GREEK PUBLIC ATTITUDES: CONTINUITY AND CHANGE     

Dimitras  Panayote Elias 《Int. Journal of Public Opinion Research》1990,2(2):92-115

The dictatorship that ruled Greece between 1967–74 hadlasting consequences on the country's political culture. FromWorld War II and the Greek civil war until the dictatorship'scollapse, pro-Western, anti-communist, pro-business, sociallytraditional values had dominated public opinion. The dramaticfall of the dictatorship amidst a ‘national tragedy’made it a scapegoat and made what it stood for very unpopularespecially among the younger generation. So, when the lattercame of age, it contributed to the emergence of a new set ofvalues that were anti-rights, anti-Western, anti-business, anti-traditionalistand even historically revisionist, and were majoritrian in the1980s. These values have been so strongly entrenched that neitherthe Panhellenic Socialist Movement's (PASOK's) poor record inpower, nor the indictment of some of its leaders for seriousscandals in 1989, nor even the emergence, under PASOK rule,of a new more moderate generation, have helped the right toregain the absolute majority of the votes so to govern the country,although it has led to a partial moderation of the radical ‘juntageneration’.  相似文献   

QUESTIONING THE HOMOGENIZATION OF IRREGULAR MIGRANTS IN EDUCATIONAL POLICY: FROM (IL)LEGAL RESIDENCE TO INCLUSIVE EDUCATION     

Elias Hemelsoet 《Educational theory》2011,61(6):659-669

In this article Elias Hemelsoet questions the way irregular migrants are approached in educational policymaking. In most cases, estimations of the number of irregular migrants serve—despite large methodological problems—as a starting point for policymaking. Given the very diverse composition of this group of people, the question is whether residence status is an appropriate benchmark for dealing with the social problems related to these people. There seems to be a homogenizing tendency at work that reduces the complexity of irregular migration. Preferable distinctions are overlooked or even denied. Inclusive education seems to provide an alternative that does not reduce individuals to a group they belong to, claiming that differences only matter at the individual level. The question is whether such an approach entails a new form of homogenization. Using the case of Roma people, Hemelsoet argues here that group differences do matter for educational practice, theory, and policy. Qualitative data on the social practices of groups can help provide insight into the particularity of situations. This “insight” or “understanding,” in its turn, is a requirement in order for policymakers to make well‐considered choices.  相似文献   

Sport und Spannung im Prozess der Zivilisation     

Norbert Elias  Eric Dunning  Michael Krüger 《Sportwissenschaft》2003,33(4):473-478

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Palestinian Arabs in Israel: educational expansion,social mobility and political control     

André Elias Mazawi 《Compare》1994,24(3):277-284

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Putting proficiency: contributions of the pelvis and trunk     

Delphinus EM  Sayers MG 《Sports biomechanics / International Society of Biomechanics in Sports》2012,11(2):212-222

Putting proficiency is a key determinant of golfing success and yet minimal biomechanical research has been published on this important skill. Little is known about the motion and coordination of the pelvis and trunk during the putting motion. The purpose of this study was to present detailed three-dimensional (3D) kinematic profiles of the pelvis and trunk during the putting motion, and to determine if differences in kinematics exist between proficient and non-proficient golfers. A 3D analysis (100 Hz) was conducted on 10 single figure handicap golfers using a six-camera motion capture system. Participants completed 18 putts (2 m) towards a cup in an indoor facility and were subsequently divided into two groups based on putting proficiency (Proficient: >79%; Non-proficient: <79%). Variables assessed were the linear movements of the centre of mass (COM) and head, and the angular movements of the pelvis and trunk. Effect size statistics showed that the Proficient putters tended to move predominantly in the frontal plane (towards the target), while the non-proficient putters moved more sagittally. In addition, the Non-proficient putters recorded greater movement variability. The implications of this study suggest that putting proficiency is enhanced when the COM moves towards the target.  相似文献   

THE TRACK SYSTEM IN WASHINGTON,D.C.     

Elias Blake Jr. 《Equity & Excellence in Education》2013,46(2):27-35

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Social and Emotional Learning: Promoting the Development of All Students     

Joseph E. Zins  Maurice J. Elias 《Journal of educational and psychological consultation》2013,23(2-3):233-255

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Molecule matters     

Anil J. Elias 《Resonance》2008,13(5):456-467

Divalent carbon compounds which were once considered as highly reactive organic intermediates have been tamed by the modern day synthetic chemist in the form of N-heterocyclic carbenes. The land marks in the history of development of these compounds and their applications as ligands in the Nobel Prize winning work on olefin metathesis catalysts are described. Anil J Elias is a professor at the Department of Chemistry, Indian Institute of Technology, Delhi.  相似文献   

Region,Locality Characteristics,High School Tracking and Equality in Access to Educational Credentials: the case of Palestinian Arab communities in Israel     

André Elias Mazawi 《Educational studies》1998,24(2):233-240

A limited number of studies attempted to account for regional and community‐level variables in exploring the mediating mechanisms conditioning the structure of educational opportunities. As a result, contextual dynamics of social stratification remain largely obscure. The aim of the present paper is to examine the relative effects of regional, locality (community level) and high school variables on access opportunities of Palestinian Arab high school pupils in Israel to educational credentials. The analysis is based on the aggregate data of 46 Arab localities. Findings reveal that while high school tracking patterns are affected by high school variables at community level (such as average allocation of teaching‐time per class and gender enrolment ratios), access to educational credentials (high school matriculation certificates) is determined by community‐level SES and the locality's geographic location (region). The implications of these findings for the broader study of issues related to equality in educational opportunities are discussed.

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A community of practice as an inclusive model to support children with social,emotional and behavioural difficulties in school contexts     

Johan Botha  Elias Kourkoutas 《International Journal of Inclusive Education》2016,20(7):784-799

Many school children throughout the world who exhibit antisocial or destructive behaviour or have social, emotional and behavioural difficulties (SEBD) do not receive the support they need. As a result, they are caught up in a cycle of vulnerability. Systemic collaborative support is needed to counter this. Although in some cases teachers and other professionals join forces, interventions are usually affected by individual professionals outside the framework of inclusive education. This literature review paper explores the support children with SEBD in school contexts receive. The findings of the thematic document analysis highlight the vulnerability of children with SEBD, the success or otherwise of attempts made by various approaches and intervention programmes to provide support to these children, and the barriers to inclusive support. We argue the merits of adopting a Community of Practice as an inclusive model to support school children with SEBD. This kind of inclusive model strengthens constructive partnerships that provide these children with opportunities to acquire the social capital they need to engage meaningfully at schools and in their future life.  相似文献