Suchergebnisse

Situation und Perspektiven von Bildungsanbietern und
Teilnehmern.

Themen: Bildungsinstitut; Art und Dauer der Bildungsmaßnahme;
angestrebter Abschluß; beruflicher Status vor der
Bildungsmaßnahme; frühere Teilnahme an einer Bildungsmaßnahme;
frühere Beschäftigung in einer Arbeitsbeschaffungsmaßnahme;
Gründe für die Teilnahme an der Weiterbildungsmaßnahme;
Information über die Weiterbildungsmaßnahme; Beurteilung der
Ausbildung; Informiertheit über die Ausbildungsziele;
Informationsdefizite; Ausbildungsanforderungen; nicht erfüllte
Erwartungen; Mitspracherecht bei der Ausbildung; Motivation;
betriebliche Praktika und Erfahrungen damit; Stellenwert und
Anteil der EDV-Ausbildung; Beurteilung der EDV-Ausbildung;
berufliche Perspektiven nach der Ausbildung; persönliche
Voraussetzungen und Aufnahme der beruflichen Tätigkeit;
Kompromißbereitschaft für der Erhalt eines Arbeitsplatzes;
berufliche Perspektiven; angestrebte Beschäftigung; Anzahl der
Bewerbungen; Finanzierung der Bildungsmaßnahme; Bereitschaft zur
Beteiligung an der Finanzierung.

We developed and optimized a Massive Open Online Course [MOOC] for the development of information literacy [IL] for students of upper secondary schools in Switzerland. Teachers often feel insecure in the pedagogical use of digital media and therefore need tools to support them. The evaluation showed that teachers who intensively supported the learning process and enriched the MOOC with further tests and discussions were more successful.

Project information:
https://i-mooc.ch/wissen/projekt/

Deutsch:

Die Studie "Zukunfts- und Berufspläne vor dem Abitur" (ZuBAb) setzt es sich zum Ziel, einen umfangreichen Eindruck von den nachschulischen Zukunftsplänen heutiger Oberstufenschüler:innen zu gewinnen und Erkenntnisse darüber zu erlangen, wie die Verwirklichung dieser Pläne zusätzlich unterstützt werden kann. Im Panel-Design (sechs Erhebungswellen) wird beobachtet, wie sich die Pläne und Bildungsverläufe der Befragten entwickeln. Neben allgemeinen bildungssoziologischen Fragen wird die Wirkung des Beratungsprogramms Talentscouting NRW untersucht, das an einigen der an der ZuBAb-Studie teilnehmenden Schulen angeboten wird.



English:

The study "Future and Career plans before high school graduation" (Zukunfts- und Berufspläne vor dem Abitur (ZuBAb)) aims to capture the plans for post-school educational and professional careers of today's high school students and to gain insights about how the realization of these plans can be additionally supported. A panel survey (six waves in six years) assesses how respondents' educational pathways and plans change over time. Besides addressing general questions in the field of sociology of education, the study evaluates the impact of the guidance-counselling program Talentscouting NRW, which is offered at some schools participating in the ZuBAb-study.

The European School Survey Project on Alcohol and Other Drugs (ESPAD) is a pan-European survey of fifteen and sixteen-year-old students regarding consumption and attitudes to alcohol, tobacco and other drugs. It is coordinated by the Swedish Council for Information on Alcohol and Drugs (CAN) and supported by the European Council's "Co-operating Group on Combat Drug Abuse and Illicit Trafficking in Drugs" (Pompidou Group). It takes place every four years. In 1995 it was carried out in 26 and 1999 in 31 European countries. Switzerland, Austria and Germany are participating in the 2003 student survey for the first time.
The data and insights gained from this study not only provide opportunities for comparison with the other European countries involved, but also provide starting points for the development of targeted measures and tools for the early detection, prevention and treatment of drug-related problems in adolescence.

