How (un)readable are the European and UNESCO Cultural Conventions in the Digital Era?

THE DEVELOPING jurisprudence of the Court of Justice of the European Communities relating to general principles of European Community Law and its increasing reference to the European Convention on Human Rights and other sources of fundamental rights as forming an integral part of that law suggests that the European Convention may have been accommodated into the corpus of European Community law.' This communitisation of the European Convention may well endow its substantive provisions with special Community law features in relation to national law, thus radically altering the Convention's status in the domestic law of the nine member States.2 In the words of the former President of the Court of Justice of the European Communities (the Luxembourg Court): Just as Community law has become effectively established thanks to national courts, so the [European] Convention [on Human Rights] can become part of national legislation by means of the combined compulsory force of the decisions of the Court of Justice and national judgments. By interpreting Community law in the light of the Convention, the Court of Justice would place the efficacy of its decisions at the latter's disposal. Direct effect, uniformity, the primacy of community law could also help the rights safeguarded by the Convention to penetrate both into the Community and each of the member States. 3

The author of the article considers the «flipped classroom» teaching model as a means of cultivating environmental culture in a digital linguistic educational university environment. In the era of digitalization, a teacher needs to use various digital technologies and resources to involve students in the learning process. In this article, the author conducted a study based on the «flipped classroom» learning model, where activities traditionally carried out in the classroom become tasks for independent work, and activities that usually constitute independent activity are performed in the classroom. The purpose of the study was to examine the effectiveness of the «flipped classroom» model in nurturing the ecological culture of students in the digital foreign language environment of the university, using the example of greening the Foreign Language discipline within the framework of undergraduate training. 42.03.01 Advertising and public relations. The author analyzed scientific developments on the introduction of the «flipped classroom» model into the educational process in higher education, determined the level of environmental culture of students (1st year of non-linguistic universities), applied the «flipped classroom» model in educating the ecological culture of students in the experimental group using a foreign language based on e-learning — methodological manual «Ecological Advertising Project» in the digital environment of the university and the traditional teaching model in the control group, also based on the electronic educational and methodological manual «Ecological Advertising Project», revealed the effectiveness of using the «flipped» classroom teaching model in educating students’ environmental culture using a foreign language in the digital environment of the university. It is obvious that it is no longer possible to imagine higher school without modern technologies, and most of them are used in a personalized manner. Considering the «flipped classroom» model in combination with the electronic teaching aid «Ecological Advertising Project», the author notes the effectiveness of mastering the material and it is necessary to reconsider the content and methods of teaching at the university. Modern society is interested in an ecologically cultural population, and the task of the university is to provide the student with the knowledge and necessary information to continue the formation of environmental thinking begun in preschool and secondary school, and to promote environmental activities through numerous environmental activities. In conclusion, the author of the article notes the potential of the «flipped classroom» model for improving educational outcomes in the field of environmental education through foreign languages. The model promotes active learning and personal engagement, which is critical in complex disciplines such as foreign language and environmental science. Integrating digital resources and personalized learning strategies can make education more effective and responsive to students' needs. The study suggests that incorporating flipped classrooms into higher education can lead to greater understanding and commitment to environmental conservation. This model can be especially effective in technical universities, where the integration of new teaching technologies is already underway. The results suggest a need for wider application and further research into the effectiveness of the flipped classroom across disciplines.

United Nations Educational, Scientific and Cultural Organisation (UNESCO) has adopted cultural Conventions since the 1950s, specifying aspects of culture that its Member States should protect and promote as the ‘Common Heritage of Mankind (CHM)’. This article argues that UNESCO has accumulated the concepts of the CHM in four cultural Conventions into the Convention on the Protection and Promotion of the Diversity of Cultural Expressions (Cultural Diversity Convention), making UNESCO’s cultural policy remit ‘ambiguous’. This article further posits that the accumulation of the concepts of the CHM into the Cultural Diversity Convention lies in a rhetorical structure; The rhetorical structure allows the Convention to set ambivalent policy agendas encompassing the protection of past culture and the promotion of contemporary cultural industries. A historical analysis of UNESCO’s five cultural Conventions demonstrates that UNESCO has developed its description of the CHM and the following policy ambit to respond to social changes in the cultural sector as well as the political relationships of its Member States and other international organisations. The discussion about the use of cultural description to extend UNESCO’s cultural policy ambit sheds new light on the ambiguity of cultural policy in the context of how to use historical knowledge of culture.

