734 research outputs found
sj-docx-1-psw-10.1177_14789299231168276 – Supplemental material for Electoral Competition and Strategic Intra-Coalition Oversight in Parliament: The Case of the Bipolar Belgian Polity
No full textSupplemental material, sj-docx-1-psw-10.1177_14789299231168276 for Electoral Competition and Strategic Intra-Coalition Oversight in Parliament: The Case of the Bipolar Belgian Polity by Benjamin de Vet in Political Studies Review</p
Supplemental Material, Appendix_1_PP - Personalization of parliamentary behaviour: Conceptualization and empirical evidence from Belgium (1995–2014)
No full textSupplemental Material, Appendix_1_PP for Personalization of parliamentary behaviour: Conceptualization and empirical evidence from Belgium (1995–2014) by Bram Wauters, Nicolas Bouteca and Benjamin de Vet in Party Politics</p
Electoral competition and strategic intra-coalition oversight in parliament: the case of the bipolar Belgian polity (replication data)
No full textReplication dataset for B. de Vet (2023). Electoral competition and strategic intra-coalition oversight in parliament: the case of the bipolar Belgian polity (In: Political Studies Review)This work was supported by Fonds Wetenschappelijk Onderzoek – Vlaanderen (FWO) under Grant 12ZZ921N
Party control, intra-party competition and the substantive focus of women's parliamentary questions: evidence from Belgium (replication data)
No full textReplication data for B. de Vet & R. Devroe, (2022). Party Control, Intraparty Competition, and the Substantive Focus of Women's Parliamentary Questions: Evidence from Belgium. Politics & Gender, 1-25. doi:10.1017/S1743923X21000490This work was supported by Fonds Wetenschappelijk Onderzoek – Vlaanderen (FWO); under Grant 12ZZ921N and Grant 12ZZ821N
Disabled Vet Making Strides
No full textThe author highlights disabled vet who now uses his disability to help the National Making The First Move Day® Movement. #mtfmovedayThis copyrighted work is for non-commercial use only; alterations/modifications not allowed
VET in Europe. Monitoring Erasmus+
No full textTesis doctoral inédita leída en la Universidad Autónoma de Madrid, Facultad de Formación de Profesorado y Educación, Departamento de Didáctica y Teoría de la Educación. Fecha de lectura: 21-12-2016The project “VET in Europe. Monitoring Erasmus+” analyses the vocational education and
training in Europe and the Erasmus+ funding procedures. It first describes VET from a
historical point of view: it examines the training procedures during the Roman Empire, the
Middle Ages, the Industrial Revolution and finishes with the specific actions proposed by the
European Union. The European Union uses the following frameworks that foster international
compatibility: ECTS and ECVET credits, EQF, EQAVET and Erasmus+.
Secondly, the text analyses the distribution of the Erasmus+ KA102 VET funds and
evaluates if this distribution is being done fairly, with equity. This analysis has been done with
mathematical tools proposed by the author that provide information from three different
perspectives: the impact of the funds on the students, the regions NUTS1/NUTS2 and the
nations.
The mathematical tools proposed by the present research can be used to evaluate equity
in the rest of Erasmus+ key actions, comparing the equity in the funds’ distribution between the
countries participating in the Erasmus+ programme and its evolution over time.
The countries studied in the current research are France, Germany, Italy, Spain and the
United Kingdom. These five countries contain more than half of all the vocational education
and training students in the European Union. Also, these countries had the most students
participating in mobilities during the previous Leonardo da Vinci programme. Hence, it is
possible to consider that the conclusions of the current research offer a significant image of the
situation of VET mobilities in Europe.
12.1 KEY WORDS
Comparative Education, Vocational Education and Training, Equity, Erasmus+, EQF, NQF,
EQAVET, ECVET, ECTS.La Tesis, cuyo título en castellano es “La FP en Europa. Monitorizando Erasmus+”,
primeramente analiza la formación profesional en Europa desde una perspectiva histórica:
ofrece una panorámica que comienza con el Imperio Romano, pasando por la Edad Media, la
revolución industrial y llega hasta las acciones específicas propuestas por la Unión Europea.
La Unión Europea fomenta la utilización de los créditos ECVET y ECTS, los marcos
supranacionales EQF, EQAVET y Erasmus+ para fomentar la creación de un espacio común
de formación profesional.
Seguidamente, pasa a analizar la distribución de los fondos Erasmus+ para FP KA 102 y
valora el grado en que esta distribución se está haciendo para valorar si se hace de forma
equitativa. Este análisis se realiza mediante nuevas herramientas matemáticas propuestas por el
autor que aportan información desde tres perspectivas diferentes: el impacto de los fondos en
los estudiantes, en las regiones NUTS1/NUTS2 y en los países a nivel nacional.
Las herramientas matemáticas propuestas en el presente trabajo pueden servir para evaluar
la equidad en el resto de acciones clave de Erasmus+, comparando la equidad de la distribución
de fondos en los países participantes del programa y a lo largo del tiempo.
