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Integration models are often viewed as a necessary tool for framing integration policies, and for measuring integration efficiency. While 'old' European immigration countries in Europe account for a systematic framework of integration policies embedded in a given integration philosophy, new immigration countries (particularly Italy, Greece, Portugal and Spain) have lacked a coherent set of integration policies and practices and, it goes without saying, a philosophical approach to integration. This vacuum has often been seen as a source of marginalization and 'differential exclusion', suggesting the existence of a North-South divide in integration matters, and more importantly, outcomes. However, there is still a striking lack of appropriate comparative empirical evidence backing or dismissing this divide. The objective of this article is to explore national-level differences in the real performance of immigrants in selected European countries of immigration along key indicators of integration outcomes, including school attainment and labor market participation. We here discuss the position of Italy, Spain, Greece and Portugal as a coherent cluster of countries and compare the performance of their migrants with that of other foreign-born workers settled in the West of Europe. Our evidence provides little support for the idea that the Southern countries are a unique cluster and that they homogeneously lag behind in terms of integration outcomes. [ABSTRACT FROM AUTHOR]

Over the past centuries Bulgarian people experienced severe religious and ethnic threats due to which they have developed defense mechanisms and a strong sense of sympathy for persecuted ethnic and social groups. In recent history, this reflex was manifested most clearly in the behavior of the Bulgarian Orthodox Church in defense of the Bulgarian Jews. At the same time two other events, however, reveal its controversial image that caused it a severe damage. In recent years, many Bulgarians are seeking the moral dimensions of these phenomena that influence the spirituality and morality of the younger generations. [ABSTRACT FROM AUTHOR]

The article comments on key issues concerning the editorial board and policies of the "Comparative Education" periodical in Great Britain in 1985. Guy Neave, the professor-elect of the magazine in the University of London, is added to the magazine's editorial board. The periodical also decided to focus on comparative studies of education in higher-income contexts and particularly Europe. The provision of technical, vocational and technological education in France is also surveyed by the magazine.

Editorial. Discusses articles about the component of educational systems in Europe, published in the volume 26, 1991 issue of the 'European Journal of Education'. Review by Blondel of the current French initiatives setting up a unified teacher education system; Outline of problems of a two-year postgraduate course to train teachers of school-level technology in north-west England.

Background Cardiovascular diseases are the number one cause of death and a source of chronic disability. Objectives To assess recognition of and reaction to symptoms of heart attack and stroke, and how recognition is related to the frequency of consulting physicians and other information sources. Design Face-to-face computer-assisted personal interviews. Participants Representative sample of 10 228 persons in Austria, France, Germany, Italy, the Netherlands, Poland, Russia, Spain and UK, aged 14-98. Main Outcome Variables Recognition of heart attack and stroke symptoms and proper reaction to symptoms. Results Chest pain was the only heart attack symptom recognized by more than 50% of participants. Eight percent knew no symptoms. Of 14 stroke symptoms, none was recognized by more than 50% of participants; 19% could not identify any symptom. For both heart attack and stroke, Germans and Austrians recognized the largest number of symptoms. Persons in Italy, Poland, Russia and Spain knew only about half as many symptoms as in Germany or Austria. Only 51% of Europeans would call an ambulance when someone suffers a stroke, the fewest (33 and 34%) in Germany and Austria. In most countries, people who consulted their physician more frequently had no better recognition of heart attack or stroke symptoms. Conclusions The majority of persons in nine European countries recognize few heart attack and stroke symptoms; many do not know how to react. This low level of knowledge constitutes a major health risk and likely leads to delay in treatment, contributing to the high mortality and morbidity from these diseases. [ABSTRACT FROM AUTHOR]

OBJECTIVE To update the recommendations for the structural characteristics of general thoracic surgery (GTS) in Europe in order to provide a document that can be used as a guide for harmonizing the general thoracic surgical practice in Europe. METHODS A task force was created to set the structural, procedural and qualification characteristics of a European GTS unit. These criteria were endorsed by the Executive Committee of the European Society of Thoracic Surgeons and by the Thoracic Domain of the European Association for Cardio-Thoracic Surgery and were validated by the European Board of Thoracic Surgery at European Union of Medical Specialists. RESULTS Criteria regarding definition and scope of GTS, structure and qualification of GTS unit, training and education and recommendations for subjects of particular interest (lung transplant, oesophageal surgery, minimally invasive thoracic surgery, quality surveillance) were developed. CONCLUSIONS This document will hopefully represent the first step of a process of revision of the modern thoracic surgeons' curricula, which need to be qualitatively rethought in the setting of the qualification process. The structural criteria highlighted in the present document are meant to help and tackle the challenge of cultural and language barriers as well as of widely varying national training programmes. [ABSTRACT FROM AUTHOR]

