Influences of Child and Caregiver-Directed Home Visitor Behaviors on Caregiver Engagement and Caregiver-Child Interactions

Home Visiting, Parent Support, Preventio

Cleared For Landing: Airbus, Boeing, and the WTO Dispute over Subsidies to Large Civil Aircraft

Competition between Airbus and Boeing in the large civil aircraft industry grew contentious as Airbus began to overtake Boeing in its long-held position as the world‘s leading producer of large civil aircraft. Airbus and Boeing had also each embarked on multi-billion dollar investments into the development of new aircraft, further raising the stakes. The United States and European Communities in turn increasingly scrutinized the subsidies provided by their counterpart to its respective aircraft manufacturer. This conflict over subsidies, which had persisted between the United States and European Communities since the inception of Airbus in 1970, reached a head in 2004 when the United States initiated the dispute resolution process of the World Trade Organization over subsidies provided by the European Communities to Airbus. The European Communities responded by filing a parallel complaint regarding subsidies provided to Boeing by the United States. After over eight years, the dispute is reaching the conclusion of the WTO dispute resolution process, but whether or how the process will resolve the dispute is still very much in question. More important, though, is how the instant dispute will affect the long-term question of the permissibility of subsidies in the large civil aircraft market. The history of the dispute suggests that the parties will negotiate an agreement addressing their short-term interests but setting the stage for another conflict down the road. Instead, the parties should use the information and bargaining positions provided through the WTO process to negotiate a comprehensive agreement eliminating subsidies to the maximum extent possible. This should protect the parties‘ immediate interests, avoid the prospect of a trade war, further free trade generally, and provide a framework applicable to the large civil aircraft industry as a whole, including its emerging participants

Art directors' perceptions of the audience in U.S. magazines from 2009-2012

Title from PDF of title page (University of Missouri--Columbia, viewed on November 5, 2012).The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.Thesis advisor: Jan ColbertIncludes bibliographical references.M.A. University of Missouri--Columbia 2012."July 2012"A magazine's design can visually set the overall tone of the magazine or specific story within the publication, and art directors frequently use this visual means of communication to inform their readers. Art directors also utilize design to visually define tone and add context to the magazine. This research studies how art directors use specific elements of design to engage their readers, and focuses on the ways in which art directors connect with their readers on a visual level. Art directors of many major magazines were interviewed and asked about how they communicate with their readers, as well as how they consider their audience's level of engagement with a story's visual presentation. All art directors noted that they were able to identify specific demographical information about their readers, and, more importantly, were aware of visual tastes and preferences that their audience responded well to over time. This information, art directors stated, has developed a strong platform for the exchange of information with readers. Additionally, all art directors addressed the relationships they form with their readers via visual discourse in their respective magazines, and stated that those relationships motivate them to design in the most effective way possible

Humankind as the image of God: a cognitive-semantic application of Genesis 1:1-2:3 in the classroom

Searching for new methods to start a narrative dialogue in secondary school classrooms, cognitive semantics was used. The research focused on examining relationships between the exercises ‘exegetical reading’, ‘mystery’ and ‘concepts to work with’ and acquiring and applying the religious concept ‘image of God’ in Gen. 1:1-2:3 and, by means of writing an essay, entering into a narrative dialogue regarding this concept; five lessons in seven classes were analyzed in a qualitative cross-case analysis. During the exercise ‘essay’ the majority of the students entered into a dialogue with the text, while the minority changed their opinion about the question of life ‘Who is humankind?’. Due to the support of the teacher, the students were able to do the exercises

A Cognitive-Semantic Engagement with a Biblical Text in Religious Education and Youth Ministry: Designing Exercises to Initiate a Narrative Dialogue

Searching for new methods to initiate a narrative dialogue in secondary school classrooms, cognitive semantics is used. The purpose is to create more openness to a biblical text in order that students will actually enter into a narrative dialogue with the story. The text chosen is Genesis 1:1-2:3. A sequence of exercises is developed. This study focusses on two, namely ‘mystery’ and ‘essay’. Through the ‘mystery’ exercise, students experience that if they know more about the time and culture in which the story was written down, they gain a better understanding of the text and more sympathy (for its meaning). By means of writing an essay, students enter into a dialogue with the story. Several higher order thinking skills are reached by doing the exercises. The paper concludes by elaborating the exercises to enable Youth ministry to initiate a narrative dialogue to enhance Religious Education

Zorg dragen voor ethische vorming

Rede,uitgesproken bij de openbare aanvaarding van het ambt van bijzonder hoogleraar Ethische vorming, vanwege het Vrouwen van Bethanië Fonds, aan Tilburg University op 2 juni 2023 door Natascha Kienstra

Титульна сторінка

An important aim of teaching philosophy in Dutch secondary schools is to learn about philosophy (i.e., the great philosophers) by doing philosophy. We examined doing philosophy and focused specifically on the relationship between student learning activities and teacher behavior; in doing so, a qualitative cross-case analysis of eight philosophy lessons was performed. The effectiveness of doing philosophy was operationalized into five learning activities comprising rationalizing, analyzing, testing, producing criticism, and reflecting, and scored by means of qualitative graphical time registration. Using CA we find a quantitative one-dimensional scale for the lessons that contrasts lessons that are more and less effective in terms of learning and teaching. A relationship was found between teaching by teachers and doing philosophy by students. In particular we found students to produce a higher level of doing philosophy with teachers who chose to organize a philosophical discussion with shared guidance by the teacher together with the students