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11.
The governance of sustainable socio-technical transitions 总被引:8,自引:2,他引:8
A quasi-evolutionary model of socio-technical transitions is described in which regimes face selection pressures continuously. Differentiated transition contexts determine the form and direction of regime change in response to these pressures. The articulation of pressures, and the degree to which responses are coordinated and based on resources available within the regime, define the transition context. Four alternative contexts are described: endogenous renewal; re-orientation of trajectories; emergent transformation and purposive transitions. Agency and power in the governance of regime transformation are analysed. Power to affect change depends on regime membership, the distribution of resources for change and expectations. 相似文献
12.
Fleurie Nievelstein Tamara van Gog Henny P. A. Boshuizen Frans J. Prins 《Instructional Science》2010,38(1):23-35
Due to the complexity of the legal domain, reasoning about law cases is a very complex skill. For novices in law school, legal
reasoning is even more complex because they have not yet acquired the conceptual knowledge needed for distilling the relevant
information from cases, determining applicable rules, and searching for rules and exceptions in external information sources
such as lawbooks. This study investigated the role of conceptual knowledge in solving legal cases when no information sources
can be used. Under such ‘unsupported’ circumstances, novice and advanced students performed less well than domain experts,
but even experts’ performance was rather low. The second question addressed was whether novices even benefit from the availability
of information sources (i.e., lawbook), because conceptual knowledge is prerequisite for effective use of such sources. Indeed
availability of the lawbook positively affected performance only for advanced students but not for novice students. Implications
for learning and instruction in the domain of law are discussed. 相似文献
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14.
Abstract During the past two decades, the debate over a national curriculum has been the subject of much controversy in the United States. However, this debate, part of a much larger debate over the broader goals of public education, has inevitably clashed with the long‐held American notion of local control of schools. The purpose of this article is to present a brief historical overview and identify some issues which continue to feature prominently in the ongoing debate over national and state curriculum standards. The authors focus on curriculum standards for history. A case‐study of this specific debate will reveal some of the major issues which have surfaced in the broader debate. 相似文献
15.
Storbeck C Martin D Parkin I Magongwa L Druchen BP Batchelor M McIlroy G De Villiers D Captieux-Bhana N Rasebopye L Rasebopye D Krige-Henderson S Krige F Louw A Surtees T Smit AL Cox R Henderson M 《American annals of the deaf》2010,155(4):488-518
In a special section of the american Annals of the Deaf, Deaf education and the Deaf community in South Africa are discussed. The special section is organized into 7 segments: a historical overview to establish context, the educational context, educators and learners, postgraduate education and employment, perspectives of Deaf children and their parents, sport and the arts, and spiritual lives and mental health. Throughout the entire section, however, the central focus is on the overall foundation (or lack thereof) of education for Deaf learners in South Africa. 相似文献
16.
Delayed diagnosis and treatment of extreme hypertriglyceridemia due to rejection of a lipemic sample
Jan Van Elslande Samira Hijjit Katrien De Vusser Michel Langlois Bjrn Meijers Ann Mertens Bart Van der Schueren Glynis Frans Pieter Vermeersch 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(2)
IntroductionMost laboratories routinely determine haemolysis, icterus and lipemia indices to identify lipemic samples and reject potentially affected results. Hypertriglyceridemia is the most common cause of lipemia and severe hypertriglyceridemia (≥ 11.3 mmol/L) is a major risk factor of acute pancreatitis.Laboratory analysisA 56-year-old woman attended the outpatient clinic for a follow-up visit 1 month after a kidney transplantation. Her immunosuppressive therapy consisted of corticosteroids, cyclosporine, and mycophenolic acid. The routine clinical chemistry sample was rejected due to extreme lipemia. The comment “extreme lipemic sample” was added on the report, but the requesting physician could not be reached. The Cobas 8000 gave a technical error (absorption > 3.3) for the HIL-indices (L-index: 38.6 mmol/L) which persisted after high-speed centrifugation. The patient was given a new appointment 2 days later. The new sample was also grossly lipemic and gave the same technical error (L-index: 35.9 mmol/L).What happenedThe second sample was manually diluted 20-fold after centrifugation to obtain a result for triglycerides within the measuring range (0.10–50.0 mmol/L). Triglycerides were 169.1 mmol/L, corresponding to very severe hypertriglyceridemia. This result was communicated to the nephrologist and the patient immediately recalled to the hospital. She received therapeutic plasma exchange the next day and did not develop acute pancreatitis.Main lessonThis case illustrates the delicate balance between avoiding the release of unreliable results due to lipemia and the risk of delayed diagnosis when results are rejected. Providing an estimate of the degree of hypertriglyceridemia might be preferable to rejecting the result. 相似文献
17.
