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he process of agenda setting is fundamental to politics, yet there is surprisingly little research about this process in parliamentary systems. The reason for this lacuna is that agenda setting tends to occur behind closed doors. The Dutch Tweede Kamer is an exception to this rule: decisions about the parliamentary agenda are made in public. This study examines agenda setting in the Dutch parliament from an issue-competition perspective. It looks at a sample of more than 400 agenda-setting meetings of the Dutch parliament between 1998 and 2017. It finds that opposition parties which stand far from the government make proposals on issues that they 'own'; these proposals are supported by other opposition parties, parties that stand close to them and focus on the same issue. Coalition parties and parties that stand far away sabotage these proposals.

This project is about food, health and culture. Today we see that socioeconomic status is part of what affects your health and the length of your life. At the same time food is currently threatening planet health. This is closely connected with what and how we eat. Our goal has been to make healthy and sustainable food more available to all. Through exploration of underlying structures we saw that much of the responsibility for solving many today's problems related to food lies with the government. In several agreements and reports they pledge to make healthy and sustainable food more accessible for everyone.Therefore it is natural that the government should take a more active, collaborative, and facilitating role. We propose three interlinked interventions of design meant to inform and inspire the government to support a shift from individual to collective food cultures. The proposal offers a mission-oriented way of thinking that builds on the participation of citizens. The first intervention is a new institution, Mathuset, that facilitates healthy and sustainable food being available to everyone. It consists of public spaces in communities that provide an arena where one can learn about, eat, and explore food through practice, discussion, and collaboration. The next intervention is policy recommendations to make change possible on a large scale. As this is a huge and ambitious proposal it needs to be explored and developed further. Therefore new policies should be prototyped through pilots of Mathus that would further inform and explore what these policies could look like and how a Mathus could be, what it does, and what to avoid. The third intervention is a national vision for regenerative and equitable food cultures. Mathuset would be more reachable through using this vision as a compass. By providing people a direction it is easier to inspire engagement and get people on board. This promotes citizen-friendly food cultures that can have ripple effects in society. This project will supply the government with ...

While numerous institutions across the globe are currently developing institutional educational frameworks to improve student outcomes, experiences, and success, scholars have long lamented mismatches between theory and practice. In this book, educators and scholars describe how they implemented Royal Roads University's Learning and Teaching Model in practice, illustrating how educational theory translates to practice. ; A university's institutional identity is a way of describing the culture of an organization related to the collective meanings associated with "shared attitudes, values, goals and practices" (MacDonald, 2013, p. 153). As such, articulating an institutional identity can be an important tool for promoting organizational sense-making, encouraging institutional affiliation, supporting change management efforts, and shaping long-term identity and culture (Stensaker, 2015; MacDonald, 2013). Over the last 30 years, the post-secondary environment has become highly competitive (Bok, 2003). As a result, universities and colleges constantly seek ways to differentiate themselves and help potential students understand their institution's unique strengths and characteristics. Nevertheless, communicating key aspects of an institution's educational identity can serve many more purposes beyond supporting competitive marketing and recruitment efforts. In addition to framing a message to prospective students, an explicit articulation of the institutional identity connects current students, faculty, and alumni, and is helpful to those responsible for representing the university to funding agencies, accrediting bodies and other governmental agencies, research grantors, and philanthropically-minded individuals and groups. A clear understanding of institutional identity is helpful in making sense of both internal and external organizational dynamics and changes, supporting the development and reinforcement of an organizational image, supporting further organizational innovation and creativity as well as fostering and promoting employee and constituent engagement (Stensaker, 2015). The articulation of this identity via the development of an "institutional educational framework" can assist faculty, staff, and senior administrators in a university in describing or articulating the characteristics related to learning and teaching that are most relevant to the unique educative mission of their institution. Articulating a common and institution-wide understanding of the unique mix of history, learning approaches, curriculum, teaching strategies, and educational practices that give rise to a particularly institutional identity is a laudable exercise. Many efforts to help define these characteristics happen at the school, program, or faculty level, where prospective students often engage in their own comparative analyses. At the institutional level, however, recruitment and public relations departments are often charged with the responsibility of communicating the institutionally unique characteristics to prospective students, industry representatives, and community partners, which means that an institutionalwide articulation strategy has the potential for increasing the reach of engagement and involvement within the institution. In the first part of this chapter, we describe the attributes of institutional education frameworks, explore the reasons why such frameworks exist, and articulate the benefits of developing them. Next, we present the Royal Roads University Learning and Teaching Model (2013) as an example of an institutional framework and describe the model's rationale, core characteristics, development process, and some of the key lessons learned in its implementation.

