A Success Story or a Failure? : Representing the European Integration in the Curricula and Textbooks of Five Countries

The economic, political and social face of Europe has been changing rapidly in the past decades. These changes are unique in the history of Europe, but not without challenges for the nation states. The support for the European integration varies among the countries. In order to understand why certain developments or changes are perceived as threatening or as desired by different member countries, we must consider the social representations of the European integration on the national level: how the EU is represented to its citizens in media and in educational systems, particularly in the curricula and textbooks. The current study is concerned with the social representations of the European integration in the curricula and school textbooks in five European countries: France, Britain, Germany, Finland and Sweden. Besides that, the first volume of the common Franco-German history textbook was analyzed, since it has been seen as a model for a common European history textbook. As the collective representations, values and identities are dominantly mediated and imposed through media and educational systems, the national curricula and textbooks make an interesting starting point for the study of the European integration and of national and European identities. The social representations theory provides a comprehensive framework for the study of the European integration. By analyzing the curricula and history and civics textbooks of major educational publishers, the study aimed to demonstrate what is written on the European integration and how it is portrayed how the European integration is understood, made familiar and concretized in the educational context in the five European countries. To grasp the phenomenon of the European integration in the textbooks in its entirety, it was investigated from various perspectives. The two analysis methods of content analysis, the automatic analysis with ALCESTE and a more qualitative theory-driven content analysis, were carried out to give a more vivid and multifaceted picture of the object of the research. The analysis of the text was complemented with the analysis of visual material. Drawing on quantitative and qualitative methods, the contents, processes, visual images, transformations and structures of the social representations of European integration, as well as the communicative styles of the textbooks were examined. This study showed the divergent social representations of the European integration, anchored in the nation states, in the five member countries of the European Union. The social representations were constructed around different central core elements: French Europe in the French textbooks, Ambivalent Europe in the British textbooks, Influential and Unifying EU in the German textbooks, Enabling and Threatening EU in the Finnish textbooks, Sceptical EU in the Swedish textbooks and EU as a World Model in the Franco-German textbook. Some elements of the representations were shared by all countries such as peace and economic aspects of the European cooperation, whereas other elements of representations were found more frequently in some countries than in others, such as ideological, threatening or social components of the phenomenon European integration. The study also demonstrated the linkage between social representations of the EU and national and European identities. The findings of this study are applicable to the study of the European integration, to the study of education, as well as to the social representation theory.

Moral Education in the Japanese Primary School Curricular Revision at the Turn of the Twenty-first Century: Aiming at a Rich and Beautiful Kokoro

This study examines values education in Japanese schools at the beginning of the millennium. The topic was approached by asking the following three questions concerning the curricular background, the morality conveyed through textbooks and the characterization of moral education from a comparative viewpoint: 1) What role did moral education play in the curriculum revision which was initiated in 1998 and implemented in 2002? 2) What kinds of moral responsibilities and moral autonomy do the moral texts develop? 3) What does Japanese moral education look like in terms of the comparative framework? The research was based on curriculum research. Its primary empirical data consisted of the national curriculum guidelines for primary school, which were taken into use in 2002, and moral texts, Kokoro no nôto, published by the Ministry of Education in the same context. Since moral education was approached in the education reform context, the secondary research material involved some key documents of the revision process from the mid-1990s to 2003. The research material was collected during three fieldwork periods in Japan (in 2002, 2003 and 2005). The text-analysis was conducted as a theory-dependent qualitative content analysis. Japanese moral education was analyzed as a product of its own cultural tradition and societal answer to the current educational challenges. In order to understand better its character, secular moral education was reflected upon from a comparative viewpoint. The theory chosen for the comparative framework, the value realistic theory of education, represented the European rational education tradition as well as the Christian tradition of values education. Moral education, which was the most important school subject at the beginning of modern school, was eliminated from the curriculum for political reasons in a school reform after the Second World War, but has gradually regained a stronger position since then. It was reinforced particularly at the turn of millennium, when a curriculum revision attempted to respond to educational and learning problems by emphasizing qualitative and value aspects. Although the number of moral lessons and their status as a non-official-subject remained unchanged, the Ministry of Education made efforts to improve moral education by new curricular emphases, new teaching material and additional in-service training possibilities for teachers. The content of the moral texts was summarized in terms of moral responsibility in four moral areas (intrapersonal, interpersonal, natural-supranatural and societal) as follows: 1) continuous self-development, 2) caring for others, 3) awe of life and forces beyond human power, and 4) societal contribution. There was a social-societal and emotional emphasis in what was taught. Moral autonomy, which was studied from the perspectives of rational, affective and individuality development, stressed independence in action through self-discipline and responsibility more than rational self-direction. Japanese moral education can be characterized as the education of kokoro (heart) and the development of character, which arises from virtue ethics. It aims to overcome egoistic individualism by reciprocal and interdependent moral responsibility based on responsible interconnectedness.