The aim of this research is to analyse some indicators which allow us to understand the current state of social education politics in Europe, with special reference to Spain. Some European and Spanish social and educational policies which try to confront the challenges of the current financial crisis are also explained. Some deficiencies, failures and contradictions attached to the process of the construction of European citizenship are pointed out. Some key topics which seem to foresee a deeper social and democratic crisis apart from the economic one are tackled. It is explained how the new forms of inequality evidence the failure of some of the important declarations of intent and objectives of the European Union. The subjection of social and democratic aspects to neoliberal economy --i.e. the negation of ideologies-- is questioned. To conclude, some key topics are proposed as the central axis through which it could be possible to redefine the content of social education politics in Europe and Spain and to set the bases of a new democratic European citizenship [ABSTRACT FROM AUTHOR]

Aim: To evaluate the association between somatic complaints and education level among elders in selected European countries. Methods: Cross-sectional study among randomly selected community dwelling persons aged 60-84 years from seven cities in Europe: Ancona (Italy), Athens (Greece), Granada (Spain), Kaunas (Lithuania), Stuttgart (Germany), Porto (Portugal) and Stockholm (Sweden). Somatic complaints were measured with the 24-item version of the Giessen Complaint List (GBB-24). A regression analysis was done to investigate the association between education and somatic complaints. Results. The mean GBB-24 scale was 16.3±14.9. The most common complaints were pain in joints and limbs (29.6%), back-pain (24.1%), heaviness or tiredness in the legs (19.1%) and general tiredness (15.7%). Respondents with less than primary education reported higher levels of somatic symptoms compared to those with university degree. A regression analysis showed that higher education (OR=0.69) and being male (OR=0.48) were associated with a decreased risk for high levels of somatic complaints, and the opposite for older age (OR=1.03) and being single/divorced/window (OR=1.28). Conclusions: The results indicate that less educated elders are more likely to expressed somatic complaints. [ABSTRACT FROM AUTHOR]

We are highlighting, by enforcing Vasile Popeanga's opinion, the pedagogic character of the institution, a core for building up an atmosphere specific for education in the spirit of time. From the beginning, Ţichindeal promoted a new concept of education based on the idea of national identity. He had as reference point the translated volume of Peter Villaume, "Pedagogy and methodology for town and village school teachers"; the author was a pedagogue of European openness, taking the role of "unifying new pedagogic ideas into a national system of education"52. The first pedagogy professor, Ioan Mihuţ, elaborated a manual of pedagogic sciences (deposited in copies at the Archives of Karlovitz, Sibiu and Cluj) structured in four parts: "the needs of folk schools (1); the folk educational system (2); the core of educational act (3) and the explanation of methodological problems (4)"53. For Ioan Mihuţ, pedagogy is "the science that teaches you to bring up teenagers". The primary ideas have later on developed into coherent structures for future teachers and their teaching performance. [ABSTRACT FROM AUTHOR]

Recent research has suggested that violent mortality may be socially patterned and a potentially important source of health inequalities within and between countries. Against this background the current study assessed socioeconomic inequalities in homicide mortality across Europe. To do this, longitudinal and cross-sectional data were obtained from mortality registers and population censuses in 12 European countries. Educational level was used to indicate socioeconomic position. Age-standardized mortality rates were calculated for post, upper and lower secondary or less educational groups. The magnitude of inequalities was assessed using the relative and slope index of inequality. The analysis focused on the 35-64 age group. Educational inequalities in homicide mortality were present in all countries. Absolute inequalities in homicide mortality were larger in the eastern part of Europe and in Finland, consistent with their higher overall homicide rates. They contributed 2.5 % at most (in Estonia) to the inequalities in total mortality. Relative inequalities were high in the northern and eastern part of Europe, but were low in Belgium, Switzerland and Slovenia. Patterns were less consistent among women. Socioeconomic inequalities in homicide are thus a universal phenomenon in Europe. Wide-ranging social and inter-sectoral health policies are now needed to address the risk of violent victimization that target both potential offenders and victims. [ABSTRACT FROM AUTHOR]

Abstract: Hydrogen and fuel cells are not yet part of what average European school children learn in school. Available textbooks rarely include references to the role of hydrogen technologies in the development of a secure and sustainable energy future. In the present paper, main activities in the field of hydrogen and fuel cell education in Europe are reviewed. An action program is outlined with the aim to facilitate an accelerated uptake of the awareness of first customers and first workforce of the role of hydrogen and fuel cells in future energy and transport systems. [ABSTRACT FROM AUTHOR]

