Suchergebnisse

This article discusses research conducted in two probation service areas in the UK, which explores the extent to which experienced probation officers (POs), that is those with over 10 years experience, still feel committed to the probation service and its work with offenders. It became apparent that the POs interviewed for this research presented themselves as very demoralized and alienated. They remain committed to their work with offenders and also to colleagues, but not to the probation service as an organization. This is a small-scale study but if it is indicative of a wider malaise in the workforce, then the probation service can no longer rely on its experienced POs remaining committed and motivated, and this will have repercussions for the longer-term health and success of the organization. The aim of this article is to raise the issue of probation officer morale and promote discussion at all levels about the way the service needs to be managed, particularly in view of the advent of the National Offender Management Service (NOMS).

Mit dem Ausbau von Tagesschulen in der Schweiz gehen programmatische Ansprüche eines erweiterten Bildungsbegriffs zur klassischen Schulpädagogik einher. Inwiefern diese umgesetzt werden, ist bislang nicht eindeutig beantwortet. Deshalb geht der vorliegende Beitrag sowohl von einer dreifachen Bildungsorganisation gemäss der formalen, non-formalen und informellen Bildung (Züchner 2013) als auch von den darin stattfindenden Handlungen von Lehrkräften und sozialpädagogischen Fachkräften (Scherr 2003) aus. Wenn der erweiterte Bildungsbegriff als programmatisches Leitbild so relevant für Fachkräfte in der Tagesschule ist, müsste dieser in den Erzählungen über ihr fachliches Handeln zum Ausdruck kommen. Mittels narrativen Interviews mit Lehrkräften und sozialpädagogischen Fachkräften aus Tagesschulen der Stadt Zürich wurde empirisches Datenmaterial gewonnen und mit der Grounded Theory ausgewertet. Die Befunde weisen auf erklärende Zusammenhänge zwischen Handlungen beider Berufsgruppen hin. Gleichzeitig zeigen sich auch Ambivalenzen eines erweiterten Bildungsbegriffs.

"Die Diskussionen um soziale Ungleichheit und Ausgrenzung im Kindesalter sind seit längerer Zeit, nicht zuletzt ausgelöst durch internationale Vergleichsstudien, mit einer intensiven Bildungsdebatte verknüpft. Parallel führt die zunehmende Brüchigkeit wohlfahrtsstaatlicher Hilfs- und Unterstützungsleistungen zu einer Verschiebung gesellschaftlicher Anforderungen ins Private und zu einer mehr oder weniger offen programmatisch verankerten (Re-)Formulierung der Kompensation sozialer Risiken durch die Familie. In diesem Spannungsfeld kommt den Debatten um Ausbau und Ausgestaltung von Ganztagsschulen - im Sinne von Ganztagsbildung - als Reaktion auf die strukturelle Kritik an der schulischen Reproduktion sozialer Ungleichheit und vor dem Hintergrund der Wandlungsprozesse von Familie und Kindheit eine wachsende Bedeutung zu, bisher allerdings kaum in einer kinderpolitischen Perspektive. In einer Verknüpfung von sozial-, bildungs- und kinderpolitischen Leitlinien beschäftigt sich dieser Beitrag mit Konstruktionen von Kindheit, Bildung und Fürsorge und Fragen möglicher Bewältigungschancen wie ungebrochener (Re-)Produktionsprozesse sozialer Ungleichheit in den Ganztagsdebatten." (Autorenreferat)

All day school concept has been actively promoted and realized during past decade in several EU countries. This concept is related with attempts to guarantee child 's welfare and equal possibilities for academic success, to decrees social inequalities as such. All day school model is implemented in West, South and East Europe, but its implementation differs by school types, forms, etc. Even definitions, titles, descriptions of all day school vary from country to country in all Europe. Such variety is determined by different in-countries needs and contexts, different ways of school's life organization and implementation. Differences exist not only in separate countries, but also in separate schools of a same country. The authors of this article aim to present positive, challenging and to be improved aspects of all day schools' in five EU countries. Those aspects were analysed on student's, teacher's, family's and community's levels. The scientific work was carried on by meta -analysis of secondary sources. The first step was search for countries to be analysed and decision to choose concrete ones. The second one - identification and selection of reliable sources. At general level all day school is understood as regular school with prolonged in time curriculum and additional (non-formal) activities, that last till certain afternoon hours. The authors of this article reviewed and analysed experience of 5 EU countries - England, Greece, Germany, Finland and Portugal. The analysis revealed that all day school concept depends on in-country culture, educational tradition, and general socio-economic and political context. Positive aspects of all day schools are related to: possibility of individual choice; variety of educational forms; participation of parents and wider community in a school life; promotion of equal learning opportunities; growing motivation to learn and general satisfaction with school. Support for families is considered to be one of essential positive aspects in all day schools in all researched countries. Parents may combine their work with family duties and get social- pedagogical supervision. Usefulness of such school type for poor learners, especially immigrants, and others, coming from socio-economical background, is evident in all five countries. Challenging issues are related to: free choice possibilities; variety of activities at school; students' tiredness because of work overload and time spent in one place; applicability of physical environment; involvement of social partners; work overload of school teachers. Additional funding of all day schools is considered to be great challenge in all researched countries. Funding is necessary for implement of all days' school goals in full scope and comprehensive way.

