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The student centre in Stare Brno, high privacy standard of living insight of city

The student centre in Stare Brno, high privacy standard of living insight of city

Addressing today's complex environmental challenges requires learning, collaboration across sectors, and long-term collective action. This dissertation examines the role of place-based climate adaptation workshops can play in helping communities as they grapple with the current and anticipated effects of anthropogenic climate change. The manuscript contains five chapters. The introduction (Chapter 1) presents the phenomenon of place-based climate adaptation workshops and offers an overview of the research in this dissertation. Chapters 2, 3, and 4 are stand-alone manuscripts. Chapter 2 draws upon surveys with participants in 33 workshops that took place in the United States between 2017 and 2020 to identify perceptions of meaningful outcomes and effective workshop elements. Chapter 3 describes a comparative case study that delves more deeply into 30 of the workshops from Chapter 2 and includes interviews with facilitators and local organizers to identify which workshop characteristics were most often associated with subsequent adaptation-related planning and action. In Chapter 4, we examine learning processes and outcomes in eight additional adaptation workshops held in communities in the United States from 2021 and 2023 by testing a hypothesized learning typology and exploring how it aligns with the theory of Organizational Knowledge Creation. Our findings suggest that workshops contribute to learning, strengthened feelings of efficacy, and deepened relationships, which, in turn, can yield meaningful planning and action outcomes. We suggest that workshops also expand reference groups and foster norms around climate change adaptation. We identify a range of factors that are associated with higher-performing workshops, including the presence of a local champion, co-design of workshop with participants, sustained support from workshop organizers or a backbone support organization, and a suite of effective facilitation techniques. Our exploration of learning in climate adaptation workshops indicated that learning takes place within distinct declarative, procedural, and relational domains and across tacit and explicit dimensions. We found no differences in participants' learning outcomes between in-person and online workshops. Our findings suggest that effective workshops could be designed to help participants articulate, share, and combine disparate sets and forms of knowledge. In the conclusion (Chapter 5) , I synthesize our findings and reflect on my Ph.D. experience. / Doctor of Philosophy / Tackling the kinds of intertwined social and environmental problems facing the world today requires that groups collaborate, coordinate, and learn together to take long-term action. One place where communities are coming together to learn, plan, and prepare to act is in climate adaptation workshops. These events are designed to help communities as they grapple with the current and future effects of human-caused climate change. My dissertation focuses on theses workshops, the kinds of learning that takes place in them, and the actions that happen as a result. The introduction (Chapter 1) describes place-based climate adaptation workshops and offers an overview of the research in this dissertation. Chapters 2, 3, and 4 are stand-alone manuscripts. Chapter 2 explores what workshop participants think were meaningful outcomes and effective workshop elements of the process in which they participated. Chapter 3 goes deeper into a subset of the workshops from chapter 2 and tries to identify which workshop features were most often linked to planning and action. In Chapter 4, we examine learning processes and outcomes in eight additional adaptation workshops held in communities in the United States from 2021 and 2023. We examine the kinds of learning that takes place and the ways that knowledge is shared within a group. Our findings suggest that workshops contribute to learning, empower participants, and deepened relationships, which, in turn, can yield meaningful planning and action outcomes. We suggest that workshops can also contribute to a shared identity around climate change adaptation. We identify a range of factors that are associated with higher-performing workshops, including the presence of a local champion, co-design of workshop with participants, sustained support from workshop organizers or dedicated community organizations, and a suite of effective facilitation techniques. Our exploration of learning in climate adaptation workshops indicated that important aspects of learning for adaptation involve facts and figures, processes, and learning about the group of individuals involved in adaptation. Each of these elements have easily articulated elements, as well as aspects that are less easily shared. One way workshops can help advance adaptation is by guiding groups as they make their knowledge more readily sharable. We found no differences in participants' learning outcomes between in-person and online workshops. Our findings suggest that effective workshops could be designed to help participants articulate, share, and combine disparate sets and forms of knowledge. In the conclusion (Chapter 5), I synthesize our findings and reflect on my Ph.D. experience.

