The article reveals the foreign experience of labor education of the younger generation. It has been established that for many millennia one of the main tasks of education has been to prepare young people for participation in all human activities. However, in different social formations, in different countries, this problem was solved differently. All progressive educators of the past considered work as a necessary component of comprehensive human development. The combination of work and study was first discussed by humanist educators of the Renaissance. In the works of utopian socialists T. Mora and T. Companella, in the works of humanist F. Rabelais and some other authors of this and later times expressed interesting ideas about educating young people based on the acquisition of real knowledge and active participation in work. The theory of real-practical upbringing and education was systematically presented for the first time in the works of the great Czech teacher J.A. Comenius. His merit is that he was the first to try to introduce work in school. Although he did not even raise the question of combining learning with work; a famous teacher simply puts science and work at school in one line. But the very fact of introducing labor into the school is an attempt to destroy the opposition of mental education to labor education, which has developed over the centuries. If Ya.Comenius for the first time put labor education and mental education together (having introduced the first in school), then J.J. Rousseau is well aware of and enshrines this idea in his demand to teach a new person "to work as a peasant and think like a philosopher." In the pedagogical system of J.G. Pestalozzi's idea of labor education is gaining a leading role. The teacher approached her on the basis of socio-economic, philosophical and psychological-pedagogical principles as diverse as anyone before him. In his work J.G.Pestalozzi not only develops the ideas of J.A.Comenius, J.J. Rousseau, but also raises new questions, highlights new horizons of the problem. Although not all the questions were able to justify and correctly solve J.G. Pestalozzi, but the very production of them made the followers think and seek their own solution to these issues. In the nineteenth century, schooling became widespread in Western countries, which led to the problem of vocational training in schools. Therefore, it was during this period that G. Kershensteiner created a labor school, in which, according to the teacher, it is necessary to replace verbal methods with active methods, which in his works he called labor. At the beginning of the twentieth century, Ukraine, following the path of democratic transformations in education, successfully assimilating the advanced foreign experience of labor education of children, created its own system of labor education of the younger generation. ; У статті розкрито зарубіжний досвід трудового виховання підростаючого покоління. Встановлено, що впродовж багатьох тисячоліть одним з головних завдань виховання була підготовка молоді до участі у всіх видах людської діяльності. Однак, в умовах різних суспільних формацій, в різних країнах це завдання вирішувалося по-різному. Всі прогресивні педагоги минулого розглядали працю як необхідну складову всебічного розвитку людини. Про поєднання праці й навчання вперше заговорили педагоги-гуманісти епохи Відродження. Особливо актуальними питання спеціального трудового виховання стають у буржуазному суспільстві. Висловлюються різні точки зору про місце та роль трудового навчання й виховання. Зокрема, Д.Локк необхідність трудового виховання мотивував тим, що праця на свіжому повітрі корисна для здоров'я, а знання ремесел може знадобитися діловій людині як підприємцю. Ж.Ж.Руссо вважав, що праця необхідна всім і багатим і бідним і їй треба спеціально навчати. Й.Песталоцці вбачав у дитячій праці перш за все засіб розвитку фізичних сил, розумових і моральних здібностей дітей, прагнув дати дітям не вузькі ремісничі навички, а різнобічну трудову підготовку. Педагоги-філантропісти відстоювали думку про введення уроків трудового навчання в школах. Г.Кершенштейнер вважав, що саме ручна праця розвиває мислення, уяву, фантазію дітей і виховує в учнів сильну волю. В свою чергу, Р.Штайнер зазначав, що саме ручна праця формує інтелект дитини. Безумовно, не всі поставлені проблеми були розв'язані, проте це не применшує їхньої позитивної ролі в розвитку педагогічної теорії й практики трудового виховання.
The purpose of the thesis is to put forth and explore a notion of teaching as a practice of attention formation. Drawing on educational philosophy and the Didaktik/Pädagogik-traditions, teaching is explored as a relational and lived-though practice that can promote, form, and share attention. In the context of teaching, attention is connected to the acts of showing and observing. As such, teaching can be seen as a complex of relations that emerges through the intersection of the intentions of the one who is showing and the one who is observing. This intersection creates a tension between the self-active student and the paths made possible for this self-activity. The pedagogical dimension of this tension can be expressed through the principles of the summons to self-activity and Bildsamkeit. By turning to some key-texts of the French philosopher Jacques Rancière, I explore how the notion of teaching as attention formation can be understood from within a radical relational perspective on education and also how attention itself can be thought of as an educational phenomenon. From this critical relational perspective, where the relation is seen as constitutive of educational situations and where the possibility for uniqueness, difference, and freedom are regarded as central characteristics for a democratic conception (and ethical realization) of education, I interpret Rancière's notions of intellectual emancipation and partage du sensible as political/aesthetic analogues to the summons to self-activity and Bildsamkeit, respectively. While the event of intellectual emancipation, although constituted relationally, mainly addresses the unique attentive subject, the notion of le partage du sensible draws attention to the larger and shared context in which this event takes place. In the thesis, teaching as attention formation is addressed as a relational phenomenon in which the unique and irreplaceable subject is called into being and is given space to respond to the summons of the surrounding world and to strive against the materiality of that very same world. It is suggested that attention formation might be the educational event when someone, as a unique other, is called into presence and is given room to claim and to speak for his or her interest. It is an event made possible by those teachers who have the sensibility to discover its coming, the courage to let it happen, and the strength to accept the consequences of it. ; Detta är en pedagogisk-filosofisk avhandling med syfte att undersöka på vilket sätt undervisning kan ses som en praktik som kan skapa, forma och dela uppmärksamhet. Utifrån ett relationellt pedagogiskt perspektiv och med hänvisning till både en pedagogisk och didaktisk problematik utreder jag hur undervisning kan förstås som en praktik där uppmärksamhet både uppfordras och formas, det vill säga som en uppmärksamhetsbildande praktik. Uppmärksamhet är ett fenomen som de senaste 150 åren främst har beskrivits i psykologiska, kognitiva eller neurobiologiska termer. Dock har uppmärksamhet varit en pedagogisk fråga och en fråga för undervisning i minst 3000 år (genom t ex Platon, Rousseau, Comenius, Herbart, Montessori, James, Dewey). I avhandlingen