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31.
John Colvin Chris Blackmore Sam Chimbuya Kevin Collins Mark Dent John Goss Ray Ison Pier Paolo Roggero Giovanna Seddaiu 《Research Policy》2014
Processes of designing for systemic innovation for sustainable development (SD) through the lens of three long-term case studies are reported. All case studies, which originated from the SLIM (Social Learning for the Integrated Management and Sustainable Use of Water at Catchment Scale) Project, funded within the EU Fifth Framework Program (2001–2004), constitute inquiry pathways that are explored using a critical incident approach. The initial starting conditions for each inquiry pathway are compared; significant pathway dependencies are identified which foster the development of social learning processes locally, but constrain their uptake and embedding across the wider system of interest. In the first case study, in England & Wales, promising developments in the application of social learning approaches to river basin planning over an initial 3-year period were subsequently marginalised, only to resurface towards the end of the 10-year period of study. In the second, South African case study, significant spaces for social learning and innovation in integrated water resources management were opened up over a five year period but closed down again, primarily as the result of lack of policy support by national government. The third, Italian, case study was designed to assess options for adapting to climate change by opening up new learning spaces between researchers, stakeholders and policy makers. A case for investing in local level systemic innovation through social-learning praxis design approaches and in learning processes around well contextualised case-studies is supported. However, concomitant investment by policy makers in social learning as an alternative, but complementary, governance mechanism for systemic innovation for SD is needed. 相似文献
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OBJECTIVE: This study compares homeless women who had childhood histories of foster care or other out-of-home placement to those who have not. METHOD: A countywide probability sample of homeless women (n = 179) received structured interviews. RESULTS: One-third of homeless women reported being raised apart from their parents. Among women with children under age 18, most (61.5%) had children who had lived in foster care or other out-of-home placements. Variables associated with homeless mothers' children living in foster care or other out-of-home placements were: Child was school-age, mother was age 35 or older, mother had a current alcohol or drug use disorder, mother experienced childhood sexual abuse, and mother ran away from home (when under age 18). CONCLUSIONS: Parenting is difficult for homeless mothers who may need to place their children with others to facilitate school attendance. Parent-child interaction may be problematic in family shelters where privacy is rare. Thus, programs promoting family preservation for homeless mothers should provide parenting support as well as permanent housing. 相似文献
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T. S. Robertson 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):189-197
Social class has always been one of the most prominent variables in educational research, yet the various ways of classifying it have never ceased to be controversial. The author reviews the major classifications, assesses their validity, surveys the use made of them in research literature, suggests how they should be interpreted, and assesses to what degree findings couched in these terms correspond to the reality of social differences in Britain. 相似文献
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Margaret J. Robertson 《高等教育研究与发展》2017,36(7):1463-1475
Team supervision of doctoral students adds new dimensions and complexities to relationships within the teams that impact functionality of the team. Trust emerged as a significant theme in recent qualitative research into the quality of team supervision of doctoral students. Trust was cited as a key component in successful team collaborations, and the missing component in dysfunctional teams. Definitions refer to trust as the belief of truthfulness, reliability or faith in another person’s abilities. My hypothesis is that trust operates as a form of power in team supervision. It is a form of power that enables voice, resilience and creativity in teams. This article concludes that placing trust in others in supervisory teams is a deliberate decision by candidates and supervisors. It is a decision to engage in a team context despite known risks and may be understood as a gamble on the reliability of others in the expectation of reciprocity. By conceptualising trust as a form of power, strategies that engender and maintain trust may be utilised more intentionally. 相似文献
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Robert L. Robertson 《PRIMUS》2017,27(6):606-617
Calculating Laplace transforms from the definition often requires tedious integrations. This paper provides an integration-free technique for calculating Laplace transforms of many familiar functions. It also shows how the technique can be applied to probability theory. 相似文献
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