Lessons For Today Research Articles

Cries from the last century and lessons for today: Nadine Gordimer, Václav Havel, Samuel Beckett and Arthur Miller all wrote for Index. We asked modern day writers Elif Shafak, Kerry Hudson and Emilie Pine plus theatre director Nicholas Hytner why the writing is still relevant

Cries from the last century and lessons for today: Nadine Gordimer, Václav Havel, Samuel Beckett and Arthur Miller all wrote for Index. We asked modern day writers Elif Shafak, Kerry Hudson and Emilie Pine plus theatre director Nicholas Hytner why the writing is still relevant

From the Popularization of Microscopy in the Victorian Age: A Lesson for Today’s “Outreach”

In the latter half of the Victorian Age (1837-1901) microscopy was introduced as popular past-time. Many books were published aimed at general audiences, both adult and juvenile, on microscopy. Here I consider 5 of these popular books of particular interest to protistologists as they included presentations of 'infusoria' or 'animalcules'. I focus on the scientific backgrounds of the authors, from what we know of them, and the approaches taken to engage the reader based on their texts and illustrations. The possible lesson to be drawn from this exercise concerns our oft-mandated efforts in "Outreach". The methods used by 19th century popularizes of the 'wonders of the microscopic world' can likely be used today. They appealed to the imagination, to empowerment, and gave very practical instructions on how to see the invisible. I conclude that we should likely target the very young and describe our organisms with the enthusiasm that brought us to Protistology to begin with, but which we often conceal.

Banned laughter: This feature asks two writers about lessons for today from their Slovak families’ experiences 50 years ago

Banned laughter: This feature asks two writers about lessons for today from their Slovak families’ experiences 50 years ago

Fifty years after 1969: what next? This feature asks two writers about lessons for today from their Slovak families’ experiences 50 years ago

Fifty years after 1969: what next? This feature asks two writers about lessons for today from their Slovak families’ experiences 50 years ago

Lou Carnesecca: Lessons for Today's Executive that Goes beyond Basketball

Lou Carnesecca: Lessons for Today's Executive that Goes beyond Basketball

Financial capital and banks in Hilferding and Sraffa: lessons for today

Rudolf Hilferding’s Das Finanzkapital dealt with the increasing role of finance in the German economy and the resulting structural transformations. The young Sraffa shared with Hilferding an interest on the role played by the banks in the transformation of capitalism. The relationship among banking and industrial capital implied different business models of the German and UK banks and determined the resulting domination of financial capital on the economy. We deepen the methodological and practical similarities and differences of the two scholars, discussing the aspects that are still relevant today to understand financialisation and instability of capitalism.

Lessons Learned from the Destruction of Jerusalem and the Second Temple: How to Truly Make America Great Again

The Second Temple in Jerusalem was destroyed by the Romans in the year 70 C.E. and a large part of the Jewish population was either killed, sent into exile, or sold into slavery. The sages of the Talmud and Midrash attempted to answer the question as to why Jerusalem and the Temple were destroyed. This paper will examine some of the reasons and see what lessons for today may be learned from them. One major lesson is that baseless hatred can tear apart a company.

صفات الخوارج في السنة النبوية

Al-Khawarij is the first group to appear in Islamic history. The Prophet (peace and blessings of Allah be upon him) warned about it. It has ideas and beliefs far from the Prophetic guidance. It is based on: declaring Muslims as Kafirs, breaking the obedience of the ruler, and killing the Muslims who disagree with them, as they consider them non-Muslims. The Kharijite sects began early in the time of the Prophethood, the era of the Caliphs until today, and continues until the Final Hour of the World. In this research we shall try to collect the ahadith about them, extract their qualities from them, and attempt to write some benefits and lessons for today.
 الخوارج هي أول فرقة ظهرت في التاريخ الإسلامي، وقد حذر منها النبي r، ولها أفكار ومعتقدات بعيدة عن الهدي النبوي، فهي تقوم على: تكفير المسلمين، والخروج عن طاعة ولي الأمر، واستباحة دماء المسلمين. ولقد بدأت فتنة الخوارج مبكراً منذ عهد النبوة، مروراً بعصر الخلفاء الراشدين وحتى يومنا هذا. وفي هذا البحث نحاول جمع الأحاديث الواردة فيهم، واستخلاص صفاتهم منها، مع ذكر بعض الفوائد.

