The Olivia Framework:Concepts for Use in Finely-Grained, Integrated Social Policy Analysis (Working Paper 45)

The Olivia framework is a set of concepts and measures that, when mature, will allow users to describe, in a consistent and integrated manner, everything about individuals and institutions that is of potential interest to social policy. The present paper summarizes the current stage of development in achieving this highly ambitious goal. The current version of the framework supports analysis of social trends and policy responses from many perspectives: • The point-in-time, resource-flow perspectives that underlie most traditional, economics-based policy analysis. • Life-course perspectives, including both transitions/trajectories analysis and asset-based analysis. • Spatial perspectives that anchor people in space and history and that provide a link to macro-analysis. • The perspective of the purposes/goals of individuals and institutions, including the objectives of different types of government programming. The concepts of the framework, which are all potentially measurable, provide a language that can support integrated analysis in all these areas at a much finer level of description than is customary. It provides a language that is especially well suited for analysis of the incremental policy changes that are typical of a mature welfare state. It supports both qualitative and quantitative analysis, enabling some integration between the two. It supports citizen-centric as well as a government-centric view of social policy. In its current version, the concepts are most highly developed as they related to social policies as they related to labour markets, equality and social integration, care-giving, immigration, income security, sustainability, and social and economic well-being more generally. However the paper points to likely extensions in the areas of health, justice and safety.

Programa Escola Ativa: educação do campo e trabalho docente

O Programa Escola Ativa (PEA) foi implementado no Brasil a partir de 1997 no marco de um convênio com o Banco Mundial, com o objetivo de melhorar o rendimento de alunos de classes multisseriadas rurais. O PEA tem seu foco na formação de professores e na melhoria da infra-estrutura das escolas, e propõe amplas mudanças na organização do trabalho docente, constituindo-se na único programa voltado especificamente para as classes multisseriadas no Brasil. Seu histórico é marcado pela coexistência com movimentos sociais que sintetizam e defendem novos princípios para a educação do meio rural alinhados com os seus próprios interesses e configurando-os em um novo conceito: Educação do Campo. Estes princípios devieram em 2002 em Referências para uma política nacional de educação do campo e passaram a orientar, em tese, a reformulação e redirecionamento do PEA. O objetivo desta pesquisa é analisar as mudanças no trabalho docente a partir da introdução do Programa Escola Ativa nas escolas multisseriadas rurais. Três frentes de análise foram abertas: uma análise macro, relativa ao contexto histórico da formulação do Programa e início de sua implantação no Brasil; uma análise meso, relativa aos processos de apropriação e resistência de diferentes grupos de interesse; e uma análise micro, relativa às mudanças no trabalho docente no campo a partir da implementação do Programa, considerando os sentidos que adquire o mesmo para o professor, a partir das novas prescrições e condições engendradas. Ao reconstituir o percurso do PEA, da origem à universalização, buscou-se identificar o papel do professor que atua nas escolas aderentes ao PEA e o papel dos movimentos sociais, ao proporem uma política nacional de educação do campo. Inicialmente, realizou-se uma análise macro dos contextos do desenvolvimento e da implementação do PEA, por meio de revisão da literatura. Observou-se uma retórica modernizadora e uma racionalidade tecnocrática que impunha-se de cima para baixo orientando as políticas, em matéria de autonomia e profissionalização dos docentes. No nível meso, por meio de entrevistas, pesquisa participante e análise documental buscou-se mapear pontos convergentes e divergentes na interlocução da coordenação do PEA com os movimentos sociais que discutem a educação do campo no Brasil. Detectou-se um considerável acúmulo de informações construídas de maneira coletiva e utilizadas pelo movimento crítico de maneira isolada dos articuladores das políticas públicas. No nível micro, foram utilizadas técnicas em que o grupo foi meio e estratégia de abordagem das trabalhadoras e de análise reflexiva dos conteúdos evocados. As técnicas foram utilizadas durante um seminário, com a participação de todas as professoras das Escolas Ativas de um município de Goiás. Observou-se que, da perspectiva das professoras, houve melhora das condições materiais para o exercício da profissão docente a partir do PEA. Contudo, esta foi insuficiente para garantir condições adequadas para todos os professores e alunos e uma ampliação da autonomia do professor, que está condicionada a uma intensificação do trabalho e extensão da jornada. Observou-se ainda o caráter vertical da relação com a coordenadora municipal do Programa. Conclui-se que o Programa Escola Ativa possui um traço de verticalismo forte no modo como é implementado, nas esferas macro, meso e micro, que abarca todo o processo de formulação, implantação, avaliação e universalização e reflete na sua dificuldade de incorporar produções críticas e análises coletivas para além do nível do discurso

