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Journal articles on the topic 'Agricultural engineering. Agricultural education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Hudzari, R. M., M. M. Noorman, M. N. N. Asimi, M. A. M. Atar, and M. Nashriyah. "Engineering Technological in Agriculture Research and Education." Advanced Materials Research 705 (June 2013): 493–98. http://dx.doi.org/10.4028/www.scientific.net/amr.705.493.

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Engineering technological especially on automation and mechanization in agricultural and plantation industry is still new and still under research and development. The application of computer, mechatronics and machines for agricultural production has been one of the outstanding developments in Malaysian agriculture. This paper describes on the recent research at Malaysian public university on the uses of computer and electronics towards machines for the agricultural operations. It has been generally agreed that industrial robotics do not provide sufficient information related to the bioproduction field, although some fundamental theories and technologies were applicable to the bioproduction machine. Agricultural products are diversified and complicated, the environment around the objects changes from time to time, and the machine mechanism should adapt to physical properties and cultivation methods of the biological objects. These are some of the considerations that agricultural mechanization needs to address. Current trend in agriculture is integration with biotechnology application, the demand of which may increase in conjunction with the land capabilities by variety humanity activities. Although adoption of one agriculture activity per house area is a viable strategy in the framework of food security, as in a general, an agricultural production is labour intensive. The agricultural landscape has seen an increase in adoption of modern technologies, be it in small scales, including those in the agro-based manufacturing sector. This, to some extent, has increased the productivity and at the same time decreased the labour dependency. In conclusion, studies on electronic and computer-assisted devices leading to automation for application in agriculture had to be perpetually carried out.
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2

Tsench, Yuliya S. "Domestic agricultural engineering education in the 1970 s-2000 s." Tekhnicheskiy servis mashin, no. 1 (March 1, 2020): 225–38. http://dx.doi.org/10.22314/2618-8287-2020-58-1-225-238.

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By the mid-1960s, the growth rate of agricultural production in the USSR had declined. The possibilities of involving new lands in economic turnover were exhausted. It was necessary to find new approaches to solving problems in agriculture, including the training of highly qualified specialists. (The research purpose) The research purpose is in considering the development of domestic agricultural engineering education during the 1970 -2000 s. (Materials and methods) The article shows that the materials of the Plenums of the Central Committee of the CPSU in 1965-1985 marked the beginning of a new stage of agrarian reforms. It was found that providing the agricultural sector with qualified specialists becomes a crucial condition for increasing agricultural production. (Results and discussion) The article notes the leading role of the creation of educational and experimental farms and the introduction of production practices in improving the professional training of specialists for agriculture. They emphasized the creation of a new discipline - mechanized agricultural technology. It has been identified the need to train more mechanical and electrical engineers for agricultural enterprises. It was found that agriculture needs specialists of a wide profile, technological engineers who are able to work independently in the field of engineering and technical policy of agricultural enterprises of various profiles and different forms of ownership. (Conclusions) The Soviet Union created a coherent system of Agroengineering institutes that successfully solved the problem of training engineers for the rapidly developing mechanized and electrified agriculture. The zonal location of the institutes provided training for specialists adapted to the production and technological problems of a particular region. The current development of the country differs significantly from the experience of one in the past. However, personnel issues, including the issues of personnel support for agricultural production in the system of higher professional education, remain relevant due to the rapid development and complexity of technical equipment for modern agricultural production, the introduction of digital information technologies, automation and robotics.
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Yang, Zhou, Rui Chang Jia, Xi Wen Luo, Tian Sheng Hong, and Dan Tong Yang. "Training Mode of Agricultural Engineering Talents Based on Industry." Advanced Materials Research 591-593 (November 2012): 2294–97. http://dx.doi.org/10.4028/www.scientific.net/amr.591-593.2294.

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Researched on the training goal and requirement of agricultural engineering professional talents, the construction characteristics and features of agricultural engineering undergraduate specialty are analyzed based on the modern agricultural industry development. A construction plan of agriculture engineering specialty which interacts with industry is discussed from the curriculum system, teaching team and experiment teaching. Referenced the experience of international engineering specialty certification, the optimization approaches and measures of training mode for modern agricultural engineering professional talents are proposed from three aspects of education notion, teaching conditions and education process. The characteristics of three combinations which build agricultural engineering specialty training plan based on modern industry are concluded to guide the talents training scheme design and teaching implementation of agricultural mechanization and automation specialty.
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Li, Hui Jing, and Guang Ji Tong. "The Establishment of Agricultural Engineering Information System for Farmer Cultivation." Key Engineering Materials 579-580 (September 2013): 381–85. http://dx.doi.org/10.4028/www.scientific.net/kem.579-580.381.

