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The contextual analysis of find contexts from the excavations that were conducted in the area of the lower Embolos (Curetes Street) resulted in a new understanding of about one thousand years of use (3rd century BCE – 7th century CE). They relate to the design and the route of the street, the building history of the construction along its edge and its varied function. Die kontextuelle Auswertung der Fundkomplexe aus Grabungen, die im Bereich des unteren Embolos (Kuretenstraße) durchgeführt wurden, erbrachte Erkenntnisse zu rund tausend Jahren seiner Nutzung (3. Jh. v. Chr. – 7. Jh. n. Chr.). Sie betreffen die Gestaltung und die Trasse der Straße, die Baugeschichte ihrer Randbebauung und ihre wechselvolle Funktion.
Archaeological structures and finds, contextual evaluation, chronology, pottery studies, urban infrastructure --- ÖFOS 2012, Classical archaeology --- Archäologischer Befund und Funde, kontextuelle Fundauswertung, Chronologie, Keramikstudien, städische Infrastruktur --- ÖFOS 2012, Klassische Archäologie
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Context effects (Psychology) --- Behaviorism (Psychology) --- Human behavior --- Human behavior. --- Action, Human --- Behavior, Human --- Ethology --- Human action --- Human beings --- Associations, Contextual (Psychology) --- Context (Psychology) --- Contexts (Psychology) --- Contextual associations (Psychology) --- Contextualism (Psychology) --- Effects, Context (Psychology) --- Behavioralism (Psychology) --- Behavioristic psychology --- Behaviouralism (Psychology) --- Behaviourism (Psychology) --- Scientific behaviorism --- Behavior --- Behavioral Sciences. --- Human biology --- Physical anthropology --- Psychology --- Social sciences --- Psychology, Comparative --- Proxemics --- Behavioral Science --- Proxemic --- Science, Behavioral --- Sciences, Behavioral --- Effets de contexte (Psychologie) --- Béhaviorisme (Psychologie) --- Comportement humain
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This book shows the literary legacy of Bolesław Leśmian, the great Polish writer, as engaged in a dialogue with the tradition, and forged on the crossroads of literatures, and epochs. Exploring American, French and Russian contexts (Poe’s writing, Baudelaire’s oeuvre, Balmont’s texts, the symbolist style, the bylinna tradition), highlighting the correspondences between Leśmian and the romantics (Pushkin, Gogol) as well as the modernists (Jesienin, Gorodetsky) and connecting his work to Ukrainian culture through the evocation of old Slavic folklore, the book showcases Leśmian’s work as an example of interliterary and inter-cultural transfer of aesthetics, styles, genres and motifs. A crucial outcome of this research is the codifying of a contextual analysis as a method of comparative studies.
International relations. --- Coexistence --- Foreign affairs --- Foreign policy --- Foreign relations --- Global governance --- Interdependence of nations --- International affairs --- Peaceful coexistence --- World order --- National security --- Sovereignty --- World politics --- Boleslaw --- Bolesław Leśmian --- Comparative --- Comparative research --- Comparative studies --- Contextual --- Contextual relations --- Internationally --- Leśmian --- Nalewajk --- Polish literature --- Relations --- Slavic literature --- Studies --- Study --- Turecka --- Leśmian, Bolesław --- Leśmian, Bolesław. --- Criticism and interpretation. --- 1900-1999 --- Leshmiʼan, Boleslav --- Leshmiyan, Boleslav --- Lesman, B. --- Lesman, Bolesław --- Leśmian, Bolesław, --- Leśmian, Bolesław Stanisław --- לשמיאן, בולסלב
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The book examines how occupations as contextual factors shape men's part-time transitions. It identifies occupational gender segregation and occupational working time arrangements as central influencing factors. Although part-time work is more common in female-dominated occupations, it is mainly occupational working time arrangements that structure men's part-time transitions. Moreover, part-time work leads to significant career disadvantages for men independently from the occupational contexts. In den jüngeren Generationen wünschen sich Männer zunehmend ein neues männliches Rollenmodell und mehr Zeit für nicht-erwerbsbezogenen Lebensbereiche. Auch wenn die Teilzeitarbeit von Männern im Laufe der letzten 30 Jahre angestiegen ist, so besteht nach wie vor eine erhebliche Lücke in der Nutzung von Teilzeitarbeit zwischen Männern und Frauen. Vor diesem Hintergrund beschäftigt sich dieses Buch gezielt mit der Frage, welche strukturellen Barrieren für die Teilzeitbeschäftigung von Männern auf der Ebene von Berufen bestehen. Ausgehend von der Lebensverlaufsperspektive werden die Übergänge von Vollzeit- in Teilzeitbeschäftigung, der Wechsel aus Teilzeit- in Vollzeittätigkeiten sowie die Nachteile durch Teilzeitarbeit beim Aufstieg in eine Leitungsposition untersucht. Als strukturelle Einflussfaktoren werden die berufliche Geschlechtersegregation und berufliche Arbeitszeitarrangements in den Blick genommen.
