple stakeholders in the public sector, private sector and civil society. However, it is difficult to assess the effectiveness of these initiatives due to the unequal cooperation of several countries in responding to the UNESCO questionnaires, and to the targets they address. Many of the initiatives outlined in our study appear to have a strong cultural and ethnical dimension. The organization of such examples of good practices according to the different types of learning systems (formal, non-formal and informal education) provides a large framework for different Education actors at international, national and local level, allowing them to inspire when making policies decisions to integrate Sustainable Development in Technical educational courses.