This investigation concerned the effects of behavioral charting, token reinforcement, social reinforcement, and combinations of behavioral charting with token or social reinforcement, upon the production rates of sheltered workshop clients. The differential effects of these reinforcement methods were investigated by arranging for the application of each reinforcement mode in a sheltered workshop setting and comparing the mean production rates achieved by two groups of sheltered workshop clients under each reinforcement condition. The findings derived from this sample led to the conclusion that positive reinforcement, and specifically social reinforcement used both alone and in combination with behavioral charting, can be a very effective mode of reinforcement for sheltered workshop clients. It was suggested that more attention might be devoted in rehabilitation facilities to using the simpler and more readily available forms of reinforcement which behavioral charting and social reinforcement represent.

Chau Sin Ha. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2008-2009, design report."

För att en organisation ska kunna överleva i en tid som präglas av förändring och hård konkurrens, krävs en organisationskultur som främjar innovation. Många av de komponenter som litteratur inom innovationsområdet beskrivs som essentiella för just en sådan här kultur, återfinns också i improvisationsteater. Den här studien binder samman dessa två områden, både ur ett teoretiskt perspektiv och genom en praktisk, undersökande studie. Studiens hypotes var: ”Improvisationsteaterworkshops kan, av ett arbetslag, upplevas som ett fungerande verktyg till att på längre sikt kunna skapa en organisationskultur som främjar innovation.” För att kunna verifiera eller falsifiera hypotesen, genomfördes tre improvisationsteaterworkshops på ett företag där åtta deltagare på ett lekfullt och prestigelöst sätt fick ta del av hur improvisationsteater kan relateras till arbetslivet på olika sätt. Datainsamlingen skedde med hjälp av reflekterande dagböcker och intervjuer. Samtliga åtta deltagare ansåg att det de upplevt på längre sikt skulle kunna bidra till att skapa en organisationskultur som främjar innovation, och studiens hypotes kunde därigenom verifieras.

Thesis (M.S.W.)--University of Hong Kong, 1982.

This thesis is about the adaptive reuse of an old turbine hall at the Pretoria West Power Plant. As part of a proposed urban framework the Power Plant is developed as a node that connects the Pretoria CBD to Atteridgeville. The driving concept generator for this scheme is the idea of progress. The Turbine Hall has progressively been extended over time. This progress is demonstrated through increasingly dominant new interventions which also demonstrate where the building opens up to the public. A program for the building is based on the results of site analysis, and in response to the urban framework. This program stimulates progress for people by creating a place that supports the production of entrepreneurs and encourages economic upliftment. The adapted building will contain an affordable housing component, rentable workshops, training facilities where people can learn business skills and crafts, a large artists’ studio, a restaurant and an arts and crafts exhibition gallery. These functions support each other and create and environment where people can live, work and socialise. / Dissertation (MArch(Prof))--University of Pretoria, 2010. / Architecture / unrestricted

This descriptive study was undertaken for the primary purpose of identifying attitudes and beliefs of secondary teachers toward staff development. Participants in the study included the total population of teachers in two high schools in a southwestern school district. The objectives of the study were to identify the attitudes and beliefs of teachers toward staff development as an important part of their professional growth, and toward the organization, processes, and personnel involved in staff development. Also to be identified were the level of knowledge and interest teachers have of specific topics for staff development programs, and similarities/differences in teachers' attitudes based on school, department, number of years teaching experience, education level, participation in a career ladder program, and gender. The data was collected using a two-part, modified Likert scale questionnaire. The findings of the study suggest that the teachers from the school itself should plan staff development, including the content which should be based on the teachers' needs as determined from an open-ended questionnaire, and that the instructors should be teachers from the school or the school's administrators. Staff development programs should incorporate a variety of teaching methods, although lecture was rated as the least desirable single method by the teachers. Staff development should be regular and on-going, with quarterly sessions receiving the most agreement from the teachers. It should be held at the school itself, during released time, and job-related. The teachers agreed that staff development should be evaluated throughout the school year, by the teachers, assessing whether its objectives had been met. Participation should not be mandatory, but depend upon the content of the program and the needs of the individual. Incentives to participate should include the intrinsic value of improved teaching ability, salary increases, university credit, and increased student achievement. Finally, over seventy percent of the teachers agreed that staff development is an important part of their professional growth.