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Neels Botha Jeff Coutts Hein Roth 《The Journal of Agricultural Education and Extension》2013,19(2):125-138
Abstract The aim of this study was to understand the role that agricultural consultants in New Zealand were undertaking in the Research, Development and Extension (RD&E) system—and in particular in relation to environmental extension. New Zealand does not have a public extension service and hence there is a strong reliance on consultants and regional councils for environmental management information and advice. As they are independent of the formal RD&E system there is no guarantee that RD&E outcomes are reaching farmers, nor that effective environmental extension is occurring. The study used a combination of case studies, phone interviews with informed persons and a national web survey to explore the role of the consultant. The study found that agricultural consultants are playing an important role in working with farmers to improve agricultural production. There are, however, indications that gaps have developed over time between agricultural consultants and the agricultural research sector which limit the effectiveness of the RD&E system. Agricultural consultants are playing a minimal role in proactive environmental extension because insufficient market forces are driving this role. The paper suggests that a national database of agricultural consultants could improve the flow of tailored information between research and agricultural consultants and also suggests mechanisms where consultants could be better integrated into the RD&E system and provide feedback to research programs. Market failure in the area of environmental extension could be addressed by publicly funded incentive programs. 相似文献
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Many school children throughout the world who exhibit antisocial or destructive behaviour or have social, emotional and behavioural difficulties (SEBD) do not receive the support they need. As a result, they are caught up in a cycle of vulnerability. Systemic collaborative support is needed to counter this. Although in some cases teachers and other professionals join forces, interventions are usually affected by individual professionals outside the framework of inclusive education. This literature review paper explores the support children with SEBD in school contexts receive. The findings of the thematic document analysis highlight the vulnerability of children with SEBD, the success or otherwise of attempts made by various approaches and intervention programmes to provide support to these children, and the barriers to inclusive support. We argue the merits of adopting a Community of Practice as an inclusive model to support school children with SEBD. This kind of inclusive model strengthens constructive partnerships that provide these children with opportunities to acquire the social capital they need to engage meaningfully at schools and in their future life. 相似文献
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Xi Zhang Jorik Blaas Charl Botha Peter Reischig Alberto Bravin Joris Dik 《Journal of Cultural Heritage》2012,13(2):221-225
Computer tomography (CT) technology has greatly contributed to the feasibility and convenience of detecting and visualizing the internal material constitution and geometrical fabrication of museum artifacts. This paper presents a case study of 3D virtual reconstruction for the CT-acquisition-based study of a cultural heritage artifact. It documents the complete procedure, including the preprocessing, segmentation and visualization of the data by providing coarse interactive exploration and integrated high-quality renderings. A parallel aim achieved was to use open source tools and free software for segmentation and visualization, thus providing full transparency of the adopted methodology and 3D visualization methods, and a cost effective solution for ordinary CPU-based PC users. Furthermore, the challenges of the large data volumes involved have been addressed using preprocessing, a segmentation scheme and linked front-to-back management to keep interaction and high-quality rendering available, thus achieving corresponding demands. 相似文献
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L.R. Becker L.D. Beukes A. Botha A.C. Botha J.J. Botha M. Botha D.J. Cloete J.L. Cloete C. Coetzee L.J. De Beer D.J. De Bruin L. De Jager J.J.R. De Villiers C.M. Du Toit A. Engelbrecht R. Evans M.M.C. Haupt D. Heyns L.M. Howatt A.P. Joubert J.C. Joubert A.C. Niemann N.C. Phatudi E. Randall W.J. Rauscher W.C. Rautenbach S. Scholtz J.C. Schultz R. Swart H.J. Van Aswegen J.C. Van Heerden W.J. Van Vollenhoven E.M. Van Wyk J.G.U. Van Wyk C.A. Van der Walt C.N. Van der Westhuizen D. Vermeulen A. Vorster 《Higher Education》2004,48(2):153-172