tar jag fasta på den pedagogiska traditionen av att tänka uppmärksamhet i relationella termer och något som skapas i en undervisningssituation, när lärare och elever möts i relation till ett ämnesinnehåll. Med undervisning som en relation mellan någon som visar, något som visas och någon som förväntas uppmärksamma det som visas, skapas en spänning mellan elevens förväntade självverksamhet och de vägar som görs möjliga för denna självverksamhet. Den pedagogiska dimensionen av detta möte förstår jag med hjälp av principerna uppfordran till självverksamhet och bildsamhet. Dessa principer utvecklar jag med hjälp av den franske filosofen Jacques Rancières diskussioner om undervisning som intellektuell emancipation och om estetik/politik som ett delande av det sinnliga. Avhandlingens teoretiska bidrag består i att utveckla en relationell förståelse av undervisning som en uppmärksamhetsbildande praktik, genom att förstå Rancière's begrepp intellektuell emancipation och delandet av det sinnliga som estetisk/politiska paralleller till de pedagogiska principerna uppfordran till självverksamhet och bildsamhet. Då undervisning förstås som en uppmärksamhetsbildande praktik, blir den också möjlig att tänka som en estetisk/politisk verksamhet som erbjuder det unika och oersättliga subjektet att både ta plats och tillföra något nytt bland andra subjekt i en värld av skillnader. Med denna förståelse vill jag göra uppmärksamhet till en pedagogiskt relevant fråga, särskilt i relation till en nutida utbildningsdiskurs som är starkt färgad av mätbarhet, målfokusering och individcentrering. ; Forskarskolan Filosofiska studier av pedagogiska relationer
The theme of the conference is: "E-learning and STEM Education". "Skills in Science, Technology, Engineering and Mathematics (STEM) are becoming an increasingly important part of basic literacy in today's knowledge economy. To keep Europe growing, we will need one million additional researchers by 2020." (http://www.eun.org/focus-areas/stem) The monograph "E-learning and STEM Education" includes articles based on the best papers prepared and presented by authors from nine European countries and from more than twenty universities during the 11th Annual Internatio- nal Scientific Conference "Theoretical and Practical Aspects of Distance Learning", subtitled: "E-learning and STEM Education", which was held on 14-15 October 2019, organized by the Faculty of Ethnology and Sciences of Education in Cieszyn, University of Silesia in Katowice, Poland. Experts on STEM and robotics in education from 10 countries, in particular Austria, Bulgaria, Czech Republic, Morocco, the Netherlands, Poland, Slovakia, Ukraine, Russia, Turkey reflect on how STEM education is currently viewed and implemented in their country, drawing on the legislation and funding focus and using local data to predict how the future will unfold for STEM education. The speakers from the University of Innsbruck (Austria), University of Twente (the Netherlands), the Comenius University in Bratislava (Slovakia), Plovdiv University "Paisii Hilendarski" (Bulgaria), Borys Grinchenko Kyiv University (Ukraine), Gdańsk Technical University (Poland), Herzen State Pedagogical University of Russia, St. Petersburg (Russia), Jagiellonian University (Poland), Warsaw University (Poland), Silesian University in Opava (Czech Republic), Jesuit University of Philosophy and Education "Ignatianum", Cracow, (Poland), University of Silesia in Katowice (Poland), University of Defence in Brno (Czech Republic), K. Ushynskyi South Ukrainian National Pedagogical University (Ukraine), Maria Curie-Skłodowska University in Lublin (Poland), Lublin University of Technology (Poland), Mykhailo Drahomanov National Pedagogical University, Kyiv, (Ukraine), Kazimierz Wielki University in Bydgoszcz (Poland), Taras Shevchenko National University "Chernihiv Collegium" (Ukraine), Dniprovsk State Technical University (Ukraine), University of Ostrava (Czech Republic), Pedagogical University of Krakow (Poland), University of Social Sciences and Humanities in Warsaw (Poland), Makarenko Sumy State Pedagogical University (Ukraine), Poznań University of Medical Sciences (Poland), Ternopil University (Ukraine), Kherson State University (Ukraine), Warsaw University of Technology(Poland), University of Social Sciences and Humanities in Warsaw (Poland), Izmail State University of Humanities (Ukraine), Adam Mickiewicz University in Poznań, (Poland), and other educational institutions delivered lectures providing insights into interesting studies, presented their recent research results and discussed their further scientific work. The authors include experts, well-known scholars, young researchers, highly trained academic lecturers with long experience in the field of e-learning, PhD students, distance course developers, authors of multimedia teaching materials, designers of websites and educational sites. I am convinced that this monograph will be an interesting and valuable publication, describing the theoretical, methodological and practical issues in the field of E- learning in STEM education offering proposals of solutions to certain important problems and showing the road to further work in this field, allowing exchange of experiences of scholars from various universities from many European countries and other countries of the world. This book includes a sequence of responses to numerous questions that have not been answered yet. The papers of the authors included in the monograph are an attempt at providing such answers. The aspects and problems discussed in the materials include the following: 1. E-learning and STEM Education STEM education trends Robots and coding in education. Immersive learning environments. Blockchain. Internet of things. 3D printing 2. E-environment and Cyberspace E-environment of the University. SMART-Universities. SMART Technology in education E-learning in a sustainable society. 3. E-learning in the Development of Key and soft Competences: Effective development of teachers; skills in the area of ICT and e- learning Key competences in the knowledge society, Use of e-learning in improving the level of students' digital competences, Distance Learning and Lifelong Learning Self-learning based on Internet technology Table of Contents 15 4. E-learning and Intercultural Competences Development in Different Countries: Legal, social, human, scientific, technical aspects of distance learning and e-learning in different countries, Psychological and ethical aspects of distance learning and e-learning in different countries, Collaborative learning in e-learning, 5. E-learning Methodology – Implementation and Evaluation: European and national standards of e-learning quality evaluation, Evaluation of synchronous and asynchronous teaching and learning, methodology and good examples, MOOCs – methodology of design, conducting, implementation and evaluation, Contemporary trends in world education – globalization, internationalization, mobility. 6. ICT Tools – Effective Use in Education: Selected Web 2.0 and Web 3.0 technology, LMS, CMS, VSCR, SSA, CSA, Cloud computing environment, social media, Multimedia resources Video-tutorial design. 7. Alternative Methods, Forms and Techniques in Distance Learning: simulations, models in distance learning, networking, distance learning systems, m-learning. 8. Theoretical, Methodological Aspects of Distance Learning: Successful examples of e-learning, Distance learning in humanities and science, Quality of teaching, training programs and assessment, E-learning for the disabled. Publishing this monograph is a good example of expanding and strengthening international cooperation.
