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Academic literature on the topic 'DARE programme'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "DARE programme"

1

Bean, Philip. "Drug Prevention and the DARE Programme in Britain." International Review of Law, Computers & Technology 12, no. 3 (October 1998): 487–500. http://dx.doi.org/10.1080/13600869855324.

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2

Lindström, Peter, and Robert Svensson. "Attitudes towards drugs among school youths: An evaluation of the Swedish DARE programme." Nordic Studies on Alcohol and Drugs 15, no. 1_suppl (February 1998): 7–23. http://dx.doi.org/10.1177/145507259801501s01.

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Illicit drug use among high school students is on the rise in Sweden as well as in other countries. This fact has put high demand on the police, who are not only expected to reduce the availability of drugs but also to take part in the effort to affect the students' demand for drugs. The aim of this study was to analyse what impact students' demand for and perceived availability of illicit drugs in the seventh grade have on their attitudes towards and experience with drugs in the eighth grade. Moreover, the purpose was to investigate to what extent a specific police-led school-based drug prevention programme, the project DARE (Drug Abuse Resistance Education), affects students' attitudes and experiences regarding drugs. As a part in an ongoing evaluation of the Swedish DARE programme (called VÅGA) about 1,800 students in 22 Swedish junior high schools on three occasions anonymously answered questions about their attitudes towards and experiences with drugs. Contextual analysis was used to estimate the significance of various student-level risk-factors (such as family bonding, school involvement, and peer activity) and school aggregated contextual factors. The results show that students' curiosity and perceived availability of illicit drugs at the school-level have statistically significant effects on drug-related attitudes and experiences at the individual-student level. The attitudes towards and experiences with drugs in the eighth grade of students who participated in the DARE programme in the seventh grade were not different from those students who did not participate in the programme. A brief discussion of what measures the police should conduct in order to block the availability of drugs and what their role in schools should be are finally presented.
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Yong, Wei Wei Dayna, Phek Hui Jade Kua, Swee Sung Soon, Pin Pin Maeve Pek, and Marcus Eng Hock Ong. "DARE Train-the-Trainer Pedagogy Development Using 2-Round Delphi Methodology." BioMed Research International 2016 (2016): 1–9. http://dx.doi.org/10.1155/2016/5460964.

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The Dispatcher-Assisted first REsponder programme aims to equip the public with skills to perform hands-only cardiopulmonary resuscitation (CPR) and to use an automated external defibrillator (AED). By familiarising them with instructions given by a medical dispatcher during an out-of-hospital cardiac arrest call, they will be prepared and empowered to react in an emergency. We aim to formalise curriculum and standardise the way information is conveyed to the participants. A panel of 20 experts were chosen. Using Delphi methodology, selected issues were classified into open-ended and close-ended questions. Consensus for an item was established at a 70% agreement rate within the panel. Questions that had 60%–69% agreement were edited and sent to the panel for another round of voting. After 2 rounds of voting, 70 consensus statements were agreed upon. These covered the following: focus of CPR; qualities and qualifications of trainers; recognition of agonal breathing; head-tilt-chin lift; landmark for chest compression; performance of CPR when injuries are present; trainers’ involvement in training lay people; modesty of female patients during CPR; AED usage; content of trainer’s manual; addressing of questions and answers; updates-dissemination to trainers and attendance of refresher courses. Recommendations for pedagogy for trainers of dispatcher-assisted CPR programmes were developed.
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Misilei, Jolene, and Chern Li Liew. "Perceived value of digital components in library programmes: The case of Auckland Libraries' Dare to Explore summer reading programme." Library & Information Science Research 40, no. 3-4 (July 2018): 219–36. http://dx.doi.org/10.1016/j.lisr.2018.09.004.

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Bannigan, Katrina. "Clinical Effectiveness: Systematic Reviews and Evidence-Based Practice in Occupational Therapy." British Journal of Occupational Therapy 60, no. 11 (November 1997): 479–83. http://dx.doi.org/10.1177/030802269706001105.

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Evidence-based health care can be defined as an approach to health care that involves finding and using up-to-date research into the effectiveness of health care interventions to inform decision making (Entwistle et al, 1996). For many occupational therapists, the practicalities of keeping up to date with the best research evidence is difficult; however, through the National Health Service Centre for Reviews and Dissemination (NHS CRD), the NHS Research and Development (R&D) Programme is aiming to improve the availability of high quality research evidence to all health care professionals. The NHS CRD carries out and commissions systematic reviews. Systematic reviews are a means of pulling together large quantities of research information and are considered to be one of the most reliable sources of information about effectiveness (Chalmers and Altman, 1995). The NHS CRD also disseminates the findings of systematic reviews, one method of which is through the Database of Abstracts of Reviews of Effectiveness (DARE). The relevance of systematic reviews to the clinical practice of occupational therapists is explored in this paper using two examples: a poor quality and a high quality systematic review identified from the abstracting process for DARE. Both reviews are directly relevant to occupational therapy, being about sensory integration and falls in the elderly respectively. The implications of these reviews for evidence-based practice in occupational therapy are discussed.
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Ab. Latif, Nur Afiqah, and Che Nooryohana Zulkifli. "Peer-Tutoring: An Approach to Enhance Students’ Motivation to Learn English." Sains Insani 5, no. 2 (November 30, 2020): 25–31. http://dx.doi.org/10.33102/sainsinsani.vol5no2.204.

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English language has always been a challenging subject for some students in Malaysia (Normazidah Che Musa, Lie & Hazita Azman, 2012). Despite the fact that these students have learned English for almost ten years in school, they are still facing problems to learn it mostly due to language anxiety (Nur Afiqah Ab. Latif, 2015). This study was conducted to identify the effectiveness of peer-tutoring approach as one way to lower the students’ anxiety level as well as to boost their motivation in learning English language. This study was conducted in a public university in Malaysia where seventeen pre-diploma students were selected to join a ‘Mentor-mentee’ programme as the mentees while five diploma (semester three) students were chosen to be the mentors. The mentors were asked to coach the pre-diploma students in learning English language by using four interesting and interactive English games namely ‘Truth or Dare’, ‘Roll the Dice, ‘Spot the Error’ and ‘Once upon a Time’. The researchers used a google form to get responses from the participants and the results show that the peer-tutoring programme has appeared to create a more relaxed and friendly environment for the students to learn English, thus boost their motivation in learning English.
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Donadel, Marcia. "Online education and the feeling of (dis)embodiment: A somatic perspective of a learning experience." Journal of Dance & Somatic Practices 12, no. 1 (August 1, 2020): 155–61. http://dx.doi.org/10.1386/jdsp_00019_7.