Aprendizagem matemática no ensino superior: a influência da plataforma M@T-educar com sucesso

Novas abordagens educacionais têm vindo a surgir como resultado de mudanças económicas, sociais e políticas, que levaram, a nível europeu ao desenvolvimento do Processo de Bolonha. As instituições de ensino superior enfrentam, assim, novos desafios e oportunidades, nomeadamente, o desenvolvimento de contextos educativos mais centrados nas aprendizagens dos alunos, promotores de cidadãos mais autónomos, mais ativos e mais provocadores, capazes de responderem às exigências da Sociedade do Conhecimento global. Diversos estudos apontam a importância de ambientes online na persecução desses objetivos, designadamente na área da Matemática. Neste contexto, desenvolveu-se a plataforma online – M@t-educar com Sucesso – que, a partir da informação teórica, permite a resolução de tarefas interativas, algumas delas contendo animações, das quais se fornece um feedback imediato, a qual carece de avaliação. Assim, este estudo tem como objetivo principal avaliar a influência da exploração prévia às aulas da referida plataforma no desenvolvimento de conhecimentos e capacidades matemáticas, da autonomia e do interesse por essa área em estudantes do ensino superior. O estudo ocorreu na unidade curricular de Cálculo Infinitesimal do Curso Superior de Gestão de uma instituição do ensino superior. Metodologicamente, optou-se por uma abordagem mista de investigação e pelo design de estudo de caso, tendo-se partido de uma análise macro, envolvendo todos os alunos de Cálculo Infinitesimal, seguida de uma análise meso, considerando os alunos da turma da professora/investigadora, que foi evoluindo para uma análise micro, estudando cinco casos da turma. Para tal, utilizaram-se diversas técnicas de recolha de dados – inquirição, observação e análise documental, suportadas por variados instrumentos. A análise estatística e de conteúdo a que os dados foram submetidos permite concluir que a exploração prévia dos conteúdos através desta plataforma contribui para o desenvolvimento, principalmente, de autonomia e da capacidade de aplicação de conhecimento produzido à resolução de tarefas de diversa natureza.

Interactions didactiques en classe de français : enseignement/apprentissage de l’accord du verbe en première secondaire

Notre recherche vise à décrire les connaissances grammaticales élaborées par des élèves de première secondaire au cours de l’enseignement/apprentissage de l’accord du verbe. Cette description se fonde sur l’observation des interactions didactiques entre les élèves, et leur enseignant autour de l’objet de savoir « accord du verbe » : elle concerne plus particulièrement l’interaction entre les pôles « élève » et « savoir ». Notre recherche s’inscrit dans le courant de la grammaire pédagogique moderne. La théorie de la transposition didactique de Chevallard (1985/1991) constitue également la pierre angulaire de nos travaux : les concepts de transposition didactique externe (le passage du savoir savant au savoir à enseigner) et interne (le passage du savoir à enseigner au savoir effectivement enseigné) agissent à titre d’analyseurs des interactions didactiques. L’observation, la description et la théorisation des interactions didactiques imposent une démarche écologique pour la collecte des données. Pour notre recherche, les données ont été recueillies grâce à la captation vidéo de séquences didactiques portant sur l’accord du verbe : elles consistent en des interactions verbales entre élèves ou entre les élèves et leur enseignant. L’analyse des données s’est effectuée selon une perspective macro et micro : (1) L’analyse macro indique que les connaissances antérieures des élèves résistent à l’institutionnalisation des savoirs puisque le savoir enseigné n’est pas celui qui est exclusivement mobilisé. Les élèves recourent à un vaste éventail de connaissances de types procédural et déclaratif pour l’identification du verbe et du sujet, dont la réussite n’est par ailleurs pas assurée. De plus, les connaissances qu’ils ont élaborées autour de la règle d’accord et du transfert des traits morphologiques sont également nombreuses et variées et ne les conduisent pas à accorder le verbe avec constance. (2) L’analyse micro suggère que l’élaboration des connaissances relatives à l’accord du verbe dépend de la manière dont les outils de la grammaire (manipulations syntaxiques et phrase de base) sont utilisés par les élèves. Plus précisément, le savoir piétine ou recule lorsque les manipulations syntaxiques ne sont pas appliquées dans la phrase ou qu’elles ne sont pas adaptées dans certains contextes syntaxiques; le savoir fait des bonds en avant dans les classes où les élèves sont en mesure de recourir à la phrase de base pour soutenir leur analyse grammaticale. Les descriptions proposées dans le cadre de notre thèse conduisent à discuter de leurs implications pour la transposition didactique externe et, plus généralement, pour la didactique du français et de la grammaire.