The eco society, the knowledge society, the digital society are transforming into an intelligent society. It is built on "smart" work, which is done by "intelligent" government and business representatives, based on "intelligent" infrastructure and "intelligent" citizens, playing a key role in creating culture. In addition, the priority is the development of such industries as smart transport, smart health, smart energy, smart food, etc., which will eventually lead to the creation of a smart world. SMARTs will play a special role in the preparation of new-generation specialists, in which e-learning and personalized learning will have priority positions. In an intelligent society, technologies, previously based on information and knowledge, are transformed into technologies based on interaction, cooperation, exchange of experiences – smart technologies. Citizens, new generation specialists, turn their activities into "intelligent" and implement innovative changes in management strategies. This means that society needs more creative and open thinking persons, so that human dignity, based on flexibility and originality, is a priority. The most important issue is the training of staff with creative, creative potential, able to work and think in the new world. (Smyrnova- Trybulska 2018). The monograph "E-learning and Smart Learning Environment for the Preparation of New Generation Specialists" includes articles based on the best papers prepared and presented by authors from nine European countries and from more than twenty universities during the scientific conference entitled "Theoretical and Practical Aspects of Distance Learning", subtitled: "E-learning and Smart Learning Environment for the Preparation of New Generation Specialists", which was held on 15-16 October 2018, organized by the Faculty of Ethnology and Sciences of Education in Cieszyn, University of Silesia in Katowice, Poland. The speakers from University of Extremadura (Spain), Linnaeus University in Kalmar (Sweden), the Comenius University in Bratislava (Slovakia), Plovdiv University "Paisii Hilendarski" (Bulgaria), Lisbon Lusiada University (Portugal), Kirchlische Pedagogische Hochschule, Vienna (Austria), Borys Grinchenko Kyiv University (Ukraine), Gdańsk Technical University (Poland), Herzen State Pedagogical University of Russia, St. Petersburg (Russia), Peoples' Friendship University of Russia (RUDN University), (Russia), Jagiellonian University (Poland), Warsaw University (Poland), Silesian University in Opava (Czech Republic), Jesuit University of Philosophy and Education "Ignatianum", Cracow, Poland, Slovak University of Agriculture in Nitra (Slovakia), University of Silesia in Katowice (Poland), University of Defence in Brno (Czech Republic), Kostiantyn Ushynsky South Ukrainian National Pedagogical University (Ukraine), Rzeszów University of Technology (Poland), Maria Curie-Skłodowska University in Lublin (Poland), Lublin University of Technology (Poland), Mykhailo Drahomanov National Pedagogical University, Kyiv, (Ukraine), Kazimierz Wielki University in Bydgoszcz (Poland), Taras Shevchenko National University "Chernihiv Collegium" (Ukraine), University of Ostrava (Czech Republic), Cracow Pedagogical University (Poland), University of Social Sciences and Humanities in Warsaw (Poland), Dniprovsk State Technical University (Ukraine), Poznań University of Medical Sciences (Poland), Warsaw University of Technology, (Poland), Higher School of Education of the Polytechnic Institute of Santarem (Portugal), Adam Mickiewicz University in Poznań, (Poland), University of Social Sciences and Humanities in Warsaw (Poland), Ternopil University (Ukraine), Federal Research Center "Computer Science and Control" of the Russian Academy of Sciences, (Russia), State Higher Vocational School in Krosno, (Poland) and other educational institutions delivered lectures providing insights into interesting studies, presented their recent research results and discussed about their further scientific work. The authors include experts, well-known scholars, young researchers, highly trained academic lecturers with long experience in the field of e-learning, PhD students, distance course developers, authors of multimedia teaching materials, designers of websites and educational sites. I am convinced that the monograph will be an interesting and valuable publication, describing the theoretical, methodological and practical issues in the field of the use of e-learning for societal needs, offering proposals of solutions to certain important problems and showing the road to further work in this field, allowing for exchange of experiences of scholars from various universities from many European countries and other countries of the world. This book includes a sequence of responses to numerous questions that have not been answered yet. The papers of the authors included in the monograph are an attempt at providing such answers. The aspects and problems discussed in the materials include the following: 1. E-environment and Cyberspace E-environment of the University SMARTer Education – Preparing a New Generation of E-learning Specialists Smart-Universities Smart Technology in education E-learning in a sustainable society Internet of things 2. Effective development of teachers' skills in the area of ICT and e-learning Computer training for prospective and practicing teachers in the area ICT and e-learning Teachers' and learners' competences in distance learning and computer science Table of Contents 15 Distance Learning and Lifelong Learning Self-learning based on Internet technology 3. E-learning and Intercultural Competences Development in Different Countries Legal, social, human, scientific, technical aspects of distance learning and e-learning in different countries Psychological and ethical aspects of distance learning and e-learning in different countries Collaborative learning in e-learning 4. E-learning Methodology – Implementation and Evaluation European and national standards of e-learning quality evaluation Evaluation of synchronous and asynchronous teaching and learning, methodology and good examples MOOCs – methodology of design, conducting, implementation and evaluation Contemporary trends in world education – globalization, internationalization, mobility 5. ICT Tools – Effective Use in Education Selected Web 2.0 and Web 3.0 technology LMS, CMS, VSCR, SSA, CSA Cloud computing environment, social media Multimedia resources and didactic materials, Video-tutorial design 6. Theoretical, Methodological Aspects of Distance Learning Successful examples of e-learning Distance learning in humanities and science Quality of teaching, training programs and assessment E-learning for the disabled 7. E-learning in the Development of Key Competences Key competences in the knowledge society Use of e-learning in improving the level of students' key competences 8. Alternative Methods, Forms and Techniques in Distance Learning Simulations, models in distance learning Networking Distance learning systems M-learning Publishing this monograph is a good example of expanding and strengthening international cooperation. ; University of Silesia, MNiSW