All day school concept has been actively promoted and realized during past decade in several EU countries. This concept is related with attempts to guarantee child 's welfare and equal possibilities for academic success, to decrees social inequalities as such. All day school model is implemented in West, South and East Europe, but its implementation differs by school types, forms, etc. Even definitions, titles, descriptions of all day school vary from country to country in all Europe. Such variety is determined by different in-countries needs and contexts, different ways of school's life organization and implementation. Differences exist not only in separate countries, but also in separate schools of a same country. The authors of this article aim to present positive, challenging and to be improved aspects of all day schools' in five EU countries. Those aspects were analysed on student's, teacher's, family's and community's levels. The scientific work was carried on by meta -analysis of secondary sources. The first step was search for countries to be analysed and decision to choose concrete ones. The second one - identification and selection of reliable sources. At general level all day school is understood as regular school with prolonged in time curriculum and additional (non-formal) activities, that last till certain afternoon hours. The authors of this article reviewed and analysed experience of 5 EU countries - England, Greece, Germany, Finland and Portugal. The analysis revealed that all day school concept depends on in-country culture, educational tradition, and general socio-economic and political context. Positive aspects of all day schools are related to: possibility of individual choice; variety of educational forms; participation of parents and wider community in a school life; promotion of equal learning opportunities; growing motivation to learn and general satisfaction with school. Support for families is considered to be one of essential positive aspects in all day schools in all researched countries. Parents may combine their work with family duties and get social- pedagogical supervision. Usefulness of such school type for poor learners, especially immigrants, and others, coming from socio-economical background, is evident in all five countries. Challenging issues are related to: free choice possibilities; variety of activities at school; students' tiredness because of work overload and time spent in one place; applicability of physical environment; involvement of social partners; work overload of school teachers. Additional funding of all day schools is considered to be great challenge in all researched countries. Funding is necessary for implement of all days' school goals in full scope and comprehensive way.

A dialogue written to counteract the doctrines of Tom Paine and the influence of the French revolution. cf. Brit. enc. ; Mode of access: Internet.

Radiative cooling is a natural process to cool down surfaces through the rejection of thermal radiation using the outer space as a cold sink, taking advantage of the transparency of the atmospheric windows (8–14 µm), which partially matches the infrared radiation band. With the development of new materials that have a high reflectivity of solar radiation, daytime radiative cooling can be achieved. This phenomenon depends on the optical properties of the surface and the local weather conditions. In this research, climatological data from 1791 weather stations were used to present detailed nighttime and all-day radiative cooling maps for the potential implementation of radiative cooling-based technologies. The paper offers a parametric study of the variation of the potential as a result of decreasing the solar reflectivity. The results show that southern Europe is the region with the highest potential while northern Europe holds more hours of available radiative cooling. After varying the solar reflectivity from 1 to 0.5 the average power reduces from 60.18 to 45.32 W/m2 , and energy from 527.10 to 264.87 kWh/m2 ·year. For solar reflectivity lower than 0.5, all-day radiative coolers behave as nighttime radiative coolers, but power and energy values improve significantly for high values of solar reflectivity. Small variations of solar reflectivity have greater impacts on the potential at higher reflectivity values than at lower ones. ; This research was funded by the Catalan Government, grant number 2017 SGR 659, and by the Spanish government (Ministerio de Ciencia, Innovación y Universidades), grant number RTI2018-097669-A-I00

In Greece, the operation of the all-day school has been highlighted by the Ministry of Education as the most important innovation of recent years. Its main goals are provide a safe environment for students at the end of the compulsory school programme, their participation in activities of an academic, cultural and athletic character, and the opportunity to complete their homework.
This paper examines and reflects critically on the function of all-day schools from a socio-pedagogical point of view, especially the role that they play in the current economic crisis. In our country, the future of the all-day school depends on a number of factors, not least of which is a greater awareness of their socio-pedagogical role, and a greater clarity as to their essential aims.