Search

This article belongs to a limited body of scholarship concerning inclusion in the Bologna Process. The Bologna Process aims to create the European Higher Education Area with comparable higher education structures within the European Higher Education Area member states. Unlike previous research that focuses on the implementation of one of the Bologna Process inclusion-related action lines (i.e. lifelong learning, student-centred education and social dimension), this article adopts a broader lens, and investigates the evolution of the meaning of 'inclusion' in the key international Bologna Process policy documents. This article argues that there is still a lack of clarity around the meaning of 'inclusion' in the Bologna Process, and the list of underprivileged groups that the Bologna Process aims to include in higher education, is absent. This article calls for an urgent review of this problem in the Bologna Process at the European Higher Education Area ministerial conference scheduled for 2020 which will set the agenda for post-2020 work in the European Higher Education Area.

In comparison to a vast literature on Soviet education little is known about Ukrainian pedagogical sciences apart from a mounting critique about the issues of academic dishonesty and plagiarism, which relates to all higher education disciplines, the absence of an empirical tradition in education research, a poor record of publication in peer-reviewed journals, and the dominance of a positivist approach, which seeks to discover 'laws' rather than reach 'understanding'. This paper offers a thematic analysis of four 'Pedagogy' textbooks -- three textbooks for under-graduate studies and one textbook for post-graduate study. The textbook analysis demonstrates that Ukrainian pedagogical sciences as a research tradition is deeply rooted in its own conceptual apparatus with no apparent relation to the current debates about teaching and learning in a wider Europe. The key proposition of the paper is that Ukrainian pedagogical sciences represent a mixture of Herbatianism and dialectical materialism, with more recent developments that emphasise 'acme' or 'perfectionism' that could be compared to debates on virtue ethics in education. Alongside these narratives the discourse of 'Kozak pedagogy' contributes to the nation-building narrative in education. The paper calls for a review of the content of 'pedagogy' textbooks currently used in higher education institutions in Ukraine and envisages that the newly established Ukrainian Educational Research Association can provide a platform for this important undertaking.

Northwestern Europe has experienced a trend of increasingly wet winters over the past 150 years, with few explanations for what may have driven this hydroclimatic change. Here we use the Old World Drought Atlas (OWDA), a tree-ring based reconstruction of the self-calibrating Palmer Drought Severity Index (scPDSI), to examine this wetting trend and place it in a longer hydroclimatic context. We find that scPDSI variability in northwestern Europe is strongly correlated with the leading mode of the OWDA during the last millennium (1000–2012). This leading mode, here named the 'English Channel' (EC) mode, has pronounced variability on interannual to centennial timescales and has an expression in scPDSI similar to that of the East Atlantic teleconnection pattern. A shift in the EC mode from a prolonged negative phase to more neutral conditions during the 19th and 20th centuries is associated with the wetting trend over its area of influence in England, Wales, and much of northern continental Europe. The EC mode is the dominant scPDSI mode from approximately 1000–1850, after which its dominance waned in favor of the secondary 'North–South' (NS) mode, which has an expression in scPDSI similar to that of the winter North Atlantic Oscillation (NAO). We examine the dynamical nature of both of these modes and how they vary on interannual to centennial timescales. Our results provide insight into the nature of hydroclimate variability in Europe before the widespread availability of instrumental observations. [ABSTRACT FROM AUTHOR]

Discusses a study on climate predictability in Europe, by Rodwell and others. Climatological history of Europe; Reversals of conditions in the twentieth century; Variations in patterns of temperature and rainfall in European winters.

Meaning in life is a core construct in quality of life research and has received substantial attention in the past decades. As a consequence, several instruments were developed to assess this construct. The first meaning in life scale designed and standardized in Europe was the Logo-Test (Lukas, 1971). Although this test has been widely used across Europe, the psychometric properties of the instrument proved to be poor in several investigations. The aim of the present study, therefore, was to develop a revised version, based on international data, and to evaluate its psychometric characteristics. The internal consistency and factor structure of the 14-item revised version (Logo-Test-R) were examined in a sample of 852 Hungarians. The internal reliability of the test was adequate (a = .75). The validity of the Logo-Test-R was evaluated in a sub-sample of 391 individuals by examining its relationship with financial state, scores in two other measures of meaning in life and further instruments assessing other quality of life indicators such as general life satisfaction, depressive symptomatology, and life goal orientation. The direction and strength of the observed connections was in accordance with expectations, thus demonstrating good construct validity of the Logo-Test-R. [ABSTRACT FROM AUTHOR]