While numerous institutions across the globe are currently developing institutional educational frameworks to improve student outcomes, experiences, and success, scholars have long lamented mismatches between theory and practice. In this book, educators and scholars describe how they implemented Royal Roads University's Learning and Teaching Model in practice, illustrating how educational theory translates to practice. ; A university's institutional identity is a way of describing the culture of an organization related to the collective meanings associated with "shared attitudes, values, goals and practices" (MacDonald, 2013, p. 153). As such, articulating an institutional identity can be an important tool for promoting organizational sense-making, encouraging institutional affiliation, supporting change management efforts, and shaping long-term identity and culture (Stensaker, 2015; MacDonald, 2013). Over the last 30 years, the post-secondary environment has become highly competitive (Bok, 2003). As a result, universities and colleges constantly seek ways to differentiate themselves and help potential students understand their institution's unique strengths and characteristics. Nevertheless, communicating key aspects of an institution's educational identity can serve many more purposes beyond supporting competitive marketing and recruitment efforts. In addition to framing a message to prospective students, an explicit articulation of the institutional identity connects current students, faculty, and alumni, and is helpful to those responsible for representing the university to funding agencies, accrediting bodies and other governmental agencies, research grantors, and philanthropically-minded individuals and groups. A clear understanding of institutional identity is helpful in making sense of both internal and external organizational dynamics and changes, supporting the development and reinforcement of an organizational image, supporting further organizational innovation and creativity as well as fostering and promoting employee and constituent engagement (Stensaker, 2015). The articulation of this identity via the development of an "institutional educational framework" can assist faculty, staff, and senior administrators in a university in describing or articulating the characteristics related to learning and teaching that are most relevant to the unique educative mission of their institution. Articulating a common and institution-wide understanding of the unique mix of history, learning approaches, curriculum, teaching strategies, and educational practices that give rise to a particularly institutional identity is a laudable exercise. Many efforts to help define these characteristics happen at the school, program, or faculty level, where prospective students often engage in their own comparative analyses. At the institutional level, however, recruitment and public relations departments are often charged with the responsibility of communicating the institutionally unique characteristics to prospective students, industry representatives, and community partners, which means that an institutionalwide articulation strategy has the potential for increasing the reach of engagement and involvement within the institution. In the first part of this chapter, we describe the attributes of institutional education frameworks, explore the reasons why such frameworks exist, and articulate the benefits of developing them. Next, we present the Royal Roads University Learning and Teaching Model (2013) as an example of an institutional framework and describe the model's rationale, core characteristics, development process, and some of the key lessons learned in its implementation.

Biodiversity loss can degrade ecosystems and impactthe ability of ecosystems to contribute to people. The last 20 years of ecosystem service research has increased society's interest in fighting the consequences of ecosystem degradation. During the last decades, attitudes towards conservation have been shaped in many ways. According to Mace (2014), "nature for itself" was a key principle during 1960s–1970s supporting concepts such as protected and wilderness areas. Human pressures on nature during the 1980s and early 1990s resulted in extinctions, habitat loss, and pollution, which made it urgent to act for"nature despite of people". That period was followed by a "nature for people" period, in which biodiversity challenges were mainstreamed via concepts such as ecosystem approach, ecosystem services and economic values. The latest paradigm, which was developed by Mace (2014) is called "people and nature". Key concepts in conservation circles include environmental change, resilience, adaptability and socio-ecological systems. Several assessments of the state and trends of biodiversity, ecosystems and ecosystem services have been carried out via various initiatives, such as Millennium Ecosystem Assessment (MA, 2005), followed by the Economics of Ecosystems and Biodiversity (TEEB) assessments and the Aichi biodiversity targets of the Convention on Biological Diversity (CBD). In Europe, Mapping and Assessment of Ecosystems and their Services (MAES) has generated a lot of new knowledge on the quantification of ecosystem services and use of this information in decision-making. Today, more and more open data is available through research infrastructures, for example, remote sensing data through the Copernicus programme of the European Union and European Space Agency. Naturebased solutions and green and blue infrastructure are becoming popular in landscape planning and highlight different aspects of the socio-ecological (synon. coupled human-environment) systems and their sustainable management. The most significant attempt to highlight the importance of biodiversity and ecosystem services globally, has been the establishment of the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES). IPBES has launched a series of thematic and geographical assessments. The European and Central Asian regional assessment has been ongoing parallel to this Nordic IPBES-like assessment that has focused on coastal ecosystems and their services. This assessment covers the Nordic countries, i.e. Denmark, Finland, Iceland, Norway and Sweden, and autonomous areas such as Åland, Faroe Islands and Greenland, which are a unique "biocultural" piece of Earth with unique nature values and well-established societies.

