Kooperativer Bibliotheksverbund

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Format: 1 online resource (522 pages)

Edition: 1st ed.

ISBN: 9783031616815

Series Statement: Contributions to Management Science Series

Note: Intro -- Foreword -- Foreword -- Foreword -- The Five Ts: Transparency, Trust, Teamwork, Try, and Transform -- We Need a Climate for Change -- Horizon 2020 Project AVENUE -- Europe Fit for the Digital Decade -- The Five Ts: Transparency, Trust, Teamwork, Try, and Transform -- Acknowledgements -- About This Book -- Contents -- Contributors -- Acronyms -- Chapter 1: Introduction -- 1.1 Automated Vehicles (AVs) for a New Mobility -- 1.2 Contents of the Individual Book Parts -- 1.2.1 Part 1: The AVENUE Project: Implementing Automated Minibuses for "Door-to-Door" and "On-Demand" Passenger Transportation in Geneva, Lyon, Luxembourg and Copenhagen -- 1.2.2 Part 2: Impact Assessment of AVENUE -- 1.2.3 Future Vision of AVENUE -- References -- Part I: The AVENUE Project: Implementing Automated Minibuses for "Door-to-Door" and "On-Demand" Passenger Transportation in Geneva, Lyon, Luxembourg and Copenhagen -- Chapter 2: AVENUE Site Demonstrators: Geneva, Lyon, Luxembourg, and Copenhagen -- 2.1 Introduction -- 2.2 The Changing Landscape of Mobility -- 2.2.1 Fighting Congestion -- 2.2.2 The Transformation of Public Transportation -- 2.2.3 Readiness to Adopt New Transportation Means -- 2.2.4 Challenges for Public Transport Operators (PTOs) -- 2.3 The Geneva Sites -- 2.3.1 Objectives -- 2.3.2 Deployment -- 2.3.3 Achievements and Key Success Factors -- 2.3.4 Recommendations -- 2.3.5 Future Developments -- 2.4 Denmark and Norway -- 2.4.1 Nordhavn -- 2.4.1.1 Objectives -- 2.4.1.2 Deployment -- 2.4.1.3 Achievements and Key Success Factors -- Passengers and Distance Driven -- Driving Speed and Automated vs. Manual Mode -- Issues Reported on Route -- Downtime and Cancelled Operation -- 2.4.1.4 Recommendations -- Object-Detection Challenges -- Increased Mixed Traffic in High Seasons -- Consequences of Construction Work. , Lack of Parking Spots Compared to the Number of Cars -- Low-Speed Limit -- 2.4.1.5 Future Developments -- Complications in Nordhavn -- 2.4.2 Ormøya -- 2.4.2.1 Objectives -- 2.4.2.2 Deployment -- 2.4.2.3 Achievements and Key Success Factors -- Passengers and Distance -- Automated vs. Manual Driving -- Issues Encountered on the Route -- 2.4.2.4 Recommendations -- Public Transport in Oslo -- User Experience -- Vegetation and Snow -- Major Safety Issues -- 2.4.3 Slagelse -- 2.4.3.1 Objectives -- 2.4.3.2 Deployment -- Red Section -- Green Section -- Blue Section -- Parking Conditions -- 2.4.3.3 Achievements and Key Success Factors -- Distance and Passengers -- Automated Vs. Manual Driving -- 2.4.3.4 Recommendations -- User Experience Learnings -- Patients -- Relatives/Visitors -- Employees -- Performance Learnings -- Low-Speed Environment -- Low Complexity Environment -- 2.4.4 Conclusions -- 2.5 Lyon, France -- 2.5.1 Objectives -- 2.5.2 Deployment -- 2.5.3 Achievements and Key Success Factors -- 2.5.4 Future Development -- 2.5.4.1 The Constraints of Availability for Users -- 2.5.4.2 Energy Constraints and Battery Capacity -- 2.5.4.3 Facilitate the Relationship with the User -- 2.5.4.4 Pricing Issue -- 2.6 Luxembourg -- 2.6.1 Pfaffenthal -- 2.6.1.1 Objectives -- 2.6.1.2 Deployment -- 2.6.1.3 Achievements and Key Success Factors -- 2.6.1.4 Future Development -- 2.6.2 Contern -- 2.6.2.1 Objectives -- 2.6.2.2 Deployment -- 2.6.2.3 Achievements and Key Success Factors -- 2.6.2.4 Future Development -- 2.6.3 Esch-Sur-Alzette -- 2.6.3.1 Objectives -- 2.6.3.2 Deployment -- 2.6.3.3 Achievements and Key Success Factors -- 2.6.3.4 Future Development -- 2.7 Lessons Learned -- References -- Chapter 3: Automated Minibuses: State of the Art and Improvements Through AVENUE -- 3.1 Introduction -- 3.2 Automated Driving Context before Starting AVENUE. , 3.2.1 Market Projection -- 3.2.2 Automated Driving -- 3.2.3 The Landscape of Automated Mobility -- 3.2.4 NAVYA before 2018 -- 3.2.4.1 Hardware -- 3.2.4.2 Software -- 3.2.4.3 Services -- 3.2.5 NAVYA Ecosystem -- 3.2.6 Legal Boundaries -- 3.3 Technology Improvements Through AVENUE -- 3.3.1 A Global View -- 3.3.2 NAVYA Software -- 3.3.3 Automotive New Release Process -- 3.3.4 NavyaDrive® Evolutions -- 3.3.4.1 The Operating System -- 3.3.4.2 Over-the-Air Update -- 3.3.4.3 On-Demand Service -- 3.3.4.4 V2X Traffic Light Management -- 3.3.4.5 V2X Solution for Complex Situations -- 3.3.4.6 Driving Enhancement -- 3.3.5 Supervision Improvements and NavyaOperate© -- 3.3.6 Navya API -- 3.3.7 HMI and Experience Enhancement -- 3.3.7.1 Operator User Interface -- 3.3.7.2 Event Triggering System -- 3.3.7.3 In-Vehicle Audio Announcements (UI) -- 3.3.7.4 