Books: 'Institutional environment quality'

1

An institutional basis for environmental stewardship: The structure and quality of property rights. Dordrecht: Kluwer, 2003.

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2

Dynamic international regimes: Institutions for international environmental governance. Frankfurt am Main: P. Lang, 1994.

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3

Strel'nikov, Viktor, and Natal'ya Chernysheva. Environmental impact assessment. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1017995.

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The training manual covers various aspects of environmental impact assessment. It is intended to formulate students studying in the field of "Ecology and Nature Management", an idea of the main types of impact on the components of the environment, the standards of environmental quality and criteria for assessing the state of its components. The basic concepts of environmental impact assessment on environmental components, environmental forecasting and modeling are analyzed. For undergraduate students of higher educational institutions in the field of "Ecology and nature Management". It may be of particular interest to managers and employees of organizations whose activities are related to the focus "Ecology and nature management".

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4

1947-, Shalizi Zmarak, and World Bank, eds. World development report 2003: Sustainable development in a dynamic world : transforming institutions, growth, and quality of life. Oxford: World Bank, 2003.

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5

Management, Chartered Institution of Water and Environmental. The Chartered Institution of Water and Environmental Management: Centenary, 1895-1995 : one hundred years of professional excellence. London: The Institution, 1995.

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6

Montana. Legislature. Office of the Legislative Auditor. Performance audit report: Air quality program, Department of Health and Environmental Sciences. Helena, Mont: The Office, 1994.

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7

Prokof'ev, Stanislav, Ekaterina Kameneva, Svetlana Solyannikova, Elena Didenko, Gul'nara Ruchkina, Natal'ya Sergeeva, Marina Abramova, et al. Ecosystem of universities: transformation of the Russian education system. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1901313.

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The relevance of the monograph is determined by changes in the surrounding reality, the development of the digital economy, which actively influences the formation and development of ecosystems of business, banking, public services, etc.; the need to determine the main trends in the development of the modern ecosystem of universities for the formation of in-demand graduates able to work in the special conditions of modern development of Russia, which determines the formation of a new educational environment, based on the challenges facing our country. All this will contribute to a deeper and more comprehensive study of the structure of the university ecosystem, understanding its features due to the realities of the digital space. An overview of the features of the factors affecting the field of education, including the ecosystems already existing today in various spheres of the Russian economy, is presented. Proposals are made for the formation of a competence-based approach in the university environment in modern conditions. The main elements of the university ecosystem as a new model of the educational environment are considered. Special attention is paid to the development of the university ecosystem of personnel partnership and continuing education. The author's approaches to assessing the quality of education are proposed. The legislation is given as of July 1 , 2022 . It may be of interest to heads of the education system, teachers of higher educational institutions, teachers, employees of organizations of additional professional education, graduate students, undergraduates and students of pedagogical and psychological educational institutions.

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8

Sidorenko, Oleg. Biological systems in the processing of secondary products and agricultural waste. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1102076.

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The manual describes technologies for processing secondary products and agricultural waste using macro-and micro-organisms. The regulations of modern biotechnologies of microbial synthesis, bioconversion of secondary raw materials are briefly presented, methods of its processing and characteristics of the obtained target products of bioconversion are described. Practical classes introduce students to modern methods of improving environmental quality and production waste from commercial products (organic fertilizers, bacterial preparations, feed additives, etc.), as well as obtain the cheapest fuel and energy resources (biogas, alcohols, acids, liquid biofuels, etc.). Meets the requirements of Federal state educational standards of higher education of the last generation. It is intended for students of higher educational institutions of technological specialties.

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9

Pogodina, Svetlana. The development of children's visual creativity under the influence of artistic standards within the framework of the concept of transformable aesthetic archetypes. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1857069.