The process leading to the setting of the minimum wage so far has been fairly overlooked by economists. This paper suggests that this is a serious limitation as the setting regime contributes to explain cross-country variation in the fine-tuning of the minimum wage, hence in the way in which the trade-off between reducing poverty among working people and shutting down low productivity jobs is addressed. There are two common ways of setting national minimum wages: they are either government legislated or are the outcome of collective bargaining agreements, which are extended erga omnes to all workers. We develop a simple model relating the level of the minimum wage to the setting regime. Next, we exploit a new data set on minimum wages in 66 countries that had already or introduced a minimum wage in the period 1981-2005 to test the implications of the model. We find that a Government legislated minimum wage is lower than a wage floor set within collective agreements. This effect survives to several robustness checks and hints at a causal relation between the setting regime and the level of the minimum wage.

Education in agendas, politics and policies at a global level, has been recognized as both a, civil and human right. At this point, there are a vast amount of documents supporting this claim, yet a recent declaration on education, specifically Education 2030: Towards inclusive and equitable quality education and lifelong learning for all explicitly suggests that "education is a public good, a fundamental human right and a basis for guaranteeing the realization of other rights" (UNESCO, 2015, iii). In that context, education is a right per se, and pillar for other rights in regards to one's well-being. This dual nature in educational rights sometimes leads to misinterpretations, indicating the need for interdisciplinary research which could contribute to emerging social dialogues between individuals (parents, children, teachers etc.) and societal structures, especially politics and law. Therefore, in the last 10 to 15 years, scholars have increasingly shown interest for research in the educational arena, with emphasis on the children's perspective, concluding that children's rights in an educational setting are question of quality of life, not just of particular child, but quality of life of its family, and society in general. In the heart of the educational arena are, children and teachers, which make their interpersonal relationships fundamental quality issues. Relationships with peers, teacher and children interaction, relationship between teachers as co-workers, and quality of partnership with parents and local communities are contexts in which children rights come to life, i.e. education is a real-life context in which children can exercise their rights. To contribute to this issue, Faculty of Education in Osijek and Ombudsman for Children Croatia have prepared a monograph "Children's rights in Educational Settings".

Research using this model of agenda setting, generally assess the elections and political issues. Since McComb and Shaw (1972) examined the general election in 1968 with a focus on the effects of media agenda setting. They were interested to see whether the opinions of voters on issues that are considered very important it is formed by the news about these issues. McComb and Shaw in researching elections, said that the impact of mass media in the cause of cognitive change among individuals has been dubbed the agenda setting function of mass communication. Here lies the most important effects of mass communication, namely the ability of structuring the world's media for us.

ABSTRAKProses standard setting (penetapan standar) dalam akuntansi merupakan proses yang cukup rumit dikarenakan melibatkan aspek ekonomi, politik, sosial dan budaya. Standard setting dipengaruhi aspek politik karena di dalamnya terjadi tawar menawar antara beberapa kepentingan yaitu pemerintah, swasta dan juga profesi akuntan sendiri. Selain itu dipengaruhi oleh aspek ekonomi dikarenakan standard setting berkembang seiring dengan perkembangan dunia bisnis, Selanjutnya dipengaruhi oleh aspek sosial budaya karena pada akhirnya standar yang telah dibuat akan diimplementasikan pada suatu masyarakat tertentu yang tentunya akan diwarnai oleh unsur sosial budaya yang ada dalammasyarakat tersebut. Laporan keuangan yang ada sekarang ini tentunya dipengaruhi oleh regulasi dari standar akuntansi yang berlaku. Ketika standar akuntansi berubah tentunya akan berpengaruh langsungterhadap laporan keuangan yang dihasilkan. Tujuan laporan keuangan sendiri senagaimana tertuang dalam SFAC no 1 adalah menyediakan informasi yang berguna bagi investor, calon investor dan kreditormaupun pengguna lainnya dalam membuat keputusan investasi yang rasional, pemberian kredit maupun keputusan lainnya yang sejenis.

Rural politics in the time of global land grabs and neoliberal agricultural development have received much international attention. However, the processes at work in the post-socialist countryside (such as in Russia and Ukraine) are rarely addressed in the critical agrarian studies debates. The prefix 'post-' in post-socialist and post-Soviet studies is often associated with lagging behind. This doctoral study demonstrates that the analysis of rural politics in these settings can generate new insights about contemporary changes in the agrarian world. This study investigates official rural politics (the state politics of resource allocation and large-scale agricultural development); politics of organised rural resistance and mobilisation; and everyday unorganised rural practices of adaptation, compliance, resistance and acquiescence in contemporary Russia and Ukraine. It demonstrates that land grabbing and the development of large-scale industrial agriculture are often accepted by post-Soviet villagers, who – contrary to rural people in other parts of the world – do not necessarily resist, but rather struggle to be incorporated into large-scale agriculture. This study also shows that small-scale subsistence farming can coexist with large-scale agriculture, due to the continuation of the Soviet dual agricultural system and the symbiotic relations between large and small farms. The analysis of rural resistance and mobilisation in post-socialist post-Soviet settings reveals that social movements and activists are more effective when they cooperate with the state and employ official regulations, norms and rhetoric in their politics, rather than openly oppose the regime. Finally, the study indicates that the rights to culturally appropriate food and defining one's own food system are not alien to the post-Soviet population. However, these ideas are not accompanied by public discourses and open mobilisation, thus, representing a 'quiet' form of what can still be seen as food sovereignty.

