Suchergebnisse

Arguing that European family lives are affected by many societal factors, this article discusses the interplay between three sets of phenomena: the management of work and care responsibilities, work-care policies and regimes, and gender order within the family context.Based on discussions about orientations to work and care, we compare European countries and analyze regularities and singularities among them. Identifying and assessing the interplay between structural, institutional and cultural determinants of orientations we try to explain country diversity mobilizing data from the European Social Survey (rounds 2002, 2004 and 2006) and data from Eurobarometer 2003.The paper is organized around three analytical axes. First, we analyze how work and family orientations are perceived by the Europeans. Secondly, we assess different European political policies regarding work and care arrangements, the outcome being a proposal for a work-care political typology. And finally we discuss the connections between those policies and the production or reproduction of gender order within the family.We conclude that in countries with more egalitarian gender values and policies targeted at work-care arrangements, individuals experience less work-family conflict. Conversely, in countries with more traditional gender values and restricted or disadvantaged policies we found more family-work conflict. But institutional constraints don't act alone: orientations to work and care differ according to age, education, family forms and employment status.

Arguing that European family lives are affected by many societal factors, this article discusses the interplay between three sets of phenomena: the management of work and care responsibilities, work-care policies and regimes, and gender order within the family context.Based on discussions about orientations to work and care, we compare European countries and analyze regularities and singularities among them. Identifying and assessing the interplay between structural, institutional and cultural determinants of orientations we try to explain country diversity mobilizing data from the European Social Survey (rounds 2002, 2004 and 2006) and data from Eurobarometer 2003.The paper is organized around three analytical axes. First, we analyze how work and family orientations are perceived by the Europeans. Secondly, we assess different European political policies regarding work and care arrangements, the outcome being a proposal for a work-care political typology. And finally we discuss the connections between those policies and the production or reproduction of gender order within the family.We conclude that in countries with more egalitarian gender values and policies targeted at work-care arrangements, individuals experience less work-family conflict. Conversely, in countries with more traditional gender values and restricted or disadvantaged policies we found more family-work conflict. But institutional constraints don't act alone: orientations to work and care differ according to age, education, family forms and employment status.

At European universities, writing is a traditional way of learning, assessment, and independent study, but it is handled in an implicit, tradition-based way that has only recently been contrasted with and supported by a more explicit writing ped-agogy. Still, little systematic knowledge is available about the pedagogical ap-proaches to writing, writing practices, and genres across Europe and much of it is codified in the national languages without correlation to internationally accept-ed terminology and theories. This book explores the writing cultures of Europe, nation by nation, and reports the idiosyncrasies for each respective country. The reports are based on a 17-item topic list used by the authors to collect data be-fore synthesizing the results. Next to writing practices and genres, a high level of emphasis was placed on the structure of educational systems, the languages in use, and the kind of support provided for student writers. Note: This research project has been conducted within the framework of COST Action IS0703 "European Research Network on Learning to Write Effectively", funded by the European Union. We are also thankful to Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber, and David Russell for their cooperation and support in this project. ; Wissenschaftliches Schreiben an europäischen Hochschulen ist eine herkömmliche Form des Lernens, Prüfens und autonomen Studierens, auch wenn es in einer impliziten, eher auf Tradition denn auf bewusster Didaktik beruhenden Weise eingesetzt wird. Wenig auf systematische Weise erhobenes vergleichendes Wissen gibt es bislang über Schreibpraktiken, Genres und schreibdidaktische Ansätze in Europa und das, was an Wissen existiert ist oft in den nationalen Sprachen verfasst, die nicht mit internationalen Terminologien und Theorien der Schreibwissenschaft verbunden sind. Der vorliegende Band untersucht Schreibkulturen in Europa Land für Land und berichtet was jeweils hervorsticht. Die Berichte basieren auf einer 17-Item Themenliste, nach der die Autorenteams Daten über ihr jeweiliges Land sammelten, bevor sie es zu einem Bericht synthetisierten. Neben Schreibpraktiken und Genres werden dabei die Struktur des jeweiligen Bildungssystems, die verwendeten Sprachen und die besondere Schreibdidaktik hervorgehoben. Anmerkung: Das Projekt wurde im Rahmen der COST Aktion IS0703 "European Research Network on Learning to Write Effectively" durchgeführt, das von der EU finanziert wird. Wir bedanken uns bei Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber und David Russell für ihre Unterstützung und Mitwirkung in diesem Projekt. ; At European universities, writing is a traditional way of learning, assessment, and independent study, but it is handled in an implicit, tradition-based way that has only recently been contrasted with and supported by a more explicit writing ped-agogy. Still, little systematic knowledge is available about the pedagogical ap-proaches to writing, writing practices, and genres across Europe and much of it is codified in the national languages without correlation to internationally accept-ed terminology and theories. This book explores the writing cultures of Europe, nation by nation, and reports the idiosyncrasies for each respective country. The reports are based on a 17-item topic list used by the authors to collect data be-fore synthesizing the results. Next to writing practices and genres, a high level of emphasis was placed on the structure of educational systems, the languages in use, and the kind of support provided for student writers. Note: This research project has been conducted within the framework of COST Action IS0703 "European Research Network on Learning to Write Effectively", funded by the European Union. We are also thankful to Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber, and David Russell for their cooperation and support in this project.