Why Don't Students Talk? Causes of Foreign Language Communication Apprehension in English Classes: A Comparison of High Apprehensive and Low Apprehensive Upper Secondary Students.

OBJECTIVES. Oral foreign language skills are an integral part of one's social, academic and professional competence. This can be problematic for those suffering from foreign language communication apprehension (CA), or a fear of speaking a foreign language. CA manifests itself, for example, through feelings of anxiety and tension, physical arousal and avoidance of foreign language communication situations. According to scholars, foreign language CA may impede the language learning process significantly and have detrimental effects on one's language learning, academic achievement and career prospects. Drawing on upper secondary students' subjective experiences of communication situations in English as a foreign language, this study seeks, first, to describe, analyze and interpret why upper secondary students experience English language communication apprehension in English as a foreign language (EFL) classes. Second, this study seeks to analyse what the most anxiety-arousing oral production tasks in EFL classes are, and which features of different oral production tasks arouse English language communication apprehension and why. The ultimate objectives of the present study are to raise teachers' awareness of foreign language CA and its features, manifestations and impacts in foreign language classes as well as to suggest possible ways to minimize the anxiety-arousing features in foreign language classes. METHODS. The data was collected in two phases by means of six-part Likert-type questionnaires and theme interviews, and analysed using both quantitative and qualitative methods. The questionnaire data was collected in spring 2008. The respondents were 122 first-year upper secondary students, 68 % of whom were girls and 31 % of whom were boys. The data was analysed by statistical methods using SPSS software. The theme interviews were conducted in spring 2009. The interviewees were 11 second-year upper secondary students aged 17 to 19, who were chosen by purposeful selection on the basis of their English language CA level measured in the questionnaires. Six interviewees were classified as high apprehensives and five as low apprehensives according to their score in the foreign language CA scale in the questionnaires. The interview data was coded and thematized using the technique of content analysis. The analysis and interpretation of the data drew on a comparison of the self-reports of the highly apprehensive and low apprehensive upper secondary students. RESULTS. The causes of English language CA in EFL classes as reported by the students were both internal and external in nature. The most notable causes were a low self-assessed English proficiency, a concern over errors, a concern over evaluation, and a concern over the impression made on others. Other causes related to a high English language CA were a lack of authentic oral practise in EFL classes, discouraging teachers and negative experiences of learning English, unrealistic internal demands for oral English performance, high external demands and expectations for oral English performance, the conversation partner's higher English proficiency, and the audience's large size and unfamiliarity. The most anxiety-arousing oral production tasks in EFL classes were presentations or speeches with or without notes in front of the class, acting in front of the class, pair debates with the class as audience, expressing thoughts and ideas to the class, presentations or speeches without notes while seated, group debates with the class as audience, and answering to the teacher's questions involuntarily. The main features affecting the anxiety-arousing potential of an oral production task were a high degree of attention, a large audience, a high degree of evaluation, little time for preparation, little linguistic support, and a long duration.

