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GSSPs approved by ICS and IUGS since Mondello (2002)

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Morton N.

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tom Vol. 4, no. 1

195-196

EN

The priority activity at present for the International Commission on Stratigraphy and its Systemrelated Subcommissions, including the Jurassic Subcommission, is completion of the programme of selection and ratification of Global Stratotype Sections and Points for all the Stages of the International Chronostratigraphic Scale. The deadline for completion set by IUGS is the next International Geological Congress in 2008. The current state of progress for the Subcommissions is highly variable – from having completed this process some years ago (and now having to consider revisions!) to being far away from completion. Hopefully there will be a “flood” of proposals over the next two years. The situation for the various Subcommissions will be summarised with illustration and comment on some examples of GSSP proposals that have been approved since I reviewed this subject in the last Jurassic Symposium in Mondello (2002). The situation for completion of the Stage GSSPs in the Jurassic is reasonably promising. Four of the eleven have been ratified, though only one since Mondello. Several others should be decided during the Kraków Congress, leading to postal/email votes within the Working Groups and submission of proposals to the Jurassic Subcommission. The 23 Voting Members of the Subcommission must study a proposal, make comments if appropriate and vote (usually by email) YES/NO/ABSTAIN. If a proposal is approved by a significant majority, the Working Groups have the opportunity to modify the proposal in the light of comments received before it is submitted to ICS. The same procedure follows before the proposal is submitted by ICS to IUGS for ratification. For the Jurassic the greatest problems concern the lower and upper boundaries of the Jurassic. Great progress has been made with the Triassic/Jurassic boundary and a GSSP proposal may be possible in the near future. However, there has been little progress with the Jurassic/Cretaceous boundary, technically the responsibility of the Cretaceous Subcommission.

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ЕТАПИ РОЗВИТКУЄВРОПЕЙСЬКОГО ВИМІРУ ЗАБЕЗПЕЧЕННЯ ЯКОСТІ ВИЩОЇ ОСВІТИ

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Єременко І. , Сбруєва А.

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nr 8(72)

71-86

EN

The study described the stages of development of a supranational (European) dimension of quality assurance in higher education. To achieve the goal, methods of diachronic and synchronous, comparative analysis of EU documents and the documents of European organizations – collective actors of the Bologna Process (ENQA, ESU, EUA, EURASHE), as well as retrospective and structural-logical analysis of the activities of international organizations of QA (networks, associations, agencies) were used. The following stages of development of the European dimension of QA are identified: 1) the stage of development and experimental verification of QA methodology and procedures in the European region (1991–1997) – preparation and conduction of pilot experiments aimed at the development and implementation of a unified QA methodology in the European region, which should be open to adaptation to its national variants; 2) the stage of institutionalization of the European dimension of QA (1998–2005): the establishment of international QA agencies (ENQA, 2000, CEENQA, 2001, ECA, 2003, NOQA, 2003, etc.), definition of the principles and content of their activities . Launching EQAF as a permanent platform to discuss the development of the European dimension of QA in political, scientific and methodological formats; 3) the stage of standardization of the European dimension of QA (2005–2015): development of ENQA in conjunction with EURASHE, ESU, EUA and approval at the Bergen Ministerial Summit of the document “Standards and Guidelines for Quality Assurance in the European Higher Education Area” (2005), creation of EQAR as a tool for standardizing the activities of national QA agencies, further developing and intensifying the interaction of QA structures at different levels; 4) the stage of legitimizing the European dimension of QA (since 2015): the adoption of the new edition of the “Standards and Guidelines for Quality Assurance in the European Higher Education Area”, creation of the European approach to quality assurance of joint programs, the transformation of the European dimension of QA into a leading factor in modernization the EHEA in accordance with the needs of the socio-economic, socio-political, cultural and educational development of the region. Systemic internationalization of QA, the leading tools of which are: cross-border activities of QA agencies, assessment of the quality of joint educational programs of universities of different countries; assessment of the quality of cross-border/transnational higher education.

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Organization of health-preserving activities of the headmasters of general educational institutions

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Gres O. , Ionova E. , Partola V.

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nr 1

287-296

PL

Niniejsza praca przedstawia i uzasadnia następujące technologiczne etapy wprowadzania działań mających na celu ochronę zdrowia przez osoby zarządzające placówkami kształcenia ogólnego: etap rozpoznania (poszerzenie wiedzy kierowników tych placówek na temat wprowadzania rozwiązań chroniących zdrowie poprzez zapoznanie ich z najważniejszymi zagadnieniami i doświadczeniami na polu działań na rzecz zdrowia obejmujących edukację i kompleksową promocję szkoleń dla nauczycieli, uwzględniające ich osobiste potrzeby i zainteresowania); etap kognitywny (wzmocnienie potencjału epistemologicznego osoby kierującej poprzez usystematyzowanie i upowszechnienie istotnej wiedzy zawodowej oraz koncepcji o podstawach zdrowia człowieka i zarządzanie jego ochroną w procesie edukacji); etap aktywności produktywnej (praktyczne działania mające na celu zaplanowanie, zapewnienie, motywację i nadzór ochrony zdrowia uczniów, które wymagają udoskonalenia umiejętności związanych z wdrażaniem funkcji kierowniczych i wiążą się z wykorzystaniem form aktywnej dyskusji oraz metod kształcenia i samokształcenia).

EN

The technology stages for the implementation of health-preserving activities by the manager of the general educational institution (GEI) were substantiated, namely: orientational (the development of the orientation of the manager of the GEI for the implementation of health-preserving activities, which is facilitated by familiarization of managers with the most important problems and experience of health development through education and comprehensive promotion of teacher training, considering their personal needs and interests); cognitive (strengthening of the epistemological potential of the manager by systematization and generalization of professionally significant knowledge and ideas about the basics of human health and management of its preservation in the process of education); activity-productive (practical actions to plan, ensure, motivate and control the health-preserving of schoolchildren, which requires improvement of the set of skills associated with the implementation of management functions, and involves the use of active-discussion forms and methods of education and self-educational work).