Since the late 1970s, European funding of the arts has been a feature of the mixed‐funding regime and support of a range of community arts, training, heritage and regeneration programmes in Member States. In the late 1980s, following widened membership and more direct policy engagement by the European Commission, regional development began to support increasing levels of investment in culture, notably heritage, cultural tourism and city regeneration through arts venues. Meanwhile the Commission's own culture programmes have focused on Cities of Culture, language and heritage projects.
However, the funding of culture through the various Structural Funds (although not categorised as such at either European, national and regional levels) has dwarfed that of the Culture Unit. No cultural policy or plan for this significant amount of investment in cultural facilities has been evident, and such programmes have largely bypassed national arts policy, being directed through regional and local authority economic development, tourism and regeneration departments.
Promotion of European ‘Common Culture’ was expounded in the Maastricht Treaty and, it is argued, these objectives have driven increased city‐regional autonomy. Notwithstanding difficulties in categorising grant data in cultural terms, this chapter measures the impact and distribution of such regional funding across beneficiary countries and within the eligible regions. A UK survey provides a regional breakdown of projects receiving support in the 1990s and European funding used as part of partnership funding (lottery, regeneration programmes). The chapter concludes that, while the funding of these cultural projects has been under‐estimated and ‘hidden’, its concentration in city arts and heritage venues raises questions for both European and national cultural policy: whether cultural investment has been of the right type, in the right place; or whether European common culture aspirations have ignored local and more culturally diverse opportunities. In short, whether form has followed funding. 相似文献
The aim of this study was to objectively quantify ratings of perceived enjoyment using the Physical Activity Enjoyment Scale following high-intensity interval running versus moderate-intensity continuous running. Eight recreationally active men performed two running protocols consisting of high-intensity interval running (6 × 3 min at 90% VO(2max) interspersed with 6 × 3 min active recovery at 50% VO(2max) with a 7-min warm-up and cool down at 70% VO(2max)) or 50 min moderate-intensity continuous running at 70% VO(2max). Ratings of perceived enjoyment after exercise were higher (P < 0.05) following interval running compared with continuous running (88 ± 6 vs. 61 ± 12) despite higher (P < 0.05) ratings of perceived exertion (14 ± 1 vs. 13 ± 1). There was no difference (P < 0.05) in average heart rate (88 ± 3 vs. 87 ± 3% maximum heart rate), average VO(2) (71 ± 6 vs. 73 ± 4%VO(2max)), total VO(2) (162 ± 16 vs. 166 ± 27 L) or energy expenditure (811 ± 83 vs. 832 ± 136 kcal) between protocols. The greater enjoyment associated with high-intensity interval running may be relevant for improving exercise adherence, since running is a low-cost exercise intervention requiring no exercise equipment and similar relative exercise intensities have previously induced health benefits in patient populations. 相似文献
This paper presents and discusses the key findings from a study funded by the Department for Education and Skills (DfES) that explored the relationship between achievement and inclusion in mainstream schools in England. Overall the results indicate that, although there is a small statistical relationship between inclusion and academic achievement, this is unlikely to impact on a school's overall performance. This is partly because of the large degree of variation among schools, suggesting that there are other factors within a school's make up rather than its degree of inclusivity which impact on the average achievements of its pupils. This was confirmed by the findings from a number of case study visits. The overall conclusion from the study is that mainstream schools need not be concerned about the potentially negative impact on the overall academic achievements of their pupils through including pupils with special educational needs (SEN) in their schools. 相似文献
Only the liberal (or open) universities in South Africa publicly opposed the National Government and itsapartheid policies, but for the most part only over issues of university and, later, academic freedom. The history of the period is not simply one of conflict between state and universities, however. It is also one of co-operation in, for example, a programme of state-financed university expansion (from which all races benefited). This article explores the bases for both conflict and co-operation. These include a degree of government respect for higher education and, on the other hand, the availability to the universities of certain political resources. The universities came under considerable pressure from a repressive government, but the story is not a simple one of good against evil or freedom against totalitarianism. It is both more complex and (in my view) more interesting. 相似文献
Cognitive complexity and control theory and relational complexity theory attribute developmental changes in theory of mind (TOM) to complexity. In 3 studies, 3-, 4-, and 5-year-olds performed TOM tasks (false belief, appearance-reality), less complex connections (Level 1 perspective-taking) tasks, and transformations tasks (understanding the effects of location changes and colored filters) with content similar to TOM. There were also predictor tasks at binary-relational and ternary-relational complexity levels, with different content. Consistent with complexity theories: (a) connections and transformations were easier and mastered earlier than TOM; (b) predictor tasks accounted for more than 80% of age-related variance in TOM; and (c) ternary-relational items accounted for TOM variance, before and after controlling for age and binary-relational items. Prediction did not require hierarchically structured predictor tasks. 相似文献