• Title/Summary/Keyword: Communities of Practice

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A Comparative Study on Communication of Agricultural Innovation (농업 기술 전파 커뮤니케이션에 관한 비교 연구)

  • Kim, Sung-Soo
    • Journal of Agricultural Extension & Community Development
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    • v.7 no.1
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    • pp.121-136
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    • 2000
  • This study reports on a comparison between the Korean diffusion of agricultural innovation or extension service and the cooperative extension service in the United States of America. It focuses on relevant differences between the two systems and provides recommendation for improvement of the Korean system to insure success in important areas related to the diffusion of agricultural innovations. After a comparative study on diffusion of innovations it is clear that: in order to have a productive agriculture that makes effective and efficient use of natural resources and helps achieve sustainability goals, a mechanism that delivers knowledge to agricultural communities must be established and maintained. This mechanism is clearly an agricultural extension service that is cooperatively funded by federal, state and local governments and that insures participation of constituents in the process of establishing priorities and evaluating achievements. The success of US agriculture, the most productive in the world, is to a large degree to the Cooperative Extension Service. Based on the results of this study and the differences of the United States and Korea, the following recommendations should be emphasized for more effective communication for agricultural innovation and rural development in Korea: 1) In order to insure that extension educators are high caliber professional individuals, it is important to establish a system that nationally recognizes these individuals as such, and that provides a professional development path. 2) The results of the decision of transfer of extension educators to local governments has not yielded positive outcomes, especially in terms of professional status. It is clearly demonstrable that valuable professionals are leaving the service, that local governments do not have the will and resources to implement a successful extension program. 3) Because of the critical importance of diffusing innovations to agricultural producers in order to insure and quality and steady food supply, it is of critical importance that these issues be addressed before the extension service is further deteriorated. Given the cement situation, it is clear that the extension service should become nationally supported again in cooperation with local and state governments and that extension professionals be given appropriate rank at the national level, commesurate with their peers in research and teaching. 4) The common current committee practice of lengthy reporting and short discussion needs to be changed to one that results in char, brief and substantive action oriented goals. Joint participation by researchers, extension educators and farmers should be encouraged in planning, implementation and evaluation of communication for agricultural innovations. Roles and functions of committees for institutional cooperation, and or agricultural extension committees should be enlarged. 5) Extension educators should be encouraged to adopt new communication technologies to improve their diffusion of innovations methods. Agricultural institutions and organizations should be encouraged to adopt farmer-first and or client-oriented approach in agricultural extension and diffusion of agricultural technologies. The number, complexity and rapid change of information in agricultural extension require the development of a computer based information and report system to support agricultural extension. 6) To facilitate and expand the further development of communication for agricultural innovation and rural development, agricultural communication programs in universities especially in colleges of agriculture and life sciences. 7) To strengthening the sense of national and social responsibility communication for agricultural innovation and rural development among students in agricultural colleges and universities through participation in learning activities by proactive recruitment. 8) To establish and reinforce a policy that insures participation in communication for agricultural innovation and regal development activities. 9) To improve further development of communication for agricultural innovation and rural development in Korea, more research activities should be encouraged.

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American Culture at the Crossroad : Debates over NEA(National Endowments for the Arts) (미국 문화, 그 기로에 서서 - NEA(국립예술진흥기금)를 둘러싼 논쟁 중심으로)

  • Kim, Jin-A
    • The Journal of Art Theory & Practice
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    • no.4
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    • pp.33-56
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    • 2006
  • The cultural debates between conservatives and liberals at the end of the 1980s and in the early 1990s were termed as "culture wars." The "culture wars" involved a diverse range of controversial issues, such as the introduction of multicultural curricula in educational institutions, prayers in schools, whether to allow gays to serve openly in the military, and whether abortion should be permitted. The most heated debates of the "culture wars" regarding art raged over the NEA and the question of whether Andres Serrano's works should have been publicly funded, in addition to the exhibition "Robert Mapplethorpe: The Perfect Moment" which were charged as projecting "obscene" or "blasphemous" images. This paper examines the development of culture wars in art and focuses on several issues invoked by the NEA debates. However, it is not a detailed chronological investigation. Rather it pays attention to the several phases of the debates, analyzing and criticizing the clashes of the political and esthetical points of views between conservatives and liberals. How could NEA funding, a mere fraction of the federal budget, have become so critical for both sides(conservative and liberal), for politicians and artists' groups, and for academics and the general public? The art community was astounded by this chain of events; artists personally reviled, exhibitions withdrawn and under attack, the NEA budget threatened, all because of a few images. For conservative politicians, the NEA debate was not only a battle over the public funding of art, but a war over a larger social agenda, a war for "American values and cultures"based on the family, Christianity, the English language, and patriarchy. Conservative politicians argued the question was not one of "censorship" but of "sponsorship," since the NEA charter committed it to "helping museums better serve the citizens of the United States."Liberals and art communities argued that the attempt to restrict NEA funding violated the First Amendment rights of artists, namely "free speeches." "No matter how divided individuals are on matters of taste," Arthur C. Danto wrote, "freedom is in the interest of every citizen." The interesting phase is that both sides are actually borrowing one another's point of view when they are accompanied by art criticism. Kramer, representative of conservative art critic, objected the invasion of political contents or values in art, and struggled to keep art's own realm by promoting pure aesthetic values such as quality and beauty. But, when he talked about Mapplethorpe's works, he advocated political and ethical values. By contrast, art experts who argued for Mapplethorpe's works in the Cincinnati trial defended his work, ironically by ignoring its manifest sexual metaphor or content although they believed that the issues of AIDS and homosexuality in his work were to be freely expressed in the art form. They adopted a formalistic approach, for example, by comparing a child nude with putti, a traditional child-angel icon. For a while, NEA debates made art institutions, whether consciously or unconsciously, exert self-censorship, yet at the same time they were also producing positive aspects. To the majority of people, art was still regarded as belonging to the pure aesthetic realm away from political, economical, and social ones. These debates, however, were expanding the very perspective on the notion of what is art and of how art is produced, raising questions on art appreciation, representation, and power. The interesting fact remains: had the works not been swiped in NEA debates, could the Serrano's or Mapplethorpe's images gain the extent of power and acceptance that it has today?

