Child internalizing and externalizing problems co-vary during development and lead to maladjustment outcomes, such as substance abuse, academic failure, antisocial behaviors and psychopathology. The proposed study aims to examine the co-development process of internalizing and externalizing problems during middle childhood and the potential moderators of this reciprocal relationship. Children and their families recruited in the Study of Early Childhood Care and Youth Development (SECCYD) constitute the sample of the current study. Participants in the study were recruited from nine states in the United States and followed from birth to adolescence. Though a few studies have examined the developmental trajectories of internalizing and externalizing problems over time, the findings are not consistent in terms of the directions of the relationship and very few have examined individual difference in the co-development process. To address this gap in knowledge, two moderating effects are examined, with one moderator being time-invariant, i.e., children's gender, and the other moderator being time-variant, i.e. parent-child conflicts. Longitudinal growth modeling and longitudinal difference score modeling are used to examine the dynamic relationship and the moderating effects. Comparisons of the two approaches are made with respect to the specific hypotheses of change tested by each model, model convergence, parameter and fit estimates, and the interpretation of the results. / Ph. D.

The remittances transferred from Ecuadorian emigrants to Ecuador represent the second largest source of foreign device for the country. It is clear that such large amount of money makes an important impact on the economy. This study aims at evaluating the sustainability of the remittance generated development in the receiving households and also to find evidence if the organizations, authorities and other actors who work in relation to migration, remittances and development are able to increase this level of sustainability by implementing projects. Both quantitative and qualitative methods are used in order to approach these issues. Questionnaires are carried out with remittance receivers and the results are compared to the results from previous studies in order to identify the usage of remittances. Now, as before it shows that the large majority of the remittances are used in order to cover the household’s daily expenses. The rate of investments and savings is on the other hand low, a situation that creates a fragile development that is heavily dependent on the continued inflows of remittances. This is not a new discovery and several actors including governmental authorities, NGO’s as well as migrant’s associations and international institutions have therefore contributed with development strategies in order to intent increase the sustainability. In order to identify these actors and learn about their objectives and development ideas are semi-structured interviews carried out. One main concern among these actors is to increase the level of investments in productive activities such as micro businesses. Such investments are for example incentivized by providing training for micro entrepreneurs, issuing seed money, promoting local financial structures and facilitating access to micro credits.

This project seeks new forms of housing production that answer to the disappearance of the welfare state and provides structures for self-organization. It stretches the limits of the housing policies and explores new flexible design solutions. It addresses social and economical adaptability where both the city and the dwellers have responsibility for the process and development of new housing. The adaptable city is a city where dwellers co-create their housing environment.

Yes / Physically active learning (PAL) has emerged as a promising way of eliciting health and education-based outcomes for pupils. Concurrently, research suggests large variability in how PAL is perceived, operationalized, and prioritized in practice across Europe. Therefore, this study aimed to co-develop a framework for action to support the adoption and implementation of PAL. Adopting a design thinking approach, 40 international stakeholders representing 13 countries engaged in an idea generation workshop during a two-day PAL international conference. Participants included professionals from research (n = 20), practice (n = 4) and policy (n = 1) or a combination (n = 15). Their experience with PAL ranged from none to 19 years (with an average of 3.9 years). Participants were allocated into one of six heterogeneous and multidisciplinary groups and led through interactive tasks to identify: the landscape for PAL across Europe, barriers to the adoption and implementation of PAL, and key objectives for research, policy and practice to improve the adoption and implementation of PAL. All discussions were audio recorded and prioritized objectives were transcribed verbatim and analysed using inductive qualitative content analysis. Five interlinked and mutually reinforcing themes were identified: (1) Integration of the health and education paradigms (2) Coherent national policy and decision making (3) Building confident and competent teachers (4) Adopting a whole school approach for PAL (5) Strengthening the evidence base for PAL. The priority action framework identifies five key areas for action to facilitate PAL adoption and implementation across Europe. Central to the success of border uptake of PAL is the integration of the health and education paradigms. To achieve this aim, reframing PAL as movement-centered pedagogy would provide a more holistic and inclusive perspective. / The authors of this manuscript were supported and funded by the European Union ERASMUS + Strategic Partnership Fund as part of the Activating Classroom Teachers project, ACTivate (Grant no 2019-1-N001-KA203-063024).

