Following 9/11, the security at sport mega-events (SMEs) has become increasingly central. Yet, this is an area where numerous scholars have called for further academic attention. The FIFA World Cups are commonly seen as the largest SME in the world, and will in 2018, be held in Russia. However, the existing trends of spectator violence and terrorism, in addition to the political situation in Russia, and concerns over a violent, racist, football culture in the host-country, makes the securitization of the 2018 World Cup extraordinary. Here, an analysis of the most prominent security threats ahead of Russia 2018 is provided. Further, it is argued that the extent of these threats – not the mere existence – makes Russia a unique case. Following calls for further academic attention dedicated security and SMEs – Russia should be utilized ‘for all it is worth’ – to gather spectators’ perceptions of SME security. 相似文献
A parity of prestige is fundamental to tomorrow's multi‐cultural, multilingual Europe. It is an obligation for all educational systems, whether large or small, sovereign or second‐tier, autonomous or struggling for independence.
This mini‐tour of Europe's small communities is dedicated to the promotion of this parity, and it takes teacher education as its entry‐point. A real first’ for the European Journal of Teacher Education, this introduction is dedicated to the examination of teacher‐education policies in those communities which history has marginalised in territory, in population or in legal status. Do they have specific characteristics? Are there ways in which they are interdependent?
This survey presents five case studies, most of them located in the centre of Europe (Luxembourg, Liechtenstein, Andorra, Ticino, the Orisons). But Europe offers many instances: Malta, Cyprus, Friesland, the German communities in Belgium and Denmark, Monaco, San Marino, Scotland, Ireland, the Basque countries, Catalonia, the south Tirol, the Swiss Jura, the Welsh, Bretons, Alsatians, Corsicans, etc.
Multi‐cultural Europe is theirs too, and this study invokes others which may contribute to the evolution of our simple, closed, national technosystems into European ecosystems which will be both complex and open. 相似文献
Résumé L'introduction des notions de probabilité, a fortiori celle de probabilité conditionnelle, pose un problème didactique épineux en raison de préconceptions des élèves (Fischbein et al., 1991), nées des références concr ètes indispensables à cette introduction. Ces préconceptions peuvent se renforcer en conceptions qui se posent en obstacles épistémologiques et obstacles d'origine didactique. À l'aide d'une nouvelle méthode d'analyse de donn ées — l'implication statistique — et d'une méthodologie d'emploi post-corré1ative, nous mettons en évidence ces conceptions à partir des travaux d'élèves et en explicitant des procédures de résolution de problèmes, rév é1atrices de ces conceptions.
Students' conceptions on conditional probability revealed by a data analysis method: Implication - similarity - correlation
The introduction of notions of probability, above all conditional probability, poses a thorny problem in didactics due to student's preconceptions (Fischbein et al., 1991), stemming from the concrete references indispensable for this introduction. These preconceptions may be reinforced by conceptions which become epistemological and especially didactical obstacles. Using a new method of data analysis — statistical implication - and a method of post-correlative treatment, we reveal these conceptions using student's work, and make explicite the procedures of problem solving used, that are a reflexion of these conceptions.
The purpose of the study was to investigate how preschool teachers in Iceland view early childhood education and the professional preschool teacher. Focus groups consisting of early childhood educators in Iceland were interviewed. Each of four focus groups comprised educators who held similar positions. They were: (1) preschool teachers; (2) preschool directors; (3) preschool consultants; and (4) educators of preschool teachers. Data were analyzed using strategies of qualitative inquiry. The analysis revealed dilemmas concerning the use of concepts such as teaching and care, cooperation with the primary schools, the organization of the preschool day, and the role of preschool teachers in children's learning. The results were interpreted in the light of postmodern perspectives of the child and early childhood institutions. 相似文献
Current literature proposes several strategies for improving response rates to student evaluation surveys. Graduate destination surveys pose the difficulty of tracing graduates years later when their contact details may have changed. This article discusses the methodology of one such a survey to maximise response rates. Compiling a sample frame with reliable contact details was most important, but may require using additional sources of information other than university records. In hindsight, graduates should have been contacted prior to the survey to introduce it and stress its importance, while email and postal reminders appeared to have a limited effect on non-respondents. Due to varying response rates between participating universities, online responses were augmented with a call centre administering the survey telephonically to non-respondents. Although overall differences between online and telephonic responses appeared to be small, certain question items may need to be treated with caution when conducting telephonic surveys. 相似文献
Based on the teachers’ lectures and evaluations we elaborate on a model of the aspects of learning. Inside the framework of this model three ways for solving a given problem relating to the previous teaching are presented. We describe and analyse a method which is useful in selecting an evaluation task adapted to intended objectives, helps in the interpretation of the students’ performances and acts as a guide to the possible inferences about what the students acquire. 相似文献