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The monograph, based on many years of experimental research and analysis of scientific sources, analyzes psychological and pedagogical ideas in the field of children's productive activity and substantiates a new methodology for the development of visual creativity in preschool and primary school children in educational institutions of various types. The educational model of the development of children's visual creativity, proposed and substantiated by the author, creates favorable environmental and methodological conditions for the manifestation of creative initiative, stimulates imaginative thinking, eliminates artistic standards and stereotypes of perception of the world and its expressive display in creative activity, releases the primordial deep experience of imaginative perception of the world by a child and directs it to create a high-quality artistic product when with the help of expressive means mastered by the child during training. The grounded and tested scale of assessment of quality of development of children's fine art and pedagogical technology of development of children's fine art under the influence of artistic standards are presented. For a wide range of readers interested in the upbringing and education of children.

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10

Gayvoronskiy, Konstantin, M. A. Nikolaeva, and tehnicheskih doktor. Labor protection in public catering and trade. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1817478.

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The textbook discusses the principles of safety, dangerous and harmful factors of the production environment and the labor process, the nature of their impact on the human body and the principles of rationing acceptable levels of exposure. The issues of ensuring the safety of service personnel during various technological processes and the operation of equipment at public catering and trade enterprises are highlighted. Information on labor legislation and the organization of labor protection work at enterprises is provided. Complies with the federal state educational standards of secondary vocational education of the latest generation. It is intended for students of educational institutions of secondary vocational education studying in the specialties 19.02.10 "Technology of public catering products (qualification of technician-technologist)", 38.02.05 "Commodity science and quality examination of consumer goods (qualification of commodity expert)", 38.02.04 "Commerce (by industry)". It can be used in the development of interdisciplinary courses included in the professional cycle of professions "Cook, pastry chef, baker, salesman, controller-cashier".

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11

The cooperation challenge of economics and the protection of water supplies: A case study of the New York City watershed collaboration. New York, NY: Routledge, 2010.

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12

Maugeri, Giuseppe. L’insegnamento dell’italiano a stranieri Alcune coordinate di riferimento per gli anni Venti. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-523-0.

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This book develops the theme of teaching Italian abroad, starting from the awareness of the motivations for foreign students to study the Italian language and the different methodological procedures in order to teach it.For this purpose, the book focuses on the problems concerning the training of teachers of Italian to foreigners and on the many aspects of teaching Italian in order to propose both a methodological reflection on the edulinguistic project and educational solutions aimed at improving the quality of the students’ learning.Part 1The first part focuses on edulinguistic teaching vision for the learning of the Italian language as a foreign language based upon the principles of the Humanistic Approach.1. Teaching Italian Language Abroad: Institutional Language Policy and StrategiesThis chapter focuses on the situation of Italian foreign language teaching in the world. It also describes the linguistic policy for the promotion of Italian languages abroad adopted by the Italian Ministry of Foreign Affairs and the results obtained as the number of students involved in the different geographic areas.2. Teaching Trainer Courses as a Key Factor to Improve the Quality of Teaching Italian AbroadIn this chapter teaching trainer courses for Italian language teachers are considered as a part of a strategy to increase the students’ motivations and the learning process.3. Students as a Customer vs Students as a PersonLinguistic education and the Humanistic Approach aim to develop the students’ potential and create an autonomous language personality. Therefore, in this chapter, we outline a teaching perspective that considers the student as a person at the centre of teaching and learning Italian process.Part 2In the second part teaching methodologies to improve the quality of teaching and learning Italian language to foreigners are described.4. Effective Cooperative Learning Strategies to Teach Italian as a Foreign LanguageExamples of cooperative learning are given to illustrate how the following teaching methodology is possible in teaching Italian language even if it demands strong research and clear guidance for educators.5. How to Teach Italian Grammar to ForeignersThis chapter examines the existing research about using a deductive form of teaching grammar versus using an inductive form of teaching it.6. Teaching Italian Through Literature, Movies and CartoonsIn this chapter, different media and sources to teach Italian are examined. Using both classic and digital tools, students can explore the Italian language and culture from different points of view, developing a strategy to revisit thinking and to collaborate with others during the reading of classic texts or reading a cartoon.7. Humanistic Testing and Assessment for Italian as a Foreign LanguageFrom a Humanistic point of view, in this chapter, testing and assessment are considered as potential and relevant instruments to measure the progress and performance of individual students of Italian language.8. How to Plan and Use an Environment to Teach Italian to ForeignersThis chapter focuses on learning space to teach Italian to foreigners. The main aim is to provide practical advice and support to the teachers of Italian language schools that are going to explore how to develop and adapt learning spaces to the teaching activities and the students’ needs.

