Social Capital, Learning and EU Regional Policy Networks: Evidence from Greece

2001 ◽  
Vol 36 (2) ◽  
pp. 253-278 ◽  
Author(s):  
Christos J. Paraskevopoulos
Keyword(s):  
Social Capital ◽  
Social Learning ◽  
Learning Process ◽  
Regional Policy ◽  
Policy Networks ◽  
Level System ◽  
Structural Funds ◽  
The Third ◽  
Multi Level

This Article Discusses The Importance Of Social Learning For Eu public policy-making in general and regional policy in particular. The first section analyses the implications of the learning process for EU regional policy and examines its social and institutional prerequisites. Section two introduces the concepts of social capital and institutional networks as components crucial for the learning process and socialization function. The third section, based on the analysis of the role of social learning, delineates the multi-level system of governance in EU regional policy. The fourth section presents empirical evidence from Greek regions on the role of social learning in the implementation of EU regional policy (Structural Funds) programmes. Finally, the last section draws conclusions on the role of social learning in EU regional policy and lessons from the Greek experience.

scholarly journals Class Representatives and Students’ Behaviour: An Overview at the Post-Covid-19 Pandemic in the Perspective of the Community of Practice

2021 ◽  
Vol 4 (4) ◽  
pp. 137-143
Author(s):  
Ilane Frank Dias ◽  
Christane Bellucci
Keyword(s):  
Social Interactions ◽  
Community Of Practice ◽  
Learning Process ◽  
Online Classes ◽  
Virtual Classes ◽  
Relevant Role ◽  
Conceptual Paper ◽  
Multi Level ◽  
The Impact

Engagement of students and the learning process in the classroom has become one of the significant challenges that higher education (HE) institutions face in the era of the Covid-19 pandemic, with classes running in the virtual environment. One of the approaches that can be used to understand student behaviours and their social interactions is the community of practice (CoPs) as a construct that can be strategic to connect classes representatives, college's objectives and the student's behaviour. The class representatives can play a diverse role, from helping the tutors motivate the students on their learning process to acting as a central and essential communication channel between the students and the academic coordinators. Yet, little is known about the role of these students as a strategy to tackle such problems increased with online classes. This study investigates the impact of class representatives on students' behaviour in the sense of their engagement and learning in virtual classes context post the Covid-19 pandemic. This is a conceptual paper to bridge the mentioned theories, link work across disciplines, provide multi-level insights, and broaden the scope of thinking. The theoretical findings show that class representatives can play a relevant role by increasing engagement and facilitating the students' learning. The results can help HE institutions to develop policies and practices to be more competitive and move forward. This study advances the emergent research efforts to respond to the challenges arising from the Covid-19 pandemic.

scholarly journals AIBO’s first words

2001 ◽  
Vol 4 (1) ◽  
pp. 3-32 ◽  
Author(s):  
Luc Steels ◽  
Frédéric Kaplan
Keyword(s):  
Social Learning ◽  
Learning Process ◽  
Strong Influence ◽  
Autonomous Robots ◽  
Language Game ◽  
Causal Role ◽  
Language Communication ◽  
First Words

This paper explores the hypothesis that language communication in its very first stage is bootstrapped in a social learning process under the strong influence of culture. A concrete framework for social learning has been developed based on the notion of a language game. Autonomous robots have been programmed to behave according to this framework. We show experiments that demonstrate why there has to be a causal role of language on category acquisition; partly by showing that it leads effectively to the bootstrapping of communication and partly by showing that other forms of learning do not generate categories usable in communication or make information assumptions which cannot be satisfied.

