Suchergebnisse

This paper examines approaches to self or custom-build in the Netherlands and the UK to offer comparative insights into self- and custom-built housing contexts and cultures, and specifically, the relationships with local and strategic planning arrangements.The paper reviews arguments for self-build as a means to address housing shortages and examines the evidence of completions in practice. It positions the discussion in light of arguments that self-build can become a mainstream source of housing provision. The paper critically considers the role of think tanks in advocating housing policy solutions. Adopting a social constructionist perspective, the paper examines the work of the National Self-Build Association which has devised and implemented an action plan to promote the growth of self-build housing in the UK. Almere, which is located east of Amsterdam, is one of the case studies explored to inform thinking around self-build in the devolved UK. The conclusions tease out some of the implications for democratic and technocratic arguments around self development and the right to design and build one's home.

Das Konzept der "Zivilgesellschaft" ist für den Autor ein fruchtbarer Ausgangspunkt für transkulturelle Dialoge bzw. Diskurse. An diesem Konzept wird jedoch moniert, dass ihm ein posttraditionales Telos zugrunde liegt und es daher in eine "posttraditionale Theologie" transformiert werden sollte. Am Beispiel der indischen Geschichte, Gesellschaft und Kultur wird dann gezeigt, wie ein nicht modernistisches Konzept einer Zivilgesellschaft aussehen könnte. Die Zivilgesellschaft ist aus dieser Sicht nicht nur der Ort deliberativer Politik (wie in den westlichen Konzeptionen), sondern auch ein "Raum des Zuhörens, der Kultivierung der Stille und der Transzendierung der Polarität von privat/öffentlich durch den Einzelnen". Der Kern der Zivilgesellschaft liegt für den Autor im Konzept der Selbstentwicklung sowohl auf individueller als auch auf institutioneller Ebene. Prinzipiell werden dabei die alten (europäischen) Dualismen im Sinne des buddhistischen Zusammenfallens der Gegensätze und Widersprüche unterlaufen. (ICA)

The author's approach to the empirical study of the peculiarities of self-development of a person has been considered. The criteria of self-development as a subject activity have been characterized. Its indicators have been given. The psychological resources of personal self-development have been singled out: the need for self- development as its source and determinant; conditions that ensure its success; mechanisms as functional means and conditions for its implementation. Their essence has been revealed. The need for self-development has been determined by the actualization of the characteristics of self-development (self-activity, vital activity, development of self-consciousness) and has been occurred when the content structure of the individual consciousness and the transformation of semantic entities changed. Conditions of self-development has been defined by mature I of personality, openness, tolerance to the new, the presence of a conscious goal of self-realization and active life strategy. Reflection, self-regulation and feedback have been considered as mechanisms of self-development. The methodical approaches and means of studying the peculiarities and factors of the development of the subject of self- development in adolescence in the process of professional training have been offered, and the results of their integrated empirical research have been highlighted. Particular attention has been paid to the analysis of the level of actualization of self-development resources among students, discovered with the author's diagnostic method "DCPSD" (Dispositional Characteristic of Personality of Self-development). It has been proved that psychological resources as a set of possibilities of development already exist in the psychological reality of a person. It has been shown that the dominance of the level of self-development resources' actualization of the individual (and their combination) can be correlated with the dimensions of the individual psychological space, indicating the individual peculiarity of ...

Our article employs a feminist perspective to interpret ethnographic data on soft skills programmes (SSPs) for female staff in Higher Education (HE). We use the story of Arachne as a metaphor for how, under neoliberalism, women are instructed to create local 'nets of power,' only to find themselves tangled in a web of conflicting expectations. Our method was informed by Institutional Ethnography (IE). Data incorporated autoethnography, participant observation, in-depth interviews with female SSP participants from academia and corporate services, as well as document study. SSPs emerged as social spaces promoting self-care and entrepreneurial practices to predominantly female audiences. An entrepreneurial self was promoted on SSPs, ostensibly to inoculate women against stress and exploitation, but arguably to perpetuate a 'super-woman' work ethic. SSPs exemplify how women are kept busy with attending to their personal 'metamorphoses' as opposed to 'meddling' in the politics of institutions, distracted from feminist agendas that might address structural gender inequalities in HE.

