The French experience of reference budgets

2020 ◽  
pp. 55-66
Author(s):  
Pierre Concialdi
Keyword(s):  
Political Action ◽  
Operational Definition ◽  
Policy Debate ◽  
Minimum Income ◽  
French Experience ◽  
Family Types ◽  
Research Findings ◽  
Definition Of ◽  
The Uk ◽  
Reference Budgets

This chapter focuses on the French experience of reference budgets in establishing an operational definition of “minimum decent income,” which since has been inspired by the Minimum Income Standards (MIS) methodology developed in the UK. It explains the MIS approach that has been applied extensively in the French context and covered six family types. It also examines the most recent “MIS France” results, which confirms that the basic amount of guaranteed minimum incomes in France is far below the reference budgets for all family types, and yet for the time being. The chapter points out how reference budget research has failed to stir political action and public debate in France. It highlights the main results of the study and related research findings that place reference budgets in the French policy debate.

From data to definition

1991 ◽  
Vol 3 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Byron Egeland
Keyword(s):  
Sexual Abuse ◽  
Child Abuse ◽  
Child Maltreatment ◽  
Operational Definition ◽  
Psychological Maltreatment ◽  
Heterogeneous Samples ◽  
Research Findings ◽  
Definition Of ◽  
Concise Definition

Researchers and practitioners working in the area of child maltreatment have been frustrated by the lack of a concise definition of maltreatment, especially psychological maltreatment. The study of child abuse, neglect, sexual abuse, and other forms of maltreatment has been impeded by the failure to establish a commonly accepted definition. Numerous definitions have been developed at different times, for very different purposes and by professionals from many different disciplines, but as Giovannoni (1989) noted, their only common feature is that they are vague and ambiguous. Not surprisingly, the research findings from the field are as varied as the heterogeneous samples of maltreating individuals being investigated. The lack of an operational definition of maltreatment greatly limits the generalizability of the research findings.

scholarly journals Accommodating nomadism and mobility

2019 ◽  
Vol 39 (3/4) ◽  
pp. 324-336 ◽  
Author(s):  
Zoë James ◽  
Rebekah Southern
Keyword(s):  
Design Methodology ◽  
Local Authority ◽  
Content Type ◽  
The Core ◽  
South West ◽  
Research Findings ◽  
Definition Of ◽  
The Uk ◽  
Socially Excluded ◽  
The Impact

Purpose The purpose of this paper is to examine how and why Gypsies and Travellers are socially excluded in England and how their experience may be reflected in other European contexts. Specifically, the paper explores the impact of planning policies on accommodation provision for Gypsies and Travellers in England and subsequently how their exclusion manifests due to the sedentarist binary definition of nomadism embedded within that policy. Design/methodology/approach The paper draws on evidence from empirical research carried out by the authors in the South West of England in 2015 as part of an accommodation needs assessment of Gypsies and Travellers. The research was commissioned by a local authority but the analysis presented here was carried out in addition to the core report. The decision to comment further on the research findings in relation to policy and theory was agreed with the project funders. Findings The research findings show that there continues to be a lack of accommodation provided to Gypsies and Travellers in England, despite policy and legislative initiatives to the contrary. The paper identifies that current government policy in England is likely to diminish access to appropriate accommodation in the future for Gypsies and Travellers, particularly for the most vulnerable. Finally, the paper concludes that a sedentarist binary definition of nomadism has failed to recognise Gypsy and Traveller communities’ culture or mobility. Originality/value This paper sets out how an underpinning “sedentarist binary” definition of nomadism is used in England to determine policies of provision for Gypsies and Travellers. That definition is based on the sedentary notions of nomadism that are binary, distinguishing only between people who are mobile and people who are not, rather than acknowledging the cultural nomadism of Gypsies and Travellers. The findings are useful beyond the UK context as they help to explain why Gypsies, Travellers and Roma in wider Europe remain excluded within states despite extensive European initiatives for inclusion.

