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Julie Ingram Damian Maye James Kirwan Nigel Curry Katarina Kubinakova 《The Journal of Agricultural Education and Extension》2015,21(1):55-71
AbstractPurpose: This paper aims to reveal, and contribute to an understanding of, the processes that connect learning and innovation networks in sustainable agriculture to elements of the mainstream agricultural regime. Drawing on the innovations and transition literature, the paper frames the analysis around niche-regime interaction using the notion of niche-regime compatibility.Design/Methodology/Approach: 17 Learning and Innovation Networks for Sustainable Agriculture (LINSA) engaged in agricultural food production, non-food and rural development were analyzed. In line with the project's transdisciplinary approach data were collected in a series of participatory workshops.Findings: Five modes of LINSA-regime interaction are distinguished based on compatibility. The level of LINSA-regime compatibility influences the extent of the diffusion of LINSA ideas and practices into the regime. However, interaction processes within these modes reveal multiple and diverse connections between LINSA and regime entities suggesting a more complex relationship exists.Practical implications: A range of connecting processes and activities (for example, certification, exemption from regulation, facilitation of networking) can bring about effective LINSA-regime interaction and could be externally supported.Originality/Value: Empirical evidence from 17 case studies provides valuable insights from a number of different contexts across Europe. By directing analysis of interaction at the level of LINSA (niche project), rather than at the macro level, the study offers an original perspective. It suggests that the transition to sustainable agriculture might be understood as a complex of interactive processes leading to a series of adaptive changes, rather than as regime change. 相似文献
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Margaret Reynolds Dermot McCartan Damian Knipe 《International Journal of Inclusive Education》2013,17(4):403-414
In 1997, the Department of Education for Northern Ireland made the decision to mainstream Traveller children into secondary schools including those in West Belfast. Before then, Traveller children over 11 years of age remained in a dedicated school for all Traveller children of school age living within the catchment area of West Belfast. This paper presents the findings of a small‐scale research project that examined the experiences of Traveller children attending two West Belfast secondary schools which have integrated Traveller children into mainstream education since 1997. It also discusses ramifications of mainstreaming for Traveller parents in West Belfast. The project focused particularly on the following: the attitudes of Traveller children to mainstreaming and inclusion at secondary level; the possibilities mainstreaming offers for furthering the inclusion of Travellers into the community at large; and the perceptions of Traveller parents in West Belfast to mainstreaming in secondary schools. 相似文献
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This article examines the effectiveness of a facilitated group mentoring program for university women. Content analysis across existing sources of data (questionnaires, a focus group, and interviews), collected over the five years of the program’s operation (1999–2003), suggested the program helped women to develop three ways of knowing—‘knowing why’, ‘knowing how’, and ‘knowing whom’—which contribute to enhanced career outcomes. Drawing on the experiences of the women in the case study program at the University of Canberra, and the career competencies literature, the article provides a framework for exploring the career outcomes of mentoring programs for both women and men. 相似文献
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Oana Negru-Subtirica Eleonora Ioana Pop Lavinia E. Damian Joachim Stoeber 《Child development》2021,92(5):1855-1871
Personality and identity formation are intricately linked in adolescent development. The personality disposition of perfectionism has been associated with identity processes, but their longitudinal interplay in adolescence has not yet been investigated. This four-wave study, with 5- to 6-month intervals between each wave (N = 744 Caucasian adolescents, Mage = 15.2 years, 55% girls), examined associations between perfectionism (self-oriented and socially prescribed) and identity processes in the domain of future plans. Self-oriented perfectionism predicted increases in commitment making, identification with commitment, and exploration in depth. Socially prescribed perfectionism showed bidirectional positive relations with ruminative exploration. Exploration in depth predicted increases in socially prescribed perfectionism. Findings suggest that perfectionism is an important personality disposition in adolescent identity formation unfolding over time. 相似文献
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Science & Education - The vast majority of well-informed philosophers of science and scientists who are clearly (uncontroversially) scientists are able to extensionally differentiate between... 相似文献
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Reading and Writing - Recent research has demonstrated that abstract orthographic representations such as morphemes, syllables, and graphemes, influence handwritten production in languages with... 相似文献