Suchergebnisse

This contribution consists of two interviews with experts from the Dutch educational
publishing field. The first interviewee, Rivka Mooren, works as project
editor Higher Education at Pearson Benelux. She explains how handbooks and
digital learning platforms develop from the conceptual stage to publication. In
light of international developments in higher education publishing, Mooren
expects that the market will become fully digital, although in Europe more
slowly than in the United States. Secondly, Regine Reincke considers the larger
trends and developments in Dutch educational publishing. She works as Head
of Product for ParnasSys, an administrative system for students that is widely
used in Dutch primary schools. She arrived at this position after a career in
educational publishing. This allows her to reflect on the role of technology in the
classroom, and how it may enhance, but not replace, traditional classes and books.

The aim here is to understand better the governing organizations of Us & high schools in a democratic environment. The Law for U Government Reform is studied & its model of government characterized in terms of ideal models. A small empirical research project was set up to investigate how the rules relative to departmental councils function to reach the objectives they are assigned. One must distinguish between the allotment of responsibility for making decisions on subjects that relate to the U's "output" (teaching, research, degrees) & matters that are related to the U "input." Three conceptions of authority & three models of U government must be noted: (1) the "professional" model (decisions rest with the best qualified scientific personnel), (2) the "corporate" model (every section of the U contributes to the government), & (3) the "council" model (all responsibilities are vested in the whole U). The Law for U Government Reform aims at working out the corporative model. Research must concentrate on the relationship between goals & implementation, & not on evaluating the goals set up by the Law. By & large, nonscientific personnel are represented in the councils. The student position on these councils is strong due to the absenteeism of other members. Propositions initiated by students or nonscientific personnel are a small minority of the adopted propositions. Propositions opposed by a majority of the scientific personnel present are always adopted. The main student input is found in the area of teaching goals. It is doubtful that the intended democratization of decision-making can be effectively accomplished in the framework of the departmental councils. 6 Tables, Appendix. HA Tr & Modified by A. Orianne.

The impact of the EU on everyday life is huge, but not always visible. Educating young people to become informed and empowered EU citizens requires a strategy of active learning to prepare them for civic responsibility and democratic participation. This book is a practical guide for secondary or higher education teachers aiming to train their students to be critical citizens through a variety of different subjects and courses. Stories based on cases dealt with by the Court of Justice of the European Union stimulate students to think critically. These stories illustrate the impact of the EU on numerous aspects of the daily lives of its citizens: from the internal market and the free movement of goods and persons, to issues relating to democracy, equality, privacy, social rights, consumer protection, the environment and migration. Through various learning activities and teaching methods the book provides insight into the DNA of the EU and EU citizenship. European citizenship in the classroom is therefore a must-read for anyone who wants to understand European citizenship better or who wants to stimulate young people to reflect on it critically. This manual originated from the Erasmus+ project Case4EU and was written by a multidisciplinary team of authors (law, philosophy, political and social sciences). - De impact van de EU op het dagelijkse leven is enorm, maar niet altijd zichtbaar. Jongeren vormen tot geïnformeerde en mondige EU-burgers vraagt actief leren om hen voor te bereiden op maatschappelijke verantwoordelijkheid en democratische inspraak. Dit boek biedt een praktische handleiding voor alle leerkrachten in het secundair onderwijs en docenten in het hoger onderwijs die hun leerlingen en studenten kritisch burgerschap willen bijbrengen binnen verschillende vakken en opleidingen. Concrete casussen op basis van rechtszaken behandeld door het Hof van Justitie van de Europese Unie stimuleren studenten tot kritisch nadenken. De casussen illustreren treffend de impact van de EU in het dagelijkse leven van haar burgers op tal van maatschappelijke domeinen: van de interne markt en het vrije verkeer van goederen en personen, over thema's als democratie, gelijkheid, privacy, sociale rechten, tot consumentenbescherming, milieu en migratie. Via een ruim aanbod van lesactiviteiten en werkvormen verleent het boek op een laagdrempelige wijze inzicht in het DNA van de EU en EU-burgerschap. Europees burgerschap in de klas is daarom een must-read voor iedereen die zelf Europees burgerschap beter wil begrijpen of jongeren wil stimuleren tot kritische reflectie hierover.

Deze handleiding is ontstaan vanuit het Erasmus+project Case4EU en is geschreven door een multidisciplinair team van auteurs (recht, filosofie, politieke en sociale wetenschappen).

Most theorists on international relations agree on recognizing natural resources, economic strength, technological development, political stability, & military strength as the five bases of a state's power. This unanimity is in sharp contrast with the divergences in the operationalizations of the power of states. Most operationalizations use only one or two bases of a state's power & thus are very limited in scope. Therefore, the demand for an operationalization sticking as closely as possible to the unanimity among theorists forces itself on the researcher. An attempt is made to transform the theoretical unanimity into an operational measure. Each power basis represented by partial indicators is listed: (1) natural resources--area, population, production of energy, (2) economic strength--gross national product, energy consumption, monetary stability, (3) technological development--level of alphabetization, number of students in higher education, scientific production & infrastructure, (4) political stability--length of independence, internal stability, & (5) military strength--number of men in the armed forces, conventional weapons, nuclear strength. The operationalization was obtained by granting all five power bases an equal share in the index & by giving an equal weight to the sums of the arithmetical values for fifteen partial indicators & thus, for the five indicators. The nation's power-index, thus obtained, was applied to 110 nation states as they existed at the beginning of the '70s. On this power scale, ratings differ from 29,046 indexpoints of world power (IWM) for the US to 276 IWM for Gambia & even less for a number of the smaller states that could not be investigated. Modified HA.