Interactive Interface for Passengers (UI) -- 3.3.7.5 External Sound (UI) -- 3.3.7.6 External Screen and Human-Machine Interface (HMI) -- 3.3.8 Other Enhancements -- 3.3.8.1 Hardware Enhancement -- 3.3.8.2 Mapping, Commissioning, and Tools -- 3.3.8.3 Additional Tool Enhancements -- 3.4 Beyond Avenue -- 3.5 Conclusion -- References -- Chapter 4: Safety, Security and Service Quality for Automated Minibuses: State of the Art, Technical Requirements and Data Privacy in Case of Incident -- 4.1 Introduction -- 4.2 A Shared Sustainability and Durability Target for the Society and for Companies -- 4.3 The Conditions to Make it a Sustainable and Durable Solution -- 4.3.1 Traffic Management and Energy Consumption -- 4.3.2 "Customer" Durable Satisfaction, Including Safety -- 4.3.3 Safety Measurable Targets and Steps -- 4.4 The Critical Path for Market Introduction of Safe Automated Minibuses -- 4.5 Quality and Safety State of the Art for Automated Minibuses -- 4.6 A Self-Learning Automated Transport System at European Level. , 4.7 Data Privacy of Incident Analysis and Lesson Learned Sharing -- 4.8 Automated Minibus Safety and Service Quality Levers -- 4.9 Conclusion -- References -- Chapter 5: In-Vehicle Services to Improve the User Experience and Security when Traveling with Automated Minibuses -- 5.1 Introduction -- 5.2 Service: Enhance the Sense of Security and Trust -- 5.3 Service: Automated Passenger Presence -- 5.4 Service: Follow My Kid/Grandparents -- 5.5 Service: Shuttle Environment Assessment -- 5.6 Service: Smart Feedback System -- 5.7 Conclusion -- References -- Chapter 6: Cybersecurity and Data Privacy: Stakeholders' Stand on Regulations and Standards -- 6.1 Introduction -- 6.1.1 CAVs' Threats -- 6.1.1.1 In-Vehicle Equipment -- 6.1.1.2 External Communication Technologies -- 6.1.2 Motivation -- 6.2 Regulations and Standards -- 6.2.1 CAVs Privacy Initiatives -- 6.3 Methodology -- 6.4 Findings -- 6.5 Discussion and Recommendations -- 6.5.1 Standards Coverage Map -- 6.5.2 Further Recommendations -- 6.5.3 Assessment Limitations -- 6.6 Conclusion -- References -- Chapter 7: Technical Cybersecurity Implementation on Automated Minibuses with Security Information and Event Management (SIEM) -- 7.1 Introduction -- 7.2 Basics of a SIEM Software Solution -- 7.3 Most Popular SIEM Open-Source Software -- 7.4 SIEM Benefits for CAV Infrastructure -- 7.5 Limitations of SIEM -- 7.6 Characteristics of the SIEM Platform -- 7.7 Investigation on Diverse Implementations within AVENUE -- 7.8 Conclusion -- References -- Chapter 8: Persons with Reduced Mobility (PRM) Specific Requirements for Passenger Transportation Services -- 8.1 Introduction -- 8.2 Requirements of Passengers (Interview Results) -- 8.2.1 Phase 1 (July-September 2018) -- 8.2.2 Public Transport in General -- 8.2.3 Attitude Towards Fully Automated Public Transport (Unexperienced Pax). , 8.2.4 Phase 2 (June 2019-February 2020) -- 8.2.5 Interviews with Safety Operators -- 8.2.6 Interviews with Experienced Passengers: Attitude Towards Fully Automated Public Transport -- 8.3 A Blind Users' Perspective on Automated Vehicles -- 8.3.1 Bus Stops on the Course -- 8.3.2 Boarding Process -- 8.3.3 Interior Situation and Bus Ride -- 8.3.4 Getting Out of the Bus -- 8.3.5 Klaus-Dieter's Summary -- 8.4 Situation-Based Impairments of Different Passenger Groups -- 8.5 Proposed Implementation of User Requirements -- 8.5.1 Mock-Up for an Accessible App for Fully Automated Public Transport -- 8.5.2 Information Display in the Vehicle -- 8.6 Conclusions -- Appendix: Mobile Apps for Blind and Low-Vision Public Transport Travellers -- List of Mobile Applications -- GoodMaps Outdoors -- BlindSquare -- myfinder -- Seeing AI -- References -- Chapter 9: Stakeholder Analysis and AVENUE Strategies -- 9.1 Introduction -- 9.1.1 Research Aim -- 9.1.2 Research Approach -- 9.2 Empirical Stakeholder Analysis -- 9.2.1 Results of the Initial Stakeholder Scan -- 9.2.1.1 Power-Interest and Impact-Attribute Grid -- 9.2.1.2 Onion Diagram -- 9.2.1.3 Selection of Stakeholder Groups -- 9.2.2 Self-Assessment Stakeholder Groups -- 9.2.2.1 Public Transport Operators -- 9.2.2.2 Manufacturers -- 9.2.2.3 Software Providers -- 9.2.2.4 Driver Unions -- 9.2.2.5 Policymakers -- 9.2.2.6 Civil Society Organizations/Citizen Organizations -- 9.2.3 Results from the Cross-Sectional Analysis -- 9.2.3.1 The Crucial Role of City Government -- 9.2.3.2 Technology Development and Legal Regulations -- 9.2.3.3 Restructuring the Mobility Industry -- 9.2.3.4 Social Acceptance and Environmental Aspects -- 9.2.3.5 Future Scenarios -- 9.2.4 Stakeholder Map -- 9.2.4.1 Structure of the Stakeholder Map -- 9.2.4.2 Insights from the Stakeholder Map. , 9.3 Conceptual AVENUE Stakeholder and Mobility Services Analysis.

