Cohesion, commonality and creativity: youth work across borders

No abstract available

5th Annual Progress Reporting and Coordination Meeting on CCAFS Projects and Regional Activities in Southeast Asia

The proceedings document the results of the 5th Annual Progress Reporting and Coordination Meeting on CCAFS Projects and Regional Activities in Southeast Asia. The report tackles the progress of activities in the CSV sites and on CCAFS project implementation in 2019; the significant outputs and outcomes of FP/CSV implementation; and the knowledge, learning, and experiences across projects

Seeds of STEM: Developing Early Engineering Curriculum

Preschool is an integral factor in development and learning for young children. Children have the opportunity to be engaged in age-appropriate activities and begin understanding the world they live in. This highly-developmental time during the life span is therefore the perfect time to introduce concepts in the Science, Technology, Engineering, and Math field, specifically engineering. This project aimed to create an engineering curriculum for preschool students that was both developmentally and culturally appropriate, and a professional development series to help teachers feel more confident with STEM education. This collaborative project demonstrated preliminary success and has the potential to change STEM education interventions

Spartan Daily April 21, 2011

Volume 136, Issue 42https://scholarworks.sjsu.edu/spartandaily/1149/thumbnail.jp

Spartan Daily April 18, 2012

Volume 138, Issue 40https://scholarworks.sjsu.edu/spartandaily/1039/thumbnail.jp

Supporting Women In Engineering and Technology Through A Collaborative Practice And Support Network Using Targeted Interventions

Despite ongoing efforts to recruit and retain women in third level engineering programmes in Ireland, there is still a lack of diversity in these programmes with typically fewer than 20% of students being female. This paper will describe the evolution of a female focused university wide network called WITU (Women in Technology United), which aims to retain female students in engineering and technology programmes, and to increase the number of gender minorities coming onto these programmes. It is also a response to the Sustainable Development Goals, particularly, SDG 4 (quality education), and SDG 5 (gender equality), and addresses actions highlighted in a recent Athena Swan review in our University. The network was formed in 2020 and extended to become University wide during lockdown, which in itself presented specific challenges. This paper describes the activities of the WITU network which runs events and celebrations for female students on our engineering and technology programmes such as ‘Meet & Greet’ events for incoming year one students, scholarship workshops, coding camps and International Women’s Day celebrations. The events are run collaboratively with students, academics and employer networks, with participation from recent female graduate role models, who are contributing to the wider engineering community. This paper describes these events and their impact on participants. Outcomes and feedback from participants show the critical role of these types of targeted interventions in supporting women and gender minorities and address some of the most pressing global challenges relating to the abovementioned SDGs

Enhancing Departments and Graduate Education in Geography

This paper describes the development, implementation, and preliminary outcomes of Enhancing Departments and Graduate Education (EDGE) in Geography, a multi-year project begun in 2005 to study the process of professional development in graduate geography in the U.S and sponsored by the National Science Foundation. As a research and action project responding to the needs of graduate geography programs, EDGE seeks to provide academic geographers with an empirical perspective of disciplinary as well as interdisciplinary and generic skills that M.A./M.S. and Ph.D. students develop as a result of graduate education. Related objectives are to understand how disciplinary skills are applied by geography graduates once they enter the professional workforce in both academic and non-academic professional settings, and to gauge the extent graduate programs are sufficiently preparing geography graduates for those careers. We begin by summarizing the research goals and design of EDGE, highlighting the roles and contributions of geographers and educational researchers, and noting the interplay and synergy between disciplinary and interdisciplinary methodologies and practices. To date, research has focused on: 1) assessing contemporary workforce competencies in professional geography and 2) examining the role of department climate and culture on student experience and faculty development within masters and doctoral programs. Although the EDGE research efforts are still underway, we present some preliminary research findings and discuss the implications of those outcomes for professional development in geography and related social and environmental sciences. Also discussed is the complementary nature of discipline-based and interdisciplinary professional development efforts

Bridging biodiversity and gardening: Unravelling the interplay of socio-demographic factors, 3 garden practices, and garden characteristics.

