Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. The CASE Network is a group of economic and social research centers in Poland, Kyrgyzstan, Ukraine, Georgia, Moldova, and Belarus. Organizations in the network regularly conduct joint research and advisory projects. The research covers a wide spectrum of economic and social issues, including economic effects of the European integration process, economic relations between the EU and CIS, monetary policy and euro-accession, innovation and competitiveness, and labour markets and social policy. The network aims to increase the range and quality of economic research and information available to policy-makers and civil society, and takes an active role in on-going debates on how to meet the economic challenges facing the EU, post-transition countries and the global economy.
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Documents inThe CASE network consists of:
AcknowledgementsThis report is the result of a team effort and reflects the contributions of all those who have contributed to the country fiches, the country case studies as well as the interim and final reports, in particular:
The evolution in Europe towards more competence‐based curricula in the last ten years or so is the result of several exogenous factors and a determined European policy. The Reference Framework of Key Competences for Lifelong Learning, a Recommendation approved by the European Parliament and the Council in 2006, and the work carried out within the Open Method of Coordination as well as by European research bodies have had a significant impact on Member States' curriculum reforms. This article shows that some terminology issues, both conceptual and practical, may explain, together with other causes, the diverse formulations of key competences and the way in which they are being integrated into the compulsory education curricula by the Member States or at intra‐national levels. The focus of the article is on cross‐curricular competences because these are the key competences which require the most significant innovations in teaching and learning practices, on assessment tools and procedures, and school organisation. The analysis illustrates the main differences and convergences in policy formulation and implementation strategies among the EU Member States. It also identifies key obstacles that must be overcome for an effective implementation before suggesting some policy recommendations.
Ring-opening polymerization of -caprolactone initiated by titanium n-propoxide Ti(O-n-Pr) 4 was compared to the one initiated by titanium phenoxide or Ti(OPh) 4 . Polymerization was confirmed to proceed via a coordination-insertion mechanism for both initiators after end groups analysis by 1 H and 13 C NMR (nuclear magnetic resonance) spectroscopy. Bulk polymerization at 100 °C and with a M 0 /I 0 (monomer/initiator ratio) equal to 300 was studied and compared with both initiators. The polymerization with Ti(OPh) 4 exhibits a slower kinetic of reaction and the polymer synthesized an higher number-average molecular weight and higher polydispersity than with Ti(OPr) 4 . These results are consistent with evolution of the average number of active aryloxide groups per initiator (N aag ) during polymerization for this initiator. Indeed, N aag determined by 1 H NMR increases gradually during the polymerization to 2 for around 70% conversion and then decreases at the end of the polymerization and even over the time required for total conversion. This decrease of N aag at the end of the conversion may be explained by important transesterification reactions with phenoxyl end groups of the polymer, which lead to the formation of larger poly( -caprolactone) chains. That is consistent with the increase in the number-average molecular weight of the polymer beyond the end of the conversion. The rheological study also confirms this result.
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