Gemeinsam lernen auf Facebook & Co.?

The Internet allows to communicate and to collaborate in various ways. Students use the net for communication and as an exchange tool for their leisure time as well as for study related issues. An open question is, however, what exactly influences the use of the Internet for course related online exchange—person factors or social aspects like trust or affiliation towards an online network. To examine young peoples’ study related usage of the Internet we conducted a web-based survey (N = 165) asking for their general online exchange behavior. Results suggest that social aspects, personality and general Internet skills determine to what extent social media are used for learning exchange. Active participation in this exchange is predicted by gender and social aspects. Hence, we conclude that for information sharing, in the context of university learning, social aspects are of particular relevance.     

Social work education crossing the borders: a field education programme for international internship

The demand for setting international social work education standards are on the rise. The increased prospects of global exchange in teaching learning process initiated by different international universities, as a part of their agenda for international collaboration and cross cultural immersion in the profession are major impetuses for the same. Social work interns who participated in international exchanges appreciated the need for knowledge of global priorities and strategies to advance social work education, research and skill development for practice which also has lead to future collaboration between the institutions in these areas. But there are many challenges for the intern as well as the institutions involved, which should be integrated during different phases of the exchange process. This requires meticulous planning from the part of host institution. This paper focus on the need for international social work, the challenges involved in international internship and the process and content of field education provided to the international students based on experience of the author. The intention of the paper is to propose a general model of international field education, which may be mutually shared and agreed by the home institution as well as the host institution.     

EXCHANGE RATE REGIMES AND FISCAL DISCIPLINE: THE ROLE OF CAPITAL CONTROLS

How do exchange rate regimes influence fiscal discipline? This important question has typically been addressed exploiting the classic dichotomy of fixed versus flexible exchange rate regimes assuming perfect capital mobility. However, the role of capital controls cannot be neglected, particularly in developing countries. This paper analyzes the effects of capital controls on fiscal performance by focusing on dual exchange rate regimes. In a model in which the fiscal policy is endogenously determined by a nonbenevolent fiscal authority, dual regimes induce politicians to have higher fiscal deficits than under fixed and flexible regimes operating under perfect capital mobility. The model also shows this effect increases as fiscal authorities become more impatient. Dynamic panel regressions confirm that dual regimes lead to higher fiscal deficits than fixed and flexible regimes operating under unified rates. Using a dummy for pre‐electoral year as an indicator of fiscal authorities' shortsightedness, we also confirm that dual exchange rate has a more adverse effect on fiscal deficits as the authorities become more impatient. (JEL E50, E60, F31, F41)     

论高职院校在校企合作中的自我突破

校企合作是高职工学结合模式的重要保障,然而在现实办学中,却很难落到实处.总结分析了外部突破高职院校校企合作困境的方法与可行性,重点分析了高职院校自身在校企合作中的局限性,据此提出了突破策略.     

Education effects on authoritarian-libertarian values: a question of socialization

Over the past decades an authoritarian–libertarian value dimension has become increasingly important to electoral behaviour across western countries. Previous analyses have shown that education is the most important social antecedent of individuals' positions on this value dimension; high education groups tend towards the libertarian pole and low education groups tend towards the authoritarian pole. It remains an open question, however, what aspects of education cause this relationship. The article examines a range of explanatory models: a psychodynamic, a cognitive, a socialization, and an allocation effects model. The results strongly favour the socialization model in which the relationship between education and authoritarian–libertarian values is explained as a result of differences in the value sets transferred to students in different educational milieus. The value differences between the educational groups should thus not be seen as reflecting economic differences between the groups but rather as the result of a more fundamental value conflict.     

The stability of exchange networks

Economic and sociological exchange theories predict divisions of exchange benefits given an assumed fixed network of exchange relations. Since network structure has been found to have a large impact on actors’ payoffs, actors have strong incentives for network change. We answer the question what happens to both the network structure and actor payoffs when myopic actors change their links in order to maximize their payoffs. We investigate the networks that are stable, the networks that are efficient or egalitarian with varying tie costs, and the occurrence of social dilemmas. Only few networks are stable over a wide range of tie costs, and all of them can be divided into two types: efficient networks consisting of only dyads and at most one isolate, and Pareto efficient and egalitarian cycles with an odd number of actors. Social dilemmas are observed in even-sized networks at low tie costs.     

Long-term Cereal Price Changes: How Important is the Speculative Element?

The objective of this article is to provide an analysis of the relationship existing between cereal prices and several variables (population, income, exports, the exchange rate, and speculation), by using a linear regression analysis. Specific emphasis is placed on the speculative dimension. Our results show that speculation has played a crucial role during the period June 2001–December 2009. Exports, in some ways connected to the former variable, occupy second place, in terms of significance. However, their impact on cereal prices is less relevant than that of biofuel production. Population growth acts in the opposite direction due to the change in diets, implying that population increases would tend to affect primarily other agricultural markets. Excessive volatility in food prices is a dramatic question. From a demand point of view, consumers in developing countries and vulnerable income groups in other countries (farmers) have to be protected. More than one policy has to be introduced.     