The digital era has fundamentally transformed marketing paradigms. This shift underscores the need to understand how consumer psychology interacts within the digital environment. This research aims to provide deeper insights into how consumer psychology plays a role in decision-making processes in the digital marketing era, along with its implications for marketing practices. The research methodology employed is a literature review using qualitative approaches and descriptive analysis. Data for the literature review were gathered from Google Scholar for the period 2015-2024. The study findings indicate that in the continually evolving digital marketing era, a profound understanding of consumer psychological dynamics is crucial for business success. Factors such as perception, attitude, motivation, and emotion play key roles in consumer decision-making processes. Marketers need to pay attention to how digital content and interactions influence consumer preferences and behaviors. Additionally, external factors such as social and cultural contexts also shape consumer psychological dynamics.

Implementation of standards of the european convention on human rights regarding forced removal of aliens in the European Union law

Corrigendum to the article “Jurisdiction and Applicable Law in the EU Directive on Transfer of Proceedings in Criminal Matters”, of the New Journal of Criminal Law Volume 1 issue 3. On page 350, lines 8 and 9 for: concerning the future requesting State read concerning the future requested State next paragraph for: Despite the conditions attached to the solution adopted in the Draft Directive, the breadth of the situations covered somewhat reduces their effect: practically the same solution is reached as if competence was automatically accorded to all Member States. Under the current version of the text, the only two situations which would lead to different results under the past versions of the Framework Decision or under the European Convention on Transfer of Proceedings are purely theoretical: 1) a State is competent on a territorial basis but has decided not to prosecute an offence of which all the effects occurred outside the EU, neither the victim nor the suspect being EU nationals or EU residents, or 2) a State is competent on the sole base of universality and of the presence of the suspect on its territory and decides not to prosecute. In these two (marginal) cases, competence will not be granted under the Draft Directive whereas it would have been under the previous texts or under the European Convention on Transfer of Proceedings. read Despite the conditions attached to the solution adopted in the Draft Directive, the breadth of the situations covered somewhat reduces their effect: practically the same solution is reached as if competence was automatically accorded to all Member States. In some cases, competence will not be granted under the Draft Directive whereas it would have been under the previous texts or under the European Convention on Transfer of Proceedings. For example, when an offense is committed in a Member State and all the elements concern this same State, with no element of extraterritoriality, no other State will be granted jurisdiction under the current version of the text. The only States to be granted jurisdiction are the ones to whom the proceedings may be transferred under Article 7. Thus even if the Draft Directive restricts the number of competent States in each case, the difference with the past versions of the Framework Decision or the European Convention on Transfer of Proceedings is purely theoretical.

The impact of development of information and technology in relation to digital works on the internet has indicated a contribute in the digital environment through duplication or copying under the copyright system. Duplication that only intended to read only, and there is permanent as intended to store information itself. Copyright protection on the Internet focuses to any attempt to restrict access and usage of the creation. Considered that violation in all activities that involve copying or making new digital activities either artistic or literary work available to the public without permission (eg, linking, framing, sharing). Indonesia has ensured the protection of copyrighted works, especially in the digital era, by ratifying international treaties related to copyright in the digital era such as the WIPO Copyrights Treaty (WCT), the WIPO Performances and Phonograms Treaty (WPPT), and the Beijing Treaty on Audio-Visual Performance. These three treaties regulate economic rights and moral rights for creators and performers, including those related to music and songs in the digital (internet) era Indonesian Copyright Law has regulations about Copyrights Recordation and Its recordation can be applied by applicant(s) even Creator or the Owner of Copyrights to Directorate General Intellectual Property (Indonesia IP Office). Certificate of Recordation will make easy proved if any dispute happening event takes proceedings either court or non-court settlement. Based on the declarative principle, there is a problem about contradiction between recordation and copyright protection which is published in the internet. This article discusses the existence of copyright recordation regulation that causes its to be breached copyright ownership principles to be gotten protection since that creation first time is publicized (first to publish).

When the term lifelong learning (LLL) is the matter of discussion, its features, benefits, and limitations are also to be derived. In the era of digitization, digital learning is a buzz word for educating people irrespective of age. The concepts of digital learning must be clearly understood before embedding LLL in a digital environment. The contribution of web technology for the fusion of digital learning with LLL cannot be overlooked. To look deeper into it, a methodology is to be derived for LLL to best focus on the features. A framework for knowledge management (KM) has been proposed to create virtual learning communities (VLCs), which in turn will foster collaborative learning. Also, it is to be observed that by inducting the principles and practice of LLL in the digital environment, a blooming educational concept has erupted for the creation of knowledge society (KS). The chapter gives a clear discussion of LLL embedded in a digital learning environment.

