Suchergebnisse

"Modern slavery," a term used to describe severe forms of labor exploitation, is beginning to spark growing interest within business and society research. As a novel phenomenon, it offers potential for innovative theoretical and empirical pathways to a range of business and management research questions. And yet, development into what we might call a "field" of modern slavery research in business and management remains significantly, and disappointingly, underdeveloped. To explore this, we elaborate on the developments to date, the potential drawbacks, and the possible future deviations that might evolve within six subdisciplinary areas of business and management. We also examine the value that nonmanagement disciplines can bring to research on modern slavery and business, examining the connections, critiques, and catalysts evident in research from political science, law, and history. These, we suggest, offer significant potential for building toward a more substantial subfield of research.

AbstractMigration is an important reality for many sub-national autonomous territories where traditional-historical groups (so-called 'old minorities') live such as Flanders, Catalonia, South Tyrol, Scotland, Basque Country, and Quebec. Some of these territories have attracted migrants for decades, while others have only recently experienced significant migration inflow. The presence of old minorities brings complexities to the management of migration issues. Indeed, it is acknowledged that the relationship between 'old' communities and the 'new' minority groups originating from migration (so-called 'new minorities') can be rather complicated. On the one hand, interests and needs of historical groups can be in contrast with those of the migrant population. On the other hand, the presence of new minorities can interfere with the relationship between the old minorities and the majority groups at the state level and also with the relationship between old minorities and the central state as well as with the policies enacted to protect the diversity of traditional groups and the way old minorities understand and define themselves. The present lecture analyses whether it is possible to reconcile the claims of historical minorities and of new groups originating from migration and whether policies that accommodate traditional minorities and migrants are allies in the pursuit of a pluralist and tolerant society.

Knjiga se bavi arhitekturom i urbanim planiranjanem na prostoru bivše Jugoslavije za vrijeme socijalizma te pokušava odgovoriti na pitanja u vezi s njihovom ulogom i ostavštinom u zemljama nasljednicama. U knjizi su predstavljeni arhitektonski projekti i veliki urbanistički planovi koji su obilježili jugoslavensko (socijalističko) razdoblje poput turističkih eksperimenata na jadranskoj obali, koncepata za nove gradove i izložbene paviljone na međunarodnim izložbama, do povijesnih spomenika u svim republikama bivše Jugoslavije od 1948. do 1980. g. Na prikupljanju dokumentacije i istraživanjima koja su nastojala raspoznati i kritički interpretirati arhitektonske i urbanističke modele i procese koji su predstavljali kulturni i socijalni doprinos modernizacijskim procesima radilo je preko 30 arhitekata/istraživača u periodu od dvije godine.

'Modern slavery', a term used to describe severe forms of labour exploitation, is beginning to spark growing interest within business and society research. As a novel phenomenon it offers potential for innovative theoretical and empirical pathways to a range of business and management research questions. And yet, development into what we might call a 'field' of modern slavery research in business and management remains significantly, and disappointingly, underdeveloped. To explore this, we elaborate on the developments to date, the potential drawbacks, and the possible future deviations that might evolve within six sub-disciplinary areas of business and management. We also examine the value that non-management disciplines can bring to research on modern slavery and business, examining the connections, critiques, and catalysts evident in research from political science, law, and history. These, we suggest, offer significant potential for building towards a more substantial sub-field of research.

Abstract
As pressure increases to support social justice, coalitions try to understand their role in oppression while implementing practices to create equitable environments. Twenty-six education-focused community coalitions in the United States participated in the study. Coalition interviews and membership rosters are used to evaluate the degree to which these coalitions engage in community engagement practices conducive to empowerment. Involvement practices emphasize communication strategies and participatory design structures. Systems change practices emphasize agenda-setting processes and a level of awareness of structural sources that create social marginalization. This work investigates how these two practices create empowerment. This study uses fuzzy-set qualitative comparative analysis to examine the impact of community poverty, coalition age, government representation, coalition size, school district size, and coalition governance on involvement and systems change practices. The results demonstrate combinations of these conditions in four mutually exclusive solutions for involvement practices and two mutually exclusive solutions for systems change practices. The paper ends by identifying cases that coincide with these solutions and how communities thoughtfully configure their collaborations to coincide with empowerment theory. Additionally, we identify potential trade-offs between involvement and systems change practices.