This paper investigates the development of writing initiatives in Central and Eastern Europe and the former Soviet Union, an area where prior to 1989, writing in universities played a very minor role. Using data gathered from eight institutions that currently have writing programs of some sort, I identify three typical paths writing initiatives have taken. I show how the identity of the stakeholders involved in the introduction of such initiatives has resulted in writing being taught largely in English as a second language, and the teaching of writing in local languages has been widely neglected. Finally, I discuss possible measures to remedy this situation. [ABSTRACT FROM AUTHOR]

The article discusses the legitimacy of business schools in providing quality management education to their students aside from the growing financial crisis. It mentions that European business schools are trying their best to cope with the challenges brought by extreme financial pressures. It states that the European Foundation for Management Development (EFMD) is helping business schools to promote management development excellence. Furthermore, European national higher education authorities is developing degree programs with wide administrative workloads to provide intellectual progression and to meet accreditation requirements.

Public health ethics is gaining recognition as a vital topic for public health education. The subject was highlighted in a Delphi survey of future priorities of member schools of The Association of Schools of Public Health in the European Region (ASPHER). We conducted a survey of teaching public health ethics in Bachelors and Masters of Public Health programmes targeting all 82 ASPHER member schools in 2010/2011, as an initiative toward improving ethics education in European Schools of Public Health. An eight-items questionnaire collected infor-mation on teaching of ethics in public health. A 52 percent response rate (43/82) revealed that nearly all of the responding schools (40 or 95% of the respondents with valid data) included the teaching of ethics in at least one of its programmes. They also expressed the need for support, (e.g., a model curriculum (n=25), case studies (n=24)), which indicates an area for further work to be met by the ASPHER Working Group on Ethics and Values in Public Health. This survey will help guide development of this topic as a teaching priority in public health education in Europe. [ABSTRACT FROM AUTHOR]

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses the academic study of borders in Austria and in Europe at large. Particular focus is given to the influence of Gloria Anzaldúa, a scholar of Chicano cultural theory, on such studies. The author uses Anzaldúa's theories to critique multiculturalism and attitudes towards immigrants and refugees in the European Union (EU). It is suggested that scholars can use Anzaldúa's works to bridge the gap between academic theory and practice on such issues by providing translations of them for migrants and teaching them in schools.

Information literacy was conceived originally as a policy goal in 1974, when Paul Zurkowski expressed the need for establishing a major national program to achieve universal information literacy. Despite such early recognition of its political imprinting, the policy dimension of information literacy has been given scant attention in the academic literature. In order to pave the way toward concrete and coordinated policy measures, this article proposes a stratification of the information literacy discourse into three different perspectives of analysis: (a) sociopolitical perspective: analysis of information literacy as a policy goal (Education to Information); (b) disciplinary perspective: analysis of information literacy as a form of study of information (Culture of Information); (c) cognitive perspective: analysis of information literacy as a form of personal competence (Information Skills). Focusing on the sociopolitical perspective, this article moves on to discuss the view that information literacy is a policy goal crossing the borders of both information and education domains, in that it is an information policy issue that also enters the sphere of influence of education policies. The next sections propose a framework for analyzing and comparing information literacy policies in European countries. The overall aim is to apply a grid of analysis based on a set of variables, suitably defined in order to give a measure of what we call the IL-readiness of a country. Finally, the application of the proposed analysis framework leads to the identification of different policy axes for information literacy. [ABSTRACT FROM AUTHOR]

Copyright of Encounters on Education is the property of Queen's University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article discusses the state of Native American literary studies in Europe. According to the author, most American literature programs in European universities make little distinction between the literatures of European settlers in the Americas and the literatures of Indigenous peoples. Particular focus is given to what the author says are the field's four dominant methodologies: national, multiethnic, universal, and postcolonial. It is suggested that these methodologies legitimize the origin myths of European settlers by de-emphasizing Indigenous differences and categorizing them broadly with such terms as multiethnicity and postcolonialism. Topics discussed include the American literary canon and nationalism.