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The thinking in this short report emerged from the author’s participation as an online learner in the TBI 101 course on Mabel Elsworth Todd by Pamela Matt, The Thinking Body Institute.2 Participation in this course, during a Ph.D. internship period at C-DaRE, Coventry University as a visiting researcher in 2018, prompted reflections on e-learning and feelings of embodied or disembodied experience, particularly in close connection to the author’s doctoral research on sensory and creative possibilities of a somatic approach to improvisation in performer training. This report reviews the pedagogical and technological challenges of the TBI 101 study programme in order to better understand the potential connections between (dis)embodied research and online learning, and to offer a foundation for a somatic point of view on e-learning. The thinking offered here investigates different levels of (dis)embodied engagement, suggesting it is dependent on the synergy of the participant’s learning style, the technological platform and the pedagogical approach.
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Burger-Stritt, Stephanie, Annemarie Eff, Marcus Quinkler, Tina Kienitz, Bettina Stamm, Holger S. Willenberg, Gesine Meyer, et al. "Standardised patient education in adrenal insufficiency: a prospective multi-centre evaluation." European Journal of Endocrinology 183, no. 2 (August 2020): 119–27. http://dx.doi.org/10.1530/eje-20-0181.

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Objective Patients with adrenal insufficiency (AI) suffer from impaired quality of life and are at risk of adrenal crisis (AC) despite established replacement therapy. Patient education is regarded an important measure for prevention of AC and improvement of AI management. A standardized education programme was elaborated for patients with chronic AI in Germany. Design Longitudinal, prospective, questionnaire-based, multi-centre study. Methods During 2-h sessions, patients (n = 526) were provided with basic knowledge on AI, equipped with emergency cards and sets and trained in self-injection of hydrocortisone. To evaluate the education programme, patients from eight certified centres completed questionnaires before, immediately after and 6–9 months after training. Results 399 completed data sets were available for analysis. Questionnaire score-values were significantly higher after patient education, indicating successful knowledge transfer (baseline: 17 ± 7.1 of a maximum score of 29; after training: 23 ± 4.2; P < 0.001), and remained stable over 6–9 months. Female sex, younger age and primary cause of AI were associated with higher baseline scores; after education, age, cause of AI and previous adrenal crisis had a significant main effect on scores. 91% of patients would dare performing self-injection after training, compared to 68% at baseline. An improvement of subjective well-being through participation in the education programme was indicated by 95% of the patients 6–9 months after participation. Conclusion Patient group education in chronic AI represents a helpful tool for the guidance of patients, their self-assurance and their knowledge on prevention of adrenal crises. Repeated training and adaptation to specific needs, for example, of older patients is needed.
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Hashem, Ferhana, Charlotte Brigden, Patricia Wilson, and Claire Butler. "Understanding what works, why and in what circumstances in hospice at home services for end-of-life care: Applying a realist logic of analysis to a systematically searched literature review." Palliative Medicine 34, no. 1 (December 18, 2019): 16–31. http://dx.doi.org/10.1177/0269216319867424.

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Background: We have undertaken a systematically searched literature review using a realist logic of analysis to help synthesise the diverse range of literature available on hospice at home services. Aim: To find out in the existing literature what features of hospice at home models work best, for whom and under what circumstances. Design: A realist logic of analysis was applied to synthesise the evidence focusing on mechanisms by which an intervention worked (or did not work). An initial programme theory was developed using the National Association for Hospice at Home standards, Normalisation Process Theory and through refinement using stakeholder engagement. Data sources: PubMed, Science Direct, AMED, BNI, CINAHL, EMBASE, Health Business Elite, HMIC, Medline, PsychINFO, SCOPUS, Web of Science, DARE, Google Scholar, NHS Evidence, NIHR CRN portfolio database, NIHR journal library of funded studies, including searches on websites of relevant professional bodies (August 2014, June 2017, June 2019). Results: Forty-nine papers were reviewed, of which 34 contributed evidence to at least one of the eight theory areas: marketing and referral, sustainable funding model, service responsiveness and availability, criteria for service admission, knowledge and skills of care providers, integration and coordination, anticipatory care, support directed at carers. Conclusions: Our literature review showed how it was possible to develop a coherent framework and test it against 34 published papers and abstracts. Central to this review was theory building, and as further evidence emerges, our programme theories can be refined and tested against any new empirical evidence.
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Rajesh, Mudivedu Shroff, and Nandikotkur Padmaja. "Now I know Dorothy!" Acta Crystallographica Section A Foundations and Advances 70, a1 (August 5, 2014): C1314. http://dx.doi.org/10.1107/s2053273314086859.

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"Our message is – dare I say – crystal clear," observed UNESCO Director-General Irina Bokova in her opening remarks at UNESCO headquarters in Paris on 20 January 2014. At exactly the same time some 6480.2 miles away in a school at Hyderabad, India echoed a message "Now I know Dorothy" this was an excited exclamation from hundreds of high school children. The occasion was an IYCr2014 outreach programme motivated and supported by the President of the International Union of Crystallography (IUCr) Professor Gautam R. Desiraju. The occasion was an IYCr2014 outreach programme that matched IYCr2014 goals and objectives. The project next moved to smaller places. To make IYCr2014 relevant specifically to young students in villages and small towns, it was thought that the student audience must be comprised from non-English medium schools. This prompted translating "Crystallography Matters!" from English to a widely spoken (60 million) South Indian language called Telugu. the next step was to prepare power point presentations in Telugu, prepare crystallography related simple multiple choice questions, quiz papers, buy chocolates to represent crystallization process in making chocolates, sugar candy (Kalkand) to show them real crystals so that students connect to the subject with ease. Then travel to schools and start with an introduction to what and why is IYCr, demonstrate uses of crystals with examples, tell them why we cannot use microscope to "see" the inside of crystals, lecture, demo interactive sessions and so on .The presentation involved introducing science behind crystallography, explaining how to grow crystals, relevance to everyday life with references to NaCl and other medical uses. Sessions end with taking questions, ask mass questions like who is Dorothy, poster readings, who is Bragg, valuations of quiz papers and distribution of prizes, chocolates and sugar candy. Finally Crystallography Matters! books are given to the students and copies to school libraries.
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Dissertations / Theses on the topic "DARE programme"

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Decker, Torsten. "Das verallgemeinerte Dale-Polytop und Anwendungen in linearen Programmen." Berlin VWF, 2006. http://d-nb.info/988283786/04.

