Relevant bibliographies by topics / Agricultural and Technical College at Alfred

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Academic literature on the topic 'Agricultural and Technical College at Alfred'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Agricultural and Technical College at Alfred"

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Zhou, Xia Zhong. "To Promote Agricultural Majors by Rendering Service to the Economy of Three-Dimensional Rural Issues." Advanced Materials Research 268-270 (July 2011): 1943–47. http://dx.doi.org/10.4028/www.scientific.net/amr.268-270.1943.

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The thesis makes a study on the experience as to the location and three-dimensional rural service of Yiyang Vocational and Technical College, so as to elaborate for reference the following fields including not only site selection and agricultural service, but also measures concerning the promotion of agricultural-related subjects, higher vocational college students, rural entrepreneurial talented persons, new migrant workers’ training, agricultural technical service and so forth.
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Anderson, Gary A. "Developing a Horticulture Transfer Program at a Two-year Technical College." HortScience 31, no. 4 (1996): 567d—567. http://dx.doi.org/10.21273/hortsci.31.4.567d.

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The Ohio State Univ.'s Agricultural Technical Institute is a 2-year institution within the College of Food, Agricultural and Environmental Sciences. For over 20 years the school on the Wooster campus has offered technical programs in ornamental horticulture and floriculture leading to the Associate of Applied Science degree. Enrollment in the programs of Floral Design and Marketing, Greenhouse Management, Landscape Contracting, and Construction, Nursery Management, and Turfgrass Management is near 350 students. During the past year, a new program was developed with the primary purpose of serving those students who wish to transfer into a baccalaureate program within the college. Students are granted an Associate of Science degree in Horticulture upon completion of the curriculum requirements at the technical college. Those following this track have a unique opportunity for exposure to two different learning situations. They can progress toward their goal without loss of credit. The curriculum allows students to explore several areas of horticulture before commitment to their specialty. Beginning students have the advantage of a small campus with an active learning assistance program.
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Gaag, Andrey Viktorovich, Anatoly Andreevich Medenstev, and Inga Nikolaevna Ryumkina. "Pedagogical Support is a Necessary Condition for Creation and Development of a System of Lifelong Rural Education Providing the Training of High-quality Agricultural Specialists." Alinteri Journal of Agriculture Sciences 36, no. 2 (2021): 245–51. http://dx.doi.org/10.47059/alinteri/v36i2/ajas21139.

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Currently, there are two main options for training agricultural specialists in the Russian Federation. The first option is studying in a college (technical school) or mastering university programs through bachelor's, specialist and master's programs. The second way is to form a stepwise organisation of continuous agricultural education: a specialised general education school, a college (technical school), a university, and an institution of additional professional education. Insufficient attention to the change and development of new social statuses by students makes it difficult to fully disclose the educational potential of the system of continuous agricultural education. Thus, it is necessary to organize pedagogical support for students' adaptation to current changing academic situations. It is also essential to consider lifelong agricultural education not only as advanced training in the workplace, but also as a transition from specialized training in a secondary general education school to secondary agricultural vocational education, and then to the development of programs of higher agricultural education and subsequent regular, professional development throughout the entire period professional activity.
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Moore, P. G. "John Robertson Henderson (1863–1925): Scotland, India and anomuran taxonomy." Archives of Natural History 47, no. 1 (2020): 63–75. http://dx.doi.org/10.3366/anh.2020.0622.

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John Robertson Henderson was born in Scotland and educated at the University of Edinburgh, where he qualified as a doctor. His interest in marine natural history was fostered at the Scottish Marine Station for Scientific Research at Granton (near Edinburgh) where his focus on anomuran crustaceans emerged, to the extent that he was eventually invited to compile the anomuran volume of the Challenger expedition reports. He left Scotland for India in autumn 1885 to take up the Chair of Zoology at Madras Christian College, shortly after its establishment. He continued working on crustacean taxonomy, producing substantial contributions to the field; returning to Scotland in retirement in 1919. The apparent absence of communication with Alfred William Alcock, a surgeon-naturalist with overlapping interests in India, is highlighted but not resolved.
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Pfau, Christa. "Sporting habits of students at the University of debrecen Centre for Agricultural Sciences." Acta Agraria Debreceniensis, no. 58 (April 8, 2014): 155–62. http://dx.doi.org/10.34101/actaagrar/58/1988.