Piracy and Privateers in the Golden Age: Lessons for Today

ABSTRACTCustomary international law has governed high seas piracy for many centuries and is now codified in the United Nations Convention on the Law of the Sea (LOSC). In this article, we discuss the reasons why enforcement against piracy today is less effective than three hundred years ago. We contend that crime, including the crime of piracy, can be modeled as a rational choice that is responsive to expected rewards and punishments. Based on this view, we argue that three hundred years ago, the free rider problem resulting from enforcement on the high seas was less prevalent than it is today because seaborne trade was more concentrated in the vessels of a few countries, making enforcement more like internal than international policing. The persistence of piracy today also stems from a continuing low probability of capture coupled with lenient punishments. In addition to enforcement differences, we contrast the sources of piracy in the two eras—in the earlier period, the end of privateering led many privateers to engage in piracy, whereas today, the main source of pirates in the Western Indian Ocean is the existence of a “failed state,” and off West Africa and South East Asia pirates are common criminals.

The Nazi Physicians as Leaders in Eugenics and "Euthanasia": Lessons for Today.

This article, in commemoration of the 70th anniversary of the Doctors' Trial at Nuremberg, reflects on the Nazi eugenics and "euthanasia" programs and their relevance for today. The Nazi doctors used eugenic ideals to justify sterilizations, child and adult "euthanasia," and, ultimately, genocide. Contemporary euthanasia has experienced a progression from voluntary to nonvoluntary and from passive to active killing. Modern eugenics has included both positive and negative selective activities. The 70th anniversary of the Doctors' Trial at Nuremberg provides an important opportunity to reflect on the implications of the Nazi eugenics and "euthanasia" programs for contemporary health law, bioethics, and human rights. In this article, we will examine the role that health practitioners played in the promotion and implementation of State-sponsored eugenics and "euthanasia" in Nazi Germany, followed by an exploration of contemporary parallels and debates in modern bioethics. 1.

The Nuremberg Trials: Lessons for Today

The Nuremberg Trials: Lessons for Today

Abdominal and Pelvic Trauma: Misses and Misinterpretations at Multidetector CT: Trauma/Emergency Radiology.