From Government to Governance: Polish Regional Development Agencies in a Changing Regional Context

2007 ◽  
Vol 21 (3) ◽  
pp. 447-474 ◽  
Author(s):  
Martin Ferry
Keyword(s):  
Regional Development ◽  
Regional Policy ◽  
Democratic Accountability ◽  
Eu Accession ◽  
Structural Funds ◽  
Policy Environments ◽  
Development Agencies ◽  
Policy Arena ◽  
Theoretical Analyses

This article charts the evolving role of Regional Development Agencies (RDAs) in Poland. It argues that changes to regional institutional and policy environments, linked to processes of regionalisation, EU accession, and the administration of European Union structural funds, have prompted increasing diversification of RDA activities. Moreover, questions of democratic accountability and economic efficiency are becoming increasingly pointed. Has regionalisation boosted the democratic accountability and regional orientation of agencies? Has administrative reform simplified agencies' delivery of development programmes? What influence has the administration of structural funds had on this? The article explores these issues, stressing generally that theoretical analyses of RDA activities must take increasing account of agency “positioning,” i.e., their role and purpose in an increasingly crowded and complex regional policy arena. Future scenarios for the evolution of RDAs in Poland are also outlined.

The Role of Cultural Indoctrination in Architectural Style

2021 ◽  
pp. 273-299
Author(s):  
Gülşah Koç ◽  
Bryan Christiansen
Keyword(s):  
Social Capital ◽  
Social Learning ◽  
Literature Review ◽  
Conceptual Framework ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Future Application ◽  
Architectural Style ◽  
Values Orientation

This chapter examines the potential influence of cultural indoctrination (CI) on architectural style worldwide. Based on an encompassing literature review, this chapter focuses on the mediator of religion among the seven factors which are included in the established conceptual framework for CI; namely, Child Development, Cultural Institutionalization, Cultural Intelligence, Social Learning Theory, Religion, Social Capital, and Values Orientation Theory (VOT). The conceptual framework is presented for potential future application in architectural style and practice.

22. Cohesion Policy

2014 ◽  
pp. 405-431
Author(s):  
Ian Bache ◽  
Simon Bulmer ◽  
Stephen George ◽  
Owen Parker
Keyword(s):  
Regional Policy ◽  
Growth Strategy ◽  
Cohesion Policy ◽  
Structural Funds ◽  
Europe 2020 ◽  
Policy Control ◽  
Major Reform ◽  
Treaty Of Rome ◽  
Multi Level ◽  
European Regional

This chapter examines the European Union’s cohesion policy, which had its origins in the European Community’s regional policy. Despite evidence of wide disparities between Europe’s regions, the Treaty of Rome made no specific commitment to the creation of a Community regional policy. It was only in 1975 that a European regional fund was created, and a coherent supranational policy emerged only in 1988. The chapter traces key developments in cohesion policy, focusing on reforms made between 1988 and 2013. Enlargement and the single market programme provided the context for a major reform of the structural funds in 1988. In the 2013 reform, the Commission’s subsequent proposals linked cohesion policy to the goals of the Europe 2020 growth strategy. The chapter also considers shifts in the intergovernmental–supranational nature of policy control in the sector that first gave rise to the notion of multi-level governance.

The trickle-down effect of empowering leadership: a boundary condition of performance pressure

2020 ◽  
Vol 41 (3) ◽  
pp. 399-414
Author(s):  
Gukdo Byun ◽  
Soojin Lee ◽  
Steven J. Karau ◽  
Ye Dai
Keyword(s):  
Boundary Condition ◽  
Social Learning ◽  
Task Performance ◽  
Learning Process ◽  
Empowering Leadership ◽  
Content Type ◽  
Performance Pressure ◽  
Hierarchical Levels ◽  
Trickle Down