Cultural Dynamics and Ceramic Resource Use at Late Bronze Age/Early Iron Age Troy, Northwestern Turkey

Changes in resource use over time can provide insight into technological choice and the extent of long-term stability in cultural practices. In this paper we re-evaluate the evidence for a marked demographic shift at the inception of the Early Iron Age at Troy by applying a robust macroscale analysis of changing ceramic resource use over the Late Bronze and Iron Age. We use a combination of new and legacy analytical datasets (NAA and XRF), from excavated ceramics, to evaluate the potential compositional range of local resources (based on comparisons with sediments from within a 10 km site radius). Results show a clear distinction between sediment-defined local and non-local ceramic compositional groups. Two discrete local ceramic resources have been previously identified and we confirm a third local resource for a major class of EIA handmade wares and cooking pots. This third source appears to derive from a residual resource on the Troy peninsula (rather than adjacent alluvial valleys). The presence of a group of large and heavy pithoi among the non-local groups raises questions about their regional or maritime origin. (C) 2012 Elsevier Ltd. All rights reserved.

Interethnic Interaction Dynamics in the Russian Federation

The collapse of the Soviet Union at the beginning of the 1990s also meant the end of the idea of a common soviet identity incarnated in the "soviet man" and the new "historic community of the soviet people". While this idea still lives on in the generations of the 1920s to 1940s, the younger generations tend to prefer identification with family, profession, ethnic group or religion. Ms. Alexakhina set out to investigate different interethnic interaction strategies in the multi-ethnic context of the Russian Federation, with an emphasis on analysing the role of cultural and ethno-demographic characteristics of minority ethnic groups. It aimed to identify those specific patterns of interaction dynamics that have emerged in response to the political and economic transformation at present under way. The basic supposition was that the size and growth of an ethnic population are defined not only by demographic features such as fertility, mortality and net migration, but are also dependent on processes interethnic interaction and ethnic transition. The central hypothesis of the project was that the multi-ethnic and multi-cultural composition of Russia is apparently manifesting itself in the ethnic minority groups in various forms, but particularly in the form of ethnic revival and/or assimilation. The results of these complex phenomena are manifested as changes in ethnic attachments (national re-identification and language behaviour (multi-lingualism, language transition and loss of the mother tongue). The stress of the political and economic crisis has stimulated significant changes in ethnographic, social and cultural characteristics of inter-ethnic dynamics such as the rate of national re-identification, language behaviour, migration activity and the spread of mixed marriages, among both those minorities with a long history of settlement in Russia and those that were annexed during the soviet period. Patterns of language behaviour and the spread of mixed marriages were taken as the main indicators of the directions of interethnic interaction described as assimilation, ethnic revival and cultural pluralism. The first stage of the research involved a statistical analysis of census data from 1959 to 1994 in order to analyse the changing demographic composition of the largest ethnic groups of the Russian Federation. Until 1989 interethnic interaction in soviet society was distinguished by the process of russification but the political and economic transformation has stimulated the process of ethnic revival, leading to an apparent fall in the size of the Russian population due to ethnic re-identification by members of other ethnic groups who had previously identified themselves as Russian. Cross-classification of nationalities by demographic, social and cultural indicators has shown that the most important determinants of the nature of interethnic interaction are cultural factors such as religion and language affiliation. The analysis of the dynamics of language shift through the study of bilingualism and the domains of language usage for different demographic groups revealed a strong correlation between recognition of Russian as a mother tongue among some non-Russian ethnic groups and the declining size of these groups. The main conclusion from this macro-analysis of census data was the hypothesis of the growing importance of social and political factors upon ethnic succession, that ethnic identity is no longer a stable characteristic but has become dynamic in nature. In order to verify this hypothesis Ms. Alexakhina conducted a survey in four regions showing different patterns of interethnic interaction: the Karelian Republic, Buryatiya, the Nenezkii Autonomous Region and Tatarstan. These represented the west, east, north and south of the Russian Federation. Samples for the survey were prepared on the basis of census lists so as to exclude mono-Russian families in favour of mixed and ethnic-minority families. The survey confirmed the significant growth in the importance of ethnic affiliation in the everyday lives of people in the Federation following the de-centralisation of the political and economic spheres. Language was shown to be a key symbol of the consciousness of national distinction, confirmed by the fact that the process of russification has been reversed by the active mastering of the languages of titular nationalities. The results also confirmed that individual ethnic identity has ceased to be a fixed personal characteristic of one's cultural and genetic belonging, and people's social adaptation to the current political, social and economic conditions is also demonstrated in changes in individual ethnic self-identification. In general terms, the dynamic nature of national identity means that ethnic identity is at present acquiring the special features of overall social identity, for which the frequent change of priorities is an inherent feature of a person's life cycle. These are mainly linked with a multi-ethnic environment and high individual social mobility. From her results Ms. Alexakhina concludes that the development of national languages and multi-lingualism, together with the preservation of Russian as a state language, seems to be the most promising path to peaceful coexistence and the development of the national cultures of different ethnic groups within the Russian Federation.

