scholarly journals Knowledge about the European Union in Political Education: What are the Effects of Motivational Predispositions and Cognitive Activation?

2016 ◽  
Vol 50 (2-3) ◽  
pp. 413-432 ◽  
Author(s):  
Georg Weisseno ◽  
Barbara Landwehr
Keyword(s):  
Content Knowledge ◽  
Social Inclusion ◽  
Self Concept ◽  
The European Union ◽  
Specific Content ◽  
Cognitive Activation ◽  
Subject Specific ◽  
Instructional Characteristics ◽  
Science Classes ◽  
Positive Effect

This study investigates the effectiveness of political science classes in Germany. It analyzes whether or not 1,071 students in the 9th and 10th grade showed increases in knowledge after participating in the lesson series. This analysis focuses on the competence dimension “subject-specific content knowledge” as well as on the motivational predispositions “academic self-concept” and “interest in politics.” It also examines the instructional characteristics “inclusion of students” and “cognitive activation” from the students’ perspective. One’s academic self-concept and interest in politics, as well as cognitively activating instruction, have a moderately positive effect upon educational success. Social inclusion correlates with all constructs except subject-specific content knowledge.

The Effectiveness of Multimedia and Activity-Based Supplemental Teaching Resources in Materials Science Education

2012 ◽  
Vol 1472 ◽  
Author(s):  
Deborah A. Day ◽  
Eeman Abbasi ◽  
Brian Liang ◽  
Satish Bhat ◽  
Scott DeMeo ◽  
...  
Keyword(s):  
Science Education ◽  
Teaching Methods ◽  
Materials Science ◽  
Teaching Resources ◽  
Specific Content ◽  
9Th Grade ◽  
Digital Stories ◽  
Educational Videos ◽  
And Performance ◽  
Science Classes

ABSTRACTA comparative study investigating the integration of supplemental teaching resources in materials science education was developed for the purpose of determining the effectiveness of teaching strategies. Digital stories created by students, excerpts from the Nova Making Stuff documentaries, YouTube educational videos and student generated demo-kits were used as part of the investigation whereby two 9th grade science classes (n~26) were evaluated. Each participant in the study received one period (40-min) of a traditional lesson on Materials Science including specific content, vocabulary, and a pre- and post- lesson assessment. Additionally, the students in each class participated in a 30-min supplemental component, e.g. video or activity-based demonstration using aforementioned kits or video compilation. Pre- and post- evaluations (e.g. open-ended and likert questions) were administered to all of the participants. As hypothesized, the students’ feedback and performance on assessment activities reveal that the use of multimedia and activity-based resources may be equally effective teaching methods as traditional methods.

Improvements in Self-Concept Associated with Reductions in Negative Mood in Preadolescents Enrolled in an After-School Physical Activity Program

2005 ◽  
Vol 97 (2) ◽  
pp. 400-404 ◽  
Author(s):  
James J. Annesi
Keyword(s):  
Negative Mood ◽  
Exercise Program ◽  
Self Concept ◽  
After School ◽  
Activity Program ◽  
Cognitive Behavioral Theory ◽  
Exercise Induced ◽  
Induced Changes ◽  
Positive Effect ◽  
School Care

Preadolescents enrolled in either a 3 times per week, 12-week exercise program ( n = 50) or a no-exercise program control condition ( n = 42) during their after-school care, were assessed for indication of whether exercise-induced changes in self-concept and overall negative mood were negatively correlated. Significant improvements in ratings of self-concept and of negative mood were found over 12 wk. Inverse relationships were found between changes in physical self-concept with overall self-concept and negative mood ( r = –.40 and –.36, respectively). Results supported the positive effect of exercise on the assessed psychological factors in preadolescents. Cognitive behavioral theory-based explanations of the findings were discussed.

scholarly journals European social model vs directive Bolkestein

2006 ◽  
Vol 53 (1) ◽  
pp. 65-77
Author(s):  
Srdjan Redzepagic
Keyword(s):  
Economic Growth ◽  
European Union ◽  
Social Inclusion ◽  
Social Protection ◽  
Full Employment ◽  
Social Model ◽  
The European Union ◽  
European Social Model ◽  
Social Agenda ◽  
High Level

