Should next generation access networks fall within the scope of universal service? A European union perspective

In 2010 the European Commission (EC) undertook a review of its current Universal Service Obligation (USO) to discuss whether or not broadband should be included in it. In fact, convergence of telephony, internet and media, further market liberalization and rapid technological development in the broadband market challenge the traditional definition of USO and increasingly question its notion of a “basic set of communication services”, which does not include broadband. In this context, the paper looks at the origins, the theoretical arguments for, and the empirical basis of the USO in light of the ongoing debate in the EU, and links these arguments to technological developments and changing demand conditions in European broadband markets. The authors propose that the European Commission should include in its future USO regulation provisions for a wider set of services based on Next Generation Access (NGA) networks rooted in the EC's new regulatory approach. Even if these provisions have not been included in the new USO framework in November 2011 further discussions are needed to account for the new realities of broadband markets in the European Union.     

Using student ratings to measure quality of teaching in six European countries

This paper argues for the value of using student ratings to measure quality of teaching. An international study to test the validity of the dynamic model of educational effectiveness was conducted. At classroom level, the model consists of eight factors relating to teacher behaviour: orientation, structuring, questioning, teaching modelling, application, management of time, teacher role in making classroom a learning environment and assessment. In each participating country (i.e. Belgium/Flanders, Cyprus, Germany, Greece, Ireland and Slovenia), a sample of at least 50 primary schools was used and all grade 4 students (n?=?9967) were asked to complete a questionnaire concerning the eight factors of the dynamic model. Structural equation modelling techniques were used to test the construct validity of the questionnaire. Both across- and within-country analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors of the dynamic model. Implications for teacher education are drawn.     

Development of complex executive function over childhood: Longitudinal growth curve modeling of performance on the Groton Maze Learning Task

This longitudinal study modeled children's complex executive function (EF) development using the Groton Maze Learning Task (GMLT). Using a cohort-sequential design, 147 children (61 males, 5.5–11 years) were recruited from six multicultural primary schools in Melbourne and Perth, Australia. Race/ethnicity data were not available. Children were assessed on the GMLT at 6-month intervals over 2-years between 2010 and 2012. Growth curve models describe age-related change from 5.5 to 12.5 years old. Results showed a quadratic growth trajectory on each measure of error—that is, those that reflect visuospatial memory, executive control (or the ability to apply rules for action), and complex EF. The ability to apply rules for action, while a rate-limiting factor in complex EF, develops rapidly over early-to-mid childhood.     

The myth of the team captain as principal leader: extending the athlete leadership classification within sport teams

Abstract

Although coaches and players recognise the importance of leaders within the team, research on athlete leadership is sparse. The present study expands knowledge of athlete leadership by extending the current leadership classification and exploring the importance of the team captain as formal leader of the team. An online survey was completed by 4,451 participants (31% females and 69% males) within nine different team sports in Flanders (Belgium). Players (N = 3,193) and coaches (N = 1,258) participated on all different levels in their sports. Results revealed that the proposed additional role of motivational leader was perceived as clearly distinct from the already established roles (task, social and external leader). Furthermore, almost half of the participants (44%) did not perceive their captain as the principal leader on any of the four roles. These findings underline the fact that the leadership qualities attributed to the captain as the team’s formal leader are overrated. It can be concluded that leadership is spread throughout the team; informal leaders rather than the captain take the lead, both on and off the field.     

Breeding for nobility or for production? Cultures of dairy cattle breeding in the Netherlands, 1945-1995

In the 1970s and 1980s Dutch farmers replaced their dual-purpose Friesian cows with Holsteins, a highly specialized American dairy breed. The changeover was related to a major turnabout in breeding practices that involved the adoption of quantitative genetics. Dutch commercial breeders had long resisted the quantitative approach to breeding that scientists had been recommending since World War II. After about 1970, however, they gave up their resistance: the art of breeding, it was said, finally became a science. In historical overviews this turnabout is seen as part of what is called the "modernization project" in Dutch agriculture that the government instigated after the war. Economic developments are assumed to have necessitated this project, and specialization of production is seen as a natural consequence. This essay argues that the idea that the art of breeding was turned into a science is to a certain extent misleading. Furthermore, it aims to show that economic pressures and government policies cannot adequately explain the turn toward Holsteins. A better understanding can be obtained by framing the Holsteinization process as the result of a changeover in breeding culture--that is, in the ensemble of shared convictions, beliefs, conventions, methods, practices, and the like that characterized practical cattle breeding and that involved scientific, technical, economic, aesthetic, normative, and commercial considerations.     

Narthical religious learning: redefining religious education in terms of pilgrimage

Religious education at school should be more than just the acquisition of knowledge. It should not only provide cognitive facts on how religious people act according to their moral and religious convictions, but also on how learners can gain as much profit as possible from these facts in order to build their own identity as religious ‘tourists’. Good religious education challenges them also to become ‘pilgrims’ and to allow the ‘slow questions’ of religion to enter into their own life, in all their vulnerability and provisionality. This paper discusses the recent orientation towards religious experience in religious didactics in Western Europe and makes out a case for a mystagogical‐communicative or ‘narthical’ approach to religious learning. This argument is presented against the background of individualisation, pluralisation and detraditionalisation of religion, which is the typical context for young people in their search for meaning today.