scholarly journals USE OF VOLUNTEERS IN CONDUCTING FIELD RESEARCH

HortScience ◽  
2005 ◽  
Vol 40 (3) ◽  
pp. 883a-883
Author(s):  
Kristen Harper ◽  
Curt R. Rom ◽  
Jason McAfee
Keyword(s):  
Field Research ◽  
University Of Arkansas ◽  
Task Management ◽  
Master Gardener ◽  
Planning Time ◽  
Training And Supervision ◽  
Fruit Samples ◽  
The University ◽  
Research Volunteers

As funding directed toward research has diminished, it has become vital seek other avenues of support to maintain long term field projects. To meet this need, the University of Arkansas Horticulture Department began the Friends of Fruit (FOF) program during 2004 engaging volunteers in conducting tree fruit field research. Volunteers were graduates of the Master Gardener program and executed tasks including data collection and plot maintenance. Objectives of this study were to evaluate the experiences and benefits to the volunteers and horticulture department, and to assess the success of the FOF program in providing assistance and support to research. All volunteers and facilitators were interviewed. Interview questions were designed to understand the motivation and level of volunteer activity, determine if training and supervision was adequate, and determine if ample recognition occurred. Volunteers sought experience and knowledge with fruit crops. Costs to volunteers included time and travel, conversely benefits included knowledge, experience and fellowship. Volunteers planned to repeat the program and were pleased with the recognition they received. Facilitators noted that volunteers had basic horticultural knowledge and the desire to learn. The program did call for improved task management and increased planning time by facilitators. The program succeeded in benefiting volunteers and horticultural research. The FOF volunteers contributed to fruit research by harvesting ≈4,000 kg of fruit samples and providing >200 hours of time.

scholarly journals Introduction of Vernacular Architecture studies at the Faculty of Architecture in Belgrade

2019 ◽  
Vol 11 (3) ◽  
pp. 191-212
Author(s):  
Mirjana Roter-Blagojević ◽  
Marko Nikolić
Keyword(s):  
Vernacular Architecture ◽  
Field Research ◽  
Assistant Professor ◽  
Monumental Architecture ◽  
Rural And Urban ◽  
Study Programme ◽  
Student Projects ◽  
The University ◽  
Academic Year

The paper examines the work of Aleksandar Deroko at the University of Belgrade's Faculty of Architecture and the inclusion of his rich personal knowledge about the vernacular architecture in the study programme, which he gained from long-term field research. As an assistant professor, he introduced the interpretation of vernacular architecture in the course on Byzantine and Old Serbian Architecture in 1929. After the study programme reform in 1935, a new course - named Old Serbian Architecture - was established, with one semester dedicated to the medieval monumental architecture and the second to rural and urban houses. In 1945/46 academic year, the course was renamed Vernacular Architecture and it incorporated medieval and vernacular architecture of the former Yugoslavia. Practical assignments dealt more with vernacular architecture and, through them the student's discovered the fundamental principles and methods of the vernacular construction. The goal of the studies was for students to comprehend and adopt basic traditional canons of construction and apply them to their own projects of cooperative centers, countryside schools, monasteries, etc. Through illustrations the paper will present, till now unpublished, student projects from the archives of Belgrade's the Faculty of Architecture's office for the architectural heritage of Serbia.

scholarly journals Chronicle of the Governors’ Association: an Investigation into the Resilience and Longevity of the Co-operative Structure of the Communal Sickness Fund ‘To Our Avail’

2019 ◽  
Vol 4 (1) ◽  
pp. 39-54
Author(s):  
Erik J. de Jager
Keyword(s):  
Data Collection ◽  
Collective Action ◽  
The Netherlands ◽  
Sickness Fund ◽  
Field Research ◽  
Research Project ◽  
The University ◽  
Different Sources ◽  
Archived Data

The project, Chronicle of the Governors’ Association is a combined history and anthropological field research project investigating the sustainability of a so-called ‘Institution for Collective Action’ in The Netherlands. The co-operative association, known as the ‘Governor’s’ Association’ or ‘To Our Avail’, acts as a sickness fund for male entrepreneurs, and is an expression of such an institution. Research into the functionality of this particular association was undertaken by the author during the years 2015–2016, with support from the University of Utrecht. By examining the history, background and workings of this 110-year-old co-operative sickness fund through collating data from many different sources, he identified the qualities that have ensured the long-term existence of this type of commons. The resulting archived data collection underpins the findings of this research.

