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Descriptors:
Measures (Individuals); Agriculture; Farm Management; Foreign Countries; Indigenous Knowledge; Environmental Education; Climate; Innovation; Case Studies; Prediction; Extension Education; Information Technology; Rural Areas; Information Sources; Meteorology; Weather

Abstract:
Purpose: New innovative ways of communicating agrometeorological information are needed to help farmers, especially subsistence/small-scale farmers, to cope with the high climate variability experienced in most parts of southern Africa. Design/methodology/approach: The article introduces an early warning system for farmers. It utilizes short messaging system (SMS) to convey weather information and basic agronomic advice to 12 small-scale farmers in Makhado Municipality, Limpopo Province, South Africa. This case study demonstrates the usefulness of incorporating weather information on day-to-day farm management activities. Coded rainfall forecasts for light (0-5mm), medium (5-20mm) and heavy rainfall (greater than 20mm) were distributed three times a week to individual farmers and extension officers. Accompanying the forecasts were possible agricultural activities for the week. Findings: Extensive training of the farmers and extension officers is a pre-requisite for full comprehension of the coded SMS early warning system. The recommendations on farming conditions are not always adhered to due to farmers' indigenous knowledge and other factors like access to labour. Practical implications: Weather and climate information distributed to farmers has the potential to add value to the farming methods employed, hence positively impacting on rural food security. Originality/value: The article demonstrates that agrometeorological information must be packaged in such a way as to assist farmers and should be disseminated timeously and appropriately to maximize its utility or adoption. (Contains 6 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Justice; Intellectual Development; Models; Teaching Methods; Definitions; Ethics; Information Sources

Abstract:
There are many models for education that place students in the forefront. This proposed model for informational education presents a particular structural and pedagogical suggestion that aims at enabling students to grow intellectually. It also situates education, as a human action, with a system of justice. The intellectual and personal growth of students, as is demonstrated here, depends upon a clear idea of what is just within institutions and among people. Definitions and examples are offered wherever possible to illustrate the efficacy of the suggested model. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Information Needs; Public Health; Guidelines; Foreign Countries; Nutrition; Infants; Mothers; Decision Making; Information Sources; Parent Attitudes; Health Behavior

Abstract:
The majority of mothers in Ireland provide formula milk to their infants during the initial weeks postpartum; however, data are lacking on their formula feeding practices and support needs. This prospective Dublin-based observational study, which included 450 eligible mother-term infant pairs recruited and followed up to six months postpartum, aimed to advance our understanding of maternal formula feeding practices, their reasons for deciding to formula feed, sources of feeding information and perceived support needs; insights into infant formula milk consumption patterns in relation to current feeding guidelines are also provided. In summary, the vast majority of infants at six weeks were provided with formula milk (n =368; 81.8%). Positive maternal perceptions of formula feeding were among the most frequently reported reasons underlying mothers' decisions to formula feed (e.g. convenience, 17.3%). Potential public health concerns over the large formula milk volumes consumed by infants (mean 205 ml/kg/day) relative to infant feeding guidelines (150 ml/kg/day) were raised from this study. Some mothers continue to add solid foods to infant bottle feeds at six weeks (3.8%) and six months (6%), a non-recommended feeding practice posing a choking risk for infants. Crucially, this study highlights the need to provide greater support and information to mothers who decide to formula feed postpartum, including practical information on sterilisation and formula reconstitution. While breastfeeding promotion and research continues to be a public health priority in Ireland, addressing the support and information needs of mothers who formula feed, an under-represented and understudied population in the literature, also needs to be considered to ensure optimal health and safety for their infants. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading; Essay Tests; Language Tests; Integrated Activities; English (Second Language); Undergraduate Students; Language Usage; Syntax; Grammar; Accuracy; Language Fluency; Information Sources; Statistical Analysis; Foreign Countries

Abstract:
As a growing number of testing programs use integrated writing tasks, more validation research is needed to inform stakeholders about score use and interpretation. The current study investigates the relationship between writing proficiency and discourse features in an integrated reading-writing task. At a Middle Eastern university, 136 undergraduate students completed a reading-based writing task. The essays were holistically scored by two raters and then classified into three proficiency levels. In addition, the essays were analyzed for a number of discourse features, including fluency, lexical sophistication, syntactic complexity, grammatical accuracy, verbatim source use, and direct and indirect source use. A one-way analysis of variance was employed to look into the relationship between writing proficiency and the discourse features of interest. The results yielded significant differences across proficiency levels for a number of discourse features. Nonetheless, follow-up comparisons indicated that the differences were greater between the lowest level and the two upper levels. As for the upper levels, no statistically significant differences were found between these two levels for most of the discourse features. The implications of the study suggest that the selected discourse features play a major role at lower levels, whereas other textual features, such as cohesion, content, and organization, are more critical at higher level writing. The results also support the need in a construct of integrated writing for the inclusion of reading proficiency and knowledge about discourse synthesis. (Contains 7 tables, 1 figure and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Language Tests; Integrated Activities; Reading; Writing (Composition); Information Sources; Writing Tests; Academic Discourse; Evaluation Research