Embracing Diversity

Purpose. This article is devoted to the analysis of the issues of using digital technologies in foreign language classes in higher educational institutions. The relevance of the paper is explained by the fact that the issue of digitalization of the educational environment attracts the attention of researchers. Therefore, in 2019, the federal project “Digital Educational Environment” was developed, which proposed a plan of measures until 2024 aimed at “creating and implementing a digital educational environment in educational organizations, as well as ensuring the implementation of the digital transformation of the education system”.Materials and methods. New technologies require new approaches to learning, reworking of learning content and development of new principles. Despite the abundance of scientific papers written on this issue, the authors of the article contribute by making a critical review of the existing literature, as well as describing their experience of teaching a foreign language in the era of digitalization, answering the following research questions:1. What digital learning tools are best used in foreign language classes at a university?2. How can a teacher communicate with students in a digital network?3. How to carry out quality control and assessment of knowledge? Research results. The issues stated and solved by the authors are the problems of academic deceit, loss of concentration, adequate assessment of students’ work on digital platforms. Online classes cause difficulties of both organizational and methodological nature. The most common challenges faced by teachers are reduced student involvement in the learning process, increased temptation to academic cheating, and the difficulty of organizing pair and group work. The article provides a thorough analysis of the most popular digital learning tools, identifying their advantages and disadvantages. Also, an algorithm is proposed aimed at solving the main difficulties: methods for increasing students’ interest when working with digital technologies are described, the speech value of educational material is considered, methods for updating typical tasks, correcting each other, responding, and holding attention. This analysis was carried out on the basis of the principles formulated by E. Passov, namely: the speech value of the material, individualization of tasks and novelty. The above solutions allow the teacher to diversify the activities in the classroom and increase the motivation of students without the involvement of special additional means of education.Conclusion. The article also proposes additional platforms and applications that allow you to diversify the types of activities in the classroom and conduct knowledge control. A separate section of the article is devoted to the control of students’ knowledge in the digital environment. Recommendations are presented on how to use additional resources and applications that allow you to create tests and interactive tasks, as well as ways to exercise control without using additional applications.

The article addresses the issue of the appropriateness of revising the content of the theory of educa- tion and learning, analyses key didactic categories, and outlines the opportunities presented by education- al systems in the era of digitalisation. The purpose of this study is to defi ne the main challenges, opportuniti es, and prospects for the devel- of this study is to define the main challenges, opportunities, and prospects for the devel- opment of didactics in the digital age. The research tasks include analysing the laws, patterns, principles, rules, strategies, and content of learning in the context of digitalised educational systems, identifying the features of teaching methods and organisational forms of learning, and clarifying the place and role of dig- ital didactics in pedagogy and practice. The study employs methods of comparative, content, and categorical analysis, generalisation and systematisation, analogy, classification, and modelling. Based on an analysis of primary sources, the study identifies the specific features of human cognitive development in a digital environment. It is established that the digital environment serves as a tool with ex- tensive functional capabilities rather than as a generative factor determining the development of the psy- che, the learning process, or the education and socialisation of individuals. The study emphasises the con- stancy of human nature and activity, as well as the fundamental principles of didactics. The study reveals the specific ways in which laws and patterns of learning are interpreted. Conceptual changes in the system of didactic principles are examined, focusing primarily on the strategies for their im- plementation in a digital educational environment. The need to update the list of learning principles is high- lighted, including principles of flexibility, adaptability, integration, personalisation of learning, digital inclu- sion, gamification, optimal cognitive load, digital ethics, and safety. Changes in the structure of learning activities are investigated, with an emphasis on the need to revise learning rules and strategies. Approaches to transforming educational content in light of the possibilities offered by digital technologies are outlined. The structure and components of teaching methods are clari- fied, involving an analysis of their ideological and operational dimensions. The potential of digital technol- ogies, artificial intelligence, and automated systems for the qualitative renewal of classifications of teach- ing methods is demonstrated. The specific features of forms of learning organisation are characterised. The findings generalise the idea that the nature of changes does not undermine the classroom-lesson system in schools or the lecture-seminar system in higher education institutions. Instead, it adapts these formats to the demands of the digital age, with the educational process increasingly focused on the prin- ciples of constructivism, adaptability, and inclusivity, emphasising the active role of learners in knowledge creation while taking into account their individual needs and experiences. It is concluded that digitalisation in education represents not only a technological but also a pro- foundly conceptual pedagogical phenomenon. The pedagogical design of educational environments under these conditions proceeds through the adaptation of the fundamental principles of the theory of education and learning to the new realities of the digital educational environment. The article argues that considering digital didactics as a separate scientific discipline is fraught with risks, including the excessive fragmentation of didactics as an integrated scientific field, the potential tech- nocratisation of education, and an imbalance between traditional and new methods of knowledge acquisi- tion. Such risks could exacerbate cognitive overload, reduce critical thinking and social skills among learn- ers, and lead to educational losses. In light of these risks, the authors propose that digital didactics should not be viewed as a separate field of knowledge but rather as a distinct subject of research and a thematic strand within the broad- er framework of didactics. This app