Temporal Extension and Orientation: A Methodological Study

1976 ◽  
Vol 43 (3) ◽  
pp. 775-785 ◽  
Author(s):  
Lawrence M. Perlman
Keyword(s):  
College Students ◽  
Measurement Techniques ◽  
Operational Definition ◽  
Research Literature ◽  
Verbal Intelligence ◽  
Methodological Study ◽  
Temporal Perspective ◽  
Research Findings ◽  
Temporal Dimensions ◽  
Definition Of

Research on temporal extension and orientation has produced a mass of conflicting findings. It was felt that differences in the operational definition of the dimensions might account for the contradictory findings. Ten tests, representative of different measurement techniques, were administered to 210 college students. Correlations of the following demographic factors with the test variables were non-significant or trivial: sex, social class, birth order, verbal intelligence, and rural/urban origin. The factor analyzed data showed that the tests clustered according to the three broad temporal dimensions and according to instrument-related characteristics. It was concluded that three types of stimulus attributes are crucial to the interpretation of research findings on extension and orientation—breadth of the temporal perspective, temporal anchoring, and affective loading of the items. It will be necessary to re-evaluate the research literature on temporal perspective in the light of these test-related differences. Question is raised as to whether temporal perspectives are quantifiable in the simplistic sense of the previous research in this field. Content characteristics must be considered in conjunction with the numerical indices.

Minimum Income Standards in the Basic Income debate

2020 ◽  
pp. 319-330
Author(s):  
Malcolm Torry
Keyword(s):  
Basic Income ◽  
Minimum Income ◽  
The Uk ◽  
Budget Standards ◽  
Reference Budgets

This chapter explores the concept or idea of “basic income” in relation to the growing work on reference budget standards, particularly in relation to the Minimum Income Standards (MIS) findings in the UK context. It confirms whether basic incomes should be paid to every individual at MIS levels or whether a Universal Basic Income (UBI) scheme as a whole should raise family incomes to the levels of the MIS. It also investigates what approach is both feasible and affordable to bring families and households closer to the MIS. The chapter marks new territory in the UBI debate, taking some of the first steps to join up important debates and explore issues surrounding UBI, MIS and reference budgets, both in theory and in practice. It discusses the feasibility of paying basic incomes at levels defined by the published MIS reports.

scholarly journals Attributes of Effective Lecturing in the College Classroom

1993 ◽  
Vol 23 (2) ◽  
pp. 1-18
Author(s):  
Dieter J. Schonwetter
Keyword(s):  
Student Learning ◽  
Cognitive Processing ◽  
Empirical Studies ◽  
Operational Definition ◽  
Research Literature ◽  
College Classroom ◽  
Major Research ◽  
Critical Issues ◽  
Research Findings ◽  
Definition Of

The following paper highlights research on effective lecturing in the college classroom. First, critical issues concerning the operational definition of effective lecturing and the measurement criteria used to denote it are addressed. Next, major research findings are reported, beginning with correlational information reported by descriptive studies and ending with causal findings demonstrated by empirical studies. Current research literature identifies the following lecture attributes as important for student learning: expressiveness, clarity, and organization. These dimensions are defined by low-inference behaviours and supported by empirical studies. Furthermore, links between lecture attributes and certain student cognitive processing activities, explaining the facilitative qualities of effective lecturing on student learning, are hypothesized. Finally, implications for both practitioners and researchers are discussed.

Pedagogical Content Knowledge: Conceptions and Findings in Physical Education

2016 ◽  
Vol 35 (3) ◽  
pp. 194-207 ◽  
Author(s):  
Phillip Ward ◽  
Shiri Ayvazo
Keyword(s):  
Physical Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Operational Definition ◽  
Subject Area ◽  
Educational Community ◽  
Pedagogical Content ◽  
Research Findings ◽  
Subject Areas ◽  
Definition Of

Pedagogical content knowledge (PCK) is a frequently used concept in the educational community. Its usage is so widespread it appears to function as a “lingua franca” across different subject areas and among researchers within a subject area. Critiques of PCK have suggested it may function at best as a heuristic and at worst as a masquerade; because there has been little consensus on its conceptualization and in many studies there is no operational definition of PCK provided. Recent studies, however, have moved both the conceptualization and measurement of PCK forward in ways that allow the concept to be operationalized. In this article we examine how PCK has evolved since Shulman’s (1986) initial conceptualization, and discuss how the concept has been used in physical education. We describe and examine five recurring research findings for PCK in physical education. These are that PCK can be described on continuums of maturity and effectiveness; is learned, is specific to content and context; and is strongly related to both content knowledge and knowledge of students.

