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51.
This paper focuses on sustainability strategies for the Forestry–Wood chain (FWC) driven by market demands on books and other products. The main objective is to draft and suggest a process for market driven pro-active sustainability strategies for the FWC, based on a SWOT-analysis (strengths, weaknesses, opportunities and threats). Further to highlight the possible strategic implications and critical areas for actors upstream in the FWC, in the context of uncertain external future scenarios. Higher demands on product differentiation were found throughout the FWC, where also collaboration and stakeholder interaction was found important to improve sustainability. The work broadens the “traditional” perspectives on FWC sustainability to encompass also interacting value chains such as book production and publishing, to get a more holistic view. 相似文献
52.
Carl Bereiter 《学习科学杂志》2015,24(1):187-192
“Practicality Studies” (Janssen, Westbroek, & Doyle, 2015/this issue) starts with a critical commentary on “Principled Practical Knowledge: Not a Bridge but a Ladder” (Bereiter, 2014) but consists in the main of an essay on what the authors consider to be really practical knowledge for teachers. The gist of their criticism is that “Bereiter and with him a large part of the design research community in the learning sciences underestimate the magnitude of … usability issues and in fact believe that much of the task of usability is already solved by design research in the learning sciences” (p. 177). The authors argue persuasively for giving “practicality studies” a place in learning sciences research, but their subtitle—“How to Move From What Works in Principle to What Works in Practice”—claims too much and makes an invidious distinction. 相似文献
53.
Carl T. Woods James P. Veale Neil Collier Sam Robertson 《Journal of sports sciences》2017,35(4):325-330
This study investigated the extent to which position in the Australian Football League (AFL) national draft is associated with individual game performance metrics. Physical/technical skill performance metrics were collated from all participants in the 2014 national under 18 (U18) championships (18 games) drafted into the AFL (n = 65; 17.8 ± 0.5 y); 232 observations. Players were subdivided into draft position (ranked 1–65) and then draft round (1–4). Here, earlier draft selection (i.e., closer to 1) reflects a more desirable player. Microtechnology and a commercial provider facilitated the quantification of individual game performance metrics (n = 16). Linear mixed models were fitted to data, modelling the extent to which draft position was associated with these metrics. Draft position in the first/second round was negatively associated with “contested possessions” and “contested marks”, respectively. Physical performance metrics were positively associated with draft position in these rounds. Correlations weakened for the third/fourth rounds. Contested possessions/marks were associated with an earlier draft selection. Physical performance metrics were associated with a later draft selection. Recruiters change the type of U18 player they draft as the selection pool reduces. juniors with contested skill appear prioritised. 相似文献
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Carl T. Woods Annette J. Raynor Lyndell Bruce Zane McDonald 《Journal of sports sciences》2016,34(4):342-347
This study examined if a video decision-making task could discriminate talent-identified junior Australian football players from their non-talent-identified counterparts. Participants were recruited from the 2013 under 18 (U18) West Australian Football League competition and classified into two groups: talent-identified (State U18 Academy representatives; n = 25; 17.8 ± 0.5 years) and non-talent-identified (non-State U18 Academy selection; n = 25; 17.3 ± 0.6 years). Participants completed a video decision-making task consisting of 26 clips sourced from the Australian Football League game-day footage, recording responses on a sheet provided. A score of “1” was given for correct and “0” for incorrect responses, with the participants total score used as the criterion value. One-way analysis of variance tested the main effect of “status” on the task criterion, whilst a bootstrapped receiver operating characteristic (ROC) curve assessed the discriminant ability of the task. An area under the curve (AUC) of 1 (100%) represented perfect discrimination. Between-group differences were evident (P < 0.05) and the ROC curve was maximised with a score of 15.5/26 (60%) (AUC = 89.0%), correctly classifying 92% and 76% of the talent-identified and non-talent-identified participants, respectively. Future research should investigate the mechanisms leading to the superior decision-making observed in the talent-identified group. 相似文献
56.
Ceridwen Evans Sandy Toogood Stephanie Owen-Leeds Leusa Dwyfor Shabreen Jorammanawar Nour Issa J. Carl Hughes 《British Journal of Special Education》2021,48(3):369-392
Research indicates that engagement acts as an important precursor for learning, yet sustaining the engagement of pupils with special educational needs can be a challenge for classroom staff. An Active Support staff training package, Interactive Training, has been demonstrated as an effective way of increasing engagement in adults accessing learning disability services. In theory the logic of Active Support Interactive Training could extend to a school environment, with the aim of achieving similar outcomes. The current study evaluated a special school-adapted version of Active Support Interactive Training with the aim of increasing engagement in pupils during group-based learning. Findings showed an increase in engagement in pupils for all three settings (classrooms) immediately after intervention, which continued to either increase or stabilise at three-month follow-up. Further research could test the engagement behaviour of staff pre- and post- training intervention and explore practice leadership within the school leadership team to address maintenance. 相似文献
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Carl Parsons Ray Godfrey Keith Howlett Carol Hayden & Tim Martin 《Pastoral Care in Education》2001,19(4):4-15
This article reports and discusses a study which followed up, through case records, 726 children excluded permanently, indefinitely or for fixed–term periods in 1993/4 in 10 LEAs. The outcomes at secondary level in 1998/9 were found to be moderately poor with the problems intensifying for half the sample. Forty six per cent had further primary school exclusions and 36 per cent received exclusions in their secondary education. Looked–after children and those with special educational needs fared worse and achieved less. Case studies showed the kinds of commitment and support that can work even with very difficult cases. 相似文献
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This paper examines how teachers responded when some organizational constraints on their work were loosened and why they responded as they did. It first reviews the sociological literature on teacher work to identify the main determinants studied. It then presents results of an ethnographic study of teachers in an urban school. The literature tends to portray teacher work as overly determined and may remove more responsibility from teachers for determining their own work than is warranted. 相似文献