Article 56 of the European Convention on Human Rights is often referred to as the «colonial clause» and it has received little attention by commentators, whereas there has been extensive writing on Article 1of the Convention regarding the extraterritorial reach of that treaty. Article 56 has nevertheless the effect of limiting the responsibility of Member States for acts and omissions of the authorities of its dependent territories, although the Member State is still responsible if it acts directly through its own metropolitan officials in such territories. By employing an example of Norway, this paper finds it unnecessary for this country to undertake obligations pursuant to Article 56 in relation to its dependent territories in and around Antarctica, since there is currently little activity there which is not already covered by the extraterritorial regime of Article 1 of the Convention. The paper additionally considers the pros and cons of extending the Convention to territories under Article 56 should future devel- opments lead to a larger and more permanent population of these areas. Keywords: European Convention on Human Rights, extraterritoriality, dependencies, South Atlantic, Antarctica Citation: Arctic Review on Law and Politics, vol. 4, 1/2013 pp. 21–41. ISSN 1891-6252

Seventy years after the founding of the European Court of Human Rights it has dispensed more than 22,000 judgments and affects the lives of over 800 million people. The eighth edition of Jacobs, White & Ovey: The European Convention on Human Rights provides an analysis of this area of the law. Examining each of the Convention rights in turn, this book lays out the key principles. Updated with all the significant developments of the previous three years, it offers a synthesis of commentary and carefully selected case-law, focusing on the European Convention itself rather than its implementation in any one Member State. Part 1 of the book looks at institutions and procedures, including the context, enforcement, and scope of the Convention. Part 2 examines each of the Convention rights including the right to a remedy, right to life, prohibition of torture, protection from slavery and forced labour, and respect for family and private life. Part 2 also examines the freedom of thought, conscience, and religion; the freedom of expression; and the freedom of assembly and association. The rights to education and elections are considered towards the end of Part 2, as are the freedoms of movement and from discrimination. Part 3 reflects on the achievements and criticisms of the Court and examines the prospects and challenges facing the Court in the present political climate and in the future.

Nearly seventy years after the founding of the European Court of Human Rights it has dispensed more than 20,000 judgments and affects the lives of over 800 million people. The seventh edition of Jacobs, White & Ovey: The European Convention on Human Rights provides an analysis of this area of the law. Examining each of the Convention rights in turn, this book lays out the key principles. Updated with all the significant developments of the previous three years, it offers a synthesis of commentary and carefully selected case-law, focusing on the European Convention itself rather than its implementation in any one Member State. Part 1 of the book looks at institutions and procedures, including the context, enforcement, and scope of the Convention. Part 2 examines Convention rights in terms of many aspects, including rights to remedy, rights to life, prohibition of torture, protection from slavery and forced labour, and family and private life. Part 2 also examines the freedom of thought, conscience, and religion; the freedom of expression; and the freedom of assembly and association. The rights to education and elections are considered towards the end of Part 2, as are the freedoms of movement and from discrimination. Part 3 reflects on the achievements and criticisms of the Court and examines the prospects and challenges facing the Court in the present political climate and in the future.

The article is devoted to the process of the establishment of the Council of Europe's activities in the field of human rights and freedoms protection. The historical context of the creation of this organisation after the Second World War is analysed, in particular, the prerequisites that led to international cooperation of European countries on this issue. The founding of the Council of Europe in 1949, its basic principles enshrined in the Charter, as well as the stages of development of the organisation's human rights mechanism are considered. Considerable attention is paid to the adoption of the European Convention on Human Rights in 1950, its structure, fundamental rights and freedoms guaranteed by the document, as well as further amendments and additions adopted in the form of annexes. The author analyses the evolution of the human rights mechanism, including the adoption of additional protocols that expanded the list of guaranteed rights and improved the procedures for their protection. The process of reforming the system of human rights monitoring, which culminated in the adoption of Protocol No. 11, which established the permanent European Court of Human Rights, providing it with supranational status and compulsory jurisdiction, is considered. The role of the European Court of Human Rights and the European Commission of Human Rights, their evolution and reforms, in particular the 1998 reform that led to the creation of a single permanent Court, are examined. Particular attention is paid to the analysis of the system of control over the observance of human rights within the Council of Europe, its impact on the legal systems of member states and the development of European precedent. The study concludes that the activities of the Council of Europe have become a key element in the formation of the human rights protection system, and the European Convention on Human Rights has established international bodies for monitoring the observance of these rights and fundamental freedoms and empowered them to make decisions binding on member States, which has made it possible to achieve real restoration of human rights and freedoms in case of their violation. It is emphasised that the activities of the Council of Europe and its human rights mechanism have contributed to improving the level of human rights protection in Europe. The European Convention on Human Rights and its mechanisms have become an effective tool for ensuring democratic standards and the rule of law in the member states of the Council of Europe.