Agricultural innovation systems and farm technology adoption: findings from a study of the Ghanaian plantain sector     

Alirah Emmanuel Weyori  Mulubrhan Amare  Hermann Waibel 《The Journal of Agricultural Education and Extension》2018,24(1):65-87

Purpose: We assess farm technology adoption in an integrated analysis of social networks and innovation in plantain production in Ghana. The paper explores the strength of social networks in the agricultural innovation systems (AISs) and the effect of AISs on adoption of improved farm technology.

Methodology/Approach: The paper uses social network analysis (SNA) tools to identify, map and analyze the AISs and the two-stage Heckman selection model. Combining qualitative and quantitative methods allows testing the differential effects of social networks on technology adoption.

Findings: We find weak innovation systems in the study area. Farmers are central in the social networks but have little to no influence in the innovation system perspective. Social network capital plays a critical role in improving adoption of improved farm technology.

Practical implication: Focal farmers are important actors disseminating farm technology. They should be supported by policies to interact more effectively with research and extension agents. Strengthening the role of social networking in the innovation system will enhance adoption of improved farm technology.

Theoretical implications: The inclusion of SNA indicators in the adoption model is a novel approach for quantifying the effect of the innovation system and contributes to understanding the roles of different actors. Further validation of the SNA indicators is needed for a comprehensive analysis of the innovation system.

Originality/value: The innovation system approach is useful for researchers and policy-makers by encouraging them to consider new innovation actors and relationships in technology development and dissemination. Combining quantitative and qualitative methods can help to identify starting points for policies to promote innovations among farmers.  相似文献   

Vocational guidance: A primary function of education     

Hermann Röhrs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(3):209-221

The world of work as part of our dynamic society is the result of a permanent change. This development has an influence on the school and its tasks. Apart from industrialisation there is computerisation which requires, to an important extent, individual judgement and inventiveness on the part of the working population. The school has not only to cope with these changes but has also to try to influence them through vocational orientation and guidance and its continual reform. The aim of the school is the development of a critical sense with the purpose of humanising the whole process. The importance of vocational orientation and guidance is increasing, and they have to become a task of our schools. The topic should therefore also be included in teacher training as well as in further education.

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Zusammenfassung Die Arbeitswelt als Teil unserer dynamischen Gesellschaft ist das Resultat permanenter Veränderungen. Diese Entwicklung beeinflußt das Schulwesen und seine Aufgaben. Neben der Industrialisierung verlangt die Computerisierung der arbeitenden Bevölkerung ein hohes Maß an individuellem Urteilsvermögen und Einfallsreichtum ab. Die Schule muß sich nicht nur diesen Veränderungen stellen, sondern sie zudem durch berufliche Orientierung und Leitung und durch deren kontinuierliche Anpassung beeinflussen. Ziel der Schule ist die Entwicklung eines kritischen Bewußtseins zur Humanisierung dieses gesamten Prozesses. Berufliche Orientierung und Leitung nimmt an Bedeutung immer mehr zu und muß daher Aufgabe unserer Schulen sein. Dieses Thema sollte deshalb auch in der Lehrerausbildung und Weiterbildung Beachtung finden.

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Résumé Le monde du travail en tant que partie de notre société dynamique est le produit d'un changement permanent. Ce développement exerce une influence sur l'école et ses fonctions. A côté de l'industrialisation, l'informatisation requiert, dans une large mesure, un discernement individuel et de l'inventivité de la part de la population active. L'école doit non seulement venir à bout de ces changements, mais elle doit aussi essayer de les influencer grâce à l'orientation professionnelle et à sa réforme continue. Le but de l'école est de développer un sens critique afin d'humaniser l'ensemble du processus. L'importance de l'orientation professionnelle ne cesse de croître et elle doit constituer une des tâches de nos écoles. Par conséquent, ce thème devrait aussi faire partie de la formation des formateurs et de l'éducation continue.

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How do schools affect inequalities in political participation: compensation of social disadvantage or provision of differential access?     

Daniel Deimel  Bryony Hoskins  Hermann J. Abs 《教育心理学》2020,40(2):146-166

Abstract

Both direct and indirect influences have been assumed to impact the transmission of political orientations within families. A lower socioeconomic status is related to lower intended political participation of adolescents. Within this context, schools play a crucial role in political socialisation, as citizenship education is assumed to either equalise or maintain these social disparities. We analyse a sub-dataset of the International Civic and Citizenship Education Study 2016 which includes 14-year-old students in four European countries: Belgium (Flanders), Denmark, Germany (North Rhine-Westphalia) and the Netherlands. Multi-level regression analyses reveal that formal citizenship education compensates the relationship between students’ socioeconomic status and intended electoral participation in Denmark, Germany (NRW) and the Netherlands, but not in Belgium (FL). Further, the composition of school classes is related to the perception of an open classroom climate in each of the four countries and to participation in civic activities at school in three countries.  相似文献   

Who benefits from a low versus high guidance CSCL script and why?     

