Journal articles on the topic 'Laboratory Practices in Agriculture Education'
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Quansah, Joycelyn, Cesar Escalante, Angela Kunadu, Firibu Saalia, and Jinru Chen. "Pre- and Post-Harvest Practices of Urban Leafy Green Vegetable Farmers in Accra, Ghana and Their Association with Microbial Quality of Vegetables Produced." Agriculture 10, no. 1 (January 15, 2020): 18. http://dx.doi.org/10.3390/agriculture10010018.
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Vegetable farming is the most practiced urban agriculture in Ghana. A previous study of our laboratory revealed poor microbial quality of, and presence of Salmonella on, leafy green vegetables grown or sold in Accra, Ghana. The aims of this study were to determine agricultural practices of urban vegetable farmers and the association between agricultural practices and microbial safety of vegetables produced. A survey was conducted among 102 farmers from 12 farming areas who produced exotic and indigenous leafy greens in Accra, Ghana to identify their farming practices. It was observed that water from waste drains pumped into shallow wells was used for irrigation by 70% of the farmers. Incompletely composted manure was commonly used (99%) in farming. Vegetables were usually harvested using bare hands (96%) and knives (73%) and transported mainly in sacks (94%) to market centers under non-refrigerated conditions. Over 60% of the farmers disagreed that the use of polluted irrigation water can contaminate vegetables or make consumers sick. According to the seemingly unrelated regression model, farmers with no formal education and less food safety knowledge and had been planting on their current farmlands for several years were likely to produced vegetables with higher fecal coliform and Enterococcus sp. counts compared to other farmers. Vegetables cultivated by farmers who disagreed that the use of contaminated water can make consumers sick were associated with the production of vegetables with high fecal coliform and Enterococcus sp. counts. Education and improved agricultural and post-harvest handling practices should be encouraged among vegetable producers in the area to improve food safety.
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Demir, Kadir. "“Uncooking” a Traditional DNA-Extraction Laboratory from the Scientific-Practices Perspective." American Biology Teacher 78, no. 7 (September 1, 2016): 582–90. http://dx.doi.org/10.1525/abt.2016.78.7.582.
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This transformed DNA-extraction lab activity offers a framework that strategically draws upon the essential elements of both scientific and effective teaching practices to establish an alternative approach to the teaching and learning of science. The pedagogical methods utilized throughout this activity encourage students’ motivation, engagement, and learning through inquiry-based, teacher-facilitated scientific practices. Additionally, this activity emphasizes Dimension 1 of the Framework for K–12 Science Education (Scientific and Engineering Practices; National Research Council, 2012). In the activity, students worked in groups and were allowed to examine different traditional lab protocols and other resources. The students had the freedom of selecting an independent variable that could possibly have an effect on the DNA extraction. To demonstrate how this activity was implemented in the classroom, a running vignette of a DNA-extraction activity in a high school biology class, in which the teacher adhered to the elements of this framework, is included.
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Loukatos, Dimitrios, Nikolaos Androulidakis, Konstantinos G. Arvanitis, Kostas P. Peppas, and Eleftherios Chondrogiannis. "Using Open Tools to Transform Retired Equipment into Powerful Engineering Education Instruments: A Smart Agri-IoT Control Example." Electronics 11, no. 6 (March 9, 2022): 855. http://dx.doi.org/10.3390/electronics11060855.
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People getting involved with modern agriculture should become familiar with and able to exploit the plethora of cutting-edge technologies that have recently appeared in this area. The contribution of the educational robotics in demystifying new scientific fields for K-12 students is remarkable, but things become more challenging when trying to discover efficient practices for higher education. Indeed, there is an apparent need for pilot examples facilitating students’ professional skills acquisition and thus matching the potential of the actual systems used in the modern agricultural premises. In this regard, this work discuses laboratory experiences while implementing an automatic airflow control system of convincing size and role capable for remote configuration and monitoring. This non-conventional robotic example exploits retired electromechanical equipment, from an old farm, and revives it using modern widely available microcontrollers, smart phones/tablets, network transceivers, motor drivers, and some cheap and/or custom sensors. The contribution of the corresponding software parts to this transformation is of crucial importance for the success of the whole system. Thankfully, these parts are implemented using easy-to-use programming tools, of open and free nature at most, that are suitable for the pairing credit-card-sized computer systems. The proposed solution is exhibiting modularity and scalability and assists students and future professionals to better understand the role of key elements participating in the digital transformation of the agricultural sector. The whole approach has been evaluated from both technical and educational perspective and delivered interesting results that are also reported.
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Čerčikienė, Irena, Jolanta Jurkevičiūtė, and Dalė Židonytė. "COHERENCE OF CHEMICAL ANALYSIS TECHNOLOGY CURRICULUM CONTENT AND MATERIAL FACILITIES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 8, no. 1 (March 25, 2011): 38–43. http://dx.doi.org/10.48127/gu-nse/11.8.38.
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Nowadays biochemistry is the fastest growing industry in the world. Biochemical analyses are being carried out in different scientific institutions and enterprises; biochemical methods and products are being used in various areas like medicine, pharmacy, chemical industry, agriculture and environment protection. To make this process more successful specialists from different areas have to participate in it. UAB „Fermentas“ has invited Chemistry Department of Vilnius College to participate in one of 10 national integrated programmes – National Integrated Programme of Biotechnology and Biopharmacy (BBNKP). That gave a perfect chance to integrate into the project, to renew Chemical Analysis Technology study programme and the subjects’ content of its specialization – Biochemical Analysis Technology, to get methodical material ready, to perfect teachers’ qualification and to equip a laboratory of educational chromatography. Vilnius College trains specialists of higher college education in chemical engineering. After the completion of the study programme they acquire Professional Bachelor in Chemical Engineering and are able to join labour market of biotechnological industry. The article contains information about experience of good practices in BBNKP and shows what has been done and plans for the future activity. Key words: material facilities, non-university studies, technologies.
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Humphrey, Eve A., Andrew C. Merwin, and Miray Tekkumru-Kisa. "Advancing Cognitively Demanding Tasks in Undergraduate Classrooms: Using Graduate Student Discussion Groups & the Task Analysis Guide in Science (TAGS) as Leverage." American Biology Teacher 82, no. 1 (January 1, 2020): 53–57. http://dx.doi.org/10.1525/abt.2020.82.1.53.
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With increasing focus on active learning in college classrooms, many institutions of higher education are redesigning introductory laboratory classes to provide more active-learning opportunities for students and to more authentically recreate the practices of scientists. These classes are primarily taught by graduate teaching assistants (GTAs), who often lack the pedagogical training necessary to plan for and support students' intellectual engagement in rich science tasks that require deep engagement in the practices of science and the core disciplinary ideas. We believe that graduate student discussion groups can provide an opportunity to encourage and equip GTAs with pedagogical knowledge and skills to select and use cognitively demanding instructional tasks. In this article, we describe our planning and facilitation of one such meeting with a group of GTAs about the relative cognitive demands of various laboratory activities. We propose that regularly scheduled meetings of discussion groups like this can help build learning communities among GTAs. We provide strategies to support GTAs' professional development and help them think critically about the tasks they use in their classes. In particular, we highlight the importance of the cognitive demands of tasks for engaging students in active and rigorous opportunities for science learning.
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McLaughlin, Jacqueline S., and Melissa S. Coyle. "Increasing Authenticity & Inquiry in the Cell & Molecular Biology Laboratory." American Biology Teacher 78, no. 6 (August 1, 2016): 492–500. http://dx.doi.org/10.1525/abt.2016.78.6.492.
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This article features a four-step pedagogical framework that can be used to transform the undergraduate biology laboratory into an authentic research experience. The framework utilizes a four-step scaffolding structure that not only guides students through the process of science and helps them gain mastery of relevant scientific practices, but also simplifies and streamlines the instructor's process of designing and implementing an authentic research experience in a biology lab course. We used this pedagogical framework to design an authentic research experience in which students investigated various factors affecting the growth and viability of a mammalian cell line, Vero cells isolated from kidney epithelial cells extracted from an African green monkey. Although this particular lab was designed for a cell and molecular biology course for university sophomores, the flexibility built into the pedagogical framework allows it to be used to design research experiences that can be implemented within a wide variety of lab courses at varying levels, effectively increasing the amount of authentic research experiences in biology lab courses nationwide.
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Lalu, Manoj M., Justin Presseau, Madison K. Foster, Victoria T. Hunniford, Kelly D. Cobey, Jamie C. Brehaut, Carolina Ilkow, et al. "Identifying barriers and enablers to rigorous conduct and reporting of preclinical laboratory studies." PLOS Biology 21, no. 1 (January 5, 2023): e3001932. http://dx.doi.org/10.1371/journal.pbio.3001932.