HomeRadioGraphicsVol. 37, No. 2 Previous RadioGraphics FundamentalsAbdominal and Pelvic Trauma: Misses and Misinterpretations at Multidetector CT: Trauma/Emergency RadiologyMichael N. Patlas , David Dreizin, Christine O. Menias, Nikki Tirada, Sanjeev Bhalla, Savvas Nicolaou, Nataly Farshait, Douglas S. KatzMichael N. Patlas , David Dreizin, Christine O. Menias, Nikki Tirada, Sanjeev Bhalla, Savvas Nicolaou, Nataly Farshait, Douglas S. KatzAuthor AffiliationsFrom the Division of Emergency/Trauma Radiology, Department of Radiology, McMaster University, Hamilton General Hospital, 237 Barton St E, Hamilton, ON, Canada L8L 2X2 (M.N.P.); Department of Diagnostic Radiology, University of Maryland Medical Center, R. Adams Cowley Shock Trauma Center, Baltimore, Md (D.D.); Department of Radiology, Mayo Clinic School of Medicine, Scottsdale, Ariz (C.O.M.); Department of Radiology, Brigham and Women’s Hospital, Brookline, Mass (N.T.); Mallinckrodt Institute of Radiology, Washington University School of Medicine, St Louis, Mo (S.B.); Division of Emergency/Trauma Radiology, Department of Radiology, University of British Columbia, Vancouver, BC, Canada (S.N.); Infection Prevention and Control, Humber River Hospital, Toronto, Ont, Canada (N.F.); and Department of Radiology, Winthrop-University Hospital, Mineola, NY (D.S.K.).Address correspondence to M.N.P. (e-mail: [email protected]).Michael N. Patlas David DreizinChristine O. MeniasNikki TiradaSanjeev BhallaSavvas NicolaouNataly FarshaitDouglas S. KatzPublished Online:Mar 13 2017https://doi.org/10.1148/rg.2017160067MoreSectionsFull textPDF ToolsImage ViewerAdd to favoritesCiteTrack CitationsPermissionsReprints ShareShare onFacebookTwitterLinked In AbstractBeing mindful of potential diagnostic pitfalls in trauma imaging; having a thorough, efficient, and informed search strategy; and developing a working knowledge of commonly missed traumatic injuries can help radiologists improve the care of patients with abdominopelvic trauma.Suggested ReadingsChernyak V, Patlas MN, Menias CO, et al. Traumatic and non-traumatic adrenal emergencies. Emerg Radiol 2015;22(6):697–704. Crossref, Medline, Google ScholarDreizin D, Munera F. Blunt polytrauma: evaluation with 64-section whole-body CT angiography. RadioGraphics 2012;32(3):609–631. Link, Google ScholarLubner M, Menias C, Rucker C, et al. Blood in the belly: CT findings of hemoperitoneum. RadioGraphics 2007;27(1):109–125. Link, Google ScholarArticle HistoryReceived: Mar 21 2016Revision requested: July 11 2016Revision received: July 18 2016Accepted: Aug 8 2016Published online: Mar 13 2017Published in print: Mar 2017 FiguresReferencesRelatedDetailsCited ByRadiopaedia.orgLizSilverstone2023CT Imaging and Management of Blunt Splenic Trauma: Lessons for Today and TomorrowMichael N. Patlas, 2 February 2021 | Radiology, Vol. 299, No. 1Invited Commentary: Imaging and Management of Pancreatic TraumaMichael N. Patlas, 7 January 2021 | RadioGraphics, Vol. 41, No. 1Radiology and A Radiologist: A Keystone in the Turmoil of Trauma SettingKhadijaHussain, DeepakVerma, AmenaFiroz, Karez SNamiq, MahamRaza, MuhammadHaris, ManelBouchama, SafeeraKhan2021 | CureusImaging Evaluation of Abdominopelvic Gunshot TraumaFaezeh Sodagari, Douglas S. Katz, Christine O. Menias, Mariam Moshiri, John S. Pellerito, Adel Mustafa, Margarita V. Revzin, 1 October 2020 | RadioGraphics, Vol. 40, No. 6Errors in ImagingHarisChrysikopoulos2020Imaging of blunt bowel and mesenteric injuries: Current statusMostafaAlabousi, Vincent M.Mellnick, RayehKashef Al-Ghetaa, Michael N.Patlas2020 | European Journal of Radiology, Vol. 125Changes in Approach to Solid Organ Injury: What the Radiologist Needs to KnowSiobhán B.O’Neill, SairaHamid, SavvasNicolaou, Sadia R.Qamar2020 | Canadian Association of Radiologists Journal, Vol. 71, No. 3Errors in Emergency and Trauma RadiologyKateHames, Michael N.Patlas, Vincent M.Mellnick, Douglas S.Katz2019Errors in Emergency and Trauma RadiologyGabrieleMasselli, MartinaDerme2019Diagnostic Imaging in Polytrauma PatientsStefanoGiannecchini, ValentinaCaturano, CarmeloRende, ViolaValentini, MargheritaTrinci, VittorioMiele2018Multi-modality imaging of the leaking ureter: why does detection of traumatic and iatrogenic ureteral injuries remain a challenge?AbdullahAlabousi, Michael N.Patlas, Christine O.Menias, DavidDreizin, SanjeevBhalla, ManHon, AndresO’Brien, Douglas S.Katz2017 | Emergency Radiology, Vol. 24, No. 4Accompanying This ArticleAbdominal and Pelvic Trauma: Misses and Misinterpretations at Multidetector CTMay 30 2018Default Digital Object SeriesRecommended Articles CT of Penetrating Abdominopelvic TraumaRadioGraphics2021Volume: 41Issue: 4pp. 1064-1081Imaging Evaluation of Abdominopelvic Gunshot TraumaRadioGraphics2020Volume: 40Issue: 6pp. 1766-1788Invited Commentary: Key Concepts of CT for Penetrating Abdominopelvic InjuriesRadioGraphics2021Volume: 41Issue: 4pp. E119-E120Multidetector CT Findings in the Abdomen and Pelvis after Damage Control Surgery for Acute Traumatic InjuriesRadioGraphics2019Volume: 39Issue: 4pp. 1183-1202Imaging Evaluation of Tracheobronchial InjuriesRadioGraphics2020Volume: 40Issue: 2pp. 515-528See More RSNA Education Exhibits Traumatic Diaphragm Rupture: A Pictorial ReviewDigital Posters2020Trauma Meets the Urinary Tract: What the Surgeions Needs to KnowDigital Posters2020Current State of Affairs in Trauma Body Imaging: Computed Tomography (CT) ProtocolingDigital Posters2020 RSNA Case Collection Traumatic Pseudoaneurysm RSNA Case Collection2021Left Hemidiaphragmatic Rupture RSNA Case Collection2021Traumatic Diaphragmatic RuptureRSNA Case Collection2020 Vol. 37, No. 2 Slide PresentationSupplemental MaterialMetrics Altmetric Score PDF download

