Thematische Bibliographien / Lansing Michigan State Agricultural College

Auswahl der wissenschaftlichen Literatur zum Thema „Lansing Michigan State Agricultural College“

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Veröffentlicht am 25. Juli 2024

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Zeitschriftenartikel zum Thema "Lansing Michigan State Agricultural College"

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Alexander, Dexter L. „Keith R. Widder. Michigan Agricultural College: The Evolution of a Land-Grant Philosophy, 1855–1925. East Lansing: Michigan State University Press, 2005. 552 pp. Cloth $39.95.“ History of Education Quarterly 47, Nr. 4 (November 2007): 530–31. http://dx.doi.org/10.1111/j.1748-5959.2007.00119.x.

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Iezzoni, Amy F., und John F. Kelly. „Horticulture in Michigan and at Michigan State University“. HortScience 22, Nr. 6 (Dezember 1987): 1178–79. http://dx.doi.org/10.21273/hortsci.22.6.1178.

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Abstract Michigan State Univ. (MSU) has a long history of rendering outstanding service to the citizens of Michigan, the nation, and the world. Founded in 1855 as the Agricultural College of the State of Michigan, the teaching institution soon began its tripartite mission of instruction, research, and public service. In 1862, the college became a prototype for the 68 land-grant colleges established under the Morrill Act. Now, 132 years later, MSU has 11 baccalaureate-granting colleges that offer more than 125 programs, many of these offering multiple fields of concentration, and an enrollment of ≈42,000 students.
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Parr, James F. „Sustainable Agriculture and Integrated Farming Systems. 1985. Proceedings of a Conference held in 1984 at Michigan State University edited by Thomas C. Edens, Cynthia Fridgen, and Susan L. Battenfield. Michigan State University Press, East Lansing 48824. 344p.“ American Journal of Alternative Agriculture 1, Nr. 1 (1986): 44. http://dx.doi.org/10.1017/s0889189300000801.

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Schutzki, Robert E., Susan Gruber und L. Andrew Norman. „Expanding Horticulture Programs through Off-campus Partnerships“. HortScience 31, Nr. 4 (August 1996): 567c—567. http://dx.doi.org/10.21273/hortsci.31.4.567c.

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Michigan State Univ. (MSU) offers 10 certificate programs through the Institute of Agricultural Technology. These programs are campus based, approximately three semesters in length, and include a professional internship. Efforts were made in horticulture to expand programs into major population centers through joint programs with community colleges. Cooperative agreements were developed with Grand Rapids Community College and with Northwestern Michigan College in Traverse City. Issues addressed in the agreements include recruiting, admissions, advising, financial aid, integration of curriculum from both institutions, distance-learning delivery through the CODEC system, instructional commitments from campus-based and adjunct faculty, procedures for transfer to bachelor's degree program at MSU, and graduation. The symbiotic relationship between the institutions has expanded curriculum opportunities in the local areas, increased accessibility to MSU Horticulture programs, and better serves the nontraditional student. Outreach efforts for academic programs complement the traditional outreach that has occurred through the Cooperative Extension Service.
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Bidwell, Orville W. „Feeding a Billion—Frontiers of Chinese Agriculture. 1987. By Sylvan Wittwer, Yu Youtai, Sun Han, and Wang Lianzheng. Michigan State University Press, East Lansing, MI. 462 pp. $30.“ American Journal of Alternative Agriculture 3, Nr. 1 (1988): 41–42. http://dx.doi.org/10.1017/s0889189300002137.

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Bell, Michael A. „In Quest of Great Lakes Ice Age Vertebrates. By J Alan Holman. East Lansing (Michigan): Michigan State University Press. $59.95. ix + 230 p; ill.; general index, index to common and taxonomic names. ISBN: 0–87013–591–0. 2001.“ Quarterly Review of Biology 78, Nr. 2 (Juni 2003): 215–16. http://dx.doi.org/10.1086/377941.