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Zugl.: Berlin, Humboldt-Univ., Diss., 2006 u.d.T.: Decker, Torsten: Die Charakterisierung des verallgemeinerten Dale-Polytops und ihre Verwendung in linearen Programmen zur Lösung von Austrittszeit-, Stopp- und anderen Optimierungsproblemen
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Decker, Torsten. "Das verallgemeinerte Dale-Polytop und Anwendungen in linearen Programmen /." Berlin : VWF, 2007. http://d-nb.info/988283786/04.

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Humboldt-Univ., Diss u.d.T.: Decker, Torsten: Die Charakterisierung des verallgemeinerten Dale-Polytops und ihre Verwendung in linearen Programmen zur Lösung von Austrittszeit-, Stopp- und anderen Optimierungsproblemen--Berlin, 2006.
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Danieliūtė, Vaida. "Informacinių technologijų taikymas logopedų darbe." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130730_105233-29791.

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Magistro darbe analizuojamas informacinių technologijų taikymas Lietuvos logopedų darbe. Apie IKT ir KMP taikymą Lietuvos logopedų darbe nėra daug žinoma, nėra parengta išsamių mokslinių straipsnių ar apžvalgų, kurie nurodytų, kokiomis informacinių technologijų programomis ar priemonėmis naudojamasi logopedų darbe, kokios iš jų vyrauja ir kurios yra efektyviausios dirbant su kalbos, kalbėjimo ir komunikacijos sutrikimų turinčiais asmenimis. Praktinis tyrimo naudingumas – atskleisti informacinių technologijų taikymo realybę logopedų darbe su kalbėjimo ir kalbos sutrikimų turinčiais asmenimis. Palyginti pasiekimus šioje srityje Lietuvoje ir užsienio šalyse. Prieduose pateikiamas internetinių svetainių sąrašas, kur galima rasti logopedinėse pratybose pritaikomų lavinimo užduočių.
Master’s thesis analyzes the informational technologies application in Lithuanian speech and language therapists’ work. The aim of this research - to assess the informational and communication technology (ICTs) and computer-based speech training system (CBST) use at the speech and language therapists work in comprehensive schools who work with persons who have language, speech and communication disorders. The empirical part of the paper deals with the use of ICTs/ CBST at speech and language therapists work, their possibility of usage, the coherence between speech therapists qualification and their age, the usage of the programs for development educable self-dependent tools, speech and language therapists interest in various sources of work-related topics and others. In the questionnaire survey (in electronic form) have participated 258 speech and language therapists who work in comprehensive schools.
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Rizvi, Sukaina. "A transnational approach to educational leadership capacity building: a case study of the Masters of Education programme at Notre Dame Institute of Education, Karachi, Pakistan." Thesis, Australian Catholic University, 2010. https://acuresearchbank.acu.edu.au/download/4663b53bbad2ea0bedb1f87e8e039090b7dfdca3d749b63ca26310ce6d17606e/2482132/65068_downloaded_stream_293.pdf.

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The expansion of educational opportunities internationally provides major prospects for developing countries to reform their education systems. The rise of new forms of transnational education, (the provision of education to learners in a country different from that of the provider) and the expansion of capacity building opportunities have helped developing nations to increase domestic access to international education and to enhance the quality of their local education systems through increasing the variety and relevance of their programmes. Pakistan, being a developing nation, faces huge educational challenges due to its highly rigid and bureaucratic system of education. It also faces a lack of resources and training opportunities to enhance and expand the capabilities of teachers and educational leaders. However, community based, not-for-profit institutions in Pakistan are making every effort to improve the quality of education through providing capacity building opportunities to teachers and educational leaders. Notre Dame Institute of Education (NDIE) in Karachi is one such kind of institute. It is affiliated with Karachi University (KU) and accredited with Australian Catholic University (ACU) and offers an M. Ed. programme for educational leaders. This study explores the effectiveness of the transnational M. Ed. programme at NDIE as a means of educational leadership capacity building in Pakistan. The main research problem was examined through four research questions which explored: the distinctive elements of the M. Ed. programme offered at NDIE and its focus on capacity building; the contextual factors contributing to this capacity building; the impact of the M. Ed. programme on the development of the leadership capacity of its graduates; and finally the contributions of this case study research to the understanding of issues related to transnational education focusing on educational capacity building. A qualitative approach, in the form of case study, was adopted for the research. The data was collected by means of survey questionnaires distributed to all the M. Ed. graduates; in-depth individual interviews and focus group interviews of selected graduates and NDIE teachers; analysis of the documents related to the M. Ed. programme and the transnational partnership between ACU and NDIE, and the researcher's reflective journal. The comprehensive narrative indicates the use of appropriate means of qualitative data reduction, analysis and display. This study highlights the contribution of the NDIE M. Ed. programme to the development of educational leaders in Pakistan and its impact on graduates in terms of bringing about change in their knowledge, skills, attitudes and practices as educational leaders. Using the United Nations Development Programme's framework (2009), this study also provides insights into the process of capacity building through the transfer and successful application of knowledge, expertise and methodologies from one educational context into another very different educational context. Furthermore, this study provides valuable insights into the contribution of ACU, Australian Sisters of Mercy and the Catholic Education system to educational leadership capacity building in Pakistan. As a result of this research, a number of recommendations are made for consideration by NDIE, other providers of leadership development programmes in Pakistan, ACU and future researchers.
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Gebiežienė, Virginija. "Informacinių komunikacinių technologijų panauda spec.pedagogo darbe su specialiųjų ugdymosi poreikių turinčiais vaikais Panevėžio bendrojo lavinimo mokyklose." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110804_090510-46474.