For the past 20 years, researchers worldwide have shared a consensus that tracking leads to failure in school. But educational systems continue to use this practice for many reasons. One argument used to support the practice is that students who enter the vocational track early in their careers tend to enter the labour market more quickly. Data show, however, that when these people are in their 40s, they become the most vulnerable to poverty, especially during periods of economic recession. In addition to moving towards more comprehensive educational systems as the best long-term way to improve the chances of all future adults, our research demonstrates that schools can play a key role in preventing and reversing the risk of unemployment and poverty of low educated youth. The INCLUD-ED project has analysed effective actions in eight European countries (Slovenia, United Kingdom, Italy, Austria, Romania, Belgium, Finland, and Spain) that respond to the educational needs of those who have experienced tracking. These effective alternatives are vocational programmes that include an academic-type of curriculum and allow students to move to higher education, as well as adult education programmes in schools which meet families' training needs, improving their opportunities in the labour market. [ABSTRACT FROM AUTHOR]

Objective. To document the current state of musculoskeletal US (MSUS) training and extent of implementation among rheumatologists in the member countries of EULAR.Methods. An English-language questionnaire, divided into five sections (demographics, clinical use of MSUS, overall MSUS training for rheumatologists, MSUS education in the rheumatology training curriculum and education in MSUS offered by the national rheumatology society) was sent by e-mail to three different groups: (i) all national rheumatology societies of EULAR; (ii) all national societies of the European Federation of Societies for Ultrasound in Medicine and Biology; and (iii) 19 senior rheumatologists involved in MSUS training from 14 European countries.Results. Thirty-one (70.5%) out of 44 countries responded to the questionnaire (59.1% of national rheumatology societies, 34.5% of the national US societies and 100% of expert ultrasonographers). Rheumatology was listed among medical specialities that mainly perform MSUS in 20 (64.5%) countries; however, in most [19 (63.3%)] countries <10% of rheumatologists routinely perform MSUS in clinical practice. Training varies widely from country to country, with low rates of competency assessment. MSUS education is part of the rheumatology training curriculum in over half the surveyed countries, being compulsory in 7 (22.6%) countries and optional in 11 (35.5%).Conclusions. This study confirms the high uptake of MSUS across Europe. The reported variation in training and practice between countries suggests a need for standardization in areas including training guidelines. [ABSTRACT FROM PUBLISHER]

Author discussed the important traditions and rules that the age of chivalry demanded of women in the bearing of arms and how their education reflected the needs of the era. She then indicated current changes about women and the bearing of arms. [ABSTRACT FROM AUTHOR]

According to the 'reproductive polarization' hypothesis, family-policy regimes unfavourable to the combination of employment with motherhood generate greater socio-economic differentials in fertility than other regimes. This hypothesis has been tested mainly for 'liberal' Anglo-American regimes. To investigate the effects elsewhere, we compared education differentials in age at first birth among native-born women of 1950s and 1960s birth cohorts in seven countries representing three regime types. Women with low educational attainment have continued to have first births early, not only in Britain and the USA but also in Greece, Italy, and Spain. Women at all other levels of education have experienced a shift towards later first births, a shift that has been largest in Southern Europe. Unlike the educationally heterogeneous changes in age pattern at first birth seen under the Southern European and Anglo-American family-policy regimes, the changes across birth cohorts in the study's two 'universalistic' countries, Norway and France, have been educationally homogeneous. [ABSTRACT FROM AUTHOR]

Learning Cities and Learning Regions are terms now in common use as a result of the growing importance of lifelong learning concepts to the economic, social and environmental future of people and places. Why ‘learning’ regions? Why not intelligent, creative, clever, smart or knowledge regions? In truth, all of these can, and some do, also exist, but we argue that this is not a semantic debate. The basis of intelligence, smartness, cleverness, creativity and knowledge is effective learning and its intelligent application in creating a better future. We can, we believe, only learn our way into the future and the same is true, in developmental terms, of cities, towns, regions and communities. What therefore is a learning region? Definitions tend to differ according to perception, situation, occupation and objective. Where the focus is on technology a learning region will emphasise the advantages of hi-tech for the development of a physical infrastructure that will assist regeneration and be useful for more efficient behaviour and learning by people and organisations. Hence the growth of ‘smart cities,’ mainly in North America. Where it is on employment, employability, organisational management and training for industry, the development of human and social capital for economic gain and competitive edge tends to predominate. Most regions concentrate on this aspect. Where the motivation is based on the use of valuable resources, it will concentrate on volunteering, active citizenship and the building of social capital. Such an approach is not well developed in many regions and the optimum balance between economic, community and personal growth is poorly understood. Where the goal is the competent use of organisational potential a learning region will mobilise all its stakeholder institutions as partners in the service of the region as a whole. Here, very little is understood or implemented. This article argues that all of these approaches and others in the fields of environment, personal and cultural growth, innovation, diversity and communication are a holistic part and parcel of learning region development. Its meaning and its characteristics will become clear as it charts the development of ideas about learning regions, particularly those that have occurred during the past 20 years. It suggests the existence of a paradigm shift at work — the age of education and training, which has served us well in the late 20th century in satisfying the needs of a growing, upwardly mobile proportion of the population, has now given way to the era of lifelong learning, in which the means, the tools and techniques are employed to target and motivate everyone in a city, town or region. Those regions that achieve this nirvana will be the winners in the apparent paradox that intelligent local action leads to success in a globalised world, a version of the concept of ‘glocalisation’ coined by Robertson (1995) . [ABSTRACT FROM AUTHOR]