In this article is elaborated the actually question which is developed and discussed it the European Union is the European Social Model (ESM). It is a vision of society that combines sustainable economic growth with ever-improving living and working conditions. This implies full employment good quality jobs, equal opportunities, social protection for all, social inclusion, and involving citizens in the decisions that affect them. As the Euro-zone is struggling to move away from a dramatic slump in its economy and while the Lisbon Strategy and its potential for economic growth, strongly needs reactivation, the debates over the Europe have raised again the issue of a sustainable social agenda for the European Union. Recently, Europe's political leaders defined the ESM, specifying that it "is based on good economic performance, a high level of social protection and education and social dialogue". An important topic of the discussion nowadays is the Directive of the European Parliament and of the Council on services in the internal market so called "Bolkestein directive". The importance of this article is to give us the answer to the following question: would we have French goods available in French supermarkets all over Poland and no Polish services allowed in France? The EU would be unthinkable without the full implementation of the four freedoms. This is a good directive, going in the good direction.

scholarly journals A Teacher of Technological Education in Lithuania, Great Britain and Finland. What is She Like?

Pedagogika ◽  
2018 ◽  
Vol 129 (1) ◽  
pp. 268-285
Author(s):  
Birutė Žygaitienė ◽  
Evelina Buivydaitė
Keyword(s):  
Great Britain ◽  
Technology Education ◽  
Household Economics ◽  
Technological Education ◽  
School Students ◽  
Specific Content ◽  
Learning Modules ◽  
Multicultural Environment ◽  
Research Activities ◽  
Subject Specific

The aim of the article is to compare the curricular of technology education and requirements for a technology education teacher in the analysed countries. The following conclusions have been made: 1. The conceptions of technological education in Lithuania, Great Britain and Finland are closely related to the aspects of integrity with other study subjects and the aim to prepare learners for successful adaptation in society. During lessons of technologies in Lithuania the modules of nutrition, textile, constructive materials, electronics and design are learnt. The lessons of design and technologies in Great Britain include innovative project learning of digital and engineering technologies and school learners study textile, constructive materials, design and nutrition. During lessons of household economics in Finland, personal school learners’ qualities are developed while learning modules of nutrition and textile, whereas the subject-specific content of household economics is not emphasised. The aspect of technology modules is highlighted in the lessons of technologies and design and technologies, whereas that of social education is observed in household economics. 2. The requirements imposed on teachers of technological education in the analysed countries include excellent subject-specific, pedagogical and psychological preparation, ability to help school students to build up their value-based attitudes on the basis of the personal value system of an educator and ability to cooperate and work in teams. The research revealed the following differences: Finnish teachers are required to creatively implement curriculum, to be able to ensure tolerance-based education in the multicultural environment and to develop school students’ entrepreneurship skills; implementation of scientific research activities in the process of education and integration of information communication technologies are important to Finnish and Lithuanian teachers. The requirements to teachers in Great Britain are similar to those imposed on teachers in the other analysed countries.

scholarly journals Resources of Sustainable Economic Growth and Development

2020 ◽  
Vol 12 (1) ◽  
Author(s):  
Jelena Ignjatovic
Keyword(s):  
Economic Growth ◽  
Sustainable Development ◽  
Development Strategy ◽  
Social Inclusion ◽  
Three Dimensions ◽  
Development Economic ◽  
Gender Inequalities ◽  
The European Union ◽  
The Sustainable Development