Gender studies: men --- Arbeitszeitnormen;Working time norms;gender roles;Geschlechterrollen;gender inequalities;Geschlechterungleichheiten;Berufe;occupational gender segregation;Berufliche Geschlechtersegregation;part-time rate;Teilzeitquote;work-life balance;career disadvantages;Vereinbarkeit von Beruf und Familie;contextual factors;Karrierenachteile;Kontextfaktoren;part-time transitions;Teilzeitübergänge;working time arrangement;Arbeitszeitarrangement;event data analysis;Ereignisdatenanalyse;Germany;Deutschland
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Conceived within a context of transdisciplinarity and pluriversalism, and in rigorous response to the Eurocentric, globalising and nationalising structures of power that undergird and inhabit contemporary praxis in higher education – especially in African higher education – this collection of essays brings to the on-going discourse on decolonisation fresh, rich, probing and multilayered perspectives that should accelerate the process of decolonisation, not only in higher education in Africa, but also in the global imaginary. A remarkable, courageous and potentially revolutionary achievement, this book deserves a special place on curricula throughout the world of higher education.
Moral & social purpose of education --- Higher & further education, tertiary education --- Colonialism --- Contextual solution --- Decolonisation --- Decolonising curriculum --- Decolonising language and pedagogy --- Decolonising methodology --- Decolonising teaching and learning --- Educational convergence --- Eurocentrism --- Global north --- Global south --- Globalisation --- Internationalisation --- Knowledge production --- One size fits all --- Responsive higher education --- Theorising
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This open access handbook brings together the latest research from a wide range of internationally influential scholars to analyze educational policy research from international, historical and interdisciplinary perspectives. By effectively breaking through the boundaries between countries and disciplines, it presents new theories, techniques and methods for contemporary education policy, and illustrates the educational policies and educational reform practices that various countries have introduced to meet the challenges of continuous change. Based on an analysis of the nature of education policy and education reform, this volume focuses on education reform and the concept of education quality. Adopting a historical and comparative perspective, it examines the dialectical relationship between education policy and education reform in various countries, assesses theoretical and practical issues in the process of moving from regulation to multiple governance in contemporary education administration, and explores the impact of globalization on national education reform and the interdependence between countries. In addition, it presents studies addressing educational policy research methodology from multiple perspectives. Highlighting the changes in national education macro policies, this volume comprehensively reveals the complex relationship between contemporary education reform and social change, and explores the links between contemporary social, political and economic systems and educational policy research and practice, offering a holistic portrait of macro trends in contemporary education reform.