Los países analizados en el presente estudio son Francia, Alemania, Italia, España y Reino
Unido. Estos 5 países aportan más de la mitad de los estudiantes de formación profesional en
la Unión Europea. Además, son los países que más alumnos movilizaron en el programa previo
Leonardo da Vinci. Por ello, es posible considerar que las conclusiones obtenidas son significativas a la hora de analizar el conjunto de la movilidad de la formación profesional en
Europa.
11.1 PALABRAS CLAVE:
Educación Comparada, Formación Profesional, Equidad, Erasmus+, EQF, NQF, EQAVET,
ECVET, ECTS
Dissertatio Theologica In Illustre Illud Patriarchae Iacobi vaticinium De Iuda Filio Suo : Genes Cap. XLIX Vers 8-12
No full textQuam Divina Annuente Gratia Paeside Felice Orellio Prof. Vet. Testam., Pro Consequendo Examine Theologico Defendent Henricus Hessius, Iacobus Weberus, Henricus Bremius, Casparus Eberhardus, Benjamin Faesius, ...Diss. Zürich 177
Urban Meteor Map: a map-based forecast of hourly rates for visual observers
No full textThe visible rate of meteors is dependent on various local viewing condition during shower peak nights. The interrelationship of the visible fraction of the night sky, radiant elevation and effects of the light pollution on sky brightness confounds outreach efforts to manage realistic expectations for visual meteor observations by the public. The Urban Meteor Map offers a map-based forecast of hourly rates to help make the effects of local viewing conditions more insightful. The project generates maps based on raster data for parameters in the Zenithal Hourly Rate formula. A Digital Surface Model (DSM) covering the Netherlands was used to generate maps of the visible percentage of the sky. At 5 m resolution this DSM offers insights into obstruction by buildings, vegetation and topography. To incorporate effects of light pollution, a national sky brightness map for cloudless nights was converted into Naked Eye Limiting Magnitudes (NELM). Combined with known shower parameters such as population index and radiant height, maps were generated with hourly rates forecasts at local and national scales. Ultimately, observing conditions will remain dependent on the individual observers, their night adaptation and local light interference. The Urban Meteor Map aims to helps raise awareness for the effects of light pollution, and thus promotes exploration of local living environment to seek the best viewing spots for meteor showers.Green Open Access added to TU Delft Institutional Repository ‘You share, we take care!’ – Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public.Planetary Exploratio
Delft Meteorite Lab: a virtual environment to explore meteorites and meteorWrongs
No full textAssessing and classifying rocks on the basis of their visual traits has been a long standing practise for geoscience fields. For planetary geoscience the interaction with astrogeological materials such as meteorites and impactites contributes to the comprehension of their properties, alteration and, ultimately, solar system formation processes. In the wake of the SARS-CoV-2 (COVID-19) pandemic we explored alternative options to involve meteorites and impactites in remote teaching. Simultaneously, this opened up the integration of meteorites in teaching activities for large groups of learners. We have developed a workflow using Structure from Motion (SfM) photogrammetry to render high-resolution digital 3D models of meteorites and impact rocks. This procedure was used to create a virtual collection with tens of examples that were made publicly accessible in an online environment. The digital 3D models can be inspected by rotating and zooming, while annotations in clickable pop-ups direct users to key features or provide background information and data. We evaluated the user experience and discuss how virtual collections can be created and used for blended learning. Meanwhile, we have explored the use of models in the ‘Delft Meteorite Lab’ in academic teaching, public outreach and science applications. The virtual collection also offers a potential resource to aid the identification of putative meteorite finds by the general public. Looking towards the future, a new ‘Dutch Meteorite Lab’ aims become a national hub for education and research to explore meteorites and meteorite taxonomy based on specimen available in various study collections across the Netherlands.Green Open Access added to TU Delft Institutional Repository ‘You share, we take care!’ – Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public.Planetary Exploratio
A differentiated model for tertiary education: past ideas, contemporary policy and future possibilities
No full textUsing history as a policy tool, this report looks back at the binary system as well as its demise with the Dawkins reforms of the late 1980s to uncover the lessons learned.
Summary:
Australia’s education system has undergone many changes over the past 50 years — and it will continue to do so as governments change. The first major reform over this period was the introduction of a binary policy of higher education, which was subsequently replaced by a unified system with the Dawkins reforms. Today, potential changes to the system include the deregulation of student fees and the widening of government-supported university places to cover provision by private providers. The latter would open up the delivery of tertiary education — taken here to mean diploma and above — to traditional vocational education and training (VET) providers to an increased extent.
To enrich the current discussion on changes to tertiary education policy, the author has used history as a policy tool for uncovering trends, explaining institutional cultures and preventing the re-application of ideas already tested. While this particular report is contextualised through a rereading of the Martin Report (the report of the Committee on the Future of Tertiary Education in Australia, published in 1964—65), a companion piece What next for tertiary education? Some preliminary sketches (Beddie 2014) makes a number of somewhat radical suggestions for future directions to tertiary education, with the aim of stimulating discussion in this area
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