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Technological capabilities vary substantially across European regions. Combining these diverse sets of capabilities is crucial to develop the technologies necessary to master the green and digital transition. However, collaboration between regions is sparse today. To increase inter-regional cooperation, linkages that spur the development of green and digital technologies must be identified. In this study, we provide an overview of inter-regional collaborations already in place and map new opportunities for these between regions. A special emphasis is placed on potential collaborations between economically leading and lagging regions. Our results provide new impetus for policy designs that strengthen regional innovation capabilities and cohesion across Europe’s regions.

We present a novel approach for analyzing the effects of EU cohesion policy on local economic activity. For all municipalities in the border area of the Czech Republic, Germany and Poland, we collect project-level data on EU funding in the period between 2007 and 2013. Using night light emission data as a proxy for economic development, we show that the receipt of a higher amount of EU funding is associated with increased economic activity at the municipal level. Our paper demonstrates that remote sensing data can provide an effective way to model local economic development also in Europe, where no comprehensive cross-border data is available at such a spatially granular level.

Zur Untersuchung lokaler Wachstumseffekte der EU-Regionalpolitik wurden für eine ausgewählte Pilotregion im Grenzgebiet zwischen Deutschland, Polen und Tschechien ein Mikrodatensatz zum Erhalt von EU-Förderung auf Projektebene mit Fernerkundungsdaten verschiedener Satelliten kombiniert. Dabei wird das Wachstum der regionalen Wirtschaft über Änderungen in der Intensität der jährlichen Nachtlichtemissionen erfasst. Auf Gemeindeebene lässt sich zeigen, dass der Erhalt höherer Förderbeträge mit höherem Wachstum einhergeht.

Purpose: The purpose of this survey research is to provide preliminary data regarding speech-language pathologists’ (SLPs’) perceptions of the role that social justice (SJ) plays in their work. As our professional organizations call us to advocate and communicate with regulatory agencies and legislative bodies to promote quality care for all individuals, this topic has become particularly important at this time. At present, there is a lack of data in peer-reviewed publications within the discipline of communication disorders on SJ and even less regarding the perceptions of SLPs on SJ.Method: The survey was sent to American Speech-Language-Hearing Association (ASHA)-certified SLPs, identified by the ASHA ProFind database, across six U.S. geographic regions, including both urban and rural communities. Four themes were explored through the survey: (a) importance of SJ, (b) awareness of SJ, (c) current practices related to SJ, and (d) barriers to SJ implementation.Results: The majority of respondents view SJ as important to the profession (91.2%) and value the work of creating equality among groups (96.0%). Many SLPs are actively involved in implementing SJ principles in their own practice by accepting Medicaid (40.7%), engaging in political outreach (55.0%), and providing transdisciplinary educational outreach (77.9%). Identified barriers to incorporating SJ include time (62.7%), resources (65.6%), and finances (70.0%).Conclusions: Working for SJ is important to a majority of the respondents, and various efforts are implemented to create equal opportunities for service to clients. Barriers continue to exist that limit the degree to which SLPs can work toward SJ. A list of actions to be considered in order to promote SJ in the field is provided.Supplemental Material S1. Survey administered to study participants. Unger, J. P., DeBonis, D. A., & Amitrano, A. R. (2021). A preliminary investigation of social justice perceptions among U.S. speech-language pathologists: Clinical implications. American Journal of Speech-Language Pathology. Advance online publication. https://doi.org/10.1044/2021_AJSLP-20-00286Publisher Note: This article is part of the Forum: Increasing Diversity in the Communication Sciences and Disorders Workforce, Part 1.

Das 12. Herbsttreffen Patholinguistik mit dem Schwerpunktthema »Weg(e) mit dem Stottern: Therapie und Selbsthilfe für Kinder und Erwachsene« fand am 24.11.2018 in Potsdam statt. Das Herbsttreffen wird seit 2007 jährlich vom Verband für Patholinguistik e.V. (vpl) durchgeführt. Der vorliegende Tagungsband beinhaltet die Vorträge zum Schwerpunktthema sowie Beiträge der Posterpräsentationen zu weiteren Themen aus der sprachtherapeutischen Forschung und Praxis., The Twelfth Autumn Meeting Patholinguistics (Herbsttreffen Patholinguistik) with its main topic »Away/A way with stuttering: Therapy and self-help for children and adults« took place in Potsdam on November 24 2018. This annual meeting has been organised since 2007 by the Association for Patholinguistics (Verband für Patholinguistik e.V./vpl). The present proceedings contain all talks on the main topic as well as contributions from the poster session covering a broad range of areas in speech/language therapy research and practice., Spektrum Patholinguistik, 12

Empirische Sonderpädagogik 5 (2013) 4, S. 315-342, Zahlreiche Studien aus unterschiedlichen alphabetischen Schriftsystemen haben belegt, dass phonologische Bewusstheit im Vorschulalter und in den ersten beiden Grundschulklassen bei vielen Kindern mit umschriebenen Entwicklungsstörungen des Lesens und Schreibens (LRS) effektiv trainiert werden kann und dass sich dadurch auch der Schriftspracherwerb in der alphabetischen Phase unterstützen lässt. Für ältere Grundschulkinder aus transparenten Schriftsystemen wie dem Deutschen gelten solche Trainingsmaßnahmen aber als wenig nützlich und auch nicht als erforderlich, weil die vergleichsweise leicht durchschaubaren regelmäßigen Zuordnungsbeziehungen zwischen Phonemen und Graphemen bis spätestens zum Ende der zweiten Grundschulklasse ohnehin auch von Kindern mit LRS weitgehend entschlüsselt werden könnten. Die hier beschriebene Studie liefert Evidenz dafür, dass diese optimistische Prognose nicht für alle Subgruppen von Kindern mit LRS verallgemeinert werden darf. Die 26 deutschsprachigen Drittklässler aus Schulen für Sprachbehinderte, die an einem Training der phonologischen Bewusstheit teilnahmen, wiesen sowohl vor als auch noch nach dem Training erhebliche Defizite beim Schreiben einfacher Pseudowörter und in Aufgaben zur Phonembewusstheit auf. Konsequenzen für die Entwicklung von effektiveren Methoden zur Förderung der alphabetischen Entwicklung bei dieser besonders schwer und nachhaltig beeinträchtigten LRS-Subgruppe werden diskutiert. (DIPF/Orig.), Numerous treatment studies conducted with dyslexic children from divergent alphabetic systems support the assumption that phonological awareness and consequently alphabetic reading and spelling can be trained effectively in preschool and during the first two years of literacy acquisition. However, for older primary school children acquiring a transparent orthography, such as German, these training approaches are considered to be ineffective, because in these languages the comparably simple relations between phonemes and graphemes can be understood even by most dyslexic children up to the end of the second grade. In this paper evidence is provided that this optimistic prediction should not be generalized to all subgroups of dyslexic/dysgraphic children in German. The 26 dyslexic German 3rd graders from specialized schools for children with developmental speech and language impairments who participated in a treatment study showed severe difficulties when they were asked to write simple pseudowords based on dictation or to segment these pseudowords phonemically. Even after 10 hours of training with one of two different treatment approaches the performance of these children in writing and analyzing pseudowords only improved to a limited extent and remained far below an age appropriate level. Consequences for the development of more efficacious methods to help improve the alphabetic spelling skills of German children with particularly severe and persistent orthographic and phonological difficulties are discussed. (DIPF/Orig.)

vorgelegt von: Julia Unger FH Campus Wien, Masterlehrgang Ergotherapie, Masterarbeit, 2013