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Author: Andrew Flachs
Publisher: University of Arizona Press
ISBN: 0816539634
Category : Social Science
Languages : en
Pages : 241
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Book Description
A single seed is more than just the promise of a plant. In rural south India, seeds represent diverging paths toward a sustainable livelihood. Development programs and global agribusiness promote genetically modified seeds and organic certification as a path toward more sustainable cotton production, but these solutions mask a complex web of economic, social, political, and ecological issues that may have consequences as dire as death. In Cultivating Knowledge anthropologist Andrew Flachs shows how rural farmers come to plant genetically modified or certified organic cotton, sometimes during moments of agrarian crisis. Interweaving ethnographic detail, discussions of ecological knowledge, and deep history, Flachs uncovers the unintended consequences of new technologies, which offer great benefits to some—but at others’ expense. Flachs shows that farmers do not make simple cost-benefit analyses when evaluating new technologies and options. Their evaluation of development is a complex and shifting calculation of social meaning, performance, economics, and personal aspiration. Only by understanding this complicated nexus can we begin to understand sustainable agriculture. By comparing the experiences of farmers engaged with these mutually exclusive visions for the future of agriculture, Cultivating Knowledge investigates the human responses to global agrarian change. It illuminates the local impact of global changes: the slow, persistent dangers of pesticides, inequalities in rural life, the aspirations of people who grow fibers sent around the world, the place of ecological knowledge in modern agriculture, and even the complex threat of suicide. It all begins with a seed.
Author: Andrew Flachs
Publisher: University of Arizona Press
ISBN: 0816539634
Category : Social Science
Languages : en
Pages : 241
Get Book Here
Book Description
A single seed is more than just the promise of a plant. In rural south India, seeds represent diverging paths toward a sustainable livelihood. Development programs and global agribusiness promote genetically modified seeds and organic certification as a path toward more sustainable cotton production, but these solutions mask a complex web of economic, social, political, and ecological issues that may have consequences as dire as death. In Cultivating Knowledge anthropologist Andrew Flachs shows how rural farmers come to plant genetically modified or certified organic cotton, sometimes during moments of agrarian crisis. Interweaving ethnographic detail, discussions of ecological knowledge, and deep history, Flachs uncovers the unintended consequences of new technologies, which offer great benefits to some—but at others’ expense. Flachs shows that farmers do not make simple cost-benefit analyses when evaluating new technologies and options. Their evaluation of development is a complex and shifting calculation of social meaning, performance, economics, and personal aspiration. Only by understanding this complicated nexus can we begin to understand sustainable agriculture. By comparing the experiences of farmers engaged with these mutually exclusive visions for the future of agriculture, Cultivating Knowledge investigates the human responses to global agrarian change. It illuminates the local impact of global changes: the slow, persistent dangers of pesticides, inequalities in rural life, the aspirations of people who grow fibers sent around the world, the place of ecological knowledge in modern agriculture, and even the complex threat of suicide. It all begins with a seed.
Author: Etienne Wenger
Publisher: Harvard Business Press
ISBN: 1578513308
Category : Business & Economics
Languages : en
Pages : 306
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Book Description
Today's marketplace is fueled by knowledge. Yet organizing systematically to leverage knowledge remains a challenge. Leading companies have discovered that technology is not enough, and that cultivating communities of practice is the keystone of an effective knowledge strategy. Communities of practice come together around common interests and expertise- whether they consist of first-line managers or customer service representatives, neurosurgeons or software programmers, city managers or home-improvement amateurs. They create, share, and apply knowledge within and across the boundaries of teams, business units, and even entire companies-providing a concrete path toward creating a true knowledge organization. In Cultivating Communities of Practice, Etienne Wenger, Richard McDermott, and William M. Snyder argue that while communities form naturally, organizations need to become more proactive and systematic about developing and integrating them into their strategy. This book provides practical models and methods for stewarding these communities to reach their full potential-without squelching the inner drive that makes them so valuable. Through in-depth cases from firms such as DaimlerChrysler, McKinsey & Company, Shell, and the World Bank, the authors demonstrate how communities of practice can be leveraged to drive overall company strategy, generate new business opportunities, tie personal development to corporate goals, transfer best practices, and recruit and retain top talent. They define the unique features of these communities and outline principles for nurturing their essential elements. They provide guidelines to support communities of practice through their major stages of development, address the potential downsides of communities, and discuss the specific challenges of distributed communities. And they show how to recognize the value created by communities of practice and how to build a corporate knowledge strategy around them. Essential reading for any leader in today's knowledge economy, this is the definitive guide to developing communities of practice for the benefit-and long-term success-of organizations and the individuals who work in them. Etienne Wenger is a renowned expert and consultant on knowledge management and communities of practice in San Juan, California. Richard McDermott is a leading expert of organization and community development in Boulder, Colorado. William M. Snyder is a founding partner of Social Capital Group, in Cambridge, Massachusetts.