La investigación naturalista e interpretativa desde la actividad física y el deporte

[Es]Desde este artículo se revisan diversos estudios de investigación relativos a la sublínea de formación del profesorado de educación física y deportiva, así como a la intervención docente en esta área de conocimientos. Esta sublínea se enmarca en la línea de Actividad Física y Deportes en el área de Didáctica de la Expresión Corporal. En este caso, se incluyen estudios de carácter naturalista e interpretativo, con la intención de que las personas que investigan y sus protagonistas formen parte activa en el propio proceso investigador (Bodgan y Biklen, 1982; Colás y Buendía, 1992; Goetz y Lecompte, 1988; Vázquez y Angulo, 2003). La formación del profesorado de educación física y la actividad didáctica de dicha materia, se convierten en los contenidos que concretan el proceso de la investigación. Para ello, es preciso revisar las temáticas relacionadas con: la formación inicial y permanente, planes y programas de estudio, contenidos que se enseñan y aprenden en la actividad física escolar (dentro y fuera del horario lectivo), la presencia de los valores, los diferentes elementos que constituyen los diseños curriculares, así como todo, aquello que convierte a esta disciplina en una destacada propuesta formativa y de socialización.

Poverty in the fisheries, inductors, causes and intervention

The study is prompted by the poverty that persisted among the fishing communities of lake victoria at time of considerable cash inflow into the fisheries development of fish processing industry. There has been need for understanding of the poverty and what strategies would be most appreciate for it's reduction.This study has attempted to respond to the needby identifying the nature and distribution of the poverty within the fisheries lake victoria,Uganda, the factor responsible for itand the options for poverty reduction intervention. The study examined the global and regional perspectives of poverty and wealth distribution, noting that wide disparities existed between the developed and the developing world and also between the developing countries themselves. A historical review of development policies and strategies revealed that while successive strategies were able to contribute to growth, their achievement towards poverty alleviation were less than satisfactory, hence the need for continually developing new strategies. A background to Uganda’s society and economy is provided, examining the demographic, political, environmental and economic conditions of the country. Uganda’s development strategies are reviewed, highlighting the role of the Poverty Eradication Action Plan, Uganda’s main strategy for implementing the policy of poverty reduction and wealth distribution. At the agricultural sector level, the Plan for the Modernisation of Agriculture has been formulated, followed by the National Fisheries Policy, aimed at providing a policy framework for the management and development of the fisheries. An appropriate definition of poverty was formulated, considered relevant to the situation of Lake Victoria. The dimensions of poverty included inadequate basic necessities, low education and health achievements, a sense of insecurity and exposure to risk. The research methodology was enhanced by the examination of the Lélé Model of the Poverty–Environmental Degradation problem, the World Bank Model of Poverty Causation and the subsequent Lake Victoria Model developed in this study. It has provided a plan for the research, the consideration of criteria and a data collection plan. The data collection instruments included secondary data search, key informant interviews and a sample survey based on a structured questionnaire. The study identified all the four dimensions of poverty in the fisheries, provided poverty profiles with respect to the different activities, groups of people and regions in the fisheries, based on consumption poverty. Among the people identified to be in poverty were the fishing labourers, fishers of Oreochromis niloticus and those operating with non-powered boats. In the post-harvest fisheries, large proportions of processors involved in salting and sun-drying, market stall and bicycle traders were in the poverty category. The ethnic groups most affected included the Samia, Basoga and Bakenye while the Districts of Jinja, Bugiri and Busia had the highest proportions of fishers in the poverty category. With respect to the other dimensions of poverty, the study showed that educational achievement was low within the fishing communities. The health status was poor, due mainly to the prevalence of malaria, diarrhoea, bilharzia and HIV/AIDS. There was a sense of insecurity within certain sections of the fishing community, due to leadership weaknesses within the local as well as the Government institutions. Some community members operated in a state of risk because they were vulnerable to episodes of income, health and education. The causes of poverty in fisheries included weaknesses within the institutional and social environment, limitations in the technology available to the poor, resource degradation and unfavourable economic factors. The recommendations of the study for poverty reduction included strengthening of policies, developing links, improving capacities and increasing resources, to be applied at the levels of Central Government, Local Government and of the community. In view of the achievements of the methodology used on this study, involving reference to the models, it is recommended that future research should build upon this model approach, as it will continue to produce results, especially when attempting to forecast changes relating to interventions.