The future laboratory animal technician in Europe will be provided with three different levels of education. All candidates have to start with an introductory course to reach level A0. At this level (A0) they will be able to assist in the laboratory animal facility by undertaking limited specific duties under supervision. Most A0 assistants will continue their education and training for at least one year while in full-time employment. This process will include continual assessment with the option of a final examination to become qualified at level A1. A1 represents a comprehensively educated laboratory animal technician with theoretical background knowledge and practical skills. Some of the A1 laboratory animal technicians may continue specific education for at least another year of full-time employment. They will develop knowledge and expertise as well as supervisory and basic managerial skills in order to obtain level A2. [ABSTRACT FROM AUTHOR]

In order to promote education on headache disorders, European Headache Federation (EHF) in conjunction with National Headache Societies organizes educational courses meeting uniform standards according to previous published guidelines. Based on six headache summer schools’ experience, an EHF subcommittee has reviewed these guidelines, and here the revised version is presented. The goals remain the same: quality courses that will attract physicians and neurologists seeking to increase their knowledge, skills, and understanding in the area of primary and secondary headache. Detailed guidelines, a day-to-day program, and a multiple-choice test battery have now been outlined. It is recommended to include practical sessions with patient interviews and hands-on demonstrations of non-pharmacological treatment strategies. For countries that want a ‘low cost’ education program, a Video School program of a similar scientific standard has been developed. To be certified for CME credits, patronage, and financial support from EHF, it is highly recommended to adhere to the suggested teaching strategies. We hereby aim to promote and professionalize the education in headache disorders and endorse the educational courses meeting uniform standards of excellence. [ABSTRACT FROM AUTHOR]

15 European countries were classified into four types in an international comparative study. The country profiles are based on indicators of the key concepts' funding, governance and choice. This research attempts to answer the question of how the quality of schooling of these types of education systems progressed as from 1995 and what explanations an expert panel of educationalists and researchers can provide for the outcomes. We observe significant differences between the performance trends of the four types of education systems. Also, comparisons between the different years show relatively high and significant correlations, especially between the original sample of countries in 1995 and future performances in TIMSS and PISA measurements. [ABSTRACT FROM AUTHOR]

I use the cross-country and time variation in the demographic structure of 11 European countries to study how changes in cohort size affect real earnings in Europe. I find that cohort size has a negative and statistically significant effect on earnings, and that this effect is larger for the older age group—aged between 35 and 54—than for the younger group—aged 20 to 34. I also find that earnings are more sensible to changes in cohort size in Southern Europe, which points to a lower degree of substitutability between individuals with the same education but different age. I argue that the uncovered lower substitutability in the Olive Belt of Europe is in line with the higher employment protection that its workers enjoy, at least compared to the workers located in Northern Europe. [ABSTRACT FROM AUTHOR]

The article, part of a forum on the historiography of transnational sexuality, discusses the integration of the history of sexuality into all other fields of modern European historiography in the late 20th and early 21st centuries. Three influential developments in approaches to the history of sexuality are first discussed, described as "archaeological," "integrationist," and "comparativist" approaches. Relevant topics studied by historians of Europe since the 1990s are then reviewed, followed by a lengthy discussion of the phenomenon of historical cycles of liberalism and conservatism regarding sexual norms in the societies of Western Europe.

