Academic literature on the topic 'Ag literacy'
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Journal articles on the topic "Ag literacy"
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Kutcher, Stanley, Yifeng Wei, Heather Gilberds, Adena Brown, Omary Ubuguyu, Tasiana Njau, Norman Sabuni, Ayoub Magimba, and Kevin Perkins. "The African Guide: One Year Impact and Outcomes from the Implementation of a School Mental Health Literacy Curriculum Resource in Tanzania." Journal of Education and Training Studies 5, no. 4 (March 3, 2017): 64. http://dx.doi.org/10.11114/jets.v5i4.2049.
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little research is available. Schools are an ideal location in which to address mental health literacy. A Canadian school-based mental health literacy resource was adapted for application in sub-Saharan Africa called the African Guide (AG). The AG is a classroom ready curriculum resource addressing all aspects of mental health literacy. Herein we provide teacher reported activity impacts and MHL outcomes from the implementation of the AG in Tanzania. Following training, survey data addressing teacher reported AG impact and MHL outcomes was collected at three time points over a one year period. Over a period of one year, 32 teachers from 29 different schools reported that over: 4,600 students were taught MHL; 150 peer teachers were trained on the AG; 390 students approached teachers with a mental health concern; 450 students were referred to previously trained community care providers for diagnosis and treatment of Depression; and most students were considered to have demonstrated improved or very much improved knowledge, attitudes and help-seeking efficacy, with similar outcomes reported for teachers. Results of this study demonstrate a substantial positive impact on MHL related activities and outcomes for both students and teachers using the AG resource in Tanzania. Taken together with previously published research on enhancing MHL in both Malawi and Tanzania, if replicated in another setting, these results will provide additional support for the scale up of this intervention across sub-Saharan Africa.
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Linder, Mark P. "WHAT IS AGRICULTURE IN THE CLASSROOM?" HortScience 25, no. 9 (September 1990): 1182d—1182. http://dx.doi.org/10.21273/hortsci.25.9.1182d.
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Agriculture in the Classroom has become a major, positive force addressing the ag literacy challenge. In California, Ag in the Classroom began in 1980 when the San Francisco School District asked the California Farm Bureau to help develop ag education activities and materials for all grade levels. There is now an AITC effort in every state. Each state approaches Ag in the Classroom from the basis of its own needs and resources. The most successful state programs are a result of cooperation among agriculture, education, volunteers and government. The USDA serves as the communication link among states.Major objectives of AITC include: 1) contribute to a population with a greater understanding of agriculture's importance to our economy and society, 2) promote awareness of career opportunities in agriculture. Activities and materials are offered in: Teacher Training, Student Program, Resource Materials and Special Programs.When given the opportunity, educators realize the importance of agriculture to them and their students. They have found that infusing ag information into the lessons they teach adds an exciting dimension to classroom activities.
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Lee, Hee Yun, Kathy Lytle, Pa Nhia Yang, and Terry Lum. "Mental Health Literacy in Hmong and Cambodian Elderly Refugees: A Barrier to Understanding, Recognizing, and Responding to Depression." International Journal of Aging and Human Development 71, no. 4 (November 12, 2010): 323–44. http://dx.doi.org/10.2190/ag.71.4.d.
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Lee, Benny P. H. "English Language and Literature Academic Group at the National Institute of Education, Singapore." Language Teaching 43, no. 3 (June 10, 2010): 368–74. http://dx.doi.org/10.1017/s0261444810000091.
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The National Institute of Education in Singapore (which is part of the Nanyang Technological University) is the leading national pre-service and in-service teacher training tertiary institution. It offers diploma, undergraduate and postgraduate programmes. The academic departments are called Academic Groups (AGs). The English Language and Literature (ELL) AG has over 70 academic staff with very diverse research interests. The sheer size of the AG results in several clusters of research interests in language teaching methodology and curriculum, language teacher training, language learning, literacy issues, classroom discourse, and sociolinguistic issues of relevance to Singapore and other parts of Asia. In this report, I highlight some of the recent research, completed in the years 2008–2009.
