Principle Of Collegiality Research Articles

The paradoxes of application of the legislation on personal data

The subject. The article is devoted to the analysis of legislation on personal data and it’s enforcement in the educational process in higher educational institutions.The purpose of the article is highlight controversies in legislation on personal data, generating mistakes in enforcement during the educational procedures.The description of methodology. The author uses methods of complex analysis, synthesis, as well as formal-logical and formal-legal methods.The main results and scope of their application. The practice of interpreting the concepts of “personal data”, “confidential personal data”, “official secret”, “publicly available personal data” is extremely contradictory.Currently, there are hundreds departmental regulatory legal acts about various aspects of the protection of official secrets. Analysis of these acts shows that the rules aimed at preserving the confidentiality of official information regulate the following aspects of the functioning of state and municipal bodies, institutions and organizations: (a) ensuring access to official information; (b) providing state and municipal services; (c) document flow and record keeping; (d) staffing; (e) anti-corruption; (f) use of information systems; (g) interaction with the media; (h) prevention of conflicts of interest.The study load cannot be attributed to the personal data, that requires the consent of the teacher to be processed. The study load is nothing more than publicly available information, arising from the principles of collegiality of educational process management, competitiveness of education, its openness and transparency, that are established in the legislation on education.Conclusions. Extended interpretation of confidential personal data and inclusion of the teaching load to it is unacceptable. This contributes to conflicts of interest, corrupt factors and devaluation of higher education.

The size and structure of the European Commission: legal issues surrounding project teams and a (future) reduced College

European Commission – Size of the Commission – Presidentialisation – President’s power of organisation – Principle of collegiality – Responsibility of the College at large – Reorganisation of the Commission – Balance between efficiency and member state representation – Legality of project teams – Rotation of voting rights in EU law – System of rotation for the European Commission

LESSON STUDY AS AN ALTERNATIVE DEVELOPMENT FOR PRE-SERVICE TEACHER COMPETENCE

Lesson Study is not learning model but a model of teachers' professional development through the study of collaborative learning and sustainable as well as carrying the principles of collegiality and mutual learning to build a learning community (Hendayana, et al., 2006). This Study conducted a library research through a review of journal article that discuss about lesson study. As a model of development, lesson study widely adopted by teachers in Indonesia but its implementation procedures have been amended in accordance with the context and situation. Lesson Study is also potentially be applied to the Real Teaching (PPL) for students LPTKs, but need a clear implementation guidelines and operational for students, teachers, professors, and school.

Sacerdocio y apostolicidad. Notas sobre el ministerio en Joseph Ratzinger

En el presente artículo se ofrecen algunas reflexiones sobre el primado y la colegialidad y, por tanto, de la sinodalidad. El teólogo alemán recuerda las simultáneas dimensiones vertical y horizontal –teológica y sociológica– en la Iglesia. Junto a las irrenunciables apostolicidad y episcopalidad, analiza Ratzinger las también esenciales instancias de la catolicidad y del ministerio petrino. Manifiesta asimismo Ratzinger la necesidad de la palabra, los sacramentos y el ministerio para la constitución de la Iglesia. A su vez, relaciona el sacerdocio ministerial con el concepto de sacrificio. En fin, establece la continuidad entre Cristo, los apóstoles y sus sucesores y los presbíteros, por lo que se recuerda la dimensión ontológica-sacramental del orden sacerdotal, prioritario sobre la funcional.

Transforming Traditional Bureaucratic Management Practices By Employing The Collegial Leadership Model Of Emancipation

The main purpose of this study is to determine whether the Collegial Leadership Model of Emancipation (COLME) can serve as a conceptual framework to transform traditional bureaucratic management practices (TBMPs) in organizations such as schools. The question does arise whether a theory such as the COLME has the potency to introduce leadership change by empowering and emancipating their employees. It is a fallacy to simply assume that experience alone, in the absence of theory, will contribute to this knowledge base to develop collegial leaders. All the respondents in this exploratory qualitative study embraced collegiality to transform TBMPs in their organizations. For the positive effects to be sustained, the collegial practices need to be evolutionary and emancipatory in order to evoke the values of collegial leadership as elucidated by the findings of this study. Interviewees affirmed that the COLME provides an astute framework to develop commendable collegial leadership practices as it clearly outlines procedures to develop and use the leadership potential of all the employees in order to foster joint accountability. They acknowledged that when the principles of collegiality are flexibly applied, they contribute to the creation of a holistic milieu in which all employees are able to express themselves freely without fear of failure and thus feel that they are part of the democratic decision-making process. Evidently, a conceptual framework such as the COLME can serve as a benchmark for leadership effectiveness because organizational outcomes need to be measured against standards of excellence in meeting both employee and customer expectations.

