Learning and Innovation in Agriculture and Rural Development: The Use of the Concepts of Boundary Work and Boundary Objects     

Talis Tisenkopfs  Ilona Kunda  Sandra šūmane  Gianluca Brunori  Laurens Klerkx  Heidrun Moschitz 《The Journal of Agricultural Education and Extension》2015,21(1):13-33

Abstract

Purpose: The paper explores the role of boundary work and boundary objects in enhancing learning and innovation processes in hybrid multi-actor networks for sustainable agriculture (LINSA).

Design/Methodology/Approach: Boundary work in LINSA is analysed on the basis of six case studies carried out in SOLINSA project under a common methodology. In developing typologies of boundary work and objects, a grounded approach is used.

Findings: LINSA analysis demonstrates the dynamic character, diverse forms and multiple functions of boundary work and objects in three domains: learning, innovation, and sustainability. Addressing specific types of goals and actors leads to specific types of boundary work and boundary objects. Context-appropriate boundary work allows aligning differing actor attitudes, gaining increased external support, and developing LINSA. The concepts of boundary work and boundary objects are relevant in a broad range of divergent LINSA settings. Boundary work has its limitations, but its facilitation supports reaching LINSA goals.

Practical Implications: The paper proposes recognising context-appropriate forms of boundary work and skilful use of emerging boundary objects to both promote internal consolidation of LINSA and effective external communication to foster learning and innovation for sustainability.

Originality/Value: The paper provides insights into the forms, dynamic and outcomes of boundary work in LINSA in three key domains: developing shared knowledge base, co-producing innovation and negotiating sustainability.  相似文献   

Instructional expenditures and student achievement: a multiyear statewide analysis     

Maureen Cullen  Barbara Polnick  Rebecca Robles-Piña  John R. Slate 《Educational Research for Policy and Practice》2015,14(2):93-117

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Chicana/o Struggles for Education: Activism in the Community     

José García 《Journal of Latinos & Education》2015,14(1):73-74

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Incorporating AI and learning analytics to build trustworthy peer assessment systems     

Ali Darvishi  Hassan Khosravi  Shazia Sadiq  Dragan Gašević 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(4):844-875

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Knocking on employment’s door: internships and job attainment     

Di Meglio  Gisela  Barge-Gil  Andrés  Camiña  Ester  Moreno  Lourdes 《Higher Education》2022,83(1):137-161

Higher Education - Undergraduate internships have gained popularity among students, universities, governments and firms since the creation of the European Higher Education Area. However, empirical...  相似文献   

University students’ strategies and criteria during self-assessment: instructor’s feedback,rubrics, and year level effects     

Panadero  Ernesto  Pérez  Daniel García  Ruiz  Javier Fernández  Fraile  Juan  Sánchez-Iglesias  Iván  Brown  Gavin T. L. 《European Journal of Psychology of Education - EJPE》2023,38(3):1031-1051

European Journal of Psychology of Education - This study explores the effects of feedback type, feedback occasion, and year level on student self-assessments in higher education. In total, 126...  相似文献   

Evaluating the feasibility of remotely administered curriculum-based measurement for students with autism: A pilot study     

Sarah S. Mire  Milena A. Keller-Margulis  Amy K. Izuno-Garcia  Emily R. Jellinek  Elías S. Loría Garro 《Psychology in the schools》2023,60(2):345-363

Students with autism may struggle to develop the academic skills necessary for success in school and beyond. Understanding and improving academic skills performance requires appropriate measurement approaches. One such option that has been minimally studied with students with autism is curriculum-based measurement (CBM). Coinciding with the need to study different approaches to academic skills measurement for students with autism was the global pandemic which forced a shift to remote service delivery with little warning. While some autistic students struggled with this shift, others thrived, raising questions about how to further support students with autism in virtual formats. The purpose of this study was to examine the feasibility of using remotely administered CBM for autistic students by studying both the practicality and acceptability of this approach. Five students with autism (Grades 2–5) participated in this pilot study, completing reading, math, and writing CBMs at three time points. Student behavior and assessor fidelity were collected to examine practicality; assessor ratings of usability provided insight regarding the acceptability of the approach. Results indicated that remotely administered CBM is feasible for some students with autism: all participants completed the study tasks with minimal behavioral difficulties, and assessor ratings of acceptability were high.  相似文献   

Revisiting Cross-document Structure Theory for multi-document discourse parsing     

Erick Galani Maziero  Maria Lucía del Rosário Castro Jorge  Thiago Alexandre Salgueiro Pardo 《Information processing & management》2014