Planos e programas de saúde em Portugal: questões metodológicas e macroanálise dos programas nacionais

No desenvolvimento do processo de elaboração do Plano Nacional de Saúde 2004-2005 foi necessário criar um esquema classificativo dos diversos documentos de planeamento cuja metodologia permitisse, por um lado, a reorganização dos trabalhos existentes e, por outro, a orientação de trabalhos futuros. Neste sentido, esta análise passa em revista as questões de nomenclatura associadas a estes documentos e propõe um esquema de desenho e avaliação dos programas de saúde, cuja metodologia serviu de base à macro-análise dos programas nacionais existentes. As recomendações elaboradas na sequência desta macroanálise salientam, entre outros aspectos, a necessidade de definir a priori a metodologia de avaliação e os mecanismos adequados de cativação de recursos e/ou apuramento dos custos associados por produto, como forma de maximizar a utilização dos recursos escassos.

Teaching and learning German language and culture in higher education in Britain:problems, challenges and didactical implications. A case study

The aim of this thesis is to explore key aspects and problems of the institutionalised teaching and learning of German language and culture in the context of German Studies in British Higher Education (HE). This investigation focuses on teaching and learning experiences in one department of German Studies in the UK, which is the micro-context of the present study, in order to provide an in-depth insight into real-life problems, strengths and weaknesses as they occur in the practice of teaching and learning German. Following Lamb (2004) and Holliday (1994), the present study acts on the assumption that each micro-context does not exist in vacuo but is always embedded in a wider socio-political and education environment, namely the macro-context, which largely determines how and what is taught. The macro-analysis of the present study surveys the socio-political developments that have recently affected the sector of modern languages and specifically the discipline of German Studies in the UK. It demonstrates the impact they have had on teaching and learning German at the undergraduate level in Britain. This context is interesting inasmuch as the situation in Britain is to a large extent a paradigmatic example of the developments in German Studies in English-speaking countries. Subsequently, the present study explores learning experiences of a group of thirty-five first year students. It focuses on their previous experiences in learning German, exposure to the target language, motivation, learning strategies and difficulties encountered, when learning German at the tertiary level. Then, on the basis of interviews with five lecturers of German, teaching experience in the context under study is explored, problems and successful teaching strategies discussed.

Something to talk about: Content and Language Integrated Learning in Modern Languages in British Higher Education. A case study of German at Aston University

This thesis investigates Content and Language Integrated Learning (CLIL) in German undergraduate programmes in the UK. At its core is a study of how one German department integrates the teaching of language and content in its undergraduate programmes and how instructors and students experience this approach. This micro-context is embedded in the wider macro-context of UK Higher Education and subject to outside forces - be they political, economic, socio-cultural - whose effects will manifest in more or less obvious ways. Data was collected via an online survey of Heads of German at British universities to determine the status quo of CLIL in UK Higher Education and to investigate how certain institutional parameters determine the introduction of CLIL in Higher Education. This project employs a mixed-method case study approach and is based on student questionnaires and semi-structured interview with German teaching staff. The study brings to light a number of significant aspects. For example, contrary to popular belief, content provision in the L2 is rather common at British universities, which is currently not reflected in the research. Student data indicates that German students perceive clear advantages in the university’s approach to CLIL. They consider German-taught content classes challenging yet beneficial for their language development. Staff interviews have yielded intriguing information about perceived advantages and disadvantages of CLIL, about its implications for classroom practice, and about instructors’ attitude towards teacher training, which echo findings from similar investigations in European contexts. Finally, the results of the macro-analysis and the case study are compared and contrasted with findings from European research on ICLHE/CLIL to determine differences and similarities with the British context, a set of recommendations is made regarding CLIL practice at the case study institution, and some implications these indings may have for the future of CLIL in British higher education are discussed.