The wave of Colour Revolutions, which started in Serbia in the year 2000, and spread to Georgia, Ukraine, and Kyrgyzstan, has changed the existing concepts on how transformation would take form in countries exiting from "really existing socialism." In the early years following the collapse of the Soviet state, the dominant concepts were that of "transition" or slow, top-down reforms that would transform the existing political systems from ruling-party dictatorships to parliamentary democracies, and planned economies to market-based ones. Yet in the late 1990s there was a growing fatigue and pessimism towards the basic thesis of transition: the transition paradigm was formulated as a reaction to the perceived causes of the Soviet failure: a totalitarian state which monopolized the political space proved itself unable to provide either economic well-being or political legitimacy. The task in the early 1990s was to shrink the state apparatus, to make space for a multi-party political pluralism. Even though some argued that the main objective of transition was to achieve democracy,1 for transition theories and even more so for its translation into actual political choices the economic aspect of transition was perceived to be more immediate than the political one. Democracy needed a certain material context, and here too decreasing the role of the state was thought to liberate the market and provide material stability to the new democracies. It was necessary to create a new middle class by way of mass privatization of the former state properties to create a social demand for democracy. Those ideas reflected not only an ideological victory of the one side of the Cold War over the Eastern camp, but also very practical needs: the huge Soviet state sector was neither sustainable nor necessary after the fall of one-party rule, and it had to be radically transformed. At the time, this transition was thought to be an easy task: to take off the oppressing lid of the party-state and let democracy and market economies emerge naturally. Yet in the conception of transition there was a certain tension between the economic and political sides of the imagined reforms, between mass privatization with its dire social consequences of unemployment and fall in the standard of living, and the political goals of democratization where people who were being "restructured" were simultaneously promised to receive the right to change their rulers by casting their ballots. Would people who are threatened with job loss and lower living standards vote for the reformers? And in the event of a negative answer, how would the reforms proceed? Should economic reforms come before political ones; that is, first privatization and in a second stage freedom of political choice through parliamentary elections? These are some of the dilemma that the new republics of the Soviet Union and the former socialist countries of Eastern Europe were facing in the early 1990s. At the time, the answer was clear: the economy came first; it was more important to reform the economic sector, to privatize massively, and stabilize the economy as soon as possible. The economy came before politics, in the sense that restructuring of the property structure through mass privatization was supposed to create the material means for the creation of democracy. It was believed that once the middle class was created as a result of mass privatization, the democratic institutions, such as free elections, multi-party system, independent media, an active civil society, in a word, all the attributes of democracy, would evolve naturally.

Einsatz von digitalen Lernformen und Lernkonzepten in der Weiterbildung. Bewertung des digitalen Lernens. Einschätzungen zur Digitalisierung des Weiterbildungssektors. Digitales Lernen für bestimmte Zielgruppen.

Themen: 1. Teilnahme an Weiterbildung: Rolle digitaler Medien im Alltag, Nutzung digitaler Medien zum Lernen in den letzten 12 Monaten; offene Beschreibung von bis zu drei Lernsituationen mit digitalen Medien (Name des Angebotes (Inhalt/Thema), Anbieter, Internetbasierte Unternehmen, Dauer des Angebots, Ort, verwendete Gerät/e, genutzte Anwendungen bzw. Programme, Gründe für das Lernen; Differenzierung der Lernsituation nach Weiterbildung, Kurs oder selbstständiges ´freies Lernen´.

2. Geräteausstattung: Genutzte Geräte: Smartphone, Tablet, Kindle, E-Book-Reader, Notebook, Laptop, stationärer Computer, Fernseher mit Internetverbindung, SmartTV, Sonstiges (offen); Häufigkeit der Nutzung dieser Geräte zum Lernen; privates oder fremden Gerät; Lernorte und Lernhäufigkeit: zu Hause und am Arbeitsplatz /im Unternehmen, am Schulungsort (z.B. VHS, Akademie), unterwegs, Sonstiges (offen); Häufigkeit des digitalen Lernens an diesen Lernorten.

