On the Informed Principal Model with Common Values

The Faculty of Pedagogy at Trakia University prepares students from different ethnic groups and students who are a part of the Erasmus+ exchange program. This intercultural environment reveals the opportunities for establishing common values in an intercultural learning environment through a broad intercommunication symbiosis. In an intercultural pedagogical interaction, students are given the opportunity to express their identity through the visualization of ideas, attitudes and thoughts. Art texts are used to introduce students to the traditional values of the unknown ethnicity and nationality as well as solving moral dilemmas, breaking stereotypes about behavior and overcoming prejudices. By using a five-module multimedia construct, the pedagogical environment allows students, in addition to personally reflecting on a particular problem, to develop pedagogical skills to guide the process.

Download Full-text

Hedley Bull, states systems and international societies

Review of International Studies ◽

10.1017/s0260210500113701 ◽

1987 ◽

Vol 13 (2) ◽

pp. 147-153 ◽

Cited By ~ 36

Author(s):

Adam Watson

Keyword(s):

International Relations ◽

International Society ◽

The Other ◽

Common Values ◽

System A ◽

Common Interests ◽

Hedley Bull ◽

Regular Contact

Hedley Bull's contribution to the theory of international relations is considerable; and nowhere more acute than in the distinction which he made between the concept of a system of states and that of an international society. His definitive formulation is set out in Chapter I of The Anarchical Society. ‘Where states are in regular contact with one another, and where in addition there is interaction between them sufficient to make the behaviour of each a necessary element in the calculations of the other, then we may speak of their forming a system.’ ‘A society of states (or international society) exists when a group of states, conscious of certain common interests and common values, form a society in the sense that they conceive themselves to be bound by a common set of rules in their relations with one another, and share in the working of common institutions.’

Download Full-text

Helsinki+40 in the Historical Context

Security and Human Rights ◽

10.1163/18750230-02502004 ◽

2014 ◽

Vol 25 (2) ◽

pp. 198-209 ◽

Cited By ~ 1

Author(s):

Christian Nünlist

Keyword(s):

Historical Context ◽

Reform Process ◽

European Security ◽

The West ◽

Common Values ◽

Ukraine Crisis ◽

Common Vision ◽

Common Security

The Ukraine Crisis has negatively impacted the reform process ‘Helsinki+40’ of the Organization for Security and Co-operation in Europe (osce). The idea to conclude this process by holding an osce summit in 2015, celebrating the 40th anniversary of the Helsinki Final Act, evaporated after Russia’s annexation of Crimea. To overcome the differences with Moscow, it is necessary to compare two radically different narratives on the evolution of the osce after 1990. As long as historical facts are mixed with myths, a common vision of European security between Russia and the West remains a distant dream. In the meantime, ‘common security’ might be more relevant for today’s osce than ‘common values’.

Download Full-text

Geopolityczny status Królestwa Danii – mit państwa unitarnego

Przegląd Politologiczny ◽

10.14746/pp.2012.17.4.2 ◽

2018 ◽

pp. 17-36

Author(s):

Tomasz Brańka

Keyword(s):

Financial Aid ◽

Faroe Islands ◽

Common Values ◽

Unitary State ◽

The Status ◽

The Common ◽

Overseas Territories ◽

Benefits And Costs ◽

Green Land

Pursuant to the Constitution of 1953, the Kingdom of Denmark is a unitary state. How- ever, the status of the Faroe Islands and Greenland actually defies the uniform character of this state. In its broader aspect, this situation undermines the widespread myth of Nordic unity. The official standpoint, explaining the Danish policy of aiding the Faroe Islands and Green- land, points to the long-standing tradition that links Denmark with her overseas territories and the common values that bind them. The Danish responsibility for the development of these territories is also emphasized and financial aid is treated as an expression of the solidarity pol- icy. The paper analyzes the benefits and costs related to maintaining the insular possessions of Denmark.

Download Full-text

Averages of b-hadron, c-hadron, and $$\tau $$-lepton properties as of 2018

The European Physical Journal C ◽

10.1140/epjc/s10052-020-8156-7 ◽

2021 ◽

Vol 81 (3) ◽

Author(s):

Y. Amhis ◽

Sw. Banerjee ◽

E. Ben-Haim ◽

F. U. Bernlochner ◽

M. Bona ◽

...

Keyword(s):

Branching Fractions ◽

Semileptonic Decays ◽

Tau Lepton ◽

Neutral Meson ◽

Matrix Elements ◽

Common Input ◽

Common Values ◽

Mixing Parameters ◽

Input Parameters ◽

Meson Mixing

AbstractThis paper reports world averages of measurements of b-hadron, c-hadron, and $$\tau $$ τ -lepton properties obtained by the Heavy Flavour Averaging Group using results available through September 2018. In rare cases, significant results obtained several months later are also used. For the averaging, common input parameters used in the various analyses are adjusted (rescaled) to common values, and known correlations are taken into account. The averages include branching fractions, lifetimes, neutral meson mixing parameters, $$C\!P$$ C P violation parameters, parameters of semileptonic decays, and Cabibbo–Kobayashi–Maskawa matrix elements.

Download Full-text

Utilizing Authenticity: Options for Catholic Education in a Particular Detraditionalized Cultural Context

Religions ◽

10.3390/rel12100807 ◽

2021 ◽

Vol 12 (10) ◽

pp. 807

Author(s):

Richard Rymarz

Keyword(s):

Catholic Education ◽

Religious Identity ◽

School System ◽

Catholic Schools ◽

Cultural Context ◽

Catholic School ◽

Initial Position ◽

Human Community ◽

Common Values ◽

Traditional Structures

This paper addresses some conceptual options for Catholic education in a particular cultural context. This context is where the Catholic school system is large, stable, and well established but in the wider cultural context, the place of religion in society is detraditionalized. This detraditionalization is reflected in Catholic school enrolments where increasing numbers of students come from non-Catholic backgrounds, where, amongst Catholics, engagement with traditional structures is low or where there is no religious association at all. To initiate discussion a simple dichotomy is introduced; do Catholic schools promote religious identity or do they address a wider demographic by stressing harmonized common values and policies? To elaborate on this initial position several conceptual perspectives are offered. A key discussion point centres around the human community of Catholic schools and how they align with the various options that are proposed.

Download Full-text