Since 1999, the Swiss National Science Foundation (SNSF) has supported Switzerland's participation in international surveys. SIDOS is responsible for their implementation.
In autumn 1999 the first survey "Eurobarometer in Switzerland" was launched. This survey includes questions from the Eurobarometer survey of the European Commission, a specific Swiss socio-political part and a socio-demographic part. Since 2000, the questions from the International Social Survey Program (ISSP) were added. This survey was subsequently conducted annually until and including 2003.
Since 2005, the survey will only be conducted every other year and will be given a new name, MOSAiCH (Measurement and Observation of Social Attitudes in Switzerland). The composition of the survey remains largely unchanged and includes a recurrent socio-political part, a thematic section that changes every time, two ISSP modules and a detailed socio-demographic section.
It remains an important objective of this project to provide the Swiss researchers with a dataset that enables both spatially and temporally comparative analyses.

Since 1999, the Swiss National Science Foundation (SNSF) has supported Switzerland's participation in international surveys. SIDOS is responsible for their implementation.
In autumn 1999 the first survey "Eurobarometer in Switzerland" was launched. This survey includes questions from the Eurobarometer survey of the European Commission, a specific Swiss socio-political part and a socio-demographic part. Since 2000, the questions from the International Social Survey Program (ISSP) were added. This survey was subsequently conducted annually until and including 2003.
Since 2005, the survey will only be conducted every other year and will be given a new name, MOSAiCH (Measurement and Observation of Social Attitudes in Switzerland). The composition of the survey remains largely unchanged and includes a recurrent socio-political part, a thematic section that changes every time, two ISSP modules and a detailed socio-demographic section.
It remains an important objective of this project to provide the Swiss researchers with a dataset that enables both spatially and temporally comparative analyses.

Since 1999, the Swiss National Science Foundation (SNSF) has supported Switzerland's participation in international surveys. SIDOS is responsible for their implementation.
In autumn 1999 the first survey "Eurobarometer in Switzerland" was launched. This survey includes questions from the Eurobarometer survey of the European Commission, a specific Swiss socio-political part and a socio-demographic part. Since 2000, the questions from the International Social Survey Program (ISSP) were added. This survey was subsequently conducted annually until and including 2003.
Since 2005, the survey will only be conducted every other year and will be given a new name, MOSAiCH (Measurement and Observation of Social Attitudes in Switzerland). The composition of the survey remains largely unchanged and includes a recurrent socio-political part, a thematic section that changes every time, two ISSP modules and a detailed socio-demographic section.
It remains an important objective of this project to provide the Swiss researchers with a dataset that enables both spatially and temporally comparative analyses.

Since 1999, the Swiss National Science Foundation (SNSF) has supported Switzerland's participation in international surveys. SIDOS is responsible for their implementation.
In autumn 1999 the first survey "Eurobarometer in Switzerland" was launched. This survey includes questions from the Eurobarometer survey of the European Commission, a specific Swiss socio-political part and a socio-demographic part. Since 2000, the questions from the International Social Survey Program (ISSP) were added. This survey was subsequently conducted annually until and including 2003.
Since 2005, the survey will only be conducted every other year and will be given a new name, MOSAiCH (Measurement and Observation of Social Attitudes in Switzerland). The composition of the survey remains largely unchanged and includes a recurrent socio-political part, a thematic section that changes every time, two ISSP modules and a detailed socio-demographic section.
It remains an important objective of this project to provide the Swiss researchers with a dataset that enables both spatially and temporally comparative analyses.

In some important multiplayer situations, such as efforts to supply a global public good, players can
choose the game they want to play. In this paper we conduct an experimental test of the decision by a
group with fixed membership, playing over a finite number of periods, to choose between a "tipping"
game, in which every player wants to contribute to the public good provided enough other players
contribute, and a prisoners' dilemma, the classic cooperation game. In the prisoners' dilemma, the
first best outcome is attainable, but cannot be sustained as a Nash equilibrium. In the tipping game,
only a second best outcome may be attainable, but there exists a Nash equilibrium that is strictly
preferred to the one in the prisoners' dilemma. We show that many groups persistently choose the
prisoners' dilemma despite its strategic disadvantage, and that the groups that eventually choose
the tipping game do better than the ones that stick with the prisoners' dilemma.


The work was financially supported by the Princeton Institute for International and Regional Studies and the ERC Starting Grant "Human Cooperation to Protect the Global Commons" (HUCO, Project number: 636746).

