Risk preferences and development revisited

A

Teaching Buddhism in Britain's schools : redefining the insider role

Dialogical approaches to Religious Education in Britain’s schools have opened the subject to input by Buddhist insiders more than ever in its history although shortcomings remain in the way Buddhism is portrayed in the classroom. With the proviso that insider input can move beyond the ‘do-ut-des’ religious style, this paper describes eight possible areas of classroom experience where Buddhist insiders can make a beneficial contribution. Of these, examples could be found in the educational literature where insider input through home nurture, teaching materials, teacher expertise, insider input and pedagogy had already been applied to good effect in the classroom. However, in the areas of the Agreed Syllabuses for RE, school ethos and national representation input was found lacking or skewed toward 'convert' Buddhist expectations, while the voice of the more numerous 'migrant' Buddhist community remained relatively unheard

Applying Behavioural Economics to International Development Policy

behavioural economics, policy

Motivations and Performance Conditions for Ethnic Entrepreneurship

Ethnic entrepreneurship has become a popular concept in a modernmulti-cultural society. This paper seeks to offer an overview of thepotential of ethnic entrepreneurship for solving inter alia thestructural unemployment problems of ethnic groups in cities. Thepresent paper addresses in particular the critical success conditionsfor ethnic entrepreneurs. Based on a survey among ethnicentrepreneurs in the Amsterdam area, the paper sets out to identifyempirically the driving forces for business success, such aseducation or the role of informal networks. The explanatory frameworkdeployed for the identification of these qualitative success factorsfor distinct ethnic groups is based on a particular class ofartificial intelligence methods, viz. rough set analysis. Thismultidimensional classification approach appears to be able toidentify various important factors for the motivation and performanceof ethnic enterprises

Semper floreat

Title varies: Gamut; Time off: Semper; The press. Numbering system very erratic

Valuing All Languages in Europe

The VALEUR project (2004-2007) took as its focus the 'additional' languages of Europe. These are defined as all languages in use in contexts where they are not 'national', 'official', or 'dominant' languages. They include 'migrant' languages, 'regional/minority' languages, sign languages and 'non-territorial' languages of diasporas such as Yiddish and Romani. The project team brought together a range of expertise in sociolinguistics and language pedagogy, planning and research from Finland, Netherlands, Poland, Spain and the UK. We took as our starting point Council of Europe policies on plurilingualism and the desirability of promoting linguistic diversity both for individual citizenship and for social cohesion in Europe. Our aim was to map provision for additional languages in Europe, in a more systematic and inclusive way than ever before. We looked at provision at school level for different languages in different contexts in order to identify good practices to be shared. In order to achieve our objectives we drew on the good will and enthusiasm of workshop participants, who provided a wealth of information and insights from 21 of the Council of Europe member states. Our work is not definitive: its purpose is awareness-raising and to stimulate further activity to support the learning of all Europe's languages