School networking is increasingly important in a globalised world, where schools themselves can be actors on an international stage. This article builds on the activities and experience of the longest established European initiative in this area, European Schoolnet (EUN), a network of 31 Ministries of Education. First, we offer an introduction covering school networks. We then describe the case of European Schoolnet, its history, role, and relationship with other school networks in the world. We then describe the underlying structure of EUN school networks and their basic characteristics. Using these basic characteristics as a framework, we consider a number of eTwinning, European Schoolnet networks: Network of Innovative Schools (ENIS) and myEUROPE. Last, we identify key features of network literacy, potential future trends in school networks, and areas where further research is needed in this field, and offer some recommendations. [ABSTRACT FROM AUTHOR]

Teachers are often confined to their classrooms with limited or no time to share with colleagues the difficulties they face, their concerns, and their successful initiatives. This leads to a situation where they end up teaching in ways and approaches they believe to be best with no chance to know how others may be approaching similar difficulties in different and potentially more effective ways. Teachers do not have the opportunity to share and collaborate on projects with other education professionals, as their daily routine confines them to their school premises. This article discusses how the Comenius 3 project ‘Hands on Science’ has helped to create a network through which regular meetings in the forms of conferences on science for teachers were and are still organised to promote good practice in science teaching. The method used for connecting so many teachers across Europe was through key persons strategically chosen across the different partner countries. The conferences organised by the network differed from academic conferences in that they provided a platform for teachers to share their successes in teaching different aspects of science, particularly through the promotion of the use of experiments and other hands on approaches. [ABSTRACT FROM AUTHOR]

The Bologna Process in Europe aims to develop a coherent and compatible European higher educational system. In Norway, the Quality Reform in 2003 was the first step on implementing the Bologna Process. Internal quality assurance systems have produced several publications on internal indicators, such as student progress and teaching staff work loads, of the Quality Reform. To our knowledge, possible gender differences of these changes have yet to be evaluated. We therefore analyzed data on grades from the University of Oslo before and after the Quality Reform with regard to gender differences. Data on examinations from 1990 to spring 2007 (495,334 examinations) were analyzed using relative percentage graphs. The results show that female students have benefited more than males from the change of system: for several disciplines, male average grades were better than female average grades before the change, and female average grade were better than male average grades after the change. Male students show greater intrasex variability both before and after the introduction of the Quality Reform. [ABSTRACT FROM AUTHOR]

This article presents information from comparative mathematics education research undertaken in five European countries and show how generic teaching episodes present opportunities for showing important differences and similarities in the ways in which teachers from different countries present mathematics. Information about the way the study was conducted and the data that was collected is presented. The study focused on the ways that teachers presented mathematics to pupils age 10-14 in Flanders, England, Finland, Hungary, and Spain.

History schoolbooks are part of a much broader legitimation process through which every society's ruling elite secures the uncritical acceptance of the existing political, social and economic system, together with the cultural attributes that re ect its hegemony. In central Europe, the need to justify the creation of nation-states at the beginning and end of the twentieth century has generated proprietary accounts that have pitted the region's national groups against one another. Post-communist democratization has intensi ed these divisions as political leaders feel obliged to employ hoary myths-and avoid inconvenient facts- about their country's history in order to survive the electoral process. In this way they succumb to the "Frankenstein Syndrome" by which the history taught in the schools destroys those who dare to challenge the arti cial constructs of the past. The article surveys history teaching throughout central Europe, with special emphasis on the Yugoslav successor states. [ABSTRACT FROM AUTHOR]

The present European higher education policy and research policy can be characterized as emphasizing external financing of universities, competition between and within universities, and the need for a more practical and economically profitable output from research and education. A theoretical framework of analysing the impacts of this new rationale can be constructed on the following two premises. First, the funding structure of universities and university research is a main factor that influences the situations in which universities and their members make their decisions on teaching, research and administering. Second, universities consist of various groups of personnel each having and developing objectives and preferences of their own. This theoretical framework is applied to the Finnish science university system. On the basis of the analysis it can be seen that although the new policy probably has clarified the division of labour between universities, there have emerged some negative unintended consequences of the new funding structure. Indications of weakening performance in research and education can be identified in the empirical analysis. [ABSTRACT FROM AUTHOR]

This article examines the association between one of the most basic institutional forms, the family, and a series of demographic, educational, social, and economic indicators across regions in Europe. Using Emmanuel Todd's classification of medieval European family systems, we identify potential links between family types and regional disparities in household size, educational attainment, social capital, labor participation, sectoral structure, wealth, and inequality. The results indicate that medieval family structures seem to have influenced European regional disparities in virtually every indicator that we considered. That these links remain, despite the influence of the modern state and population migration, suggests that such structures are either extremely resilient or in the past were internalized within other social and economic institutions as they developed. [ABSTRACT FROM AUTHOR]

