Нові перспективи підготовки українознавців

The article is dedicated to the classes in the Winter School, organized by the Department of Ukrainian Studies “Ukraine in center of investigations: new fields of study and challenges”. Classes and consultations, given by main specialists in the field of linguistics, literary and cultural studies, were enthusiastically perceived by the students of the Polish and Ukrainian universities.

Lectures on the Superconformal Index

In these lectures, we give a pedagogical introduction to the superconformal index. This is the writeup of the lectures given at the Winter School “YRISW 2020” and is to appear in a special issue of JPhysA. The lectures are at a basic level and are geared towards a beginning graduate student interested in working with the superconformal index.

How a school holiday led to persistent COVID-19 outbreaks in Europe

This paper investigates the role of large outbreaks on the persistence of Covid-19 over time. Using data from 650 European regions in 14 countries, I first show that winter school holidays in late February/early March 2020 (weeks 8, 9 and 10) led to large regional outbreaks of Covid-19 in the spring with the spread being 60% and up-to over 90% higher compared to regions with earlier school holidays. While the impact of these initial large outbreaks fades away over the summer months, it systematically reappears from the fall as regions with school holidays in weeks 8, 9 and 10 had 30–70% higher spread. This suggests that following a large outbreak, there is a strong element of underlying (latent) regional persistence of Covid-19. The strong degree of persistence highlights the long-term benefits of effective (initial) containment policies, as once a large outbreak has occurred, Covid-19 persists. This result emphasizes the need for vaccinations against Covid-19 in regions that have recently experienced large outbreaks but are well below herd-immunity, to avoid a new surge of cases.

Hochschulübergreifende Digitale Lehr‑/Lernkonzepte zum Geschäftsprozessmanagement – Herausforderungen und Lessons Learned

ZusammenfassungDurch die Covid-19-Pandemie und die entsprechenden „Lock-Downs“ wurde der digitale Lehrbetrieb an Hochschulen weiter in den Vordergrund gerückt. Die in den vergangenen Jahren und Jahrzehnten gesammelten Erfahrungen im E‑Learning und Blended Learning-Bereich sind zwar hilfreich, für die jetzt geforderte rein digitale Lehre in den meisten Fällen aber noch unzureichend.Im Wintersemester 2020/2021 haben die Westfälische Wilhelms-Universität Münster und die Fachhochschule Südwestfalen eine Online-Lehrveranstaltung zum Thema „Fundamentals of Business Process Management“ im Rahmen der jeweiligen Bachelorstudiengänge Wirtschaftsinformatik durchgeführt. Die Online-Vorlesung selbst diente als Vorbereitung auf eine darauf aufbauende seminaristisch angelegte internationale Winter School. Die Inhalte basierten auf einem anerkannten und gleichnamigen Lehrbuch, für die Online-Vorlesung wurde auf entsprechendes von den Lehrbuchautor*innen vorbereitetes und durch die Dozent*innen kuratiertes Videomaterial zurückgegriffen. Während an der Fachhochschule regelmäßige virtuelle Austauschrunden (Video-Konferenzen) angeboten wurden, um potenzielle Fragen der Studierenden zu beantworten, war der Vorbereitungskurs an der Universität als reine Online-Veranstaltung ausgelegt. Die Prüfung wurde an beiden Hochschulen als Open Book Online-Klausur über die jeweilige Lehrplattform abgelegt. Die entsprechenden Aufgaben wurden von den Dozent*innen arbeitsteilig zuerst auf der eigenen Lehrplattform (Moodle) erstellt und dann in die jeweils andere Lehrplattform übertragen.In diesem Artikel berichten wir von diesem hochschulübergreifend durchgeführten Modul und explizieren aufbauend auf den Erfahrungen der Dozent*innen sowie dem Feedback der Studierenden Herausforderungen und Lessons Learned. Wir diskutieren Möglichkeiten zur Weiterentwicklung und geben Hinweise für die zukünftige Gestaltung entsprechender Kurse.

An investigation of the perceptions of South African students with regards to accelerated learning courses

The cost of repeating a module has both financial and social implications. The social implications include increased workloads when repeating a module and students often not being able to graduate within the prescribed minimum course period. A possible solution for this is the use of accelerated learning courses, in the form of summer or winter schools. These schools provide students with another opportunity to pass a module, during the summer or winter recess, using an accelerated learning mode, and consequently complete modules with prerequisites of failed modules in the following year. Using an accelerated learning approach, a summer or winter school covers a large portion of the content in semester or year modules in a shortened timeframe outside the normal academic period. Using a questionnaire approach, the various perceptions of first year students at the end of the academic year regarding the use of these schools were obtained and analysed. The timing of the end of the academic year allows students to familiarise themselves with the various accelerated learning courses offered to them throughout the academic year. The findings suggest that students have a positive perception of these schools despite most of them not having had previous experience of completing an accelerated learning course. Although previous literature has indicated that students are hesitant to complete finance-related modules in an accelerated learning format versus traditional semester and year modules, the perceptions indicate that students are willing to engage in financial modules, with the students identifying that the benefits of these accelerated learning courses exceed the cost. The findings suggest that students who are presented with various non-academic obstacles throughout the traditional module are able to use summer or winter schools as a way to reduce exposure to these obstacles and complete an accelerated learning course. The use of these schools therefore presents an area for module developers to consider when implementing these schools as a way to improve throughput rates, thereby contributing in a positive way to students’ financial and social health.