Business information systems (BIS) comprise technological (e.g. programs), informational (e.g. content) and social artifacts (e.g. collaboration structures). Typically, such systems are constantly and collectively developed (co-developed) further by a variety of individuals within the organization. By recognizing these varying types of actors (concerning their goals, technical expertise and language means) and their predominantly developed artifact type, one can distinguish two types of subsystems: technical subsystems wherein the development of the system behavior is conducted by software developers; and business subsystems dominated by end-users developing informational artifacts. So far, co-development structures within and between these subsystems are not well understood, especially the aspect that - potentially driven by appropriate measures such as the provision of domain-specific languages - co-development might shift between these subsystems. This paper presents an approach for characterizing the co-development of real-world BIS with respect to direct participation from different kinds of contributors. This multilayered approach allows us to analyze the co-development with programming languages, domain-specific languages and end-user tools. The approach is suited to assess the direct participation of individuals from different subsystems in the development of evolving BIS. We focus on the intersection of these subsystems, present appropriate metrics and a multilayered analysis scheme. Contributions to artifacts are analyzed using social network analysis to detect structural properties of continuous co-development. The application to Learn@WU, a real-world BIS, demonstrates how end-user enabling technologies have shifted the co-development effort of the system from a small group of developers to a several orders of magnitude larger group of contributors. We observed an increase of direct participation over time on both informational and executable artifacts, while the number of technical experts was more or less constant. Our approach may act as a trigger for the application and further development of rigorous instruments for assessing co-development of BIS. (authors' abstract)

Abstract Mixed media, as artful assemblages of digital objects and physical artefacts, provide distinctive opportunities for experiential, presentational and representational interaction. In project-based learning of architecture design, participants staged spatial narratives with multiple projections, performed mixed objects and artefacts, and exploited bodily movements in mixed representations. These cases show how physical interfaces in mixed media acquire a spatial dimension, integrate physical artefacts and bodily movements and propose configurability as a central feature. A perspective based on anthropological concepts of performance makes it possible to address these aspects in a coherent way, pointing to sense experience, the individuality and collective emergence of expression and its diachronic and event-like character. From this perspective, interaction is part of expressive events aimed at generating new insights for participants (interchangeable performers and spectators) privileging sense experience. Events are the outcome of configurations of space, artefacts and digital media, and are characterised by a simultaneousness of doing and undergoing, of bodily presence and representation. More importantly, the performance perspective suggests a particular temporal view of interaction, based on the concept of event, addressing a neglected granularity of analysis between the moment-by-moment unfolding of interaction and the longer term co-evolution of technology and practice. Implications of interaction as performance contribute to a wider program of interaction design, thereby providing alternatives to established human-computer interaction tenets: the notion of event is an alternative to the notion of task; perception in Dewey's terms replaces recognition proposing expression as an alternative to accountability and usability. Implications include looking at how space can be configured and staged instead of measured or simulated, and how situations can be staged instead of sensed and recognised, privileging the sensing human over the sensing system.

Background: To remain competitive in Industry 4.0, B2B suppliers must develop new and increasingly advanced digital services by incorporating AI. However, although being of interest to practitioners, academic research on successful AI implementation in B2B functional domains is lacking. Consequently, academics have stressed the importance of developing comprehensive frameworks within B2B marketing to accelerate the creation of strategic roadmaps for AI implementation. Purpose: The purpose of this study is to explore how AI can be utilized to enhance digital servitization, according to the perspectives of one supplier and several of its customers. The aim is to provide a framework that can assist practitioners in implementing value-adding AI services. Method: To fulfill the exploratory purpose of this study, a qualitative single-case research design was applied. The empirical data was collected through twelve in-depth semi-structured interviews.  Utilizing an inductive approach, the data has been analyzed and interpreted through a thematic analysis. Conclusion: Incorporating a complete S-D logic mindset by implementing the AI solution based on all five axioms was found to enhance digital servitization. A model displaying various servitization activities connected to these axioms arose, emphasizing their collective impact. Additionally, suppliers may enhance digital servitization through the implementation of AI by engaging in three transformational mechanisms, namely customization, automation, and agile co-development.

Introduction: The focus of this thesis is set on how green innovation can be facilitated through supplier relationships. Early supplier integration (ESI) can be defined as a collaboration between a purchasing firm and its supplier at an early stage of the product conceptualization and green innovation can be defined as the implementation of several management activities aimed at reducing environmental impact. Throughout the years researchers have examined the advantages and impact of green innovation, however, how manufacturing companies can manage early supplier integration to foster green innovation has not been explicitly studied. Purpose: The purpose of this research is to explore how early supplier integration can foster green innovation between manufacturer and supplier. Furthermore, this research proposes a conceptual model that addresses how early supplier integration can foster green innovation. Research Questions: Which are the current corporate practices for green innovation related to supplier relationships? What are the main prerequisites for green innovation in ESI? How can manufacturers manage their early supplier integration to foster green innovation?  Methodology: Based on the purpose and research questions in this thesis the authors deemed a qualitative research approach to be the most applicable research design. To gather in-depth data for the thesis, semi-structured interviews were chosen as the most appropriate data collection method. Respondents that were included based on their extensive knowledge regarding internal green integration, supplier selection, early supplier integration, co-development, and green innovation. Conclusion: This study provides knowledge regarding how early supplier integration can foster green innovation between manufacturer and supplier. It can be concluded that in order for early supplier integration to actively foster green innovation it is necessary to consider a holistic perspective by adapting four chronological concepts that are managed in the order: internal green integration, supplier selection, early supplier integration, and co-development.

