UNLV Best Teaching Practices Expo 2019

https://digitalscholarship.unlv.edu/btp_expo/1084/thumbnail.jp

Farmer attitudes towards converting to organic farming

Despite the considerable interest in organic farming the Irish organic sector remains small. Therefore to target support for the sector it is important to understand why farmers make decisions in favour or against organic farming as well as to identify drivers and barriers affecting that decision. Adoption of organic farming is assumed to be driven by a variety of different reasons such as economic and socio-economic, structural and institutional factors (e.g. Defrancesco et al., 2008; Burton et al, 2003). However, information gathering (e.g. Genius et al, 2006) and attitudes of the farmer (e.g. Willock et al, 1999, Hattam, 2006, Rehman et al, 2007) are also important in that decision. This paper focuses on the role that the attitudes of farmers play in identifying drivers and barriers to the intention to convert to organic farming using the theory of planned behaviour. To set this paper in context, it is part of a larger study which aims to explain the decision to adopt or not to adopt organic farming over time with respect to a variety of factors such as economic, institutional and socio-economic as well as comparing the attitudes and objectives of organic and conventional farmers. The results presented here suggest that, under current circumstances, large-scale conversion to organic farming by drystock farmers within the next five years is uncertain, but nevertheless 6% of drystock farmers state considerable interest in going organic. It appears that farmers do not have strong opinions about organic farming but equally the results here suggest that they feel they do not have a good level of knowledge about organic farming. Therefore an increase in information mainly focused on promoting organic farming as a profitable alternative to conventional farming could have a positive impact on the tendency for conversion. Future conversion to organics is most likely to be financially driven, but nevertheless the farmers’ perception that only rich people can afford to buy organic food remains a barrier and considerations might be given towards approaches that might alter this mindset

Dignity: One, Two, Three, Four, Five, Still Counting

© 2010 Cambridge University Press. Online edition of the journal is available at http://journals.cambridge.org/action/displayJournal?jid=CQH“Dissecting Bioethics,” edited by Tuija Takala and Matti Häyry, welcomes contributions on the conceptual and theoretical dimensions of bioethics. The section is dedicated to the idea that words defined by bioethicists and others should not be allowed to imprison people's actual concerns, emotions, and thoughts. Papers that expose the many meanings of a concept, describe the different readings of a moral doctrine, or provide an alternative angle to seemingly self-evident issues are therefore particularly appreciated. The themes covered in the section so far include dignity, naturalness, public interest, community, disability, autonomy, parity of reasoning, symbolic appeals, and toleration. All submitted papers are peer reviewed. To submit a paper or to discuss a suitable topic, contact Tuija Takala at [email protected]/S096318010999030

The Pleasures of Polyglossia in Emirati Cinema: Focus on From A to B and Abdullah

Polyglot films highlight the coexistence of multiple languages at the level of dialogue and narration. Even the notoriously monolingual Hollywood film industry has recently seen an increase in polyglot productions. Much of Europe's polyglot cinema reflects on postwar migration. Hamid Naficy has coined the phrase " accented cinema " to define diasporic filmmaking, a closely related category. This essay considers polyglot Emirati films as part of an increasingly popular global genre. It argues that the lack of a monolingual mandate is conducive to experiments with language choices, and that the polyglot genre serves best to emphasize efforts made to accommodate the diversity of cultures interacting in urban centers in the United Arab Emirates. Case studies of Ali F. Mostafa's From A to B (2014) and Humaid Alsuwaidi's Abdullah (2015) demonstrate the considerable contributions Emirati filmmakers have already made to a genre, which offers a powerful potential for cinema in the UAE. A comparative analysis identifies the extent to which each of the two films reveals elements inherent in three of the five sub-categories outlined by Chris Wahl

The place of professional learning groups in the induction of in-service teacher educators : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Adult Education at Massey University, Palmerston North, New Zealand

In New Zealand In-service Teacher Educators (ISTEs) provide professional development for teachers, principals and management in Early Childhood Centres and Schools. ISTEs have been teachers or principals themselves. However, the role of ISTE is different to that of a teacher or principal. There are varied practices throughout New Zealand relating to the induction of ISTEs. The research of Trowler and Knight (1999) concluded that educators required support in gaining explicit knowledge about their new professional role and a process was required to enable this learning to take place. This study investigated how the use of professional learning groups (PLGs) supported the professional learning of five new ISTEs and also examined the perspectives of three members of the team responsible for implementing the PLGs. A mixed-methods approach was taken with predominantly qualitative and some quantitative information gathered from on-line surveys and semi-structured interviews. Broadly, the study's findings suggested that ISTEs do find the transition into their new role difficult and that the PLGs were a relevant structure to support their professional learning and induction. The findings also identified factors related to the broader area of induction of ISTEs. These were collaboration, observation and feedback related to ISTE practice and the leadership and facilitation of the PLG. This study's findings support research that concluded PLGs had the potential to strengthen professional learning and that there were conditions that were necessary for this to occur. The first was the purpose of the PLG related to the PLG as part of a larger induction structure. The second was what occurred in the PLG including the composition of the PLG and the environment that was necessary within the PLGs for them to be effective. Finally, the findings are presented relating to the ISTEs' and the Implementation Team's perspective on the continuation of the PLGs to support the professional learning of new ISTEs. The findings support research that proposed the transition into new professional roles was stressful and that an induction process that met educators' needs was vital to positively support the transition. The findings culminate in five recommendations and three suggestions for further research