Additional Edition: Print version: Fournier, Guy Automated Vehicles As a Game Changer for Sustainable Mobility Cham : Springer,c2024 ISBN 9783031616808

Language: English

Keywords: Electronic books. ; Electronic books.

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UID:

Format: xix, 546 pages : , illustrations ; , 24 cm.

Edition: 1st ed.

ISBN: 1-280-14713-X , 9786610147137 , 0-8213-6157-0

Series Statement: World Bank e-Library.

Note: Includes index. , Intro -- CONTENTS -- In Recognition -- Abbreviations -- Introduction -- PART ONE Including People in Development, June 1995-May 2000 -- Working as a Family -- "We're Here for One Reason Only, and That Is To Change the World" -- Women and the Transformation of the 21st Century -- New Directions and New Partnerships -- Education: The Best Investment -- Economies in Transition-From Plan to Market -- People and Development -- 1996: A Stronger, More Agile, More Effective World Bank -- The Banking Community in an Interdependent World: Opportunities and Challenges -- The World Bank and the Evolving Challenges of Development -- Helping China Grow -- The Challenge of Inclusion -- 1997: The Strategic Compact and a More Effective Fight Against Poverty -- Do We Have the Courage to Grab Our Chance in Asia? -- A New Bank Strategy for Rural Development -- The Message of Kampala -- The World Needs a Strong and Internationally Active Japan -- The Other Crisis -- 1998: Changes Bearing Fruit -- West Bank and Gaza: Without Economic Hope There Cannot Be Peace -- "Our Working Together . . . Is a Matter of Necessity" -- A Proposal for a Comprehensive Development Framework -- The Right Wheel: An Agenda for Comprehensive Development -- More Focus on the Social Sector -- How Do You Spell "Debt Relief"? -- Coalitions for Change -- 1999: Facing the New Millennium with Clarity of Mission -- Culture Is the Base of Development -- Fighting Corruption Is Central to Development -- Postconflict Countries and Defining New Cooperation in the Humanitarian Agenda -- Global Trade and the Development Round: Seizing the Day -- War Against AIDS in Africa -- Empowerment and Voices of the Poor: Can Anyone Hear Us? -- Ensuring Safe Water for All Through Participation, Innovation, and Inclusion -- "It Is Difficult to Talk Reason When People Are on the Barricades" -- Investing in our Children. , New Challenges for Development in the Middle East -- PART TWO Peace and Poverty, June 2000-August 2002 -- Developing Countries in an Evolving World Financial System -- The Role of Information Technology in a Knowledge-Based Global Economy -- Poverty Amid Plenty the World's Greatest Challenge -- Winning the War on Biodiversity Conservation -- Building an Equitable World -- 2000: We Have Embarked on a Path of Change -- Why Public-Private Partnerships Matter for Development-and Are Good for Business -- "Educating a Woman Is Educating a Family" -- Africans Are Ready for Bold Change, With Help -- Local Action in a Globalizing Economy: Important Roles for Mayors and City Administrations -- The Challenges of Globalization: The Role of the World Bank -- Partnership to Fight Malaria -- Infrastructure and the World Bank's Mission: Building a Foundation for Poverty Reduction -- Turning the Tide on AIDS -- A Vision of Development and Peace on the Nile -- "It Is a Different World Today" -- 2001: The Urgency for Action on Poverty is Pressing -- The Greatest Long-Term Challenge -- A Growing International Recognition of Global Interdependence -- Creating Better Lives for Poor People: PRSPs -- A Partnership for Development and Peace -- Financing Development for Peace Through Enduring Partnerships -- Parliamentary Actions and Cooperation for Poverty Reduction -- Timor-Leste: The Struggle Against Poverty Ahead -- Toward Education For All: What Can the G-8 Do? -- "United in the Dream of . . . a Better World" -- "Remember the Past, But Build for the Future" -- Rich, Poor Should Join Hands for Sustainable Development -- PART THREE Securing the 21st Century, September 2002-May 2005 -- A Time to Act -- 2002: There Are Not Two Worlds-There Is Only One -- Lifelong Learning and the Knowledge Economy -- Development Evaluation and Aid Efficiency. , Cooperation and Partnership: Harmonizing the Activities of Development Agencies for Poverty Reduction -- Scale Up the Global Fight Against Tuberculosis: A Killer Returns -- Trade, Development, and the Doha Round -- Promoting the Knowledge Economy -- A Matter of Passion and Commitment -- MIGA's Key Role in the Bank's Mission -- "A True Partnership with the Roma People" -- The Inspection Panel: Transparency and Accountability -- Making Services Work for Poor People -- Small Business and Creating Jobs -- "We Recognize a Need to Come Together" -- A New Global Balance: The Challenge of Leadership -- 2003: Building on the Monterrey Consensus -- The Reconstruction of Iraq-and Beyond -- "We Must Each of Us . . . Lift Our Game" -- A New Deal for the World's Poor -- Human Rights and Development: Toward Mutual Reinforcement -- Measuring Progress in Achieving the 2015 Millennium Development Goals -- Press Freedom Helps Fight Poverty -- Peace and Development -- The Search for Values in a World Out of Balance -- Scaling Up the Fight Against Poverty -- Russia's Development Potential -- Ensuring Accountability in Achieving the Millennium Development Goals -- Faith and Development Institutions Working Together to Better the Lives of the Poor -- Energy Needs for the Next 25 Years and Climate Change -- A Better Investment Climate for Everyone -- Securing the 21st Century, Protecting the Planet -- 2004: Signs of Hope and Signs of Concern -- "We Have To Come Together to Deal with Poverty" -- Tryst with Destiny: Globalisation Can Be India's Hour of Glory -- Helping Disabled People Out of the Shadows -- After the Tsunami: Rebuilding Lives, Assets, Confidence -- Merging Global Knowledge with Local Knowledge -- Index -- Credits. , English

Additional Edition: ISBN 0-8213-6156-2

Language: English

Keywords: Aufsatzsammlung

URL: Volltext

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URL: http://elibrary.worldbank.org/doi/book/10.1596/0-8213-6156-2

UID:

Format: 1 online resource (240 p.)

