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The title of this research is Values of Life in Mitch Albom’s Tuesday With Morrie. This research focuses on analyzing the types of values which are found in novel Tuesday With Morrie. This study aims to analyze the types of value of live on the novel Tuesday With Morrie and describe its implementation in human’s life. There are four methods of research used in this paper, they are: finding data resource, collecting and clasifying the data, analyzing the data, and the last is presenting the result of the analysis. All of the data used in the research are taken from Albom’s Tuesday With Morrie. The result of the analysis showed that in general there are two kinds of value found, they are entertainment value and educational value. Based on the educational value, there are three values found, such as society and civilizations value, moral – ethic – religion value, and practical value. The result of the study also showed that all of the all datacan be implemented in daily human’s life.

During the one year's pilot action (April 2019 – March 2020) within the ROSIE project focusing on monitoring implementation of the RRI concept (Responsible Research and Innovation) for SMEs, CCSS (Czech Centre for Science and Society) provided assistance to 6 SMEs working in the field of education. All lecturers-language tutors involved in the pilot action do private tutoring of so-called SL (small languages or language of minorities). Our presentation shows the results of this pilot action; all problems connected with existence and availability of OER for the SL lecturers are listed there. Our experience described here may be also useful to tutors of other SLs. Part of our assistance output can serve as a source of inspiration in general for online low-barrier tutoring (health, economic and other barriers), but also as motivation for other language education businesses, lecturers and agencies. In January 2019 CCSS gave out an open call for business-people/lecturers in language services with an offer of assistance in the RRI area emphasizing OA (Open Access) and OE (Open Education). CCSS decided for this direction in particular on the ground of their previous experience with lack of quality OER for language tutors. Their basic presupposition was also lack of information in the bulk of SL tutors in the area of IT tools usable for teaching planning, teaching itself and self-presentation and transfer of the RRI topics.

В данной статье анализируются проблемы становления и развития сетевых взаимодействий в образовании. Рассматриваются вызовы времени, которые определяют тенденции развития общеобразовательной системы и могут удовлетворить потребности каждого субъекта этого взаимодействия. Определены условия взаимодействия между образовательными организациями для решения конкретных проблем или проблем внутри самой организации, для создания общих результатов путем объединения ресурсов или обмена ресурсами как результат каждого участника взаимодействия сетей. Обоснована позитивная роль сетей в улучшении ресурсов любого учреждения за счет средств других учреждений., This article analyzes the problems of the formation and development of network interactions in education. It examines the challenges of time, which determine the development trends of the general educational system and can satisfy the needs of each subject of this interaction. Interactions between educational organizations occur to solve specific problems or problems within the organization itself, to create common results by pooling resources or exchanging resources, but the result of each participant in the interaction of networks will be different. Networks can improve the resources of any institution at the expense of other institutions., Вестник научной мысли, Выпуск 2 2020

L’objectiu d’aquesta recerca és analitzar les representacions i actituds del professorat de llengües de secundària envers la diversitat lingüística i cultural. La recollida de dades s’ha dut a terme mitjançant entrevistes individuals en profunditat i una discussió de grup. Els resultats ens mostren que si bé predomina la idea que el plurilingüisme és un valor positiu, no totes les llengües són valorades de la mateixa manera. Així mateix, prevalen concepcions de la cultura com quelcom estàtic i en bloc, que condueixen a la interpretació del contacte intercultural en termes de substitució. Des d’aquesta perspectiva, la diversitat cultural es percep com una amenaça a la pròpia identitat. S’evidencia la necessitat de formació que aprofundeixi en els conceptes de plurilingüisme i interculturalitat i en la necessitat de dotar els centres educatius de recursos que permetin una vivència positiva de la diversitat lingüística i cultural., The aim of this research consists on analyzing the representations and attitudes of secondary language teachers towards linguistic and cultural diversity. Data has been collected through individual in-depth interviews and a group discussion. Results show that even if there is a prevalence of the idea that plurilingualism is a positive asset, not all languages are valued in the same way. In addition, there seems to be a predominance of the understanding of culture as a static, unidimensional block, which interprets intercultural contact in terms of substitution. Under this perspective, cultural diversity is perceived as a threat to one’s identity. This paper detects the need for professional development which targets the concepts of plurilingualism and interculturality as well as the necessity to provide educational centers with the appropriate resources to be able to deal with linguistic and cultural diversity in a positive way., El objetivo de esta investigación consiste en analizar las representaciones y actitudes del profesorado de lenguas de secundaria en torno a la diversidad lingüística y cultural. La recogida de datos se ha realizado mediante entrevistas individuales en profundidad y una discusión de grupo. Los resultados muestran que si bien predomina la idea de que el plurilingüismo es un valor positivo, no todas las lenguas son valoradas del mismo modo. Así mismo, prevalecen concepciones de la cultura como algo estático i en bloque que conducen a la interpretación del contacto intercultural en términos de substitución. Bajo esta perspectiva, la diversidad cultural se percibe como una amenaza para la propia identidad. Se evidencia la necesidad de formación que profundice en los conceptos de plurilingüismo e interculturalidad y en la necesidad de dotar a los centros educativos de recursos que permitan una vivencia positiva de la diversidad lingüística y cultural.