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Bakalauro baigiamajame darbe nagrinėjami teoriniai informacinių komunikacinių technologijų aspektai, ugdant specialiųjų ugdymosi poreikių turinčius vaikus, ir analizuojamos jų panaudos galimybės specialiojo pedagogo darbe, ugdant specialiųjų poreikių turinčius vaikus Panevėžio bendrojo lavinimo mokyklose. Suformuluotos hipotezės, kad 1) ugdant specialiųjų ugdymosi poreikių moksleivius bendrojo lavinimo mokykloje, informacinių komunikacinių technologijų teikiamos galimybės nėra pilnai išnaudojamos; 2) informacinių komunikacinių technologijų naudojimą specialiojo pedagogo darbe įtakoja ne tik turimos priemonės, tačiau ir ugdymo specialistų kompetencija ir noras jas naudoti. Tyrime dalyvavo 61 respondentas: 24 bendrojo lavinimo mokyklų pedagogų, ugdančių specialiųjų poreikių turinčius vaikus (spec. pedagogai, logopedai, psichologai, socialiniai pedagogai, mokytojų padėjėjai). Tyrimas atliktas Panevėžio bendrojo lavinimo mokyklose 2011 metais kovo-balandžio mėnesiais. Anketinės apklausos metodu tirta, kokios informacinių ir komunikacinių technologijų priemonės ir kokių ugdymo tikslų siekiant yra dažniausiai respondentų naudojamos, lavinant specialiųjų ugdymosi poreikių turinčius vaikus. Analizuojant tyrimo duomenis, ieškota ryšio tarp šių priemonių panaudos galimybių bei specialiojo ugdymo specialistų kompetencijos ir noro jas naudoti. Tyrimu nustatyta, kad ugdymo procese dažniausiai naudojamos įprastos informacinių ir komunikacinių technologijų priemonės. Nors dauguma... [toliau žr. visą tekstą]
Bachelor’s paper analyses theoretical aspects of use of information and communication technologies in education pupils with special needs in secondary schools and possibilities of using information technologies in a special educator’s work. It was hypothesized that: 1) information and communication technologies when educating pupils with special needs in secondary schools haven’t been fully exploited yet; 2) the use of information and communication technologies does not only depend on the tools available, but also on the specialists’ competence as well. 61 respondent was involved in the research: 24 special educators from secondary school working with special needs pupils (special teachers, logopedists, psychologists, social teachers, assistant teachers). The research was carried out in secondary schools of Panevėžys city in March - April, 2011. The survey was carried out to find out what information and communication technologies and for what purposes are most frequently used by the respondents in the education process of pupils with special needs. When analysing the data of the survey, there was an attempt to find out the relations between the possibilities of using these tools and the specialists’ competence. The research has proved that conventional tools of information technologies are generally used in the process of education. Although most of the respondents recognise positive influence of information and communication technologies in the... [to full text]
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Hidalgo, Valencia Lizzet, Maldonado Diana Reyes, and Ramírez Manuel Salazar. "DALE, aplicativo móvil que fomenta el empleo de los jóvenes beneficiados por los programas sociales peruanos, conectándolos con personas que requieren servicios no especializados." Master's thesis, Universidad del Pacífico, 2018. http://hdl.handle.net/11354/2313.

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El presente trabajo de investigación muestra la viabilidad de implementar un aplicativo móvil en alianza con las ONG que operan en el país, con el objeto de interconectar a los jóvenes beneficiados por los programas sociales peruanos con personas que requieren de servicios no especializados, acercándolos con sus primeras experiencias laborales remuneradas.
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Urquhart, William. "Characterization of AtCNGC11/12-induced Cell Death and the Role of AtCNGC11 and AtCNGC12 in Ca2+ Dependent Signalling Pathways." Thesis, 2011. http://hdl.handle.net/1807/29897.

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The Arabidopsis cyclic nucleotide-gated ion channels (AtCNGCs) form a large family consisting of 20 members. It has been suggested that CNGCs contribute to a wide array of biological functions such as pollen tube growth and pathogen defence signalling. However, the precise mechanisms by which AtCNGCs act, and the extent of their biological roles, have yet to be fully elucidated. AtCNGC11/12, the chimeric CNGC that resulted from the fusion of AtCNGC11 and 12, induces a number of pathogen defence related phenotypes in the Arabidopsis mutant cpr22. Spontaneous lesion formation is one such phenotype. Interestingly, when AtCNGC11/12 is transiently expressed in N. benthamiana it causes cell death which was characterized in this study. Also, AtCNGC11/12 was used to investigate the structural features responsible for the proper function and regulation of AtCNGCs. Electron microscopic analysis of the AtCNGC11/12-induced cell death showed similar characteristics to programmed cell death (PCD), such as plasma membrane shrinkage and vesicle formation. Interestingly caspase-1 inhibitors and the silencing of vacuolar processing enzyme, a plant enzyme with caspase-1 activity, suppressed the induction of cell death. Additionally, pharmacological analyses indicated that the AtCNGC11/12-indiced cell death was also dependent on Ca2+. Furthermore, 3 amino acid residues, R190, A225, and G287, were demonstrated to be essential for AtCNGC11/12-induce cell death. Taken together, these results indicate that the cell death that develops in the cpr22 mutant is indeed PCD and that AtCNGC11/12, is at the point of, or up-stream of, the Ca2+ signal necessary for the development of HR. Furthermore, the functionality of AtCNGC11/12 as a model for AtCNGC structure-function analyses was demonstrated by the identification of several amino acids necessary for cell death development. Yoshioka et al. (2006) demonstrated that the loss of AtCNGC11 or 12 results in decreased resistance to avirulent isolates of the oomycete pathogen, H. arabidopsidis. Thus, the present biological role suggested for AtCNGC11 and 12 is in pathogen defence, specifically within effector triggered immunity (ETI). Like AtCNGC11 and 12, AtCNGC2 has been demonstrated to contribute to pathogen defence signalling but has also been implicated in other physiological responses such as ion stress and senescence. To better understand the roles of AtCNGC11 and 12 in both pathogen defence and other Ca2+ dependent signalling processes, I have investigated promoter:GUS reporter lines, as well as, AtCNGC11 and 12 KO and RNAi silenced lines subjected to various treatments. From this work, I have demonstrated that AtCNGC11 and 12 have similar expression patterns during pathogen defence, development, and dark-induced senescence. Additionally, the findings presented here further characterize AtCNGC11 and 12 as contributors to ETI rather than PAMP triggered immunity. Furthermore, I demonstrated that AtCNGC11 and 12 are likely involved in the endogenous movement of Ca2+, contributing to a range of Ca2+ associated signalling pathways including gravitropism and senescence. Taken together, these results have greatly improved the characterization of AtCNGC11 and 12; significantly contributing to the understanding of a large and increasingly important channel family.
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Books on the topic "DARE programme"

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Christine, Michael, ed. Dare to bare: The complete diet and fitness programme for year-round body confidence. London: Vermilion, 1998.

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Leigh, Scott Kathryn, ed. The Dark shadows companion: 25th anniversary collection. Los Angeles: Pomegranate Press, 1990.