Commercial awareness in real estate courses

2014 ◽  
Vol 32 (1) ◽  
pp. 48-66 ◽  
Author(s):  
Joanna Poon
Keyword(s):  
Real Estate ◽  
Practical Experience ◽  
Content Type ◽  
The Real Estate ◽  
Depth Analysis ◽  
Royal Institution ◽  
Research Findings ◽  
Real Estate Education ◽  
Definition Of ◽  
The Uk

Purpose – The purpose of this paper is to evaluate how and to what extent commercial awareness is embedded within the curriculum of the UK Royal Institution of Chartered Surveyors (RICS)-accredited real estate courses. It also discusses the development of commercial awareness taxonomy. Design/methodology/approach – This paper presents the research findings of questionnaire survey and interviews with RICS-accredited real estate course providers in the UK. The questionnaire aimed to gather course directors’ views on the definitions and components of commercial awareness and identify what skills and attributes are required for its development. It also evaluated how commercial awareness has been embedded in the real estate courses. The aim of the interview was to gain deeper insight on how components of commercial awareness are embedded in real estate courses and nine interviews were conducted. The interviews were recorded, transcribed and coded to identify similar themes. The frequency of the answer in the questionnaire and comments from interviewees is presented. Findings – The UK real estate academics agreed the most important definition of commercial awareness as that of a “person's ability on understanding of the economics of business”. They agreed that “strategic” is the most important component for commercial awareness, followed with “financial” and “process”. However, the “financial” component is embedded the most in the curriculum. The most important skill and attribute for commercial awareness development are “ability to define and solve problems” and “ability and willingness to update professional knowledge”, respectively. Commercial awareness was embedded in the overall curriculum and the key element for developing it is through having “practical experience”. Originality/value – This project is the first to conduct an in-depth analysis of commercial awareness in real estate education. It also develops the pioneer commercial awareness taxonomy.

Understanding functional illiteracy from a policy, adult education, and cognition point of view: Towards a joint referent framework

2019 ◽  
Vol 30 (2) ◽  
pp. 109-122
Author(s):  
Aleksandar Bulajić ◽  
Miomir Despotović ◽  
Thomas Lachmann
Keyword(s):  
Adult Education ◽  
Operational Definition ◽  
Literacy Skills ◽  
Point Of View ◽  
Industrialized Countries ◽  
Functional Illiteracy ◽  
Scale Levels ◽  
Components Of Reading ◽  
The One ◽  
Definition Of

Abstract. The article discusses the emergence of a functional literacy construct and the rediscovery of illiteracy in industrialized countries during the second half of the 20th century. It offers a short explanation of how the construct evolved over time. In addition, it explores how functional (il)literacy is conceived differently by research discourses of cognitive and neural studies, on the one hand, and by prescriptive and normative international policy documents and adult education, on the other hand. Furthermore, it analyses how literacy skills surveys such as the Level One Study (leo.) or the PIAAC may help to bridge the gap between cognitive and more practical and educational approaches to literacy, the goal being to place the functional illiteracy (FI) construct within its existing scale levels. It also sheds more light on the way in which FI can be perceived in terms of different cognitive processes and underlying components of reading. By building on the previous work of other authors and previous definitions, the article brings together different views of FI and offers a perspective for a needed operational definition of the concept, which would be an appropriate reference point for future educational, political, and scientific utilization.

“The Unconscious” in Current Psychology

2010 ◽  
Vol 15 (3) ◽  
pp. 193-201 ◽  
Author(s):  
Elisabeth Norman
Keyword(s):  
Cognitive Psychology ◽  
Verbal Report ◽  
Psychological Research ◽  
Operational Definition ◽  
The Unconscious ◽  
Apparent Lack ◽  
Unconscious Processing ◽  
Unconscious Processes ◽  
Intermediate States ◽  
Definition Of

A series of vignette examples taken from psychological research on motivation, emotion, decision making, and attitudes illustrates how the influence of unconscious processes is often measured in a range of different behaviors. However, the selected studies share an apparent lack of explicit operational definition of what is meant by consciousness, and there seems to be substantial disagreement about the properties of conscious versus unconscious processing: Consciousness is sometimes equated with attention, sometimes with verbal report ability, and sometimes operationalized in terms of behavioral dissociations between different performance measures. Moreover, the examples all seem to share a dichotomous view of conscious and unconscious processes as being qualitatively different. It is suggested that cognitive research on consciousness can help resolve the apparent disagreement about how to define and measure unconscious processing, as is illustrated by a selection of operational definitions and empirical findings from modern cognitive psychology. These empirical findings also point to the existence of intermediate states of conscious awareness, not easily classifiable as either purely conscious or purely unconscious. Recent hypotheses from cognitive psychology, supplemented with models from social, developmental, and clinical psychology, are then presented all of which are compatible with the view of consciousness as a graded rather than an all-or-none phenomenon. Such a view of consciousness would open up for explorations of intermediate states of awareness in addition to more purely conscious or purely unconscious states and thereby increase our understanding of the seemingly “unconscious” aspects of mental life.

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