Background: The article investigates whether people in Eastern Europe have larger health inequalities than their counterparts in three West European regions (North, Central and the South). Methods: Data were obtained for 63754 individuals in 23 countries from the first (2002) and second (2004) waves of the European Social Survey. The health outcomes were self-reported limiting longstanding illness and fair/poor general health. Occupational class was defined according to the European Socioeconomic Classification (ESeC(. The magnitude of absolute and relative inequalities according to nine occupational classes for men and women separately were identified, analysed and compared in all four regions of Europe. Results: For both sexes and within all European regions, the higher and lower professionals, self-employed and higher service workers reported fewer cases of ill health than other occupational classes. In contrast, lower technical and routine workers reported the poorest health, excluding the relatively small number of farmers. Income and education did not explain more, or less, of the class- related health inequalities in the East compared with the other regions. Conclusions: Little evidence was found for the hypothesis that East European countries have larger class- related health inequalities than other European regions. People's income and educational attainment both contribute to occupational health inequalities in the East as well as in the West. [ABSTRACT FROM AUTHOR]

The article discusses training, employee development, and human resource development in European call centres. A description of European call centres is provided including the complexity and importance of such centres in the European economy. Topics include employees who are expected to meet stretch goals and manage emotional pressures. A conceptual framework is proposed that maps the interactions of internal and external influences which explain characteristics associated with training, development, and human resource development (HRD) in call centres.

This article presents empirical results of explorative case studies that examine whether the New Public Management mechanisms have improved the academic performance of PhD education in selected German and European economics departments. Our data rely on document analyses of organisational variables and in-depth semi-structured interviews with professors in Germany and several European countries. We propose a typology of departments along their PhD production technology and suggest that organisational improvements should look at the processes through which new professional standards gain acceptance in departments and at the means by which long-term incentive problems of collective action in a department are solved. [ABSTRACT FROM AUTHOR]

Purpose - The aim of this article is to offer a conceptual framework in entrepreneurship education largely inspired by education sciences and discuss its two main levels, the ontological and educational levels. This framework is then used to discuss various types of entrepreneurship teaching programs, focusing on three broad categories of learning processes. Design/methodology/appraoch - This article uses intensive reviews of literature in the fields of education and entrepreneurship. The teaching framework and the derived propositions are intended to provide a bridge between education sciences and the field of entrepreneurship and seeks to stress the scientific legitimacy of entrepreneurship education. Findings - Finds that there is a need to reconsider entrepreneurship education in its wide diversity, both from an ontological and pedagogical point-of-view. The range of theoretical choices, objectives, publics, pedagogical methods and institutional context should be approached through the lenses of multiple teaching models and learning processes, which can be structured around a general framework. Research limitations/implications - The framework allows for the combination of both the concept of teaching models and learning process in a general theory-driven framework and their applicability to specific entrepreneurship education situations. Practical implications - The authors' contribution sheds a new light, both on the design and on the implementation of entrepreneurship teaching programs. An explicit conceptual framework should help the effective and systematic design, management and evaluation of new or existing programs, along all the relevant dimensions. Originality/value - The authors propose a conceptual framework, a canonic teaching model, in entrepreneurship education. [ABSTRACT FROM AUTHOR]

It is possible to achieve faster rates of social growth, greater developement, a better standard of living and narrow the gap between rich and poor countries by changing a government's economic policies so that they emphasize investments in the developement of human potential. An increase in motivation, knowledge, levels of education and team organization, as well as a strengthening of citizens' moral, intellectual and social potential will, as the results of investigations quoted in this article show, bring faster growth of the Gross National Product (GNP). There is still a paradigm prevailing in south-eastern European countries to invest more in physical capital than in human capital. This paradigm is the reason that these countries continue to fall behind the most developed countries in the world. [ABSTRACT FROM AUTHOR]

This article focuses on some of the conceptual and empirical issues relating to the links between education and well-being. Recent research has made progress in this area, despite the complexity and the limitations of available measurements and other observations. The first part discusses the ill-defined nature of education and the negative implications this has on research and policy. The second part outlines some of the major relationships that are being explored around the theme of education and well-being. This is not exhaustive but provides an overview of distinct theoretical explanations for the potential causal links. Reference is made to available evidence so as to provide an overview of what is known empirically about some of these possible explanations. The third section discusses some of the empirical limitations and challenges to building up a robust evidence base in this area. [ABSTRACT FROM AUTHOR]

This article argues that, despite globalisation forces, national education and training systems have kept their particularities. Policies of convergence, enhanced by supranational organisations such as the European Commission, have not yet led to a homogenisation of national education and training systems. The latter are still influenced by the political, economic and social framework. Thus, no single model of lifelong learning prevailed in Europe. There were countries close to the demand-led model of ‘voluntary partnership’ (e.g. UK), countries representative of the ‘formalised social partnership’ model (e.g. Sweden) and countries adhering to the ‘statist’ model (e.g. Greece). [ABSTRACT FROM AUTHOR]