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Dark shadows. Detroit, Mich: Wayne State University Press, 2011.

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Winter, Elena. Improvisation im Fernsehen: Mediale Rahmen und ihr Unterhaltungswert. Konstanz: UVK Verlagsgesellschaft mbH, 2010.

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Improvisation im Fernsehen: Mediale Rahmen und ihr Unterhaltungswert. Konstanz: UVK Verlagsgesellschaft mbH, 2010.

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Chuo Kikuu cha Dar es Salaam. Institutional Transformation Programme. UDSM ten years experience of the Institutional Transformation Programme (ITP). Dar es Salaam]: University of Dar es Salaam, 2004.

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Chuo Kikuu cha Dar es Salaam. General regulations and guidelines for postgraduate study programmes. Dar es Salaam: University of Dar es Salaam, Directorate of Postgraduate Studies, 2006.

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Chuo Kikuu cha Dar es Salaam. General regulations and guidelines for postgraduate study programmes. Dar es Salaam: University of Dar es Salaam, Directorate of Postgraduate Studies, 2006.

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Kirk-Davidoff, Heather. Dare to dive in!: Strategies and resources for involving your whole church in worship. Nashville: Abingdon Press, 2006.

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Steiner, Ellen J. Use of DARE-II workstation products and capabilities in the summer of 1990. Boulder, Colo: U.S. Dept. of Commerce, National Oceanic and Atmospheric Administration, Environmental Research Laboratories, Forecast Systems Laboratory, 1992.

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Book chapters on the topic "DARE programme"

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Brulet, Raymond. "La cathédrale Notre-Dame de Tournai : le programme des fouilles archéologiques." In Culture et société médiévales, 215–32. Turnhout: Brepols Publishers, 2014. http://dx.doi.org/10.1484/m.csm-eb.5.102604.

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Bohrer, Brandon, and André Platzer. "Constructive Game Logic." In Programming Languages and Systems, 84–111. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44914-8_4.

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AbstractGame Logic is an excellent setting to study proofs-about-programs via the interpretation of those proofs as programs, because constructive proofs for games correspond to effective winning strategies to follow in response to the opponent’s actions. We thus develop Constructive Game Logic, which extends Parikh’s Game Logic (GL) with constructivity and with first-order programs à la Pratt’s first-order dynamic logic (DL). Our major contributions include: 1. a novel realizability semantics capturing the adversarial dynamics of games, 2. a natural deduction calculus and operational semantics describing the computational meaning of strategies via proof-terms, and 3. theoretical results including soundness of the proof calculus w.r.t. realizability semantics, progress and preservation of the operational semantics of proofs, and Existential Properties on support of the extraction of computational artifacts from game proofs. Together, these results provide the most general account of a Curry-Howard interpretation for any program logic to date, and the first at all for Game Logic.
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Neagu, Gabriela. "The Youth Guarantee in Eastern Europe. A Systematic Review." In Springer Proceedings in Political Science and International Relations, 107–17. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-18161-0_7.

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AbstractThe Youth Guarantee (YG) is one of the most innovative European programs for young people. Given the complexity of the program for the analysis of its effectiveness and efficiency, it is necessary to provide clear information, supported by scientific evidence. This paper aims to examine the empirical evidence on the social outcomes of the YG program in the countries of Eastern Europe. The present analysis is based on a systematic review, a scientific method is effective for both decision-makers and the scientific community because the data they use and submit to the analysis are classified and evaluated based on scientific criteria, and objectives that allow obtaining a complete, up-to-date, and reliable images. The credibility of the investigated sources is ensured by including in the analysis only the reports published by the European institutions (European Commission, European Council, etc.) regarding YG. Through the analysis of these documents, we found that YG led to an increase in the employability rate of young people, their level of education, and social integration, to the development of self-confidence in their competencies but also in institutions (schools, PES, employers, etc.).
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Pathak, Drishya, and A. Philo Magdalene. "COVID-19 Vaccine Development and Administration in India." In Health Dimensions of COVID-19 in India and Beyond, 129–54. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7385-6_7.

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AbstractThe authors examine, in great detail, issues related to vaccine development, production, and distribution in India. They discuss the problems related to logistics for reaching vaccines to India’s large population. The role of international organizations engaged in vaccine development, procurement, and distribution is discussed.The development of vaccines for COVID-19 within a ten-month period has been an extraordinary achievement given that in the past it has taken 10–15 years to develop a vaccine. Of the seventy vaccine candidates currently in the pipeline globally, four are available for use. Currently, five vaccine candidates are in different stages of development in India.India is acknowledged globally to have a robust capacity for developing vaccines. India has also had a long history in organizing and implementing immunization programs for pregnant women and children. However, organizing a national vaccination program for COVID-19 is challenging because of India’s large population and fragile health infrastructure.India rolled-out the COVID-19 vaccination program in January 2021. The state governments have developed plans for the storage and distribution of the vaccine and for the implementation of the vaccination program. Important elements within the program are communications and advocacy that aim to inform the people about the vaccine and its benefits and to encourage them to get vaccinated so that the problem of vaccine hesitancy, a major deterrent, can be prevented.India and the world are at a critical juncture in the history of the pandemic where the availability of the vaccine shows a glimmer of hope—a light at the end of a dark tunnel.
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Tino, Concetta. "The Voice of Teachers Involved in School-Work Alternance Programmes." In Employability & Competences, 151–61. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.23.

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Data from Censis 2011 highlighted worrying aspects of school dropouts (18%) and a NEET population increase (22.1%); the same elements were also highlighted by data from Cedefop (2014), where the issue of youth unemployment (21.7%) was also mentioned. In addition to this are the disappointing results from OCSE-Pisa surveys demonstrating that Italian educational institutions fail to provide young people with the skills they need to effectively solve real-life problems. In this scenario, at an Italian and European level, the importance of solving these problems is repeatedly underlined, with the creation of instruments to interconnect the world of education and the world of work. Within this process, School-Work Alternance (SWA) programmes can find a place. This study focuses on the strategic action of their key actors in creating effective partnerships with external organizations. Based on this assumption, the research question asked was: what specific functions do teachers play within School-Work Alternance programmes? Methodology: a qualitative methodological approach was used; data were collected through semi-structured interviews addressed to 14 high school teachers, and subsequently analysed using Atlas.ti software in order to record the significant core categories that emerged. Results: the data collected showed that within the SWA system yet to be defined, SWA teacher/tutors and coordinators in school contexts have played a significant role within School-Work Alternance programmes to date. Final remarks: teachers involved in School-Work Alternance programmes have a strategic position. These results have some practical implications at both educational/training and professional levels
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Abate, Alessandro, Mirco Giacobbe, and Diptarko Roy. "Learning Probabilistic Termination Proofs." In Computer Aided Verification, 3–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81688-9_1.