Edition: 1st ed.

ISBN: 0-8248-6538-3 , 9780585463530 , 0-585-46353-0

Content: Since the late 1960s, the lives of south Koreans have been reconstructed on the shifting ground of urbanization, industrialization, military authoritarianism, democratic reform, and social liberalization. Class and gender identities have been modified in relation to a changing modernity and new definitions of home and family, work and leisure, husband and wife. Under Construction provides an illuminating portrait of south Koreans in the 1990s--a decade that saw a return to civilian rule, a loosening of censorship and social control, and the emergence of a full-blown consumer culture. It shows how these changes impacted the lives of Korean men and women and the very definition of what it means to be "male" and "female" in Korea. In a series of provocative essays written by Korean and Western scholars, we see how Korean women and men actively engage, and at times openly contest, the limitations of gender. Under Construction is part of a decisive turn in the anthropology of gender--from its early quest for the causes of female subordination to a finely tuned analysis of the historical, cultural, and class-based specificities of gender relations and the tension between gender as an ideological construct and as a lived experience. Firmly grounded in the political and economic history of south Korea, this long-awaited volume fills an important gap in Korean studies and East Asia gender studies in English. Contributors: Nancy Abelmann, Cho Haejoang, Roger L. Janelli, Laurel Kendall, June Lee, So-Hee Lee, Seungsook Moon, Dawnhee Yim.

Note: A collection of 7 papers, 5 originally presented at a workshop on "Gender and Social Change in Late Twentieth-Century Korea," held at Columbia University in the spring of 1995 under the sponsorhip of the Center for Korean Research, and revised for this volume. , Frontmatter -- , Contents -- , Preface and Acknowledgments -- , 1. Introduction / , 2. Women, Mobility, and Desire: Narrating Class and Gender in South Korea / , 3. Discourses of Illness, Meanings of Modernity: A Gendered Construction of Sŏnginbyŏng / , 4. The Production and Subversion of Hegemonic Masculinity: Reconfiguring Gender Hierarchy in Contemporary South Korea / , 5. Gender Construction in the Offices of a South Korean Conglomerate / , 6. The Concept of Female Sexuality in Korean Popular Culture / , 7. Living With Conflicting Subjectivities: Mother, Motherly Wife, and Sexy Woman in the Transition From Colonial-Modern to Postmodern Korea / , Contributors -- , Index , Issued also in print. , English

Additional Edition: ISBN 0-8248-2407-5

Language: English

Subjects: Ethnology

Keywords: Electronic books. ; Aufsatzsammlung

DOI: 10.1515/9780824865382

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Format: 1 online resource (257 pages)

Edition: 1st ed.

ISBN: 9783839469897

Series Statement: Kultur und Soziale Praxis Series

Content: The concept of la chance accounts for everyday knowledge production in uncertain contexts in Bamako, Mali, where university graduates constitute an educational elite strongest affected by unemployment. Graduates know that la chance decides whether they succeed or fail. Susann Ludwig shows that this concept embodies common sense as much as it offers the possibility of the extraordinary. Graduates play »the game of la chance«, in which success is defined by a continuation of play rather than an end goal. Providing an explorative experience to the reader, this study accounts for the elusiveness of la chance in the Bamako context and beyond.

Note: Cover -- Table on Contents -- INTRO -- VIGNETTE: La chance makes a difference -- Jeunesse diplomée - "sans emploi? Universities change, graduates change. -- This book is about "la chance" -- THIS BOOK: chapter description. -- Part One: Ethnography of La Chance. Or, What Graduates Know and What They Know They Don't Know. -- Part Two: Assemblage of La Chance. Or, The Emergence of La Chance in the Encounter. -- Part 1: Ethnography of La Chance -- Part 1: Ethnography of La Chance -- 1 Knowledge | Situating La Chance in Graduates' Knowledge. -- [We are here] -- KNOWLEDGE: On the presence of la chance -- Le bras long | A case of privilege? -- Le concours | A case of random selection? -- THE KNOWN | What they DO know -- KNOWLEDGE: On the absence of la chance -- L'homme propose, Dieu dispose | Nothing is certain -- THE UNKNOWN | What they know they DON'T know -- 2 Graduates | Situating La Chance in Graduates' Everyday Lives. -- [We are here] -- PEOPLE -- 2 UNKNOWNS -- Part 2: Assemblage of la chance -- Part 2: Assemblage of la chance -- 3 A Manual -- VIGNETTE: Dieu donne la chance, mais toi aussi tu peux t'ouvrir la chance. -- INVITATION: Dear Reader,… -- [MAP] -- What is la chance? -- What is la chance - yet, again? -- Now, I put these two layers together. -- In an assemblage. -- 4 La chance | Emergence. -- Assemblage: la chance. -- La chance is a prerequisite. -- KNOWLEDGE: PREREQUISITES. -- La chance is a sprout. -- KNOWLEDGE: SPROUTS. -- La chance is an outcome. -- KNOWLEDGE: OUTCOMES. -- [Tracings] -- Tracing L1: KNOWLEDGE: prerequisites, sprouts, outcomes. -- Tracing L2: Clues on la chance. -- 5 La chance | Encounter. -- Assemblage: Opening up la chance. -- Looking for la chance. -- KNOWLEDGE: PREPARATION. -- Finding la chance. -- KNOWLEDGE: IDENTIFICATION. -- Working with la chance. -- KNOWLEDGE: TRANSFORMATION. -- [Tracings]. , Tracing L1: KNOWLEDGE: preparation, identification, transformation -- Tracing L2: The game of opening up la chance. -- GAMEPLAY: The game of opening up la chance. -- [Argument] -- I Graduates are playing the game of la chance -- II Implications of Gameplay -- III What we see now -- Bibliography -- Acknowledgements.

Additional Edition: ISBN 9783837669893

Language: English

Keywords: Hochschulschrift ; Electronic books.