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Lancaster, Carol J. „Eicher, Carl K., and Doyle C. Baker. Research on Agricultural Development in Sub‐Saharan Africa: A Critical Survey . East Lansing: Department of Agricultural Economics, Michigan State University, 1982, xi + 335 pp., $@@‐@@8.00“. American Journal of Agricultural Economics 67, Nr. 2 (Mai 1985): 450–51. http://dx.doi.org/10.2307/1240722.

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Jacobs, J. L., und M. I. Chilvers. „First Report of Soybean vein necrosis virus on Soybeans in Michigan“. Plant Disease 97, Nr. 10 (Oktober 2013): 1387. http://dx.doi.org/10.1094/pdis-03-13-0242-pdn.

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Soybean vein necrosis virus (SVNV) is associated with an emerging disease in soybean producing regions of the United States. Soybean leaves with necrotic vein symptoms were initially noted in 2008 or 2009 in fields across Arkansas, Kansas, Missouri, Illinois, Mississippi, Tennessee, and Kentucky and SVNV was determined to be the causal agent (2). In 2012, widespread reports of SVNV were made across most soybean (Glycine max) producing states including the recent confirmation of SVNV in Iowa and Wisconsin (1). Foliar symptoms similar to those reported for SVNV were observed at approximately 1 to 10% incidence in soybean fields across Michigan in late August and September of 2012, including fields located in Cass, Ingham, Midland, Saginaw, and Van Buren counties. Symptoms included chlorosis and necrosis which initiated on the veins with subsequent spread across the leaf. An initial sample collected from the East Lansing Agricultural Research Station was confirmed to have SVNV with a polyclonal antibody using double antibody sandwich (DAS)-ELISA at AC Diagnostics, Inc. (Fayetteville, AR) and with reverse transcription PCR by Ioannis Tzanetakis, University of Arkansas, Fayetteville. Additional samples from five fields were subsequently collected from Cass, Ingham, and Van Buren counties. Duplicate leaf tissue samples were tested with DAS-ELISA using the SVNV test kit (AC Diagnostics). All symptomatic leaf samples exhibited a strong positive reaction based on the optical density reading at 405 nm. Absorbance reading that exceeded the healthy soybean tissue by a standard deviation of +3× were considered positive. Total RNA was also extracted from each sample using the RNeasy Plant Mini Kit (Qiagen, Germantown, MD). Complementary DNA (cDNA) was generated using virus-specific LdetR and SdetR primers (2) with the High Capacity RT cDNA kit (Life Technologies; Carlsbad, CA). The cDNA was used as template for PCR with the SVNV-specific primers that amplify regions of the L (LdetF/LdetR) and the S (SdetF/SdetR) RNAs (1). Amplification products of the expected 297 and 861 bp size, respectively, were detected in all symptomatic samples while no amplification products were generated from healthy soybean plant tissues grown under greenhouse conditions. Significantly, this is the first documentation and confirmation of the widespread prevalence of SVNV across the state of Michigan in 2012. References: (1) D. L. Smith et al. Plant Dis. http://dx.doi.org/10.1094/PDIS-11-12-1096-PDN . (2) J. Zhou et al. Virus Genes 43:289, 2011.
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Calkins, Peter H. „Wittwer, Sylvan, Yu Youtai, Sun Han, and Wang Lianzheng. Feeding a Billion: Frontiers of Chinese Agriculture . East Lansing MI: Michigan State University Press, 1987, xii + 462 pp., $@@‐@@30.00“. American Journal of Agricultural Economics 70, Nr. 3 (August 1988): 765–66. http://dx.doi.org/10.2307/1241534.

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Ames, Glenn C. W. „Liedholm, Carl, and Donald Mead. Small‐Scale Industries in Developing Countries: Empirical Evidence and Policy Implications . East Lansing: Dep. Agr. Econ., Michigan State University, 1987, ix + 141 pp., $@@‐@@6.00“. American Journal of Agricultural Economics 70, Nr. 4 (November 1988): 973–74. http://dx.doi.org/10.2307/1241958.

