The politics of ideas in welfare state transformation: Christian Democracy and the reform of family policy in Germany.

The expansion of employment-centered family policies of the Grand Coalition in Germany came with some surprise, as Christian Democrats have traditionally been strongly committed to the male breadwinner model and corresponding family policies. This article investigates why Christian Democrats (though with some inconsistencies) promoted "social-democratic" family policies guided by the adult worker rather than by the male breadwinner model. Illuminating the politics of recent family policy reforms, the electoral rationale for this modernization of family policy, the role of political entrepreneurship, and intraparty political conflicts over the new policy paradigm are discussed.

Bosquejo histórico sobre las principales teorías de la motivación y su influencia en el proceso de enseñanza-aprendizaje / Historical rough outline on the main theories of motivations and its influence on teaching-learning process

El estudio que se presenta responde a una revisión bibliográfica en el área de la motivación en el proceso docente educativo, con el objetivo de reflexionar sobre el tema. La motivación no es una variable observable, sino un constructo hipotético, que se infiere a partir de las manifestaciones de la conducta y esa inferencia puede ser acertada o equivocada. La motivación, junto con la inteligencia y el aprendizaje previo, determinan si los estudiantes lograrán los resultados académicos apetecidos o no, o sea, la motivación es un medio en relación con otros objetivos. El alumno es un sujeto activo del aprendizaje, si el aprendizaje es revelador, es que existe una actitud favorable por parte del alumno, lo que quiere decir que existe motivación, siendo este un proceso unitario. Uno de los aspectos más relevantes de la motivación es llegar a un comportamiento determinado y preexistente del alumno y que ese comportamiento tenga que ver con su futuro, es decir, el profesor ha de propiciar que el estudiante controle su propia producción y que el aprendizaje sea motivante, proceso que en su esencia es muy complejo y por ello se hace necesario reflexionar y actualizar el tema en cuestión(AU)

Present study account for a bibliographic review of the motivation area of teaching-educational process and its main objective is to reflect on thus subject. Motivation isn't an observable variable but a hypothetical feature deduced from the behavior manifestations and that inference may be correct or incorrect. Motivation, together with intelligence and the previous learning, determine if students will achieve the expected academic results or not, or rather, the motivation is means related to other objectives. The student is a active subject of learning, if the learning is revealing, there is a favorable attitude by student and thus a motivation as a unitarian process. One of the more relevant features of motivation is to arrive to a determined and preexisting behavior of student and that behavior be related to its future, in other words, the professor make that student to control its own production and that learning be motivating, process that in its essence is very complex and thus it is necessary to reflect and update the subject in question(AU)

Bosquejo histórico sobre las principales teorías de la motivación y su influencia en el proceso de enseñanza-aprendizaje / Historical rough outline on the main theories of motivations and its influence on teaching-learning process

El estudio que se presenta responde a una revisión bibliográfica en el área de la motivación en el proceso docente educativo, con el objetivo de reflexionar sobre el tema. La motivación no es una variable observable, sino un constructo hipotético, que se infiere a partir de las manifestaciones de la conducta y esa inferencia puede ser acertada o equivocada. La motivación, junto con la inteligencia y el aprendizaje previo, determinan si los estudiantes lograrán los resultados académicos apetecidos o no, o sea, la motivación es un medio en relación con otros objetivos. El alumno es un sujeto activo del aprendizaje, si el aprendizaje es revelador, es que existe una actitud favorable por parte del alumno, lo que quiere decir que existe motivación, siendo este un proceso unitario. Uno de los aspectos más relevantes de la motivación es llegar a un comportamiento determinado y preexistente del alumno y que ese comportamiento tenga que ver con su futuro, es decir, el profesor ha de propiciar que el estudiante controle su propia producción y que el aprendizaje sea motivante, proceso que en su esencia es muy complejo y por ello se hace necesario reflexionar y actualizar el tema en cuestión

Present study account for a bibliographic review of the motivation area of teaching-educational process and its main objective is to reflect on thus subject. Motivation isn't an observable variable but a hypothetical feature deduced from the behavior manifestations and that inference may be correct or incorrect. Motivation, together with intelligence and the previous learning, determine if students will achieve the expected academic results or not, or rather, the motivation is means related to other objectives. The student is a active subject of learning, if the learning is revealing, there is a favorable attitude by student and thus a motivation as a unitarian process. One of the more relevant features of motivation is to arrive to a determined and preexisting behavior of student and that behavior be related to its future, in other words, the professor make that student to control its own production and that learning be motivating, process that in its essence is very complex and thus it is necessary to reflect and update the subject in question

Culture as metaphor: company culture and business strategy at Raleigh Industries, c. 1945-60.

This study of Raleigh Industries, one of the leading bicycle manufactures in the world in the immediate post-war years, argues that its business strategy was in part shaped by a managerial commitment to a dominant company culture which was deeply embedded in Raleigh's history. Using the notion of culture as metaphor, the paper examines the way that core values in the company acted as a guide in the setting of organisational goals and, intended or unintended, impinged upon company performance. In many respects, the culture guided the company well, but our study shows a number of ambiguities, tensions and contradictions between culture and strategy which had negative effects on company behaviour. Thus, Raleigh's attachment to personal capitalism constrained its capacity expansion programme, and, while it adopted what appeared to be a progressive education and training policy, it in effect trained workers for the past rather than the future.