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By means of information to improve the quality of farmers, it is not only an important part of constructing the modern agriculture, but also the basic premise and guarantee to cultivate the new occupation farmers and to construct new countryside. In this paper, we analysis the significance on agricultural information to promote the occupation farmers cultivation engineering, and we use SWOT analysis method, analysis the construction of current agricultural informations strengths, weaknesses, opportunities and threatens, putting forward the suggestion that make the agricultural information as the carrier, and develop the construction of occupation farmers, it is namely promoting agricultural information resources integrating and sharing, innovating rural grass-roots information service mode, constructing rural education information service platform which is regard knowledge push as construction of core and basing on cloud computing environment of agricultural information education system.
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J. G. Harper, P. Buriak, and J. W. Hilton. "Experts’ Opinions Concerning the Agricultural Engineering Technology/Mechanization Component of Teacher Education in Agriculture." Applied Engineering in Agriculture 11, no. 1 (1995): 31–35. http://dx.doi.org/10.13031/2013.25713.

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6

Sujarwo, S., Dian Islami Prasetyaningrum, Yusri Fajar, Edlyn Khurotul Aini, Anisa Aprilia, Putri Budi Setyowati, and Fitrotul Laili. "AGRICULTURAL EDUCATION: INVESTING BASIC AGRI-FOOD EDUCATION AND AGRIPRENEURSHIP KNOWLEDGE TO EARLY AGE STUDENTS." Agricultural Social Economic Journal 21, no. 1 (January 31, 2021): 33–40. http://dx.doi.org/10.21776/ub.agrise.2021.021.1.5.

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The disinterest of the young generation in agriculture carries out awareness in providing agricultural education from an early age. Agri-food education and agripreneurship can be solutions to awake the youth’s awareness that the agricultural sector is also a profitable business. Moreover, the positive perception of farmers as a profession also needs to be grown, especially for early age students. This present study was conducted to increase the interest, competence, and entrepreneurial spirit in agriculture through the implementation of agri-food education and agripreneurship. It was a case study, and the participants were 30 students of 5th grader in SD IT Al-Anwar Mojosari. There were three stages involved: 1) Preparation, 2) Implementation of the Program, and 3) Evaluation. For the data collection, a survey was used as an instrument in this study. The results have shown that there were the high enthusiasm and participation of the students during the activities which are indicated the positive effects of the implemented program.
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7

Lobachevsky, Yakov P., and Yuliya S. Tsench. "The Establishment of a System of Agricultural Engineering Education in the USSR in the 1920s and 1930s." RUDN Journal of Russian History 19, no. 3 (December 15, 2020): 684–98. http://dx.doi.org/10.22363/2312-8674-2020-19-3-684-698.

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On the basis of archival materials and scientific literature, the article examines the history of agro-engineering education in the USSR during the global socio-economic and political transformations of the 1920s - 1930s. The article shows the importance of radical restructuring of the entire system of vocational education in accordance with the first Five-Year Plans. Presented are the major normative documents regulating the organization and further development of agricultural engineering universities. It is noted that the establishment of educational institutions took into account the specifics of soil and climatic zones, so that agricultural engineering universities would produce specialists familiar with the characteristics of the soil, climate, landscape of the respective zone, and able to work with equipment designed for the particular region. Between 1930 and 1941, nine agro-engineering universities were created, each designed with an eye for the regional specifics. The article highlights the key features of the formation of agro-engineering education, which consists in the use of local resources (primarily human and material) and of the technical base of industrial enterprises and advanced Sovkhoz state farms. The authors come to the conclusion that the creation of specialized higher educational institutions to train engineers for agricultural production became an urgent need as the collectivization of agriculture and the industrialization of production was unfolding; it established a powerful foundation for the further development of agricultural engineering education, of science, and of agricultural machine production in our country.
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8

DOKMEN, Funda, and Zafer ASLAN. "New Technologies for Modelling in Agricultural Engineering Education." International Journal of Electronics, Mechanical and Mechatronics Engineering 6, no. 4 (October 1, 2016): 1285–92. http://dx.doi.org/10.17932/iau.ijemme.21460604.2016.6/4.1285-1292.

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9

HARAGUCHI, Masato, Naoyuki KON, and Keiichi SATOH. "Education of Civil Engineering at Sapporo Agricultural College." HISTORICAL STUDIES IN CIVIL ENGINEERING 18 (1998): 17–28. http://dx.doi.org/10.2208/journalhs1990.18.17.