Educational policy. --- Education and state. --- International education . --- Comparative education. --- Educational Policy and Politics. --- International and Comparative Education. --- Education, Comparative --- Education --- Global education --- Intellectual cooperation --- Internationalism --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- History --- Government policy --- Educational Policy and Politics --- International and Comparative Education --- Policy studies --- Educational reforms --- Educational research --- Educational knowledge --- Educational change --- The politics of education --- Contextual factors --- Policy analyses --- Policy process --- Public policy --- Open Access --- Educational strategies & policy
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For much of the twentieth century, industrialized nations addressed social problems, such as workers' compensation benefits and social welfare programs, in terms of spreading risk. But in recent years a new approach has emerged: using risk both as a way to conceive of and address social problems and as an incentive to reduce individual claims on collective resources. Embracing Risk explores this new approach from a variety of perspectives. The first part of the book focuses on the interplay between risk and insurance in various historical and social contexts. The second part examines how risk is used to govern fields outside the realm of insurance, from extreme sports to policing, mental health institutions, and international law. Offering an original approach to risk, insurance, and responsibility, the provocative and wide-ranging essays in Embracing Risk demonstrate that risk has moved well beyond its origins in the insurance trade to become a central organizing principle of social and cultural life.
Risk --- Risk (Insurance) --- Responsibility --- Sociological aspects --- Responsibility. --- Sociological aspects. --- Risk - Sociological aspects. --- Risk -- Sociological aspects. --- Social Change --- Sociology & Social History --- Social Sciences --- risicomanagement (risico-evaluatie, risicobeheer) --- verzekering --- verantwoordelijkheid (verantwoordingsplicht, verantwoording) --- évaluation du risque (gestion du risque) --- assurance --- responsabilité (imputabilité, obligation de rendre compte) --- Risk (Insurance). --- #SBIB:316.334.3M50 --- #SBIB:316.8H40 --- 316.32 --- 316.32 Globale samenlevingsvormen --- Globale samenlevingsvormen --- Organisatie van de gezondheidszorg: algemeen, beleid --- Sociaal beleid: social policy, sociale zekerheid, verzorgingsstaat --- Accountability --- Moral responsibility --- Obligation --- Insurance --- Sociology of risk --- Sociology of uncertainty --- Uncertainty --- Sociology --- Ethics --- Supererogation --- Risk - Sociological aspects --- culture, cultural, insurance, responsibility, insurer, 20th century, industrial, industrialized, social, problems, welfare, worker, labor, laborer, workplace, workforce, risk, risky, compensation, claims, history, historical, academic, scholarly, research, economics, finance, contextual, institutional, mental health, wellness, safety, law, england, britain.
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The book provides a rich, informative picture of the current state of student engagement evaluation, while also highlighting challenges and opportunities for future advances. A particular strength of this publication is its emphasis on the importance of taking evidence-based decisions, and showing how the South African Survey of Student Engagement (SASSE) can provide the evidence for well-informed changes in policy and practice in order to enhance student success." - Prof Magda Fourie-Malherbe, Stellenbosch University
Higher & further education, tertiary education --- Academics --- Academic achievement --- Academic advising --- Academic advisors --- Academic challenge --- Academic development --- Academic literacy --- Academic performance --- Academic support --- Access --- Academic staff (also see academics/Lecturers) --- Actionable --- Active learning --- Agency --- Aggregated --- Analyse --- Apply --- Ask questions --- Assessment --- Attitude --- Australasian Survey of Student Engagement (AUSSE) --- Beginning University Survey of Student Engagement (BUSSE) --- Benchmarking --- Bloom’s taxonomy --- Business --- economics and management --- Campus environment --- Capacity --- Career advisors --- Challenges --- Classroom activities --- Classroom Survey of Student Engagement (CLASSE) --- Co-curricular (also see extra-curricular) --- Cognitive --- Cognitive development --- Cognitive educational activities --- Cognitive functions --- Cognitive skills --- Collaborative learning --- Colleges --- Community college --- Comprehensive universities --- Conditional formatting --- Contextual --- Contextual challenges --- Contextualised --- Council on Higher Education (CHE) --- Course (module/subject) --- Critical thinking --- Culture --- Curriculum --- Data --- Data-informed --- Decision-making --- Decolonisation --- Deep learning --- Department chairs (heads of departments) --- Department of Higher Education and Training (DHET) --- Development --- Developmental outcomes --- Diagnostic --- Disaggregating --- Discussions --- Discussion with diverse others --- Dropout --- Education outcomes --- Effective educational behaviours --- Effective educational practices --- Effective leadership --- Effective teaching practices --- Empirical --- Engagement – also see Student Engagement --- Engineering --- Equity --- Equitable outcomes --- Evaluate --- Evidence --- Evidence-based --- Expectations --- Expected academic difficulty --- Expected academic perseverance --- Experiential learning --- Experience with staff --- Extended degree --- Extended curricula --- Extra-curricular (also see co-curricular) --- Financial Stress Scale --- First-generation --- First-year --- Food --- Food insecurity --- Frequency --- Freshman myth --- Gender --- Graduate attributes (Learning outcomes) --- Group work --- Heads of departments --- High-Impact practices --- Higher education outcomes --- Higher-Order Learning --- Holistic --- Humanities --- Incentive --- Indicators --- Innovation --- Innovative --- Instructional paradigm --- Interactions --- Interventions --- Institutional culture --- Institutional performance --- Institutional research --- Institutional researchers --- Institution-wide approaches --- Interpersonal relationships --- Interpersonal skills --- Intersectional --- Intersectionality --- Irish Survey of Student Engagement (ISSE) --- Knowledge --- Knowledge society --- Language --- Law --- Leaders --- Leadership (management/university leadership) --- Learning --- Learning environments --- Learning facilitator --- Learning outcomes --- Learning paradigm --- Learning strategies --- Learning with peers --- Lecturer Survey of Student Engagement (LSSE) --- Lecturers (also see academics/academic staff) --- Librarians --- Management (University leaders and Leadership) --- Mathematics --- Memorisation --- Mentor --- Mentoring --- Mentorship --- Mission --- Module (course/subject) --- Motivation --- National Benchmark Tests (NBT) --- National Benchmark Test Project (NBTP) --- National Development Plan --- National Survey of Student Engagement (NSSE) --- Natural and Agricultural Sciences --- Next Generation of Academics Programme (nGAP) --- Numeracy development --- Off-campus --- On-campus --- Online resources --- Pathways --- Peer learning (also see Tutor) --- Pedagogical approaches --- Pedagogical contexts --- Pedagogical environments --- Pedagogical experiences --- Pedagogical innovation --- Pedagogical practices --- Pedagogical relationship --- Pedagogical responsiveness --- Pedagogies --- Perceived academic preparation --- Perceived preparedness --- Persistence --- Policies --- Policy --- Policy makers --- Practical significance --- Practical work --- Preparing for class --- Professional development --- Professionals --- Professional staff --- Quadrant --- Quality --- Quality assurance --- Quality of interactions --- Quantitative reasoning --- Reflection --- Reflective and integrative learning --- Relationships --- Research --- Responsiveness --- Resources --- Retention --- Science --- engineering and technology --- Self-reflection --- Senior students --- Service learning --- Social sciences --- Socio-economic --- South African Survey(s) of Student Engagement (SASSE) --- Staff development (also academic development and lecturer development) --- Stakeholder --- Strategies --- Statistical --- Student affairs --- Student behaviour --- Student bodies --- Student data --- Student development --- Student engagement --- Student evaluation --- Student financial aid --- Student involvement --- Student learning --- Student life --- Student needs --- Student outcomes --- Student organisations --- Student perspective --- Student participation --- Student performance --- Student persistence --- Student retention --- Student responses --- Student societies --- Student-staff interaction --- Student success --- Student views --- Student voice --- Success rates --- Subject (course/module) --- Support services --- Support staff --- Supportive campus --- Supportive environment --- Synthesise --- Systemic perspective --- Systemic understanding --- Teaching --- Teaching and learning --- Techniques --- Time --- Time management --- Traditional universities --- Transformation --- Transformative --- Transition --- Tutor --- Tutorials --- Undergraduate research --- Underprepared --- United States --- University Capacity Development Grant (University Capacity Development Programme) --- Universities --- Universities of Technology --- University leaders --- Unrealistic --- Well-being
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