The Jesuits and Globalization: Historical Legacies and Contemporary Challenges ed. by Thomas Banchoff and José Casanova

Reviewed by: The Jesuits and Globalization: Historical Legacies and Contemporary Challenges ed. by Thomas Banchoff and José Casanova Karin Vélez The Jesuits and Globalization: Historical Legacies and Contemporary Challenges. Edited by Thomas Banchoff and José Casanova. (Washington, DC: Georgetown University Press. 2016. Pp. viii, 299. $64.95 clothbound; $32.95 paperback. ISBN 978-1-62616-286-0.) This volume of essays could not be more timely for a political moment when many countries seem poised to resurrect nationalism. It offers "Lessons for Today" (p. 280) centered on the question: "Is the experience of Jesuits as global missionaries and educators for almost five centuries relevant to the challenges we face today . . . [in] an increasingly multipolar and interconnected world?" (p. vii). The answer is a resounding and inspiring yes. The seven eminent Jesuits and five senior scholars who convened four workshops to refine these essays have produced an impressively researched catalogue of how Jesuits have responded and contributed to the phenomenon of globalization over time. While the book features "Historical" prominently in the title and is organized chronologically into "Part I: Historical Perspectives" and "Part II: Contemporary Challenges," it shines most in addressing and [End Page 325] contextualizing current Jesuit initiatives to engage with the world. That said, it is a testament to the Jesuit "way of proceeding" that the contributors—Jesuit and otherwise—are hypercritical of Jesuit shortcomings in this endeavor. Cumulatively, these essays highlight four globalizing projects associated with the Society: accommodation, education, interreligious dialogue, and social justice. In "The Jesuits in East Asia. . . ," M. Antoni Ucerler, S.J., describes the most famous historical examples of Jesuit accommodation or inculturation in Japan and China. There, Ucerler notes that Jesuit policy developed not simply thanks to Jesuit understandings but as a pragmatic response to pressures from Japanese and Christian interlocutors (p. 29). Aliocha Maldavsky, in "Jesuits in Ibero-America. . . ," surveys the variety of different Jesuit missions to Spanish and Portuguese America while stressing how Jesuits accommodated not only to indigenous societies but also to colonial political regimes that constrained Jesuit outreach (p. 103). In "Historical Perspectives on Jesuit Education. . . ," John O'Malley, S.J., argues that Jesuit colleges stand as a "corrective to the predominantly economic model" of globalization because they emphasized "more humane . . . working together for the common good" (p. 164). His proof of this is today's extensive network of Jesuit schools staffed by local personnel (p. 147), though he devotes the bulk of his essay to grounding the development of Jesuit schools in the early modern period and the Renaissance humanistic tradition. O'Malley is corroborated by Thomas Banchoff in "Jesuit Higher Education and the Global Common Good." Banchoff also stresses that what makes today's 150 Jesuit universities distinct from other globally-minded institutions is the international reach and extent of collaboration (pp. 253–54). In "The Jesuits…At Vatican II. . . ," David Hollenbach, S.J., notes how Superior General Pedro Arrupe followed up on Vatican II policies by stressing social justice as central to Jesuit mission (p. 176). Hollenbach singles out Jesuits—including Cameroonian Englebert Mveng (p. 177), Aloysius Pieris in Sri Lanka, and Michael Amaladoss in India (p. 179)—for promoting cross-cultural dialogue. Also flagging a Jesuit groundbreaker for social justice, Maria Clara Lucchetti Bingemer describes Ignacio Ellacuría, S.J., martyr and human-rights activist in El Salvador, who pioneered "a globalization that is not dehumanizing but instead attentive to . . . the pursuit of justice" (p. 189). John Joseph Puthemkalam, S.J., and Drew Rau offer a group exemplar founded to rectify the economic imbalances caused by globalization: Jesuits in Social Action (JESA) in South Asia (p. 214). Lastly, Peter Balleis takes us to a transnational organization and the internet, describing the work of the Jesuit Refugee Service (p. 231) and the Jesuit Commons: Higher Education at the Margins (pp. 233–34), which since 2007 has brought online education to refugees unable to otherwise access university courses. Notwithstanding these increasingly intense projects of global engagement, the editors wisely caution readers against seeing globalization as linear progress or as "continuous [or] unidirectional" (p. 3). Four of the most interesting essays in the volume deal directly with backpeddling and setbacks in Jesuit globalizing endeavors. In "Jesuit...