In 1920, the Carinthian plebiscite was organized to decide whether an ethnically and/or linguistically heterogeneous area in South-East Carinthia was to be part of the German-Austrian rump state or of the newly established Yugoslavian kingdom. Although ethnic or linguistic ``Slovenes'' constituted a majority of almost seventy percent within the referendum zone, more than fifty-nine percent of the voters opted to integrate into Austria. The allegedly victorious ``German'' side quickly turned the choice for Austria into a nationalist narrative fueled by claims of cultural superiority, fostered by the invention of an integrated, publicly funded memorial culture, vigorously defended against any objections or revisionism from ``outside'', and thus alienated and isolated from scientific discourse and discussion.

In this paper, we utilize an ecological inference model to show that nationalist authors on both sides severely overrated the causal impact and empirical significance of the alleged ethnic cleavage, underestimated the share of ``Slovenian'' and overestimated the share of ``German'' voters that chose to join the new Austrian republic. Instead of the reported 10,000, about 13,000 Slovenes, i.e. more than fifty percent of this linguistic group, had voted for Austria, while only 9,000 German-speaking voters, roughly three quarters, actually supported Austria. These findings strikingly illustrate the absurdity of historical accounts by both Austrian and Slovenian/ Yugoslavian authors who are fixated on some ethno-nationalist headcount as the dominant if not sole driver of historical fate.

The dataset is part of a project to investigate justifications of repression in North African autocracies. It was set up to answer the question to what extent and how repressive incidents were communicated and justified in Morocco and Tunisia from 2000 to 2010, before the beginning of the Arab uprising protests.

The event dataset is the first to disaggregate data on repressive incidents in two countries over the course of a decade, providing information about the forms of repression, its targets, the actors involved in repression and its justification, and the communication of state violence. All variables are available in textual form, although the forms of repression and repressive actors are all also listed in binary form to facilitate software-supported analysis. The dataset contains in total 439 repressive incidents: namely, 280 for Tunisia and 159 for Morocco. The data was collected from publicly available reports by Amnesty International, Human Rights Watch, the U.S. State Department, and organizations and news outlets that covered repressive events and their respective justifications. We complemented these English-language sources with further information from French and Arabic sources and provide all data in English.
This systematic collection enables us to assess the extent of justification, as opposed to denial or cover-up, and also to dig into the substantial arguments that were brought forward here. It includes not only cases of protest repression, but also more mundane everyday restrictions on dissidents, and other human rights violations. This gives insight into the political communication of autocracies and their strategies to mitigate the risk of backlash that usually comes with the use of state violence.

This survey is part of the study series "Security". This series of studies is based on a representative survey of security policy opinion-forming in Switzerland carried out in 1983. This survey was conducted at the Institute of Sociology Unitobler University of Bern by K. Haltiner and was supported by the Swiss National Science Foundation (NRP No. 11 "Security Policy", Project 4.419.0.81.11). Since 1991, opinion-forming in security policy has been collected annually since January/February and published under the title "Security". At the same time, the survey was expanded to include questions on foreign policy and the general feeling of security. The project is now being led by the Military Sociology Lectureship of the Military Academy at ETH Zurich and the Center for Security Studies of ETH Zurich.
The aim of these surveys is to identify trends and tendencies with regard to the general perception of security and threats, confidence in institutions and authorities, the degree of cooperation in foreign and security policy, neutrality in general and different views of neutrality, attitudes towards military defence and the interest in security policy. In addition to a core of questions that are asked at all times or at irregular intervals, they are also asked annually on current security policy issues.
In 2019, the focus will be on relations between the USA and Switzerland as well as the general global political situation, attitudes towards equal opportunities in the Swiss army.
In addition to the trend analysis, the series of studies also focuses on the question of the extent to which attitudes towards the three issues (general security, foreign policy and defence policy) are related to living conditions and political orientation.