In his new-look monthly column, Professor Frank Peck of the University of Cumbria's Centre for Regional Economic Development will tackle the burning issue of Brexit. This month, he focuses on how leaving the EU will effect the county's tourism industry. The UK Government and the EU have now agreed a transition period for Brexit that extends negotiations through to the end of 2020. This has been heralded as a "decisive step", though there are clearly many unresolved issues of some significance that have made this step necessary. Big questions still remain over the terms of future trade with the EU, as well as the role of the European Court of Justice and the status of the border in Northern Ireland. For a short period at least, the UK has accepted the need to comply with EU regulations and be subject to changes in rules without having a seat at the table between March 2019 and December 2020. For business, there is perhaps less anxiety about a cliff edge in March 2019 but much is still at stake. In these circumstances, it is good to focus thoughts on things about which we can be more certain. Cumbria as a tourist destination is one of these. It is true that there are threats to the visitor economy arising not only from Brexit but also from ongoing processes of competition and the need to improve the quality of visitor experience. However, Cumbria has unique attributes and we can be fairly sure that tourism will remain a vital part of the economy of the county post-Brexit.

I study a class of macroeconomic models in which all firms can costlessly choose any price at each date from an interval (indexed to last period's price level) that includes a positive lower bound. I prove three results that are valid for any such half-closed interval (regardless of how near zero the left endpoint is). First, given any output sequence that is uniformly bounded from above by the moneyless equilibrium output level, that bounded output sequence is an equilibrium outcome for a (possibly time-dependent) specification of monetary and fiscal policy. Second, given any specification of monetary and fiscal policy in which the former is time-invariant and the latter is Ricardian (in the sense of Woodford 1995), there is a sequence of equilibria in which consumption converges to zero on a date-by-date basis. These first two results suggest that standard macroeconomic models without pricing bounds may provide a false degree of confidence in macroeconomic stability and undue faith in the long-run irrelevance of monetary policy. This paper's final result constructs a non-Ricardian nominal framework (in which the long-run growth rate of nominal government liabilities is sufficiently high) that pins down a unique stable real outcome as an equilibrium.

We examine the Nash equilibria of a game where two national governments set patent breadth strategically. Broader patents make R&D more attractive, but the effect on static efficiency is nonmonotonic. In a North.South model, where only the North can innovate, harmonization of patent breadth lowers welfare relative to the Nash equilibrium. When both countries can innovate, harmonization toward narrower patent breadth may raise world welfare.

This paper will attempt to address the above quote by Mueller & Purcell in the context of International Human Resource Management (HRM), by discussing the paradigms of globalisation, European Legislation, common product standards, culture, pay and reward systems and recruitment in terms on how they have influenced international HRM management policies globally.

peer-reviewed ; Teaching is considered a highly regulated profession in Ireland. Teachers employed in state-funded secondary schools are required to be registered with the Irish Teaching Council, while the Department of Education and Skills is responsible for the coordination of teachers' employment (Heinz et al, 2017). Employment relations within the sector are regulated by legislation and collective agreements reached between this government department and the main trade unions, the Association of Secondary Teachers of Ireland (ASTI), and the Teachers Union of Ireland (TUI) (Murphy et al, 2019). As a profession, teaching is viewed as one which has many advantages from a work-life balance (WLB) perspective, though research indicates that there is a need to introduce greater WLB policies and programmes for the teaching community (Miryala and Chiluka, 2012). International research argues that the commodification of education is contributing to the intensification of work and to greater performance management around teachers' work in other contexts (Fitzgerald et al, 2019; Frederickson, 2009; Merceille and Murphy, 2017). As such, the nature and context of work has changed and now shares more similarities with the private sector, in particular in relation to demands around working time, and the development of an "always on" culture (MacDowell and Kinman, 2017). The drivers for this can be viewed as symptomatic of broader societal changes brought about through enhanced technology (Mullan and Wacjman, 2019; Moore, 2017). ; PUBLISHED ; Peer reviewed