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6 - ‘A van full of Poles’: Liquid Migration from Central and Eastern Europe
- Edited by Richard Black, Godfried Engbersen, Marek Okólski, Cristina Panţîru
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- Book:
- A Continent Moving West?
- Published by:
- Amsterdam University Press
- Published online:
- 03 February 2021
- Print publication:
- 15 July 2012, pp 115-140
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Summary
Introduction
In May 2004, Ireland, Sweden and the United Kingdom opened up their labour markets to citizens of the new member states in Central and Eastern Europe (CEE). In the summer of 2006, Greece, Portugal and Spain also allowed workers from the new accession countries access to their labour markets. The Netherlands followed in May 2007. For Bulgaria and Romania, which joined the EU in January 2007, a transition period is in force. Workers from these two countries still need a work permit in order to work in the Netherlands. The Netherlands could be described as a ‘third phase’ country, in that it did not allow CEE migrants immediate access to its labour market. However, it is incorrect to imply that there was no labour migration from CEE countries to the Netherlands before May 2007. The Netherlands was the second main destination of choice for migrants from the provinces of Opele and Silesia, which formerly belonged to the Prussian empire. Due to their dual Polish-German citizenship, the ‘German Poles’ have enjoyed free access to the Dutch labour market since the early 1990s (Pool 2004; Pijpers & Van der Velde 2007). Furthermore, under specific economic sector agreements, ‘Polish Poles’ and migrant workers from the new member states were already working in the Netherlands, more specifically from the early 2000s on. Polish workers dominated this labour force. Apart from this regular labour migration, from the early 1990s, there were also a significant number of irregular labour migrants from CEE who were employed in agriculture, horticulture and construction (Burgers & Engbersen 1996).
In other words, before the opening up of the Dutch labour market in May 2007, regular and irregular forms of organised labour migration could be observed in the Netherlands. Nevertheless, the European Union's enlargement has led to an accelerated growth of CEE migration to the Netherlands. The figures presented in this chapter will show that the largest category of CEE migrants arriving in the Netherlands come from Poland. The numbers of immigrants coming from the other CEE countries are still relatively small. However, we do not have complete insight into the volume of temporary and irregular immigration from the CEE countries to the Netherlands.
6 - Piaget on Equilibration
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- By Jan Boom
- Edited by Ulrich Müller, University of Victoria, British Columbia, Jeremy I. M. Carpendale, Simon Fraser University, British Columbia, Leslie Smith, Lancaster University
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- Book:
- The Cambridge Companion to Piaget
- Published online:
- 28 March 2010
- Print publication:
- 24 August 2009, pp 132-149
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Summary
EQUILIBRATION AS A CENTRAL CONCEPT IN PIAGET’S THEORY
According to Piaget, models of equilibration are involved in all questions about cognitive development. Cognitive development, for him, is a succession of constructions with constant elaborations of novel structures. Moreover, for Piaget, this implies a process that improves existing structures and replaces temporally achieved equilibria through re-equilibrations. This process is designated by Piaget as equilibration, and coming to grips with it is the central issue for many of his works.
Piaget's account of equilibration is not only crucial for understanding his approach, it also sets his theory apart from most other theories concerning cognitive development. Moreover, Piaget, in his long career, has developed his own terminology that suits his own intentions better, but this terminology makes the challenge for new uninitiated readers even more daunting. It might be in order, therefore, to characterize the equilibration idea avoiding Piagetian jargon. So, I will first give a brief expository definition and elaborate upon it by expanding on all terms used in - and left out of - this brief definition.
Subsequently, I will go deeper into matters now based on Piaget's own formulations and review some of the central issues and perspectives involved. This review is roughly structured along these perspectives with a focus, first, on biological systems, next on the psychological subject, and third on the epistemological subject. Finally, conclusions and evaluation will follow.