Esta tesis incluye imágenes, aportes al currículo de la enseñanza basada en las emociones. ; La investigación pretende comprender la influencia de la Inteligencia Emocional, en el aprendizaje de estudiantes de Ingeniería Física, de la Universidad Tecnológica de Pereira. Tal comprensión se expresa en la relación racionalidad- Inteligencia Emocional, para la integralidad del ser humano. Las universidades han avanzado en teorías cognitivas, pero falta asumir las emociones, la educación emocional y la Inteligencia Emocional. Esta temática, se investiga a la luz de la educación (Platón, Aristóteles, Comenio); de la Inteligencia Emocional (Daniel Goleman, Albert Ellis, Paul Mac Lean, Antonio Damasio y Joseph Ledoux); y del individualismo (Gilles Lipovetsky, Sygmunt Bauman, Ulrich Beck). La investigación se plantea metodológica y epistemológicamente desde el constructivismo de George Kelly, inscribiéndose en el paradigma comprensivo-interpretativo y, por tanto, en el enfoque cualitativo. Se utilizaron vídeos, grabaciones, entrevistas y la observación participante. También se trabaja el enfoque cuantitativo, y se aplican encuestas. El trabajo de investigación es 1de carácter descriptivo. Se analizan el Proyecto Educativo Institucional, de la Universidad Tecnológica de Pereira, y el Proyecto Educativo del Programa de Ingeniería Física, para identificar la Inteligencia Emocional. Se aplicaron dos encuestas. La primera, a la población (A), conformada por 27 estudiantes, del semestre X. La segunda a la población (B), conformada por 37 estudiantes, de primer semestre. Todos del programa de Ingeniería Física, de la Facultad de Ingeniería, de la Universidad Tecnológica de Pereira. La presente investigación se justifica por: 1. Hoy, las emociones son visibilizadas por educadores, empresarios y gobernantes que se constituyen en factor multiplicador del desarrollo humano. 2. Es evidente la carga emocional que deviene de los medios de información, la publicidad y las redes sociales. Debe entrenarse a docentes y a estudiantes para que hagan aduana a esta manipulación. 3. Las emociones no gestionadas podrían llevar a los estudiantes a prácticas como el consumo de sustancias psicoactivas, a exhibir conductas depresivas y agresivas como el bullying, la violencia, etc. 4. Los jóvenes requieren del aprendizaje de estrategias de afrontamiento o de recursos psicológicos, incluidas las emociones, para hacer frente a situaciones estresantes, para la generación, la evitación o la disminución de conflictos. consumo de sustancias psicoactivas, a exhibir conductas depresivas y agresivas como el bullying, la violencia, etc. Los jóvenes requieren del aprendizaje de estrategias de afrontamiento o de recursos psicológicos, incluidas las emociones, para hacer frente a situaciones estresantes, para la generación, la evitación o la disminución de conflictos. ; The research aims to understand the influence of Emotional Intelligence in the learning of Physical Engineering students of the Technological University of Pereira. Such understanding is expressed in the rationality-Emotional Intelligence relationship, for the integrality of the human being. Universities have advanced in cognitive theories, but it is necessary to assume emotions, emotional education and Emotional Intelligence. This theme is investigated in the light of education (Plato, Aristotle, Comenius); of the Emotional Intelligence (Daniel Goleman, Albert Ellis, Paul Mac Lean, Antonio Damasio and Joseph Ledoux); and of individualism (Gilles Lipovetsky, Sygmunt Bauman, Ulrich Beck). The research arises methodologically and epistemologically from the constructivism of George Kelly, inscribing itself in the comprehensive-interpretive paradigm and, therefore, in the qualitative approach. Videos, recordings, interviews and participant observation were used. The quantitative approach is also used, and surveys are applied. The research work is descriptive in nature. The Institutional Educational Project of the Technological University of Pereira and the Educational Project of the Physical Engineering Program are analyzed to identify Emotional Intelligence. Two surveys were applied. The first, to the population (A), made up of 27 students, from semester X. The second to the population (B), made up of 37 students, from the first semester. All from the Physical Engineering program, from the Faculty of Engineering, from the Technological University of Pereira. The present investigation is justified by: 1. Today, emotions are made visible by educators, businessmen and government leaders who are a multiplying factor of human development. 2. The emotional burden that comes from the information media, advertising and social networks is evident. Teachers and students must be trained to customs with this manipulation. 3. Unmanaged emotions could lead students to practices such as the consumption of psychoactive substances, to exhibit depressive and aggressive behaviors such as bullying, violence, etc. 4. Young people require the learning of coping strategies or psychological resources, including emotions, to deal with stressful situations, for the generation, avoidance or reduction of conflicts ; Doctorado ; Doctor(a) en Ciencias de la Educación Área Pensamiento Educativo y Comunicación ; Tabla de Contenido Resumen. 13 Introducción . 15 Capítulo I . 18 1.1. Planteamiento del Problema . 18 1.2. Justificación . 21 1.3. Pregunta de Investigación. 25 1.4. Objetivos. 26 1.4.1. General. 26 1.4.2. Específicos. 