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13

Office, General Accounting. Inspectors general: Appointments and related issues : fact sheet for the Chairman, Subcommittee on Environment, Energy, and Natural Resources. [Washington, D.C.]: The Office, 1993.

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14

Office, General Accounting. Inspectors general: Compliance with professional standards by the EPA Inspector General : report to the Inspector General, Environmental Protection Agency. Washington, D.C: The Office, 1986.

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15

Institute of Medicine (U.S.). Committee on the Role of Institutional Review Boards in Health Services Research Data Privacy Protection. Protecting data privacy in health services research. Washington, D.C: National Academy Press, 2000.

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16

Committee, New Jersey Legislature General Assembly Regulatory Oversight. Committee meeting of Assembly Regulatory Oversight Committee: Discussion of nursing home operations, quality of care, facility conditions, the role of state government in ensuring the well-being of the elderly in nursing homes, and the shortage of health-care professionals. Trenton, N.J: Office of Legislative Services, Public Information Office, Hearing Unit, 2002.

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17

New Jersey. Legislature. General Assembly. Regulatory Oversight Committee. Committee meeting of Assembly Regulatory Oversight Committee: Testimony concerning the management and operation of nursing homes and psychiatric community residences, the quality of care residents receive, facility conditions, and the role of the state government in ensuring the well-being of residents : [September 20, 2002, Trenton, New Jersey]. Trenton, N.J: The Unit, 2002.

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18

Office, General Accounting. Inspectors general: Veterans Affairs special inquiry report was misleading : report to the Chairman, Subcommittee on Oversight and Investigations, Committee on Veterans' Affairs, House of Representatives. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1998.

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19

Office, General Accounting. Inspectors general: Establishment of the National Science Foundation's Office of Inspector General : report to the Chairman, Committee on Governmental Affairs, U.S. Senate. Washington, D.C: The Office, 1990.

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20

Office, General Accounting. Inspectors general: Efforts to develop strategic plans : report to Congressional requesters. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1998.

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21

Office, General Accounting. Inspectors general: Mandated studies to review costly bank and thrift failures : report to Congressional committees. Washington, D.C: The Office, 1995.

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22

Office, General Accounting. Inspectors general: Alleged misconduct by NASA Inspector General : report to Congressional requesters. Washington, D.C: The Office, 1995.

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23

Office, General Accounting. Inspectors General: Mandated studies to review costly bank and thrift failures : report to Congressional committees. Washington, D.C: The Office, 1996.

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24

Fogel, Kathy, Ashton Hawk, Randall Morck, and Bernard Yeung. Institutional Obstacles to Entrepreneurship. Edited by Anuradha Basu, Mark Casson, Nigel Wadeson, and Bernard Yeung. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199546992.003.0020.

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This article focuses on institutional obstacles to entrepreneurship. Entrepreneurs carry out a highly complicated composite act. They need intelligence to collect and digest information about business opportunities. They need foresight about the possibilities new technologies and other developments create. They need judgement and leadership skills to found a company and guide its growth. They need communication skills to enthuse financiers to back their vision. The number of active entrepreneurs therefore depends on how many individuals possess these skills. But skills are not endowments. Individuals decide to develop those skills that advance their well being and to forgo developing those that do not. The prospects of a career as an entrepreneur depend on the economic environment, which can be facilitative or detrimental. A multitude of factors determine this environment: rules and regulations, the quality of government, the availability of education, and the ambient culture.

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25

Qassis, Salim. A study of the effects of the environment on the general well being of the elderly. 1987.