Stephan Mende  Antje Proske  Hermann Körndle  Susanne Narciss 《Instructional Science》2017,45(4):439-468

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Georg Kerschensteiner     

Hermann Röhrs 《Prospects》1993,23(3-4):807-823

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Book reviews     

H. S. Bhola  T. Neville Postlethwaite  Joachim H. Knoll  Katrin Bromber  Phillip W. Jones  Hermann Lange 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1991,37(4):493-502

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Beyond Evolution: Addressing Broad Interactions Between Science and Religion in Science Teacher Education     

Joseph?W.?ShaneEmail author  Ian?C.?Binns  Lee?Meadows  Ronald?S.?Hermann  Matthew?J.?Benus 《Journal of Science Teacher Education》2016,27(2):165-181

Science and religion are two indisputably profound and durable cultural forces with a complex history of interaction. As ASTE members are aware, these interactions often manifest themselves in classrooms and in the surrounding communities. In this essay, we encourage science teacher educators to broaden their perspectives of science–religion interactions so that they may better assist pre- and in-service science teachers with addressing topics such as the age and origins of the universe and biological evolution in an appropriate manner. We first introduce some foundational scholarship into the historical interactions between science and religion as well as current efforts to maintain healthy dialogue between perspectives that are frequently characterized as innately in conflict with or mutually exclusive of one another. Given that biological evolution is the dominant science–religion issue of our day, in particular in the USA, we next summarize the origins and strategies of anti-evolution movements via the rise and persistence of Christian Fundamentalism. We then summarize survey and qualitative sociological research indicating disparities between academic scientists and the general public with regard to religious beliefs to help us further understand our students’ worldviews and the challenges they often face in campus-to-classroom transitions. We conclude the essay by providing resources and practical suggestions, including legal considerations, to assist science teacher educators with their curriculum and outreach.  相似文献   

What factors determine citation counts of publications in chemistry besides their quality?     

Lutz Bornmann  Hermann SchierWerner Marx  Hans-Dieter Daniel 《Journal of Informetrics》2012,6(1):11-18

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Biomechanical aspects of new techniques in alpine skiing and ski-jumping     

Erich Müller  Hermann Schwameder 《Journal of sports sciences》2013,31(9):679-692

Abstract

There have been considerable changes in equipment design and movement patterns in the past few years both in alpine skiing and ski-jumping. These developments have been matched by methods of analysing movements in field conditions. They have yielded new insights into the skills of these specific winter sports. Analytical techniques have included electromyography, kinetic and kinematic methods and computer simulations. Our aim here is to review biomechanical research in alpine skiing and ski-jumping. We present in detail the techniques currently used in alpine skiing (carving technique) and ski-jumping (V-technique), primarily using data from the authors’ own research. Finally, we present a summary of the most important results in biomechanical research both in alpine skiing and ski-jumping. This includes an analysis of specific conditions in alpine skiing (type of turn, terrain, snow, speed, etc.) and the effects of equipment, materials and individual-specific abilities on performance, safety and joint loading in ski-jumping.  相似文献   

Threat Perception and Attitudes of Adolescents Towards Re-Introduced Wild Animals: A qualitative study of young learners from affected regions in Germany     

Nadin Hermann  Susanne Menzel 《International Journal of Science Education》2013,35(18):3062-3094

Conservation efforts such as the restoration of European bison or the support of wolf immigration into Germany are often socio-scientifically controversial. In many cases, disputes are based on individuals’ threat perception and attitudes towards the animal involved. The herewith reported study provides qualitative insights into German adolescents’ (n?=?31, M_age?=?16.6 years) attitudes towards animal reintroduction, their threat and coping appraisal about wildlife and their knowledge of local endangered species. We found that students had rather limited knowledge of local endangered species. After Kellert's categories of animal attitudes, the adolescents showed a strong moralistic view on wildlife return. Naturalistic, ecologistic and utilitarian views were also strongly apparent. According to the Protection Motivation Theory, perceived threats could be identified as threats to animals on the one hand and threats to human interests on the other. Such threat perceptions often lead to a dilemma, which made it difficult to decide upon the priorities of wildlife protection versus protection of human interests. Coping mechanism to reduce threats to human interests as mentioned by the participants included restrictions of the animal as well as strategies that focused on responsibility by humans. Regarding coping mechanism to prevent the species’ extinction, participants showed a relatively superficial understanding. Furthermore, we found that participants from regions where wolves are currently immigrating or European bison are being reintroduced showed a more positive understanding of the respective animal. Our findings are discussed in the light of this topic's potential as an example of a real-life socio-scientific issue in classroom discussions.  相似文献