A "final disposition. .. one way or another": The Real End of the First Curran Affair

In 2003, as United States Conference of Catholic Bishops (USCCB) opened its June meeting in St. Louis, Missouri, clergy sexual abuse scandal was obviously at top of list of continuing concerns. The President of Conference, Bishop Wilton D. Gregory, musing, perhaps lamenting, his leadership role at such a uniquely difficult time, told a Washington Post reporter that he wished his mentor, late Joseph Cardinal Bernardin, late John Cardinal Dearden were around to help guide church.1 Gregory might as easily have added one more name to his wish list: Alexander Zaleski, Bishop of Lansing from 1965 to 1975, confidant of Dearden and admirer of Bernardin. For four crucial years (1966-1970), he was also first chairman of singularly important Bishops' Committee on Doctrine (COD), one of busiest and most essential of some two dozen standing committees for what was then National Conference of Catholic Bishops (NCCB). As chairman, Zaleski was an insightful and highly respected leader of American hierarchy. He was also an effective conciliator between bishops' conference and American Catholic Theological Society. Together with bishops like Dearden and Bernardin, he was a moderate and cautiously optimistic proponent of aggiornamento (renewal or updating) and principles of collegiality and subsidiarity endorsed by Vatican Council II (1962-1965). In cases of internal dissent from church doctrine, he proved a staunch supporter of due process during heady and critical half-decade that followed Council. Zaleski was a highly competent, fair-minded, and collegial chair of an extremely active committee that confronted and worked through a myriad of often daunting internal controversies and crises that shook American church in late 1960's.2 Among those controversies, several reflected era's preoccupation with limits of authority and dissent. Most significant were challenges to nature and scope of Magisterium, Church's teaching authority on matters of faith and morals. Two episodes, in particular, had lasting consequences for study of theology and for Catholic higher education. In both instances key protagonist was Father Charles E. Curran, a young moral theologian at The Catholic University of America. He is best remembered for lead role he played in second controversy that began at a press conference in late July, 1968. There, on behalf of eighty-seven theologians, he read a statement of dissent from Pope Paul VTs encyclical, Humanae Vitae (On Proper Regulation of Propagation of Offspring), in which pontiff reaffirmed Church's proscription of artificial contraception. Within weeks, more than six hundred individuals qualified in sacred sciences had personally endorsed dissent. Curran's leadership role in asserting that a Catholic theologian had a right to disagree with Church's non-infallible teachings helped lay groundwork for decades of controversy over moral authority of Magisterium.3 Eighteen years later, during summer of 1986, Joseph Cardinal Ratzinger, prefect of Vatican's Congregation for Doctrine of Faith (CDF), sent Curran a letter that would end his career at Catholic University of America. After at least seven years of investigating his teaching and writing, and after failing to get Curran to agree to change his stance on contraception and other issues related to sexual morality, CDF declared that he was longer . . . suitable nor eligible to teach Catholic theology. Ratzinger mailed a similarly worded directive to Chancellor of university and Archbishop of Washington, James Hickey. Hickey wasted no time initiating the withdrawal of [his] . . . ecclesiastical license, but it was not until winter of 1987 that he was able to suspend Curran.4 A year later, in spring of 1988, Board of Trustees formally withdrew Curran's canonical mission. …

On the other side of the door.