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Use of rigorous study design methods and transparent reporting in publications are 2 key strategies proposed to improve the reproducibility of preclinical research. Despite promotion of these practices by funders and journals, assessments suggest uptake is low in preclinical research. Thirty preclinical scientists were interviewed to better understand barriers and enablers to rigorous design and reporting. The interview guide was informed by the Theoretical Domains Framework, which is a framework used to understand determinants of current and desired behavior. Four global themes were identified; 2 reflecting enablers and 2 reflecting barriers. We found that basic scientists are highly motivated to apply the methods of rigorous design and reporting and perceive a number of benefits to their adoption (e.g., improved quality and reliability). However, there was varied awareness of the guidelines and in implementation of these practices. Researchers also noted that these guidelines can result in disadvantages, such as increased sample sizes, expenses, time, and can require several personnel to operationalize. Most researchers expressed additional resources such as personnel and education/training would better enable the application of some methods. Using existing guidance (Behaviour Change Wheel (BCW); Expert Recommendations for Implementing Change (ERIC) project implementation strategies), we mapped and coded our interview findings to identify potential interventions, policies, and implementation strategies to improve routine use of the guidelines by preclinical scientists. These findings will help inform specific strategies that may guide the development of programs and resources to improve experimental design and transparent reporting in preclinical research.
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Bucklin, Carrie J., Lindsey K. Roper, and John Belk. "The Goggle Lab." American Biology Teacher 83, no. 8 (October 1, 2021): 521–25. http://dx.doi.org/10.1525/abt.2021.83.8.521.
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In its 2011 report Vision and Change in Undergraduate Biology Education, the American Association for the Advancement of Science emphasized the use of core concepts and competencies from multiple disciplines rather than focusing on rote memorization. After the publication of this document, many individuals, departments, and institutions started using course-based undergraduate research experiences (CUREs) as one way to transition to the inclusion of core competencies. Well-executed CUREs focus students’ learning of science practices around a project that relates to a real problem the students are helping solve. However, while CUREs are effective and can be fun for both students and instructors, not every instructor or institution has the time or the funding to engage students in a formal CURE project. This means finding alternative ways to incorporate teaching core competencies and science practices. We created the Goggle Lab to use impairment goggles, which simulate the effects of alcohol and other substances, in a general biology laboratory setting to teach core competencies and science practices, while injecting a dose of fun and integrating social issues. Students utilized the impairment goggles to design experiments, analyze data, practice basic statistics, and communicate scientific findings in a variety of formats.
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Robertson, Catherine. "Contributor biographies." Journal of Vocational, Adult and Continuing Education and Training 5, no. 1 (November 17, 2022): 4. http://dx.doi.org/10.14426/jovacet.v5i1.251.
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Prof. Stephanie Matseleng AllaisStephanie Matseleng Allais is Research Chair of Skills Development and Professor of Education at the Centre for Researching Education and Labour (REAL) at the University of the Witwatersrand. She researches international education and development, focused on education/work relationships. Prof. Suzanne Elizabeth BesterSuzanne Bester is an Associate Professor in the Department of Educational Psychology at the University of Pretoria. Her main area of expertise is psychological assessment and intervention with a particular interest in dynamic assessment. She is also interested in well-being. Dr Tafireyi ChambokoTafireyi Chamboko is a Senior Lecturer in agricultural economics with 27 years’ experience in the field of agricultural economics, agricultural marketing and pricing analysis, farm management research, livestock economics and data analysis. He is a recipient of a PhD Fellowship from the Africa Economic Research Consortium (AERC) to pursue a DPhilAG at the University of Zimbabwe. Prof. Doria DanielsDora Daniels has a PhD in International and Intercultural Education from the University of Southern California. Her passion lies in understanding marginalised populations’ experiences with educational access and inclusion. This NRF-rated research focuses on women’s educational empowerment, gender in community history, and adult education and training for active citizenship. Ms Jennifer EsauJennifer Esau holds an MEd in Educational Support from the University of Stellenbosch and a BA (Hons) in Health Care Studies from the University of the Western Cape. She is currently studying towards a PhD in Education at the Cape Peninsula University of Technology. Her MEd research was on TVET students’ educational experiences of family and community support. Associate Prof. James GarrawayJames Garraway works in the Professional Education Research Institute (PERI) at the Cape Peninsula University of Technology. His research focus is on work-integrated learning and the development of the university of technology sector, primarily using Activity Theory and Change Laboratory approaches. He supervises PhD and Master’s students in this field. Prof. Darren LortanDarren Lortan is an Associate Professor and the head of department of Mathematics at the Durban University of Technology. His interests outside of Mathematics include Community Engagement and Articulation in and across the Post-School Education and Training Sector. He is the Project Coordinator of the Unfurling Post-School Education and Training (UPSET) Articulation Project. Dr Lucky MalulekeLucky Maluleke is an emerging researcher and academic in the field of career development and Technical and Vocational Education and Training. He is a lecturer in the Faculty of Education at Nelson Mandela University. His current research interest is in career development and career decision-making, as well as promoting post-school education and training among youth. Dr Muneta Grace Manzeke-KangaraMuneta Grace Manzeke-Kangara is a Soil Scientist in Climate- and Nutrient-Smart Agriculture at Rothamsted Research in the United Kingdom. While working at the University of Zimbabwe, Muneta promoted Integrated Soil Fertility Management and conservation agriculture for soil fertility and grain yield improvement; and agronomic biofortification with micronutrient-supplying fertilisers for improving grain quality in smallholder farming systems. Prof. Simon McGrathSimon McGrath is Professor of Education at the University of Glasgow and a Visiting Professor at Nelson Mandela University. He is co-editor of the Journal of Vocational Education and Training and of the Handbook of Vocational Education and Training. Dr Mary Mmatsatsi MadilengMary Mmatsatsi Madileng is a senior lecturer in the Department of English Studies at the University of South Africa (UNISA). Her key areas of teaching expertise and research interest include Applied Linguistics; Education, Skills Development and Pedagogy in Vocational Education and Training; Work-Integrated Learning; and Vocational Educator Development. Dr Chenjerai MuwanikiChenjerai Muwaniki is a lecturer in Adult and Continuing Education at Great Zimbabwe University. His research interests are in adult education, vocational education, especially green skills in vocational education, learning needs of smallholder farmers and curriculum responsiveness in Agriculture Education and Training in Zimbabwe. Prof. Shervani PillayShervani Pillay is an Associate Professor in the Faculty of Education at Nelson Mandela University. She is Head of the Post Graduate Studies Department. Shervani does research in Higher Education Transformation and Decolonisation in Curriculum, Educational Policy, Higher Education and Curriculum Theory. Dr Lesley PowellLesley Powell is the Chair of Youth Unemployment, Employability and Empowerment (CYUEE) at Nelson Mandela University. Her scholarship is largely focused on Vocational Education and Training (VET), with her theoretical interests being the ways in which education and training intervene in poverty and advance the conditions for sustainable livelihoods. She has published widely on VET from human development and social justice perspectives, and more recently also on skills and the informal sector. Prof. Suresh RamsuroopSuresh Ramsuroop is an Associate Professor in Chemical Engineering and the assistant dean in the Faculty of Engineering and the Built Environment at the Cape Peninsula University of Technology. He has over 33 years of industrial and academic experience. His current research interests include Computational Chemical Thermodynamics, Process Synthesis, and Design and Engineering Education. Mr Deepak SinghDeepak Singh has an MSc in Physics with research areas including Statistical Physics. He lectures in the Department of Physics at the Durban University of Technology. Dr Tanya SmitTanya Smit is a lecturer of higher education and the Acting Head of the Work Integrated Learning office of the Faculty of Education at the University of Pretoria. Her research interests include pre-service teacher self-regulated professionalism, lecturer and teacher professionalism, action research, mentorship and Technical and Vocational Education. Mr Rodney StopsRodney Stops is a lecturer in the Department of Electrical Power Engineering at the Durban University of Technology. He has over 29 years of lecturing experience and has a passion for Articulation and is using research in Education and Articulation to benefit present and future students. Prof. Volker WedekindProfessor Volker Wedekind is Professor of Education and Head of the School of Education, University of Nottingham. He is the convener of the Nottingham UNESCO-UNEVOC Centre. His research focuses on the policies and practices of vocational education in developing countries.
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Buteyn, Nathaniel, Ye In Oh, Jonathan Knott, Paige Bokach, Jillian Konyndyk, Jenna Tenney, Amy Wilstermann, Herb Fynewever, and David Koetje. "Exploring Nutraceuticals to Enhance Scientific Literacy: Aligning with Vision and Change." American Biology Teacher 81, no. 3 (March 1, 2019): 176–85. http://dx.doi.org/10.1525/abt.2019.81.3.176.