CASEE Online Winter School. Food Environment and Health Risk Assessment in Danube Region (DanubeFEHRA). Book of Abstracts

Why have we organized winter school? We believe everyone should be able to understand how important is Food Environment and Health Risk Assessment in Danube Region. The environment plays a crucial role in people’s physical, mental and social well-being. The degradation of the environment, through air pollution, noise, chemicals, poor quality water and loss of natural areas, combined with lifestyle changes, may be contributing to substantial increases of civilisation diseases. The production and consumption of sufficient, affordable and nutritious food, while conserving the natural resources and ecosystems on which food systems depend, is vital. Food systems play a central role in all societies and are fundamental to ensuring sustainable development. Sustainable food systems are critical to resolving issues of food security, poverty alleviation and adequate nutrition, and they play an important role in building resilience in communities responding to a rapidly changing global environment. 13 students from around the world joined our 2- week Winter School Programme in Slovak republic, Slovak University of Agriculture in Nitra, Faculty of Biotechnology and Food Sciences. CASEE Online Winter School was multidisciplinary, encompassing chemistry, environment, microbiology, nutrition, quality assurance, sensory analysis, management, food engineering and manufacturing and also about very actual problematic Covid-19 and its impact on agri-food sector. The Winter School gave our participants an idea of how interesting these topics really are. Online lectures were provided by experts in agri-food sector from Slovak University of Agriculture in Nitra, professional lecturers from prestige universities all over the world, state authorities, research institutes and SMEs as well as representatives from CASEE universities.

Report on the CyCAT winter school on fairness, accountability, transparency and ethics (FATE) in AI

The first FATE Winter School, organized by the Cyprus Center for Algorithmic Transparency (CyCAT) provided a forum for both students as well as senior researchers to examine the complex topic of Fairness, Accountability, Transparency and Ethics (FATE). Through a program that included two invited keynotes, as well as sessions led by CyCAT partners across Europe and Israel, participants were exposed to a range of approaches on FATE, in a holistic manner. During the Winter School, the team also organized a hands-on activity to evaluate a tool-based intervention where participants interacted with eight prototypes of bias-aware search engines. Finally, participants were invited to join one of four collaborative projects coordinated by CyCAT, thus furthering common understanding and interdisciplinary collaboration on this emerging topic.

Educational activities of the international Carpathian school in the context of sustainable development goals

International Carpathian School is a fast-growing volunteer project in Kosiv, Ivano-Frankivsk region, Ukraine, designed as a local centre of non-formal education to address youth adaptation to the globalized world. It intended to overcome the existing gaps in the education of socially conscious youth, finding optimal ways of skill-sharing activities to local communities. Among others, the school is oriented for delivering knowledge, skills and attitudes of the EU best practices in the field of municipal solid waste management (MSWM). In a broader meaning, the Carpathian School Agenda serves for the environmental protection of the vulnerable mountain landscapes to meet the Sustainable Development Goals Ukraine-2030 (hereof and after SDG), entered in force by the Decree of the President of Ukraine in order to ensure the national interests of Ukraine in relation to sustainable economic development [1]. The School activity is aligned with both SDG-4 "Quality education" and SDG-11 "Sustainable cities and communities". It has an interdisciplinary approach to learning where academic concepts of geoscience are coupled with real-world lessons. Carpathian Winter School hosted researches from Ukraine, Georgia and Armenia together with five educational entities from Baltic Sea Region (BSR). Scholars were exposed to a cross-cultural experience that facilitates connections between the classroom and the world around them. Simultaneously, the School is providing a prospect to local scientists in maintaining professional links with their foreign colleagues and obtaining hands-on scientific information on MSWM. Having a central geographical position and well-developed informal tuition activities, the Carpathian School may have a good chance to become a placement for students’ mobility, people-to-people contacts and promoting youth employability that is coherent with The Eastern Partnership (EaP) policy [2]. The educational project of the Swedish Institute LASUWAMA [3], which was considered at the Carpathian Winter School, combined researchers from Ukraine, Georgia and Armenia with five educational institutions of the Baltic Sea region. Representatives of EU universities, involved in the development of educational programs, provided the relevant knowledge and skills, needed to students for gaining an in-depth understanding of the sustainable development concept [4], including, inter alia, access to further vocational training in EU countries

INFORMATION TECHNOLOGIES AND PROFESSIONAL COMPETENCIES OF A LAWYER IN THE XXI CENTURY

В статье рассматриваются вопросы, которые были предметом обсуждения на Зимней школе «Юрист в XXI веке: взгляд в будущее». The article examines the issues that were the subject of discussion at the Winter School: «A lawyer in the XXI century: a look into the future».