Exchange programs for educators: American and Russian perspectives

International exchange and training programs play a significant role in the development of international cooperation between educators from different nations. More and more teachers and school administrators participate in exchange programs and implement new curricular and instructional practices in their institutions. This paper presents findings of a phenomenological interpretive case study of the impact of international exchange programs for educators on their participants’ pedagogical practices, social status and professional careers. The study was conducted in 2005 in the US and Russia. Through observations and in‐depth interviews with 35 informants, the author compares the perception of exchange programs and their outcomes for American and Russian alumni. The findings demonstrate differences and similarities in participants’ perspectives on their roles in international programs and on the application of program outcomes.     

International Transmission Effect of Volatility between the Financial Markets during the Asian Financial Crisis

In this paper I propose an analysis of interaction among global economies by focusing on the regional financial markets of Asian countries during and after the Asian financial crisis in 1997, in order to study the dynamic relationship between stock returns and exchange rate changes. In addition, the impact of the Asian financial crisis is also examined. For the methodology, the bivariate EGARCH (exponential generalized autoregressive conditional heteroskedasticity) and EGARCH-X models are used to examine the interrelationship of stock markets and foreign exchange markets. The empirical results show that a two-way feedback relationship exists between the volatility of stock returns and exchange rate changes during the recovery period of the Asian countries. This result is important because the effect of volatility transmission between global financial markets can still be observed today. Furthermore, when comparing the volatility transmission during the crisis period with that during the recovery period, it shows that the spillover effect has increased during the recovery period, indicating that the strength of the transmission mechanism has increased after the Asian financial crisis. This result also suggests that the interactions of the stock and foreign exchange markets of Asian countries were affected by the Asian financial crisis, and the impact is greater for Indonesia, Japan, the Philippines, and especially Thailand, which were more vulnerable during the financial crisis.     

Shaping ways of managing diversity in Portuguese schools,from the student's perspective

This article examines the results of an empirical research project that analysed the political socialisation processes of the students at three Portuguese public secondary schools in the Lisbon Metropolitan Area in 2011. Against the background of the implementation of an ‘education for citizenship’ programme in the official Portuguese school curriculum (2001), the project basically sought to know what attitudes the students mobilised in the face of a hypothetical situation involving the presence of ciganos (gypsies) in a school context. In this respect, and based on a pragmatic and comprehensive perspective, we attempted to test the concept of multiculturality and how it is seen and experienced by the students at these schools. Our aim is to answer the question: In a school context, how do students think the coexistence of gypsies and non-gypsies should be managed? In seeking to answer this question, the methodology that seemed to us most appropriate to this study's objectives is founded on the mobilisation of a scenario-based questionnaire, and to this purpose we surveyed 700 secondary students in a classroom environment. We were able to identify and characterise four possible coexistence formats within the overall framework of a synoptic vision of the available ways of managing a multicultural experience: separation; socialisation; universalism; and co-operation.     

Centrality and power revisited: actor success in group decision making

For many years, network analysts viewed positional centrality as a source of social power. More recently, laboratory studies of exchange networks have called the centrality–power link into question: under zero-sum exchange conditions, the ability of certain actors to directly exploit others has been found to account for power independent of actors' centrality. But most observers believe that in non-zero-sum communication networks, centrality should positively affect power. In this study we examine the effect of centrality on power in a communication network involving group voting on political issues. Using a model in which actors' votes are determined by the strength of their initial positions and the social pressures to which they are subjected, we conduct computer simulations to examine the extent to which actors in various network positions achieve favorable political outcomes. Our findings indicate that the link between centrality and power is highly contingent on the structure of the network. In networks with a central actor and an odd number of subgroups, central actors fail to dominate. In fact, in these networks, when peripheral actors are able to directly influence one another, the central actor becomes the least powerful in the network. In networks with a central actor and an even number of subgroups, however, the central actor dominates even in situations with connected peripherals. The highly contingent effect of centrality on power accords with the findings of exchange theorists who have studied power under zero-sum conditions. This raises questions about the nature of the distinction between communication and exchange networks.     

Asymmetric learning in a short-term,macro-oriented international students’ exchange: an exploratory study

International social work organizations’ call for a Global Agenda for Social Work and Social Development emphasizes promotion of social justice-oriented policies. A major challenge for international student exchange programs, especially when the visitors are from affluent countries, is to overcome the asymmetric process of the relative lack of power, in student hosts’ in comparison to student visitors’ relationships, as well as to focus on macro-practice orientation. Through analyzing a case study of student exchange, we propose a set of pedagogical strategies that may help to overcome these challenges through using processes of mirroring to address this asymmetric situation. This exploratory research is based on a three-year assessment of a short-term, macro-oriented MSW travel study course between graduate students from two universities (in the US and in Israel) using an exchange framework. It includes a comparison of joint experiences of students using both written and arts-based data. The findings demonstrate that the use of relationship building and mirroring enables both hosts and guests to learn about their own macro-reality through the eyes of the others and helps diffuse asymmetry and create relationships not only on the micro-, but also macro-levels. Implications for teaching methods in international courses are discussed.     