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An introductory cell biology laboratory course was redesigned using two inquiry-based modules to align with the goals of scientific inquiry as described in Vision and Change. To evaluate the lab's efficacy, we used a broad range of materials, including pretests and posttests, online surveys, focus group interviews, and course evaluations. Although our students produced significant learning gains on technical laboratory skills, methods, and data analyses, during the first two years their affective dispositions toward the experience were more negative. By evaluating our class data in light of insights from the scholarship of teaching and learning, we were able to provide better guidance to students and subsequently to persist past this implementation dip, showing continued positive gains in student learning outcomes, and eliminating the negative impact on student affective outcomes. Our experience underscores the value of scientific teaching, using class data and evidence-based practices to persist beyond the implementation dips that come with adopting new curricula.
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Cherif, Abour H., JoElla E. Siuda, and Farahnaz Movahedzadeh. "Developing Nontraditional Biology Labs to Challenge Students & Enhance Learning." American Biology Teacher 75, no. 1 (January 1, 2013): 14–17. http://dx.doi.org/10.1525/abt.2013.75.1.5.
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Laboratory experience and skills are not only essential for success in science studies, but are the most exciting and rewarding aspects of science for students. As a result, many biology teachers have become critical of the efficacy of cookbook-type laboratory activities as well as the purposes, practices, and learning outcomes of lab experiments conducted in this regimented way. In our proposed lab approach, instead of asking students to compare and contrast living cells from various kingdoms, we ask that students design and conduct lab experiments to obtain the empirical evidence to disprove both Schleiden’s and Schwann’s generalizations that all living things, including plants and animals, are composed of identical units called “cells.” Students must then write up their findings in a paper intended for publication in a peer-reviewed scientific journal. Through this process, students learn the scientific method; concepts such as testability, falsifiability, and repeatability; and the requirements of communicating scientific findings through peer-reviewed publication.
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Christina Zakayo Wuiya, Valerian CK Silayo, Frida Nyamete, and Ramadhani Omari Majubwa. "The effect of harvest, sorting and drying practices on aflatoxin contamination of maize." International Journal of Scientific Research Updates 4, no. 2 (October 30, 2022): 063–72. http://dx.doi.org/10.53430/ijsru.2022.4.2.0150.
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Aflatoxins are the result of fungal metabolites that contaminate agricultural produce and can cause death to both humans and animals. The risks of using contaminated food and feed with aflatoxins have increased due to environmental factors, pre-harvest, post-harvest and socio-economic factors. This study revealed on harvesting, drying, and sorting practices that can reduce aflatoxin contamination. Experiments were designed in three districts; Kilosa, Gairo, and Mvomero with five (5) treatments replicated nine (9) times under farmers’ conditions. Samples were collected during harvesting, drying, and sorting; and analyzed for aflatoxin B1 using High Performance Liquid Chromatography (HPLC) at Tanzania Bureau of Standards (TBS) laboratory. Analysis of variance and comparison of means for moisture content, mold levels, grain damage, and aflatoxin levels were performed using GenStat® Executable release 16 Statistical Analysis Software. Results indicated that aflatoxin contamination levels were lower at maize grain harvested into bags (456.9μg/kg) compared to maize harvesting onto the ground (889.1μg/kg). It was also observed that maize dried on tarpaulin and raised platform had significantly (p<0.05) low aflatoxin levels (65.5 μg/kg, 67.1μg/kg respectively) while maize dried on the ground had higher aflatoxin infestation (179 μg/kg). Again, sorting maize by color significantly (p<0.05) reduces aflatoxin contamination. These results indicate that proper postharvest management of maize, such as harvesting maize on bags, drying maize on tarpaulin, raised platform and sorting maize by color gives the lowest aflatoxin contamination levels. Hence, proper education to farmers on harvesting maize using container/bags and drying maize on raised platform to be established in farmer level.
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Smith, William B. "419 Academic performance and views toward community service from students engaged in service learning through a beef production course." Journal of Animal Science 97, Supplement_3 (December 2019): 179. http://dx.doi.org/10.1093/jas/skz258.368.
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Abstract Experiential learning is a feature common to post-secondary agricultural education. Similar to experiential learning opportunities, incorporation of service learning into post-secondary coursework is being encouraged more often. Our objective was to determine how community engagement and introduction of real-world problems in a species-specific production course would affect student performance and outlooks on community service. This experiment was conducted as a completely randomized design within the beef cattle production class during the spring 2019 semester at Tarleton State University. Thirty-eight students were enrolled in the course across two laboratory sections. Students in the first laboratory section were used as a control group. In the control, students were asked to draw from a selection of possibilities a description of herd size, sire and dam breed type, and county. Groups were asked to develop a management plan for a commercial cow-calf operation. Students in the second laboratory section were asked to brainstorm the most prevalent barriers to implementation of best management practices in cow-calf production. Groups were randomly assigned to each topic and were tasked with developing a tri-fold brochure addressing the barrier. They were instructed that this was being done as a service to the greater beef community and would be evaluated by industry representatives. Students in CON had more (P < 0.05) students that reported performing community service weekly or monthly prior to the study than TRT. Groups were similar (P ≥ 0.41) in their assessment of community needs and the role of college students in community service. Likewise, CON and TRT had similar (P ≥ 0.41) responses in having less time available for coursework and their service contributing to the betterment of the overall community. Results are interpreted to mean that incorporation of service learning opportunities does not influence student views on community service.
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Gibson, J. Phil, and Joshua T. Cooper. "Botanical Phylo-Cards: A Tree-Thinking Game to Teach Plant Evolution." American Biology Teacher 79, no. 3 (March 1, 2017): 241–44. http://dx.doi.org/10.1525/abt.2017.79.3.241.
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Students often have limited understanding of the major innovations in plant evolution. We developed a card sorting activity based on tree thinking that is suitable for students with a wide range of abilities and experience. Through this activity, students learn how scientists organize taxa into biologically meaningful, natural groups that illustrate important events in terrestrial plant evolution. The activity corresponds to several NGSS standards and is suitable for use in classroom or laboratory settings and as a public educational outreach activity. The Botanical Phylo-Card Game addresses several components of Next Generation Science Standards (NGSS Lead States, 2013) such as Inheritance/Variation in Traits (3-LS3-1, HS-LS3-1, HS-LS4-2) and Natural Selection/Evolution (MS-LS4-2, HS-LS4-1). The game involves disciplinary core ideas about biodiversity, evolution, and common ancestry; crosscutting concepts regarding identification and interpretation of patterns; and scientific practices of constructing explanations and engaging in arguments from evidence that can guide individualized implementation and assessment of the activity by different instructors.
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Sulaiman, Adhi Iman, Chusmeru Chusmeru, and Bambang Kuncoro. "The Educational Tourism (Edutourism) Development Through Community Empowerment Based on Local Wisdom and Food Security." International Educational Research 2, no. 3 (August 6, 2019): p1. http://dx.doi.org/10.30560/ier.v2n3p1.
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Rural areas that have food security and local wisdom are the main capital to develop agro-tourism areas that can improve the welfare and independence of the community. The research aim to analyze educational tourism (edutourism) development through community empowerment based on local wisdom and food security. The research used Participatory Learning and Action (PLA) methode, informant were determined purposively consisting of farmers group, business group, management of agrotourism and the village officials. Data were collected by interview, observation, discussion and Participatory Decision Making (PDM). Research sites in Wonoharjo village, Rowokele subdistrict, Kebumen regency and Serang village, Karangreja subdistrict, Purbalingga regency in Central Java of Indonesia. Data analysis used community development analysis. The results showed (1) The Wonoharjo village and Serang village has the potential and advantages as the area of agrotourism based on food security of horticulture and can be used as an edutourism and many tourists visit for educational activities, training, empowerment programs, research, study of the laboratory and college programs. (2) Empowerment program should be make tourism locations for education, training and work practices processing of agricultural, food security, local wisdom, creating caring and nature conservation for all groups ranging from elementary school children to college, private institutions, and social institutions.
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Bryce, Caleb M., Vikram B. Baliga, Kristin L. De Nesnera, Duran Fiack, Kimberly Goetz, L. Maxine Tarjan, Catherine E. Wade, et al. "Exploring Models in the Biology Classroom." American Biology Teacher 78, no. 1 (January 1, 2016): 35–42. http://dx.doi.org/10.1525/abt.2016.78.1.35.