26 Capítulo II. 26 2.1. Marco Referencial. 26 2.1.1. Estado del Arte. 26 2.1.2. Marco Teórico. 42 2.1.2.1. Categorías Emergentes. 43 2.1.2.2. Categoría 1. Educación. Horizontes pedagógicos en desuso. 43 2.1.2.3. Categoría 2. IE. Un asunto histórico, un fantasma presente. . 48 2.1.2.4. Sociología – retos y paradojas. . 51 2.1.2.4.1. Gilles Lipovetsky: la felicidad paradójica y consumo emocional. . 51 2.1.2.4.2. Zygmunt Bauman: Modernidad líquida y tiempo líquido. . 55 2.1.2.5. Categoría 3. Individualización. Influencia de la Individualización en las prácticas emocionalmente sociales. . 61 vii 2.1.2.6. Ética Social: Martha Nussbaum. 66 2.1.2.7. Inteligencia Emocional. Omnipresencia de lo emocional en diferentes áreas del saber. . 76 Sicología. Redescubriendo El Pensamiento Humano. 77 2.1.2.7.1. Daniel Goleman. La Inteligencia Emocional como medio de transformación social y educativa - Principios. 77 2.1.2.7.1.1. Autoconciencia: . 77 2.1.2.7.1.2. La autorregulación: . 79 2.1.2.7.1.3. Automotivación: . 80 2.1.2.7.1.4. La empatía. 81 2.1.2.7.1.5. Habilidades Sociales:. 83 2.1.2.8. Albert Ellis / Pensamientos irracionales que profundizan la individualización humana. 85 2.1.2.9. Lingüística. Giro Lingüístico: Porque el contexto también cuenta. 91 2.1.2.9.1. Lakoff & Johnson. Metáforas de la vida cotidiana . 98 2.1.2.9.2. Neurofisiología de la emoción . 101 Capítulo III. 104 3.1. Metodología . 104 3.1.1. Análisis de documentos . 105 3.1.2. Población. 105 3.1.3. Instrumentos de Recolección De Datos. 106 La encuesta. 106 3.1.3.1. Observación participante . 107 viii 3.1.4. Fases Metodológicas. 107 3.1.4.1. Fase 1: Exploraciones iniciales. 108 3.1.4.2. Fase 2. Profundización en el proceso investigativo. . 109 3.1.4.2.1. Formato de la encuesta A. 111 3.1.4.2.1.1. Análisis de la información recolectada a través de la encuesta A . 115 3.1.4.3. Fase 3. Nuevas exploraciones teóricas y didácticas. 128 3.1.4.3.1. Formato de la encuesta B. 130 3.1.4.3.2. Observación participante. . 149 3.1.4.4. Construcción e intervención con las nuevas estrategias pedagógicas. . 149 Capítulo IV. 150 4.1. Construcción de Sentido . 150 4.1.1. Parte 1. Análisis del PEI -UTP y del PEP-Ingeniería Física. 150 4.1.1.1. Proyecto Educativo Institucional (PEI) . 150 4.1.1.2. Proyecto Educativo del Programa (PEP) de Ingeniería Física. 155 4.1.1.2.1 Análisis y seguimiento al actual Plan de Estudios del programa de Ingeniería Física. 159 4.1.2. Parte 2: La Inteligencia Emocional determina el aprendizaje, la felicidad humana y la cohesión social. 164 4.1.2.1 ¿Cuál es la importancia de la Inteligencia Emocional en la ingeniería?. 165 4.1.2.2 ¿Qué pasa si no aprovechamos el poder de la IE? . 166 4.1.3. Parte 3. Alternativas de Solución. 168 4.1.3.1. Aportes desde el PEI. 168 4.1.3.2. Aportes al PEP . 169 ix 4.1.3.3. Aportes al plan de estudios de ingeniería física. 171 4.1.3.3.1. Plan de Estudios propuesto a partir de esta investigación . 177 4.1.3.4. Actividades que fomentan la Inteligencia Emocional y favorecen el aprendizaje . 182 4.1.3.4.1 Actividad 1: Abordaje de las emociones en el aula virtual y su influencia en la investigación. . 182 4.1.3.4.2 Actividad 2: la política nacional, un asunto de Inteligencia Emocional Asignatura: Constitución Política . 187 Conclusiones. 197 Referencias Bibliográficas. 199
Negli ultimi anni l'integrazione di diverse discipline scientifiche quali la bioelettronica, la genomica e le scienze informatiche, ha consentito la realizzazione di nuovi dispositivi analitici chiamati biosensori applicabili in svariati settori quali la diagnostica medica, ambientale o agroalimentare. I biosensori sono strumenti analitici in grado di convertire un'attività biologica in un segnale quantificabile di tipo elettrochimico, ottico o acustico, mediante la stretta integrazione di un elemento biologico sensibile, come ad esempio anticorpi, enzimi, DNA o cellule intere, ad un sistema strumentale di trasduzione e di analisi dei dati [Turner, et al., 1987]. Tali sistemi analitici sfruttano principalmente le caratteristiche di specificità, affinità e reattività di alcune molecole biologiche per un corrispondente ligando. In Fig. 1 è riportato lo schema generale secondo il quale operano i biosensori. L'analita da misurare reagisce con la molecola biologica sensibile, generalmente immobilizzata su un supporto integrato al trasduttore o direttamente su di esso, come ad esempio una fibra ottica o un chip di silicio, il quale misura la variazione di un parametro fisico e la reazione conseguente [Vo-Dinh T. and Cullum B., 2000]. I principali vantaggi nell'utilizzo dei biosensori sono: elevata specificità e sensibilità, semplicità nell'uso, basso costo della strumentazione, velocità di risposta, ridotto pretrattamento del campione, piccole dimensioni e facilità di trasporto per misurazioni in situ. Inoltre elementi immobilizzati di riconoscimento biologico possono essere rigenerati e riutilizzati per ripetute analisi [Lundström, 1994]. Le tecnologie che hanno portato allo sviluppo dei biosensori si sono successivamente evolute nella realizzazione dei microarray, che, di fatto, rappresentano delle matrici ordinate di elementi biologici sensibili. I microarray, consentono di monitorare molteplici interazioni biologiche contemporaneamente e di valutare le interazioni di tipo cinetico e non, tra l'elemento biologico (sonda) immobilizzato e il ligando in soluzione. In questo tipo di dispositivi analitici, microscopiche aree, costituite da molecole di cattura e disposte secondo specifici criteri, sono immobilizzate e allineate su un supporto. Questo rende possibile la determinazione in parallelo di migliaia di eventi biologici, attraverso un trasduttore o indicatore di altro genere, che trasformano la risposta numerica in un segnale acquisito [Scarano et al., 2010]. I biosensori insieme ai microarray fin dalle loro prime realizzazioni hanno mostrato un grande potenziale applicativo in vari campi tra i quali la diagnostica clinica, il monitoraggio ambientale e dei processi di fermentazione, le applicazioni militari e di difesa, il controllo della sicurezza degli alimenti. Dal momento che i biosensori sono costituiti da una componente biologica e da un sistema di trasduzione, in linea con le competenze tecnico-scientifiche precedentemente maturate, abbiamo deciso di focalizzare le ricerche svolte durante il