Are subsidies for climate action effective? Two case studies in the Netherlands

An often used policy instrument to promote climate change mitigation and adaptation action are subsidies. Yet, it remains unclear to what extent subsidies are effective in motivating behavioural change. Subsidies are effective if they lead to adoption of the behaviour by individuals different from those who would adopt otherwise. On the bases of two theoretical frameworks, we examine the effectiveness of two subsidy schemes in the Netherlands. In Study 1 (n = 151), we applied the Transtheoretical Model and argued that a subsidy for climate adaptation measures is effective if it not only attracts those in the action and preparation stages of the model, but also people in the precontemplation and contemplation stage. In Study 2 (n = 367), we applied the Diffusion of Innovations Theory and argued that a subsidy for electric vehicles is effective if it attracts not only innovators and early adopters, but also early and late majority adopters. In both studies, we examined the extent to which subsidies remove financial barriers and serve as a cue to action. In Study 1, we found that the subsidies primarily attracted people who were in the action and preparation stages. In Study 2, we found that a subsidy for electric vehicles did not attract more early and late majority adopters compared to those who adopted an electric vehicle without a subsidy. In both studies we found that the subsidy mainly served as a cue to action, and was less likely to remove financial barriers

Writer adaptation for offline text recognition: An exploration of neural network-based methods

Handwriting recognition has seen significant success with the use of deep learning. However, a persistent shortcoming of neural networks is that they are not well-equipped to deal with shifting data distributions. In the field of handwritten text recognition (HTR), this shows itself in poor recognition accuracy for writers that are not similar to those seen during training. An ideal HTR model should be adaptive to new writing styles in order to handle the vast amount of possible writing styles. In this paper, we explore how HTR models can be made writer adaptive by using only a handful of examples from a new writer (e.g., 16 examples) for adaptation. Two HTR architectures are used as base models, using a ResNet backbone along with either an LSTM or Transformer sequence decoder. Using these base models, two methods are considered to make them writer adaptive: 1) model-agnostic meta-learning (MAML), an algorithm commonly used for tasks such as few-shot classification, and 2) writer codes, an idea originating from automatic speech recognition. Results show that an HTR-specific version of MAML known as MetaHTR improves performance compared to the baseline with a 1.4 to 2.0 improvement in word error rate (WER). The improvement due to writer adaptation is between 0.2 and 0.7 WER, where a deeper model seems to lend itself better to adaptation using MetaHTR than a shallower model. However, applying MetaHTR to larger HTR models or sentence-level HTR may become prohibitive due to its high computational and memory requirements. Lastly, writer codes based on learned features or Hinge statistical features did not lead to improved recognition performance.Comment: 21 pages including appendices, 6 figures, 10 table

Neo-Atlantis: Dutch Responses to Five Meter Sea Level Rise

What would happen to the Netherlands if, in 2030, the sea level starts to rise and eventually, after 100 years, a sea level of five meters above current level would be reached? Two socio-economic scenarios are developed from a literature review and by interviews with researchers and practicionersin the domains of social sciences, economics, civil engineering, and land use planning. One scenario describes what would happen in a future characterised by a trend towards further globalisation, marketisation and high economic growth, while the other scenario happens in a future under opposite trends. Under both scenarios, the Southwest and Northwest of the Netherlands – already now below seal level - would be abandoned because of sea level rise. Although most experts believe that geomorphology and current engineering skills allow to largely maintain the territorial integrity of the Netherlands, there are some reasons to assume that this is not likely to happen. Social processes that precede important political decisions – such as the growth of the belief in the reality of SLR and the framing of such decision in a proper political context (policy window) – evolve slowly. Although a flood disaster would speed up decision-making, the general expectation is that decisions would come too late in view of the rate of SLR and the possible pace of construction of works.Extreme sea level rise, The Netherlands, flood defences

Exploratory study of graduate-level instructor’s perception of teaching critical thinking

Doctor of PhilosophyDepartment of Educational LeadershipRoyce Ann CollinsHigher learning institutions identify the teaching of critical thinking skills to students as a goal of the academic programs offered. This study examined faculty perceptions for teaching critical thinking skills at the U.S. Army’s Command and General Staff College (CGSC). CGSC is charged with educating the nation’s mid-career military officers for the world’s complexities that will challenge them during the next 5 to 10 years of their career. To accomplish this task, CGSC has a dedicated faculty development program to expose new faculty to critical thinking concepts and principles, and a curriculum that integrates critical thinking throughout the lesson plans designed to improve the students’ critical thinking skills during the course of the academic year. An exploratory mixed methods approach was used to examine the research questions. Faculty participated in a survey providing quantitative results (n = 83), and eight volunteers were interviewed expanding upon the quantitative results. Analysis of the quantitative results showed that instructors believe the most effective teaching techniques for fostering critical thinking skills are small group facilitated discussion, role play/simulation – which is manifested in planning exercises – and the use of case studies. Instructors identified monitoring classroom discussions and providing feedback on argumentative essays as the most effective techniques for assessing critical thinking. Analysis of the qualitative results uncovered three themes for effective teaching of critical thinking skills–use of instructional strategies, effectiveness in teaching, and faculty development–and four areas viewed as inhibitors to fostering critical thinking skills among students–faculty development, doctrine as a constraint, student experience, and time restraints in the curriculum. Those interviewed believed the institution has an effective program for fostering critical thinking skills among students, but identified areas for improvement in the faculty development program and the curriculum. Instructors considered the faculty development program at CGSC an effective program that provides a foundation for teaching critical thinking skills, and offered recommendations to improve the existing program. The study showed that faculty perceptions for fostering critical thinking skills among students are positive, with a belief that critical thinking skills may be taught at the graduate level

Trust motivation: The self-regulatory processes underlying trust decisions

This is the author accepted manuscript. The final version is available from SAGE Publications via the DOI in this recordTheorizing about trust has focused predominantly on cognitive trust cues such as trustworthiness, portraying the trustor as a relatively passive observer reacting to the attributes of the other party. Using self-determination and control theories of motivation, we propose a model of trust motivation that explores the intraindividual processes involved in the volitional aspects of trust decision-making implied by the definition of trust as a willingness to be vulnerable. We distinguish between intrinsic and extrinsic drivers of trust and propose a two-phase model of trust goal setting and trust regulation. Our model offers a dynamic view of the trusting process and a framework for understanding how trust cognition, affect and behavior interact over time. Furthermore, we discuss how trust goals may be altered or abandoned via a feedback loop during the trust regulation process. We conclude with a discussion of potential implications for existing theory and future research