Multi-document discourse parsing aims to automatically identify the relations among textual spans from different texts on the same topic. Recently, with the growing amount of information and the emergence of new technologies that deal with many sources of information, more precise and efficient parsing techniques are required. The most relevant theory to multi-document relationship, Cross-document Structure Theory (CST), has been used for parsing purposes before, though the results had not been satisfactory. CST has received many critics because of its subjectivity, which may lead to low annotation agreement and, consequently, to poor parsing performance. In this work, we propose a refinement of the original CST, which consists in (i) formalizing the relationship definitions, (ii) pruning and combining some relations based on their meaning, and (iii) organizing the relations in a hierarchical structure. The hypothesis for this refinement is that it will lead to better agreement in the annotation and consequently to better parsing results. For this aim, it was built an annotated corpus according to this refinement and it was observed an improvement in the annotation agreement. Based on this corpus, a parser was developed using machine learning techniques and hand-crafted rules. Specifically, hierarchical techniques were used to capture the hierarchical organization of the relations according to the proposed refinement of CST. These two approaches were used to identify the relations among texts spans and to generate multi-document annotation structure. Results outperformed other CST parsers, showing the adequacy of the proposed refinement in the theory.  相似文献   

A deep vein thrombosis caused by 20209C>T mutation in homozygosis of the prothrombin gene in a Caucasian patient     

Silvia Izquierdo álvarez  Eva Barrio Ollero  Francisco Miguel Llinares Sanjuan  Fabiola Lorente Martínez  María Teresa Calvo Martín 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(1):159-166

Introduction:

Additional nucleotide substitutions in the 3′-untranslated region of prothrombin gene could explain some thrombotic events and also adverse pregnancy outcomes. We describe the first case of a homozygous 20209C>T mutation as the cause of deep vein thrombosis in a Spanish patient.

Case and methods:

The 56-year-old male patient with a partial tear of the Achilles tendon developed calf (tibial) deep vein thrombosis after immobilization and was treated with an anticoagulant. To determine if the deep vein thrombosis was of genetic origin, a peripheral blood DNA sample was analysed for the presence of the three most frequent mutations associated with thrombotic events: factor V Leiden (1691G>A), prothrombin (20210G>A) and methylene tetrahydrofolate reductase (677C>T). The presence or absence of the normal allele of prothrombin could not be determined using the PTH-FV-MTHFR StripAssay (Vienna Lab).

Results:

Comprehensive analysis showed that the patient had a variant interfering with the polymerase chain reaction product, we sequenced the entire prothrombin gene and found that the patient had a homozygous C>T mutation at position 20209; this interfered with the polymerase chain reaction product, which needs a C at this position to be able to bind to the wild-type probe present in the test strip.

Conclusion:

The homozygous 20209C>T mutation and the presence of the mutation 677C>T in heterozygosity explained the patient’s deep vein thrombosis because the combination of mutations would increase the risk of thrombosis. Suitable genetic counselling should be provided to the patient and first-degree relatives as it important to detect prothrombin gene variants that could increase risk for thrombotic events.  相似文献   

The evidence for the impact of policy on physical activity outcomes within the school setting: A systematic review     

Catherine B. Woods  Kevin Volf  Liam Kelly  Blthín Casey  Peter Gelius  Sven Messing  Sarah Forberger  Jeroen Lakerveld  Joanna Zukowska  Enrique García Bengoechea  PEN consortium 《运动与健康科学(英文)》2021,10(3):263

BackgroundDespite the well-established health benefits of physical activity (PA) for young people (aged 4–19 years), most do not meet PA guidelines. Policies that support PA in schools may be promising, but their impact on PA behavior is poorly understood. The aim of this systematic review was to ascertain the level and type of evidence reported in the international scientific literature for policies within the school setting that contribute directly or indirectly to increasing PA.MethodsThis systematic review is compliant with Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines. Six databases were searched using key concepts of policy, school, evaluation, and PA. Following title and abstract screening of 2323 studies, 25 progressed to data synthesis. Methodological quality was assessed using standardized tools, and the strength of the evidence of policy impact was described based on pre-determined codes: positive, negative, inconclusive, or untested statistically.ResultsEvidence emerged for 9 policy areas that had a direct or indirect effect on PA within the school setting. These were whole school PA policy, physical education, sport/extracurricular PA, classroom-based PA, active breaks/recess, physical environment, shared use agreements, active school transport, and surveillance. The bulk of the evidence was significantly positive (54%), 27% was inconclusive, 9% was significantly negative, and 11% was untested (due to rounding, some numbers add to 99% or 101%). Frequency of evidence was highest in the primary setting (41%), 34% in the secondary setting, and 24% in primary/secondary combined school settings. By policy area, frequency of evidence was highest for sport/extracurricular PA (35%), 17% for physical education, and 12% for whole school PA policy, with evidence for shared use agreements between schools and local communities rarely reported (2%). Comparing relative strength of evidence, the evidence for shared use agreements, though sparse, was 100% positive, while 60% of the evidence for whole school PA policy, 59% of the evidence for sport/extracurricular PA, 57% of the evidence for physical education, 50% of the evidence for PA in classroom, and 50% of the evidence for active breaks/recess were positive.ConclusionThe current evidence base supports the effectiveness of PA policy actions within the school setting but cautions against a “one-size-fits-all” approach and emphasizes the need to examine policy implementation to maximize translation into practice. Greater clarity regarding terminology, measurement, and methods for evaluation of policy interventions is needed.  相似文献