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10

Tahir, Abdulrahma, and Aezeden Mohamed. "Probing Agricultural Engineering Education in Pakistan a Changing World." Education Practice and Innovation 2, no. 1 (March 31, 2015): 21–28. http://dx.doi.org/10.15764/epi.2015.01003.

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11

Adewumi, B. A. "Engineering education for agricultural and rural development in Africa." European Journal of Engineering Education 33, no. 3 (June 2008): 321–30. http://dx.doi.org/10.1080/03043790802088665.

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12

Julianna M. Fricz and Csaba Juhász. "Validation of the competence profile of agri-environmental engineering bachelor course." Acta Agraria Debreceniensis, no. 42 (December 22, 2010): 63–71. http://dx.doi.org/10.34101/actaagrar/42/2661.

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As member of the European Union, the development if the Hungarian agriculture is determined by the Common Agricultural Policy. After the reform of the Common Agricultural Policy in 2003, the environmental protection has got a crucial function. The constant changing role of agriculture has reacted students in higher education. For firms connected to agriculture, human resource management based on competency has an important role in custody of competitiveness. One of the most important goals of firms is to supply the demands of their economic partners. To make it successfully, highly qualified human resource is required. The quality of human resource is determined not only by its qualification, language skills, professional experience, and practise, but extant competencies that can also be developed. To choose the expectant employee, it is not enough for them to have intelligence and proficiency; it is also decisive to examine their particular competencies. All of these will define the employee’sachievement that will definitely contribute to the success of the enterprise. Basically, closer cooperation is needed between higher education institutions and employers to achieve this goal. At the same time, the higher education institutions can revise their training systems considering the actual requirements of labour market, and accordingly, they can form syllabus in a way to train auspicious experts. In this article examination of the requirements of labour market for graduates from agri-environmental engineering bachelor course is presented.
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13

BERDYSHEV, VIKTOR E., and NADEZDA V. SKOROKHODOVA. "PROBLEM OF ENGINEERING STAFF AVAILABILITY IN RUSSIAN AGRICULTURE." AGRICULTURAL ENGINEERING, no. 6 (2020): 74–80. http://dx.doi.org/10.26897/2687-1149-2020-6-74-80.

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Ensuring food security and increasing exports of agricultural products requires high human resources engaged in agriculture.The heads of agricultural organizations, their deputies and chief specialists do not always meet the requirements for educational leveland possession of managerial competencies; this problem is also relevant for heads of engineering services. On average, in the systemof the Ministry of Agriculture of Russia, only 66% of chief engineers, technologists and power engineers have higher education,although, according to the requirements of professional standards, these positions can be occupied not only by university graduates, but also by masters and specialists. In all districts of our country, a shortage of personnel has been revealed. Still its degree is insignifi cantif we compare the number of graduates of the master’s degree programs and vacant postitions in organizations. However, an analysisof the staff structure in term of the appropriate level of education shows that even in three years universities will not be able toprovide graduates to satisfy the labor needs of this market sector. Training of agricultural personnel is carried out in 54 universitiessubordinate to the Ministry of Agriculture of Russia. The number of graduates in the main agricultural areas and specialties amountto more than 19 thousand people, but there are only about 1.5 thousand graduates of the specialist and master’s degree who havethe right to occupy managerial positions. In addition, according to the graduates themselves, they are not ready to occupy managerial positions. In the study process, about 3% of the curriculum provides for the development of managerial competencies. To formthese competencies in the classroom, it is necessary to use teaching technologies making the student participate actively: the projectmethod and contextual learning technology, “round table” discussions, conferences, etc. Based on the requirements of employers,it is necessary that a professional standard be developed to state the requirements for managerial positions in engineering services.This problem can be solved by implementing the professional standard “Management Expert at Farm-Related Enterprises”.
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14

E. V., Kulaev, Danilov M. V., Gritsay D. I., Serikov S. S., and Ivashova V. A. "ACTUALIZATION OF THE CDIO STANDARDS IN THE AGRICULTURAL ENGINEERING EDUCATION." Agricultural Bulletin of Stavropol Region 8, no. 33 (2019): 14–20. http://dx.doi.org/10.31279/2222-9345-2019-8-33-14-20.

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15

Kovar, P. "Some aspects of hydraulic education in agricultural engineering in Czechoslovakia." La Houille Blanche, no. 3-4 (June 1991): 269–72. http://dx.doi.org/10.1051/lhb/1991026.