From Volunteering to Academic Programming: A Case Example

2016 ◽  
Vol 1 (17) ◽  
pp. 7-11 ◽  
Author(s):  
Cindy Gill ◽  
Sneha Bharadwaj ◽  
Nancy Quick ◽  
Sarah Wainscott ◽  
Paula Chance
Keyword(s):  
Special Needs ◽  
Cultural Relevance ◽  
Master's Program ◽  
Speech Language Pathology ◽  
Community Based ◽  
Charitable Organization ◽  
Language Pathology ◽  
The University

A speech-language pathology master's program that grew out of a partnership between the University of Zambia and a U.S.-based charitable organization, Connective Link Among Special needs Programs (CLASP) International, has just been completed in Zambia. The review of this program is outlined according to the suggested principles for community-based partnerships, a framework which may help evaluate cultural relevance and sustainability in long-term volunteer efforts (Israel, Schulz, Parker, & Becker, 1998).

Integration of Digital Preservation Knowledge, Skills and Competencies in the Teaching Curricula of Library and Information Studies at the University of Botswana

Mousaion ◽  
2019 ◽  
Vol 37 (1) ◽  
Author(s):  
Thatayaone Segaetsho ◽  
Julie Moloi
Keyword(s):  
Digital Preservation ◽  
Records Management ◽  
Structured Interviews ◽  
University Of Botswana ◽  
Current Trends ◽  
Teaching Content ◽  
Library And Information Studies ◽  
Information Studies ◽  
The University

In the past few decades, digital technology has found a place in the acquisition, arrangement, description, preservation, and dissemination of information. However, heritage institutions are perturbed by the challenges of digital preservation strategies particularly for education. Despite continuous investment in digital preservation, there are limited skilled professionals to equip learners with the knowledge, skills and competencies required to drive digital preservation in Botswana. Therefore, this paper investigated the knowledge, skills and competencies related to digital preservation in the teaching curricula of the Department of Library and Information Studies (DLIS) at the University of Botswana. Data collection was done through intensive structured interviews with specific educators who teach courses on digital preservation in the archives and records management stream. The study revealed that despite the fact that the educators in preservation courses are aware of current trends in digital preservation, most of them have not obtained formal degree certification specific to digital preservation. The findings further revealed that minimal digital preservation competencies are observed in the teaching curricula. A significant number of challenges observed illustrated mainly a lack of resources and limited skills in terms of practical demonstrations by educators. The curricula mostly lacked clarity on long-term and short-term digital preservation. The study recommends that DLIS and other institutions should conduct surveys or curriculum auditing on digital preservation in order to improve the teaching content. A significant number of shortcomings regarding digital preservation that could motivate further studies are also discussed under the conclusion and recommendations section of this study.

Engineering for good: A case of community driven engineering innovation

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Chinweike Eseonu ◽  
Martin A Cortes
Keyword(s):  
Engineering Students ◽  
Technology Innovation ◽  
Local Communities ◽  
First Year ◽  
Engineering Curriculum ◽  
Engineering Design Process ◽  
The World ◽  
The University ◽  
Social Consideration

There is a culture of disengagement from social consideration in engineering disciplines. This means that first year engineering students, who arrive planning to change the world through engineering, lose this passion as they progress through the engineering curriculum. The community driven technology innovation and investment program described in this paper is an attempt to reverse this trend by fusing community engagement with the normal engineering design process. This approach differs from existing project or trip based approaches – outreach – because the focus is on local communities with which the university team forms a long-term partnership through weekly in-person meetings and community driven problem statements – engagement.

Sustaining University-Community Partnerships in Indigenous Communities: Five Lessons from Papakōlea

2019 ◽  
Vol 16 (1-2) ◽  
pp. 35-63
Author(s):  
Robert Agres ◽  
Adrienne Dillard ◽  
Kamuela Joseph Nui Enos ◽  
Brent Kakesako ◽  
B. Puni Kekauoha ◽  
...  
Keyword(s):  
Learning Community ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Community Based ◽  
Urban And Regional Planning ◽  
Culture Of Learning ◽  
Community Values ◽  
University Of Hawai'i ◽  
The University

This resource paper draws lessons from a twenty-year partnership between the Native Hawaiian community of Papakōlea, the Hawai‘i Alliance for Community-Based Economic Development, and the Department of Urban and Regional Planning at the University of Hawai‘i. Key players and co-authors describe five principles for sustained partnerships: (1) building partnerships based upon community values with potential for long-term commitments; (2) privileging indigenous ways of knowing; (3) creating a culture of learning together as a co-learning community; (4) fostering reciprocity and compassion in nurturing relationships; and (5) utilizing empowering methodologies and capacity-building strategies.

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