HD.gov 2.0: An Interagency Web Portal on the Human Dimensions of Natural Resource Management.

The HD.Gov (HumanDimensions.gov) website was conceptualized in collaboration with NOAA, the Forest Service, National Park Service, and other agencies with the intention of providing public access to federal agency social science resources. Originally developed and hosted by NOAA, during the winter of 2011 the USGS Fort Collins Science Center worked with NOAA staff to migrate the HD.Gov database, application, and website to a USGS hosting center. HD.gov provides a credible, reliable human dimensions web portal that connects two distinct communities, those who develop social science information and tools, and the natural resource managers who need the information and tools. HD.gov is a collaboration of government, academic and nongovernmental organizations that enables partners to submit, peer review and distribute social science content

Research and Applications of the Processes of Performance Appraisal: A Bibliography of Recent Literature, 1981-1989

[Excerpt] There have been several recent reviews of different subtopics within the general performance appraisal literature. The reader of these reviews will find, however, that the accompanying citations may be of limited utility for one or more reasons. For example, the reference sections of these reviews are usually composed of citations which support a specific theory or practical approach to the evaluation of human performance. Consequently, the citation lists for these reviews are, as they must be, highly selective and do not include works that may have only a peripheral relationship to a given reviewer\u27s target concerns. Another problem is that the citations are out of date. That is, review articles frequently contain many citations that are fifteen or more years old. The generation of new studies and knowledge in this field occurs very rapidly. This creates a need for additional reference information solely devoted to identifying the wealth of new research, ideas, and writing that is changing the field

Systemic intervention for computer-supported collaborative learning

This paper presents a systemic intervention approach as a means to overcome the methodological challenges involved in research into computer-supported collaborative learning applied to the promotion of mathematical problem-solving (CSCL-MPS) skills in schools. These challenges include how to develop an integrated analysis of several aspects of the learning process; and how to reflect on learning purposes, the context of application and participants' identities. The focus of systemic intervention is on processes for thinking through whose views and what issues and values should be considered pertinent in an analysis. Systemic intervention also advocates mixing methods from different traditions to address the purposes of multiple stakeholders. Consequently, a design for CSCL-MPS research is presented that includes several methods. This methodological design is used to analyse and reflect upon both a CSCL-MPS project with Colombian schools, and the identities of the participants in that project

Science and Technology Cooperation in Cross-border Regions::A Proximity Approach with Evidence for Northern Europe

Given the sheer number of cross-border regions (CBRs) within the EU, their socio-economic importance has been recognized both by policy-makers and academics. Recently, the novel concept of cross-border regional innovation system has been introduced to guide the assessment of integration processes in CBRs. A central focus of this concept is set on analyzing the impact of varying types of proximity (cognitive, technological, etc.) on cross-border cooperation. Previous empirical applications of the concept have, however, relied on individual case studies and varying methodologies, thus complicating and constraining comparisons between different CBRs. Here a broader view is provided by comparing 28 Northern European CBRs. The empirical analysis utilizes economic, science and technology (S&T) statistics to construct proximity indicators and measures S&T integration in the context of cross-border cooperation. The findings from descriptive statistics and exploratory count data regressions show that technological and cognitive proximity measures are significantly related to S&T cooperation activities (cross-border co-publications and co-patents). Taken together, our empirical approach underlines the feasibility of utilizing the proximity approach for comparative analyses in CBR settings

Has the CSR engagement of electrical companies had an effect on their performance? A closer look at the environment

Even though electrical companies attain a top ranking in the publication of CSR reports, they are often accused of 'green‐washing' due to their bad environmental reputation. The current economic crisis is testing their real CSR commitment more than ever, especially when this goes beyond its economic consequences. Based on a worldwide sample of electrical companies, we are going to study why companies are being socially responsible. We wish to know if it is due to the impact on the firms' performance or whether there are other motives (legitimation, improving their reputation) that lead companies to carry out these practices. We will also consider if it changes across the kind of CSR action considered. The results show that there is an economic justification beyond the socially responsible behaviour of the electrical companies. Additionally, most kinds of CSR action (community, diversity, corporate governance, product responsibility) are also carried out looking for economic rewards. However, the CSR actions oriented to the environment are mainly motivated by their need to improve their image and reverse their negative impact

Assessing the infusion of sustainability principles into university curricula

open3siThe current paper presents the assessment of the infusion of sustainability principles into university curricula at two Jordanian universities. The peer review process of revising the curricula infusing sustainability principles is also discussed. The research methodology involved quantitative methods to assess the revised courses. The results revealed the following: the most relevant ESD themes in the revised curricula were ìhuman connections to the physical and natural worldî, and ìethics/valuesî. The most relevant ESD topics were: ìsustainable production/consumptionî and ìhealth promotionî. The most infused ESD pillars (competencies) were: ìlearning to knowî and ìlearning to doî. The most relevant ESD principles were: ìpracticed locallyî and ìresponds through applied learningî. The findings offered a rich scenario of the strategies applied by the university professors in revising the curricula, providing evidence of a mental attitude to adopt ESD strategies, as well as a goal-oriented approach in curriculum planning. The paper also discusses the implications of the study results for syllabus revision and development, as well as the refinement of the teaching methods that focus on infusing sustainability into university curricula. Keywords: education for sustainable development, higher education, professional development, curricula revision, Reorient University Curricula to Address Sustainability (RUCAS)openBiasutti, Michele; De Baz, Theodora; Alshawa, HalaBiasutti, Michele; De Baz, Theodora; Alshawa, Hal

Peer motivational climate in youth sport: a qualitative inquiry

Objectives: Little is known about the influence and nature of the motivational climate initiated by peer groups on children’s sport behaviour and experiences. To address this research need, in-depth interviews were employed in order to identify the factors that underpin the motivational climate created by peers in youth sport. Methods: Individually and in small focus groups, 14 boys and 16 girls (NZ30), aged between 12 and 16 years old from both individual and team sports, were interviewed regarding peer-induced characteristics of their motivational climates. Results: Using content analyses, the following 11 dimensions of peer climate emerged: cooperation, effort, improvement, mistakes, intra-team competition, intra-team conflict, equal treatment, normative ability, autonomy support, evaluation of competence and relatedness support. Conclusions: Some of the resulting dimensions are similar to the factors included in existing instruments assessing adult (i.e. PE teacher or coach-created) motivational climates. However, some facets of the climate unique to peer groups were also identified in this study. The theoretical implications of these findings are discussed and suggestions for future research on the peer motivational climate are provided

A framework to analyze argumentative knowledge construction in computer-supported collaborative learning

Computer-supported collaborative learning (CSCL) is often based on written argumentative discourse of learners, who discuss their perspectives on a problem with the goal to acquire knowledge. Lately, CSCL research focuses on the facilitation of specific processes of argumentative knowledge construction, e.g., with computer-supported collaboration scripts. In order to refine process-oriented instructional support, such as scripts, we need to measure the influence of scripts on specific processes of argumentative knowledge construction. In this article, we propose a multi-dimensional approach to analyze argumentative knowledge construction in CSCL from sampling and segmentation of the discourse corpora to the analysis of four process dimensions (participation, epistemic, argumentative, social mode)