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MEDEIROS, Natalia Malagueta de, and Karin Zazo ORTIZ. "Formal language assessment in low-educated persons with aphasia: can the lesion effect be distinguished from the education effect?" Arquivos de Neuro-Psiquiatria 80, no. 2 (February 2022): 125–28. http://dx.doi.org/10.1590/0004-282x-anp-2020-0475.
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ABSTRACT Background: Language tests are important in the assessment and follow up of people with aphasia (PWA). However, language assessment in the low literacy population is still a challenge. Objective: To investigate whether a formal evaluation of aphasia is able to distinguish the neurological effect from the effect of low educational level in people with post-stroke aphasia. Methods: The sample consisted of a group of 30 aphasic subjects (AG) and a control group (CG) of 36 individuals, both with an educational level of 1-4 years. The Brazilian Montreal-Toulouse Language Assessment battery was applied to all subjects. Results: There were statistically significant differences between the groups in 19 out of the 20 tasks analyzed. Conclusions: These results suggest that formal evaluation procedures are able to detect language disorders resulting from stroke, even in subjects with low educational level.
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Luigina Vezzoli, Claudia Principe, and Chiara Sorbini. "The paleo-lacustrine diatomaceous deposits of Monte Amiata volcano (Tuscany, Italy) and the Ezio Tongiorgi paleontological collection in the Museum of Natural History of the University of Pisa." Annals of Geophysics 64, no. 5 (December 13, 2021): VO553. http://dx.doi.org/10.4401/ag-8634.
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At the foothillof Monte Amiata volcano (southern Tuscany, Italy), small extinct lake basins of late Pleistocene age are documented. These lake basins were characterized by the deposition of two very different types of sediment: a) derived from the authigenic precipitation of iron oxides (goethite) and exploited as earth pigments; b) biogenic siliceous sediment composed of fossil diatoms and named diatomaceous earth or diatomite. The lacustrine sediments of Mount Amiata volcano were widely exploited for various applications since ancient times. Literary documents begin in the 16th century, with the descriptions of Cesalpino, Gesner, Agricola, and Imperato. Specific references to the diatomites of Monte Amiata are quoted in the 17th century by Boccone and Bonanno. The quarrying activity was described by Micheli in 1733. During the 18th and 19th centuries, the diatomaceous earths of Monte Amiata are part of the important geological collections of Micheli, Targioni Tozzetti, Baldassarri, Campani, and Tommi. A particular significance has the collection of botanic and ichthyologic fossils collected by Ezio Tongiorgi, and now preserved in the Museum of Natural History of the University of Pisa sited at the Charterhouse of Pisa in the Calci village. These paleontological samples preserve the biological and physical testimonies of the environmental and climatic changes of the late Pleistocene and are now particularly valuable because they are the only remaining evidence of the diatomaceous lacustrine deposits of the paleo-lakes of Monte Amiata. For these reasons, they represent geological materials with a fundamental cultural value.
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Galloway, Andrew. "LaЗamon's Gift." PMLA/Publications of the Modern Language Association of America 121, no. 3 (May 2006): 717–34. http://dx.doi.org/10.1632/003081206x142841.
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LaЗamon's Brut, from a moment in English literary and cultural history whose sense of tradition is particularly difficult for us to comprehend–a century and a half after the Norman Conquest, at the beginnings of Middle English–has a notoriously complex relation to England's past and traditions. This essay focuses on how The Brut takes a traditional social and literary preoccupation in pre-Conquest England, the lordly gift exchange, and expands it to explore a new range of spiritual gifts (or deceptive claims to them), including professional knowledge, counsel to the powerful, and literary fame. This expansion of the gift corresponds to broad cultural shifts as well as to more topical matters in King John's reign, the probable period of the poem's composition. The poem fashions itself as a gift in these volatile terms, repeatedly embracing an unknown literary future while it accurately limns some fundamental new features of Middle English literature. (AG)
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Mamedova, Irada, Serge Velesco, and Alexander Rykhlov. "Towards a climate neutral future with Deutsche Bahn: Analysis of company policy until 2050." SHS Web of Conferences 141 (2022): 01012. http://dx.doi.org/10.1051/shsconf/202214101012.