Author: Scott Tunison
Publisher: Springer
ISBN: 9463006036
Category : Education
Languages : en
Pages : 465
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Book Description
Over the last decade or two, there has been increasing consensus that academic research, if used judiciously to guide practice, improves both educational policy and pedagogy – ultimately leading to better outcomes for students. Yet, despite this potential, there remains a deep ravine between the body of knowledge built through research – especially at the intersection between specific interventions and improved student achievement – and the actions taken by policy makers, administrators, and classroom teachers in their regular practice. There are myriad reasons for this research-practice divide. Among them is that it is difficult for district-based people to access primary research. Furthermore, multiple waves of well-intentioned research-based but largely unsuccessful school reform efforts have resulted in skepticism among practitioners about research and, at the same time, damaged researchers’ credibility in the field. This book is divided into three broad areas. First, it develops an engaging analysis of the root causes for the research-practice gap in education. Second, it describes the framework developed and used in a public school district by the author to address the root causes and provides evidence of its efficacy to facilitate greater incorporation of research into school- and district-level practice. Through a process the author calls Knowledge Cultivation, the framework uses weekly research summaries for district leaders that are relevant to their “real-time” issues along with suggestions about ways in which the research might be useful. The final section of the book includes the actual research summaries used by the author over a five-year period.
Author: Nonie K. Lesaux
Publisher: Heinemann Educational Books
ISBN: 9780325062501
Category : Education
Languages : en
Pages : 0
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Book Description
"What is the very best instruction for English learners? How do we capitalize on and further develop the linguistic knowledge and skill of this segment of society? Nonie Lesaux and Julie Harris are exceedingly well qualified to address these questions. On the cutting edge of EL instruction, their combination of research knowledge and practical experience makes for guidance that can be trusted, and implemented, in classrooms throughout the country." --Nell Duke, Series Editor, University of Michigan In today's linguistically diverse elementary classrooms, research suggests that a universal approach to building academic vocabulary and conceptual knowledge holds huge promise for closing the opportunity gaps among English learners. In Cultivating Knowledge, Building Language, Nonie Lesaux and Julie Harris present a knowledge-based approach to literacy instruction that supports young English learners' development of academic content and vocabulary knowledge and sets them up for reading success
Author: Scott Tunison
Publisher: Brill
ISBN: 9789463006026
Category : Education
Languages : en
Pages : 468
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Book Description
Over the last decade or two, there has been increasing consensus that academic research, if used judiciously to guide practice, improves both educational policy and pedagogy - ultimately leading to better outcomes for students. Yet, despite this potential, there remains a deep ravine between the body of knowledge built through research - especially at the intersection between specific interventions and improved student achievement - and the actions taken by policy makers, administrators, and classroom teachers in their regular practice. There are myriad reasons for this research-practice divide. Among them is that it is difficult for district-based people to access primary research. Furthermore, multiple waves of well-intentioned research-based but largely unsuccessful school reform efforts have resulted in skepticism among practitioners about research and, at the same time, damaged researchers' credibility in the field. This book is divided into three broad areas. First, it develops an engaging analysis of the root causes for the research-practice gap in education. Second, it describes the framework developed and used in a public school district by the author to address the root causes and provides evidence of its efficacy to facilitate greater incorporation of research into school- and district-level practice. Through a process the author calls Knowledge Cultivation, the framework uses weekly research summaries for district leaders that are relevant to their "real-time" issues along with suggestions about ways in which the research might be useful. The final section of the book includes the actual research summaries used by the author over a five-year period.