The representative and interdisciplinary longitudinal study COCON (acronym for "Competence and Context"), supported by the Swiss National Science Foundation, examines the process of growing up and competence development of more than 3.000 children and adolescents in the German- and French-speaking part of Switzerland (Buchmann, Fend, 2004). COCON's goal is to investigate the complex interaction between social contexts, competence development and coping with early life course transitions (e.g., school entry, transitions to secondary education, to occupational training and to employment). The following aspects are thus at the core of the project:
• Socialization contexts (family, school, friends, leisure/media)
• Institutionalized (status) transitions in the life course
• Individual competence development
COCON investigates three cohorts, representing three prototypical stages of growing up: 6-year olds (mid childhood – first cohort), 15-year olds (mid adolescence – second cohort) and 21-year olds (early adulthood – third cohort). For the 6- and 15-year olds primary caregivers and teachers are also surveyed. We shall continue to follow up the two younger cohorts (6- and 15-year olds in 2006) within the framework of the representative longitudinal study. So far, five survey waves have been conducted. In 2012, the 12-year olds of the first cohort made the transition from primary to secondary schooling. More than half of the 21-year olds of the second cohort mastered the transition to the labour market. Most of the other half is attending higher education. Educational trajectories of young adults are highly variegated, thus influencing young people's competence development in varied ways. Further information and results can be found on: www.cocon.uzh.ch. Since December 2013 the COCON data from the first three survey waves are available as scientific use files.

The representative and interdisciplinary longitudinal study COCON (acronym for "Competence and Context"), supported by the Swiss National Science Foundation, examines the process of growing up and competence development of more than 3.000 children and adolescents in the German- and French-speaking part of Switzerland (Buchmann, Fend, 2004). COCON's goal is to investigate the complex interaction between social contexts, competence development and coping with early life course transitions (e.g., school entry, transitions to secondary education, to occupational training and to employment). The following aspects are thus at the core of the project:
• Socialization contexts (family, school, friends, leisure/media)
• Institutionalized (status) transitions in the life course
• Individual competence development
COCON investigates three cohorts, representing three prototypical stages of growing up: 6-year olds (mid childhood – first cohort), 15-year olds (mid adolescence – second cohort) and 21-year olds (early adulthood – third cohort). For the 6- and 15-year olds primary caregivers and teachers are also surveyed. We shall continue to follow up the two younger cohorts (6- and 15-year olds in 2006) within the framework of the representative longitudinal study. So far, five survey waves have been conducted. In 2012, the 12-year olds of the first cohort made the transition from primary to secondary schooling. More than half of the 21-year olds of the second cohort mastered the transition to the labour market. Most of the other half is attending higher education. Educational trajectories of young adults are highly variegated, thus influencing young people's competence development in varied ways. Further information and results can be found on: www.cocon.uzh.ch. Since December 2013 the COCON data from the first three survey waves are available as scientific use files.

The representative and interdisciplinary longitudinal study COCON (acronym for "Competence and Context"), supported by the Swiss National Science Foundation, examines the process of growing up and competence development of more than 3.000 children and adolescents in the German- and French-speaking part of Switzerland (Buchmann, Fend, 2004). COCON's goal is to investigate the complex interaction between social contexts, competence development and coping with early life course transitions (e.g., school entry, transitions to secondary education, to occupational training and to employment). The following aspects are thus at the core of the project:
• Socialization contexts (family, school, friends, leisure/media)
• Institutionalized (status) transitions in the life course
• Individual competence development
COCON investigates three cohorts, representing three prototypical stages of growing up: 6-year olds (mid childhood – first cohort), 15-year olds (mid adolescence – second cohort) and 21-year olds (early adulthood – third cohort). For the 6- and 15-year olds primary caregivers and teachers are also surveyed. We shall continue to follow up the two younger cohorts (6- and 15-year olds in 2006) within the framework of the representative longitudinal study. So far, five survey waves have been conducted. In 2012, the 12-year olds of the first cohort made the transition from primary to secondary schooling. More than half of the 21-year olds of the second cohort mastered the transition to the labour market. Most of the other half is attending higher education. Educational trajectories of young adults are highly variegated, thus influencing young people's competence development in varied ways. Further information and results can be found on: www.cocon.uzh.ch. Since December 2013 the COCON data from the first three survey waves are available as scientific use files.