dottorato principalmente sullo studio dell'elemento biologico sensibile, allo scopo di apportare nuove conoscenze sulle potenzialità applicative di molecole di differente affinità nella realizzazione di biosensori e microsistemi da destinare alla salute umana. A causa della necessità di doversi avvalere di diverse tecnologie ed attingere a competenze multidisciplinari, soprattutto per quanto riguardava la componente di trasduzione, le sperimentazioni sono state condotte in differenti laboratori. Presso il Centro Ricerche Casaccia dell' ENEA, si sono messi a punto dei microarray, presso l'Università Comenius a Bratislava si sono studiati i biosensori QCM e presso l'Università di Roma Tre in collaborazione con il CNR, sono state preparate superfici sensibili per applicazioni in dispositivi SERS. Le sperimentazioni sono state ideate e condotte con il comune obiettivo di identificare quale fosse il migliore approccio tecnologico e metodologico di misura e quali fossero le prestazioni delle molecole di differente affinità utilizzabili per lo sviluppo di un nuovo biosensore applicabile alla tutela della salute. In un primo approccio abbiamo studiato un sistema microarray in condizioni standard con limiti di rilevabilità bassi e sviluppato un test immunologico in formato microarray per l'analisi simultanea di micotossine in particolare l'aflatossina e la fumonisina e le caspasi. La qualità dei dati di microarray è paragonabile ai dati risultanti dall' immunosaggi basati sulle micropiastre (ELISA). Il nostro metodo potrebbe essere utilizzato come uno strumento semi-quantitativo per un rapido pre-screening, anche se sono necessarie ulteriori indagini al fine di migliorare le prestazioni strumentali in termini di sensibilità. In una fase successiva abbiamo introdotto nel nostro studio gli aptameri come elemento biosensibile (fig.2). Gli aptameri sono acidi nucleici caratterizzati da una specifica struttura tridimensionale, che si legano direttamente alla proteina target con un' affinità all'analita paragonabile a quella degli anticorpi [Ellington and Szostak, 1990]. Nel nostro lavoro abbiamo usato, come sistemi modello, due diversi aptameri quello della trombina [Bock et al., 1992], spesso usato nella biosensoristica, e quello della ocratossina [Cruz-Aguado and Penner, 2008], in associazione con le loro proteine. I nostri esperimenti dimostrano che gli aptameri sono equivalenti agli anticorpi in termini di specificità e sensibilità. Abbiamo inoltre studiato i metodi acustici, come Quartz Crystal Microbalance (QCM) che permettono di misurare direttamente le interazioni ligando-recettore attraverso variazioni della massa sul quarzo. Con questo biosensore è possibile stimare la massa depositata in funzione della variazione della frequenza di oscillazione utilizzando l'equazione di Sauerbrey [Sauerbrey, 1959]. L'incremento della massa sul quarzo è inversamente proporzionale alla frequenza. Questo permette la rilevazione di tossine a basso peso molecolare e proteine. Inoltre è stato visto, durante questa fase sperimentale svolta a Bratislava, che le interazioni di legame aptamero-proteina dipendono dal giusto rapporto di ioni presenti in soluzione che sono probabilmente responsabili della stabilità e della formazione della struttura 3-D dell' aptamero portatrice della stabilità e specificità del sito di legame. In confronto agli anticorpi, gli aptameri hanno diversi vantaggi, come l'elevate specificità e l'affinità, le ridotte dimensioni, sono inoltre sintetizzati chimicamente, quindi non sono necessari animali o colture cellulari e sono facilmente modificabili (marcatura con radioattivo, code fluorescenti e biotinilate). Il miglioramento della sensibilità, prodotta cambiando l'elemento selettivo (da anticorpi ad aptameri), è stata implementata ulteriormente, applicando un trasduttore diverso (da acustica a metodi ottici). Quindi abbiamo cercato di sviluppare una superficie sensibile Fig. 2: Struttura dell'aptamero a DNA che lega la trombina nel sito di legame per fibrinogeno [Hianik, 2009]. 4 per un biosensore ottico basato su metodo di analisi diretta e che non richiedesse modifiche del recettore, con l'obiettivo di superare i metodi di rilevamento indiretto studiati in letteratura. Abbiamo affrontato lo sviluppo di un sistema di rilevazione per tutti i tipi di analiti, proponendo una superficie sensibile per una camera microfluidica di un nanoaptasensor che si basa sulla spettroscopia SERS (Suface Enhanced Raman Spectroscopy). Tra i metodi di rilevamento ottico, la spettroscopia SERS si distingue per diversi vantaggi, tra i quali ci sono, la sensibilità, infatti, una singola molecola è in grado di portare cambiamenti nello spettro, e la specificità della sonda spettrale che è eccellente in confronto ai metodi in fluorescenza. I biosensori basati su aptameri che usano la spettroscopia SERS sono solitamente realizzati da una struttura, definita nella letteratura scientifica, sandwich: la proteina risulta inserita tra l'aptamero che lega il substrato e quello che invece è legato a sua volta alla sonda SERS, ad esempio una nano-particella d'oro, dando origine ad un arrangiamento che mostra la proteina analizzata nel mezzo come appunto in un sandwich [Sassolas et al., 2011]. Il limite di questo sistema è sicuramente quello di avere diversi passaggi prima della reale misura. Al fine di superare questo inconveniente abbiamo sviluppato una superficie sensibile che consente di utilizzare come ultimo stadio la deposizione della molecola target per eseguire un'analisi diretta di campioni biologici. In conclusione, abbiamo studiato diversi approcci sperimentali per lo sviluppo di superfici biosensibili dei biosensori. In primo luogo, abbiamo sviluppato un metodo rapido, multi - parametrico, sensibile e poco costoso per la rilevazione di micotossine per la sicurezza alimentare e per le applicazioni di caspasi nella salute dell'uomo. In seguito lo studio è progredito alla messa a punto di un bioreceptor diverso, scegliendo aptameri come elemento selettivo, studiando la sensibilità del metodo QCM. Infine, abbiamo progettato una superficie sensibile per un diverso metodo di rilevazione quale il metodo ottico (SERS), che avesse una maggiore sensibilità rispetto ai metodi acustici. Questo miglioramento finale potrebbe consentire la possibilità di presentare un futuro brevetto.