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AbstractWe present the first machine learning approach to the termination analysis of probabilistic programs. Ranking supermartingales (RSMs) prove that probabilistic programs halt, in expectation, within a finite number of steps. While previously RSMs were directly synthesised from source code, our method learns them from sampled execution traces. We introduce the neural ranking supermartingale: we let a neural network fit an RSM over execution traces and then we verify it over the source code using satisfiability modulo theories (SMT); if the latter step produces a counterexample, we generate from it new sample traces and repeat learning in a counterexample-guided inductive synthesis loop, until the SMT solver confirms the validity of the RSM. The result is thus a sound witness of probabilistic termination. Our learning strategy is agnostic to the source code and its verification counterpart supports the widest range of probabilistic single-loop programs that any existing tool can handle to date. We demonstrate the efficacy of our method over a range of benchmarks that include linear and polynomial programs with discrete, continuous, state-dependent, multi-variate, hierarchical distributions, and distributions with undefined moments.
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Kestenbaum, Bert. "Semi-supercentenarians in the United States." In Demographic Research Monographs, 191–201. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49970-9_13.

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AbstractThis chapter discusses in detail the procedure followed to identify a 1-in-10 sample of persons born between 1870 and 1899 who resided in the United States at the time of their death at ages 105–109 for men and 108 or 109 for women. We tabulate the characteristics of these “semi-supercentenarians” and offer some observations about the level of their mortality. The procedure for identifying semi-supercentenarians consists of (1) casting a net to find candidates and then (2) determining for which candidates can both date of birth and date of death be validated. The net used to find candidates in the United States is different from the nets typically used in other counties: in the United States we use the file of enrollments in the federal government’s Medicare health insurance program. Some of the information needed for the verification step comes from another administrative file – the Social Security Administration’s file of applications for a new or replacement social security card. Verification of the date of death is accomplished by querying the National Death Index. Dates of birth are verified by using online resources to access the records of several censuses conducted many decades earlier.
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Moulin, E., J. Carr, J. Gaskins, M. Doro, C. Farnier, M. Wood, and H. Zechlin. "Dark Matter Programme." In Science with the Cherenkov Telescope Array, 45–81. WORLD SCIENTIFIC, 2019. http://dx.doi.org/10.1142/9789813270091_0004.

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Deudney, Daniel. "Absolute Weapons, Lightning Wars, and Ultimate Positions." In Dark Skies, 145–80. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190903343.003.0005.

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The initial development of large rockets was driven by military rivalry. The von Braun programs of military space expansionism are a ladder of projects starting with bombardment and culminating in planetary dominance, each considered in detail in this chapter. Ballistic missiles hurling nuclear weapons at intercontinental distances are commonly not considered space weapons but inherently are because they employ the frictionless vacuum of space to achieve their distinctive high speed. This means humanity’s largest and most consequential space program is hiding in plain sight, an unknown known. Information satellite force multipliers increase the potency of other weapons. There are many ways to destroy satellites, and an antisatellite race is starting. Shooting down ballistic missiles remains largely impossible, despite vast expenditures. Wrapping orbital space with hundreds of satellite battle stations, an “Earth Net,” might roll back the nuclear revolution and establish planetary hegemony. Visionary astro-Archimedeans propose stationing nuclear weapons in deep space, and using asteroids as planetoid bombs.
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Bryła, Paweł. "Rola programu Erasmus w marketingu akademickim." In Marketing akademicki. Rola uniwersytetów w promocji miast i regionów. Wydawnictwo Uniwersytetu Łódzkiego, 2011. http://dx.doi.org/10.18778/7525-501-0.05.

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Uczestnictwo uczelni w programie Erasmus wpisuje się w koncepcję marketingu akademickiego przez doskonalenie oferty podstawowej instytucji szkolnictwa wyższego i oferowanie dodatkowych korzyści grupom interesariuszy (partnerów strategicznych). Od 1987 r. program Erasmus wspiera podnoszenie jakości kształcenia poprzez ułatwianie szkołom wyższym współpracy i wymiany doświadczeń, w której kluczowe miejsce zajmuje mobilność studentów i pracowników. Obejmuje szereg działań, z których najistotniejsze to wyjazdy i przyjazdy studentów na częściowe studia zagraniczne (od 3 do 12 miesięcy), udział studentów w zagranicznych praktykach w przedsiębiorstwach, instytucjach publicznych i pozarządowych oraz wizyty dydaktyczne wykładowców na uczelniach partnerskich. Wymienione formy współpracy realizowane są w oparciu o umowy bilateralne z uczelniami zagranicznymi. W niniejszym rozdziale przedstawiono: cele i zasady funkcjonowania programu Erasmus; wybrane dane statystyczne dotyczące implementacji tego programu ze szczególnym uwzględnieniem udziału polskich uczelni, wybrane działania podejmowane przez polskie instytucje szkolnictwa wyższego w celu promocji ich oferty za granicą; wyniki badań motywacji i satysfakcji studentów zagranicznych przyjeżdżających na wymianę Erasmusa do Polski oraz wyniki badania własnego obejmującego studentów Wydziału Studiów Międzynarodowych i Politologicznych Uniwersytetu Łódzkiego, którzy uczestniczyli w ostatnich latach w częściowych studiach zagranicznych w ramach programu Erasmus.
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Conference papers on the topic "DARE programme"

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Menting, Esmée, Thomas Britting, Lars Pepermans, and Bram Koops. "Lessons learnt during the REXUS program on how to manage a student project." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.115.