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In 2007, a new sport strategy was implemented, (XXI National Sportstrategy), which analyses the current conditions in recreational sports in Hungary and describes its developmental potentials. Additionally, last year a new concept for university sport was introduced (Hajos Alfred Program), having as its most important goal, to develop the recreational sporting activities within the universities’ environment. The latter is of high importance, as this is the last period, when, on an institutional level, we can establish and enhance the need for physical activity among young generations. In this study recreational sport is analysed in the University of Debrecen Faculty of Applied Economics and Rural Development. The purpose of the study was to analyse data on the sporting habits of the faculty students, their preference of where they like to exercise, within or outside of the university campus, and the reasons which can be found behind these preferences. Moreover, this study aimed to evaluate the service quality offered in university recreational sports. Data collection was completed on a paper based questionnaire, 42 closed-type questions were included and a total of 123 students completed it. Based on the results, college students usually complete their competitive level sport activity when they enter college and they continue this activity on a recreational level. Almost two third of them choose to exercise in places outside of the university campus. For those who choose university facilities for their recreational exercise, they do so because; it is usually cheaper and closer to access. In the service quality results we see, that females are less satisfied with teaching staff quality than males, it may be possible that females need more and more effective implementations in order for the universities to better satisfy their needs for physical activity.
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Mitrofanova, Svetlana Yurievna, Lyudmila Vladimirovna Vandysheva, and Anna Aleksandrovna Pustarnakova. "Students’ satisfaction with the quality of educational services." SHS Web of Conferences 122 (2021): 04004. http://dx.doi.org/10.1051/shsconf/202112204004.

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The article raises the problem of the level of satisfaction with educational services among the students of agricultural training areas of secondary vocational education institutions of the Samara region. The study goal is addressed through several objectives including identifying the level of students’ satisfaction with the quality of education, their attitude towards industry internship, the level of satisfaction with the quality of material and technical support, and the presence or absence of the desire for employment in the chosen direction of training. The research method deployed in the study is surveying (N = 123). The study reveals that most respondents (73.7%) are completely or rather satisfied with the quality of education. The calculations indicate that most respondents have a positive or rather positive attitude towards industry internship (70.8%). 89.4% of respondents are completely or rather satisfied with the quality of material and technical support. 84.5% of the respondents are completely or rather satisfied with the quality of educational services while 9.6% found it difficult to answer and 5.7% express dissatisfaction with the quality of educational services to varying degrees. Considering individual educational institutions, the results by the indicator are as follows: the Bezenchuk Agrarian Technical College – 80.8%, the Kinel State Technical College – 91.1%. Due to the lack of data on secondary educational institutions, the obtained results are compared to similar studies conducted in Russian higher education institutions. As a result, the authors report a paradoxical situation consisting in the fact that the students are satisfied with educational services but not all of them plan to continue working in the chosen direction of professional training. Appropriate recommendations are provided for the management of educational institutions in accordance with the obtained results.
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Smith, George P., Miriam Golomb, Sidney K. Billstein, and Stephen Montgomery Smith. "The Luria-Delbrück Fluctuation Test as a Classroom Investigation in Darwinian Evolution." American Biology Teacher 77, no. 8 (2015): 614–19. http://dx.doi.org/10.1525/abt.2015.77.8.8.

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Microbial cultures swiftly adapt to lethal agents such as antibiotics or viruses by acquiring resistance mutations. Does this remarkable adaptability require a Lamarckian explanation, whereby the agent specifically directs resistance mutations? Soon after the question arose, Luria and Delbrück devised a clever experiment, the fluctuation test, that answered this question in the negative: microbial adaptation, they showed, is entirely consistent with a Darwinian explanation. Their 1943 article is a classic of biology literature, with practical and theoretical implications that continue to expand today. Implementing an updated fluctuation test in a college teaching lab provides a simple experimental setting in which beginning students learn to apply basic principles of evolutionary biology and scientific reasoning, while gaining hands-on experience in core technical advances of contemporary life science.
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Wan, Rong Ze, and Huang Xin. "The Development of Student Information Management System Based on ASP.NET Workflow Technology." Applied Mechanics and Materials 462-463 (November 2013): 878–83. http://dx.doi.org/10.4028/www.scientific.net/amm.462-463.878.

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With the rapid development of Internet, today's society has entered the Internet era, computer network provides a powerful driving force for social and economic development. Improve the students' management level by means of network technology, has a far-reaching significance to the construction of first-class college. This paper focuses on the management system of student information development of college analysis the current situation of college student management work and the construction goal in the future, the student information management system development significance is discussed. Based on the analysis of the technical characteristics of C/S model and B/S model, and according to the characteristics of Guangxi Agricultural-vocational Technique College learn internet system, the software architecture using B/S model the whole system; to improve the treatment efficiency of development scheme by using stored procedures and triggers; on ASP.NET technology and workflow technology are studied; and discusses how to use ADO.NET to access the database using ASP.NET technology to realize the method. This paper adopts XML technology to realize data exchange, the formation of a standard data exchange platform, make the system more open and extensible.
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YOKOYAMA, Akira. "Memorial Address: Dr Alfred Tennant Cowie, Honorary Member of the Japanese Society of Animal Science, Fellow of the Royal College of Veterinary Surgeons and Fellow of the Institute of Biology." Animal Science Journal 74, no. 6 (2003): 441–42. http://dx.doi.org/10.1046/j.1344-3941.2003.00137.x.