Clara Möller Caroline Odersjö Frans Pilesjö Kendra Terpening Malin Österberg Rolf Holmqvist 《Parenting, science and practice》2017,17(4):225-241
Objective. There is a need for better understanding the relation between parents’ mentalizing about their child and their actual behavior toward the child. Specifically, it is important to understand the significance of mentalization about discrete parental challenges in comparison with mentalization about the relationship in general in relation to their interaction with the child. This study aimed to examine parental mentalization and observed emotional availability. Design. Forty mothers were observed in a play situation with their children (aged 3–10 years) to rate the emotional availability in the interaction. Mothers were also interviewed with the parent development interview and about parental limit setting to assess parental reflective functioning. Results. Analyses showed moderate correlations between the reflective functioning scores and the emotional availability dimensions. Approximately 15% of the variance in emotional availability scales could be accounted for by the reflective functioning ratings. Conclusions. The results suggest that parents’ ability to mentalize about limit setting behaviors may affect interactions between the parent and child. 相似文献
18.
Activity and Interaction of Students in an Electronic Learning Environment for Problem-Based Learning 总被引:1,自引:0,他引:1
This paper contains the results of an experimental study in which students used a collaborative learning tool in the time between regular meetings of a tutorial group in problem-based learning. The analysis of the learning situation for which this tool was developed, as well as the evaluation of the experiment, is based on a model of collaborative learning that covers three sections. The first is the learning environment that mediates the second section learning behaviour and the third section learning mechanisms . From the perspective of the stimulation of productivity in collaborative learning, the relation between characteristics of the problem task (learning environment) and interactions (learning behavior) was explored. In problem-based learning students formulate learning issues after a brainstorm discussion in the group. Students formulate theoretical and practical learning issues. Two research questions are presented in this study: What types of learning issues generate most interactions? and What types of learning issues generate the highest level of information processing? The first question is concerned with an analysis of the number of interactions and the second with the quality of these interactions. Practical learning issues generated more interactions, as well as a higher level of information processing. These results are discussed in the context of social factors in learning. 相似文献
19.
Lesley Hustinx Tim Vanhove Anja Declercq Koen Hermans Frans Lammertyn 《British Journal of Sociology of Education》2005,26(4):523-538
In spite of a progressive institutionalisation of community‐based learning into higher education, relatively little is known about the actual dynamics and correlates of volunteering by students. The study presented seeks a more in‐depth understanding of the spontaneous, extracurricular involvement within a university student population. Data are drawn from a postal survey of a representative sample of third‐year university students enrolled at a Flemish university (n = 744). In a first step, an exploration of the course and nature of students’ volunteer involvement is provided. In a second step, an explanatory model is constructed to predict the likelihood of belonging to the categories of volunteers, former volunteers or non‐volunteers. Firstly, it appears that a large group of students drop out of volunteering in transition to university, and that volunteering is rarely given priority in students’ agenda. Furthermore, a bifurcated pattern of involvement with a different pace inside and outside university is identified. Finally, extensive embedding in a volunteer environment as well as the discipline of study are major predictors of volunteering by students. Gender, church practice, being encouraged to volunteer and subjective study pressure produce subsidiary effects. 相似文献
20.