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171.
提高能效和燃料转换效率是温室气体减排战略的一部分。过去二十年,很多研究显示这两方面带来气候变化以外的好处,多半介于这些政策方案实施成本的30%到超过100%。国际上,政策制定者对于分析能效政策和燃料转换效率政策同时纳入对温室气体和非温室气体两方面影响的探讨愈来愈感兴趣。欧盟、美国与日本已开发出一套相当成熟的方法。通常,协同效益的定量工作可分为三类:(1)协同效益模型;(2)事前的政策评估方法;(3)由学者建立的框架,意在改善这方面的研究,并将协同效益应用到更多的地区和政策方案上。 表ES-1将协同效益定量方面的几个重点模型、指南和框架做了摘要。 相似文献
172.
Kirstie Hartwell Silke Brandt Laura Boundy Grace Barton Bahar Köymen 《Child development》2022,93(4):1061-1071
In collaborative decision-making, partners compare reasons behind conflicting proposals through meta-talk. We investigated UK-based preschoolers’ (mixed socioeconomic status) use of meta-talk (Data collection: 2018–2020). In Study 1, 5- and 7-year-old peer dyads (N = 128, 61 girls) heard conflicting claims about an animal from two informants. One prefaced her claim with “I know”; the other with “I think”. Dyads identified the more reliable informant through meta-talk (“She said she knows”). In Study 2, 3- and 5-year-olds (N = 64, 34 girls) searched for a toy with an adult partner making incorrect proposals. Children refuted this through reporting what they had witnessed (It cannot be there because “I saw it move”, “she moved it”). In preschool period, children start using meta-talk to make rational collaborative decisions. 相似文献
173.
Peter Fotheringham Thomas Harriott Grace Healy Gabrielle Arenge Elaine Wilson 《British Educational Research Journal》2022,48(2):201-227
The pressures and influences experienced by school leaders as school policymakers, during the first responses to COVID-19 pandemic, made their task of interpreting, translating and implementing school guidance both difficult and stressful. During COVID-19 pandemic, school leaders faced challenges to prioritise and balance ever-changing government policy advice with the limitations of school buildings, the welfare of students and staff, and the needs of communities, a task made complicated by the methods of communication used by government. By surveying and interviewing headteachers, senior leaders and governors, this article identifies the reactions and responses of school leaders who construct and enact policy in the context of COVID-19 pandemic. The article addresses the nature of, and factors affecting, pressures school leaders feel in authoring and implementing policy. These pressures are non-trivial and increase tension in already highly stressful work. The report draws on data collected from a randomised, stratified sample of primary and secondary school leaders from across England in early June 2020, during the time of national lockdown and remote learning. Findings suggest quality, quantity and frequency of top-down communication contributed to school leader stress, while horizontal communication and collaboration between school leaders and across school communities supported leaders during rapid change. We recommend that government and the Department of Education strengthen and streamline stressful communication systems while building cooperative communities, mitigating against the challenges identified by school leaders during the COVID-19 pandemic. 相似文献
174.
Catherine A. Haden Erin A. Jant Philip C. Hoffman Maria Marcus Jacqueline R. Geddes Suzanne Gaskins 《Early childhood research quarterly》2014
This study tested the effectiveness of a facilitated educational program in a museum for promoting family conversations and children's learning about STEM. A sample of 130 families (71 European-American; 33 African-American; and 26 Hispanic-American) with children M age = 6.42 years were observed in a building construction exhibit. Prior to building, families were randomly assigned to conditions that varied in terms of the instructions about a key engineering principle and elaborative question-asking they received. Conversation instruction resulted in adults’ asking double the number of Wh-questions compared to families who did not receive the instruction. The building instruction was important in promoting increases in adults’ STEM-related talk during the building activity, as well as in the children's STEM talk when prompted for information about what they had learned. The effects of the instructions did not vary by families’ ethnic background. Implications for facilitating family conversations and children's learning related to STEM are discussed. 相似文献
175.
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177.
Grace O' Grady 《Irish Educational Studies》2018,37(2):255-274
Located in a larger study that attempted to challenge taken-for-granted or homogenizing assumptions about constructions of adolescent identity and to interrogate radically the process of qualitative research in this field [O’ Grady, G. (2012). “Constructing Identities with Young People using Creative Rhizomatic Narrative.” PhD Thesis. Queen’s University Belfast], the paper picks up the narrative of the research journey at a moment of meeting with Kim Etherington, Professor of Narrative Research at the University of Bristol. It opens with the conversation that ensued and my introduction to the figure of the rhizome [Deleuze, G., and F. Guattari. ([1987] 2004). A thousand plateaus: Capitalism and Schizophrenia. Translated by B. Massumi. London: Continuum, 8) which, alongside other poststructuralist ideas, I subsequently used to conceptualize and frame the inquiry. In grappling with the questions posed in our conversation, I hope to make visible three interweaving themes in this paper: My difficulties initially in ‘inhabiting’ the philosophical positions I took up in this creative narrative inquiry; my growing commitment to a form of narrative inquiry that challenges inherited dominant understandings of subjectivity and research methodologies and finally, my encounters with ‘otherness’ in the construction of self/other as a thematic thread that interwove all the narratives of the young people in the larger study. 相似文献
178.
Gerald Grace 《British Journal of Sociology of Education》2020,41(6):859-869
AbstractValuable developments in the Sociology of Education over the last 40?years have involved the widening and deepening of analytical perspectives to include not only class-based research in education but also the complex interactions of class, race and gender in all educational, social, economic and political contexts. From a sociology of knowledge perspective the field has become historically more mature and multi-dimensional in its research and analysis of socio-educational contexts internationally. This paper argues that despite these progressive developments, one dimension is still largely ignored i.e. that of the religions of the world and of the social and cultural implications of these faiths for education today. Sociological analysis which elides a religious dimension not only presents an over-simplified view of social relations in the modern West but also fails to make an authentic engagement with education. 相似文献
179.
Drawing on in‐depth interviews with 27 women academics in faculties of education in Canada, this article explores some of the consequences of the gendered division of labour in universities. Jean Baker Miller's phrase, ‘doing good and feeling bad’, characterised the women in the study. They reported working excessively hard, taking responsibility for supporting others, including colleagues and students, and being ‘good department citizens’. Yet they seemed disappointed by the results. Their ‘feeling bad’ is related to the reward system in academic life; a sense that there is an unequal division of labour, with women ‘working harder'; and an expectation that women will take greater responsibility for the nurturing and housekeeping side of academic life. The article explores ‘individual’ and ‘structural’ explanations for the findings and raises further questions about caring in university teaching, the situation of tokens and outsiders in university departments and the prospects for altering university priorities in these times of cutbacks and retrenchment. 相似文献
180.
Bullying in schools is an international problem impacting negatively on children’s well-being. Children’s drawings can provide an insight into their emotional states. There is little published literature that uses children’s drawings to gain better understandings of the nature and impact of bullying. We report two studies using indicators of emotional distress to examine Australian primary school children’s drawings about bullying. In Study One, children’s drawings were examined using indicators of size, detail and line heaviness in terms of gender and developmental trends. The analysis showed no main differences for gender, however, there were clear developmental aspects to children’s depictions of school bullying. In Study Two, children’s self-reported victimisation was associated with the degree of detail and the relative distance between the protagonists represented in the drawings. The studies suggest that drawings could be used to counsel young people and help remediate the effects of bullying. 相似文献