Democratic Participation in Voluntary Associations: A Multilevel Analysis of Sports Clubs in Europe

VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations - Non-profit associations are usually democratically organized, and this feature plays a legitimizing role for the public...     

A Sequential Point Process Model and Bayesian Inference for Spatial Point Patterns with Linear Structures

Abstract. We introduce a flexible spatial point process model for spatial point patterns exhibiting linear structures, without incorporating a latent line process. The model is given by an underlying sequential point process model. Under this model, the points can be of one of three types: a ‘background point’ an ‘independent cluster point’ or a ‘dependent cluster point’. The background and independent cluster points are thought to exhibit ‘complete spatial randomness’, whereas the dependent cluster points are likely to occur close to previous cluster points. We demonstrate the flexibility of the model for producing point patterns with linear structures and propose to use the model as the likelihood in a Bayesian setting when analysing a spatial point pattern exhibiting linear structures. We illustrate this methodology by analysing two spatial point pattern datasets (locations of bronze age graves in Denmark and locations of mountain tops in Spain).     

Modernity and the development of PR in Norway: Influences and interactions

This article examines the relationship between Norwegian PR history and the development of modernity. The theoretical starting point is based on historical sociology and especially theories of modernity as formulated by Anthony Giddens and Jürgen Habermas. The study concerns the period from 1800 to 1913, where Norway may be defined as a modern capitalist society. The study shows that there is a mutual interaction between PR history and the development of modernity in Norway: in the same way that PR is a product of modernity, PR activities are also important for the development of modernity. Basic concepts in this development are rationalism (science and technology), nationalism, parliament, law/justice, democratisation, freedom of speech, public spheres, individualism, elitism, discipline/control, civil society, capitalism, industrialism, political parties, and mass participation in politics.     

The relationship between religious education and intercultural education

ABSTRACT

Religious education and intercultural education are seen by some to be in tension with each other, and by others as two sides of the same coin. The explanations for this unsettled relationship may be found in the different histories of the two fields. Intercultural education has become a cross curricular priority, resulting from rather recent developments marked by cultural complexity, following globalisation and migration processes of the last 50 years or so. Religious education has a long history of being a distinct school subject, much influenced by differing national and religious cultural heritages and which, during the last half century, has begun to address the issues of religious and world view diversity. In several countries today, religious education in the publicly funded school is conceived as non-confessional and deals with a diversity of religions and world views. Religious education may be the subject where socio-cultural differences are most visible and where the challenges of diversity are put to the test. This raises a series of challenges to curriculum designers and teachers in classrooms; the article will address some of them and suggest ways forward for teacher education and school practice.