Using Web technologies in two MLS environments: a security analysis

Author(s):  
R.E. Niemeyer
Author(s):  
Yu.M. Sklyarova ◽  
I.Yu. Sklyarov ◽  
E.N. Lapina

2020 ◽  
Vol 10 (5) ◽  
pp. 43-49
Author(s):  
MARINA MARKHGEYM ◽  
◽  
ANNA BEZUGLAYA

The article presents the author’s analysis of constitutional texts, regulations and analytical materials of the countries of the Commonwealth of Independent States in order to consolidate in them the consolidated powers of the chambers of parliaments associated with the implementation of food security. Analysis of legal acts of the studied group of states showed that the sphere of food security (as part of the agrarian and food sphere/function) is one of the eventual spheres of interaction between the chambers of parliament. In the course of the study, two approaches of states to the formalization of provisions related to food security in constitutional texts were identified. The first approach is to consolidate norms that indirectly affect the field of food security (Belarus, Kazakhstan, Russia); the second - in the absence of such provisions (Tajikistan and Uzbekistan). It has been established that the interaction of the chambers of parliaments in the field of food security is implemented through the adoption of laws, as well as through various parliamentary events (parliamentary hearings, round tables, seminars, meetings, etc.). It is concluded that the available options for interaction between the chambers of parliaments of states in the field of food security reflect their independent approaches, which are developed on the basis of legal doctrine and practice.


Informatica ◽  
2015 ◽  
Vol 26 (2) ◽  
pp. 221-240 ◽  
Author(s):  
Valentina Dagienė ◽  
Daina Gudonienė ◽  
Renata Burbaitė

2010 ◽  
Vol 69 (7) ◽  
pp. 629-638
Author(s):  
J. Sisniega-Gonzalez ◽  
E. Aguirre-Anaya ◽  
Mariko Nakano-Miyatake ◽  
Hector Manuel Perez-Meana

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Greig Krull ◽  
Brenda Mallinson

Higher Education Institutions (HEIs) in Africa face the challenge of responding to the expanding demand for tertiary education while maintaining or enhancing the quality of their course offerings. This has led to some HEIs introducing interactive web technologies to support their distance teaching and learning practices. However, academic staff at these institutions may struggle to provide sufficient support to online learners in part due to inadequate staff capacity in terms of familiarity with and use of online communication tools. This paper reports the practical experiences of building academic staff capacity within three southern Africa institutions, in order to initiate skills development and introduce foundational concepts in support of engaging online learners. The design of the course material is discussed and the experiences of the facilitators and participants are examined.


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