DOI: 10.1515/9783839469897

URL: EBSCOhost

URL: eBooks on EBSCOhost

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UID:

Format: 1 online resource (192 pages)

ISBN: 1-280-43524-0 , 9786610435241 , 0-7494-4718-4

Series Statement: Gale eBooks

Content: Thom Braun takes readers into the minds of some of the world's greatest Western thinkers to find out what they might say about branding if they were alive today. The text is filled with contemporary examples, pragmatic insights and summaries of each philosopher's top tips.

Note: Intro -- Contents -- By way of introduction -- 1 Heraclitus - and the place from where we start 1 -- A matter of flux -- Why brands? -- All inside my head - and yours -- Don't blink - or you'll miss it -- 2 Socrates - and the art of questioning -- Questions, questions - nothing but questions -- Sound familiar? -- Getting under the skin -- Who mentioned 'culture'? -- 3 Plato - and seeing below the surface -- Worlds apart -- Working at two levels -- The myth of the brand -- Representation and reality -- 4 Aristotle - and the importance of structure -- A 'scientific' approach -- Structure and form -- The four causes of branding -- A brand is what it does -- 5 Descartes - and the application of Reason -- If X, then Y -- Brands are thoughts -- Asking the question 'Why?' -- Cartesian dualism -- 6 Spinoza and Leibniz - and a systematic approach -- Enter God -- Two ways of saying the same thing -- Defining truth -- Analytic and synthetic statements -- 7 Locke - and the empirical tradition -- A sensible man -- Constructing our consciousness -- Brand empiricism -- A case of induction -- 8 Hume - and the limits of Reason -- All about perception -- The conundrum of causality -- The best argument in the world - probably -- Relegating the role of Reason -- 9 Rousseau - and the importance of feeling -- The Social Contract and Emile -- The primacy of nature -- Emotional values -- Aligning with big feelings -- 10 Kant - and a balanced approach -- A methodical man -- We can only know what we can know -- The limits of knowledge -- Frameworks within which we think -- 11 Hegel - and the primacy of process -- History as a process -- The dialectic -- Getting to the next stage first -- Working with the Zeitgeist -- 12 Nietzsche - and the creation of values -- God is dead -- Towards a new set of values -- Working outside current constraints -- A brand's will to power. , 13 Wittgenstein - and the brand as tool -- The brand as picture -- Logical form -- The demands of a complex world -- The brand as tool -- 14 Existentialism - and the brand as individual -- The origins of Existentialism -- Brand Existentialism -- Bringing the brand to life -- Giving a brand its freedom -- 15 Popper - and the quest for a better model -- Farewell to certain knowledge -- Theory and practice -- New lamps for old -- Continuous problem solving -- 16 The future - and the real role of philosophy in branding -- The way we think -- Making connections -- Charities and churches -- The thinking brand manager -- Wrapping up -- Summary of top tips -- Heraclitus's top tip -- Socrates' top tip -- Plato's top tip -- Aristotle's top tip -- Descartes' top tip -- Spinoza's and Leibniz's top tips -- Locke's top tip -- Hume's top tip -- Rousseau's top tip -- Kant's top tip -- Hegel's top tip -- Nietzsche's top tip -- Wittgenstein's top tip -- Existentialism's top tip -- Popper's top tip.

Additional Edition: ISBN 1-4175-5718-4

Additional Edition: ISBN 0-7494-4193-3

Language: English

Subjects: Economics

URL: Volltext

UID:

Format: 1 online resource (153 pages)

Edition: 1st ed. 2024.

ISBN: 3-031-69192-X

Series Statement: Springer Proceedings in Business and Economics,

Content: The 2024 International Conference on National Brand & Private Label Marketing is a unique academic forum to present and discuss original, rigorous, and significant contributions from researchers around the world on marketing issues facing retailers, store brand managers and national brand managers. The three-day event covered a wide range of topics from varied fields including retailing, marketing, general business, psychology, economics, and statistics. The conference addressed diverse areas of application such as customer journey, sustainability, the metaverse, online grocery retailing, assortment branding strategies, innovation, labelling, co-creation, among others. A wide variety of theoretical and methodological approaches have been used in these areas. This volume presents the proceedings of this 2024 NB&PL marketing conference in a collection of original, rigorous, and relevant contributions.

Note: 1. The Progression of Sustainable Private Label Marketing: A Literature Review of Past Achievements and Future Promises -- 2. National Brands and Private Labels: An Old Friendship -- 3. Emotional Value and Brand Attachment towards Private Label Brands: The Influence on Value Co-creation Behaviour and Customer Engagement -- 4. Fuelling Competition across Petrol Retail Brands: A discussion paper on the role of marketing as evidence of anti-competitive collusion -- 5. Acquiring Customers Through Click-and Collect, Price Matching, and Environmental Information -- 6. Generic Drug Shortages and Undifferentiated Competition -- 7. Is It Fun to Buy Fake Products In Street Vending? The Moderating Effect of the Predisposition to Make Rational Decisions -- 8. The Impact of Nutri-Score Label on Food Packages on Consumer Responses: An Eye Tracking Study in India -- 9. Sustainable Line Extensions as a Blueprint for Brand Visibility: Learning from the NoLo Spirits Experience -- 10. Beyond Labelling: Brand Perception in Preferences for Sustainable Pork Products -- 11. Building Upon Retailers’ Absorptive Capacity to Boost the Innovation Process During Times of Emergency -- 12. What Will Be the Areas of Competition between NB and PL in the Metaverse -- 13. How Has Assortment Size in Staples Categories Evolved over the Last Decade? The Case of Beer in Spain -- 14. “Unless I See, I Do Not Buy”: Display Share Impact on Private Label Online Sales -- 15. The Relationship between Retail Assortment Size and Sales What Do We Know So Far.

Additional Edition: ISBN 3-031-69191-1

Language: English

DOI: 10.1007/978-3-031-69192-8

URL: https://doi.org/10.1007/978-3-031-69192-8

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Format: 1 online resource (17 pages)

Series Statement: Policy research working papers.