An Uncompromising Gospel: Lutheranism's First Identity Crisis and Lessons for Today by Wade Johnston

An Uncompromising Gospel: Lutheranism's First Identity Crisis and Lessons for Today by Wade Johnston

Offline: The case against (and for) public health

When you walk into the atrium of WHO in Geneva, and if you look carefully, you will discover the head of Andrija Stampar. His face is strong, dignified, and wise. He commands your respect. His presence is rightly prominent. Stampar was the first President of the World Health Assembly in 1948. He dedicated the final decade of his life to WHO, and to what we now call global health. His contribution was inestimable. Through his work as a young district medical officer in Croatia, and then as director of public health for the new Kingdom of Yugoslavia, he showed how nations could build effective public health systems around a common vision for health and wellbeing. He also put what The Lancet described as his “alarming temper” to good use in addressing the injustices he saw. We could do with more of that “alarming temper” in public health today. For if Stampar was with us now, I think he would be both pleased and disappointed by the state of public health. Pleased, because public health, or social medicine as he preferred to call it, has matured into a powerful field of inquiry with a long list of respected achievements to its credit. But disappointed because public health has failed to take advantage of the full range of opportunities before it. It has privileged technical success over political struggle. Too often, public health has retreated from urgent engagement in the public sphere. It has seen its capacities and capabilities constricted. Its objectives have been reduced to the mindless metrics of academic output. Its social impact has been blunted. Its professional workforce is enduring a profound crisis of contraction. Its divorce from medicine has deepened. Its organisations have been weakened by broken leadership. And its vision has been corrupted by collusion with conservative regimes and states. We may therefore ask: what is public health today? Does public health live up to Andrija Stampar's hopes and expectations? These questions come at a moment of emergency in the idea of the global: a period of social, economic, and political disruption unseen since World War 2; peoples enraged by anxiety, alienation, and discontent; political norms shattered; economies plagued by unemployment and low growth; societies jeopardised by terrorism and insecurity; migration as one of the most powerful—and feared—social forces of our times; an unexpected fear of knowledge; attacks on the independent institutional foundations of nation-states—such as the judiciary and the press; a media withered and partisan, a megaphone for plutocrats; governments paralysed by the threat of populism; and the conditions for fascism—let us call it what it is—flourishing: unbridled nationalism, authoritarianism, violence, the demonisation of minorities, belligerent foreign policies, and the application of power to extinguish criticism. The world has faced similar moments before—for example, in the early 19th century, at the time of The Lancet's birth. The 17th-century Enlightenment promised much. In d'Alembert's introduction to Diderot's Encyclopaedia, knowledge was to contribute “new advantages to society as a whole”. But by the beginning of the 19th century, that certainty had been destroyed. The Industrial Revolution brought poverty and workhouses, inequality and deprivation. Science had accelerated, not ameliorated, this terrifying fracture. The reaction came to be called Romanticism—a movement that expressed itself in literature, art, music, philosophy, politics, and science. Romanticism, lasting from the late 18th to mid-19th centuries, was about improving the quality of society. It was about reconnecting Humanity to Nature, rewriting the purpose of politics, and creating a new philosophical radicalism—one dedicated to a progressive realisation of justice and a reinvigorated humanitarianism. Romanticism would address, in Byron's words, the “endless torments and perpetual motion” of the world. The Lancet was part of this extraordinary moment. The revival of a radical tradition succeeded in the early 19th century because of uncontainable social pressure: unprecedented levels of rural poverty and urban hardship. It also depended on a new generation of remarkable young men and women. Science, medicine, and public health in the hands of this new generation was distinguished by an unappeasable social commitment translated into political action. So what are the lessons for today? Nothing less than to grasp the necessity of re-evaluating the entire purpose of public health in the 21st century.

