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Marketing is one of the fastest growing areas of academic and practical economics in recent decades. Like any academic discipline that focuses primarily on real-world application, the connection between theory and practice is extremely strong in marketing, and very often the practice is ahead of the theory. This is true because, eventhough the theory seeks to find and provide in-depth answers to complex and intricate questions, in practice immediate solutions are needed to overcome emerging problems and challenges.

Gemeinschaftliches Gärtnern ist in Städten auf der ganzen Welt zu einer wachsenden Bewegung geworden. In einkommensstärkeren Ländern wie Deutschland, sind es vor allem soziale Faktoren die zur Beteiligung der Bürger*innen in den Gärten führen. Trotz wachsendem Forschungsinteresse, sind die sozialen Faktoren der Gemeinschaftsgärten bisher aber nur wenig erforscht und wissenschaftlich belegt. Ziel dieser Arbeit ist daher, ein tieferes Verständnis der kollektiven und sozialen Prozesse von Gärten zu erlangen, indem Gemeinschaftsgärten als Commons untersucht werden. Mit Hilfe einer Online-Umfrage wurden Daten aus 123 Gemeinschaftsgärten in ganz Deutschland gesammelt. Die Ergebnisse der Arbeit liefern detaillierte Einblicke in die kollektiven und sozialen Prozesse von Gärten und zeigen, dass insbesondere Vertrauen, Gruppenheterogenität und das Management die sozialen und kollektiven Prozesse der Gärten beeinflussen. Erkenntnisse wie diese sind sehr hilfreich, um ein besseres Verständnis der sozialen Interaktion und kollektiven Prozesse in urbanen Gemeinschaften zu erlangen und einen Beitrag zur sozialen Nachhaltigkeit zu leisten.

Gemeinschaftliches Gärtnern ist in Städten auf der ganzen Welt zu einer wachsenden Bewegung geworden. In einkommensstärkeren Ländern wie Deutschland, sind es vor allem soziale Faktoren die zur Beteiligung der Bürger*innen in den Gärten führen. Trotz wachsendem Forschungsinteresse, sind die sozialen Faktoren der Gemeinschaftsgärten bisher aber nur wenig erforscht und wissenschaftlich belegt. Ziel dieser Arbeit ist daher, ein tieferes Verständnis der kollektiven und sozialen Prozesse von Gärten zu erlangen, indem Gemeinschaftsgärten als Commons untersucht werden. Mit Hilfe einer Online-Umfrage wurden Daten aus 123 Gemeinschaftsgärten in ganz Deutschland gesammelt. Die Ergebnisse der Arbeit liefern detaillierte Einblicke in die kollektiven und sozialen Prozesse von Gärten und zeigen, dass insbesondere Vertrauen, Gruppenheterogenität und das Management die sozialen und kollektiven Prozesse der Gärten beeinflussen. Erkenntnisse wie diese sind sehr hilfreich, um ein besseres Verständnis der sozialen Interaktion und kollektiven Prozesse in urbanen Gemeinschaften zu erlangen und einen Beitrag zur sozialen Nachhaltigkeit zu leisten.

Explains the contribution narrative makes to counselors' understanding of human action. By viewing action from a narrative perspective, it extends the construct of action beyond the realm of goal-directed behavior into the realm of language. States counselors must pay attention to the ways language can affect therapeutic practices. ; Cet article aborde la notion de " parole en tant qu'action " sur trois plans : a) la parole en tant qu'action individuelle ; b) la parole en tant qu'interaction ; c) la parole en tant qu'action sociale. L'implication principale, pour la théorie de l'action et la pratique en counseling, est que les performances du langage sont toujours enracinées dans un contexte social, historique et politique. Si le langage est une forme d'action, les " mots vivent en nous et nous animent " et ces mots dépendent des discours qui nous sont disponibles.

