Pension Schemes Comparison between EEC Countries*

Abstract. A lot of research has been made on macroeconomic spending on the financing of retirement, most of it taking into account demographic evolution. On the other hand, little research has gone into international comparisons that shed more light on the standards of living that are guaranteed after retirement, and on the flexibility and accessibility of public pension schemes. It is a study of this type that we have carried out for 11 member-states of the EEC (Greece having been left out because of its lack of statistics). In this article, we construct an index that reflects the levels of protection that are offered to the aged by the “first pillar” and under the most general conditions. On the basis of a series of important criteria (conditions for access, flexibility, intervention levels, etc.), we calculated an average of the scores for each criterion. These averages are then used to obtain a general score for each country, ranking them against each other relative to the quality of their respective pension schemes.     

Cross-disciplinary problem-solving workshop: a pedagogical approach to anticipate ergonomist engineering design collaboration

The aims of this paper are to present concept and results of an innovative educational model approach based on ergonomics involvement in industrial project. First we present Cross disciplinary Problem solving Workshop by answering three questions:1) What is a CPW: A partnership between Universities and one or several companies, purposes of it are first to increase health, well being, companies teams competencies, and competitiveness, second to train the "IPOD generation" to include risks prevention in design. 2) How does it work? CPW allows cooperation between experience and new insight through inductive methods. This model follows the Piaget (1) philosophy linking concrete world to abstraction by a learning system associating realization and abstraction. 3) Is it successful? In order to answer this third question we will show examples of studies and models performed during CPWs.It appears that the CPWs produce visible results in companies such as new process designs, new methods, and also changes in lectures. However some less visible results remain unclear: How the company personnel evolve during and after CPW? Does CPW motivate our future engineers enough to continuously improve their skills in risk prevention and innovative design?     

Variance estimation for two‐phase stratified sampling

The authors consider variance estimation for the generalized regression estimator in a two‐phase context when the first‐phase sample has been restratified using information gathered from the first‐phase sample. Simple computational expressions for variance estimation are provided for the double expansion estimator and the reweighted expansion estimator of Kott & Stukel (1997). These estimators are compared using data from the Canadian Retail Commodity Survey.     

A critique of integration

The term ‘integration’ is a category used both in political discourse and in sociological analysis. In political discourse, in the public debate, it has become a magic word which accompanies repression when a political power is unable to deal with major difficulties, particularly in poor neighbourhoods. The so-called ‘models of integration’ are all failing, whether in the United Kingdom after the terrorist attacks of 2005, in the Netherlands after the murder of Theo Van Gogh and Pim Fortuyn, or in France after the riots of 2005. In political and social life, integration is far from able to account for realities or to implement public policies successfully. From a sociological perspective, integration is connected with approaches which are centred on society or the social system, much more than with those that deal with the subjectivity of individuals and their capacity for personal or collective action. This means that integration belongs much more to traditional sociological thinking than to the new contemporary sociological imagination.     

The relation between children’s task‐specific competence and mothers’ controlling practices

In the guided learning domain of socialization, studies examining the antecedents of controlling parenting suggest that children’s lack of competence in a task could trigger controlling practices in that task. However, a stringent test of this relation remains to be conducted. This study examined this relation using a sample of 101 children (M_age = 10.21 years) and their mothers, a standardized measure of children’s competence in a task that was unfamiliar to the participants, and multi‐informant observational measures of maternal controlling practices during a mother–child interaction involving that task (rated by an independent coder and the children). Path analyses showed that children’s initial lack of competence in a task was related to higher levels of coded maternal controlling practices during a subsequent mother–child interaction involving that task, which in turn were positively linked to children’s perceptions of their mothers’ practices as controlling. A bootstrap analysis also confirmed that the indirect link from children’s competence to perceived maternal controlling practices through coded maternal controlling practices was significant. These effects were observed while controlling for mothers’ self‐reported controlling parenting style and perceptions of their children’s academic skills. Implications of these findings for the promotion of optimal parenting and future research directions are discussed.     

Dealing with the wicked issue of child poverty: Inter-organizational networks as forums for collective debate and reflection

In the international realm, inter-organizational networking is perceived as a highly relevant instrument in social policy that enables welfare organizations to deal with “wicked issues.” In this article, we discuss the central empirical findings acquired from a recent qualitative research project that focuses on inter-organizational networks that were formed at the local level to deal with the wicked issue of child poverty as a complex and multidimensional social problem. We explore how the network discussions about normative value orientations in four inter-organizational networks evolve, and identify three central fields of tension that illustrate the complexity for local welfare actors in and across networks to create network strategies in dealing with child poverty: (a) selective versus universal provision, (b) conditional versus unconditional strategies, and (c) instrumental versus lifeworld-oriented approaches. Our findings show that networks can function as valuable forums for collective debate and reflection, since different approaches and perspectives to tackle the problem of child poverty can be confronted with each other. Creating such a forum has the potential to challenge dominant conceptualizations and undesirable assumptions of complex social problems that are present in welfare practices and policies.     

Human rights at the heart of the social work curriculum

ABSTRACT

Social work policy and practice all over the world continue to face the impact of the neoliberal agenda. Similarly, social work education has been subject to the economic and political changes, with an increasing emphasis on a discourse of ‘evidence-based practice’. However, it is the core of social work programs in higher education to initiate students in the fundamental values of social work, as they are recognized in the global definition of social work. In order to prepare future social workers for their assignment, human rights should be given an explicit place in the social work curricula at Universities and Universities of Applied Sciences.

For human rights to gain more attention in social work programs in higher education, a Manifesto was written by lecturers’ social work in the Netherlands and Flanders, with a 5-point program to include human rights in the social work curricula. In this article, we elaborate on the five objectives that are presented in the Manifesto. Throughout the paper, we introduce small ‘case examples’ of how human rights can be integrated in education. These experiences show the importance of developing a particular social work perspective on human rights that is found in the idea of ‘human rights from below.’