Content: The emphasis on constitutional political economy has been that new rules and institutions can be devised that improve the welfare of a society. Given the number of societies that are infected with political conflict and, as a result, lower levels of welfare, this paper attempts to analyze why we do not see more constitutional conventions aimed at eliminating conflict. The key idea is that expressively motivated group members may create incentives for instrumentally motivated group leaders such that it leads them to choose conflict rather than compromise. Nonetheless, it is not argued that such a peace is impossible to obtain. This leads to a further question, that if such a constitutional agreement could be found, would the expressive perspective alter the conventional instrumental perspective on the sort of constitutional reform that should be undertaken?

Language: English

DOI: 10.1596/1813-9450-4196

URL: Volltext

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Format: 1 online resource (45 pages)

Series Statement: Policy research working papers.

Content: There is a common perception that low productivity or low growth is due to what can be called an "innovation shortfall," usually identified as a low rate of investment in research and development (R&D) when compared with some high innovation countries. The usual reaction to this perceived problem is to call for increases in R&D investment rates, usually specifying a target that can be as high as 3 percent of GDP. The problem with this analysis is that it fails to see that a low R&D investment rate may be appropriate given the economy's pattern of specialization, or may be just one manifestation of more general problems that impede accumulation of all kinds of capital. How can we know when a country suffers from an innovation shortfall above and beyond the ones that should be expected given the country's specialization and accumulation patterns? This is the question the authors tackle in this paper. First, they show a simple way to estimate the R&D gap that can be explained by a country's specialization pattern, illustrating it for the case of Chile. For this country they find that although its specialization in natural-resource-intensive sectors explains part of its R&D gap, a significant shortfall remains. Second, the authors show how a calibrated model can be used to determine the R&D gap that should be expected given a country's investment in physical and human capital. If the actual R&D gap is above this expected gap, then one can say that the country suffers from a true innovation shortfall.

Language: English

DOI: 10.1596/1813-9450-4283

URL: Volltext

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UID:

Format: 1 online resource (335 pages)

Edition: 1st ed.