A hiány újratermelése (The reproduction of shortage)

Sporadic lack of consumer articles, the housing shortage, disturbances of material supply, and shortages of investment goods and of labour may be traced back to a common main cause. Shortage is constantly reproduced by specific features of the economic mechanism. The first part of the article consists of micro-analysis, mainly of the productive enterprise. Efforts to increase production may run up against ceilings of three kinds: constraints on physical resources, constraints on demand, and the budget constraint on enterprises. It is an important feature of a system which of these constraints takes effect. Resource-constrained systems can be distinguished from demand-constrained ones here. In the former, production is limited by production bottlenecks, in the latter by buyer demand. The socialist economy in its "classical" form belongs to the former type. It is related to whether the budget constraint on the enterprise is "hard" or "soft". If hard, enterprise spending is limited by its financial scope, if soft (its losses offset almost automatically) its demand becomes almost insatiable. The second part performs a macro-analysis, showing the mechanism of "suction" with the aid of a hydraulic analogy. The enterprise sector "pumps away" reserves and surpluses of the system, mainly due to the "investment hunger" that appears in the wake of expansionist efforts. Finally the article discusses briefly the interrelations between shortage and inflation.

Digital image processing techniques for pavement macro-texture analysis

Road surface macro-texture is an indicator used to determine the skid resistance levels in pavements. Existing methods of quantifying macro-texture include the sand patch test and the laser profilometer. These methods utilise the 3D information of the pavement surface to extract the average texture depth. Recently, interest in image processing techniques as a quantifier of macro-texture has arisen, mainly using the Fast Fourier Transform (FFT). This paper reviews the FFT method, and then proposes two new methods, one using the autocorrelation function and the other using wavelets. The methods are tested on pictures obtained from a pavement surface extending more than 2km's. About 200 images were acquired from the surface at approx. 10m intervals from a height 80cm above ground. The results obtained from image analysis methods using the FFT, the autocorrelation function and wavelets are compared with sensor measured texture depth (SMTD) data obtained from the same paved surface. The results indicate that coefficients of determination (R2) exceeding 0.8 are obtained when up to 10% of outliers are removed.

Macro-economic analysis of forestry options on carbon sequestration in India

The forestry sector provides a number of climate change mitigation options. Apart from this ecological benefit, it has significant social and economic relevance. Implementation of forestry options requires large investments and sustained long-term planning. Thus there is a need for a detailed analysis of forestry options to understand their implications on stock and flow of carbon, required investments, value of forest wealth, contribution to GNP and livelihood, demand management, employment and foreign trade. There is a need to evaluate the additional spending on forestry by analysing the environmental (particularly carbon abatement), social and economic benefits. The biomass needs for India are expected to increase by two to three times by 2020. Depending upon the forest types, ownership patterns and land use patterns, feasible forestry options are identified. It is found among many supply options to be feasible to meet the 'demand based needs' with a mix of management options, species choices and organisational set up. A comparative static framework is used to analyze the macro-economic impacts. Forestry accounts for 1.84% of GNP in India. It is characterized by significant forward industrial linkages and least backward linkage. Forestry generates about 36 million person years of employment annually. India imports Rs. 15 billion worth of forest based materials annually. Implementation of the demand based forestry options can lead to a number of ecological, economic and institutional changes. The notable ones are: enhancement of C stock from 9578 to 17 094 Mt and a net annual C-sequestration from 73 to 149 Mt after accounting for all emissions; a trebling of the output of forestry sector from Rs. 49 billion to Rs. 146 billion annually; an increase in GDP contribution of forestry from Rs. 32 billion to Rs. 105 billion over a period of 35 years; an increase in annual employment level by 23 million person years, emergence of forestry as a net contributor of foreign exchange through trading of forestry products; and an increase in economic value of forest capital stock by Rs. 7260 billion with a cost benefit analysis showing forestry as a profitable option. Implementation of forestry options calls for an understanding of current forest policies and barriers which are analyzed and a number of policy options are suggested. (C) 1997 Elsevier Science B.V.

Macro-Micro Modelling Analysis for High Density Packaged Flip Chips

A wide range of flip chip technologies with solder or adhesives have become dominant solutions for high density packaging applications due to the excellent electrical performance, high I/O density and good thermal performance. This paper discusses the use of modeling technique to predict the reliability of high density packaged flip chips in the humid environment. Reliability assessment is discussed for flip chip package at ultra-fine pitch with anisotropic conductive film (ACF). The purpose of this modeling work is to understand the role that moisture plays in the failure of ACF flip chips. A macro-micro 3D finite element modeling technique was used in order to make the multi-length-scale modeling of the ACF flip chip possible. Modeling results are consistent with the findings in the experimental work