Abstract:
The five studies presented in this special issue offer unique evidence, analyses, and theoretical rationales for assessment tasks that involve writing in reference to information from source material with substantial content. I review the five studies in respect to five "promises" and five "perils," concluding that, collectively, the promises were mostly fulfilled, but so were most of the perils. The promises are that these task types (a) provide realistic, challenging literacy activities; (b) engage test takers in writing that is responsible to specific content; (c) countertest method or practice effects associated with conventional item types; (d) evaluate language abilities consistent with construction-integration or multiliteracies models of literacy; and (e) offer diagnostic value for instruction or self-assessment. The perils of these task types, however, are that they (a) confound the measurement of writing abilities with abilities to comprehend source materials; (b) muddle assessment and diagnostic information together; (c) involve genres that are ill-defined and so difficult to score; (d) require threshold levels of abilities for competent performance, producing test results that may not compare neatly across different ability levels; and (e) elicit texts in which the language from source materials is hard to distinguish from examinees' own language production. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Information Sources; Stakeholders; Statistical Analysis; Foreign Countries; Internet; Printed Materials; Marketing; Information Systems; Researchers; Role Models; Agricultural Production; Identification; Questionnaires; Incentives; Economics; Workshops; Agricultural Occupations

Abstract:
Purpose: To identify and review production and marketing information sources and flows for smallholder cashew (Anacardium occidentale L.) growers in Tanzania and recommend systems improvements for better technology uptake. Design/methodology/approach: Two-stage purposive samples were drawn. First, two districts in the main cashew producing areas, one with significant research investment and good marketing infrastructure and the other a counterfactual. Second, two villages were purposively selected from each district to provide the maximum contrast of variables pertinent to the study. Field data were collected using a semi-structured, open-ended questionnaire complimented by field verification and a wrap-up stakeholders' workshop. The data were analysed using chi-square test and the orderly probit model. Findings: Sources of information and flows varied between districts and villages. For production, the most reliable sources were role model farmers (RMFs), extensionists, radio, on-farm demonstrations, researchers, cashew development centres (CDCs), print media and mobile phones in order of popularity. RMFs, radio programmes, extensionists, interactions with researchers, CDCs and print were the main pathways. For marketing, primary society notice boards, radio announcements, RMFs, extensionists, mobile phones and print were listed in order of popularity. Print media was the least popular due to a low level of literacy among growers. RMFs were popular actors in the information systems irrespective of social-economic background. Practical implications: Policy change and additional resources are required for improvement of existing information systems. Additionally, incentive structures that will enhance and sustain continued investment in cashew production should be emphasized. Originality and value: This is the first attempt in the Tanzanian cashew sector to analyse and link social economics of growers with information sources, communication channels and technology uptake. (Contains 7 figures, 4 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Information Services; Information Seeking; Educational Attainment; Semi Structured Interviews; Economic Status; Internet; Information Technology; Information Sources; Information Needs

Abstract:
This exploratory study examines the information seeking and use behaviors of a group of US retired or near-retirement investors from everyday life information seeking and serious leisure perspectives. Although primarily qualitative, it also collects and analyzes quantitative data to describe retired investors' information preferences and use. Semi-structured interviews and journaling are used to examine the information seeking behaviors of a diverse group of investors and to assess the impact that personal characteristics, such as sex, socio-economic status, and educational attainment have on their behaviors. Findings suggest that the female investors studied were less likely to create information intensive fields and that this tendency is exacerbated by low educational attainment. Furthermore, the male investors studied were more likely to adopt Internet technology for their investing information seeking regardless of their educational attainment. Recommendations are made for improving information services to this important segment of the population. (Contains 1 table, 8 figures and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Information Literacy; Library Instruction; Case Studies; Health Programs; Information Services; Information Sources; Advocacy; Information Management; Critical Literacy; Educational Opportunities; Formative Evaluation; Library Research; Institutional Characteristics; Operations Research; Scientific and Technical Information

Abstract:
Library instruction methods most frequently focus on teaching students searching skills to navigate the maze of library databases to locate appropriate research materials. The current theory of critical information literacy instruction calls on librarians to spend more of their time in the classroom focused on understanding the social, political, and cultural construction of knowledge. In this article, the author provides a case study of the information environment in the National Women's Health Network, a women's health interest group, to help librarians facilitate nuanced discussions with students on the applicability of interest group literature inside and outside of the university classroom. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Financial Aid; Paying for College; Federal Government; Costs; Internet; Tuition; Information Sources; Educational Attainment; Information Needs; Family Needs

Abstract:
Families flummoxed about what college will cost them have more information at their disposal than ever before. The Internet offers tuition data, advice on saving and borrowing, and explanations of financial aid. New online calculators let families estimate their bottom-line price at any college. But not all the information out there is easy to make sense of, and some of it's no good. A big push from the federal government to provide better consumer information has not created better-informed consumers. Families have more information than ever before, but no more clarity about the eventual cost of a diploma. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Financial Aid; State Colleges; College Programs; Tuition; Admission Criteria; Out of State Students; Place of Residence; Residence Requirements; Financial Policy; Student Exchange Programs; Eligibility; Information Sources; Access to Education; State Policy; Undergraduate Study

Abstract:
WUE is the Western Undergraduate Exchange, a program coordinated by the Western Interstate Commission for Higher Education (WICHE). Through WUE, students in Western states may enroll in participating two-year and four-year public college programs at a reduced tuition level: up to 150 percent of the institution's regular resident tuition. In all cases, WUE tuition is considerably less than nonresident tuition. Virtually all undergraduate fields are available to WUE students at one or more of the participating colleges and universities. Some institutions have opened their entire curriculum on a space-available or first-come, first-served basis. Others offer only designated programs at the discounted WUE rate. For the academic year 2013-2014, the 25th year of WUE's operation, resident students from the following states may participate, if they meet eligibility requirements: (1) Alaska; (2) Idaho; (3) Oregon; (4) Arizona; (5) Montana; (6) South Dakota; (7) California; (8) Nevada; (9) Utah; (10) Colorado; (11) New Mexico; (12) Washington; (13) Hawaii; (14) North Dakota; and (15) Wyoming. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (572K)