The Sustainable Development Strategy implies a targeted long-term process that affects economic, social, environmental and institutional aspects of life. The goal is to meet the social and economic interests of citizens, reduce poverty, reduce unemployment and gender inequalities and reduce negative impacts on natural resources and the environment, resulting in long-term economic growth with economic efficiency, technology and innovation. Accordingly, in 2015, the United Nations adopted Resolution A / RES / 70/1 - Transforming our world: the 2030 Agenda for Sustainable Development, based on three dimensions of sustainable development: economic growth, social inclusion and environmental protection. At the end of the 20th century, parallel with the theory of development, which turned into the concept of sustainable development, there was globalization that integrated the entire world regions in order to gain as strong economic and financial positions as possible on the world stage. Today, Serbia is not in a position to choose whether to engage in modern globalization processes, but it must continue the initiated transitional reforms and accession to the European Union, regardless of the economic, political or environmental consequences. By implementing national policies, Serbia should aim at national and economic sovereignty, which will further influence sustainable development. Only by changing the current economic policy, by creating a national strategy based on the exploitation of domestic economic and industrial potentials, by reducing unemployment, social responsibility and individual freedom, economic growth and sustainable development can be achieved. This work, besides the introduction, consists of materials based on the presentation of the sustainable development strategy of the Republic of Serbia and also presents the results and discussion that draft the current situation with possible solutions to achieve sustainable development in the future. Finally, the final ratifications are provided.      

scholarly journals The Contribution of ESG Information to the Financial Stability of European Banks

2021 ◽  
Vol 66 (3) ◽  
pp. 429-450
Author(s):  
Balázs Tóth ◽  
Edit Lippai-Makra ◽  
Dániel Szládek ◽  
Gábor Dávid Kiss
Keyword(s):  
Financial Stability ◽  
Stock Exchange ◽  
Trade Association ◽  
The European Union ◽  
Regulatory Capital ◽  
European Free Trade Association ◽  
European Banks ◽  
Lending Institutions ◽  
The Relationship ◽  
Positive Effect

Nowadays more and more economic actors publish information regarding sustainability, through economic (E), social (S), and governance (G) performance. In the case of banks, ESG performance is important as they affect most of the industries through their investments and loans. In this research our aim is to investigate the relationship between financial stability and ESG performance. We applied panel regressive methods during the analysis. The sample consisted of stock exchange listed lending institutions (243 banks) from the European Union (EU) and the European Free Trade Association (EFTA). Our results show that ESG performance reduced the ratio of non-performing loans significantly. Furthermore, the positive effect of regulatory capital has been confirmed. Consequently, we can assert that the economic, social, and governance performance have beneficial impacts on financial stability. Therefore, the consideration of these pieces of information should be important for the investors and the regulators as well.

scholarly journals A base de conhecimentos e a identidade de mentores participantes do Programa de Formação Online de Mentores da UFSCar-Brasil

2017 ◽  
Vol 30 (2) ◽  
pp. 133 ◽  
Author(s):  
Paula Grizzo Gobato ◽  
Aline Maria De Medeiros Rodrigues Reali
Keyword(s):  
Beginning Teachers ◽  
Knowledge Base ◽  
Content Knowledge ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Pedagogical Knowledge ◽  
Experienced Teachers ◽  
Specific Content

O objetivo deste artigo é analisar a base de conhecimentos de professores experientes e participantes do Programa de Formação Online de Mentores da UFSCar-Brasil, bem como responder à seguinte questão: quais dos conhecimentos específicos, pedagógicos e sobre a função de mentor, que o auxiliarão a desempenhar a nova função, podem ser apreendidos nos professores experientes, participantes do Programa de Formação Online de Mentores? O Programa é responsável pela formação de mentores, sua proposta curricular é flexível e foca o desenvolvimento profissional de professores experientes. A investigação qualitativa baseou-se na análise descritivo-interpretativa das narrativas presentes em quatro atividades, realizadas durante o processo formativo, de quatro participantes. Foram analisados conhecimentos pedagógicos gerais, conhecimentos de conteúdo específico, conhecimentos pedagógicos do conteúdo, conhecimentos sobre formação e atuação docente e, por fim, conhecimentos sobre a função de gestor, de mentor e da escola. Como resultado, percebe-se que a base de conhecimentos atribuída ao mentor se assemelha à dos profissionais gestores e formadores de professores, ainda que a prática da mentoria e em sala de aula seja importante para que a base seja continuamente remodelada e aperfeiçoada para melhorar o desempenho do mentor e, possivelmente, dos professores iniciantes por ele acompanhados. Palavras-chave: Programa de Formação Online de Mentores; Identidade docente; Base de conhecimentos para o ensino ABSTRACTThis article aims to analyze the knowledge base of experienced teachers and participants of an Online Mentor Education Program from UFSCar Brazil and to answer the question: what specific, pedagogical and mentoring skills, that will assist the mentor to fulfill a new role, are evidenced by the experienced teachers participating of Online Mentor Education Program? This mentor training program has a flexible curriculum and focuses on the professional development of experienced teachers. The qualitative research was based on the descriptive and interpretative analysis of four narratives from four selected participants from a wider group and written during the training. It analyzed pedagogical knowledge, specific content knowledge, pedagogical knowledge content, knowledge about training and teaching practice and knowledge of the manager role, mentor and school. As results, the data analysis shows that the mentor knowledge base resembles the professional managers’ and teacher educators’. However, teaching and mentoring practice is important so that this knowledge base is continuously remodeled and improved, thus improving the mentors’ performance and, possibly, of beginning teachers accompanied by them.Keywords: Online Mentor Education Program; Teacher identity; Knowledge base for teaching