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Models are simplified representations of more complex systems that help scientists structure the knowledge they acquire. As such, they are ubiquitous and invaluable in scientific research and communication. Because science education strives to make classroom activities more closely reflect science in practice, models have become integral teaching and learning tools woven throughout the Next Generation Science Standards (NGSS). Although model-based learning and curriculum are not novel in educational theory, only recently has modeling taken center stage in K–12 national standards for science, technology, engineering, and mathematics (STEM) classes. We present a variety of examples to outline the importance of various types of models and the practice of modeling in biological research, as well as the emphasis of NGSS on their use in both classroom learning and assessment. We then suggest best practices for creating and modifying models in the context of student-driven inquiry and demonstrate that even subtle incorporation of modeling into existing science curricula can help achieve student learning outcomes, particularly for English-language learners. In closing, we express the value of models and modeling in life beyond the classroom and research laboratory, and highlight the critical importance of “model literacy” for the next generation of scientists, engineers, and problem-solvers.
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Fosu-Mensah, Benedicta Y., Sarah Maku Adjovu, Ted Yemoh Annang, and Michael Mensah. "Assessment of farmers’ indigenous knowledge of soil quality management practices in Ghana: A case study of crop farmers in Ada West District." Journal of Applied and Natural Science 13, no. 3 (September 15, 2021): 830–39. http://dx.doi.org/10.31018/jans.v13i3.2704.
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The efforts to increase soil productivity has been ?eld-based experiments with little information on farmers’ indigenous knowledge of soil quality acquired through experience. This study assessed farmers’ indigenous knowledge on soil quality and fertility management practices in the Ada West District of Ghana. Two hundred-and-twelve farmers from five communities were interviewed using pre-tested questionnaires. Fifteen farmers each from four communities identified and classified their soil into high, medium and low soil quality. Thirty-six soil samples were collected based on farmers’ categorization and analysed to determine some physicochemical properties to determine the differences in soil quality categories. The Principal Component Analysis (PCA) was used to select effective indicators as the Minimum Data Set (MDS). Results showed that 89% of farmers’ use soil amendments out of which 71.1% combined organic and inorganic fertilizer, 19.6% applied only organic and 9.3% applied only inorganic fertilizer. The soil quality indicators used by farmers were based on visually observable indicators such as soil colour, presence of living organism, soil moisture, vigour plant growth, crop yield, soil texture, presence of plants and weeds, erosion and thickness of topsoil. Farmers’ soil quality categorization was contrary to the laboratory reports although soils from perceived high quality were relatively higher than medium and low. In PC1 electrical conductivity, available phosphorus, organic carbon, organic matter, calcium, and magnesium had a higher positive loading. In PC2, sand and silt had the highest factor loading while clay and sodium had the highest factor loading for PC3 and PC4 respectively. Farmers have good knowledge on soil quality but did not know the rate of soil amendments to apply. Farmers’ indigenous knowledge should be supplemented with scientific soil information. There is need for more training and education on application rates of soil amendments.
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Graham, T. W. "(A343) Rebuilding Post Conflict Food Security in Liberia." Prehospital and Disaster Medicine 26, S1 (May 2011): s96—s97. http://dx.doi.org/10.1017/s1049023x1100327x.
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Liberia's 14 year civil war destroyed domestic agricultural production, veterinary and agricultural education, extension services and domestic food security. These losses severely limited domestic food production, and basic hygiene and sanitation: potable water, abattoirs, cold chain and food storage were greatly diminished. The average Liberian life expectancy fell from 45.8 in 1990 to 41.8 years presently. The population birth and death rate are two of the highest globally with a resulting population growth rate, of 2.7% per annum; this growth rate requires an immediate and concerted focus on domestic food production to alleviate nutritional inadequacy and hunger, trade imbalances and loss of foreign exchange credits. Food supply nationally is presumed adequate because of importation, though domestic production is inadequate. Unequal distribution precludes food security for all Liberians. Value chain augmentation, enhancing food availability across all sectors of Liberian society and ensuring distribution of a safe food supply needs critical development. Infant mortality remains one of the highest in the world (approximately 160/1000 births), much of which is attributed to food insecurity, food contamination and lack of uniformly available potable water. Recreation of Liberia's public health and food security requires redevelopment of disease monitoring and laboratory diagnostic capability to re-establish safe food production and handling practices across all sectors. This will allow determination of endemic disease burden for the principal livestock species: poultry, sheep, goats, cattle and swine. Creation of a national disease surveillance/monitoring system allows for targeted disease intervention, ensuring vaccination for correct serotypes and most critically prevalent diseases. Creation of community level training and support will target intervention of local diseases, but also allow for national prioritization of diseases. Targeting which are most prevalent or most likely to cause production limiting effects will require periodic surveillance, targeted vaccination, and chemotherapeutic intervention and evaluation of therapeutic success.
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Friedrich*, Heather, Curt R. Rom, Jennie Popp, Barbara Bellows, and Donn Johnson. "University of Arkansas Agriculture Professionals' Perceptions toward Sustainable Agriculture." HortScience 39, no. 4 (July 2004): 831C—831. http://dx.doi.org/10.21273/hortsci.39.4.831c.
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Interest IN and conversion to sustainable agriculture practices, such as organic agriculture, integrated pest management or increasing biodiversity, has been increasing for a number of years among farmers and ranchers across the United States In order to meet the needs of producers, university researchers and educators must adapt their program areas to reflect this change toward sustainable agriculture practices. Although consumers, producers, and extension workers have been surveyed regarding their attitudes and interests in sustainable agricultural practices, few surveys have examined sustainable agriculture perceptions among university agriculture professionals. The object of this study was to survey 200 agriculture professionals, including research scientists, classroom educators of the Land-Grant agricultural college and the Cooperative Extension service of a southern state with a traditional agricultural economy in order to determine their perceptions and attitudes toward sustainable agriculture and to gather information on current research and education activities relevant to sustainable agriculture. Seventy-eight questions were asked concerning professional incentives, personal and professional importance of topics under the sustainable agriculture rubric, current research and educational activities, and demographics. By conducting this research we hope to identify factors that are an impedance or assistance to future research and education to support sustainable agriculture. The survey findings will provide a foundation for directing and developing agriculture research and education programs for row crops, fruit, vegetable and livestock production.
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БРОВКО, П. Ф., and Ю. Б. ЗОНОВ. "Development of geographical education and scientific research at the Far Eastern State University." Tihookeanskaia geografiia, no. 2(6) (June 21, 2021): 5–14. http://dx.doi.org/10.35735/tig.2021.6.2.001.
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Отделение географии, на котором осуществляется подготовка специалистов-географов в Дальневосточном государственном университете, прошло сложный путь своего становления и развития. Первые географические курсы разрабатывались в начале XX в. в Восточном институте на кафедре этнографии и географии, на кафедре политики, законодательства и экономического строя. В 1920-е гг. дисциплины географического цикла в Государственном Дальневосточном университете входили в учебные планы сельскохозяйственного, технического и восточного факультетов. Значительный вклад в развитие географического образования внес профессор А.А. Половинкин, автор широко известных учебников по физической географии для средней школы. С первых дней создания кафедры физической географии профессором В.И. Лымаревым в 1964 г. профессорско-преподавательский состав, наряду с учебным процессом, включился в комплексные географические исследования природы и особенностей социально-экономического развития регионов Дальнего Востока. Экспедиционные работы проводились на Чукотке, Камчатке, Сахалине, Курильских и Шантарских островах, в Приморье. Формировалась лабораторно-аналитическая база, появились первые результаты геолого-геоморфологического дешифрирования аэроснимков для составления морфодинамических карт, выполнялись работы по ландшафтному картографированию районов активного вулканизма, разрабатывались новые авторские курсы по физической и экономической географии Дальнего Востока и сопредельных регионов. На кафедре уделялось значительное внимание развитию научно-исследовательской работы студентов. Участие их в ежегодных экспедициях в отдаленные и труднодоступные районы, проводимых под руководством преподавателей и сотрудников, длительные учебные и производственные практики, различные виды лекционных, семинарских и внеаудиторных занятий способствовали формированию профессиональных качеств выпускников-географов. Особенностью подготовки студентов была связь учебного процесса с проводимыми кафедрой научными исследованиями на фоне широкой кооперации с академическими институтами. The Department of Geography, which trains specialists in geography at the Far Eastern State University, has passed a difficult path of its formation and development. The first geographical courses were developed at the beginning of the 20th century at the Oriental Institute at the Department of Ethnography and Geography, and at the Department of Politics, Legislation and Economic Order. In the 1920s, the disciplines of the geographical cycle at the Far Eastern State University were included in the curricula of the agricultural, technical and oriental faculties. Professor A.A. Polovinkin is the author of the widely known in the country textbooks on physical geography for secondary schools. From the first days of the creation of the Department of Physical Geography by Professor V.I. Lymarev in 1964, the teaching staff, along with the educational process, joined the complex geographical studies of the nature and features of the socio-economic development of the Far East regions. Expeditionary works were carried out in Chukotka, Kamchatka, on Sakhalin, Kuril and Shantar islands, in Primorye. The laboratory and analytical base was formed, the first results of geological and geomorphological interpretation of aerial photographs for the compilation of morphodynamic maps appeared. The works on landscape mapping of the areas of the active volcanism appeared. New author’s courses on physical and economic geography of the Far East and adjacent regions were developed. The considerable attention of the department was paid to the development of students’ research works. Their participation in annual expeditions to the remote and hard-to-reach areas, conducted under the guidance of teachers and staff, long-term educational and industrial practices, various types of lectures, seminars and extracurricular activities contributed to the formation of the professional qualities of graduated geographers. The connection of the educational process with the scientific research carried out by the department in the background of wide cooperation with academic institutions was the main peculiarity of students’ training.