The culture of investment-led international development: the Chatham House circle (1939-45) and lessons for today

In 1939-45 an economic group for the discussion of postwar economic order was established at Chatham House, gathering a transnational community of economists and scholars at 10 St James Square in London. Papers were written and seminars were held before-and following-the conference held in Bretton Woods in 1944. Polish-born economist Paul Rosenstein-Rodan (1902-1985) coordinated the group, which invoked investment-led growth and new international institutions for development. Chatham House played a role in making sense of, and disseminating, this new culture of international development. To be clear, this 'new' culture was not entirely new, and had its roots in the interwar years, including colonial development policy. Nor was Chatham House the only hub of this culture. This article aims at filling a gap in our understanding of the role of economic research done at Chatham House during the Second World War. In addition, by looking to the past, it may also help at broadening our views on how to globally reignite growth today. Policy-makers seem to have learnt some of the monetary lessons of the 1930s, but not the development ones of the 1940s. This article is based on sources from the Chatham House archive and brings to special attention articles published in International Affairs. [ABSTRACT FROM AUTHOR]

Information, expectations and monetary policy: Keynes’s and Friedman’s complementary lessons for today

This paper considers what lessons there might be for our contemporary ‘monetary consensus’ in Keynes’s and Friedman’s respective policy principles. I focus first on the expectations issue. For both Keynes and Friedman, monetary policy aims at the stabilisation of expectations; and in both cases, major issues arise for knowledge and uncertainty, although each conceives this in a different manner. Next I deal with the core of monetary policy principles: while Keynes’s approach is at odds with our modern strategy of inflation-targeting, Friedman would warn us that, even in this case, interest-rate manipulation might not be the appropriate approach. The analysis concludes with the issue of interest rate determination—the issue of intertemporal coordination and financial stability. Policy principles are always rooted in theoretical investigation: Keynes’s approach is based upon an analysis of intertemporal coordination failures, whereas Friedman’s policy schemes require that financial markets be made perfectly competitive.

Financial Capability in Early Social Work Practice: Lessons for Today.

During the profession's first decades, social workers tried to improve their clients’ financial capability (FC). This article describes the methods used by early social workers who attempted to enhance the FC of their clients, based on contemporary descriptions of their practice. Social workers initially emphasized thrift, later adding more sophisticated consideration of the cost of foods, rent, and other necessities. Social work efforts were furthered by home economists, who served as specialists in nutrition, clothing, interior design, and other topics related to homemaking. Early home economists included specialists in nutrition and family budgeting; these specialists worked with social services agencies to provide a financial basis for family budgets and assisted clients with family budgeting. Some agencies engaged home economists as consultants and as direct providers of instruction on home budgets for clients. By the 1930s, however, social work interest in family budget problems focused on the psychological meaning of low income to the client, rather than in measures to increase client FC. Consequently, social workers’ active engagement with family budget issues—engagement that characterized earlier decades—faded. These early efforts can inform contemporary practice as social workers are once again concerned about improving their clients’ FC.

The Franco-German Alliance and Its Role in the Process of European Monetary Integration, 1944-2010 - Lessons for Today

The aim of this paper is to assess the evolution of the Franco-German alliance and the likely directions in its development. In particular, the question of whether the two countries' close relationship would survive the current economic and political obstacles is addressed. Emphasis is, placed on the way the alliance facilitated the creation of European Monetary Union. Therefore, the signing of the Treaty of Rome, the establishment of the European Monetary System, the creation of the Single European Act and the Maastricht Treaty are evaluated within this perspective. An underlying assumption throughout the analysis is that the prospects of the alliance and EMU will proceed in tandem. If the alliance continues to evolve successfully then the process of European economic integration will also progress, whereas if the two countries relations increasingly attenuate then the process of economic integration would at best stagnate. The main conclusion is that, following the Eurozone debt crisis the Franco-German alliance has been, replaced by "German Hegemony". This has rendered the main driving force of the European Union ineffective and as such has undermined the evolution of its institutions.

WE ARE LEARNING GEOGRAPHY IN A DIFFERENT WAY. THE ASPECTS OF APPLICATION ACTIVE TEACHING (LEARNING) APPROACHES’ IN GEOGRAPHY LESSON

In geography lesson, educational process is modeled depending on the particular educational (learning) content, available resources, students' age and ability. Thus, in geography lesson subject knowledge and general competencies are educated as well. In today's lesson, in order to gain geography knowledge, it is very important to adapt the educational (learning) content to each student, according to students’ needs to be active and learn to cooperate seeking for geography knowledge. Nowadays, information and communicative technologies (ICT) are often an integral part of the teaching (learning) process. The article reveals opportunities of active development (learning) methods usage in geography lesson promoting active students’ activities. Key words: geography subject and general competences; lesson structure; active educational (learning) methods; experiment; teaching strategy; learning progress.