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The paper discusses the lessons learnt during the SPEAR mission that takes part in the 12th cycle of the Rocket EXperiment for University Students (REXUS) sounding rocket programme. The mission originated after Delft Aerospace Rocket Engineering (DARE) designed a supersonic-capable drogue parachute and was unable to test it supersonically on the existing platforms available to the team. Hence, an experiment was proposed containing an ejectable test vehicle to deploy the parachute in supersonic conditions. Throughout the 12th cycle of the REXUS program, the team has faced a number of challenges. Although during the project cycle the focus lied on resolving technical problems, in retrospect the logistical, social, and managerial challenges were just as relevant. Despite the fact that there is ample literature and knowledge available on methods to run commercial projects, it can be difficult to connect these practices to the workings of a student team. Therefore, this paper aims to collect and present the experience of the team on how to navigate challenges specifically related to student projects and their limited resources. Amongst which: ‘employment’ management (entry, performance and exit of team members), how to conduct internal and/or external technical reviews, assembly, integration and testing (AIT) efforts, planning and task management. As the team has gained these insights through trial and error, the mistakes made will be shared together with how this impacted the progress of the mission.
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"Technical Programme Committee." In 2009 Design, Automation & Test in Europe Conference & Exhibition (DATE'09). IEEE, 2009. http://dx.doi.org/10.1109/date.2009.5090615.

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"Technical programme committee." In 2012 Design, Automation & Test in Europe Conference & Exhibition (DATE 2012). IEEE, 2012. http://dx.doi.org/10.1109/date.2012.6176415.

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"Technical programme committee." In Design Automation and Test in Europe. New Jersey: IEEE Conference Publications, 2014. http://dx.doi.org/10.7873/date.2014.007.

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Roberts, John W. "The International Nuclear Management Academy." In 2018 26th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/icone26-81124.

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The International Nuclear Management Academy (INMA) is an International Atomic Energy Agency (IAEA) framework to support the establishment and sustainability of Master’s level Nuclear Technology Management educational programmes and the development of nuclear technology management professionals. The INMA framework describes a broad range of competencies across four Aspect Groups of External Environment, Technology, Management and Leadership, that have been identified as the basis for the successful management of nuclear projects. By following the INMA framework these competencies can be achieved by nuclear technology subject matter experts to support their career path into managerial roles or by experienced managers moving into the nuclear sector. The IAEA in conjunction with worldwide universities with nuclear education programmes have developed an endorsement process to recognise which university Master’s programmes adhere to the INMA framework and can therefore produce graduates with the required competencies. It is also recognised though that the implementation of these competencies can only be fully achieved through on-the-job training or experiential learning. A combination of education and experience is therefore required to be recognised as a nuclear technology management professional. To date two universities, The University of Manchester and the Moscow Engineering Physics Institute, have received INMA endorsement for their Master’s programmes in Nuclear Technology Management. The University of Manchester programme is part-time while the MEPhI programme is a two-year full-time programme. Several other universities — North West University and University of the Witwatersrand (both South Africa), Texas A&M University and the University of Tokyo having been assessed for endorsement, and many others developing nuclear technology management programmes are entering the process. The IAEA organise an INMA Annual Meeting where universities can meet to express interest in the programme, learn more about what is required for the programme and endorsement, and exchange best practices. The International Nuclear Management Academy is therefore making significant contributions to improving nuclear technology management competencies leading to improved managerial decision making with the associated benefits to the global nuclear industry.
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"Technical programme topic chairs." In 2012 Design, Automation & Test in Europe Conference & Exhibition (DATE 2012). IEEE, 2012. http://dx.doi.org/10.1109/date.2012.6176413.

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"Technical programme topic chairs." In 2010 Design, Automation & Test in Europe Conference & Exhibition (DATE 2010). IEEE, 2010. http://dx.doi.org/10.1109/date.2010.5457256.

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"Technical programme topic chairs." In 2011 Design, Automation & Test in Europe. IEEE, 2011. http://dx.doi.org/10.1109/date.2011.5762996.

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"Technical programme topic chairs." In Design Automation and Test in Europe. New Jersey: IEEE Conference Publications, 2014. http://dx.doi.org/10.7873/date.2014.006.

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Buckthorpe, Derek, and Eric Breuil. "RAPHAEL: Achievements Within the VHTR Materials and Components Programmes." In Fourth International Topical Meeting on High Temperature Reactor Technology. ASMEDC, 2008. http://dx.doi.org/10.1115/htr2008-58122.

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HTR projects have been launched within the European Union Framework Programmes (FP’s) to consolidate and advance HTR and VHTR technology within Europe. This paper reviews the main achievements arising out of the work in the area of materials and component development. The programme to date addresses material and qualification requirements for the reactor pressure vessel, high temperature resistant alloys and technological development aspects of the power circuit components, material property needs and issues for the graphite core and requirements for Codes and Standards. The experimental programme includes irradiation and feature testing, tests on reduced scale mock-ups and bearings, corrosion, modelling and analysis issues. For the 6th Framework activities which are current, the main European research focus on VHTR is through the RAPHAEL-IP. Results and main conclusions from the work are reported, also a summary of the status of the test work and recommendations for future actions. This programme of work provides important results for the International Generation IV VHTR Materials and Components Research and Development programme as part of the EURATOM contribution.
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Reports on the topic "DARE programme"

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Collins, Chris, Catherine Corbett, and Blaine Ebberts. Pile Structure Program, Projected Start Date : January 1, 2010 (Implementation). Office of Scientific and Technical Information (OSTI), July 2009. http://dx.doi.org/10.2172/964648.

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NEW YORK UNIV NY SCHOOL OF MEDICINE. Program Solicitation 2001.2. Closing Date: 15 August 2001. FY 2001 Small Business Innovation Research (SBIR) Program. Fort Belvoir, VA: Defense Technical Information Center, August 2001. http://dx.doi.org/10.21236/ada385415.

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Klugman, Jeni, and World Bank UNHCR Joint Data Center. The Gender Dimensions of Forced Displacement: Findings from New Empirical Analysis. World Bank - UNHCR Joint Data Center on Forced Displacement, December 2021. http://dx.doi.org/10.47053/jdc.141221.

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To date, research and analysis of the gendered dimensions of forced displacement have been limited. This Quarterly Digest highlights findings from a new, major World Bank Research Program which has sought to fill this important gap. The papers published from the Program include eight detailed country investigations and three multi-country studies covering 17 countries, and feature innovative methodological approaches, combining different sources of data to test hypotheses. The Digest presents the results over four main areas of research (poverty, livelihood, intimate partner violence, and gender norms), and concludes with a series of recommendations to improve the collection of data to investigate the intersectionality of gender and displacement. The Program’s findings lend support to a number of expected patterns, like the disadvantages faced by displaced women in economic opportunities, but also reveal some counter-intuitive results in particular settings, underscoring the importance of country-specific analysis.
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DEPARTMENT OF DEFENSE WASHINGTON DC. Department of Defense FY 1995 Small Business Innovation Research Program (SBIR) Program Solicitation 95.1 Closing Date: 13 January 1995. Fort Belvoir, VA: Defense Technical Information Center, January 1995. http://dx.doi.org/10.21236/ada288749.

