Schemes of Scaffolding in Online Education

Scaffolding in learning has been argued to facilitate the students’ progress. As the educational paradigm inevitably shifts into online modes, strategies for scaffolding provision need to be adjusted. This study aimed to understand the nature of the online learning environment and explore the aspects, types, and methods of scaffolding provision in online learning contexts by adopting George's (2008) research method into a qualitative design. The data were collected from experts' opinions and previous studies, as published in reputable international journals, using Education Resources Information Center (https://eric.ed.gov/), Google Scholar (https://scholar.google.com), and Research Gate (https://www.researchgate.net) as the databases. The research result is presented in an informal method. The review reveals that critical aspects of scaffolding are contingency, fading, and transfer of responsibility, which are applicable in synchronous and asynchronous learning with the support provided by peers, teachers, or technology through static or dynamic interaction. Based on its purpose, the four types of scaffolding are procedural, conceptual, metacognitive, and strategic, which can be performed strategically in online contexts through orientation to the course structure, access to resource and tools, critical thinking development, guidance to problem-solving, provisions of hints, sufficient examples, probing questions, and providing constructive feedback. These findings imply the importance of implementing scaffolding strategies in online learning contexts, although further studies need to be conducted to provide more comprehensive scaffolding models.

United in Diversity? Interests, Preferences, and Patterns of Engagement of Public Development Banks in the Implementation of the EU Budget

This chapter traces the emergence and expansion of the use of EU budgetary means for financial instruments inside the EU from the 1980s onwards and its implications for the field of European development banking. It details how an initial focus on cooperation between the EIB and the EU Commission gave way to a diversification of cooperation partners for the implementation of financial instruments, now including national development banks. As financial instruments grew both in size and number, their attractiveness and importance for these development banks increased. The chapter details the tensions between the EIB and the national development banks in their lobbying attempts to structure access to these funds. These tensions came to the fore in the negotiations of the InvestEU fund in 2018, when the European Commission stripped the EIB of its unique access to the direct EU guarantee, instead opening up 25 percent of it to NDBs.

Social Position or School Participation? Access and Mobilization of Social Capital in a School-Based Network

Through school-based networks, parents obtain information, practical help, and other resources. Because networks vary by size and structure, access to these resources is uneven. What accounts for differences in access to social ties and in the mobilization of those ties to provide resources? In this article, we analyze a network of mothers of eighth graders at a Philadelphia public school. With a near-complete census of network ties, we explore mothers’ access to and mobilization of information and practical help through social ties. We find that mothers’ school-based participation, rather than their race or class-based social position, is associated with resource access and mobilization. Importantly, greater levels of participation increase the likelihood that a mother will provide—but not obtain—information and practical help. Our results can help inform public policy and practice on family and community engagement in schools.

The Judiciary of International Criminal Law

The article investigates the judiciary of international criminal law and its development over time. Inspired by the sociological tools of Pierre Bourdieu and building on an original dataset, the article analyses the judiciary of three international criminal courts, namely the International Criminal Tribunal for the former Yugoslavia, the International Criminal Court and the Extraordinary Chambers in the Courts of Cambodia. The focus of the analysis is on how the composition of expertise in the judiciary of these courts reflects the wider power structure in the field of international criminal law as well as temporal developments in this structure. Reflecting and responding to these transformations, the judiciary of international criminal law has been affected by a double decline of positions and prestige and a turn towards practice as the core expertise of the field. However, despite this turn to practice, the accumulation of political expertise continues to structure access to elite positions in the international criminal law judiciary.

Conducting Quality Culture in Educational Institutions

A good quality of educational institutions is very important nowadays. Currently, there are many educational institutions that are not qualified by considering from grade of national education. It is still low. In addition, there are some basics schools, high and university that have not been accredited or achieved grade C. The lack of education institutions will lead to rising unemployment and crime. In addition, the nation's competitiveness will also be low in facing global competition. To improve good quality of educational institutions, it needs to work high and state a commitment together. The existence of a good quality of educational institutions can be seen from the improvement of culture, structure, access, systems and relationship with stakeholders. Management of human resources in educational institutions is also a key quality of the educational institution.

Semiotic Approach in Evaluating Traditional Madrasa Design as Communal Development Centre

Madrasa is an established religious center that serves as a place for Islamic education and catalyst for communal development. Current madrasas however, do not exhibit contemporary and locally-minded design features in reference to the regional aspects such as the local social cultural context. The madrasa is built as a separate entity from the local communal context. The objective of this paper is to study on two traditional madrasas that uses different approaches in architectural design as an educational institution as well as a communal center for the Islamic society using semiotic approach. Findings indicate that factors like location and placement, size and scale, facade and structure, access and circulation as well as hierarchy and spatial function contributed to the development of madrasa as a sustainable communal center. The establishment of these referential design guidelines are of benefit to future designers, builders, developer and related authority to build a better sustainable communal madrasa type in the future.

Blind windows

This article analyses Camille Henrot’s 2013 film Grosse Fatigue in relation to the histories of hypermedia and modes of interaction with the World Wide Web. It considers the development of non-hierarchical systems for the organisation of information, and uses Grosse Fatigue to draw comparisons between the Web, the natural history museum and the archive. At stake in focusing on the way in which information is organised through hypermedia is the question of subjectivity, and this article argues that such systems are made ‘user-friendly’ by appearing to accommodate intuitive processes of information retrieval, reflecting the subject back to itself as autonomous. This produces an ideology of individualism which belies the forms of heteronomy that in fact shape and structure access to information online in significant ways. At the heart of this argument is an attention to the visual, and the significance of art as an immanent mode of analysis. Through the themes of transparency and opacity, and order and chaos, the article thus proposes a defining dynamic between autonomy and automation as a model for understanding the contemporary subject.

The (Ambiguous) Fieldwork Experiences of a German Moroccan in Jordan

The chapter explores how different facets of a researcher’s identity structure access to the field and the process of data generation. Using the insider/outsider debate as a starting point, the chapter examines the position of being in-between the insider and the outsider, the partial insider. It also examines how the researcher can have a multiple subjectivity incorporating diverse identifications. The author, a Sunni Muslim female German of Moroccan origin, reflects on the implications of these statuses for doing field research in a context that is culturally familiar but is not her own society or culture, Jordan. The chapter concludes with a discussion of some of the ethical considerations that occurred during the author’s field research.