Suchergebnisse

Das Verhältnis zwischen Öffentlichkeit und Religion ist einer der großen Klassiker der Geistesgeschichte, der bis heute nichts von seiner Bedeutung eingebüßt hat. Mit großer Regelmäßigkeit rekurrieren Soziologen und Politikwissenschaftler auf eine Rückkehr der Religionen in den öffentlichen Raum. Im Zuge von Säkularisierung, Globalisierung und Digitalisierung stehen moderne Öffentlichkeiten und Religionen in einem stetig komplexeren Netz wechselseitiger Transformation. Einen besonderen Kristallisationspunkt dieses intensiven Wechselverhältnisses bilden die beiden großen Schlüsselthemen öffentliche Bildung und universitäre Forschung. Die im vorliegenden Band versammelten Beiträge beleuchten schlaglichtartig einige ausgewählte Aspekte in diesem weiten Feld vom Ende des 18. Jahrhunderts bis in die Gegenwart.

Following its independence from the Soviet Union in 1991, Kyrgyzstan experienced processes of change across all areas of social, political and economic life. Higher education reform has been central to this agenda, and between 1991 and today the Soviet-era system of state-funded and Communist Party controlled higher education institutions (HEIs) in Kyrgyzstan has been transformed into an expansive, diverse, unequal, semi-privatized and marketized higher education (HE) landscape. Mindful of arguments that the marketization of higher education does not necessarily generate institutional diversification, that government regulation does not necessarily lead to homogenization among institutions, and that universities' own institutional strategies and responses to environmental changes shape processes of structural reform in complex ways, this paper assesses the specific character of these changes to the higher education landscape in post-Soviet Kyrgyzstan. After briefly describing the structure and financing of higher education in the Kirgiz Soviet Socialist Republic from 1917–1991, we consider some key factors which have shaped patterns of the differentiation and diversification of HE in the post-Soviet period. These include the historical legacies of Soviet HE infrastructures, new legal and political frameworks for HE governance and finance, changes to regulations for the licensing of institutions and academic credentials, the introduction of new multinational policy agendas for higher education in the Central Asian region, changes in the relationship between higher education and labor, the introduction of a national university admissions examination, and the adoption of certain principles of the European Bologna Process. The picture of HE reform that emerges from this analysis is one in which concurrent processes of diversification and homogenization are not driven wholly by either state regulation or forces of market competition, but mediated by universities' strategic negotiations of these forces in the context of historical institutional formations in Kyrgyzstan.

Based on over 190,000 responses from students, teachers and head teachers collected and analysed during the school year 2011-12, the Survey of Schools: ICT in Education provides detailed, up-to-date and reliable benchmarking of Information and Communication Technologies in school level educationacross Europe, painting a picture of educational technology in schools: from infrastructure provision to use, confidence and attitudes. The Survey was commissioned in 2011 by the European Commission (Directorate General Communications Networks, Content and Technology) to benchmark access, use and attitudes to ICT in schools in 31 countries (EU27, Croatia, Iceland, Norway and Turkey). The Survey is one of a series within the European Union's cross-sector benchmarking activities comparing national progress towards the Digital Agenda for Europe (DAE) and EU2020 goals. The Survey was conducted in partnership between European Schoolnet and the University of Liège (Service d'Approches Quantitatives des faits éducatifs, Department of Education). It is the first Europe-wide exercise of this type for six years, following the eEurope 2002 and eEurope 2005 surveys. It is the first to be conducted online and the first to include students directly. Work on the survey took place between January 2011 and November 2012, with data collection in autumn 2011. The survey report and all related materials are freely available on the European Commission's Digital Agenda Scoreboard website1. In four countries (Germany, Iceland, Netherlands and the United Kingdom) the response rate was insufficient, making reliable analysis of the data impossible; therefore the findings in this report are based on data from 27 countries. ; http://ec.europa.eu/digital-agenda/en/news/survey-schools-ict-education

In contemporary Western societies, policing has become associated with the state although this practice is of recent origin and by no means universal. Even within post‐industrial states, non‐state forms of policing exist and may be a rediscovered source of social control. A survey of subway riders in New York City provides information about citizen dispositions toward policing by state and non‐state sources. It was found that respondents are substantially more supportive of a self designated citizen anti‐crime organization, the Guardian Angels, than they are of the New York City Transit Police although a sizable number of respondents support both sources of policing. Differential assessment is related to perception of crime trends, the degrees to which respondents believe bystanders will intervene on their behalf in the event of a crime, fear of victimization and the reported likelihood that respondents will intervene. Such findings are useful in addressing general theoretical issues respecting the basis for support of state and non‐state policing and their relative role in social control.

