36 resultados para Ollikainen, Aaro: The single market for education and national educational policy
em CentAUR: Central Archive University of Reading - UK
Resumo:
Educational reforms in many countries currently call for the development of knowledge-based societies. In particular, emphasis is placed on the promotion of creativity, especially in the areas of science education and of design and technology education. In this paper, perceptions of the nature of creativity and of the conditions for its realization are discussed. The notion of modelling as a creative act is outlined and the scope for using modelling as a bridge between science education and design and technology education explored. A model for the creative act of modelling is proposed and its major aspects elaborated upon. Finally, strategies for forging links between the two subjects are outlined.
Resumo:
Recent changes in climate have had a measurable impact on crop yield in China. The objective of this study is to investigate how climate variability affects wheat yield in China at different spatial scales. First the response of wheat yield to the climate at the provincial level from 1978 to 1995 for China was analysed. Wheat yield variability was only correlated with climate variability in some regions of China. At the provincial level, the variability of precipitation had a negative impact on wheat yield in parts of southeast China, but the seasonal mean temperature had a negative impact on wheat yield in only a few provinces, where significant variability in precipitation explained about 23–60% of yield variability, and temperature variability accounted for 37–41% of yield variability from 1978 to 1995. The correlation between wheat yield and climate for the whole of China from 1985 to 2000 was investigated at five spatial scales using climate data. The Climate Research Unit (CRU) and National Centers for Environmental Prediction (NCEP) proportions of the grid cells with a significant yield–precipitation correlation declined progressively from 14.6% at 0.5° to 0% at 5° scale. In contrast, the proportion of grid cells significant for the yield–temperature correlation increased progressively from 1.9% at 0.5° scale to 16% at 5° scale. This indicates that the variability of precipitation has a higher association with wheat yield at small scales (0.5°, 2°/2.5°) than at larger scales (4°/5.0°); but wheat yield has a good association with temperature at all levels of aggregation. The precipitation variable at the smaller scales (0.5°, 2°/2.5°) is a dominant factor in determining inter-annual wheat yield variability more so than at the larger scales (4°/5°). We conclude that in the current climate the relationship between wheat yield and each of precipitation and temperature becomes weaker and stronger, respectively, with an increase in spatial scale.
Resumo:
Food safety, alongside food quality, remains a primary concern of both consumers and those along the whole food supply chain, leading to regulation by government alongside private third party certification. Much has been written about the value of these systems primarily from the perception of the consumer. This paper reports on a study that examined industry perceptions on the regulatory and assurance systems within the dairy sector of England and Wales. It found that the primary producer found value in both systems, although from a food hygiene focus regulation was seen to be more rigorous. Other stakeholders along the dairy food supply chain saw the assurance scheme as more rigorous. All stakeholders recognised the need to reduce duplication in delivering food safety through combining key elements of both systems with the added potential for better communication of both food safety and quality to the final consumer.
Resumo:
This article demonstrates that the design and nature of agricultural support schemes has an influence on farmers' perception of their level of dependence on agricultural support. While direct aid payments inform farmers about the extent to which they are subsidised, indirect support mechanisms veil the level of subsidisation, and therefore they are not fully aware of the extent to which they are supported. To test this hypothesis, we applied data from a survey of 4,500 farmers in three countries: the United Kingdom, Germany and Portugal. It is demonstrated that indirect support, such as that provided through artificially high consumer prices, gives an illusion of free and competitive markets among farmers. This 'visibility' hypothesis is evaluated against an alternative hypothesis that assumes farmers have complete, or at least a fairly comprehensive level of, information on agricultural support schemes. Our findings show that this alternative hypothesis can be ruled out.
Resumo:
Recent studies of the current state of rural education and training (RET) systems in sub-Saharan Africa have assessed their ability to provide for the learning needs essential for more knowledgeable and productive small-scale rural households. These are most necessary if the endemic causes of rural poverty (poor nutrition, lack of sustainable livelihoods, etc.) are to be overcome. A brief historical background and analysis of the major current constraints to improvement in the sector are discussed. Paramount among those factors leading to its present 'malaise' is the lack of a whole-systems perspective and the absence of any coherent policy framework in most countries. There is evidence of some recent innovations, both in the public sector and through the work of non-governmental organisations (NGOs), civil society organisations (CSOs) and other private bodies. These provide hope of a new sense of direction that could lead towards meaningful 'revitalisation' of the sector. A suggested framework offers 10 key steps which, it is argued, could largely be achieved with modest internal resources and very little external support, provided that the necessary leadership and managerial capacities are in place. (C) 2006 Elsevier Ltd. All rights reserved.
The metamorphosis of doctoral education in the UK and Europe: perspectives from a teacher as learner