Suchergebnisse

Cover Page -- Title Page -- Copyright Page -- Contents -- Preface -- Part I: The View from Above -- 1. Not-So-Mobile Homes: The Story of a Bill -- 2. Overview: The Playing Field -- 3. Federalism: States within the State -- 4. Rules of the Road: The Constitution -- Part II: Choosing Leaders, Chasing Policy -- 5. How We Choose: Elections and Voting -- 6. Initiatives and Referenda: Government by (Some of) the People -- 7. Let's Party!: Political Parties in Washington State -- 8. Interest Groups: The Politics of Power -- Part III: State Government: Olympia and Beyond -- 9. Where It Happens: The Legislature -- 10. The Gang of Nine: The Executive Branch -- 11. All Rise: The Courts Are in Session -- 12. Turning Policy into Practice: State Agencies and What They Do -- 13. Where It Comes from and Where It Goes: The Budget and Taxes -- Part IV: In Your Neighborhood: Local Governments -- 14. County Government: Regions within the State -- 15. Cities: Police, Planning, Parks, and Potholes -- 16. Special Purpose Districts: Services Where You Live -- 17. Tribal Governments: Nations within the Nation -- 18. Jobs and Money: Economic Development -- Epilogue: The People's Business -- Notes -- Bibliography -- Index.

Technological progress, or in other words, the digital revolution, a name that more clearly describes the speed and manner in which this process takes place, is changing our world in multiple areas and across multiple levels. Due to the complexity and the organization of the formal education system, the implementation and the use of technological resources does not take place sufficiently and at the same speed in all schools. The entry of technology into teaching depends on the users' capabilities and technical resources, i.e. on each individual teacher and the technological equipment at his disposal (Nart, 2016). And while the offer of digital tools for creating, performing and sharing music has become widely available and financially acceptable to the general population, which according to Savage (2007) has accelerated the process of technological change in music, the usage of technology in schools with traditional music practice is very rare (Mills Murray, 2000). The availability of ICT resources in music schools, such as technological equipment and licensed computer programs designed to assist learning and teaching in the users' mother tongue (especially those intended for music education), the lack of teachers' competencies required to use technology in teaching, as well as the absence of methodological frameworks that could support planning and executing of such lessons are the main reasons for this delay of technology implementation in the music education system. According to a 2018 study by the Organization for Economic Co-operation and Development (OECD), more than 60% of teachers said that they did not feel ready to use digital technology in teaching. By contrast, in a public consultation launched by the European Commission in 2021 on the new Digital Education Action Plan (2021-2027), over 60% of teachers stated that they had improved their digital skills and that the crisis caused by COVID-19 forced them to use technology more than usual. In the near future, it is realistic to expect that ICT will be integrated into the usual music teaching curriculum (Crow, 2005). Teachers should advance from being the passive users of digital tools to becoming the digital innovators capable of using technology to improve their teaching skills and consequently achieving greater success with learning outcomes (Koehler Mishra, 2005).But how much is technology changing us as music teachers? How much is our teaching changing? And formal music education in general? What is good about this change and what is not good for our students? We are discussing and emphasizing the benefits that technology provides in music teaching, however, certain special demands, that such education requires, technology cannot fulfil yet. For instance, demonstrating proper body posture, along with correct arm and hand position, avoiding injuries while performing music (Waddell Williamon, 2019) or delivering online teaching at a high artistic level (Adileh, 2012). These are all actions that, in addition to multidimensional activities, presuppose a "live" teacher (Ruismäki Juvonen, 2009), a "live'' model observed and followed by the students with more of their senses than just sight and hearing. Through the method of interviews with music school teachers, we will try to find answers to the questions posed here and some additional ones. The aim of this paper is to encourage the scientists and teachers in music education to think about and find the best solutions for optimal and purposeful use of new technological achievements.

This research deals with the terms integrating status and inclusion by addressing their concept in linguistic dictionaries as well as studies of researchers in the education, pedagogy and didactics, with reference to the various designations of integrating situations, types and characteristics of inclusion. Where the pedagogy of integration was one of the contemporary approaches to education that raised problems in its relationship to competence. The research concludes with the link that exists between the two linguistic and idiomatic concepts for status and integration, as well as considering inclusion as a criterion for achieving competency.