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26

Cordonier Segger, Marie-Claire, Marcel Szabó, and Alexandra R. Harrington, eds. Intergenerational Justice in Sustainable Development Treaty Implementation. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108768511.

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Economic, technological, social and environmental transformations are affecting all humanity, and decisions taken today will impact the quality of life for all future generations. This volume surveys current commitments to sustainable development, analysing innovative policies, practices and procedures to promote respect for intergenerational justice. Expert contributors provide serious scholarly and practical discussions of the theoretical, institutional, and legal considerations inherent in intergenerational justice at local, national, regional and global scales. They investigate treaty commitments related to intergenerational equity, explore linkages between regimes, and offer insights from diverse experiences of national future generations' institutions. This volume should be read by lawyers, academics, policy-makers, business and civil society leaders interested in the economy, society, the environment, sustainable development, climate change, and other law, policy and practices impacting all generations.

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27

Holness, Lyn. Growing the next generation of researchers: A handbook for emerging researchers and their mentors. UCT Press, 2022. http://dx.doi.org/10.15641/1-77582-197-7.

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This book arises out of 12 years' experience with the University of Cape Town's Emerging Researcher Programme, through which upwards of the 650 early-career academics have passed. It identifies and promotes awareness of contemporary challenges in the local and global higher education context; explains the intrinsic nature of academia worldwide; and provides strategies for individual growth that result in sustained, high-quality research output. It also addresses institutional leadership whose responsibility it is to create an environment conducive to the flourishing of research and researchers. Unlike texts from the Global North, this book seeks to reflect a southern perspective, relevant to academics within and beyond the borders of South Africa. At the same time, it recognises that the experience of being an academic differs between countries, institutions and even within a single institution.

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28

The daily experiences of older adults residing in institutional environments. 1990.

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29

Fuchs, D. A. Institutional Basis for Environmental Stewardship: The Structure and Quality of Property Rights. Springer London, Limited, 2013.

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30

Fuchs, D. A. Institutional Basis for Environmental Stewardship: The Structure and Quality of Property Rights. Springer Netherlands, 2010.

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31

Voelkl, Judith E. The daily experiences of older adults residing in institutional environments. 1990.

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32

The daily experiences of older adults residing in institutional environments. 1990.

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33

Voelkl, Judith E. The daily experiences of older adults residing in institutional environments. 1989.

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34

Moseley, Mason W. Democracy in the Protest State. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190694005.003.0008.

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The book ends with a chapter on the implications and conclusions to be drawn from its findings, and avenues for future research. Few scholars have examined the consequences of varying levels of institutional quality for mass political participation in Third Wave democracies, making the findings of this book an important addition to our understanding of important political phenomena in Latin America. Moreover, by connecting these institutional factors to recent trends in political engagement in the region, it explains how socioeconomic gains can produce heightened rates of protest participation in certain institutional environments. Overall, the findings from this book call for a recalibration of the received wisdom on the nexus between political institutions, civic engagement, and contentious politics, and deepen our understanding of Latin American democracy today.

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35

L, Stoddart, and Falciola Kristine, eds. Conditions of work and quality of working life: A directory of institutions. 2nd ed. Geneva: International Labour Office, 1986.

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36

Markussen, Thomas, Smriti Sharma, Saurabh Singhal, and Finn Tarp. Inequality, institutions, and cooperation. UNU-WIDER, 2020. http://dx.doi.org/10.35188/unu-wider/2020/884-9.

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We examine the effects of randomly introduced economic inequality on voluntary cooperation, and whether this relationship is influenced by the quality of local institutions, as proxied by corruption. We use representative data from a large-scale lab-in-the-field public goods experiment with over 1,300 participants across rural Vietnam. Our results show that inequality adversely affects aggregate contributions, and this is on account of high endowment individuals contributing a significantly smaller share than those with low endowments. This negative effect of inequality on cooperation is exacerbated in high corruption environments. We find that corruption leads to more pessimistic beliefs about others’ contributions in heterogeneous groups, and this is an important mechanism explaining our results. In doing so, we highlight the indirect costs of corruption that are understudied in the literature. These findings have implications for public policies aimed at resolving local collective action problems.

