The Decision to Use a Computer Simulation

Schick, James B. M.

doi:10.2307/494329

Cited by 6 publications

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“…The House of Commons is held to be 'hardly able to participate effectively in the determination of the budget' and 'stripped of its financial competences by the Cabinet', and this is rooted not in EU accession or the lack of legal power but chiefly in the structure of the political sphere and the emergence of two large, coherent and disciplined parties-the Conservatives and Labour-alternating in power and enjoying wide national support. 108 In the same vein, the UK Parliament suffers from severe time constraints. For example, the UK Treasury submits budget estimates only a fortnight before Parliament considers them.…”

Section: B Assessment From the Perspective Of Domestic Law A) Parliammentioning

confidence: 99%

National Parliaments and EU Fiscal Integration

Jančić

2016

European Law Journal

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This article analyses the impact of the euro crisis on national parliaments and examines their response to the deepening of EU fiscal integration and the correspondent limitation of their budgetary autonomy. It argues that the sovereign debt crisis has provoked the emergence of new channels of parliamentary involvement in EU economic governance. National parliaments have acquired various rights of approval in the European Semester, strengthened the accountability of national governments, reinforced their scrutiny over budgeting, improved their access to information, and created domestic and supranational avenues for deliberation and political contestation of European integration. In these respects, they have undergone further Europeanisation. While these reforms do not outweigh the centralisation of EU powers, they represent an embryonic step in the parliamentary adaptation to the nascent EU fiscal regime. Yet they are unlikely substantially to influence EMU policy-making processes, because of the democratic disconnect inherent in the EU's multilevel constitution.

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Section: B Assessment From the Perspective Of Domestic Law A) Parliammentioning

confidence: 99%

National Parliaments and EU Fiscal Integration

Jančić

2016

European Law Journal

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“…Interactive Media resources (such as videos, the internet, and CD-ROM's) have been useful for enhancing classroom learning, especially when students are able to use them at their own pace (Giardina, 1992). In addition, computerized learning activities can adapt to different class sizes (Schick, 1993), as long as enough computers are available. These benefits are becoming more important as school classrooms are becoming more crowded (Ready et al, 2004;National School Boards Association, 1999;O'Neil and Adamson, 1993).…”

Section: Potential Solutionsmentioning

confidence: 99%

The Effectiveness of Interactive Maps in Secondary Historical Geography Education

Taylor¹,

Plewe²

2006

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Social Studies, including history and geography, is a core part of most state curriculum standards for K-12 education, and for the most part is in need of improvement. Among the technological solutions that have been developed, interactive maps show promise in making the complexities of the social sciences (especially historical geography) more interesting to students, and easier to visualize and understand, without demanding significant investments by schools. A two-group experiment examined this potential for the 7th Grade Utah Studies curriculum. After completing an exercise to analyze possible historical and geographical causes of settlement patterns in Utah, students using interactive maps showed significantly better improvement between a pretest and posttest than students using paper maps. Although some of the test results were inconclusive and highlighted technological and resource obstacles to the widespread adoption of interactive mapping in the classroom, it has been shown to help students learn social studies in a deeper, more engaging manner.

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“…Many educators have viewed simulations as advantageous because they offer students the opportunity to practice skills they may use outside of the classroom (Boocock & Schild, 1968;Fox, 1990). Simulations also can facilitate participation, engagement, and risk-taking in a safe environment (Boocock & Schild, 1968;Fox, 1990;Schick, 1993). Simulations typically include a cooperative learning component, a historical or topical introduction, activities that supplement the larger theme of the simulation, assessment tools, and a debriefing at the end of the simulation (Elder, 1973;Ruben & Budd, 1975;Smith & Boyer, 1996).…”

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confidence: 98%

Are We Simulating the Status Quo? Ideology and Social Studies Simulations

DeLeon

2008

Theory & Research in Social Education

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The Decision to Use a Computer Simulation

Cited by 6 publications

References 0 publications

National Parliaments and EU Fiscal Integration

National Parliaments and EU Fiscal Integration

The Effectiveness of Interactive Maps in Secondary Historical Geography Education

Are We Simulating the Status Quo? Ideology and Social Studies Simulations

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