Suchergebnisse

Frontmatter -- PREFACE -- CONTENTS -- CHAPTER I. INTRODUCTION -- CHAPTER II. DEFINITION AND SCOPE -- CHAPTER III. BASIC POLICIES AND PRINCIPLES -- CHAPTER IV. SOCIAL INSURANCE -- CHAPTER V. ACCUMULATION OF FUNDS versus 'PAY AS YOU GO' FINANCING -- CHAPTER VI. PROPORTION OF SOCIAL SECURITY PAYMENTS TO NATIONAL INCOME -- CHAPTER VII. AGE AND RETIREMENT -- CHAPTER VIII. FAMILY ALLOWANCES -- CHAPTER IX. HEALTH -- CHAPTER X. OTHER CONTINGENCIES -- CHAPTER XI. SOME ECONOMIC CONSIDERATIONS -- CHAPTER XII. CONCLUSIONS -- SELECTED REFERENCES -- INDEX

"Technology, global economics, and demographics are colluding to create workspaces that thrive on communities rather than hierarchies. Our industrial paradigm with its roots in the military is swiftly being replaced by a paradigm based on networks that are held together by passion and social connections, and fueled by instantaneous interactions between members of communities. This new paradigm is creating a massive impact on how we think about successful leadership and how we develop leaders. We have found that this shift involves thinking of leaders more as Mayors and less as Generals. The Social Leader structures a new approach to leadership and provides tools for leaders to understand themselves in this new era of connectedness and community. Authors Frank Guglielmo and Sudhanshu Palshule describe and explain the five new imperatives of leadership, the Tenets of Social Leadership, illustrating ways for leaders and would-be leaders to reimagine their personal narratives and their leadership capabilities. "--

Hundreds of millions of people across the world use the Internet every day. Its functions vary, from shopping and banking to chatting and dating. From a psychological perspective, the Internet has become a major vehicle for interpersonal communication that can significantly affect people's decisions, behaviors, attitudes and emotions. Moreover, its existence has created a virtual social environment in which people can meet, negotiate, collaborate and exchange goods and information. Cyberspace is not just a technical device but a phenomenon which has reduced the world to a proverbial global village, fostering collaborations and international cooperations; thus reducing the barriers of geographical distance and indigenous cultures. Azy Barak and a team of prominent social scientists review a decade of scientific investigations into the social, behavioral and psychological aspects of cyberspace, collating state-of-the-art knowledge in each area. Together they develop emerging conceptualizations and envisage directions and applications for future research

"This book provides a comprehensive view of blogging as a global practice, looking at the new virtual world--a blogosphere--populated with opinion leaders and information purveyors, political pundits and activists, human and animal rights defenders and abusers, corruption fighters and truth seekers"--Provided by publisher

S. 55-88: Social aspects of economic development in Israel

"The objective of this book is to study the important social, cultural, and political factors that affect the living conditions of the people in their societies. This study can provide the decision-makers with solutions to the problems that may face their societies and destabilize their structure"--

Many European governments, including Norway, have ambitious educational policies regarding digitalisation. Many businesses and policymakers pay great attention to the use of digital technologies in education in order to meet the future demands for a competent and qualified workforce. Among researchers and policymakers, there is a general consensus that the professional teacher is a key figure for the successful implementation of digital technologies in schools. Many expectations have been placed upon professional teachers regarding the implementation and use of digital technologies. The professional teacher is, to a certain degree, supposed to independently decide how digital technologies should be used in the classroom. This paper discusses what the concept of a 'professional digitally competent teacher' may mean in the context of schools. It also argues the need for a greater understanding of professional digital competence, one which takes into consideration various social and cultural aspects with regard to technology, schools and the teaching profession. In unpacking the social and cultural conditions for implementing technology in a professional teaching context, I will draw on concepts from the constructivist understanding of technology, namely, the 'domestication of technology'.