Understanding the Moral Attitudes Scale in International Surveys: an Exploratory Study
The paper focuses on the attitudes of Europeans to the state monitoring of online public space and personal electronic messages. The technical feasibility of implementing electronic social control faces a public debate on its acceptability and the riskes of turning electronic communication into a virtual panopticon. The paper proposes sociological explanations of the differences in the attitudes of the population to various types of state-provided electronic social control, including socio-demographic and cross-country differences in the countries of the European Values Survey (EVS-2017).
The research is focused on the nature of civic engagement across European countries and its prediction, based on European Values Study data (2008). A model of civic engagement which includes scalesof civic concern, civic confidence, non-violent elite-changing actions and organizational activities, which has been tested both on cross-country level and in pooled data, implies two factors, corresponding to “cognition” and “activity” parts of civic engagement. An attempt is made to envisage and conceptualize the predictors of civic engagement in different parts of Europe with the help of classical OLS regression and multilevel regression modelling, in such a way testing research hypotheses. It is shown that differences in civic engagement may be conceptualized within the framework of Laurent Thevenot’s three regimes of engagement.
This study aims to analyze the gender attitudes of Muslim migrants in Western Europe compared to people in their sending societies and the European receiving societies. I employ the European Social Survey, the European Values Study, and the World Values Survey as data sources. Using cross-classified multilevel analysis, I compare individuals with respect to their country of origin and receiving society characteristics simultaneously. The results show that migrants are closer in their attitude to employment rights to local Europeans than to the public in their sending societies. People who left their predominantly Islamic countries of origin are much less prone to gender discrimination than those who stayed. This paper argues that the majority of Muslim migrants do not adhere to the values and attitudes of their countries of origin, but fall closer to the attitudes of the receiving societies as reflected in their perception of gender roles, particularly within the labor market.
This book contains the proceedings of the 4th International Conference on Computer Supported Education (CSEDU 2012) which was organized and sponsored by the Institute for Systems and Technologies of Information, Control and Communication (INSTICC) and technically co-sponsored by SPEE (Portuguese Society for Engineering Education), IGIP (International Society for Engineering Education), ROLE (Responsive Open Learning Environments) and IFIP TC3 (International Federation for Information Processing - Technical Committee 3 - ICT and Education).
CSEDU has become an annual meeting place for presenting and discussing learning paradigms, best practices and case studies that concern innovative computer-supported learning strategies, institutional policies on technology-enhanced learning including learning from distance, supported by technology. The Web is currently a preferred medium for distance learning and the learning practice in this context is usually referred to as e-learning or technology-enhanced learning. CSEDU 2012 is expected to give an overview of the state of the art in technology-enhanced learning and to also outline upcoming trends and promote discussions about the education potential of new learning technologies in the academic and corporate world.
This conference brings together researchers and practitioners interested in methodologies and applications related to the education field. It has five main topic areas, covering different aspects of Computer Supported Education, including "Information Technologies Supporting Learning", "Learning/Teaching Methodologies and Assessment", "Social Context and Learning Environments", "Domain Applications and Case Studies" and "Ubiquitous Learning". We believe the proceedings, demonstrate new and innovative solutions, and highlight technical problems in each field that are challenging and worthwhile.
CSEDU 2012 received 243 paper submissions from 58 countries in all continents. A double-blind review process was enforced, with the help of the 297 experts who are members of the conference program committee, all of them internationally recognized in one of the main conference topic areas. Only 29 papers were selected to be published and presented as full papers, i.e. completed work (10 pages in proceedings / 30' oral presentations). 73 papers, describing work-in-progress, were selected as short papers for 20' oral presentation. Furthermore 37 papers were presented as posters. The full-paper acceptance ratio was thus 12%, and the total oral paper acceptance ratio was less than 42%. These ratios denote a high level of quality, which we intend to maintain and reinforce in the next edition of this conference.
The high quality of the CSEDU 2012 programme is enhanced by three keynote lectures, delivered by distinguished guests who are renowned experts in their fields, including (alphabetically): Joseph Trimmer (Ball State University, United States), David Kaufman (Simon Fraser University, Canada) and Hugh Davis (University of Southampton, United Kingdom).
For the fourth edition of the conference we extended and ensured appropriate indexing of the proceedings of CSEDU including DBLP, INSPEC, EI and Thomson Reuters Conference Proceedings Citation Index. Besides the proceedings edited by SciTePress, a short list of papers presented at the conference will be selected for publication of extended and revised versions in the Journal of Education and Information Technologies. Furthermore, all presented papers will soon be available at the SciTePress digital library.
The conference is complemented with two special sessions, focusing on specialized aspects of computer supported education; namely, a Special Session on Enhancing Student Engagement in e-Learning (ESEeL 2012) and a Special Session on Serious Games on Computer Science Learning (SGoCSL 2012).
Building an interesting and successful program for the conference required the dedicated effort of many people. Firstly, we must thank the authors, whose research and development efforts are recorded here. Secondly, we thank the members of the program committee and additional reviewers for their diligence and expert reviewing. We also wish to include here a word of appreciation for the excellent organization provided by the conference secretariat, from INSTICC, who have smoothly and efficiently prepared the most appropriate environment for a productive meeting and scientific networking. Last but not least, we thank the invited speakers for their invaluable contribution and for taking the time to synthesize and deliver their talks.