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Funds of Knowledge and Features of Teaching and Learning in the Hybrid Space of Middle School Science Class: Focus on 7th grade Biology (과학 수업의 혼성공간에서 드러나는 중학생의 지식자본 및 교수학습 특성: 7학년 생명 영역을 중심으로)

  • Lee, Minjoo;Kim, Heui-Baik
    • Journal of The Korean Association For Science Education
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    • v.34 no.8
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    • pp.731-744
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    • 2014
  • Extracting students' own culture and resources as main sources in science class, we begin a research to explore teaching and learning settings that are more responsive to adolescents. This study has been designed to explore the funds of knowledge that students bring into middle school science class. It also focused on the features of teaching and learning settings that stimulated the autonomous inflow of students' funds of knowledge as resources of science learning. Data from participant observations and in-depth interviews with 7th grade students were qualitatively analyzed based on grounded theory. We found that students' funds of knowledge were formed from their family life, neighbor communities, peer group, and pop culture. The funds of knowledge based on peer culture emerged as the most salient factor of students' enhanced participation and utterance. Common features of classes that stimulated the inflow of funds of knowledge were analyzed to be: (1) hybrid spaces for learning designed in advance: (2) sharing and enlargement of the funds of knowledge that has been brought into the class: and (3) common orientation of the community of practice for knowledge co-construction and shared outcomes. From these findings, this paper discussed the educational implications for promoting students' potential resources to actual sources of science class. It also discussed students' development of participation specifically among the generally marginalized students. Science classes based on the funds of knowledge of students offer an increased possibility of knowledge co-construction through the hybridized interactions of student's everyday lives and science knowledge and lead to more meaningful learning experiences.

Needs analysis for development of training program for newly appointed Home Economics teachers - Focusing on the participants of first-grade teachers qualification training - (초임기 가정과 교사 직무연수 프로그램 개발에 대한 요구 분석 - 1급 정교사 가정 자격연수 대상자 중심으로 -)

  • Lee, Hyunjung
    • Journal of Korean Home Economics Education Association
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    • v.30 no.1
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    • pp.15-28
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    • 2018
  • Teachers are not completed by appointment, but gradually made through self-development and training for a long time. In order to improve a sense of responsibility of home economics teachers, and also to suggest the purpose and direction of program through job training, the needs of training subjects should be preferentially understood. Thus, this study aims to provide basic data for establishing the developmental operation measures of training for home economics teachers, by researching the needs for training performed after the qualification training for first-grade teachers, targeting the teachers participating in the qualification training program for first-grade teachers of home economics in 2017. About the half of the research subjects received the home economics training one time or less for last three years. Through the training for first-grade teachers, the technical improvement of lesson instruction was demanded the most. As professional qualifications that should be cultivated through training, the ability to develop teaching methods and teaching/learning materials was the highest. Regarding the theme of training, the development of teaching/learning materials for home economics was desired the most. They wanted the training method including direct participation with high utilization for lesson, sublation of competition-centered evaluation, preference of instructors with field experience, continuous opportunity of home economics training, and communicative training. Regarding the needs for the 2015 revised curriculum, the demand for the training of 'human development and family' area was the highest. Therefore, in order to improve the professionalism of teachers through home economics training, it would be necessary to improve the educational environment such as temporal room for training and administrative support, and also to provide diverse types of training like group training, remote training, and smartphone app training suitable for changes in the generation of teachers. Also, on top of forming communities of home economics teachers, and sharing great contents of training, there should be individually-customized training for practice and sharing lesson cases.