People are now more liberated to give meaning to their life and to select values they deem important. What effect does this have on conversations about meaning and spirituality with the upcoming generation? Nowadays, shared religious and church practices are not as prevalent as they once were. Is a personal testimony of how meaning and spirituality have developed in one's own life the or a way of communicating something to children, pupils, and students? One way of sharing a testimony is the 'spiritual autobiography', a practice that was developed in the US and later brought to the Netherlands by Jannet Delver. It is now used in universities and higher vocational schools. Also for group discussions with clients, writing and sharing one's spiritual biography has been found to contribute to (re)finding sources of strength in difficult times.
In this book, the method is applied in an intergenerational context through a series of letters between the editor and his daughters Elsemarijn and Janneleen, along with an accompanying discussion. Additionally, many professionals and scientists provide their – personal – perspectives.
Living as a search for the meaning of life need not be laborious, but rather engaging and contagious.

RAND Europe conducted a series of four seminar games for the Dutch Ministry of Education, Culture and Science to investigate under a variety of possible futures the role of policy in sustaining high quality scientific research. They found: 1) No revolutionary changes are needed to the Dutch policy vision of scientific research, 2) There are two independent values driving the need for scientific research: science as a tool for improving society and scientific knowledge as an inherent good, 3) A lot of the criticism of current science policies results from anxiety arising from uncertainty and co

THE ANALYSIS OF CHANGES IN VOTING BEHAVIOR IS OFTEN BASED UPON RECALL DATA. THE NOTE OF RELIABILITY OF THIS TYPE OF DATA IS QUESTIONED. RECALL DATA UNDERESTIMATE THE NUMBER OF CHANGES IN PARTY CHOICE. NO EVIDENCE HAS BEEN FOUND THAT THE USE OF RECALL DATA HAS ANY CONSEQUENCES FOR THE STUDY OF THE RELATIONSHIP BETWEEN THE STABILITY OF PARTY CHOICE & SUCH VARIABLES AS POLITICAL INTEREST, POLITICAL KNOWLEDGE, & EDUCATION. THE ANALYSIS OF THE RELIABILITY OF QUESTIONS ON TURN-OUT IS NOT CONCLUSIVE. THERE ARE VERY STRONG INDICATIONS THAT IN EACH ELECTION STUDY NONVOTERS GIVE LESS RELIABLE ANSWERS THAN VOTERS. THIS UNRELIABILITY IS ESPECIALLY HIGH WHEN RECALL DATA ARE USED. 11 TABLES. HA.

Described is research investigating level of political knowledge among 600 pupils aged 18 (last-year secondary school) in Belgium & the variables that may cause differential levels. Results show that the average level of political knowledge is low. The most significant independent variables are: sex (boys score better than girls), political participation of the parents, mass media, & (in a negative way) school. Mass media are most frequently mentioned as the most important sources of political information, & Rs with a high level of news media exposure score best. Political education at school is shown to have low impact; on the contrary, Rs who mentioned school as their most important source of political information tended to score worst. 29 Tables, 1 Figure. HA

An investigation of the impact of individual demographic variables on the decision to vote in the Netherlands. A logit specification is presented that explains the probability that an individual will vote, which is derived from the assumption that an individual will maximize utility in a situation of choosing between two alternatives. Comparing results from five separate election years reveals that analysis based on only one year depends strongly on the year chosen. Thus, pooled data from these five years is analyzed & compared to results from similar studies. It is concluded that higher income, education, subjective social category, age, & f of church attendance all positively influence voting behavior; being a member of a trade union or a public bureaucrat also makes voting more likely. 3 Tables, 12 References. Modified HA

The ecologist (green) party, Agalev, & the radical right-wing party, Vlaams Blok, have often been considered each others' antipodes on the Belgium political spectrum in their attitudes toward immigrant rights, Flemish & Belgian nationalism, materialistic vs postmaterialistic values, & environmental policy. Using data from 2,619 Flemish voters after the 1991 general elections, attitudes & sociodemographic characteristics of these parties are analyzed in a global logistic regression model, using the electorates of all other parties as a reference category. It is found that young urban non-Catholics are overrepresented in the electorates of both parties; however, Agalev voters tend to be well-educated & have a high occupational status, whereas Vlaams voters are more likely to have little education & a low (blue-collar) occupational status. Controlling for social characteristics, these attitudinal variables show significant opposite net effects on the electoral choice. Agalev & Vlaams Blok each received about 10% of the votes, supporting Swyngedouw's thesis (1986 [see abstract 86Q8012]) about the emergence of two cleavages, the universalistic-particularistic & postmaterialistic-materialistic. 3 Tables. Adapted from the source document.

Story research. Doing justice to the complexity of stories from the field
Story research. Doing justice to the complexity of stories from the field
The article derives from the author's thesis Exploring voices exploring appropriate education: practitioners' discourse and focuses on its methodological part.Cilliers claims that scientific research needs new approaches in order to understand complex issues. Lefebvre and Letiche assert that managers and policymakers simplify the complexity of everyday life in their reorganization proposals from higher levels. Smaling sketches what the role of qualitative research can be in studying complex phenomena. In the article it is explained how story research as a form of narrative research methodology can do justice to the complexity of stories from the field.Boje's 'antenarrative', 'antinarrative' and 'narrative' form the conceptual framework to search for diversity within and between told and transcribed stories from the field. A 'paragrammatic' (Gabriel) use of deconstructive tools may help to find the diversity.Boje's 'emplotment' and Holman Jones' 'civic dialogue' offer clues to present the diversity of everyday life in a way that does justice to the complexity of stories from the field. The form of a polylogue was chosen to represent the different stories from the field.