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Government-led interorganizational alliance networks present a sensible opportunity to overcome many societal challenges through collaborative governance. In particular, few researchers have studied alliance networks in the field of energy conservation in commercial buildings—a sector with unique barriers to greater diffusion of innovative cost-saving strategies. We applied an analytic inductive case-based method and social network analysis to study one particular alliance network: the United States Commercial Building Energy Alliances representing interests from retail, commercial real estate, and healthcare sectors. This alliance network was initiated by the United States Department of Energy, with assistance from several federally funded research laboratories in the United States, to promote the diffusion of knowledge and ultimately encourage greater deployment of energy efficiency and clean energy strategies in commercial buildings. We draw upon interview data from 28 cases of private, non-profit, and governmental organizations and complete network data from the alliance participants. We honed in on eight focal cases of governmental organizations to provide insight on how the four forms of energy and environmental data, information, and knowledge shared within an alliance network address the challenge of a vastly underutilized energy resource, namely conservation. Further, we identify and discuss the public's four roles—Commissioner, Interpreter, Marketer, and User—in providing balance to the diffusion of both private and public goods in a network. 相似文献
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Previous studies have showed that early problems with word decoding can lead to poor performance in text reading and comprehension and suggest that poor readers often struggle with reading deficits throughout their school years. Therefore, early detection of those children who are at risk for slow reading development and/or who belong to the lowest reading profiles is essential in order to organize proper support. The present study explores the heterogeneity and prevalence of latent reading profiles among 769 Finnish- and German-reading students during their first and second school years in three countries (Finland, Germany, and Italy) using latent profile analysis. The results identified three latent profiles among Finnish readers, one of which (sentence-level reading) was identified as developing slowly. Among German-reading students, four latent profiles were discovered, two of which were identified as developing slowly. The results of ordinal logistic regression modeling show that rapid automatic naming (RAN) was significantly related to poorer reading profiles among Finnish- and German-reading students, and that the poorer results in letter-sound connection testing among the German-reading group was also significantly related to poorer reading profiles. Although the educational systems have some differences between Germany and German-speaking areas of Italy, no significant country effect was detected. In addition, a child’s age and spoken language did not significantly affect the student’s reading profile. 相似文献
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Univ.-Prof. em. Dr. Arno Combe Univ.-Prof. Dr. Ulrich Gebhard 《Zeitschrift für Erziehungswissenschaft》2009,12(3):549-571
In processes of experience, we become intensely involved in a situation or–what is particularly important for academic learning–in the examination of a learning object. In this article we show in which ways meaningful, ubiquitous learning processes that embrace the individual can be understood against the background of a theory of learning based on experience. Experience constitutes itself within a process of crisis management which must not be misunderstood as a negativistic perspective. For we will demonstrate how crises and irritation can be transformed into constructive learning processes and how they function as “fruitful elements in educational processes.” However, key processual and structural elements of the process of experience, such as resistance, intuition, imagination, and fantasy, have in effect not yet been developed in learning theory, at least with respect to the academic learning process. It is precisely this gap that this essay acts on. Particularly in the case of fantasy inspired by irritation, its potential of being the focus and dynamic medium of intercommunication between the inner and outer world, and of the corresponding transitions between self and object, becomes evident. This assumption will be thematized with respect to its empirical-psychological and didactic relevance. Finally, using the concept of everyday fantasies it will be demonstrated that and how irritation and fantasy can be fruitfully combined with reflective processes. 相似文献
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Minerva - Clinician scientists have gained institutional support in the era of translational research, as the key solution to closing the ‘translational gap’ between biomedical research... 相似文献
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The paper examines how teachers’ attitudes towards tracking (separating pupils into groups with different curricula on the basis of their abilities and results) differ among various generations of teachers. Fundamental and quick changes in the educational system occurred in the Czech Republic after the Velvet Revolution in 1989 as a unified educational system moved to a system strongly accenting tracking practices. We use this ‘policy discontinuity’ to validate teacher socialization theory and test three alternative socialization hypotheses based on different key periods in teachers’ development: the pupil experience hypothesis, the pedagogical preparation hypothesis and the pedagogical experience hypothesis. We work with a data-set from 2009 covering 1002 Czech teachers. The mean tests and the logistic regression analysis support the socialization theory, however only the pedagogical experience hypothesis was found to be most influential. 相似文献
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