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Wakhid, Abdul, and Luh Putu Suciati. "PENERAPAN DAN FAKTOR-FAKTOR YANG MEMPENGARUHI GOOD AGRICULTURE PRACTICES (GAP) USAHATANI KOPI RAKYAT DI LERENG ARGOPURO KABUPATEN JEMBER." JSEP (Journal of Social and Agricultural Economics) 13, no. 2 (July 31, 2020): 159. http://dx.doi.org/10.19184/jsep.v13i2.16140.
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Aplication is expected to be effort to improve coffee farming in Panti District, Jember Regency is by implementing the people's coffee farming according to Good Agriculture Practices (GAP) guidelines. This study aims to determine the level of application of Good Agriculture Practices (GAP) of people's coffee farming, and determine the factors that influence. The analysis uses scoring analysis and multiple linear regression. The results showed 1) the level of application of Good Agriculture Practices (GAP) of coffee farming was 80.58 or suitable category 2) Adj R-Square value of 63.5%, variability in the level application of Good Agriculture Practices (GAP) of people's coffee farming explain by age, education level, family dependent, land area, intensity of smallholder, access farm information, and price perception. F test results obtained that all independent variables simultan have a significant effect on the level of implementation of Good Agriculture Practices (GAP) of people's coffee farming. T test results show that the dependents of the family, land area, access to farming information, and perception of coffee prices partially have a significant effect while the age, education level, and intensity of farmers' presence partially do not significantly influence the level of implementation of Good Agriculture Practices (GAP) of coffee farming people.
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Charney, Jeff, Cindy E. Hmelo‐Silver, William Sofer, Lenore Neigeborn, Susan Coletta, and Martin Nemeroff. "Cognitive Apprenticeship in Science through Immersion in Laboratory Practices." International Journal of Science Education 29, no. 2 (February 5, 2007): 195–213. http://dx.doi.org/10.1080/09500690600560985.
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Smith, K. Christopher, and Adrian Sepulveda. "Students’ perceptions of common practices, including some academically dishonest practices, in the undergraduate general chemistry classroom laboratory." Chemistry Education Research and Practice 19, no. 4 (2018): 1142–50. http://dx.doi.org/10.1039/c8rp00058a.
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In this study 635 general chemistry I and general chemistry II students completed a 40-item Likert-scale survey on their opinions of various practices, including some academically dishonest practices, that might occur in the general chemistry laboratory. The practices surveyed were focused on areas including preparation before coming to the laboratory, getting help with the pre-lab assignments, various decisions made by the teaching assistant or laboratory instructor, getting help with the calculations and questions required by the laboratory report, and various methods of obtaining data in the laboratory. An exploratory factor analysis of the results was conducted to identify the underlying factors in the survey, and the scores of the general chemistry I and general chemistry II students along these factors were compared. The findings were generally consistent with results in the literature, but also provided implications for students’ enculturation into chemistry and science as they progressed through their general chemistry coursework.
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Akinnagbe, Oluwole Matthew, and Obadamilola Enitan Ipinmoye. "Urban Agriculture Practices and Households’ Livelihoods in Ondo State, Nigeria." Journal of Agricultural Extension 26, no. 3 (August 8, 2022): 60–73. http://dx.doi.org/10.4314/jae.v26i3.6.
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The study examined the effects of urban agriculture on households’ livelihoods in Ondo State, Nigeria. A multistage sampling procedure was employed in selecting 150 respondents. Data were obtained through the use of interview schedule and analysed using percentage, charts, and mean statistic. Results revealed that the major crop and livestock kept were leafy vegetables (100.0%) and broilers chicken (57.0%), respectively. The majority (82.0%) of the respondents that practised urban agriculture had no contact with extension agent. The practice of urban agriculture had significant effects on respondents’ livelihood in term of improvement in standard of living from 85.0% to 98.0%, and improvement in saving pattern from 66.7% to 100.0%. The practice of urban agriculture had also led to an improved knowledge of the respondents. The extension services of Ondo State Agricultural Development Programme should be extended to those practicing urban agriculture. This will go a long way in improving and sustaining households’ livelihoods.
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Agustino, Azil, Indah Nurmayasari, and Begem Viantimala. "FAKTOR-FAKTOR YANG BERHUBUNGAN DENGAN TINGKAT ADOPSI PETANI MANGGIS TERHADAP GOOD AGRICULTURE PRACTICES (GAP) DI KECAMATAN KOTA AGUNG KABUPATEN TANGGAMUS." Jurnal Ilmu-Ilmu Agribisnis 8, no. 1 (August 5, 2020): 161. http://dx.doi.org/10.23960/jiia.v8i1.4335.
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The purposes of this research are to analyze farmers adoption level on Good Agriculture Practices (GAP), factors related to the adoption level, and the constraints faced by farmers in the implementation of Good Agriculture Practices (GAP). This research was conducted in Kota Agung subdistrict of Tanggamus district, by interviewing 74 respondents, mangosteen farmers who joined and applied Good Agriculture Practices (GAP) at Kota Agung. Data were collected using a survey method with descriptive analysis and Rank Spearman correlation test to examine hypothesis. The results showed that adoption level of mangosteen farmers on GAP is included on a medium classification (64,86%), the factors related are experience of farming, formal education level, characteristics of innovation, and level of cosmopolite characteristic, while the unrelated factors are land area and capital availability. The constraints faced are unpredictable weather conditions, pests and plant diseases, price determination by traders, lack of information and knowledge of Good Agriculture Practices (GAP), and unpublished Good Agriculture Practices (GAP) land registration number in Penanggungan village.Key words: adoption level, good agriculture practices (GAP), mangosteen farmers
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Bader, Alhafi Alotaibi. "Farmers’ perceptions of organic agriculture in southern Saudi Arabia." Journal of Agricultural Extension 24, no. 4 (October 28, 2020): 17–28. http://dx.doi.org/10.4314/jae.v24i4.3.
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The study assessed farmers' perception of organic agriculture and level of knowledge regarding organic farming practices. The study involved a random sample of farmers from the governorate. The farmers’ perceptions regarding organic agriculture were slightly positive, although they had a low level of knowledge about organic farming practices. More than half of the farmers had insufficient knowledge about practicing organic farming. Farmers who practiced organic farming had networks with other farmers, sourced of information, and had training in organic agriculture were more likely to have greater perception of the importance of organic agriculture. Similarly, farmers educated beyond high school and younger than 40 years were more positive about organic farming than other farmers. Understanding farmers’ perceptions of the subject will prepare extension agents to develop better programmes in organic agriculture practices. Extension agents and policymakers should concentrate on these factors in developing training programmes for farmers.
Keywords: organic agriculture, farmers' perceptions, extension, Saudi Arabia
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Bonke, Barbara A., John R. Snyder, Kay H. Grant, and Ayres G. DʼCosta. "An analysis of inservice education practices for hospital laboratory personnel." Journal of Continuing Education in the Health Professions 8, no. 3 (1988): 189–201. http://dx.doi.org/10.1002/chp.4750080306.
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Alonge, Adewale Johnson, and Robert A. Martin. "Assessment Of The Adoption Of Sustainable Agriculture Practices: Implications For Agricultural Education." Journal of Agricultural Education 36, no. 3 (September 1995): 34–42. http://dx.doi.org/10.5032/jae.1995.03034.
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Hasselquist, Laura, and Tracy Kitchel. "Factors of Influence on Classroom Literacy Practices." Career and Technical Education Research 44, no. 2 (October 1, 2019): 32–55. http://dx.doi.org/10.5328/cter44.2.32.