Author: Robert French
Publisher: Cambridge Scholars Publishing
ISBN: 1527520021
Category : Business & Economics
Languages : en
Pages : 180
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Book Description
“Think globally, act locally” is a phrase many of us grew up hearing. What we weren’t told, however, is how hard it is to accomplish. This work mines the well-researched field of global mindset by exploring the ways global knowledge allows organizations of any size or tenure to become more effective on the global scene. It draws on a case study of an international religious community to show how global partnerships can be improved and how organizational members can grow professionally and personally from a global mindset—even if they never step foot on a plane.
Author: Gholdy Muhammad
Publisher: Scholastic Teaching Resources
ISBN: 9781338594898
Category : Education
Languages : en
Pages : 176
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Book Description
In Cultivating Genius, Dr. Gholdy E. Muhammad presents a four-layered equity framework--one that is grounded in history and restores excellence in literacy education. This framework, which she names, Historically Responsive Literacy, was derived from the study of literacy development within 19th-century Black literacy societies. The framework is essential and universal for all students, especially youth of color, who traditionally have been marginalized in learning standards, school policies, and classroom practices. The equity framework will help educators teach and lead toward the following learning goals or pursuits: Identity Development--Helping youth to make sense of themselves and others Skill Development-- Developing proficiencies across the academic disciplines Intellectual Development--Gaining knowledge and becoming smarter Criticality--Learning and developing the ability to read texts (including print and social contexts) to understand power, equity, and anti-oppression When these four learning pursuits are taught together--through the Historically Responsive Literacy Framework, all students receive profound opportunities for personal, intellectual, and academic success. Muhammad provides probing, self-reflective questions for teachers, leaders, and teacher educators as well as sample culturally and historically responsive sample plans and text sets across grades and content areas. In this book, Muhammad presents practical approaches to cultivate the genius in students and within teachers.
Author: Walter de Boef
Publisher: Genetic Diversity, Farmer Expe
ISBN: 9781853392047
Category : Social Science
Languages : en
Pages : 0
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Book Description
Understanding farmer's knowledge; Developing local crops; Building linkages; Challering policy.
Author: Suliman Al-Hawamdeh
Publisher: Elsevier
ISBN: 1780631936
Category : Business & Economics
Languages : en
Pages : 241
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Book Description
This book serves as a reference for individuals interested in knowledge management (KM) and educational issues surrounding KM. It looks at KM as an emerging profession and the need to educate a new generation of knowledge professionals to deal with managing knowledge on the one hand and managing knowledge workers on the other hand. In particular, it examines the skills and competencies of knowledge professionals; and how educational programs can address these demands – covering such issues as determining the optimal mix of subjects from the various disciplines that develop the requisite professional competencies. - The first book to cover KM education - Adopts a multidisciplinary approach to KM education - Based on the many years of experience of the author in KM education
Author: Mitchel Resnick
Publisher: MIT Press
ISBN: 0262536137
Category : Education
Languages : en
Pages : 203
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Book Description
How lessons from kindergarten can help everyone develop the creative thinking skills needed to thrive in today's society. In kindergartens these days, children spend more time with math worksheets and phonics flashcards than building blocks and finger paint. Kindergarten is becoming more like the rest of school. In Lifelong Kindergarten, learning expert Mitchel Resnick argues for exactly the opposite: the rest of school (even the rest of life) should be more like kindergarten. To thrive in today's fast-changing world, people of all ages must learn to think and act creatively—and the best way to do that is by focusing more on imagining, creating, playing, sharing, and reflecting, just as children do in traditional kindergartens. Drawing on experiences from more than thirty years at MIT's Media Lab, Resnick discusses new technologies and strategies for engaging young people in creative learning experiences. He tells stories of how children are programming their own games, stories, and inventions (for example, a diary security system, created by a twelve-year-old girl), and collaborating through remixing, crowdsourcing, and large-scale group projects (such as a Halloween-themed game called Night at Dreary Castle, produced by more than twenty kids scattered around the world). By providing young people with opportunities to work on projects, based on their passions, in collaboration with peers, in a playful spirit, we can help them prepare for a world where creative thinking is more important than ever before.