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Bücher zum Thema "Lansing Michigan State Agricultural College"

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Terry, Stephen. Michigan Agricultural College campus life 1900-1925: A postcard tour. Holt, Michigan: Thunder Bay Press, 2014.

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Task Force for Curricular Revitalization. Shaping agriculture and natural resources undergraduate education for the future--a land-grant imperative: Report of the Task Force for Curricular Revitalization. East Lansing, Mich: College of Agriculture and Natural resources, Michigan State University, 1989.

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3

East Lansing Michigan State University. Agricultural College of the State of Michigan. Creative Media Partners, LLC, 2018.

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4

Series, Michigan Historical Reprint. Agricultural education, an individual, state and national necessity; suggestions for the establishment and endowment of an agricultural college in Michigan. ... of Calhoun County ... October 12, 1854. Scholarly Publishing Office, University of Michigan Library, 2005.

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Buchteile zum Thema "Lansing Michigan State Agricultural College"

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Dorn, Charles. „“To Spread Throughout the Land, an Army of Practical Men”“. In For the Common Good. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9780801452345.003.0005.

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This chapter discusses the emergence of a social ethos of practicality in higher education by the end of the nineteenth century. Throughout the antebellum era, the expansion of scientific and technical knowledge joined with the rise of political populism to lead existing institutions to add practical studies to their curricula. Many advocates of practical studies, however, were not satisfied with simply incorporating courses or appending schools to already-established colleges and universities. They sought to break with tradition by establishing a new kind of higher-education institution, one that would teach students scientific and investigative principles while also requiring the application of those principles outside of the classroom, both on the farm and in the field. This new institutional type would contribute to the common good by being unprecedentedly accessible and affordable to agrarian and laboring youth. The chapter then looks at the establishment of the Agricultural College of the State of Michigan.
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Konferenzberichte zum Thema "Lansing Michigan State Agricultural College"

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Li, Wen, Joshua Kim, Drew Kim, Adam Alster, Marianne Livezey und Tuyen Duddles. „Development of a Multidisciplinary Engineering Research Program for Middle/High School Teachers“. In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86411.

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Science, technology, engineering, and mathematics (STEM) education in K-12 schools is critical to inspire young students and prepare them for future college coursework and careers in science and engineering. An effective mechanism for creating and sustaining successful STEM education is to train well-qualified K-12 teachers with a positive attitude and deep knowledge skills in STEM fields. Supported by the National Science Foundation’s Research Experience for Teachers program (NSF RET), the RET Site at Michigan State University (MSU) aims to build a multidisciplinary engineering research program for middle and high school teachers and their students, within a coherent theme of “Smart Sensors and Sensing Systems”. This paper presents an introduction to the MSU’s Site program and highlights the learning outcomes and achievements of the RET participants. The MSU Site has four main components including authentic research experience for teachers during an intensive summer program; curriculum development by integrating engineering design units into teachers’ courses; professional skill development through seminars, facility tours, and field trips; and finally classroom implementation of the developed curricula. Throughout the 6-week summer program, teacher participants were given the opportunity to work closely with graduate students and engineering professors on current research projects in university laboratories. The teachers’ research activities culminated with a final poster report and oral presentation during a symposium at the end of the summer program. Follow-up classroom visits helped to build a strong connection between local middle/high schools and MSU to smooth students’ transitions to college. Since 2016, the Site has graduated 21 middle and high school teachers from the greater Lansing-Detroit area that serve large populations of minority and female students. These RET teachers have produced over 24 sets of curriculum plans and classroom activities, 3 sets of which have been published by an online digital library, TeachEngineering.org (TE), and 8 sets of which have been accepted by TE. Finally, from the findings of the RET Site, the paper discusses best practices and recommendations for incorporating teachers into a university laboratory setting.
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