ABSTRACT: The expansion of urban areas threatens biodiversity, disrupts essential ecological relationships and jeopardises fragile ecological networks, thereby impedes key ecosystem services. To avert irreversible consequences, there is a focus on improving the biodiversity value of domestic gardens for both human well-being and conservation and a global imperative for well-planned and sustainable urban environments. Here, we employ machine learning and network analysis and examine gardening practices and garden owners’ environmental consciousness in Hungary through a questionnaire-based study to untangle the interplay among socio-demographic factors, garden management, and garden characteristics. We found that the activities determined as biodiversity-positive were widespread among respondents, but a lack of undisturbed areas (n = 624, 49.52%), mowing several times a month (n = 404, 32.06%) and ubiquitous pesticide use (n = 783, 62.14%) were also present. Middle-aged respondents demonstrated more biodiversity-supporting activities than those over 55, who had long-term gardening experience and were predominantly conventional gardeners. Residents of towns showed the least biodiversity-positive activities, whereas those living in cities and the countryside fared better. Additionally, multiple interconnected garden characteristics revealed various types of gardens distinguished by care practices and use, such as gardens for food self-provisioning, ornamental gardens, or those prioritizing biodiversity support. Our results show that garden owners use pesticides, and within them herbicides, independently of socio-demographic parameters, gardening practices, or garden characteristics, suggesting a widespread pesticide use in Hungary. Our findings suggest that strategies, to promote biodiversity-friendly gardening practices may not be equally suitable for all European countries with different cultural backgrounds, environmental consciousness and pesticide use. In particular, factors like differences between societal groups underscore the preference for in-person programs over online information transfer in several cases, for instance, among the elderly and those living in the countryside. This study offers fresh perspectives on the intricate connections between garden diversity, characteristics, and practices, and it lays the groundwork for future research into the sociological drivers of gardening practices in Eastern Europe. Our work also emphasises that optimizing gardens for multiple ecosystem services, including biodiversity conservation and enhancing well-being across diverse societal groups, requires a nuanced understanding of both ecological and socio-demographic factors.info:eu-repo/semantics/publishedVersio

ON THE USE OF PRODUCTIVITY-INCREASING TECHNOLOGIES IN SUB-SAHARAN AFRICA: THE CASE OF INLAND VALLEY SWAMP RICE FARMING IN SOUTHERN MALI

There is no improved seed-fertilizer technology available that can generate the needed growth in agricultural production in Sub-Saharan Africa to meet food demand by the rapidly increasing population. This paper identifies factors associated with inland valley swamp rice farmers' decisions to adopt "improved" varieties and/or fertilizer. To achieve this objective, input-specific logistic models were estimated using survey-generated data collected from a random sample of 221 rice plots (one per farmer) selected from a purposive sample of 12 Mali-Sud bas-fond villages during the 1995-96 cropping season. The model estimation results show that the farther the village is from the closest market, the lower the probability to adopt the "improved" variety, increasing the size of the rice plot will decrease this probability, and men are more likely to adopt "improved" varieties than women because men have access to credit through CMDT, and more alternative sources of income to finance input purchases than women. For fertilizer, the use of "improved" varieties, the presence of water control infrastructure, and the village experience in cotton production increase the likelihood that a farmer will apply this input. The significance of the village experience in cotton production and women limited access to credit suggests that one of the constrains to a wider use of modern inputs is the absence of a reliable source of these inputs and/or seasonal credits. The significance of village distance to the closest market and the presence of water control the likelihood of using these inputs suggests that there exits some technological payoff associated with well-functioning markets and road improvements because such investments reduce the effective distance between the farm and the market.Crop Production/Industries, Research and Development/Tech Change/Emerging Technologies,

Mobiles for Reading: A Landscape Research Review

This landscape review takes the broad domain of new information and communications technologies (ICTs) for education, and focuses on the fast-evolving sub-domain of mobiles for reading, or M4R. The \u27mobiles\u27 in this review primarily refer to mobile technologies— ICTs that are portable, typically battery powered, and may be connected to cellular networks and/or the Internet. The term \u27reading\u27 refers to the joint abilities of understanding and producing written language, for children, youth and adults. This review of M4R focuses primarily on the use of mobile ICTs designed to help children learn to read, practice reading (reading to learn), and acquire a broader range of learning skills that support a literate society