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The global energy crisis has led to a growing debate on the need to expedite the phasing out of fossil fuels. Highlighting the advantages of adopting renewable energy solutions can act as a driving force for positive change in this field. Therefore, it is crucial to include educational aspects in policy development to encourage local decarbonisation. This study employs the diffusion of innovations theory as its research framework to determine the extent to which social learning can facilitate the adoption of renewable energy solutions by individual household residents. Furthermore, the study examines the extent to which social learning can impede the uptake of renewable energy solutions by individual household residents. The content presented in the chapters will be beneficial for educators who are developing interventions based on social learning mechanisms, as well as for engineers who are designing innovative solutions.
This overview of the development of educational leadership research demonstrates how successful educational leaders apply contextual, social and professional expertise to the three distinctive leadership tasks of navigation, management and partnership.
Organizations are facing an array of complex challenges that demand innovative solutions. From managing a diverse workforce and harnessing the power of data analytics to adapting to remote work and the pressing need for emotionally intelligent leaders, the demands on modern businesses are constantly evolving and increasing. Staying ahead of these challenges is not only essential for survival but also for thriving in an ever-changing environment. Leveraging AI and Emotional Intelligence in Contemporary Business Organizations is a compass that guides academic scholars, students, and practitioners through the turbulent seas of modern business management. It dissects the problems and offers clear, well-researched solutions. With a team of respected researchers, academicians, and professionals at the helm, this book is a beacon of knowledge, illuminating the path to success in today's business landscape.
From New York Times bestselling author and economics columnist Robert Frank, bold new ideas for creating environments that promise a brighter future Psychologists have long understood that social environments profoundly shape our behavior, sometimes for the better, often for the worse. But social influence is a two-way street—our environments are themselves products of our behavior. Under the Influence explains how to unlock the latent power of social context. It reveals how our environments encourage smoking, bullying, tax cheating, sexual predation, problem drinking, and wasteful energy use. We are building bigger houses, driving heavier cars, and engaging in a host of other activities that threaten the planet—mainly because that's what friends and neighbors do. In the wake of the hottest years on record, only robust measures to curb greenhouse gases promise relief from more frequent and intense storms, droughts, flooding, wildfires, and famines. Robert Frank describes how the strongest predictor of our willingness to support climate-friendly policies, install solar panels, or buy an electric car is the number of people we know who have already done so. In the face of stakes that could not be higher, the book explains how we could redirect trillions of dollars annually in support of carbon-free energy sources, all without requiring painful sacrifices from anyone. Most of us would agree that we need to take responsibility for our own choices, but with more supportive social environments, each of us is more likely to make choices that benefit everyone. Under the Influence shows how.
The OECD’s Development Assistance Committee (DAC) conducts peer reviews of individual members once every five to six years. Reviews seek to improve the quality and effectiveness of members’ development co-operation, highlighting good practices and recommending improvements. France has embarked on an ambitious reform of its development co-operation in institutional, strategic and financial terms. In addition to a substantial increase in the resources devoted to official development assistance and a strengthening of its crisis response instruments, France has championed the linkages between the green and social agendas and the mobilisation of the private sector for sustainable development. The review discusses the difficult balance between the objectives of visibility and development impact, particularly in fragile contexts. It makes recommendations on combining political impetus, steering by objectives and flexibility; deepening the cross-benefits between the social, environmental, and economic dimensions of sustainable development; and, strengthening the contribution of local private sector to poverty reduction by optimising available resources and instruments.
Educators consistently identify student motivation as a top concern, particularly during the transition to college, but often feel helpless to influence it. Some assume that students are simply motivated or not. Others are daunted by trying to shape an unobservable psychological phenomenon. Invisible Forces provides a framework for thinking of student motivation as a set of internal "mindsets" that are promoted or thwarted through a complex ecology of personal, classroom, institutional, and systemic factors. Using the method of portraiture, Pei Pei Liu brings this ecology to life. The book presents a series of four rich case studies of educators' efforts to support student motivation and the challenges they encounter in secondary and postsecondary writing classrooms. Attuned to the unique status of writing-based courses as a near universal academic experience throughout the transition from high school to college, these portraits shed light on different strategies, make a case for institutional support of instructors, and pave the way for greater alignment between secondary and postsecondary settings.
Private sector action provides one of the most promising opportunities to reduce the risks of climate change, buying time while governments move slowly or even oppose climate mitigation. Starting with the insight that much of the resistance to climate mitigation is grounded in concern about the role of government, this books draws on law, policy, social science, and climate science to demonstrate how private initiatives are already bypassing government inaction in the US and around the globe. It makes a persuasive case that private governance can reduce global carbon emissions by a billion tons per year over the next decade. Combining an examination of the growth of private climate initiatives over the last decade, a theory of why private actors are motivated to reduce emissions, and a review of viable next steps, this book speaks to scholars, business and advocacy group managers, philanthropists, policymakers, and anyone interested in climate change.
An astute assessment of the educational leadership skills and leadership development practices that align with deeper learning in K–12 schools. Preparing Leaders for Deeper Learning spotlights educational leaders as key actors in the urgent task of readying students for college, careers, and citizenship in an evolving world. Marjorie Wechsler and Steven Wojcikiewicz argue that, in response to new understandings of learning and development and emerging societal needs, K–12 school leaders must be able to shift institutions toward deeper learning models, in which collaboration, critical thinking, and project-based learning are fundamental concepts. Through detailed case studies, Wechsler and Wojcikiewicz demonstrate how educational leadership development programs can prepare principals to guide their schools, teachers, and students toward deeper learning and equity. They highlight the approaches of five exemplary leadership preparation programs—the University of Illinois at Chicago, Long Beach Unified School District, Arkansas Leadership Academy, National Institute for School Leadership, and the University of California, Berkley—which together serve educational leaders at all career levels, from initial training for candidates through in-service professional development for seasoned school principals. They identify school structures and classroom practices that enable these programs to confer the skill set needed for deeper learning leadership, and they describe the education policy priorities that can support school leaders in acquiring these necessary skills. This book shows that targeted leadership development is a vital component of transforming schools to create deeper learning opportunities for all students.