In South Africa, recent government plans tochange the institutional landscape of highereducation have resulted in mergers of collegesinto universities or technikons. The researchreported in this article focuses solely on theimpact of a ``college-into-university'incorporation as manifested in the personal,emotional and career experiences of thesecollege staff members. It traces the changes intheir perceptions and emotions during and afterthe incorporation process. It also identifiesrecurring themes and issues evident in thepersonal lives of those affected by thisincorporation.A unique research methodology was engaged: TheCollege staff who had been appointed to theuniversity after the merger, identified sevencritical themes and then designed and conducted30 semi-structured interviews among themselves.This article thus documents the impact ofincorporation into a university on theindividual and collective lives of theresearchers themselves.The data suggest that the emotional impact ofincorporation was intense and that theuncertainty, especially, led to considerabletrauma. The most important concern emanatingfrom this joint research project is that whilea certain degree of distress is unavoidable inany institutional merger, inattention to themanagement of human resources, emotions andaspirations could linger on, possibly having anegative effect on the ambitions for thetransformation of the new entity. 相似文献
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In-depth interviews were conducted with a sample of BCom Entrepreneurship graduates, as well as a control group to determine whether the exposure to entrepreneurship education can enhance actual business start-up. Information was collected on how they experienced the learning approaches, and the value which they had derived from the degree. This was done as a case study at the University of Pretoria. More entrepreneurship graduates started businesses than the control group. Findings of the various constraints to start-up ? of the entrepreneurship graduates’ group ? focused on the lack of a viable business idea and know-how, as compared with the other graduate groups, who indicated that fear of failure and aversion to taking risks were their main constraints. The entrepreneurship graduates were less risk averse than the control group. 相似文献
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Simon J. Fielke Neels Botha Janet Reid David Gray Paula Blackett Nicola Park 《The Journal of Agricultural Education and Extension》2018,24(1):9-27
Purpose: This paper highlights important lessons for co-innovation drawn from three ex-post case study innovation projects implemented within three sub-sectors of the primary industry sector in New Zealand.
Design/methodology/approach: The characteristics that fostered co-innovation in each innovation project case study were identified from semi-structured interviews conducted with key stakeholders in each project, iterative discussions to confirm the findings and secondary document analysis. Common themes from the three cases are examined in relation to innovation system structure and function analysis and agricultural innovation system (AIS) literature. This study builds on the literature attempting to overcome methodological challenges in the applied AIS research space.
Findings: The findings have implications for co-innovation in practice; that there needs to be network-level capability and legitimacy, an understanding of priorities between actors, and adequate resources, to ensure proposed outcomes are likely to be attained.
Practical implications: Practically, project leaders need to ensure they embed an appropriate mix of actors in the research program and they also need to create and encourage room for open and honest dialogue between these actors to develop a shared vision of the future.
Theoretical implications: A conceptual model is developed to highlight and simplify lessons that can inform future projects involving co-innovation approaches to create value in the primary industries and AIS more generally. This model is unique to the applied AIS research space and provides new insights on enhancing the potential value of a co-innovation approach.
Originality/value: The paper adds to current scholarly debates and provides insight to key actions stakeholders need to take to foster co-innovation processes for successful outcomes in extension. 相似文献
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The preparation of teachers for diversity within and between schools is a growing focus in teacher education worldwide, and particularly in South Africa, where the education landscape has shifted dramatically since the democratic elections of 1994. While diversity is a recurring theme in the literature, the matter of contextual diversity still offers serious challenges to teacher education. This paper focuses on the urgent need to prepare teachers for all school contexts in South Africa, particularly those where neglect carrying over from Apartheid inequalities make failure and a sense of inferiority the norm. It uses critical theory and the capabilities approach to analyse extracts from discussions with early years’ student teachers which express needs with regard to preparation for specific situations faced during field experience with young children. The analysis shows that these students are not adequately prepared to teach in the previously disadvantaged schools which cater for the majority of South Africa’s learners, and that there is a disjuncture between preparation received in the lecture room and realities encountered in the field. It argues for a shift in emphasis from teacher education models which construct middle class classrooms as ideal to those which build quality education for disadvantaged learners, rural contexts, and African language speakers. 相似文献