The article reveals the principle of non-discrimination, the concept of equality, the principle of equality in national legislation and in international Conventions on racial discrimination. In addition, the experience of countries to eliminate discrimination in the main law is analyzed. The experience of countries such as Germany, Poland, Japan, Croatia and Italy is considered.

This study proposes a quantitative approach to aligning module outcomes with identified competencies in educational settings. Competency-based education emphasizes the acquisition of specific skills and knowledge essential for success in various fields. However, mapping module outcomes to identified competencies can be challenging due to the complexity of educational programs and the diverse nature of competencies. In this paper, we present a systematic methodology for quantitatively assessing the alignment between module outcomes and identified competencies. This approach involves defining a set of measurable criteria for both module outcomes and competencies, assigning numerical scores to indicate the degree of alignment, and analyzing the data using statistical techniques. Through a case study analysis, we demonstrate the application of this quantitative mapping approach in real-world educational contexts. The findings provide valuable insights into the effectiveness of educational programs in fostering desired competencies and highlight areas for improvement in curriculum design and delivery.

This paper presents a value-based approach for assessing the excellence of higher technical education institutions (HTEIs). Traditional metrics often fail to capture the full spectrum of contributions made by HTEIs to students, society, and the economy. In response, this study proposes a comprehensive framework that evaluates HTEIs based on their alignment with core values such as educational quality, innovation, industry relevance, social impact, and sustainability. Drawing upon interdisciplinary perspectives from education, economics, and sociology, the framework incorporates both quantitative and qualitative indicators to assess the holistic performance of HTEIs. By prioritizing values that reflect the multifaceted mission of higher technical education, this approach aims to provide more meaningful and actionable insights for stakeholders, policymakers, and institutional leaders.

Death the unwelcome visitor, leaves in its wake a brew of emotions and milestones to be negotiated. Individuals experience death and its aftermath differently. Widows are vulnerable adults who suffer unfair treatment in many African cultures. As soon as she becomes a widow, a woman’s status changes. She loses certain rights and privileges in communities where marriage is viewed as a key to a social class. Widows are expected to partake in rituals and practices that widowers do not. Some of these practices are dehumanizing and psychologically distressing. The rituals and practices are compulsory. Not engaging in them would lead to being ostracized. Remarriage on the other hand is stigmatized, unless it is done within the family as an African woman is married to the clan. The widow, being part of the community understands the meaning of the rituals and practices. She understands what will befall her and her children if she does not accomplish these expectations. Widows live in a community that cannot support them due to the changes that have been caused by contemporary living. Faced with such challenges she a widow has difficult decisions to make. The cultural setup offers little support, she must take responsibility of her mental health. Widows can find solace in the church, among the community of believers. Here one can construct different meanings of death, bereavement, and widowhood using the scripture as a guide rather than the dehumanizing cultural practices related to death and bereavement. The new meaning acts as a gateway to freedom, even as she continues living as a member of the cultural community.

This article is dedicated to studying the scientific-theoretical and methodological aspects of bilateral relations during the historical period from the early 19th century to the first quarter of the 20th century between the Khiva Khanate and the Russian Empire (1806-1917), the Provisional Government (March-October 1917), the Soviet state (1917-1920), and the Khorezm People's Soviet Republic (KPSR) with the Russian Soviet Federative Socialist Republic (RSFSR) and the Union of Soviet Socialist Republics (USSR) (1920-1924) in the historiography of the Soviet period. The author attempts to illuminate the scientific-theoretical and methodological aspects of studies conducted during the Soviet era on international relations and foreign policy, based on the "class" approach and commissioned historical research.