Communication and information exchange among SMEs and their local environment

Abstract

In this article the results from a Swedish pilot study in the project Arena for Sustainable Innovative Development of small and medium-sized enterprises is presented. The project in a whole aims to create and test a model for collaboration and sustainable development among small- and medium-sized enterprises (SMEs) in local areas. The research question in this article is delimited to issues concerning use of ICT, information exchange and communication among the interested parties. The pilot study was accomplished in a qualitative and explorative way with semi-structured interviews. As a result of the study some questions are identified as urgent to further investigate.     

Telling about something that you do not really know: blind people are talking about vision!

In Turkey, the laws which define disability have become increasingly harsh, and require disabled people to be assessed in order to determine ‘how disabled’ they are. For blind people, as for other disabled people, these assessments have real consequences. This article aims to discuss an appealing piece that arose during a project, which has bearing on how disabled people tend to answer these questions. The participants are legally blind adults. We, as sighted researchers, asked totally blind individuals to describe their vision. Interestingly, they all answered this question without hesitation. The paradoxical nature of this question was only realized during the analysis. We requested the participants to talk about something they do not really know. This might be a reflection of our over-visualized world and might be due to our subtle prejudices. This type of questioning not only has implications for research, but also for assessments of disability in Turkey.     

Building Pedagogical and Activist Relationships

As a white professor who teaches courses that deal primarily with the issue of race, the question of whether pedagogy and activism mix is ever present in my mind. The answer to this question is of course complicated and yet, I answer affirmatively. Drawing upon social movement theory and the central tenets of critical pedagogy, I argue that pedagogy and activism can work very well together in the classroom, but that my allegiance to a critical pedagogy does present some necessary constraints on my classroom activism.     

Educational Assortative Mating and Income Dynamics in Couples: A Longitudinal Dyadic Perspective

The question of how educational assortative mating may transform couples' lives and within‐family gender inequality has gained increasing attention. Using 25 waves (1979–2012) of data from the National Longitudinal Survey of Youth 1979 and longitudinal multilevel dyad models, this study investigated how educational assortative mating shapes income dynamics in couples during the marital life course. Couples were grouped into three categories—educational hypergamy (wives less educated than their husbands), homogamy, and hypogamy (wives more educated than their husbands). Results show that change in husbands' income with marital duration is similar across couples, whereas change in wives' income varies by educational assortative mating, with wives in educational hypogamy exhibiting more positive change in income during the marital life course. The finding that husbands' long‐term economic advancement is less affected than that of wives by educational assortative mating underscores the gender‐asymmetric nature of spousal influence in heterosexual marriages.     

Who Controls Whom? History and Educational Technologies

Abstract

Considering the lack of research on the historisation of educational technologies, the current study attempts to fill this void. To do so, the following research question is posed: To what extent have educational technologies and local histories controlled one another? Data for this question came from a naturalistic enquiry into a university in the Saudi Arabian public sector. Having analysed documents, interviews, and observations by means of the grounded theory technique, two key themes emerged: local histories controlling educational technologies and educational technologies controlling local histories. The consideration of both themes brought forth a theoretical proposition — that there are political dynamics between educational technologies and micro histories, with one continuously directing and driving the other. The recommendation is therefore that policymakers, scholars, and commentators should be more cognisant of the political tensions between local histories and educational technologies.     

Survivor: spectators and gladiators in the US environmental movement, 2000–2010

What motivates people to participate in which forms of environmental activism? To address this question, we revise empirical models examining environmental activism by disaggregating the outcome variable of movement participation and dichotomizing two key motivational factors. Using repeated cross-sectional data from the US General Social Survey of 2000 and 2010, this study conducts logistic regression of four forms of participation on perceived severity and sense of efficacy, while accounting for biographical availability and political engagement. Results from regression analysis show that vocabularies of motive have substantial impacts on an individual’s likelihood of: (1) signing a petition; (2) giving money; (3) joining a group; and (4) joining a protest or demonstration. Their effects are large enough to override the noticeable impacts of liberalism and education. This study also finds that the level of participation in the movement across all forms has decreased between 2000 and 2010. These findings direct our attention to the limited capacity of the public sphere to accommodate the environmental movement during the last decade, as well as to potential changes in environmental activism in the coming decades that may mobilize those previously less likely to participate.     

How good is good enough? Exploring social workers’ conceptions of preparedness for practice

This study examined the question: ‘How do social work practitioners construct preparedness for practice?’ The answer to this question was explored through a research conducted in 2013 consisting of a survey based on the Australian Association of Social Workers’ Practice Standards and interviews with social work practitioners who had experience working with graduating social work students in their final field education placements. The responses of 25 survey participants suggest that social work practitioners generally expect new graduates to have ‘moderate’-level skills across the different practice areas, although a small but notable number of supervisors expect new graduates to have general work preparedness at a ‘developed’ level. In addition to having a clear understanding of and identification with professional values, purpose and ethics, the eight interview participants spoke of the importance of empathy and the ability to work within a multidisciplinary organisational environment.