This article serves as a guide for conducting statistical analyses in a reasoned action context. Using structural equation modeling concepts, the authors identify two elements of reasoned action data: the structural component relating theoretical variables to one another and a measurement component defining the theoretical constructs. The authors then describe a three-step analytic approach: analyzing the proximal determinants of intention to perform a behavior, analyzing the underlying beliefs, and performing a segmentation analysis for intervention design purposes. In each step, when appropriate, the authors discuss the role of background/precursor variables. The authors conclude by addressing several common analytic issues that may arise when conducting a reasoned action analysis, such as the role of past behavior and testing for moderation.

International audience ; This proposal aims at documenting the effects of cooperative engineering on the construction of the continuity of teaching experience in mathematics. This research builds on a larger French national research, Arithmetic and Cooperation at Elementary School (ACE). It comes within the scope of a political will to improve teaching practices by providing practical assistance to teachers, offering a complete arithmetic progression to 6-7 year-old-students (First grade). The heart of this research is the conception of a curriculum including activities grounded on the construction of the concept of number. The conception of this curriculum relies on available scientific knowledge in different areas (Cognitive Neuroscience, Science of Education, Developmental Psychology and Didactic of Mathematics). In this proposition, we focus on a specific part of the conception of the curriculum within a cooperative engineering. This engineering consists of two spheres (Sensevy, Forest, Quilio, Morales, 2011), the sphere 1 gathering a multi categorical team (PhD, teachers of the study classes, researchers, teachers trainers, pedagogical advisors) and the sphere 2 being constituted by the 120 experimental classes. The sphere 1 in the first year of the experiment (2011-2012) designed mathematics' situations focusing on the construction of the number through the seminal conceptual techniques of decomposition/composition, decimal notation, topological approach and approximation. The sphere 1 has designed the first year eleven modules corresponding to forty-five sessions. These situations are implemented in the four teachers 'classrooms, which are named « study classes », and redesigned on line in the course of the implementation process. The second year of this experiment, this curriculum has been implemented in 60 experimental classes and in 120 experimental classes the third year (2013-2014). The involvement of the experiment classes in this curriculum and their feedbacks allowed improvements of the initial design proposed by the research team situations. In this communication, we will try to show how collaboration between the two spheres has led to educational decisions for a better continuity of the educational experience of the students. For this, we will present the type/kind of monitoring carried out in cooperation between the two spheres. Indeed, the second year of experimentation, members of the sphere 2 exposed via the website the difficulties encountered by students during the introduction of a system of representation of the number (the number line). To overcome this difficulty, the sphere 1 proposed a monitoring "on line" by developing a new version of a unit. After a week of training at the end of the year with the experimental classes, the research team has redesigned all of the first three units of the progression to the third year of implementation. The question is whether this example of cooperation between the two spheres on a particular mathematical object has improved the continuity of the student experience?

International audience ; This proposal aims at documenting the effects of cooperative engineering on the construction of the continuity of teaching experience in mathematics. This research builds on a larger French national research, Arithmetic and Cooperation at Elementary School (ACE). It comes within the scope of a political will to improve teaching practices by providing practical assistance to teachers, offering a complete arithmetic progression to 6-7 year-old-students (First grade). The heart of this research is the conception of a curriculum including activities grounded on the construction of the concept of number. The conception of this curriculum relies on available scientific knowledge in different areas (Cognitive Neuroscience, Science of Education, Developmental Psychology and Didactic of Mathematics). In this proposition, we focus on a specific part of the conception of the curriculum within a cooperative engineering. This engineering consists of two spheres (Sensevy, Forest, Quilio, Morales, 2011), the sphere 1 gathering a multi categorical team (PhD, teachers of the study classes, researchers, teachers trainers, pedagogical advisors) and the sphere 2 being constituted by the 120 experimental classes. The sphere 1 in the first year of the experiment (2011-2012) designed mathematics' situations focusing on the construction of the number through the seminal conceptual techniques of decomposition/composition, decimal notation, topological approach and approximation. The sphere 1 has designed the first year eleven modules corresponding to forty-five sessions. These situations are implemented in the four teachers 'classrooms, which are named « study classes », and redesigned on line in the course of the implementation process. The second year of this experiment, this curriculum has been implemented in 60 experimental classes and in 120 experimental classes the third year (2013-2014). The involvement of the experiment classes in this curriculum and their feedbacks allowed improvements of the initial ...