ISBN: 9783031561726

Series Statement: Sustainable Development Goals Series

Note: Intro -- Acknowledgements -- Contents -- Contributors -- Editors -- 1: It Takes a Whole School: An Introduction -- References -- Part 1: Principles, Perspectives, and Challenges -- 2: A Whole School Approach: A Synthesis of Interconnected Policy, Practice, and Research Conceptualisations -- 2.1 Introduction: Educational Change, Innovation, and School Reform in Times of Global Sustainability Challenges -- 2.2 Methods, Scope, Aims, and Objectives -- 2.3 A Synthesis of Whole School Approach Conceptualisations Within Distinct But Connected Education Initiatives -- 2.3.1 Thematic Structure of the WSA Conceptualisation Synthesis -- 2.3.2 Education for Sustainable Development and a Whole School Approach -- 2.3.3 Education for Health and Well-Being and a Whole School Approach -- 2.3.4 Whole School Approaches to Global Citizenship Education and a Whole School Approach -- 2.4 Discussion: What are the Main Principles, Processes, and Strands of a Whole School Approach in and Beyond Education for Sustainable Development? -- 2.4.1 Holistic, Systemic, and Sustainable Perspective -- 2.4.2 Democratic and Participatory Processes Involving All Actors -- 2.4.3 Five Strands of a Whole School Approach to General Quality Education -- 2.4.4 Tensions, Problematics, and Dilemmas -- 2.4.5 The Role of Reflexivity -- 2.5 Conclusions -- References -- 3: Insights, Challenges, and Prospects on Whole School Approach to Sustainability in the UN Economic Commission for Europe (UNECE) Region -- 3.1 Introduction -- 3.1.1 Defining the Whole School Approach -- 3.1.2 Whole School Approach in the UNECE Region -- 3.2 Methodology -- 3.3 Results -- 3.3.1 WSA and Curriculum: What Do We Teach? -- 3.3.2 WSA and Pedagogy/Didactics: How Do We Learn? -- 3.3.3 WSA and Building Management/Operations: Where Do We Learn?. , 3.3.4 WSA and Professional Development: Whom Do We Learn From? -- 3.3.5 WSA and School Environment: Whom Do We Learn With? -- 3.4 Discussion -- 3.4.1 What Do We Learn? (Curricula) -- 3.4.2 Whom Do We Learn From? (Professional Development) -- 3.4.3 How Do We Learn? (Pedagogy/Didactics) -- 3.4.4 Where Do We Learn? (Building Management/Operations) -- 3.4.5 Whom Do We Learn With? (School Environment) -- 3.5 Ways Forward -- References -- 4: How to Institutionalize a Whole School Approach to ESD -- 4.1 Introduction -- 4.2 What Is a Whole School Approach? -- 4.3 Aligning Inner School Organization with Authentic Sustainability Problems -- 4.4 Capacity Building as a Tool to Conceptualize Implementation of WSA to ESD -- 4.5 A School Improvement Process Leading to Establishing WSA to ESD -- 4.5.1 Initiation -- 4.5.2 Implementation -- 4.5.3 Institutionalization -- 4.6 Concluding Remarks -- References -- 5: Getting to a Whole School Approach: Lessons From School Effectiveness and School Improvement in ESD Research -- 5.1 Introduction and Questions to Answer -- 5.2 The School Organization -- 5.3 Use and Potential of School Effectiveness Studies in ESD -- 5.4 Use and Potential of School Improvement Studies in ESD -- 5.5 Combining School Effectiveness and School Improvement Toward a WSA -- 5.6 How We See School Effectiveness and School Improvement Anchored in ESD Research -- References -- 6: Dimensions and Conditions of the Development of a Sense of Empowerment in a Whole School Approach -- 6.1 Youth Voices About Their Sense of Empowerment -- 6.2 Epistemologies and Approaches in Climate Change Education for Empowerment -- 6.3 Clarification of Concepts Pertaining to Empowerment in Climate Change Education -- 6.3.1 The Capability Approach -- 6.3.2 Concepts Related to the Sense of Empowerment -- 6.4 Methodology. , 6.5 Dimensions of the Sense of Empowerment and Links with the WSA -- 6.5.1 Vision, Ethos, Leadership, and Coordination -- 6.5.2 Curriculum -- 6.5.3 Pedagogy and Learning -- 6.5.4 Institutional Practices and Bureaucracy -- 6.5.5 Valuing Community and Intergenerational Connections -- 6.5.6 Capacity Building and Continued Professional Development of All School Staff -- 6.6 Three Main Findings for Empowering Youth in the Face of Climate Change -- 6.7 Conclusion -- References -- 7: Accelerating Change-Making: Reflections on Embedding Regenerative Practices in School Climate Action -- 7.1 Introduction -- 7.1.1 Why Whole School Approaches to Climate Action Are Needed -- 7.1.2 Climate Action Accelerator Program: A Whole School Approach -- 7.2 Three Schools' Journeys Toward Whole School Climate Action -- 7.2.1 Southridge School -- 7.2.2 Hillfield Strathallan College -- 7.2.2.1 A Not-So-Novel Idea… -- 7.2.2.2 Meet the Learning Landscape -- 7.2.2.3 Setting the Course -- 7.2.2.4 Wayfinding Led by Students -- 7.2.2.5 Compelling Vision -- 7.2.2.6 Organizational Culture -- 7.2.2.7 Collective Learning -- 7.2.2.8 Physical Space -- 7.2.3 Trinity College School -- 7.3 Discussion -- 7.3.1 Commonalities -- 7.3.1.1 Regenerative Practice as Paradigm Shift -- 7.3.1.2 Leadership and Organizational Culture -- 7.3.2 Challenges -- 7.4 Conclusion -- References -- 8: How can a Whole School Approach to Sustainability be Inclusive to All Learners? -- 8.1 Introduction -- 8.2 Inclusion-Oriented ESD -- 8.3 Whole School Approach to Inclusion-Oriented ESD -- 8.4 Research Design -- 8.5 Results -- 8.5.1 Understanding of Inclusion-Oriented ESD in Schools -- 8.5.1.1 All Means All -- 8.5.1.2 Participation -- 8.5.1.3 Contextualizing -- 8.5.2 Success Factors and Challenges for Inclusion-Oriented ESD -- 8.5.2.1 Resources -- 8.5.2.2 Workload. , 8.5.2.3 Education System -- 8.5.2.4 Education and Training: Teaching Competences -- 8.5.2.5 Whole School Approach as a Driver -- 8.5.2.6 Participation and Self-Efficacy -- 8.5.2.7 Attitude -- 8.5.3 WSA for Inclusion-Oriented ESD -- 8.5.3.1 Whole School in Community Approach -- 8.5.3.2 Structural Level -- 8.5.3.3 Participation and Self-Efficacy -- 8.6 Discussion and Conclusion -- References -- 9: The Whole-School Alignment Model: Facilitating a Teacher Team in Sustainable Entrepreneurship Education -- 9.1 Introduction -- 9.1.1 Tensions and Liminal Spaces in Transformative Entrepreneurship Education -- 9.1.2 Attunement and Alignment in Whole-School Transformative Processes -- 9.1.3 Context of the Study -- 9.1.4 Methods and Materials -- 9.1.5 The Whole-School Alignment Model (WSAM) -- 9.2 The Teacher Team Finding Their Pathways -- 9.2.1 The Structural Alignment Process: 'You Need to Start Somewhere' -- 9.2.2 The Process of Clarifying the Aim and Ways of Assessing: 'We See a Goal on the Horizon' -- 9.2.3 Reversing the Teacher and Student Roles: 'How Much should I Meddle?' -- 9.2.4 Renewing Identity: The Whole-School Transformation Process -- 9.3 Narrow Passages and Recurring Motifs -- 9.3.1 Narrow Passages Through Liminal Space -- 9.3.2 Recurring Motifs: Shared Ownership to Shared Questions -- 9.3.3 Reviewing the Model: 'These Arrows Should Perhaps Be Bent' -- 9.4 Conclusion and Implications: Facilitating Transformative Agency -- References -- 10: Architecture as Educator for Sustainable Grown-Upness: An ESD Performance Framework for School Habitats -- 10.1 Introduction -- 10.1.1 School Habitats and Sustainability -- 10.1.2 Whole School Approach to ESD -- 10.1.3 Research Goal and Structure of the Chapter -- 10.2 Research Methodology -- 10.2.1 The Case Study -- 10.2.2 The Inductive Process -- 10.3 Vision on ESD. , 10.3.1 The Hidden Curriculum of School Habitats -- 10.3.2 Education and Sustainable Development -- 10.3.3 Cultivation, Subjectification and Sustainable Grown-Upness -- 10.3.4 Relevancy for This Chapter -- 10.4 The Performance Concept for Building -- 10.4.1 An Exploration of Supplies: School Habitats -- 10.4.2 An Exploration of Performance: Habitats as Educators -- 10.4.3 An Exploration of Demands: Subjectification -- 10.5 The ESD Performance Framework for School Habitats -- 10.5.1 Engage the Heart -- 10.5.1.1 Direct Attention to Nature -- 10.5.1.2 Direct Attention to People -- 10.5.1.3 Direct Attention to Place -- 10.5.2 Exemplify to the Head -- 10.5.3 Enable the Hands -- 10.5.3.1 Educational? -- 10.5.3.2 Self-Limitation and Self-Activation -- 10.6 Discussion and Conclusions -- 10.6.1 A Whole School Approach and Teacher Literacy -- 10.6.2 A Moral Agenda in Education? -- 10.6.3 Conclusions -- References -- 11: Developing a Whole (Pre)school Approach to Sustainability: Insights from Global Citizenship and Early Childhood Education Across Nordic Countries -- 11.1 Introduction -- 11.2 Global Citizenship in Early Childhood Education and a Whole School Approach to Sustainability -- 11.3 Linking a Whole School Approach to Sustainability with Early Childhood Education Research -- 11.4 Wholeness in Preschool Education -- 11.4.1 Greening of the Whole Preschool -- 11.4.2 The Whole Child's Learning -- 11.4.3 Wholeness in Preschool Teaching -- 11.4.4 Thematic Approach as a Perspective on a Whole Preschool -- 11.5 Lessons Learned from Global Citizenship to a Whole School Approach to Sustainability -- References -- Part 2: Practices -- 12: Activating the Petals in the 'WSA Flower Model': Critical Factors for Sustaining Schools' Pathways Towards a Whole-School Approach -- 12.1 Introduction -- 12.2 Background. , 12.3 About the University-School Partnership.