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The purpose of this paper is to analyze the state of current knowledge and tools needed to move the German company Deutsche Bahn AG towards climate neutrality. Both literary sources and statistical data were used in the preparation of the paper. The main questions addressed in the paper are: how the concept of climate neutrality applies to Deutsche Bahn AG, what experience the company has in planning carbon-neutral operation and what tools can be used. As greenhouse gas emissions rise, so does the need to find solutions for reducing carbon dioxide emissions. Deutsche Bahn AG is aiming for climate neutrality by 2050. To achieve this goal, it is primarily relying on the use of renewable energy to power overhead cables and train stations. In addition, alternative engine options are being developed to replace the existing fleet of diesel locomotives on non-electrified sections. Improving the energy efficiency of both rolling stock and railroad stations is also becoming increasingly important.
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Lavery, John. "Ὄϰνοϛ: Aesch. "Ag." 1009." Quaderni Urbinati di Cultura Classica 60, no. 3 (1998): 7. http://dx.doi.org/10.2307/20546552.
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Wulandari, Patricia. "The Religiosity of Javanese Society in Modern Indonesian Literature." Indonesian Community Empowerment Journal 1, no. 1 (March 19, 2021): 8–13. http://dx.doi.org/10.37275/icejournal.v1i1.3.
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A good literary work can provide information about various kinds of community life,including life related to religiosity. Literary works are closely related to religisiutas,because of that, various works appearing showing the religiosity of society, one ofwhich is the Javanese. Modern Indonesian literary works that illustrate this are thecollection of short stories from Umi Kalsum by Djamil Suherman, the lyrical prosePengakuan Pariyem by Linus Suryadi AG, and the novel Ronggeng Dukuh Paruk byAhmad Tohari. Each of these works represents the diversity of Javanese society. Thecollection of short stories from Umi Kalsum shows the religious side of the communitycalled the santri who are so obedient in carrying out their worship. The lyrical proseof Pariyem's confession provides information on how a babu is so resigned to seeinglife, but in her soul holds the wisdom of Kejawen. Meanwhile, Ronggeng Dukuh Parukdescribes the Javanese people who worship the spirits of their ancestors. Even thoughthey have different religions, they basically want harmony. Javanese people who livein santri enjoy harmony when they live with strong Islamic values. The Javanesepeople of the Gunung Kidul area live in harmony if they are always nrimo and see lifeas it is according to its Javanese nature. The Dukuh Paruk community attainsharmony that originates from the worship of the spirit of Ki Secamenggala.
Dissertations / Theses on the topic "Ag literacy"
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Fischer, Mary Margaret. "COMPARATIVE ASSESSMENT OF AGRICULTURAL LITERACY IN SELECTED K-5 CLASSROOMS EMPLOYING AGRICULTURE IN THE CLASSROOM METHODOLOGIES: A SOLOMON FOUR-GROUP ANALYSIS." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1355.