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Previous research has indicated professional training and support, personal literacy preferences, and professional literacy attitudes have an influence on classroom literacy practices. Limited literacy related research has been conducted in agricultural education. This study sought to examine the influence of professional training and support, personal literacy preferences, and professional literacy attitudes of agriculture teachers on current classroom literacy practices. Data was collected from in-service teachers in 35 states. The researchers determined a majority of agriculture teachers have completed professional training, have positive personal literacy preferences and positive professional literacy attitudes. They also use a variety of literacy activities in their classrooms. The use of PowerPoint presentations and traditional writing activities were the only practices determined to have a significant influencer. Recommendations for practice include encouraging agriculture teachers to develop relationships with the English/Language Arts department and offering professional development related to literacy assessment.
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Casari, Laura E., and Joyce T. Povlacs. "Practices in Technical Writing in Agriculture and Engineering Industries, Firms, and Agencies." Journal of Technical Writing and Communication 18, no. 2 (April 1988): 143–59. http://dx.doi.org/10.2190/v852-1m21-m5lm-h672.
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This article describes a study of written communication on-the-job and reports writing practices found in seventeen agricultural and engineering firms and agencies in the authors' immediate geographical region. Information was gathered by questionnaire and on-site interviews. Data confirmed the importance of writing on-the-job. Our findings demonstrate the importance of context and reveal the variations in types and length of documents, rhetorical genres, and strategies. The study proved useful for designing instructional materials and strategies and for expanding our basic understanding of what on-the-job writing entails.
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Cherono, Collins K., Justus M. Ombati, and Owen N. Ngumi. "Determinants of conservation agriculture adoption among small-holder farmers in Gilgil sub-county, Kenya." International Journal of Agricultural Extension 9, no. 3 (September 1, 2021): 363–71. http://dx.doi.org/10.33687/ijae.009.03.3599.
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Conservation Agriculture is a practice that enhances sustainable and intensified agricultural production. Conservation Agriculture involves; crop rotation, minimum tillage, mulching, zero tillage, maize-legume intercrop, and residue retention. Conservation Agriculture practices are crucial in providing solutions to food and nutrition insecurity, loss of biodiversity and declining soil quality in Kenya. This study documented the current status of Conservation Agriculture use in Gilgil Sub-County of Nakuru County, Kenya, reasons for adoption, and influence of socio-economic, institutional, and agro-ecological factors on adoption of Conservation Agriculture and patterns of use. The study was conducted in July 2020 in Gilgil Sub- County of Nakuru County, Kenya. The study targeted 71,268 farmers and an accessible population of 10,914 farm families respectively. Purposive and systematic sampling techniques were used to select 150 small-holder farmers based on Nassiuma formulae. Data were collected using a semi-structured questionnaire. Both descriptive (mean, frequencies, and percentages) and inferential (Multivariate probit and Tobit models and Factorial Analysis of Variance) statistics were used to analyse the data. The results revealed incomplete use of Conservation Agriculture practices: about 87% used less than five of the six recommended Conservation Agriculture practices while only 13% used five to six practices promoted in the area. This result indicates that farm-level benefits of using all Conservation Agriculture practices simultaneously were not fully realized. Second, the study established that farmers used Conservation Agriculture practices for agronomic, environmental conservation, and economic reasons. Furthermore, the differences in patterns of use of Conservation Agriculture practices were significantly determined by extension contacts, main occupation, education, access to credit, external institutional support, group membership, and land size.
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Sjøberg, Mari. "Teaching and learning through scientific practices in the laboratory in biology education." Nordic Studies in Science Education 17, no. 3 (September 14, 2021): 340. http://dx.doi.org/10.5617/nordina.8766.
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The overall aim of this thesis is to explore challenges and opportunities with teaching and learning through scientific practices in the laboratory in biology education. This thesis is based on three articles that are introduced and discussed in an extended abstract. My focus is on practice in the laboratory, and in the thesis, I have investigated practice in two different ways. First, I have investigated upper secondary biology teachers’ practices as reported in a survey and group interview (Article I). Secondly, I have analyzed undergraduate biology students’ practices through microscale analysis of their reasoning when constructing representations in the laboratory (Article II and III). The findings from Article I show that the biology teachers’ primarily report that they implement teacher-directed laboratory work with the aim of illustrating content knowledge. The findings from Article II and III shows how different representations, such as drawings and gestures, support students’ model-based reasoning. Based on these findings, I argue for the fruitfulness of a focus on modelling through representation construction as a scientific practice in the laboratory.
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Abouhilal, Abdelmoula, Amine Moulay Taj, Naima Taifi, and Abdessamad Malaoui. "Using Online Remote Laboratory in Agriculture Engineering and Electronic Training." International Journal of Online and Biomedical Engineering (iJOE) 15, no. 06 (March 29, 2019): 66. http://dx.doi.org/10.3991/ijoe.v15i06.9699.
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<p class="0abstract">Practical manipulations are a core part of engineering training education systems. Remote labs are a new method used for teaching and practicing experimental manipulation using the performance of information and communication technologies. This paper presents a study of two remote labs architecture using low cost embedded systems that could be addressed to the 3rd year bachelor degree students on renewable energy and others on electronics courses. The first manipulation is based on Arduino microcontroller to monitor an irrigation system powered by photovoltaic panels. In addition, the second manipulation uses a powerful PcDuino, to control remotely a logic electronic experience. A simple interface is developed to allow students and instructors to access to these manipulations. This study is aimed to improve the present education systems in the Moroccan universities by managing the practical manipulation for a large number of students, especially in the open-access faculties. Finally, this architecture can be easily extended to other disciplines and courses.</p>
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Ratnani, Sonia, and Savita Bargujar. "Applying Reuse and Reduce in an Undergraduate Organic Laboratory: Sustainable Practices." Resonance 27, no. 12 (December 22, 2022): 2243–49. http://dx.doi.org/10.1007/s12045-022-1515-y.
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Larson, K. L., and L. A. Duram. "Information dissemination in alternative agriculture research: An analysis of researchers in the North Central region." American Journal of Alternative Agriculture 15, no. 4 (December 2000): 171–80. http://dx.doi.org/10.1017/s0889189300008742.
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AbstractAgricultural research and education significantly influence the direction of U.S. agriculture by improving the practices available to farmers and by decreasing uncertainties associated with adopting new farming practices. Because sustainable agriculture is management-intensive, access to information is particularly important in adopting and implementing sustainable farming practices. Given that relatively little funding is allocated to sustainable agriculture research by the federal government, successful dissemination of these research results is critical. This paper presents an analysis of the dissemination efforts of 42 researchers funded through the USDA's North Central Region Sustainable Agriculture Research and Education (SARE) program. Results show that these SARE researchers purposefully consider the effectiveness of various dissemination methods in reaching targeted audiences and attempt to involve farmers in their dissemination efforts. Overall, researchers note that information dissemination is limited by farmer interest. Additional barriers exist, most notably insufficient resources and institutional biases. In the future, the ways in which information is compiled and made available must be improved, and responsibility for farmer outreach should be better coordinated.
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Azhar, Rauf A. "Education and Technical Efficiency in Pakistan’s Agriculture." Pakistan Development Review 27, no. 4II (December 1, 1988): 687–97. http://dx.doi.org/10.30541/v27i4iipp.687-697.
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It is now well recognized that education expedites the process of growth in an economy. In agriculture, leaving aside the external effects, it affects productivity in two quite distinct ways known as the allocative effect and the worker effect (Welch, 1970). The former centres on beller allocation decisions including adoption and diffusion of new technology whereas the latter relates to a more efficient use of given inputs, i.e. the technical efficiency aspect of production. While the allocative effect is inherently predicated on disequilibrium (created, for example, by a change in technology) (Nelson and Phelps 1966), there is some evidence to suggest that even the worker effect of education is more likely to arise in disequilibrium resulting from technical change (Maack 1981). This is because technical change renders the cultural practices learnt over generations obsolete or inadequate and calls for an adjustment. A more educated farmer is supposed to make the required adjustment more quickly. In this paper I have attempted to test this hypothesis for Pakistan during the green revolution period when the introduction of new crop varieties disturbed the prevailing equilibrium. For this purpose I have used production function analysis and have conducted the analysis for not only the new but also the traditional crops. The results lend support to the hypothesis by showing that the worker effect is more pronounced in the case of new crop varieties as compared to the traditional ones. The paper is divided into three sections. In Section II, I have presented the hypothesis and discussed the methodology used for the analysis. Section III concludes the paper with a discussion of the results.
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Dufresne-Tassé, Colette. "État de la question sur les pratiques exemplaires (best practices)." CADMO, no. 1 (June 2012): 5–22. http://dx.doi.org/10.3280/cad2012-001003.