The diversity of amphibians, reptiles and mammals and their importance in the Victoria and Kyoga lake basins

The shore margins of Lakes in the Victoria basin are highly dented and mostly swampy, fringed by Papyrus and other wetland vegetation types important habitats for herpetofauna and wetland adapted mammals. Of recent, the extent of the 'wetland' has been extended in several places by the Water Hyacinth (Eichornia cryaseps). Ecologically, amphibians are important in many ways; they are mostly predators, acting as primary and secondary carnivores. Their prey consists mostly of insects, some of which are pests to crops or disease vectors. They are also inter-inked in food chains, often acting as food for other vertebrates, such as pigs, birds, snakes and sometimes man. Because of their ectothermic physiology, the life history and ecology of amphibians often differ markedly from that of birds or mammals (McCollough el ai, (992).Amphibians are known to be an easily recognisable taxon in given habitats; and populations are sometimes specialised within a narrow habitat. This makes it easy and practical to monitor changes in composition over time, given different onditions (Heyer el al 1994, Phillips 1990). Impacts on their habitat are reflected in changes in numbers and species diversity in a short time. These are some of the factors that have made amphibians to be recognised, nowadays, as good indicators of habitat change

The role of Yssichromis species (Pisces: Cichlidae) in the trophic ecology and foodwebs of Lake Victoria

Many haplochromine cichlids coexisted in Lake Victoria before the upsurge of Nile perch. The introduction of the Nile perch led to depletion of many haplochromines and other fish species in Lake Victoria. The impact of Nile perch predation on haplochromines differed for different haplochromine trophic groups. Yssichromis fusiformis (G) and Yssichromis laparogramma (G) are among the species that have survived in the lake. Yssichromis spp. was studied with the aim of determining their trophic role, food and feeding habits. Samples were collected from Bugaia, Buvuma channel and Napoleon Gulf in the northern part of Lake Victoria. The food of Yssichromis spp. varied with size of fish. Both Y fusiformis and Y laparogramma fed on Copepods, Cladocerans, Chaoborus and Chironomids. Juvenile Yssichromis spp. fed exclusively on zooplankton comprising Cyclopoid copepods, Calanoid copepods and Cladocera. The relative importance of Chironomid larvae and Calanoid copepods was higher in Bugaia than in Buvuma channel while Cyclopoid copepods and Chironomid pupae were relatively less important in Bugaia. The main food items that Yssichromis spp. fed on in Buvuma channel were Chironomid larvae Cyclopoid copepods, Cladocerans and Calanoid copepods. In Napoleon Gulf, fish caught from commercial fishery of Rastrineobola argentea (P) had fed on Chaoborus and Chironomids. Overall, Yssichromis spp. fed on more zooplankton in Buvuma than in Bugaia. Yssichromis spp. and R. argentea are presently the most abundant zooplanktivores in the northern part of Lake Victoria and are playing an important trophic role as major consumers of zooplankton and insect larvae in the foodweb of the lake ecosystem. Yssichromis spp. are bridging the transfer of energy from the lower to the higher trophic levels as secondary consumers. The fishery is still not contributing to the direct conversion of the primary products, the phytoplankton and detritus that were efficiently utilised by the diverse haplochromine trophic groups that existed before the Nile perch boom.