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The significance of agriculture to future generations is unparalleled. The United Nations projects the global population to swell to 9.75 billion people by 2050, and to proliferate to 11.2 billion by 2100. The non-agricultural population has little to no understanding or comprehension of the complexities of sustaining a viable agricultural system. Agricultural literacy is an area often unseen and rarely discussed outside specific agricultural disciplines. Society does not view agriculture as being important, yet it is important that society be properly educated on issues in order to reach well-informed decisions and render prudent choices that impact the world around them. Illinois ranks fourth in the nation for agricultural productivity, yet the agricultural literacy of its elementary students is unknown. The purpose of this study was to assess the agricultural knowledge of selected Illinois classrooms of public elementary school students in kindergarten through fifth grades that employ Agriculture in the Classroom (AITC) methods and materials. A quasi-experimental nonequivalent control group design, using a pretest and a posttest, was utilized to study. A Solomon Four-Group design analysis was used to determine if pretest sensitization, or test reactivity effect, existed in this study. The study found that AITC treatment and control group students possessed some agricultural knowledge regarding the five thematic areas of the Food and Fiber Systems Literacy (FSSL) Framework. The kindergarten through first grade post mean scores by treatment and theme indicated the treatment group answered 77.89 percent of the questions correctly and the control group answered 72.55 percent correctly. The treatment and control groups were most knowledgeable about Theme 5 (Food, Nutrition and Health) followed by Theme 4 (Business and Economics), with the treatment group being more knowledgeable about Theme 1 (Understanding Food and Fiber Systems), while the control group was more knowledgeable about Theme 3 (Science, Technology and Environment). The treatment and control groups were least knowledgeable about Theme 2 (History, Geography and Culture). The second through third grade post mean scores by treatment and theme indicated the treatment group answered 75.05 percent of the questions correctly and the control group answered 74.07 percent correctly. The treatment group was most knowledgeable about Theme 3 (Science, Technology and Environment) followed by Theme 1 (Understanding Food and Fiber Systems) and Theme 5 (Food, Nutrition and Health). The control group was most knowledgeable about Theme 1 (Understanding Food and Fiber Systems) followed by Theme 3 (Science, Technology and Environment) and Theme 4 (Business and Economics). The treatment and control groups were least knowledgeable about Theme 2 (History, Geography and Culture). The fourth through fifth grade post mean scores by treatment and theme indicated the treatment group answered 66.73 percent of the questions correctly and the control group answered 52.91 percent correctly. The treatment group was most knowledgeable about Theme 2 (History, Geography and Culture) followed by Theme 3 (Science, Technology and Environment) and Theme 5 (Food, Nutrition and Health). The control groups were most knowledgeable about Theme 3 (Science, Technology and Environment) followed by Theme 1 (Understanding Food and Fiber Systems) and Theme 4 (Business and Economics). The treatment was least knowledgeable about Theme 4 (Business and Economics) and Theme 5 (Food, Nutrition and Health). The control group was least knowledgeable about Theme 2 (History, Geography and Culture) followed by Theme 5 (Food, Nutrition and Health).
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Leventini, Alexa Marie. "Elementary School Teachers' Perception of Agricultural-Related Literature." Thesis, 2013. http://hdl.handle.net/1969.1/149575.
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Throughout the construction of the United States, agriculture and education have been closely intertwined—until recent years. In 1981, agricultural professionals, educators and policy makers noted the decline in standard agricultural curriculum and a need was established for accurate, realistic and representative materials of American agriculture for the classroom. This issue of agricultural literacy has become an imminent concern in today’s agricultural industry. With these rising concerns of agricultural literacy and the future of agriculture as a whole, this study was aimed at measuring and identifying elementary school educators’ perceptions of the current agricultural literature that is available in their classrooms.
In order to assess the knowledge and perceptions of the agricultural-related literature in classrooms, a study of kindergarten through fourth grade teachers was performed. This study utilized a descriptive summated scale instrument. This study focused on elementary school teachers’ perceptions of the available agricultural related literature in their classrooms. This study determined the educators’ perceived accuracy of the literature as well as their perceived perceptions of the elementary school students’ knowledge of modern day agriculture. The accuracies and inaccuracies of the literature, how the literature affects the students’ knowledge of agriculture, and if the teachers perceive a need for agricultural literature in their classrooms were also identified through this descriptive survey. This paper explores these perceptions of agricultural-related literature as well as student knowledge of agriculture and makes recommendations for Agriculture in the Classroom programming.
