French DNCG management control versus UEFA Financial Fair Play: a divergent conception of financial regulation objectives     

Nadine Dermit-Richard  Stephen Morrow 《Soccer & Society》2019,20(3):408-430

The French Football Federation was the first football governing body to put in place, in 1990, a financial regulation system. It might be expected that UEFA’s Financial Fair Play (FFP) system established in 2010 would be similar to French DNCG (National Direction for Management Control) regulations. However, while FFP is concerned with profitability, DNCG is focused on solvency. Hence, a French club may be loss-making and not compliant with FFP, while at the same time being solvent in accordance with DNCG rules. Our research confirms that most French clubs do not conform to FFP rules. As such, it provides further evidence that DNCG has not prevented poor financial management within French clubs. The coexistence of DNCG and FFP– or any other domestic financial regulation and FFP –may result in disparities between domestic clubs. As a consequence, there should be consistent financial regulation in all European leagues.  相似文献   

Towards Transformation? An Update on the Resource Centre Fora of South Africa     

Christine Stilwell 《International Information and Library Review》1994,26(4)

This paper follows an earlier contribution which described the emergence of popular information networks, the resource centre fora in South Africa in the 1980s and 1990s. This update on the fora sketches their contribution to the National Education Policy Investigation's Library and Information Services report which put forward national policy options. The resource centre fora's role in the new Translis (Transforming our Library and Information Services) Coalition is described and their representation at the International Federation of Library Association's conference in Barcelona in August 1993 noted.Finally, the role of the resource centres and their fora in the shifting paradigms in library and information work leading up to, and shortly after, the April 1994 election is reviewed. Crucial challenges are identified as funding, resisting 'agenda setting' by funders, and serving the rural areas effectively. Practical suggestions are made about reaching women in particular, about training and needs assessment. Finally the importance of the fora's meeting these challenges and making a contribution to reconstruction and development is noted.  相似文献   

The Use of Time by Academic and Related Staff     

Stephen Court 《Higher Education Quarterly》1996,50(4):237-260

This paper reviews surveys of the use of time by academic staff between 1962 and 1994. It reports on the findings of a time diary survey in 1994 of the use of time by academic and academic-related staff at British'old'universities during working weeks in term-time and vacation. The results of the time diary survey are analysed according to respondents'sex, staff grade, type of week, age, type of work, and time when work took place. The results are compared with results of previous surveys, and trends through time are suggested. In conclusion, the paper considers the recent mass expansion of higher education, the effects of this in increasing the workload of university staff, and measures to ameliorate this situation.  相似文献   

Editors' Introduction     

Diane Haager  Christine Espin 《Learning disabilities research & practice》2009,24(3):121-121

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How an understanding of Bakhtin's theory of the chronotope can assist progression in classroom writing     

Paul Thompson  Christine Hall 《English in Education》2004,38(1):5-20

Our argument in this paper is that the model of literary progression which Bakhtin (1981, 1986) expounds in his writing on the chronotope can generate insight into the processes through which pupils improve their writing. We suggest more generally that there are concepts and clues in Bakhtin's historical model of the development of the European novel and in his theory of dialogue which can be helpful in both the evaluation and teaching of classroom writing.  相似文献   

Alternative technologies and social studies textbooks     

Stephen T. Kerr 《Publishing Research Quarterly》1992,8(4):33-43

In order to determine the potential of alternative technologies in social studies education, we must understand the goals of such education, the capabilities of the technologies, and teachers’ and students’ responses to new technologies. The author suggests that the new technologies can contribute to the goals of learning about the past, learning about democratic life and institutions, and making students knowledgeable as consumers and producers of information. One major obstacle is a lack of time and money for teachers to experiment with the technologies. Stephen T. Kerr is professor of education in the College of Education at the University of Washington. His research focuses on the application of new technologies in schools and other educational environments, and particularly on the ways in which technology affects the social structure (roles and expectations, instructional patterns, organization) of those institutions. He has done work on human-computer interaction, as well as on how new communication technologies have changed the educational system of the former USSR.  相似文献   

News     

Stephen Toney 《Archives and Museum Informatics》1992,6(4):18-19

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Environmental attitudes of pre-service teachers: A conceptual and methodological dilemma in cross-cultural data collection     

Kevin Watson  Christine M. Halse 《Asia Pacific Education Review》2005,6(1):59-71

Human generated environmental problems are significant issues of global concern. Despite this, varying attitudes towards environments continue to exist across the globe, impacting on environmental decision-making and action at local, national and international levels. This paper probes some of the similarities and differences in environmental attitudes amongst pre-service teachers in Australia, Republic of Maldives and Indonesia. Data were collected using an established environmental attitude questionnaire and individual interviews. The three communities exhibited a similar range of environmental attitudes using the established questionnaire but significant differences emerged when the interview data were analysed phenomenographically. These differences reflect diversity within and across cultural groups that cannot be satisfactorily explained by the theory underpinning the established questionnaire. Consequently, a revised conceptual framework is proposed.  相似文献   

Children Talking to Learn     

Christine Craig 《Literacy》1994,28(2):2-5

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Evaluation projects in Leicestershire     

Stephen Hoy 《Health information and libraries journal》1991,8(3):200-201

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