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ОLIINYK, Natalia. "FORMATION OF AGRICULTURAL STUDENTS’ SELF-EDUCATIONAL COMPETENCE." Cherkasy University Bulletin: Pedagogical Sciences, no. 4 (2020): 120–24. http://dx.doi.org/10.31651/2524-2660-2020-4-120-124.

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The results of the research on the formation of selfeducational competence of agricultural students with the help of interactive computer technologies are considered . High speed of science development quickly makes knowledge acquired by students in high school obsolete and reveals the urgent need for the formation of selfeducational competence. In conditions of widespread computerization and active use of the latest modern technical developments in everyday life, the use of interactive computer technology seems the most effective and promising direction to form selfeducational competence of university students. We have identified four components of selfeducational competence: knowledge; motivation; activity; communication. In accordance with these components we developed criteria, indicators and tools to determine selfeducational competence formation of university students through interactive computer technology. The pedagogical experi- ment took place from 2017-2019 on the basis of Chernyatyn College of Vinnytsia National Agrarian University. The survey covered 87 students of four faculties, 26 people were in the control group and 61 in the experimental group. To standardize the initial results of diagnostic tests and questionnaires we used percentile. After calculating percentiles for each component of self- educational competence, a table of standardization was composed. Four levels of component formation of selfeducational competence were identified: low, below average, above average and high. The purpose of the formative phase of the experiment was the model testing of selfeducational competence formation of university students through interactive computer technology. It can be concluded that students of control and experimental groups have significant differences caused not only by random factors but a certain legitimate reason. The reason was the experimental work performance to implement structural and functional models for selfeducational competence formation of university students through interactive computer technology.
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Books on the topic "Agricultural and Technical College at Alfred"

1

New York (State). Division of Audits and Accounts. State University Agricultural and Technical College at Alfred, financial management practices. The Office, 1986.

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Higher Education Relevance and Quality Agency. Agro-Technical and Technology College: Institutional quality audit report. Higher Education Relevance and Quality Agency, 2011.

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Book chapters on the topic "Agricultural and Technical College at Alfred"

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Masha, Mmapake Florence, Mdumo S. J. Mboweni, and Thokozani Isaac Mtshali. "Advanced Scholarship of Teaching and Learning in Agricultural Technology Among Technical Vocational Education and Training College Students." In New Models for Technical and Vocational Education and Training. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-2607-1.ch006.

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This study sought to document students' experiences on the use of advanced scholarship of teaching and learning (instructional methods) in agricultural technology. Agricultural technology aims to aid TVET students with sustainable developmental skills for agricultural sector. This includes gearing them towards productivity along the agriculture value chains and improve the economic growth. Hence, the study purposively sampled 50 agricultural technology students and each group contained 10 members. Furthermore, this study used slow scholarship and world café as a theoretical framework. Through a phenomenological approach, students revealed how the slow scholarship and world café methods have developed their ability to learn agricultural concepts and acquiring essential life skills. Thus, it was recommended that agriculture technology lecturers in TVET colleges should be trained more frequently on student centered approaches in order to align with the goals of agricultural technology curriculum.
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Dorn, Charles. "“To Spread Throughout the Land, an Army of Practical Men”." In For the Common Good. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9780801452345.003.0005.

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This chapter discusses the emergence of a social ethos of practicality in higher education by the end of the nineteenth century. Throughout the antebellum era, the expansion of scientific and technical knowledge joined with the rise of political populism to lead existing institutions to add practical studies to their curricula. Many advocates of practical studies, however, were not satisfied with simply incorporating courses or appending schools to already-established colleges and universities. They sought to break with tradition by establishing a new kind of higher-education institution, one that would teach students scientific and investigative principles while also requiring the application of those principles outside of the classroom, both on the farm and in the field. This new institutional type would contribute to the common good by being unprecedentedly accessible and affordable to agrarian and laboring youth. The chapter then looks at the establishment of the Agricultural College of the State of Michigan.
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Phước, Nguyễn Hữu. "The Philosophies and Development of a Free Education." In The Republic of Vietnam, 1955-1975. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501745126.003.0009.

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This chapter traces the development of Vietnam's education system when the Republic of Vietnam (RVN) took over. At the time, the Ministry of Education (MOE) continued the French-style centralized educational system. Other developments included an overwhelming preponderance of college-preparatory high schools and a dichotomy of one system for technical agricultural schools and another for university in higher education. The chapter shows that it was during the early years of the RVN that the RVN's first educational guiding principle emerged, which was nationalism. However, education in general did not undergo significant changes for the newly formed republic, which faced multiple reorganizations and political realignments. The education system continued to be viewed as a legacy rather than a Vietnamese system that would serve the needs of Vietnamese society. This began to change in the 1950s, when it was established that Vietnamese education should be “nationalistic,” “humanistic,” and of “open mind for changes.”
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