Book chapters on the topic "Ag literacy"
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Liberali, Fernanda, Larissa Mazuchelli, Rafael da Silva Tosetti Pejão, Daniela Vendramini-Zanella, Valdite Pereira Fuga, and Luciana Modesto-Sarra. "Funds of Perezhivanie." In Handbook of Research on Socio-Cultural and Linguistic Perspectives on Language and Literacy Development, 412–34. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5022-2.ch022.
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This chapter discusses the development of funds of perezhivanie in participants of the Brincadas Project, a response to the appalling experiences of COVID-19 in Brazil organized by the Research Group Language in Activities in School Contexts. The project, grounded on critical collaborative research, decolonial studies, and Vygotskian and Freirean's body of works, involves participants' critical, intentional, and engaged actions to individually and collectively recreate ways of “producing life” and research together. The authors focus on two activities for this work: a cine club with the indigenous community Tekoa Pyau and a workshop session on ag(e)ing. Both activities exemplify the development and expansion of participants' funds of perezhivanie while expressing how these resources for “talking back” may significantly impact society.
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Sawerthal, Anna. "THE ROUND WORLD IN EARLY TIBETAN-LANGUAGE NEWSPAPERS." In Modernizing the Tibetan Literary Tradition, 151–68. St. Petersburg State University, 2018. http://dx.doi.org/10.21638/11701/9785288058455.09.
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In the first half of the twentieth century, most Tibetans believed the world to be flat. Yet, a debate had started to develop amongst an intellectual elite on whether the world might be round. At that time, a scholastic paradigm trending in Europe was entering the Tibetan plateau, which focused on a measurable, visible and tangible reality. In 1938 the Tibetan intellectual enfant terrible Dge ‘dun chos ‘phel published the famous article “The Round and Spherical World” in one of the first Tibetan-language newspapers, the Yul phyogs so so’i gsar ‘gyur me long (The Tibet Mirror, 1925–1963). For the said piece, Dge ‘dun chos ‘phel is often remembered as being the first Tibetan scholar publishing on the “round world” for Tibetans. Mostly overlooked has been the fact that his article is embedded in a media discourse which had started much earlier. Studying early Tibetan-language newspapers reveals that his article was only one contribution on the “round world” amongst many. The following study shows how early Tibetan-language newspapers were at the forefront of disseminating this knowledge into the Tibetan world. Studying articles on the shape of the world in the La dwags kyi ag bar (“Ladakh Newspaper”, 1904–1910, Kye lang ag bar (“Kyelang Newspaper”, 1926–1935), La dwags pho nya (“Ladakh Messenger”, 1937–1950s), and The Tibet Mirror, allows us to trace how modern knowledge entered the Tibetan cultural sphere. It further presents an opportunity to sketch out an early Tibetan-language public, as particular flows of information between these newspapers can be observed.
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Sogner, Knut. "The Profits and Problems of Success." In Norway's Pharmaceutical Revolution, 146–70. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192869005.003.0007.
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Abstract The period from the mid-1970s and just into the 1980s represented a formidable commercial success for the new product Amipaque. Amipaque succeeded not only as a new and fabulous niche myelographic medium, but it was also priced much higher than previous remedies. This new price level survived when it was transferred to the much larger mainstream market for vascular products (the blood system). Nyegaard thereby literally opened up an extremely attractive new market, and competing companies developed their own non-ionic contrast media at the same time as Nyegaard struggled in research. The small research team was fully able to make the right new molecules, but only by bringing in its large marketing partners Sterling Drug and Schering AG did the necessary product development processes commence. The family that owned the company and had helped steer it in the right directions realized that cut-throat global competition was not for them and sold the company to a larger, established Norwegian stock-listed company.
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Nesbitt, Eleanor. "Deg Tegh Fateh: Metal as Material and Metaphor in Sikh Tradition." In Soulless Matter, Seats of Energy: Metals, Gems and Minerals in South Asian Traditions, 174–97. Equinox Publishing, 2016. http://dx.doi.org/10.1558/equinox.29657.