This paper considers neoliberalism, not only as a set of economic principles, but as a form of governance with political and social consequences. It argues for considering neoliberalism as that which produces subjects, ways of behaving, and organization of social and economic life. It then relates such consideration to the analysis of early childhood discourses on fun and happiness and how these discourses might sustain possibilities for the creation of neoliberal subjects.

Since 1968 on 1992 Eudoxia Mihajlovna Sokolovskaya was the head of the
chair of the general chemistry, and up to the beginning of this century she remained the
unique woman heading chair of a chemical profi le in the Lomonosov Moscow State
University. The main sphere of professor E.M.Sokolovskaya activity – the basic researches on development of the theory of the physical and chemical analysis. Under
her management where prepared more than 120 candidates of science and 12 doctors
of sciences. The results of the works are published in more than 500 scientifi c articles
and in three monographies. For the outstanding merits in the fi eld of a science and for
successful pedagogical activity it has been awarded ranks of the Honourable Professor
of the Moscow State University, and also ranks "the Honored worker of a science of
RSFSR", awarded the order of Friendship of the people.

This article examines the relationship between sub-state nationalism and the welfare state through the case of Quebec in Canada. It argues that social policy presents mobilisation and identity-building potential for sub-state nationalism, and that nationalist movements affect the structure of welfare states. Nationalism and the welfare state revolve around the notion of solidarity. Because they often involve transfers of money between citizens, social programmes raise the issue of the specific community whose members should exhibit social and economic solidarity. From this perspective, nationalist movements are likely to seek the congruence between the 'national community' (as conceptualised by their leaders) and the 'social community' (the community where redistributive mechanisms should operate). Moreover, the political discourse of social policy lends itself well to national identity-building because it is typically underpinned by collective values and principles. Finally, pressures stemming from sub-state nationalism tend to reshape the policy agenda at both the state and the sub-state level while favouring the asymmetrical decentralisation of the welfare state. References. Adapted from the source document.

Intro -- Contents -- Preface -- Chapter 1 -- An Examination of Pre-Service Teachers' Content Knowledge on Linear Equations: A Cross-Cultural Study -- Abstract -- Introduction -- Impact of Mathematics Content Knowledge -- Why Balance Method and Inverse Method? -- Element Interactivity and Linear Equations -- Balance Method -- Inverse Method -- Operational and Relational Lines -- Element Interactivity and Instructional Design -- The Present Study -- Method -- Participants -- Materials -- Procedure -- Results -- Equation Solving Test -- Concept Test -- Solution Strategies -- Discussion -- Conclusion -- References -- Appendix A. Samples of One-step, Two-step and Multi-step Equations -- Appendix B. Concept Test -- Chapter 2 -- Decolonising the Language of Learning and Teaching in an Open and Distance e-Learning Landscape -- Abstract -- Acronyms and Abbreviations -- Introduction -- Methodology -- Narrative Method -- Theoretical Framework -- Exploration of Unisa Language Policy -- Exploration on the Design of New Modules within the Transformation Concept of Africanisation by using leleme la ga mme as LoLT -- Exploration on How Unisa can be Welcoming and Motivate Students to Learn in an ODeL -- The Self-Concordance Model -- The Strength Approach Theory -- Conclusion -- Summary of Main Points -- Recommendations -- Recommendations for Further Research -- References -- Chapter 3 -- A New Teacher for a New School: Pedagogical Challenges of the Future -- Abstract -- 1. Competency-Based Learning as a Starting Point -- 2. The Value of Education: Coexistence and Citizenship -- 3. The Commitment to an Inclusive School -- 4. The Challenge of Innovation and Creativity -- 5. The Exile of Individuality -- 6. Winning the Digital Challenge -- 7. Promote Continuous Professional Development or Lifelong Learning -- Conclusion -- References -- Biographical Sketch.

The paper analyzes the system of legal education in Lithuania. It provides a short historical overview and recent developments in this area. On the one hand, higher education institutions try to implement main goals of the Bologna Process and to provide two-cycle studies in the field of law. On the other hand, there are still very strong ties to the traditional one-stage model of legal studies. Thus, universities try to combine both these models and offer both two-stage and one-stage studies. In such a situation students are given an opportunity to choose the model they prefer. The paper gives an insight into the programs of studies offered by the universities in Lithuania. The last thing discussed in the article is the issue of securing quality of legal studies.