Research-based teacher education can be understood in different ways: as a call to understand teacher education institutions as research institutions, as the ambition to educate student teachers to have an inquiring attitude, as the basing of teacher education curricula on the latest research, or as a combination of all three.In this chapter we reflect on a method of connecting research, curriculum development and practice in teacher education, presenting a case study of a conversational community of teacher educators and researchers. The aim of the conversational community was to understand the process of curriculum design in teacher education as an inspiring and practical combination of design research, self-study, collaborative action research and curriculum study by teacher educators. This process was supported by a conversational framework in which curriculum development was understood as an ongoing dialogue between vision, intentions, design and practice in the teacher education curriculum. Using the conversational framework in this single case study of a conversational community, we have tried to connect teacher education research, curriculum development and practice in a meaningful way.
Ship-source greenhouse gas (GHG) emissions could increase by up to 250% from 2012 levels by 2050 owing to increasing global freight volumes. Binding international legal agreements to regulate GHGs, however, are lacking as technical solutions remain expensive and crucial industrial support is absent. In 2003, IMO adopted Resolution A.963 (23) to regulate shipping CO2 emissions via technical, operational, and market-based routes. However, progress has been slow and uncertain; there is no concrete emission reduction target or definitive action plan. Yet, a full-fledged roadmap may not even emerge until 2023. In this policy analysis, we revisit the progress of technical, operational, and market-based routes and the associated controversies. We argue that 1) a performance-based index, though good-intentioned, has loopholes affecting meaningful CO2 emission reductions driven by technical advancements; 2) using slow steaming to cut energy consumption stands out among operational solutions thanks to its immediate and obvious results, but with the already slow speed in practice, this single source has limited emission reduction potential; 3) without a technology-savvy shipping industry, a market-based approach is essentially needed to address the environmental impact. To give shipping a 50:50 chance for contributing fairly and proportionately to keep global warming below 2°C, deep emission reductions should occur soon.
In the era of social media, online reviews have become a crucial factor influencing the exposure of tourist destinations and the decision-making of potential tourists, exerting a profound impact on the sustainable development of these destinations. However, the influence of review valence on visit intention, especially the role of affective commitment and reputation (ability vs. responsibility), remains unclear. Drawing on emotion as a social information theory, this paper aims to elucidate the direct impact of different review valences on tourists’ visit intentions, as well as mediating mechanisms and boundary conditions. Three experiments indicate that positive (vs. negative) reviews can activate stronger affective commitment and visit intention, with affective commitment also playing a mediating role. Additionally, destination reputation significantly moderates the after-effects of review valences. More specifically, a responsibility reputation (compared with an ability reputation) weakens the effect of negative valence on affective commitment and visit intention. This study provides valuable theoretical insights into how emotional elements in online reviews influence the emotions and attitudes of potential tourists. Particularly for tourism managers, review valence and responsibility reputation hold practical significance in destination marketing.
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