Worldwide, continuous change is evident. What impact does it have on the utilization of wood? What should be considered when educating professionals in Wood Science and Technology (WS&T)? Where did we come from and where do we need to go? .Throughout history, forests provided important social, ecological, and economic values. Wood utilization advanced along with an unprecedented and exciting industrial evolution and WS&T became an interdisciplinary field. Recently, stronger environmental concerns and "globalization" impacted societies in major ways influencing timber availability, processing, and trade. Demand is growing for bio-energy, "green" chemicals and composites. CO2 savings are to be made by using timber in construction. Globalization created entirely new business that communicate and network worldwide. Quality assurance for products and manufacturing increases in importance. Globalization demands interdisciplinary education in WS&T. While recognized as a material science, it must retain its identity and association with related industries. Undergraduate education requires a broad knowledge base, then specialized topics, and finally, integration of information with options available. Graduate programs are ideally tailored to background and professional needs of students, but thesis topics are best selected from faculty research. Bodies for accreditation of curricula may be wise to require a standardized core of subjects, but show flexibility. [ABSTRACT FROM AUTHOR]

Copyright of International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives: To examine the effects of ill health on selection into paid employment in European countries. Methods: Five annual waves (1994-8) of the European Community Household Panel were used to select two populations: (1) 4446 subjects unemployed for at least 2 years, of which 1590 (36%) subjects found employment in the next year, and (2) 57 436 subjects employed for at least 2 years, of which 6191 (11%) subjects left the workforce in the next year because of unemployment, (early) retirement or having to take care of household. The influence of a perceived poor health and a chronic health problem on employment transitions was studied using logistic regression analysis. Results: An interaction between health and sex was observed, with women in poor health (odds ratio (OR) 0.4), men in poor health (OR 0.6) and women (OR 0.6) having less chance to enter paid employment than men in good health. Subjects with a poor health and low/intermediate education had the highest risks of unemployment or (early) retirement. Taking care of the household was only influenced by health among unmarried women. In most European countries, a poor health or a chronic health problem predicted staying or becoming unemployed and the effects of health were stronger with a lower national unemployment level. Conclusion: In most European countries, socioeconomic inequalities in ill health were an important determinant for entering and maintaining paid employment. In public health measures for health equity, it is of paramount importance to include people with poor health in the labour market. [ABSTRACT FROM AUTHOR]

Copyright of Universitas Humanística is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article states that the choice of indigenous versus European languages in education should be a contested issue. African states have increased their utilization of local languages in education over the past decade. It was the result of the two factors such as the changed attitude of a former colonizer and the effects of language on the territory.

Although weighting seems to be a popular strategy for coping with panel attrition in sociological research it is not clear how effective it is in reducing attrition bias. This article aims to fill this gap by giving an assessment of the effectiveness of weighting in the European Community Household Panel (ECHP). Estimates of the distribution of social class and education appear to be dropout biased in the ECHP. Moreover, the direction of the bias differs across countries. Weighting with the ECHP longitudinal weight tends to reduce this bias to some extent; yet, unexpectedly, it also sometimes increases it. The latter problem is largely avoided, however, by replacing the available ECHP-weight with a new longitudinal weight that includes better predictors of dropout, such as covariates related to the interview process, to respondents' previous interview experiences, and education. [ABSTRACT FROM AUTHOR]

• Carbon dioxide and methane (CH4) fluxes were measured in a cutover bog of the Jura Mountains (France) together with biotic and abiotic variables for two entire vegetation periods in order to compare the carbon balance of the bog at three stages of regeneration. • Among all factors, air temperature and vegetation index (including leaf area of vascular plants, bryophyte density and bryophyte desiccation) were the two main determinants of ecosystem respiration and gross photosynthesis at light saturation. • During 2004 and 2005, the vegetated plots acted as carbon sinks. Net carbon exchange ranged between 67 and 166 g C m−2 yr−1 for the Eriophorum-dominated plots and between 93 and 183 g C m−2 yr−1 for the Sphagnum-dominated plots. The bare peat plots represented a net carbon source (between −19 and −32 g C m−2 yr−1). Methane fluxes accounted for a very small part of the total carbon efflux (< 2%). • The recovery of vegetation in our naturally regenerating bog was beneficial for the carbon sequestration after the relatively short period of 20 yr. [ABSTRACT FROM AUTHOR]