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37

Water Quality International '96 Part 8: River Basin Management; Management and Institutional Affairs; Environmental Engineering Education. IWA Publishing, 1997.

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38

Topilnytsky, Petro, Serhiy Boychenko, Andriy Pushak, Victoria Romanchuk, Joseph Lubinin, Igor Trofimov Trofimov, and Oksana Mikosyanchyk. Plastic oils: properties and quality. The centre education literature, 2021. http://dx.doi.org/10.18372/50099.

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The textbook contains information: on the general characteristics and technical requirements for plastic oils; about the composition of plastic oils; about the basic physical and chemical, operational, ecological properties of plastic lubricants and methods of their definition. Considerable attention is paid to the classification, range and labeling of lubricants. The basic technological schemes of production of plastic lubricants are considered. Attention is also paid to the safety and protection of the environment during the production and use of plastic lubricants. The considered textbook plays an important role in the formation of professional knowledge in students of 161 specialties "Chemical Technology and Engineering" and students of higher technical educational institutions of III-IV levels of accreditation of related fields of knowledge. It can be useful for oil and gas professionals and engineers involved in the operation of machinery and the use of fuel, lubricants and technical fluids.

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39

Archibald, Robert B. Environmental Threat II. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190251918.003.0007.

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Changes in public funding of higher education have affected cost, price, and access. State budgets have become more volatile in recent years, and this has increased budget uncertainty for public institutions. In addition, the real value of state appropriation has trended downward in most states for many years. Public universities continue to fall further behind selective private competitors in spending per student. Falling quality at many public universities affects time to graduation and graduation rates, and the burden falls disproportionately on less-well-off students. We risk a bifurcation of our higher education system into well-funded selective private colleges and a less selective underfunded public sector that serves the bulk of the nation’s most vulnerable students.

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40

Urban Stormwater. CSIRO Publishing, 1999. http://dx.doi.org/10.1071/9780643100596.

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The intense concentration of human activity in urban areas leads to changes in both the quantity and quality of runoff that eventually reaches our streams, lakes, wetlands, estuaries and coasts. The increasing use of impervious surfaces designed to provide smooth and direct pathways for stormwater run-off, has led to greater runoff volumes and flow velocities in urban waterways. Unmanaged, these changes in the quantity and quality of stormwater can result in considerable damage to the environment. Improved environmental performance is needed to ensure that the environmental values and beneficial uses of receiving waters are sustained or enhanced. Urban Stormwater - Best-Practice Environmental Management Guidelines resulted from a collaboration between State government agencies, local government and leading research institutions. The guidelines have been designed to meet the needs of people involved in the planning, design or management of urban land uses or stormwater drainage systems. They provide guidance in ten key areas: Environmental performance objectives; Stormwater management planning; Land use planning; Water sensitive urban design; Construction site management; Business surveys; Education and awareness; Enforcement; Structural treatment measures; and Flow management. Engineers and planners within local government, along with consultants to the development industry, should find the guidelines especially useful. Government agencies should also find them helpful in assessing the performance of stormwater managers. While developed specifically for application in Victoria, Australia, the information will be of value to stormwater managers everywhere.

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41

Ng, Wing Chung. Theater as Transnational Business. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039119.003.0008.

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This chapter draws on archival material from Vancouver, Canada, to examine the business operation behind the Chinatown stage. The focus on the operational side of Cantonese opera as a Chinatown-based transnational business dovetails with the institutional approach and emphases in the other parts of the book. Especially with regard to North America, the findings on the performing itineraries of actors and actresses, and the underlying commercial and social networks that supported such mobility, not only illustrate the dynamic quality of transnational theater, but provide testimony to the historical agency of the migrant communities often overlooked in the circumscribed environment of Chinatown during the exclusion era. Chinatown theater may seem elusive as a subject of historical analysis, but it was indeed a most demonstrably transnational undertaking in the diaspora experience of these migrants.

