The Concept of Developmental-Tasks and its Significance for Education and Social Work

The term "developmental-task" was introduced by Robert Havighurst in the 1950's. According to R. Harvighurst, the term refers to tasks which arise in a social context during an individual lifetime. Since the 1950's the concept of developmental-tasks has become an important theoretical approach in educational science and in theories of growth and development - but not in social work and social pedagogy. In the following article I aim to show that this approach is very important to theory and practice of social pedagogy and social work.

Is a General Theory of Socially Disapproved Violence Possible (or Necessary)?

A model of theoretical science is set forth to guide the formulation of general theories around abstract concepts and processes. Such theories permit explanatory application to many phenomena that are not ostensibly alike, and in so doing encompass socially disapproved violence, making special theories of violence unnecessary. Though none is completely adequate for the explanatory job, at least seven examples of general theories that help account for deviance make up the contemporary theoretical repertoire. From them, we can identify abstractions built around features of offenses, aspects of individuals, the nature of social relationships, and different social processes. Although further development of general theories may be hampered by potential indeterminacy of the subject matter and by the possibility of human agency, maneuvers to deal with such obstacles are available.

Internet Service Provider Liability - The Swiss Perspective

Switzerland does not have a concrete legal framework dealing with rights and obligations of ISPs; however, legal doctrine and practice apply similar principles as stated in the E-Commerce Directive of the EU. The liability of ISPs depends on the “closeness” to the content. Whereas in cases of solely transmitting services the risk of liability for illegal information is remote and the duty of ISPs is limited to a take-down, content, host and link providers (in cases of moder- ated newsgroups) can become liable if the information made available is not controlled.

Kontent i Pravo v. Masterhost Presidium of the Supreme Arbitration Court of the Russian Federation, Judgment of 23 December 2008, Nr. 10962/08 Translation and Comment

This Judgment by the Presidium of the Supreme Arbitration Court of the Russian Federation can be considered as a landmark ruling for Internet Service Provider’s (ISP) liability. The Court stipulates for the first time concise principles under which circumstances an ISP shall be exempt from liability for transmitting copyright infringing content. But due to the legislation on ISP liability in the Russian Federation it depends on the type of information which rules of liability apply to ISP. As far as a violation of intellectual property rights is claimed, the principles given now by the Supreme Arbitration Court are applicable, which basically follow the liability limitations of the so called EU E-Commerce Directive. But, furthermore, preventive measures that are provided in service provider contracts to suppress a violation through the use of services should be taken into account as well. On the other hand, as far as other information is concerned the limitations of the respective Information Law might be applicable which stipulates different liability requirements. This article gives a translation of the Supreme Arbitration Court’s decision as well as a comment on its key rulings with respect to the legal framework and on possible consequences for practice.

A Socioeconomic Approach to the Development of E-Learning

A multitude of products, systems, approaches, views and notions characterize the field of e-learning. This article attempts to disentangle the field by using economic and sociological theories, theories of marketing management and strategy as well as practical experience gained by the author while working with leading edge suppliers of e-learning. On this basis, a distinction between knowledge creation e-learning and knowledge transfer e-learning is made. The various views are divided into four different ideal-typical paradigms, each with its own characteristics and limitations. Selecting the right paradigm to use in the development of an e-learning strategy may prove crucial to success. Implications for the development of an e-learning strategy in businesses and educational institutions are outlined.