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A series of domains like administration, engineering, new technologies, social intervention, agriculture or medicine have dealt very fully with the "best practices" subject matter. An analysis of these domain's publications in French, English and Spanish reveals that the definitions adopted are numerous as well as the means used to evaluate applicant practices to the "best" title. Therefore "best practices" appear as a constellation that should be studied in depth in order to draw the matrix of their categories. This would greatly help new fields like museology to choose amongst the variety, the type that best fits its expectations.
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Pornwiang, Suban, and Monnapat Manokarn. "Developing Participatory Learning Mechanism in Good Agricultural Practices Following Sufficiency Economy Lifestyle of Ban Pong Yaeng Nai School, Mae Rim District, Chiang Mai Province." Journal of Curriculum and Teaching 11, no. 5 (July 7, 2022): 79. http://dx.doi.org/10.5430/jct.v11n5p79.
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This research's objective was to develop the participatory learning mechanism in good agricultural practices following the sufficiency economy lifestyle of Ban Pong Yaeng Nai School, Mae Rim District, Chiang Mai Province. The findings revealed: 1) the overall cognition of safe cultivation by applying good agricultural practices for the lunch project was low. As the guidelines of participatory learning mechanism, the school required safe food agriculture and applied information to develop nine learning bases the Kindergarten One to Grade Sixth. The design and learning mechanism’s results were (1) a group of the participatory learning-driven working group performed the determined duties, (2) the nine learning bases with a high-level accuracy and appropriateness. Additionally, the results of driving a participatory learning mechanism for safe food were high. The overall satisfaction with the students' career skills, knowledge, and understanding of safe agriculture among the teachers and parents was high. Furthermore, the participatory learning mechanism in good agricultural practices following the sufficiency economy lifestyle of Ban Pong Yaeng Nai School, Mae Rim District, Chiang Mai Province as the possibility, satisfaction was at a high level, and the advantages were at the highest level.
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Mwaura, Mary Njoki, Sabina Mukoya-Wangia, Japheth Ododa Origa, Oliver Lee Ernest Mbatia, and Evans Ligare Chimoita. "Potential for Sustainable Urban and Peri-Urban Agricultural Practices in Nairobi County." Journal of Agricultural Extension 25, no. 1 (March 1, 2021): 31–40. http://dx.doi.org/10.4314/jae.v25i1.4.
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The study examined the sustainable potential of urban and peri-urban agricultural practices in Nairobi. The study employed purposive, stratified and random sampling methods to select 149 respondents. Frequencies, means and standard deviations were used to analyse data. Findings indicate that the most popular urban and peri-urban practices were composting (221), open field farming (212), vegetable nurseries (155) and various forms of irrigation (140). Animal based practices were not found to be very popular. Majority ofthe practices were concentrated in the peri-urban areas. Popular practices were not found to be the most profitable. The most profitable practices were cattle rearing raising approximately Ksh.650,000, mushroom farming (Ksh.500,000), chicken rearing (Ksh.500,000), and hydroponics production (Ksh.450,000). These unpopular practices required expensive inputs, specialised technological and management skills and a controlled agricultural environment for production and efficient use of resources. Theserequirements qualified them to contribute towards the economic, social and environmental aspects of sustainability. There is need for a transformation from the current popular, less profitable and environmentally unfriendly practices categorized as uncontrolled environment agriculture practices to the controlled environment agriculture practices. This can be achieved through the provision of subsidised inputs and specialised technological and management skills to the farmers by the county government and other relevant stakeholders. This change with policy support will contribute to using sustainable agricultural practices that ensure food security and contribute to a sustainable food system in the city.
Key words: Urban and peri-urban agriculture, sustainable agricultural practices, Nairobi County.
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Arabacioglu, Sertac, and Ayse Oguz Unver. "SUPPORTING INQUIRY BASED LABORATORY PRACTICES WITH MOBILE LEARNING TO ENHANCE STUDENTS’ PROCESS SKILLS IN SCIENCE EDUCATION." Journal of Baltic Science Education 15, no. 2 (April 25, 2016): 216–31. http://dx.doi.org/10.33225/jbse/16.15.216.
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Supporting the latest technology for inquiry is among one of the topics that is currently being discussed in the context of science education. The aim of this research is to examine the laboratory practices that use mobile learning to enhance the science process skills of the participants. The research is of qualitative design and has been planned as action research. The practices on determining the quality of water are based on an approach of guided inquiry based learning. The research was conducted with eleven (n=11) volunteering pre-service teachers who were third-year students in department of the science teacher education. Group discussions, classroom camera records and spreadsheet responses were used to determine the scope of the research. The data were analyzed with directed content analysis by two separate researchers who used the Nvivo 8 program. At the end of the research, it was concluded that using mobile learning contributed to the laboratory practices in many ways. Key words: inquiry based laboratory practices, mobile learning, science process skills, and water quality.
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Holtzman, Beth. "AN OVERVIEW OF THE NORTHEAST REGION SUSTAINABLE AGRICULTURE RESEARCH AND EDUCATION PROGRAM." HortScience 28, no. 4 (April 1993): 260D—260. http://dx.doi.org/10.21273/hortsci.28.4.260d.
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The challenges facing horticultural production in the Northeast are many: Pests that are increasingly resistant to conventional controls; eroding profitability; increasing consumer concern about residues in food and water supplies. The Sustainable Agriculture Research and Education Program is working to find solutions to these problems. SARE-supported research is developing practices that will help reduce producers reliance on pesticides and other purchased inputs while maintaining farm profitability. In the Northeast, SARE has provided about $5 million in grants since 1983 to about 50 projects. Many focus on horticultural crops, such as apples, small fruit, sod and ornamental plants. Some strategies developed through SARE projects are already being adopted at the farm level. Last year, the program allocated $1.461 million to 16 projects. This year, the Northeast Region expects to distribute a similar or slightly lower amount of grant funding. In addition, the region established a new $100,000 farmer mini-grant program to promote adoption of sustainable practices and in novations on the farm.
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Walker, J. P., V. Sampson, S. Southerland, and P. J. Enderle. "Using the laboratory to engage all students in science practices." Chemistry Education Research and Practice 17, no. 4 (2016): 1098–113. http://dx.doi.org/10.1039/c6rp00093b.
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This study examines the extent to which the type of instruction used during a general chemistry laboratory course affects students’ ability to use core ideas to engage in science practices. We use Ford’s (2008) description of the nature of scientific practices to categorize what student do in the laboratory as either empirical or representational. One approach to lab instruction, engages students in the empirical practices of science but in a traditional prescriptive manner designed to demonstrate and verify content. The second approach, Argument-Driven Inquiry (ADI), engages students in both the empirical and representational practices of science. A practical exam was used to compare student learning in each condition. The assessment targeted student ability to participate in specific scientific practices, including planning and conducting investigations, analyzing and interpreting data and arguing from evidence. Students who were taught with either ADI (N= 81) or Traditional (N= 76) had equivalent understanding of content based on the ACS-GCST exam, however the mean score on the practical exam was significantly higher for students in the ADI sections. Results also indicate that the mean scores on the practical exam were significantly higher in the ADI sections for all students including female students, under-represented minority (URM) students, and students with lower past academic achievement. In the traditional laboratory sections there was a significant difference in the mean scores on the practical exam for the URM student relative to the majority, which was not present in the ADI sections. However, the opposite was found for students with low past academic achievement; the mean score on the practical exam was significantly lower for the students in the ADI sections in comparison to the traditional sections.
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Muchabi, Jane, Obed I. Lungu, and Alice M. Mweetwa. "Conservation Agriculture in Zambia: Effects on Selected Soil Properties and Biological Nitrogen Fixation in Soya Beans (Glycine max (L.) Merr)." Sustainable Agriculture Research 3, no. 3 (May 26, 2014): 28. http://dx.doi.org/10.5539/sar.v3n3p28.