scholarly journals An AHP – Based Assessment of Scenarios for Promoting Employment of People with Disabilities in Latvia

2020 ◽  
Vol 43 (338) ◽  
pp. 67-74
Author(s):  
Zaiga Oborenko ◽  
Baiba Rivza ◽  
Peteris Rivza
Keyword(s):  
Social Inclusion ◽  
Poverty Reduction ◽  
Equal Opportunity ◽  
Action Plan ◽  
People With Disabilities ◽  
Fair Use ◽  
The European Union ◽  
Analytic Hierarchy ◽  
Employment Opportunities ◽  
Active Involvement

AbstractThe employment of people with disabilities has multidimensional aspects - economic, social, legal, human rights, discrimination, psychological, ethical and responsibility aspects - with different actors involved representing various kinds of interests. The European Union Disability Action Plan and Strategy specifies the objective of promoting the employment of people with disabilities in the open labour market. The employment of such individuals is not only an economic issue, but also an issue of social inclusion, poverty reduction, equal opportunity and socially responsible employment. Effective and fair use of human resources for national economic development requires a variety of support mechanisms, including regulatory frameworks, the active involvement of local municipalities, and measures taken by state institutions. Because of the different issues and the various actors with different interests involved, an integrated way has to be considered to analyse the employment factors and employment opportunities for people with disabilities. The purpose of this study is to explore and substantiate the possible scenarios associated with promotion employment opportunities for people with disabilities in Latvia. The research methodology employed for this study is based on the Analytic Hierarchy Process, and expert interviews are used to analyse the interests of all involved parties, in order to determine the best possible scenarios as to how to stimulate employment for people with disabilities. As a result, three scenarios to promote the employment of people with disabilities were developed. Although the results showed slight differences between the three scenarios, experts believe that the optimal scenario for promoting the employment of people with disabilities is the one in which the EU participates.

(Un)fit for 55! Ohne eine verschärfte Governance-Verordnung sind die Klimaziele 2030 nicht zu erreichen

IG ◽  
2021 ◽  
Vol 44 (4) ◽  
pp. 287-300
Author(s):  
Michèle Knodt ◽  
Rainer Müller ◽  
Sabine Schlacke ◽  
Marc Ringel
Keyword(s):  
European Union ◽  
Energy Efficiency ◽  
Renewable Energy ◽  
Regulatory Action ◽  
The European Union ◽  
Soft Governance ◽  
Energy Efficiency Targets ◽  
Positive Effect ◽  
The Eu

The European Commission's “Fit for 55” package of July 2021 provides for a significant increase in renewable energy and energy efficiency targets in the European Union (EU). However, the EU’s competences in the energy sector are severely limited and subject to sovereignty. Already in 2018, the EU adopted a Governance Regulation that provides for a hardening of the otherwise only soft governance in the areas of renewable energies and energy efficiency due to the lack of European competences. It is intended to ensure that the Commission's recommendations for improving national energy and climate plans are implemented by the member states. An analysis of the quality of implementation of these recommendations now shows that this has a positive effect in areas with harder soft governance but still needs improvement. Increasing the targets of regulatory action cannot be successful without revising the Governance Regulation and hardening soft governance along with it. Otherwise, the EU is not fit for its 55 percent target in 2030.

Sign in / Sign up

Export Citation Format

Share Document