In the rapid changing academic setting, language teachers are facing different issues and realities that require drastic and immediate measures for the improvement of language instruction. Gone are the days when traditional approaches and methods were being employed. Learners follow the trends and developments in technology and their attention spans keep on changing dramatically. It is not enough that language teachers will just provide assessment on grammar and speaking skills to evaluate the performances of the students, rather, they have to explore and uncover different factors that are pivotal in the teaching and learning process. The reviewers have decided to evaluate the book "The Impact of Multilingualism on Global Education and Language Learning" having the belief that in the contemporary period, multilingualism is such a formidable phenomenon that has tremendous impact on the lives of students, global education, and language learning and teaching. The ideas and insights crystalized from this review will help academicians, curriculum developers, language teachers, and educational leaders launch new projects for new directions in the field of education and language teaching. In a bigger world, people can see the effects of multilingualism due to spread of cultures, speedy communication, and diversity of learning climate. At the end of this book, the readers are able to imagine the power and influence of multilingualism and plurilingualism in changing educational landscape. The First Section is Multilingualism and Plurilingualism. In here, multilingualism is defined and explained. It brings abundant ideas and realities to people on the concepts and events they witness related to multilingualism and plurilingualism. Indeed, the rise of globalism and diffusion has led to interculturalism. Peoples around the globe have embraced common beliefs, fashion, ideas, and culture. Plurilingualism has been defined in this section with relevance to multilingualism. From this part, different ideas and insights are being offered. It brings and connects readers to possible existence of the phenomena such as multilingualism and plurilingualism in a diverse region or country. Also, the attitude of a group of people and community is being examined and described here. Through clear illustration, linguists and language teachers can get a picture of the phenomena and the ways they can do to revise and update their instructional materials and teaching methods. Further, the importance of having a lingua franca is clearly expounded here. Recent studies were explored on how new technologies can help spread English as a lingua franca. The section concludes the fact that because of the prevalence of multilingualism and plurilingualism, there is a great chance that multiculturalism also exists rapidly as it is occurring now. The Second Section of this book is the multilingual landscape. This section delves on how the concept of multilingualism significantly entered the world of sociolinguistics. It narrates the beginning of multilingualism, and how it was before monolingualism became a norm, from the beginning in the Old Testament to the rise of Roman Empire in the 7th century. The discussion is deemed to be very important for linguistics enthusiasts and researchers as it gives in-depth insights on historical foundation of multilingualism. We can no longer deny the fact that multilingualism is an important consideration in language policies and curriculum development. For instance, here in the Philippines, many linguists claim that learning English effectively is always attributed to the learner's mother tongue and how it highly influences the learners' second language acquisition. It is interesting to discover in the narrative that aside from many European nations like India, China, and Africa multilingualism is a norm. Nowadays, different countries have different official languages spoken on the record. We come to think about how these countries develop, plan, and implement their English language policies. The diversity of language all over the world is very evident. The world has 195 countries, but language spoken is several thousands more. Although languages are diverse, it not a hindrance in globalization. In this case, the role of English language plays a very important role in the aspiration of all the nations to globalize their citizens. The third section is the role of English. English plays an important role in communicating to different places. This section of the book highlights that all languages are mandatory in various places in the world; hence, English language cannot be an exemption. This portion somehow made us realize that proficiency in English is of utmost importance especially if a person wants to land on a high paying job. Moreover, English is already integrated in the various curricula from early childhood education up to high standards of entrance examination in different universities. The author cited different excerpts of several studies as evidences for a notion that English has been becoming more dominant while the world is getting more multilingual. Compared to Latin-Greek languages as discussed in the narrative of the second section, English is not the language of the elites, but an aspirational language for all. Since English plays a very important role in a person's life, English as a national language is pushed by the government officials. However, lack of preparation for materials is a big problem to teachers. For instance, in a case study by Rwanda, the French Government mandated that a switch from French to English, with only a year of preparation; thus, the proficiency to use English will of course may be compromised and cause a bigger problem, since some teachers are not as well proficient in French let alone another language. The lack of preparedness and English Proficiency will only multiply the problems which will make their life miserable as claimed in the excerpts shown. In addition to that, they claim that it could be more challenging as some students feel embarrassed and failure because of the mistakes they made using the English language. This section is concluded with a realization that English is not really a threat for establishing identity; instead, a powerful tool to enrich one's cultural uniqueness. The fourth section is the trends and issues in multilingual education. This portion talks about how English was viewed as just a subject by some, and in reality, is used in the learning process throughout the curriculum. This part scrutinizes reasons why English has been tagged as an important tool in a student's life. Many believe that students must possess higher order thinking skills such as hypothesizing, evaluating, inferring, generalizing, predicting or classifying. Through this, student's cognition will be developed and thus, they will not forget English. One example is the Tower Hamlets, a school in London who was reported to be the worst performing schools and now one of the best performing schools in the country. This was evident in their National Curriculum Test. During this test, students' grades in reading and writing surpasses Kent. This book also mentioned how learning English is not only limited to the educational establishment, but outside it through daily conversations and the use of internet. Since the diversity of the culture of European Union (EU), is very evident, the aim of the EU. To conclude this section, the author clearly explains about EU's language policy. He states that the main goal of Language Policy is that every European shall be able to speak at least two (2) more languages in addition to their mother tongue. This is due to the fact that in EU acquiring foreign language competence is a basic skill the citizen needs to improve their educational and employment opportunities. The last section is the recommendations for national systemic change. In this juncture, the author discusses the societal change to support multilingualism and educational change. We believe in the two main propositions made by the author here. The firs one being the overall societal context that is wider in scope than education; and lastly being the specific direction of educational provision and resource allocation. He explains it by mentioning Comenius (1657) and Piaget (1993). The former believed that the society's fate is dependent in the quality of education, while the latter claimed that education is not dependent to the action of school and family; instead, an essential building block of life in general. Human society is an educational society. The school system is constantly improved throughout the world to accommodate the demands of English proficiency. With this, the researcher suggested to the policy makers three (3) areas that they should consider: Validation, Practical Encouragement, and Specific Planning. This requires different language goals rather than one size fits all. Since each language require different approaches, in addition to that not all languages are learned formally. Anyone can learn language through listening to music, playing games, and watching films and of course communicating electronically. The new integrated language policies have lots of consideration. With this, the magnitude of these effects pale into insignificance compared with class/teacher effects. Since the teacher plays a very important role in the implementation of these policies. Conclusion The reviewers recommend this book because of its functional, practical, and authentic value. The sections are extensively and intensively discussed. They offer practical and theoretical examples that are felt and visualized by any reader who has growing interest in the field of linguistics and language education. Through this scholarly work, more language teachers can better understand the complex and dynamic transitions and developments in language teaching and learning. They can better design effective and appropriate materials and books that can address issues, challenges and problems in language education. In the years to come, more and more constructs will be discovered in relation to multilingualism and plurilingualism but language teachers and linguists have to do introspections on how education and stakeholders can remain attuned to global changes.
Das International Social Survey Programme (ISSP) ist ein länderübergreifendes, fortlaufendes Umfrageprogramm, das jährlich Erhebungen zu Themen durchführt, die für die Sozialwissenschaften wichtig sind. Das Programm begann 1984 mit vier Gründungsmitgliedern - Australien, Deutschland, Großbritannien und den Vereinigten Staaten - und ist inzwischen auf fast 50 Mitgliedsländer aus aller Welt angewachsen. Da die Umfragen auf Replikationen ausgelegt sind, können die Daten sowohl für länder- als auch für zeitübergreifende Vergleiche genutzt werden. Jedes ISSP-Modul konzentriert sich auf ein bestimmtes Thema, das in regelmäßigen Zeitabständen wiederholt wird. Details zur Durchführung der nationalen ISSP-Umfragen entnehmen Sie bitte der Dokumentation. Die vorliegende Studie konzentriert sich auf Fragen zu Umwelt, Klimawandel und Umweltschutz.