Additional Edition: Print version: Wals, Arjen E. J. Whole School Approaches to Sustainability Cham : Springer International Publishing AG,c2024 ISBN 9783031561719

Language: English

Keywords: Electronic books.

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Note: Oh, Den My Little Soul's Gmine to Shine -- Beter, go King dem Bells -- My Lord, what a Morning -- Hail! Hail! Hail! -- Love an' serve de Lord -- Swing low, sweet Chariot -- My Bretheren, don't get Weary -- Nobody Knows de Trouble I've Seen -- Viem de Land -- The Danbille Chariot -- Ef Ye Want to See Jesus -- Oh, Yes -- Run, Mary, Run -- Religion is a Fortune -- Some O' Dese Mornin's -- My Lord Delibered Daniel -- Oh, Wasn't Dat a Wide Riber -- Oh, Give Way, Jordan -- John Saw -- King Emanuel -- De Ole Sheep Done Know de Road -- De Church of God -- Bright Sparkles in de Churchyard -- Oh, Sinner, You'd Better Get Ready -- Dear de Lambs a Cryin' -- Rise and Shine -- Hard Trials -- Most Done Crabelling -- Gwine Up -- I Hope My Mother will be There -- Oh, de Hebben is Shinin' -- Who'll Jine de Union -- A Great Camp=Meetin' in de Promised Land -- Good News, de Chariot's Comin' - Don't Ye View Dat Ship a Come a Sailin' -- I Don't Feel No=Ways Tired -- Did You Hear My Jesus -- Zion, Weep A-Low -- Sweet Canaan -- In Dat Great Gittin-Up Mornin' -- Walk You in de Light -- Sweet Turtle Dobe, or Jerusalem Mornin' -- Gideon's Band: or, de Milk-White Horses -- De Winter'll Soon be Ober -- Keep Me from Sinkin' Down -- Hear de Angels Singin' -- I'he been a-list'ning All de Night Long -- Babylon's Fallin' -- De ole Ark a-moberin Along -- Dust an' Ashes -- Ole Ship of Zion -- Massa Gwine to Sell us Co-morrow -- Glory and Honor -- Peter on the Sea -- Rough and Rolling Sea --There were Ten Virgins -- General Roll Call -- Going to Heaven -- Fighting On -- I'm a-Rolling -- I'm a-train'ling to the Brave -- Many Thousand Gone -- He's the Lord of Lords -- My Way's Cloudy -- My Lord's Riding all the Time -- He is King of Kings -- Little Wheel a-turnin' in my Heart -- Seek and Ye shall find -- Walking in de Light --Stap in de field -- I'll be there in the morning -- See fo' an' Twenty Elders -- Roll de Ole Chariot Along -- Wonder Where is Good Ole Daniel? -- In the Kingdom -- A Wheel in a Wheel -- Oh, Jerusalem! -- Oh Yes, Yonder Comes My Lord --Go Mary, an' Toll de Bell -- Oh, Freedom! --Sometimes I Feel Like a Motherless Child -- He Raise a Poor Lazarus -- Don't Leave Me, Lord -- Jacob's Ladder --The Downward Road is Crowded -- Ride On -- Let as Praise Him -- Put John on de Islan' --We are Building on a Rock -- Good Lord, Shall I Ever be de One? -- In Bright Mansions Above --Swing Low, Chariot --Pilgrim's Song -- Don't Be Weary, Traveller -- I Am Goin' to Join in This Army -- Tell Jesus --Sun Don't Set in de Mornin' --Raslin' Jacob -- Let de Heaven Light Shine on Me -- Eit on Board Little Children -- Gwine to Live Dumble to be Lord -- What Yo' Gwine t' Do When de Lamp Burn Down? -- I'be Got a Mother in de Heaven -- Come Down, Sinner -- Little David, Play on Your Harp -- Oh, When I Git t' Heaven -- Did You Hear How Dey Crucified My Lord? -- I'be Been Toilin' at De Hill --Grace Before Meat at Hampton -- When I Come t' Die -- When I Come t' Die -- The Enlisted Soldiers -- Prayer is de Rey of Heaven -- My Soul Wants Something That's Nem -- I Know I Would Like To Read -- Don't Call de Roll -- Jesus Ain't Comin' Here t' Die No Mo' -- Steal Away to Jesus -- Go Down, Moses -- Keep a-Iinchin' Along -- Somebody's Knocking at Your Door -- Lord, I Want to be a Christian -- Daniel Saw the Stone -- Listen to de Lambs -- Swing Low -- I Couldn't Hear Nohody Pray -- Were You There? -- I Want to be Ready -- Ezekiel Saw de Wheel -- Roll, Jordan, Roll -- I Know the Lord's Laid His Hands on Me --Down by the River -- Going to Shout all over God's Heav'n -- Ev'ry Time I Feel the Spirit -- Want to Go to Heaven When I Die -- Lork, Until I Reach My Home -- Where Shall I Be When de Firs' Trumpet Soun'? -- Rise Up, Shepherd, an' Foller -- Go Tell it on de Mountain -- Reign, Massa Jesus.

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