排序方式： 共有66条查询结果，搜索用时 31 毫秒
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Julien Lamontagne-Godwin Frances Williams Willoru Mudiyansele Palitha Thilakasiri Bandara Ziporah Appiah-Kubi 《The Journal of Agricultural Education and Extension》2017,23(1):7-22
Purpose: Women farmers have less access to extension services than male farmers, even though they make up almost half of the global agricultural workforce. Gender-focused international development programmes have focused on how ensuring women receive better access to advice. However, the quality of the technical advice and the service women receive in comparison to male farmers needs better understanding. Study design/methodology/approach: Five thousand interactions between male and female extension workers (‘plant doctors’) and farmers attending Plantwise plant clinics in Ghana and Sri Lanka are assessed for gender-based differences on quality of advice and service provided at clinics. Findings: The overall quality of technical advice given to male and female farmers at plant clinics in both countries did not differ. The quality of the advice given by male and female plant doctors for a specific pest/crop complex was different, and can be linked to results from the quality of service surveys that revealed women’s main negative feedback was the impracticality of advice. Practical implications: Whilst the advice given is technically sound, results highlight the importance of appropriate advice, according to farmer gender and crop grown. Theoretical implications: A greater focus on plant doctors using their knowledge about women’s role in agriculture would help to achieve more tailored advice. Originality/Value: This study leads the way in assessing the quality of the advice given according to gender. With large datasets, this research should help decision makers and future researchers to contemplate advice delivery according to gender. 相似文献
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Mohammad Hosseini Julien Colomb Alex O. Holcombe Barbara Kern Nicole A. Vasilevsky Kristi L. Holmes 《Learned Publishing》2023,36(2):275-284
Contributor Role Ontologies and Taxonomies (CROTs) are standard vocabularies to describe individual contributions to a scholarly project or research output. Contributor Roles Taxonomy (CRediT) is one of the most widely used CROTs, and has been adopted by numerous journals to describe author's contributions, and recently formalized as a ANSI/NISO standard. Despite these developments, there is still much work left to be done to improve how CROTs are used across different research domains, research output types, and scholarly workflows. In this paper, we describe how CROTs could be extended to include roles from various disciplines in an ethical and inclusive manner. We explore potential approaches to apply CROTs to diverse research objects and various disciplines; as well as envision their integration into various scholarly workflows, such as promotion and tenure in academic institutions. Lastly, we discuss potential mechanisms for wide adoption and use. While acknowledging that improving current systems of attribution is a slow and iterative process, we believe that engaging the community in the evolution of CROTs will ultimately enhance the ethical attribution of credit and responsibilities in scholarly publications. 相似文献
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This study examined the relationship between curricula in secondary-level science classrooms, which support development of information literacy skills, and actual student skills. A vast body of research reflects deep concern with the level of information literacy skill development among secondary and post-secondary students. But even when educational curricula mandate skill development, many students are unable to demonstrate sophisticated information searching and critical evaluation skills. The findings of this study, which we based on analyzing information seeking tasks and conducting interviews with students in three biology classes in a large urban high school, demonstrated a similar lack of skills. Pressure on teachers to “teach to examinations”—that is, to focus on substantive content rather than on information literacy skills and information literacy skills deficits among teachers themselves—is a possible explanation for these results. The study is of particular interest to teachers of the curriculum applicable in the study context, but the broader implications of repeated indications of gaps in students' information literacy skills are a significant indicator that schools must assume a larger responsibility for information literacy instruction. Leaving skill development to the post-secondary environment will not ensure that citizens are sufficiently skilled to participate fully in 21st century life, in workplaces or in their personal life contexts. 相似文献
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This paper proposes a unified conceptual framework to analyze the multiple role and consequences of patents in the case of biotechnology research tools. We argue that the knowledge/information and independent/complementary nature of research tools define heterogeneous frameworks in which the patent system plays different roles. In particular, using the analogy with the free-libre open source movement in software, we show that patents can promote open innovation by ensuring the freedom of some pieces of knowledge. A strong conclusion of the paper is therefore that, against common belief, an adequate use of the patent system may contribute to preserving freedom of access to upstream research tools within a framework that we call free-libre biotechnology. 相似文献
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This paper examines the determinants of university exclusive versus non-exclusive licenses. We specifically focus on the effect of the characteristics of the licensed invention (i.e. stage of development, specificity and appropriability). We rely on a unique and original dataset of 91 inventions contained in 62 intellectual property licensing contracts executed in the period of 2005–2014 by two leading French research universities. We cannot find a significant relation between the characteristics of the invention and the degree of exclusivity. In particular, as opposed to theoretical predictions, embryonic inventions are not significantly linked to more exclusive licenses and generic inventions are not significantly linked to non-exclusive licenses. Furthermore, inventions that are both generic and embryonic are not significantly linked to exclusive licenses per field of use. These results, although still exploratory, contribute to feed the discussion about the performance of university-industry technology transfer since they suggest that performance might be improved by taking more into account the characteristics of the licensed invention. 相似文献
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Fei Shu Charles-Antoine Julien Lin Zhang Junping Qiu Jing Zhang Vincent Larivière 《Journal of Informetrics》2019,13(1):202-225
The classification of science into disciplines is at the heart of bibliometric analyses. While most classifications systems are implemented at the journal level, their accuracy has been questioned, and paper-level classifications have been considered by many to be more precise. However, few studies investigated the difference between journal and the paper classification systems. This study addresses this gap by comparing the journal- and paper-level classifications for the same set of papers and journals. This isolates the effects of classification precision (i.e., journal- or paper-level) to reveal the extent of paper misclassification. Results show almost half of papers could be misclassified in journal classification systems. Given their importance in the construction and analysis of bibliometric indicators, more attention should be given to the robustness and accuracy of these disciplinary classifications schemes. 相似文献
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Children employ multiple cues to identify the referent of a novel word. Novel words are often embedded in sentences and children have been shown to use syntactic cues to differentiate between types of words (adjective vs. nouns) and between types of nouns (count vs. mass nouns). In this study, we show that children learning Malay (N = 67), a numeral classifier language, can use syntactic cues to perform even finer-grained disambiguation–between count nouns. The manipulation of congruence between lexical and syntactic cues reveals a clear developmental trajectory: while 5-year-olds use predominantly lexical cues, older children increasingly rely on syntactic cues, such that by 7 years of age, they disambiguate between objects referred to with count nouns using syntactic rather than lexical cues. 相似文献