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<p>Conservation agriculture has been promoted in Zambia as a strategy to mitigate some of the negative effects arising from conventional tillage practices. Conservation agriculture offers several potential benefits on soil properties. However, these benefits and impacts vary across agro ecological regions and management practices. This study investigated changes, over time, associated with the practice of conservation agriculture in selected soil chemical, physical and biological properties, including an assessment of the effects on soil respiration, nodulation and biological nitrogen fixation in soya beans (<em>Glycine max </em>(L.) Merr). Six paired soil samples were collected from conservation agriculture and conventional tillage fields. Fields under conservation agriculture were 4, 7 and 16 years old while those under conventional tillage had been cultivated for over 18 years. Changes in soil properties due to conservation agriculture practice were determined using published laboratory procedures and compared using the paired t-test at 95% confidence level. The results indicated significantly higher soil pH, soil organic carbon, nodulation and biological nitrogen fixation under conservation agriculture than conventional tillage after seven years of practice. The study also showed significantly higher total porosity, soil microbial biomass, soil respiration and lower soil bulk density after sixteen years of practice. Based on these results, the practice of conservation agriculture has potential to improve crop productivity by improving the different aspects of soil fertility, the length of time before this is realized notwithstanding. Further studies that compare several conservation agriculture systems are recommended in other agro-ecological zones of the country to validate these findings.</p>
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Piwowar, Arkadiusz. "Farming Practices for Reducing Ammonia Emissions in Polish Agriculture." Atmosphere 11, no. 12 (December 13, 2020): 1353. http://dx.doi.org/10.3390/atmos11121353.
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The main source of ammonia emissions in Poland is agriculture. In 2017, approximately 94% of the total ammonia emissions in Poland came from agriculture, of which the largest part (78%) was related to livestock manure and 22% to nitrogen fertilization. This study presents the results of representative research on the implementation of technologies and techniques that reduce ammonia emissions on farms in Poland. The research methodology, including statistical data analysis (multiple correspondence analysis), allowed comparisons to be made of the applied low-carbon practices, taking into account farmers’ characteristics (e.g., age and education) and farm attributes (area size, location, etc.). According to the research, both in the case of mineral fertilization and animal production, farmers in Poland relatively rarely undertake pro-ecological practices aimed at reducing ammonia emissions. The most frequently undertaken activities include dividing the doses of nitrogen fertilizers (in terms of plant production) and the use of feed additives (in terms of livestock production). Empirical studies, supported by correspondence analyses, confirmed a significant differentiation of coexistence and strength of the relationship between the studied variables. The use of correspondence analysis made it possible to precisely recognize the differentiation and co-occurrence of variable categories. In the course of analytical work, a relatively strong correlation was found between the use of divided doses of nitrogen fertilizers and the economic size of farms (φ2 = 0.11571). In turn, the use of feed additives was most strongly determined by the economic size of farms (φ2 = 0.072614) and the location of farms (φ2 = 0.072223).
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Dias, Nicholas W., Alvaro Sales, Claire L. Timlin, Curtis Friedel, and Vitor R. G. Mercadante. "73 Engaging youth through bovine reproductive practices." Journal of Animal Science 98, Supplement_2 (November 1, 2020): 5. http://dx.doi.org/10.1093/jas/skz397.011.
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Abstract Two programs have been established at Virginia Tech with the purpose of engaging youth and showcasing agriculture. The Governor’s School for Agriculture (GSA) program began in 2001, and has over 1,850 graduates. High school juniors and seniors from different areas of the Commonwealth’s schools spend time on campus exploring the life sciences. The Virginia 4-H State Congress (4HC) is the premier, statewide annual 4-H event for outstanding teens, providing educational experiences to Virginia teens and helping them develop life skills and leadership abilities. Our extension group has focused on exposing teens enrolled in the GSA and 4HC to beef production, particularly bovine reproduction and reproductive biotechnologies. The 4-hr workshop, titled “Do it yourself cows”, consists of a mixture of in-class presentations and hands-on laboratories relating to bovine reproductive anatomy and physiology and reproductive biotechnologies. The wet-laboratory consists of bovine female reproductive tracts anatomy dissection and artificial insemination and rectal palpation simulation with a mannequin, as well as demonstrations of equipment used in the field including, nitrogen tank for semen storage, ultrasound and microscope visualization of bovine embryos. The GSA “Bovine Reproduction” course is 4 days long and allows for in-depth discussion of factors influencing fertility and case discussions on beef reproductive management. The hands-on portion of this course is similar to the 4HC workshop, however students are able to perform rectal palpation and ultrasonography in cattle. So far, 40 students from the GSA and 80 students from the 4HC (2 GSA, and 4 4HC programs) have graduated in the course. At the completion of both programs, a survey was performed and 100% of the students considered the program positive and gained knowledge and interest in bovine reproduction. Furthermore, 20% of students from the GSA program developed a desire to pursue a career in livestock production, and 92% of 4HC students claimed to have learned information they can apply in their communities. Our data indicate that we were successful in engaging youth in animal agriculture, specifically beef production.
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Williams, C. M. "Technologies to address air quality issues impacting animal agriculture." Water Science and Technology 44, no. 9 (November 1, 2001): 233–36. http://dx.doi.org/10.2166/wst.2001.0547.
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The continued productivity, profitability and sustainability of animal production agriculture in most parts of the world will be dependent upon implementation of effective technologies and management practices to mitigate perceived and documented environmental impacts resulting from confined animal operation emissions. North Carolina State University Animal and Poultry Waste Management Center (APWMC) program efforts to identify such technologies through support of research, development and demonstration projects involve collaborative efforts with approximately 20 other universities (nationally and internationally). Many of these projects are well beyond the laboratory developmental stage and some are yielding encouraging results. Performance data, to date, has shown that swine manure treatment systems including a covered in-ground anaerobic digester, a sequencing batch reactor, and an upflow biological aerated filter system significantly improved odor emission variables.
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Brito, Fatima Maria de Melo, Célia Alves Rozendo, and Priscila de Oliveira Cabral Melo. "Nursing laboratory and critical education of nurses: approaches and distances." Revista Brasileira de Enfermagem 71, suppl 4 (2018): 1500–1506. http://dx.doi.org/10.1590/0034-7167-2017-0339.
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ABSTRACT Objective: to analyze the contribution of the laboratory of nursing to the critical education of nurses. Method: qualitative study, conducted among 18 professors of higher education institutions, being one public and the other private. Data were collected between February and November of 2016 by means of semi-structured interview. To analyze data, it was used a content analysis in the thematic modality. Results: it was observed the emphasis in the technical skills development by propagation of behavior and practices; the creation of bonds between professors and students happens on the limit of good interpersonal relationship; the laboratory of nursing may help the critical reflection about the practice, being a place that allows the learning of ethics. Final considerations: the nurse education, carried out by the laboratory of nursing, have to overcome the emphasis in the uncritical reproduction of practices and to observe the nurse’s power to think about the reality in the meaning of its modification.
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Jiménez-Aleixandre, María-Pilar, and Carlos Reigosa. "Contextualizing practices across epistemic levels in the chemistry laboratory." Science Education 90, no. 4 (2006): 707–33. http://dx.doi.org/10.1002/sce.20132.
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Schuft, Abby, Sarah Schieck Boelke, Diane DeWitte, Krishona Martinson, and Erin L. Cortus. "Biosecurity Education for the Next Generation." Journal of Agricultural Safety and Health 28, no. 2 (2022): 125–33. http://dx.doi.org/10.13031/jash.14780.
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HighlightsYouth are agents for change in biosecurity practices.47 workshops introduced biosecurity principles to youth.The curriculum was tailored for nine animal species.Biosecurity education requires continued programming. Abstract. Biosecurity education for youth involved in animal agriculture is vital for the continued success of commerce in these industries. Biosecurity workshops were developed and delivered to youth in Minnesota to encourage positive changes, with long-term outcomes of healthier animals. Learning gains were significant for all participants, and the participants retained this knowledge over time. Most participants had good intentions of making changes because of the workshops, and follow-up survey results showed that the participants implemented changes, validating that youth are agents for behavior change. However, other indicators surfaced suggesting that continued programming is needed to encourage adoption of more biosecurity practices. Keywords: Animals, Biosecurity education, Youth.
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Schuft, Abby, Sarah Schieck Boelke, Diane DeWitte, Krishona Martinson, and Erin L. Cortus. "Biosecurity Education for the Next Generation." Journal of Agricultural Safety and Health 28, no. 2 (2022): 125–33. http://dx.doi.org/10.13031/jash.14780.
Full textAbstract:
HighlightsYouth are agents for change in biosecurity practices.47 workshops introduced biosecurity principles to youth.The curriculum was tailored for nine animal species.Biosecurity education requires continued programming. Abstract. Biosecurity education for youth involved in animal agriculture is vital for the continued success of commerce in these industries. Biosecurity workshops were developed and delivered to youth in Minnesota to encourage positive changes, with long-term outcomes of healthier animals. Learning gains were significant for all participants, and the participants retained this knowledge over time. Most participants had good intentions of making changes because of the workshops, and follow-up survey results showed that the participants implemented changes, validating that youth are agents for behavior change. However, other indicators surfaced suggesting that continued programming is needed to encourage adoption of more biosecurity practices. Keywords: Animals, Biosecurity education, Youth.