Suchergebnisse

ABSTRACTFour theories for explaining public policy decisions are briefly presented. The theories are applied to the question of the location of Norwegian district colleges and universities (location by county, scope and timing). Eleven operational models provide the link between theory and data. The conclusion is that the legal‐bureaucratic theory best explains the location decisions. This structural theory works better than the three behavioral ones. It is argued that this shows how norms of equity and justice constitute the main constraints on these decision processes.

The second issue of The Yearbook on History and Interpretation of Phenomenology focuses on the intertwined topics of normativity and of typification. The area of their application and specification is relatively broad: from biological questions through various lived experiences and political life to aesthetical judgments. The contributors see normative aspects of human existence as a possibility to act according to inherent or personal values rather than according to some fixed and external rules or even laws

Here is an intellectually dense reading of Chinua Achebe's personal history of Biafra, which deconstructs and illuminates the book. Deconstructive components expose elements of Achebe's narrative that fly beyond the intellectual grasp of his hasty castigators, many of whom vented without having read the book. In the related vein, the illuminative components expose the obligation and burden that Achebe discharged in the book as a Biafran. It is therefore a book whose narrative retraces the responsibility of Achebe's faith vis-à-vis a historical challenge, which he fulfilled with determination by writing it.

Die Integration von Migrantinnen und Migranten ist ein brennendes Thema der Schweiz und beschäftigt Akteure der Politik, der öffentlichen Verwaltung und der Zivilgesellschaft. Ein wichtiger Teil der Integrationspolitik ist die berufliche Integration. Voraussetzung für Erwerbsarbeit ist jedoch die Beherrschung der deutschen Sprache. Mit Sprachförderung ist oft ein Basis-Sprachkurs gemeint, der für eine nachhaltige Arbeitsintegration jedoch nicht ausreicht. Arbeitserfahrungen und Bildung aus dem Herkunftsland werden meist nur teilweise oder gar nicht anerkannt. Die Anerkennung oder Teilanerkennung könnte eine rasche Integration fördern. Viele Asylsuchende und Flüchtlinge sind als Hilfsarbeitende tätig und genau diese Arbeitsstellen für niedrig qualifizierte Arbeitnehmende werden in Schwellenländer ausgelagert. Die vorliegende Literaturarbeit befasst sich mit den rechtlichen und sozioökonomischen Rahmenbedingungen vorläufig aufgenommener Asylsuchender und anerkannter Flüchtlinge und bringt diese mit theoretischen Ansätzen zu Migration und Arbeitsintegration (Penninx, Bourdieu, Staub-Bernasconi und andere) in Verbindung. Aus den neu gewonnenen Erkenntnissen werden Handlungsansätze für die Sozialarbeit erarbeitet. Die Soziale Arbeit hat grosse Anstrengungen unternommen, um niedrig qualifizierte ausländische Arbeitsuchende durch Triagestellen (Stiftung Chance) oder durch Arbeitsintegrationsprogramme (AOZ) für den ersten Stellenmarkt fitzumachen. Diese Bachelor-Arbeit soll den Akteurinnen und Akteuren in diesem Problemfeld Impulse für ihre tägliche Arbeit geben. ; + Code Diss LU: hslusa basa 2012 + Fussnote: Bachelor-Arbeit, Hochschule Luzern - Soziale Arbeit, Ausbildungsgang Sozialarbeit, 2012

Innovation plays a crucial role in improving a firm's performance. The relationship between innovation and productivity has been widely analysed during this decade across countries and industries, generating important new findings. This study aims to provide an overall literature review on the relationship between innovation and the productivity of firms to obtain a comprehensive overview of the role innovation plays in changing productivity. By reviewing existing empirical evidence, one can better understand the different measurements of innovation and productivity. This study also provides a discussion on methods adopted to quantify the relationship between innovation and productivity: CDM model, IV regression, and system-GMM approach.
JEL classification: D22, D24, O30

The newly adopted Next Generation Science Standards (NGSS) requires that California secondary science teachers integrate global climate change (GCC) content into their curriculum, but research reveals major inconsistencies in teaching GCC content across the nation. The teaching inconsistencies are due to factors such as the lack of scientific literacy, deep GCC content knowledge, and effective teaching methods needed to address politically controversial issues. Other barriers to successfully teaching GCC are weak curriculum and confusion among teachers regarding scientific consensus on the topic. One solution to addressing the teaching inconsistencies calls for teachers to receive GCC education to obtain skills, knowledge, and resources needed to effectively educate students. Focusing on only Los Angeles, initial research revealed that very few organizations offer any type of GCC education to science teachers. As a result, I worked with local and national science directors to create a multi-day GCC workshop for secondary science teachers to effectively teach the politically controversial topic. The program was designed using the Socioscientific Issues (SSI) Framework along with six criteria identified by researchers studying effective GCC education programs. This program was solution oriented and encouraged teachers to teach GCC as a socioscientific issue to empower both teachers and students to take action on climate change.As an explanatory mixed-methods study, I analyzed teachers as participants of a GCC educational program and their perceptions of how the GCC program will inform their teaching. The methods include pre-and post-surveys, daily open-ended reflection surveys, personal interviews, and follow-up surveys to measure the effect of the program on teachers. The surveys revealed an increased level of confidence in teacher content knowledge and ability to teach students about GCC, a shift in reasons for why teachers want to learn about GCC, and helpful program components identified by participants that promoted learning, curricula design, and helpful teaching strategies.