My friends, I would like to thank you, the members and guests of the Western Trauma Association (WTA), for the great honor of serving as your president over the past year . This experience has been so very special to me in large part because I believe the WTA is such an outstanding organization. Our group, founded some 33 years ago, has thrived under the principles of collegiality, diversity, fellowship, and scientific endeavor. The WTA has matured from a small fledgling group, with its first Colorado meeting in the early 70’s, into the formidable organization that it is today. It has been a great pleasure to witness this transformation over the years. For me, our meeting has a wonderful aura about it. There is, and I think many of you would agree, something unique here. In many ways it is difficult to define, and yet it is crystal clear in my mind that our meeting, our organization, is special. For some, perhaps it is the western-style relaxation and casualness of our gathering. For others it might be the freewheeling scientific sessions or perhaps the diversity of our membership. I’m sure we all have our reasons for coming year after year. I can tell you that for me, it’s about the friendships and the great relationships that I’ve made within this organization over the years. For me it’s the fact that our meeting is a yearly punctuation point in my life; something I can look forward to, something I can count on. Our meeting is a time when I can be with you, my friends and colleagues, away from our usual lives, to congregate in an incredibly beautiful setting, share some excellent science, catch up on old friendships, and most importantly, develop new ones. For me, it is also about being in the mountains. I have always loved the mountains; their serenity, their beauty. Perhaps that is why I settled my family in Montana. Being in the mountains allows me to gain perspective on my life. From the top of a mountain I feel appropriately small and at the same time closer to a higher power. In the mountains, I always feel part of something much bigger than myself. For me, it is also about our group’s emphasis on family. In many ways my kids grew up coming to this meeting, learning to ski, making friends that they continue to keep to this day and I’m sure they will treasure for years to come. My mom likes to say that in the end all you have is your family, your friends, and your memories. Well, many of my fondest memories come from the annals of WTA meetings I’ve attended over the years. So to be president of an organization that I cherish so much will always be among my greatest honors, and for that I can’t thank you enough. I would also like to take this opportunity to welcome you all to Snowbird. Snowbird has been a very special venue for this organization. We have met here six times now; more than at any other locale. Our group’s first Snowbird meeting was in 1980. That year, Dr. Gene Moore gathered a group of aspiring young surgeons to attend. We paid an astonishing $19.00 for one-way airfare on Frontier Airlines from Denver for a week of science and skiing. It was one of my earliest forays to a mountain resort, and for most of us, it was our first scientific meeting. When we arrived here, our enthusiasm was palpable. Excitement was high. To say, however, that we were not welcomed with open arms would certainly not be hyperbole. In fact, the young WTA really did not know what to make or do with residents. Now, attending the WTA’s annual meeting in the very same location nearly a quarter Submitted for publication October 31, 2003. Accepted for publication October 31, 2003. Copyright © 2003 by Lippincott Williams & Wilkins, Inc. From the Department of Thoracic and Cardiovascular Surgery, Deaconess Billings Clinic, Billings, Montana. Presidential address presented at the 33rd Annual Meeting of the Western Trauma Association, February 23-28, 2003, Snowbird, Utah. Address for reprints: J. Scott Millikan, MD, Department of Thoracic and Cardiovascular Surgery, Deaconess Billings Clinic, PO BOX 37000, 2825 8th Avenue North, Billings, MT 59105; email: smillikan@billingclinic.org.

On the Meaning of Empowerment and Empowerment-Oriented Social Work Practice

This paper begins by discussing five components deemed essential for fhe disempowered to become empowered. The components are: social action, political awareness, the right to say and to 'have a say,' recognizing oneself and being recognized as competent, and the use of power. Based on this discussion, the paper then addresses the requirements for empowement-oriented practice, which, it is argued, fall under two major headings: the principle of collegiality, and group and community work. Some cautions on the limits of empowerment work conclude he analysis.

Concile et Sociologie

Considering side by side the points of view of the theologian and the sociologist, the authors clarify the new possibilities offered by bringing sociology to bear on the reflections of the theologian. In particular they point out that sociology is useful in constructive criticism, and in the adaptation of the Church's institutional forms. From this point of view the re-instatement of the principle of collegiality offers the best possible framework in which the sociologist and the theologian can meet. In it the latter is par ticularly well-pleased to render service to the Church, and to help her to disengage from an institutional status quo which has been only too restrictive, and in the maintenance of which her main vital forces have been hitherto occupied.