Prospects for Expanded Universal Service in Europe: The Cases of Denmark, the Netherlands, and Norway

In Europe, universal service developed within a public-service-oriented institutional framework. The historical conflicts that produced these institutional arrangements are still important for national policymaking. Furthermore, the level of technological development and integration in the European Union forms the context in which decisions concerning universal service are made. Our analysis of telecommunications policies in three small European countries - Denmark, the Netherlands, and Norway - shows that business actors are well networked and press for a minimal definition of universal services, whereas those actors promoting an extended definition seem to be less coordinated and therefore less successful. Hence it is unlikely that universal services will be defined more extensively in the future.     

A Comparison of Method Effects in Two Confirmatory Factor Models for Structurally Different Methods

It is well known that measurement error in observable variables induces bias in estimates in standard regression analysis and that structural equation models are a typical solution to this problem. Often, multiple indicator equations are subsumed as part of the structural equation model, allowing for consistent estimation of the relevant regression parameters. In many instances, however, embedding the measurement model into structural equation models is not possible because the model would not be identified. To correct for measurement error one has no other recourse than to provide the exact values of the variances of the measurement error terms of the model, although in practice such variances cannot be ascertained exactly, but only estimated from an independent study. The usual approach so far has been to treat the estimated values of error variances as if they were known exact population values in the subsequent structural equation modeling (SEM) analysis. In this article we show that fixing measurement error variance estimates as if they were true values can make the reported standard errors of the structural parameters of the model smaller than they should be. Inferences about the parameters of interest will be incorrect if the estimated nature of the variances is not taken into account. For general SEM, we derive an explicit expression that provides the terms to be added to the standard errors provided by the standard SEM software that treats the estimated variances as exact population values. Interestingly, we find there is a differential impact of the corrections to be added to the standard errors depending on which parameter of the model is estimated. The theoretical results are illustrated with simulations and also with empirical data on a typical SEM model.     

Constructing and addressing differences in inclusive schooling – comparing cases from Germany,Norway and the United States

ABSTRACT

The central concern of this article is to compare the constructions of differences in inclusive school settings between countries with different school systems. The focus is to find out how constructions of differences generate participation and (dis)advantages and, thereafter, how the constructions are related to the structure of the school system and its formal rules. The aim is to contrast constructions produced by teachers who work in a multi-tracked school system with those from single-track ones. Grounded in Karl Mannheim’s [1980. Strukturen des Denkens. Frankfurt: Suhrkamp] theory on the sociology of knowledge, the analysis targets the practical expressions of constructing and addressing differences. The investigation is based on group discussions with teachers. The comparative results suggest that teachers construct differences between students in different ways, linked to the formal school-based context in which they work. While German teachers construct ‘total identities’ based on achievement and limit students’ participation in teaching settings, their colleagues from Norway and the US conceive of accomplishments built on trust with teachers and the need to feel participation in class. The outcomes indicate that the construction of differences and teaching are related to the structure of school which go along with expectations towards the students.     

Creativity and Language Usage in Interactive and Integrated Projects

This paper aims at outlining the dual-focused approach used to train architecture students to work independently on re-development and re-usage concepts in an Erasmus IP （intensive programme） workshop, where English was used as the working language. The creative tasks were combined with communication skills （social and technical English, negotiation skills）, which were to enable the students to present their outcome publicly in the final presentation. The underlying concept is that students work in small international groups and develop their own method to address the given problem in the form of a real project. Through the project-based approach, students search for information that accompanies their project ideas, which helps them find a viable solution. The creative work process is completed by a thorough evaluation and intensive reflection phase in order to strengthen the students＇ learning experience. Additionally, the interdisciplinary approach, as well as the multinational aspect that originate from different cultural and educational backgrounds of the students, shall contribute to the interactive work process. This process of interaction is based on the idea of experiential learning that sees knowledge as the transformation of experience.     

Effects of a Science Education Module on Attitudes towards Modern Biotechnology of Secondary School Students

This article evaluated the impact of a four‐lesson science module on the attitudes of secondary school students. This science module (on cancer and modern biotechnology) utilises several design principles, related to a social constructivist perspective on learning. The expectation was that the module would help students become more articulate in this particular field. In a quasi‐experimental design (experimental‐, control groups, and pre‐ and post‐tests), secondary school students’ attitudes (N = 365) towards modern biotechnology were measured by a questionnaire. Data were analysed using Chi‐square tests. Significant differences were obtained between the control and experimental conditions. Results showed that the science module had a significant effect on attitudes, although predominantly towards a more supportive and not towards a more critical stance. It is discussed that offering a science module of this kind can indeed encourage students to become more aware of modern biotechnology, although promoting a more critical attitude towards modern biotechnology should receive more attention.     

An Exploration of Attitudes towards Modern Biotechnology: A study among Dutch secondary school students

Modern biotechnology will have a large impact on society and requires informed decision‐making and critical attitudes toward biotechnology among the public. This study aims to explore these attitudes in secondary education. For this purpose, a questionnaire was constructed according to the general tripartite theory of attitudes. A total of 574 Dutch secondary school students completed the questionnaire. Based on principal component analyses, several distinct and independent cognitive, affective, and behavioural factors were found, demonstrating that attitudes towards biotechnology are a multi‐component concept. In a cluster analysis on these factors, we found four interpretable clusters representing different groups of students. The four groups are labelled “confident supporter” (22%), “not sure” (42%), “concerned sceptic” (18%), and “not for me” (17%). These results indicate that there is a diverse appraisal of modern biotechnology among secondary school students. Suggestions for educational interventions are made.     

On the Roots of Difficulties in Learning about Cell Division: Process‐based analysis of students’ conceptual development in teaching experiments

Empirical investigations on students’ conceptions of cell biology indicate major misunderstandings of scientific concepts even after thorough teaching. Therefore, the main aim of our research project was to investigate students’ difficulties in learning this topic and to study the impact of learning activities on students’ conceptions. Using the Model of Educational Reconstruction, a four‐phase design was carried out. Firstly, there was the clarification of science subject matter. Secondly, students’ conceptions were investigated, and finally, the learning activities were designed. An evaluation of these learning activities was carried out using five teaching experiments, each with three 9^th grade students (15–16 years, Grammar school). Interpretation of students’ “pathways of thinking” and their conceptual change during instruction was framed theoretically by experiential realism. Theoretical framework, methods and outcomes of the study may contribute to a deeper understanding of students’ ways of thinking in the field of cell biology and reveal the process of conceptual development by using well planned learning activities.     

Humanistic content in the Chinese language textbooks for nine year compulsory education

In this paper, we employ quantitative and qualitative content analysis to investigate the nature of humanistic value content in the Chinese language arts curriculum and whether or not this varies across old and new versions of the textbooks. Our findings illustrate the various dimensions of humanistic value content in the Chinese language arts curriculum and suggest that there is as much variation across different versions of the new textbooks as there is between old and new versions of the curriculum.     

Do chimpanzees reason logically?

Psychologists disagree about the development of logical concepts such as or and not. While some theorists argue that infants reason logically, others maintain that logical inference is contingent on linguistic abilities and emerges around age 4. In this Registered Report, we conducted five experiments on logical reasoning in chimpanzees. Subjects (N = 16; 10 females; M = 24 years) participated in the same setup that has been administered to children: the two-, three-, and four-cup-task. Chimpanzees performed above chance in the two-cup-, but not in the three-cup-task. Furthermore, chimpanzees selected the logically correct option more often in the test than the control condition of the four-cup-task. We discuss possible interpretations of these findings and conclude that our results are most consistent with non-deductive accounts.