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Today’s Khalsa (nucleus of Sikhs committed to a shared discipline) is a complex of several strands of tradition, each represented vigorously among globally connected Sikh youth. Iron holds a central place in two of these – the Akhand Kirtani Jatha and the Nihangs. Thus, the Akhand Kirtani Jatha’s code of discipline requires the maintenance of sarab loh (literally ‘all iron’), in other words the practice of only using utensils that are made of iron and of only eating from an iron thali (tray, platter). In the case of the Nihangs, their distinctiveness involves a prominent respect for weaponry: the perpetuation of shastar vidya (‘knowledge of weapons’, martial art) and the incorporation of iron or steel martial insignia in their dumala (towering turban) and elsewhere on their person. Moreover, along with the Adi Granth and the Dasam Granth, Nihangs honour as scripture a work entitled Sarabloh Granth (‘all-iron volume’). In the case of a third Khalsa group, the Damdami Taksal, the word taksal (mint in the sense of a coin factory, though translated ‘educational institution’) is in its very title. As with other aspects of resurgent Sikh groupings and observance, the emphasis on metals, and iron in particular, is continuous with much earlier Sikh tradition. So, two of Sikhs’ ten human Gurus, Guru Hargobind and Guru Gobind Singh, were known for their military prowess and leadership. The initiation of Sikhs into the Khalsa involves being ‘baptised’ with sweetened water, stirred in an iron vessel (bata) with a khanda (two-edged sword) and they are required thenceforth to have five distinguishing externals (the ‘five Ks’) of which the kirpan (sword) and kara (bangle-like ring around the right wrist) are made of steel or iron. These are emotive symbols for the many more individuals who identify as Sikh without becoming Khalsa Sikhs. Indeed, along with the ik oankar emblem (combination of numeral and character signifying oneness of God/ reality), Sikhs often display a composite symbol consisting of a khanda, encircled by a kara or quoit and cupped by two kirpans. This chapter will outline varieties of metal-related Khalsa tradition, as well as examining the evolution of the five Ks, and of the nishan sahib. (This is the flagpole and pennant, bearing the khanda emblem, that indicate that a building is a gurdwara, a public place of worship). Sikhs’ emphasis on iron will be contextualised in the light of Guru Gobind Singh’s epithets for ‘akal’ (the timeless one, God) as ‘sarab loh’ and Sikh interpretation of the invocation of Bhagauti in the congregational prayer, Ardas, as an invocation of the sword (rather than of Bhagavati/ the Indic mother goddess). Sikh coins too will be discussed with particular reference to the collection in the British Museum. The imagery of the Adi Granth (Guru Granth Sahib, Sikh scripture) includes many references to metals, minting and money - as well as to gemstones - and these will all be explored as expressions of the Gurus’ teaching that provides the ultimate religious authority for Sikhs. The Guru/divine teacher is declared to be the paras (philosopher’s stone) ‘by whose touch iron is transformed to gold’ (AG 1113) and this trope will be considered further.
Reports on the topic "Ag literacy"
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Lessons on literacy training for adolescent girls: Considerations for SWEDD safe spaces. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1001.
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Literacy training for girls and young women can bridge the gap between girls’ low rates of schooling in the Sahel region and their desire for lifelong knowledge and skills. Literacy programs may also help promote community behavioral and attitudinal change by making the benefits of girls’ education visible. Sahel Women’s Empowerment and Demographic Dividend (SWEDD) has increased literacy training for adolescent girls (AGs) to add to the assets they need to improve health outcomes. As a response to the need to strengthen literacy training components in Safe Spaces, practical lessons from evidence-based programming were compiled. These lessons center the learning experience on AGs and emphasize the need for materials that actively engage participants and thus increase the likelihood of their retaining information. As noted in this brief, within Safe Spaces, literacy training curriculum content should be informed by AG subject matter suggestions to increase relevance to the girls’ lives, regardless of the setting (community spaces or schools). Additionally, instructors need dedicated training using simple instructions and evidence-based curricula. Community involvement may help ensure longterm community support for girls’ education.