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42

Benidickson, Jamie. The Development of water supply and sewage infrastructure in Ontario, 1880-1990s: Legal and institutional aspects of public health and environmental history. Ottawa : Faculty of Law, University of Ottawa, 2001.

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43

Bågenholm, Andreas, Monika Bauhr, Marcia Grimes, and Bo Rothstein, eds. The Oxford Handbook of the Quality of Government. Oxford University Press, 2021. http://dx.doi.org/10.1093/oxfordhb/9780198858218.001.0001.

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Recent research demonstrates that the quality of public institutions is crucial for a number of important environmental, social, economic, and political outcomes, and thereby human well-being broadly conceived. The Quality of Government (QoG) approach directs attention to issues such as impartiality in the exercise of public power, professionalism in public service delivery, effective measures against corruption, and meritocracy instead of patronage and nepotism. The 38 chapters in this handbook offer a comprehensive, state of the art overview of this rapidly expanding research field and also identify viable avenues for future research. The initial chapters focus on theoretical approaches and debates, and the central question of how QoG can be measured. The remaining chapters examine the wealth of empirical research on how QoG relates to democratic accountability, ethnic diversity, human well-being, economic growth, political legitimacy, environmental sustainability, gender equality, social cohesion, and the outbreak of civil conflicts. A third set of chapters turns to the perennial issue of what contextual factors and policy approaches have proven successful (and not so successful) for increasing QoG. The QoG approach both challenges and complements important strands of inquiry in the social sciences. For research about democratization, QoG adds the importance of taking state capacity into account. For economics, the QoG approach shows that in order to produce economic prosperity, markets need to be embedded in institutions with a certain set of qualities. For development studies, QoG emphasizes that issues concerned with corruption are integral to understanding development writ large.

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44

Schudel, Ingrid, Zintle Songqwaru, Sirkka Tshiningayamwe, and Heila Lotz-Sisitka. Teaching and Learning for Change: Education and Sustainability in South Africa. African Minds, 2021. http://dx.doi.org/10.47622/9781928502241.

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Like many national curricula around the world, South Africa’s curriculum is rich in environment and sustainability content. Despite this, environmental teaching and learning can be challenging for educators. This comes at a time when Sustainable Development Goal 4 via Target 4.7 requires governments to integrate Education for Sustainable Development into national education systems. Teaching and Learning for Change is an exploration of how teachers and teacher educators engage environment and sustainability content knowledge, methods, and assessment practices – an exposition of quality education processes in support of ecological and social justice and sustainability. The chapters evolve from a ten-year research programme led out of the DSI/NRF SARChI Chair in Global Change and Social Learning Systems working with national partners in the Fundisa for Change programme and the UNESCO Sustainability Starts with Teachers programme. They show the integration of education for sustainable development in teacher professional development and curricula in schools in South Africa. They reveal how university-based researchers, teachers and teacher educators have made theoretically and contextually reasoned choices about their lives and their teaching in response to calls for a more sustainable world in which education must play a role. Teaching and Learning for Change will be of interest to education policymakers in government, advisors and educators in educational and environmental departments, NGOs and other institutions. It will also be of interest to teacher educators, teachers and researchers in education more generally, and environment and sustainability education specifically.

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45

Norotny, Vladimir. Political Institutional and Fiscal Alternatives for Nonpoint Pollution Abatement Program (Papers on Democracy). Marquette University Press, 1988.

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46

(Editor), Ariel Dinar, and Edna Tusak Loehman (Editor), eds. Water Quantity/Quality Management and Conflict Resolution: Institutions, Processes, and Economic Analyses. Praeger Publishers, 1995.

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47

Silva, Sergio Mendonça da, Sílvio Parodi Oliveira Camilo, Cristina Keiko Yamaguchi, and Miguelangelo Gianezini. Indutores de políticas, programas e práticas socioambientais: análise das distribuidoras de energia elétrica do sul do Brasil. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-420-3.