The module was administered as a post-election interview. The resulting data are provided along with voting, demographic, district and macro variables in a single dataset.
CSES Variable Table The list of variables is being provided on the CSES Website to help in understanding what content is available from CSES, and to compare the content available in each module.
Themes:
MICRO-LEVEL DATA:
Identification and study administration variables: weighting factors; election type; date of election 1st and 2nd round; study timing (post-election study, pre-election and post-election study, between rounds of majoritarian election); mode of interview; gender of interviewer; date questionnaire administered; primary electoral district of respondent; number of days the interview was conducted after the election; language of questionnaire.
Demography: year and month of birth; gender; education; marital status; union membership; union membership of others in household; business association membership, farmers´ association membership; professional association membership; current employment status; main occupation; socio economic status; employment type - public or private; industrial sector; current employment status, occupation, socio economic status, employment type - public or private, and industrial sector of spouse; household income; number of persons in household; number of children in household under the age of 18; number of children in household under the age of 6; attendance at religious services; religiosity; religious denomination; language usually spoken at home; region of residence; race; ethnicity; rural or urban residence; primary electoral district; country of birth; year arrived in current country.
Survey variables: perception of public expenditure on health, education, unemployment benefits, defense, old-age pensions, business and industry, police and law enforcement, welfare benefits; perception of improving individual standard of living, state of economy, government's action on income inequality; respondent cast a ballot at the current and the previous election; vote choice (presidential, lower house and upper house elections) at the current and the previous election; respondent cast candidate preference vote at the current and the previous election; difference who is in power and who people vote for; sympathy scale for selected parties and political leaders; assessment of parties on the left-right-scale and/or an alternative scale; self-assessment on a left-right-scale and an optional scale; satisfaction with democracy; party identification; intensity of party identification, institutional and personal contact in the electoral campaigning, in person, by mail, phone, text message, email or social networks, institutional contact by whom; political information questions; expected development of household income in the next twelve month; ownership of residence, business or property or farm or livestock, stocks or bonds, savings; likelihood to find another job within the next twelve month; spouse likelihood to find another job within the next twelve month.
DISTRICT-LEVEL DATA: number of seats contested in electoral district; number of candidates; number of party lists; percent vote of different parties; official voter turnout in electoral district.
MACRO-LEVEL DATA: election outcomes by parties in current (lower house/upper house) legislative election; percent of seats in lower house received by parties in current lower house/upper house election; percent of seats in upper house received by parties in current lower house/upper house election; percent of votes received by presidential candidate of parties in current elections; electoral turnout; party of the president and the prime minister before and after the election; number of portfolios held by each party in cabinet, prior to and after the most recent election; size of the cabinet after the most recent election; number of parties participating in election; ideological families of parties; left-right position of parties assigned by experts and alternative dimensions; most salient factors in the election; fairness of the election; formal complaints against national level results; election irregularities reported; scheduled and held date of election; irregularities of election date; extent of election violence and post-election violence; geographic concentration of violence; post-election protest; electoral alliances permitted during the election campaign; existing electoral alliances; requirements for joint party lists; possibility of apparentement and types of apparentement agreements; multi-party endorsements on ballot; votes cast; voting procedure; voting rounds; party lists close, open, or flexible; transferable votes; cumulated votes if more than one can be cast; compulsory voting; party threshold; unit for the threshold; freedom house rating; democracy-autocracy polity IV rating; age of the current regime; regime: type of executive; number of months since last lower house and last presidential election; electoral formula for presidential elections; electoral formula in all electoral tiers (majoritarian, proportional or mixed); for lower and upper houses was coded: number of electoral segments; linked electoral segments; dependent formulae in mixed systems; subtypes of mixed electoral systems; district magnitude (number of members elected from each district); number of secondary and tertiary electoral districts; fused vote; size of the lower house; GDP growth (annual percent); GDP per capita; inflation, GDP Deflator (annual percent); Human development index; total population; total unemployment; TI corruption perception index; international migrant stock and net migration rate; general government final consumption expenditure; public spending on education; health expenditure; military expenditure; central government debt; Gini index; internet users per 100 inhabitants; mobile phone subscriptions per 100 inhabitants; fixed telephone lines per 100 inhabitants; daily newspapers; constitutional federal structure; number of legislative chambers; electoral results data available; effective number of electoral and parliamentary parties.
Das International Social Survey Programme (ISSP) ist ein länderübergreifendes, fortlaufendes Umfrageprogramm, das jährlich Erhebungen zu Themen durchführt, die für die Sozialwissenschaften wichtig sind. Das Programm begann 1984 mit vier Gründungsmitgliedern - Australien, Deutschland, Großbritannien und den Vereinigten Staaten - und ist inzwischen auf fast 50 Mitgliedsländer aus aller Welt angewachsen. Da die Umfragen auf Replikationen ausgelegt sind, können die Daten sowohl für länder- als auch für zeitübergreifende Vergleiche genutzt werden. Jedes ISSP-Modul konzentriert sich auf ein bestimmtes Thema, das in regelmäßigen Zeitabständen wiederholt wird. Details zur Durchführung der nationalen ISSP-Umfragen entnehmen Sie bitte der Dokumentation. Die vorliegende Studie konzentriert sich auf Fragen zu Staatsbürgerschaft und Gesellschaft.
Das CSES Module 5 (2016-2021) legt den Schwerpunkt auf "the politics of populism", also auf Populismus. Es erforscht länderübergreifend den Zusammenhang zwischen dem Aufstieg von populistischen Parteien und der Verteilung von "populistischen" Einstellungen innerhalb der Bevölkerung. Hauptziel des Moduls ist es, die Auffassungen der BürgerInnen von politischen Eliten, gesellschaftlichen "Out-Groups" und nationaler Identität sowie die sich hieraus ergebenden Implikationen für repräsentative Demokratien zu analysieren. Die Daten erlauben es Forschenden somit, die Variation im Wettbewerb politischer Eliten und "populistischer" Einstellungen über Demokratien hinweg mit einzubeziehen, und zu untersuchen, wie solche Wahrnehmungen das Wahlverhalten von BürgerInnen beeinflussen.