Yes / UK and global policies recommend whole-school approaches to improve childrens' inadequate physical activity (PA) levels. Yet, recent meta-analyses establish current interventions as ineffective due to suboptimal implementation rates and poor sustainability. To create effective interventions, which recognise schools as complex adaptive sub-systems, multi-stakeholder input is necessary. Further, to ensure 'systems' change, a framework is required that identifies all components of a whole-school PA approach. The study's aim was to co-develop a whole-school PA framework using the double diamond design approach (DDDA). Fifty stakeholders engaged in a six-phase DDDA workshop undertaking tasks within same stakeholder (n = 9; UK researchers, public health specialists, active schools coordinators, headteachers, teachers, active partner schools specialists, national organisations, Sport England local delivery pilot representatives and international researchers) and mixed (n = 6) stakeholder groupings. Six draft frameworks were created before stakeholders voted for one 'initial' framework. Next, stakeholders reviewed the 'initial' framework, proposing modifications. Following the workshop, stakeholders voted on eight modifications using an online questionnaire. Following voting, the Creating Active Schools Framework (CAS) was designed. At the centre, ethos and practice drive school policy and vision, creating the physical and social environments in which five key stakeholder groups operate to deliver PA through seven opportunities both within and beyond school. At the top of the model, initial and in-service teacher training foster teachers' capability, opportunity and motivation (COM-B) to deliver whole-school PA. National policy and organisations drive top-down initiatives that support or hinder whole-school PA. To the authors' knowledge, this is the first time practitioners, policymakers and researchers have co-designed a whole-school PA framework from initial conception. The novelty of CAS resides in identifying the multitude of interconnecting components of a whole-school adaptive sub-system; exposing the complexity required to create systems change. The framework can be used to shape future policy, research and practice to embed sustainable PA interventions within schools. To enact such change, CAS presents a potential paradigm shift, providing a map and method to guide future co-production by multiple experts of PA initiatives 'with' schools, while abandoning outdated traditional approaches of implementing interventions 'on' schools. / The conference and workshop were jointly funded through an internal Leeds Beckett Research grant, the Yorkshire Sport Foundation and Public Health England (Yorkshire and Humber). Twinkl Educational Publishing kindly sponsored the conference and workshop event. DDB and SEB’s involvement was supported by Sport England’s Local Delivery Pilot – Bradford. DDB and SEB invovlement was also funded by the National Institute for Health Research Yorkshire and Humber ARC (reference: NIHR20016), and the UK Prevention Research Partnership, an initiative funded by UK Research and Innovation Councils, the Department of Health and Social Care (England) and the UK devolved administrations, and leading health research charities. ACR is funded by the National Institute for Health Research (NIHR) Applied Research Collaboration East Midlands (ARC EM).

Questo lavoro approfondisce lo studio del co-sviluppo inteso come specifica strategia attraverso la quale viene declinato il rapporto migrazione-sviluppo. Il co-sviluppo prevede il protagonismo delle associazioni dei migranti nella realizzazione di progetti di sviluppo in patria, in collaborazione con partner in entrambe le sponde della migrazione. Esso si configura come una strategia di triple win ossia in grado di apportare vantaggi contemporaneamente per il paese di origine, per quello di destinazione e per i migranti stessi. La ricerca indaga in modo particolare gli effetti apportati dal co-sviluppo sul processo di integrazione nel contesto di residenza dei migranti e come quest’ultimo influisca nello stimolare l’attivismo transnazionale delle loro associazioni. A questo scopo lo studio pone a confronto due diversi contesti di approdo analizzando le iniziative di sviluppo attuate in patria dalle associazioni dei migranti ghanesi. Attraverso l’utilizzo di una metodologia qualitativa, è stata condotta una ricerca multi-situata in tre diversi campi: Italia, Regno Unito e Ghana. La ricerca mette in luce i diversi effetti che il co-sviluppo produce sull’interazione tra transnazionalismo e integrazione dei migranti nel contesto di residenza e come essa produca, a sua volta, degli effetti sullo sviluppo del contesto di provenienza. / This work focus on the study of co-development as a specific strategy through which the linkage migration&development is declined. Co-development foresees migrants associations to play a role as leading characters in undertaking development projects in the homeland co-operating with partners in both shores of migration. It represents a triple win strategy, and it can bring advantages in the country of origin, in the country of destination and for migrants themselves at the same time. In particular the research investigates the effects brought by co-development on the integration process in migrants resident context. Furthermore the research analyses how the resident context provides incentives for migrants association to act transnationally. With this aim the study compares two different arrival contexts analysing the different development initiatives realised by Ghanaian migrants associations back home. Using a qualitative approach, a multi-sited research has been carried out in three different fieldworks: Italy, the United Kingdom and Ghana. The research puts into light the different effects that co-development produces on the interaction between transnationalism and migrants integration in the context where they live, and how this produces, as a result, some effects on the process of development in the context of origin.