Political, economic, social and cultural changes of the country influence the change of the educational content. Striving to develop dynamic modern Lithuanian's and person's modern nationality, the educational content should relate to "pupils' experiences and sociocultural needs. The article presents that the development of interculturality of pupils is one of the approaches when striving to understand cultural diversity of the present-day world. The results of previous research(Bilbokaitė, 2017,2016)have revealed the lack of programmes, clear guidelines for intercultural education in the context of the different learning environments. The article describes the importance of informal education, that arises from the learner's involvement in activities that are not undertaken with a learning purpose in mind. The research aim is to reveal pupil's (of the 10th-12th Forms) opinion about the (self-)development of interculturality in informal learning environments. Quantitative research was used(sample of 727 Lithuanian comprehensive school pupils)to investigate the practical application of development of interculturality in educational environment from pupil's perspective. The research results analysed employing content analysis reveal the importance of learning from the experience as a fundamental and natural means in different environments -home, social networks, school, city, streets. A safe personal environment creates the opportunity to be self, to learn about values, variety of cultures, tolerance, acceptance of others. Pupils' opinions concerning the lack of possibilities for development of interculturality in school(during formal education)are presented.

Political, economic, social and cultural changes of the country influence the change of the educational content. Striving to develop dynamic modern Lithuanian's and person's modern nationality, the educational content should relate to "pupils' experiences and sociocultural needs. The article presents that the development of interculturality of pupils is one of the approaches when striving to understand cultural diversity of the present-day world. The results of previous research(Bilbokaitė, 2017,2016)have revealed the lack of programmes, clear guidelines for intercultural education in the context of the different learning environments. The article describes the importance of informal education, that arises from the learner's involvement in activities that are not undertaken with a learning purpose in mind. The research aim is to reveal pupil's (of the 10th-12th Forms) opinion about the (self-)development of interculturality in informal learning environments. Quantitative research was used(sample of 727 Lithuanian comprehensive school pupils)to investigate the practical application of development of interculturality in educational environment from pupil's perspective. The research results analysed employing content analysis reveal the importance of learning from the experience as a fundamental and natural means in different environments -home, social networks, school, city, streets. A safe personal environment creates the opportunity to be self, to learn about values, variety of cultures, tolerance, acceptance of others. Pupils' opinions concerning the lack of possibilities for development of interculturality in school(during formal education)are presented.

Political, economic, social and cultural changes of the country influence the change of the educational content. Striving to develop dynamic modern Lithuanian's and person's modern nationality, the educational content should relate to "pupils' experiences and sociocultural needs. The article presents that the development of interculturality of pupils is one of the approaches when striving to understand cultural diversity of the present-day world. The results of previous research(Bilbokaitė, 2017,2016)have revealed the lack of programmes, clear guidelines for intercultural education in the context of the different learning environments. The article describes the importance of informal education, that arises from the learner's involvement in activities that are not undertaken with a learning purpose in mind. The research aim is to reveal pupil's (of the 10th-12th Forms) opinion about the (self-)development of interculturality in informal learning environments. Quantitative research was used(sample of 727 Lithuanian comprehensive school pupils)to investigate the practical application of development of interculturality in educational environment from pupil's perspective. The research results analysed employing content analysis reveal the importance of learning from the experience as a fundamental and natural means in different environments -home, social networks, school, city, streets. A safe personal environment creates the opportunity to be self, to learn about values, variety of cultures, tolerance, acceptance of others. Pupils' opinions concerning the lack of possibilities for development of interculturality in school(during formal education)are presented.

Political, economic, social and cultural changes of the country influence the change of the educational content. Striving to develop dynamic modern Lithuanian's and person's modern nationality, the educational content should relate to "pupils' experiences and sociocultural needs. The article presents that the development of interculturality of pupils is one of the approaches when striving to understand cultural diversity of the present-day world. The results of previous research(Bilbokaitė, 2017,2016)have revealed the lack of programmes, clear guidelines for intercultural education in the context of the different learning environments. The article describes the importance of informal education, that arises from the learner's involvement in activities that are not undertaken with a learning purpose in mind. The research aim is to reveal pupil's (of the 10th-12th Forms) opinion about the (self-)development of interculturality in informal learning environments. Quantitative research was used(sample of 727 Lithuanian comprehensive school pupils)to investigate the practical application of development of interculturality in educational environment from pupil's perspective. The research results analysed employing content analysis reveal the importance of learning from the experience as a fundamental and natural means in different environments -home, social networks, school, city, streets. A safe personal environment creates the opportunity to be self, to learn about values, variety of cultures, tolerance, acceptance of others. Pupils' opinions concerning the lack of possibilities for development of interculturality in school(during formal education)are presented.