PurposeBy taking a social learning perspective, this study examines the trickle-down effect of empowering leadership across hierarchical levels in an organization. Specifically, this study aims to demonstrate that the empowering leadership of higher-level leaders promotes the task performance of employees through the mediation of the empowering leadership of lower-level leaders. It also seeks to confirm the role of performance pressure as a boundary condition in social learning process.Design/methodology/approachUnder a moderated mediation framework, this study tests our hypotheses through a hierarchical regression analysis. The data used in the analysis is from the survey responses of 209 subordinate-supervisor dyads.FindingsThis study finds that the empowering leadership of higher-level leaders promotes the empowering leadership of lower-level leaders, which indirectly improves the task performance of employees. It also finds that performance pressure perceived by lower-level leaders moderates the relationship between the empowering leadership of higher- and lower-level leaders, thus moderating the proposed indirect effect.Research limitations/implicationsThis study complements the findings of previous studies by identifying the trickle-down effect of empowering leadership across different hierarchical levels in an organization and by highlighting its boundary condition. In addition, this study provides evidence for the presence of trickle-down effect of leadership in an Eastern culture.Practical implicationsThis study suggests the necessity of leadership education and training programs within organizations by revealing the importance of social learning process for promoting empowering leadership. In addition, it also suggests that performance pressure in an organization not only dampens empowering leadership but also has a negative effect on the task performance of employees.Originality/valueThis study demonstrates the influence mechanism of empowering leadership through a systematic verification of its trickle-down effect, which has been lacking in previous studies. It also highlights the moderating role of performance pressure, as a contextual factor, in the social learning and influence process of empowering leadership.

scholarly journals Perception, Logic and Plurality of Rational Representations of the World

2019 ◽  
Vol 62 (7) ◽  
pp. 37-53 ◽  
Author(s):  
Igor F. Mikhailov
Keyword(s):  
Subjective Experience ◽  
The Third ◽  
The Core ◽  
Cognitive Operations ◽  
Level Information ◽  
Mathematical Problems ◽  
Multi Level ◽  
Logical Rules ◽  
Empirical Material

The article covers such issues as the relevance of the theory of perception as a multi-level information processing, the methodological role of the concept of representation and the relation of neurodynamic structures to subjective experience. The author critically reviews the philosophical presumptions underlying the various concepts of “local rationality,” the core of which is constituted by the belief that large ethnic cultures generate or are based on their own rationality and their own logic. Three statements are successively considered: (a) thinking is based on the inherent rules of rationality, (b) logic is an extract of rationality, and (c) types of rationality are geographically consistent with large ethnocultural communities. Empirical arguments are presented that demonstrate equivocality (if not falsity) of the first two theses. In particular, firstly, it is shown that the genuine rationality of thinking lies not in following the rules that are immanent to it, but in the development of thinking and, more broadly, cognitive operations towards optimization of certain indicators of the cognitive or motor system that are important for survival and adaptation. In addition, this rationality is multivariate, and the choice between variants is often weakly determined or even random. Thus, the first statement turns out to be refuted. Secondly, by reference to the well-known experiments, it is shown that most people do not explicitly follow some declared logical rules in solving even logical or mathematical problems, and yet there is reason to consider their behavior rational. The third thesis, as shown with some limited empirical material, appears to be partially confirmed. Nevertheless, the demonstration of the doubtfulness of the first two theses makes the conclusion that different nations have different logics insufficiently substantiated.

scholarly journals POLA KOMUNIKASI GURU PADA SISWA ANAK AUTIS DI SEKOLAH LUAR BIASA (SLB) MITRA ISWARA KABUPATEN TASIKMALAYA

2020 ◽  
Vol 5 (2) ◽  
pp. 168
Author(s):  
Rostika Yuliani
Keyword(s):  
Learning Process ◽  
Qualitative Method ◽  
Participant Observation ◽  
Autistic Children ◽  
The Third ◽  
Teachers And Students ◽  
Students With Autism ◽  
Descriptive Approach ◽  
Role Of Parents

The purpose of this research is to determine what factors affect the communication of teachers in students withautism extraordinary school of Mitra Iswara in the Tasikmalaya Regency. This research discusses howinstructional communication is carried out by teachers in students with autism. This research also answers whyschools choose to implement learning communication that combines autistic children students at the same timeand same class. The method used in this research is a qualitative method with a descriptive approach. Datacollection techniques used were non-participant observation and interviews. The results showed that the factorsthat influence communication between teachers and students with autistic children are teachers' competence. Inthis case, the ability to communicate in class both verbally or non-verbally. The second factor is how studentsare capturing lessons and material from the teacher. The third is the role of parents in the learning process,both at home and at school. The communication patterns that are implemented in Mitra Iswara usecommunication patterns in one direction..

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