A report of the gillnet survey in the Ugandan waters of Lake Victoria under IFMP (January to March 2006)

Under the Implementation of the Fisheries Management Plan (IFMP) for Lake Victoria Result area 4, quarterly gillnet surveys are undertaken to monitor changes in fish stocks and environmental parameters in the shallow nontrawlable areas of the lake For purposes of monitoring surveys, the Ugandan sector of Lake Victoria is divided into 3 zones as shown in Figure 1. During the second quarter of APE2, two gillnet surveys were undertaken in zones 1 and 3 in February and March 2006 respectively. The purpose of the surveys was to monitor changes in the fish stocks and their biological characteristics, water quality, algal dynamics and invertebrate communities; as detailed in the various sections of the report. The surveys followed those conducted in November and December 2006 in the same zones. Results of the surveys showed that the number of fish taxa was higher in the near-shore fleets (0-100m) decreasing towards offshore. The near-shore areas were also associated with high primary productivity and hence secondary production to which Caridina and other invertebrates are part. These organisms are an important source of food for the fish and this may partly account for the high number of fish species recorded in this area of the lake. It was also observed that although Nile perch was the most dominant fish species recorded in all the stations during the surveys, haplochromines, Brycinus sadleri, Brycinus jacksonii Oreochromis niloticus and various mormyrid species contributed significantly to the fish biomass. The presence of many fish species and their coexistence with the predator, Nile perch is attributed to the presence of macrophyte cover and rocky habitats which serve as refugia in the shallow inshore habitats of Lake Victoria. In addition, the vegetated habitats are an important source of food for the fishes. As reported in macro-invertebrate studies, big populations of Caridina and other invertebrates were recorded among macrophyte beds. Caridina is an important source of food for juvenile Nile perch and other fish species so are the other invertebrates especially chironomid larvae, odonata nymphs and molluscs. Resurgence in haplochromine cichlids was observed during the surveys. The presence of haplochromines cichlids in all the sites especially Thruston Bay where it ranked the second by percentage contribution in number, is evidence of the recovery of this group of fishes which had declined largely due to predation by L. niloticus. Caridina nilotica has also increased in biomass and is a major component of the Nile perch diet. This could have reduced predation pressure on the haplochromines by Nile perch and has possibly contributed to recent resurgence in haplochromines cichlids in the lake in the shallow nontrawlable areas of the lake Rastrineobola argentea was found to be an important prey item for Nile perch and other fish species such as Clarias gariepinus. Measures should therefore be taken to ensure sustainable harvesting of Dagaa so that there is enough left to sustain the fishery of Nile perch and other species.

Sustainability Education

This response does not only include greening the campus but also transforming curricula and teaching and learning. This book explains why this is necessary and--crucially--how to do it.

Robotics education: A case study in soft-bodied locomotion

Locomotion has been one of the frequently used case studies in hands-on curricula in robotics education. Students are usually instructed to construct their own wheeled or legged robots from modular robot kits. In the development process of a robot students tend to emphasize on the programming part and consequently, neglect the design of the robot's body. However, the morphology of a robot (i.e. its body shape and material properties) plays an important role especially in dynamic tasks such as locomotion. In this paper we introduce a case study of a tutorial on soft-robotics where students were encouraged to focus solely on the morphology of a robot to achieve stable and fast locomotion. The students should experience the influence material properties exert on the performance of a robot and consequently, extract design principles. This tutorial was held in the context of the 2012 Summer School on Soft Robotics at ETH Zurich, which was one of the world's first courses specialized in the emerging field. We describe the tutorial set-up, the used hardware and software, the students assessment criteria as well as the results. Based on the high creativity and diversity of the robots built by the students, we conclude that the concept of this tutorial has great potentials for both education and research. © 2013 IEEE.

Novel information sharing syntax for data sharing between police and community partners, using role-based security.