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Müller, Sebastian, Christoph Teusch, Eva Kuhn, Alena Buyx, and Ludger Heidbrink. Gesundheitslabel. Kiel: Christian-Albrechts-Universität zu Kiel, June 2019. http://dx.doi.org/10.38071/876508745430731.

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Die Gesundheit von Mitarbeitenden am Arbeitsplatz ist ein Thema, das vor dem Hintergrund des demografischen Wandels und der zunehmenden Forderung nach sozialer Verantwortung in ökonomischen Kontexten in vielen Industrienationen zusehends an Relevanz gewinnt. Ein klares Bekenntnis für die Mitarbeitendengesundheit stellen proaktive Programme der betrieblichen Gesundheitsförderung und des Gesundheitsmanagements dar. Für externe Unternehmen, Institutionen und ganz besonders für Endverbraucher bleiben diese Programme in der Regel allerdings intransparent. Verbraucher können die proaktive Fürsorge der Unternehmen nicht durch ihr Konsumverhalten honorieren, betrieblichen Partnern ist es nur vereinzelt möglich, kooperative Programme zu etablieren und hier Synergien zu nutzen und staatlichen Institutionen fällt es schwer, Regulierungen sinnvoll anzupassen. Vor diesem Hintergrund wurden viele in Deutschland gängige Label daraufhin überprüft, welche Einschätzung sie über die Gesundheitsförderung und das Gesundheitsmanagement des zertifizierten Unternehmens erlauben. Die Arbeit endet mit einer Evaluation der vielversprechendsten Label und einer politischen Empfehlung.
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Moore, Kirsten, and Debbie Rogow. Family planning and reproductive health: Briefing sheets for a gender analysis. Population Council, 1994. http://dx.doi.org/10.31899/rh1994.1011.

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This series of briefing sheets, developed by the Population Council, represents a starting point for the application of gender to the family planning (FP) and reproductive health (RH) arena. The information covers five key areas of RH: gender-based abuse, FP and gender issues among adolescents, sexuality and FP, men’s and women’s social and economic responsibilities for childrearing, and the complicated nexus between gender and FP/RH. In so doing, it provides a strong foundation for gender training. This concept was first developed to fulfill a need for gender training within the regional Operations Research/Technical Assistance Projects. To date, two such workshops have been funded by USAID. These activities not only reflect a clear commitment by USAID to the inclusion of gender in all aspects of programmatic planning and implementation but also to the empowerment of women in every phase of the development process. This tool will help guide program planners and policymakers toward making gender equity in FP and RH programs a reality for both women and men.
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Maman, Suzanne, Jessie Mbwambo, Margaret Hogan, Gad Kilonzo, Michael Sweat, and Ellen Weiss. HIV and partner violence: Implications for HIV voluntary counseling and testing programs in Dar es Salaam, Tanzania. Population Council, 2001. http://dx.doi.org/10.31899/hiv2.1050.

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Tristao Parra, Maira, Ryan Moran, David Wing, and Jeanne Nichols. Digitally-delivered exercise interventions for fall and fracture prevention in older adults: A scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2022. http://dx.doi.org/10.37766/inplasy2022.8.0097.

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Review question / Objective: To systematically synthesize the key characteristics (the reach, implementation, efficacy, and safety) of digitally delivered fall and fracture prevention through exercise among community-residing older adults. Rationale: Falls represent a significant cause of preventable injury, contributing to premature morbidity and mortality worldwide(1). Fall risk is multifactorial, and there are numerous strategies to prevent falls, being exercise programs strongly recommended. While there is strong evidence of the effectiveness of targeted exercise in reducing falls and fractures in older adults (2), these are normally delivered in-person by qualified instructors. With the COVID-19 pandemic, the use of technologies for medical care increased substantially(3). Also, services including exercise programs were shut down. The combination of continued reluctance among many older adults to return to in-person programs in addition to their comfort level to exercise from their homes are two main factors that justify the need for digitally delivered programs. To date, little is known about the reach, implementation, efficacy, and safety of exercise programs delivered digitally.
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Scolnic, Daniel M., and et al. Optimizing the LSST Observing Strategy for Dark Energy Science: DESC Recommendations for the Deep Drilling Fields and other Special Programs. Office of Scientific and Technical Information (OSTI), November 2018. http://dx.doi.org/10.2172/1529358.

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Schäfer, Petra K., Dennis Knese, Alexander Hermann, Martin Lanzendorf, Steffi Schubert, Thomas Prill, Sören Groth, et al. Elektromobilität als Motor für Verhaltensänderung und neue Mobilität. Goethe-Universität, Institut für Humangeographie, January 2016. http://dx.doi.org/10.21248/gups.38419.

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Dieser Bericht stellt die wesentlichen Ergebnisse der sozialwissenschaftlichen und ökologischen Begleitforschung in der Modellregion Elektromobilität Rhein-Main (SÖB) dar. Dabei wird zunächst das Projektumfeld vorgestellt, indem auf die Rahmenbedingungen des Förderprogramms sowie weitere Programme und Projekte im Bereich Elektromobilität eingegangen wird. Im zweiten Kapitel wird das Projektkonsortium und dessen Einbettung in die Modellregion Rhein-Main erläutert, sowie die Verknüpfung mit der überregionalen Begleitforschung der Nationalen Organisation Wasser- und Brennstoffzellentechnologie (NOW). Im Kapitel 3 wird das Forschungsdesign der SÖB skizziert. Dazu werden einige Erkenntnisse aus der ersten Förderperiode beleuchtet, die für die Forschungsziele der aktuellen Förderperiode ausschlaggebend waren. Des Weiteren erfolgt eine Ausführung der methodischen Vorgehensweisen der Projektpartner. Das darauf folgende Kapitel 4 stellt die wesentlichen Ergebnisse des Projekts dar. Dabei wurde bewusst versucht, die verschie¬denen Erkenntnisse der einzelnen Partner thematisch miteinander zu verknüpfen. Aus den Ergeb¬nissen wurden Handlungsempfehlungen für verschiedene Bereiche und Akteure generiert, die in Kapitel 5 einfließen. Abschließend rundet ein Fazit mit zusammenfassenden Erkenntnissen den Bericht ab.
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