3. Einsatz digitaler Lernformen: Kenntnis und Nutzung ausgewählter Technologien und Anwendungen (Chat-Dienste, z.B. WhatsApp, Snapchat, Präsentationsprogramme, z.B. PowerPoint, Elektronische Texte (z.B. E-Books, PDF-Dokumente), Digitale Lernspiele, Simulationen, Elektronische Tests oder Übungen, Foren, Communities, Blogs, Lern-Apps, Lernmanagementsystem, z.B. Moodle, MOOCs, WBT, Webbasiertes Lernen, DVD´s, CD´s, Soziale Netzwerke, z.B. Facebook, Twitter, Instagram, Cloud-Dienste, z.B. Google Drive, Dropbox, Video-Angebote, z.B. YouTube, Mediathek, Wikipedia oder andere Wikis, Webseiten mit fachlichen Inhalten, z.B. digitale Fachzeitschriften, Webinar); Nutzungszweck dieser Technologien und Anwendungen: Nutzung für berufliche Zwecke zum Lernen/zur Weiterbildung, private Nutzung für die Freizeit zum Lernen/zur Weiterbildung (z.B. Hobby), keine Nutzung zum Lernen/Informieren; kostenlose oder kostenpflichtige Nutzung dieser Technologien.

4. Inhalte und Anwendungen: Meinung zum Einsatz digitaler Medien und Anwendungen zur Weiterbildung (nach wie vor gut, wenn Trainer oder Lehrende klassische Lehrmittel einsetzen, z.B. Tafel, Weiterbildungen ohne den Einsatz von digitalen Medien sind nicht mehr denkbar, kreatives Arbeiten und Lernen mit digitalen Medien, z.B. eigene Lernvideos zu erstellen macht Spaß, Lern-Apps oder digitale Tests setzen unter Druck, Digitale Medien bieten mehr Auswahlmöglichkeiten, z.B. Videos und Texte, das Angebot an digitalen Medien überfordert, anonyme Rückmeldung von einem Lernprogramm besser als eine Rückmeldung von einer Person, Trainer/Lehrende sollten häufiger mal etwas Neues mit digitalen Medien ausprobieren, möchte Social Media wie WhatsApp, Facebook etc. nur für private Zwecke nutzen, bisher noch keine passenden digitalen Lerninhalte gefunden).

5. Lernmotivation: Motivierende Lernformen (Vortrag mit Lernvideos oder Präsentationstools, pdf-Dokumente, E-Books, eigenständige Recherche im Internet zu bestimmten Inhalten, selbstständiges Lernen mit Erklärvideos und Video-Tutorials, Arbeiten mit einer Lernplattform, wie Moodle, ILIAS, Lernen mit Programmen zum kreativen Arbeiten, z.B. Musik, Videos selbst erstellen, Bildbearbeitungsprogramme, Selbstlernprogramme, wie Simulationen, Lern-Apps, Lernspiele, Lernen und Austausch mit Social Media, wie WhatsApp, Snapchat, Twitter, Facebook, selbstständiges Einarbeiten in ein Thema (z.B. mithilfe Videos, Wikipedia), und anschließende Besprechung in der Lerngruppe, Zirkeltraining, Stationenlernen: verschiedene Themenblöcke werden selbstständig in Kleingruppen mithilfe digitaler Medien erarbeitet, Kurs bestehend sowohl aus Lernen im Schulungsraum und als E-Learning, Teilnahme an einem reinen Online-Kurs, z.B. Webinar, Erstellung von größeren Projekten mithilfe digitaler Medien).

6. Generelle Bewertung digitaler Medien: Kind sollte den Umgang mit digitalen Medien in der Schule lernen, fühle mich durch die digitalen Entwicklungen abgehängt, Internet ermöglicht es, an neues Wissen zu kommen, Filter Ü65: Menschen in meinem Alter sollten den Umgang mit digitalen Medien erlernen, Filter Ü35 - U65: Ältere Menschen wie meine Eltern sollten den Umgang mit digitalen Medien erlernen, Filter U35: Ältere Menschen wie meine Großeltern sollten den Umgang mit digitalen Medien erlernen, wieder alle: durch das Internet mit vielen Personen besser Kontakt halten, Internetanschluss und Geräte persönlich zu teuer, viele Dinge im Internet nicht zu verstehen.

Demographie: Geschlecht; Alter (gruppiert); Erwerbsstatus und Art der Erwerbssituation; Branche; höchster Bildungsabschluss; (Personen unter 18 und Personen in einer Erstausbildung wurden nicht befragt).

Zusätzlich verkodet wurde: Befragten-ID; Gewichtungsfaktor.

"In this important body of theology, key writings from the Chinese house church movement have been compiled, translated, and made accessible to English speakers. This unique resource will be valuable to practical and political theologians and anyone interested in international relations, political philosophy, history, and intercultural studies"--