The exchange of information between the police and community partners forms a central aspect of effective community service provision. In the context of policing, a robust and timely communications mechanism is required between police agencies and community partner domains, including: Primary healthcare (such as a Family Physician or a General Practitioner); Secondary healthcare (such as hospitals); Social Services; Education; and Fire and Rescue services. Investigations into high-profile cases such as the Victoria Climbié murder in 2000, the murders of Holly Wells and Jessica Chapman in 2002, and, more recently, the death of baby Peter Connelly through child abuse in 2007, highlight the requirement for a robust information-sharing framework. This paper presents a novel syntax that supports information-sharing requests, within strict data-sharing policy definitions. Such requests may form the basis for any information-sharing agreement that can exist between the police and their community partners. It defines a role-based architecture, with partner domains, with a syntax for the effective and efficient information sharing, using SPoC (Single Point-of-Contact) agents to control in-formation exchange. The application of policy definitions using rules within these SPoCs is inspired by network firewall rules and thus define information exchange permissions. These rules can be imple-mented by software filtering agents that act as information gateways between partner domains. Roles are exposed from each domain to give the rights to exchange information as defined within the policy definition. This work involves collaboration with the Scottish Police, as part of the Scottish Institute for Policing Research (SIPR), and aims to improve the safety of individuals by reducing risks to the community using enhanced information-sharing mechanisms.

Improving bilingual higher education: Training university professors in content and language integrated learning

With increasing international mobility, higher education must cater to the varying linguistic and cultural needs of students. Successful delivery of courses through English as the vehicular language is essential to encourage international enrollment. However, this cannot be achieved without preparing university professors in the many intricacies delivering their subjects in English may pose. This paper aims to: share preliminary data concerning Content and Language Integrated Learning (CLIL) at Laureate Network Universities worldwide as few studies have been conducted at the tertiary level, reflect upon data regarding student and teacher satisfaction with CLIL at the Universidad Europea de Madrid (UEM), and to propose improvements in English-taught subjects.

Medical education as moral formation: an Aristotelian account of medical professionalsim.

The medical professionalism movement, bolstered by many influential medical organizations and institutions, has in the last decade produced a number of conceptual definitions of professionalism and a number of concrete proposals for its measurement and teaching. These projects, however laudable, are misguided when they treat professionalism as a unitary descriptive concept rather than as a contested and therefore primarily evaluative one; when they conceive professionalism as a domain of medical practice separable in principle from other domains; and when they treat professionalism as, in principle, a specifiable goal or product of sufficiently well designed educational curricula. The logic of professionalism-as-product corresponds to the logic of techne (art or practical skill) in Aristotle's Nicomachean Ethics. Aristotle provides a cogent argument, however, that the moral excellences denoted by "professionalism" cannot be "produced" or even prespecified in the concrete; rather, they must be acquired through long practice under the careful concrete guidance of teachers who themselves embody these moral excellences. Phronesis (practical wisdom) rather than techne must therefore be the guiding logic of educational initiatives in medical professional formation, with particular emphasis on close mentorship and on the moral character both of students and of those who teach them.

Basic components in the scienctific didactical training of the secondary school mathematics teachers

Secondary mathematics teacher training in Spain is currently the subject of a heated revision debate. The speed of social, cultural, scientific and economic changes have left a hundred years old teacher training model well behind. However, academical inertia and professional interests are impeding a real new training of the mathematics teacher as an autonomous mathematical educator. Teachers of Didactic of Mathematics and the Spanish Associations of mathematics teachers have recently been discussing the issue. Their conclusions are included here.

Characterizing mentors’ performance in mathematics teacher education

This study describes the performance of the mentors in a blended graduate-level training program of teachers in the field of secondary school mathematics. We codified and analyzed the mentors’ comments on the projects presented by the groups of in-service teachers for whom they (the mentors) were responsible. To do this, we developed a structure of categories and codes based on a combination of a literature review, a model of teacher learning, and a cyclical review of the data. We performed two types of analysis: frequency and cluster. The first analysis permitted us to characterize the common actions shared by most of the mentors. From the second, we established three profiles of the mentors’ actions.