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This study investigates determinants of socio-environmental practices, (mandatory and voluntary), as evidenced in southern Brazil’s electric energy distribution companies. It seeks to understand this phenomenon with interdisciplinary protection through theoretical constructs of Social Responsibility, Environmental Management, Evidence, Legitimacy, Reputation, and Institutional. This integration contributes to understanding the reasons why companies undertake and evidence their socio- -environmental practices to external audiences. The literature suggests that socio-environmental practices are explained by various reasons, such as: enforced by legal impositions and/or voluntariness, to strengthen legitimacy, maintain and develop a reputation, and by isomorphism of the competitive operating environment. Given the above, the objective of this work is to investigate factors that determine the disclosure of socio-environmental practices in electricity distribution companies in the south of Brazil. In the methodological aspects, a qualitative approach was used, with descriptive and exploratory objectives. As a research strategy, a multichannel study was applied through two electricity distribution companies in the south of the country, CELESC Distribuição S.A. (Centrais Elétricas de Santa Catarina) and COPEL Distribuição S.A. (Companhia Paranaense de Energia). Data collection took place in two stages, the first one with a search on documentary, physical and virtual basis, and the second stage using a semi-structured interview with professionals from the Social and Environmental Responsibility area of each of the companies surveyed. The information collected was related to the period of 2014, 2015, and 2016. The results showed that the Annual Reports, service stations, and participation in external events constitute the primary means and channels of evidence of socio-environmental practices. There was a greater tendency to develop social practices. However, there are programs focused on climate change, conscious consumption and electricity saving, social inclusion, recovery of citizenship, and people’s quality of life. The COPEL company presented a tendency to evidence voluntary practices with more intensity, also showing consistency and maintenance of the programs during the studied period. Regarding corporate and sustainability policies, it was noted that companies adopt very similar strategies. It is concluded that the age, size, and corporate reputation of companies are the main determinants of socio-environmental practices, highlighting the presence of mimetic isomorphism characterized by the use of the same types of means and channels of evidence and by the symmetry of practices and policies developed by companies CELESC and COPEL.

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48

Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, Estela Daukšienė, Rasa Greenspon, Giedrė Tamoliūnė, Marius Šadauskas, and Gintarė Vaitonytė. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.

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These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.

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Addison, Tony, and Alan Roe. The Regulation of Extractives. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198817369.003.0012.

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This chapter focuses on the fact that every natural resource-abundant country needs to regulate the extractives sector in the public interest, given its significant social, economic, and environmental impact. This is a daunting challenge, requiring not only the design and enactment of the necessary laws and regulations but also the assignment of responsibilities for implementation across ministries and often numerous government agencies. The regulatory system must be comprehensive, transparent, and implemented to a high standard. Production never starts immediately and even when it does start there is always a further lengthy lag before government revenues begin to rise. Consequently, governments are often pressured into poorly devised policies, pandering to populist sentiments. The reality is that high-quality strategic decision-making needs long-term and carefully built institutional arrangements.

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Belodubrovskaya, Maria. Not According to Plan. Cornell University Press, 2018. http://dx.doi.org/10.7591/cornell/9781501709944.001.0001.

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Not According to Plan is a history of Soviet filmmaking under Stalin (1930–1953). It addresses why the Stalin regime failed to construct a controlled propaganda cinema despite explicit intention to do so. Using new archival evidence, Belodubrovskaya shows that the Stalinist state was unsuccessful because its ideological ambitions undermined institutional reform and development. When choosing between the short-term goal of making film “masterpieces” and longer-term industrialization targeting mass production, Stalin and his policymakers consistently selected the former. The preference for quality films and Stalin’s intolerance of imperfection reinforced an artisanal, director-centered mode of production; exacerbated planning, screenwriting, and censorship dysfunction; created an entitled artistic workforce; and ultimately closed the door to a mass propaganda cinema. Not According to Plan challenges the notion that Stalin had authority over the arts and suggests that ideological control collapses in environments where artistry is rewarded.

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Books on the topic 'Institutional environment quality'

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