This paper traces the history of madrassahs (Islamic seminaries) in South Asia from their inception in the 12th century until the end of colonial rule in 1947. The paper argues that many of the pre-colonial rulers of South Asia, including the Mughals (1526—1857), played key roles in promoting education and providing patronage of various educational institutions, including madrassahs. The policies of British colonial rule (1757—1947), however, made the most indelible marks on madrassah education, not only directly, wherein their policies have impacted on the structure, functions and curriculum of madrassahs, but also indirectly, through the prompting of responses from the ulama and the Muslim community that determined the contours and the content of madrassah education. The paper examines the roles of various strands of madrassah education, and the interplay of politics and curriculum of various major madrassahs. The paper demonstrates that madrassah as a concept and as an institution has come a long way, that its contents and contours have undergone changes, and that as an institution it has largely remained embedded within the society.

This article explores the impact of 15 separate provisions of state annexation laws on seven different measures of annexation activity. This analysis uses annexation data from 42 states between 1990 and 1998. The analysis finds that there are different patterns of annexation activity for laws designed to constrain annexation, as compared with laws designed to facilitate annexation. Laws designed to facilitate annexation are likely to be associated with high levels of annexation activity. On the other hand, laws designed to constrain annexation are not very likely to have lower levels of activity.

The notion of Environmental Citizenship embodies behaviour – an actively involved citizen who exercises his/her environmental rights and obligations in the private and public spheres. Education for Environmental Citizenship implies behavioural change; its goal is to facilitate an individual's intellectual growth (cognitive domain) and emotional capacity (affective domain) that may lead to a critical and actively engaged individual. Human behaviour is overwhelmingly sophisticated, and what shapes pro-environmental behaviour is complex and context specific. Furthermore, empirical research indicates a discrepancy between possessing environmental knowledge and environmentally supportive attitudes and behaving pro-environmentally. The point of departure of this chapter is that the social and psychological study of behaviour has much to inform the study of environmental behaviour and, deriving from this, to inform regarding the type of education towards behaviour/action in the goal of sustainable socioecological transformation. The chapter focuses on internal (psychosocial) factors. It presents selected models regarding factors influencing behavioural decisions that are acknowledged as influential theoretical frameworks for investigating pro-environmental behaviour, as well as various theories that inform these models. These are categorised into knowledge-based models; attitude-, value- and norm-oriented models; skills, self-efficacy and situational factors; and new approaches to environmental behaviour models. The chapter concludes with suggestions for Education for Environmental Citizenship deriving from the various models.

The notion of Environmental Citizenship embodies behaviour – an actively involved citizen who exercises his/her environmental rights and obligations in the private and public spheres. Education for Environmental Citizenship implies behavioural change; its goal is to facilitate an individual's intellectual growth (cognitive domain) and emotional capacity (affective domain) that may lead to a critical and actively engaged individual. Human behaviour is overwhelmingly sophisticated, and what shapes pro-environmental behaviour is complex and context specific. Furthermore, empirical research indicates a discrepancy between possessing environmental knowledge and environmentally supportive attitudes and behaving pro-environmentally. The point of departure of this chapter is that the social and psychological study of behaviour has much to inform the study of environmental behaviour and, deriving from this, to inform regarding the type of education towards behaviour/action in the goal of sustainable socioecological transformation. The chapter focuses on internal (psychosocial) factors. It presents selected models regarding factors influencing behavioural decisions that are acknowledged as influential theoretical frameworks for investigating pro-environmental behaviour, as well as various theories that inform these models. These are categorised into knowledge-based models; attitude-, value- and norm-oriented models; skills, self-efficacy and situational factors; and new approaches to environmental behaviour models. The chapter concludes with suggestions for Education for Environmental Citizenship deriving from the various models.

The notion of Environmental Citizenship embodies behaviour – an actively involved citizen who exercises his/her environmental rights and obligations in the private and public spheres. Education for Environmental Citizenship implies behavioural change; its goal is to facilitate an individual's intellectual growth (cognitive domain) and emotional capacity (affective domain) that may lead to a critical and actively engaged individual. Human behaviour is overwhelmingly sophisticated, and what shapes pro-environmental behaviour is complex and context specific. Furthermore, empirical research indicates a discrepancy between possessing environmental knowledge and environmentally supportive attitudes and behaving pro-environmentally. The point of departure of this chapter is that the social and psychological study of behaviour has much to inform the study of environmental behaviour and, deriving from this, to inform regarding the type of education towards behaviour/action in the goal of sustainable socioecological transformation. The chapter focuses on internal (psychosocial) factors. It presents selected models regarding factors influencing behavioural decisions that are acknowledged as influential theoretical frameworks for investigating pro-environmental behaviour, as well as various theories that inform these models. These are categorised into knowledge-based models; attitude-, value- and norm-oriented models; skills, self-efficacy and situational factors; and new approaches to environmental behaviour models. The chapter concludes with suggestions for Education for Environmental Citizenship deriving from the various models.