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16

Diefes-Dux, Heidi A. "Frontier: Discipline-Based Education Research to Advance Authentic Learning in Agricultural and Biological Engineering." Transactions of the ASABE 64, no. 3 (2021): 987–95. http://dx.doi.org/10.13031/trans.14422.

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HighlightsDiscipline-based education research can provide unique insights for agricultural and biological engineering.Authentic learning has the potential to transform teaching practices and student learning.Work in the five areas of engineering education research provides a foundation for discipline-specific inquiry.An agricultural and biological engineering education research agenda is advised. Keywords: Authentic learning, Discipline-based education research.
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17

Perdigones, Alicia, Diego Luis Valera, Guillermo Pedro Moreda, and Jose Luis García. "Competences in demand within the Spanish agricultural engineering sector." European Journal of Engineering Education 39, no. 5 (February 25, 2013): 527–38. http://dx.doi.org/10.1080/03043797.2013.766673.

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18

Dotsenko, Nataliia. "PEDAGOGICAL CONTENT OF THE PROFESSIONAL PREPARATION BACHELORS IN AGRICULTURAL ENGINEERING IN THE CONDITIONS OF THE INFORMATIONAL AND EDUCATIONAL ENVIRONMENT." Educational Discourse: collection of scientific papers, no. 19(1) (February 3, 2020): 104–16. http://dx.doi.org/10.33930/ed.2019.5007.19(1)-10.

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Preparation of bachelors in agro-engineering in the conditions of informational and educational environment provides a number of features: orientation to practice; mobility; competence approach; information culture; research cooperation; level differentiation in the preparation of applicants for higher education in agricultural engineering specialties. An analysis of the needs of the employer during the hiring of specialists in agricultural engineering was carried out. They took as a basis the design, scientific, research, organizational, management and design-technological components of the activities of applicants for higher education in engineering majors. In the course of our research, a survey was conducted among specialists of enterprises of the Mykolaiv and Kherson regions who employ agricultural engineers. The following issues were investigated: competence of future agricultural engineers in the field of design and development activities; competence of future agricultural engineers in research activities; competence of future agricultural engineers in organizational and management activities; competence of future agricultural engineers during the design and technological activity.
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19

E. S. Sepúlveda Bustos, F. S. Zazueta, R. Bucklin, and E. Holzapfel Hoces. "RAPID PROTOTYPING OF LEARNING OBJECTS FOR AGRICULTURAL AND BIOLOGICAL ENGINEERING EDUCATION." Applied Engineering in Agriculture 22, no. 3 (2006): 461–75. http://dx.doi.org/10.13031/2013.20444.

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20

Farkas, I., A. Biró, J. Buzás, A. Lágymányosi, and E. E. Seres. "Developing of a Process Control Laboratory for Education in Agricultural Engineering." IFAC Proceedings Volumes 30, no. 12 (July 1997): 289–92. http://dx.doi.org/10.1016/s1474-6670(17)42805-9.

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21

Tignor*, Milton E., Gene A. Giacomelli, Tracy A. Irani, Chieri Kubota, Margaret J. McMahon, Sandra B. Wilson, and David A. Heleba. "Multimedia Instrument for Greenhouse Education: Establishing Potential Clientele." HortScience 39, no. 4 (July 2004): 809D—810. http://dx.doi.org/10.21273/hortsci.39.4.809d.

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Currently, in the United States, the greenhouse industry covers more than 15,000 acres and is supported by a diverse number of firms with employee expertise that includes greenhouse manufacturing, engineering, irrigation, horticulture, IPM, sales, marketing, and business management. The growing greenhouse industry continues to be in need of highly trained undergraduates that have mastered an amalgam of scientific and business concepts necessary to be competitive in today's agricultural marketplace. Using a multidisciplinary approach we are creating a multimedia instrument for utilization in a variety of greenhouse related courses. This instrument ultimately will be available on the web for anyone to access. To ensure that our vision matches need, we have reviewed the courses offered throughout the United States at 1862, 1890, and 1994 land grant institutions. Course information collected includes; college, Dept., title, level, description, website (if available) and instructor e-mail (if available). Interestingly, there are at least 84 courses offering some aspect of greenhouse science in the U.S. Most are offered in Colleges of Agriculture or Engineering, but are housed in 17 diverse Dept.s. Examples include Dept.s of Horticulture; Agronomy and Horticulture; Agricultural Biosystems and Engineering; Plant, Soil, and Entomological Science; and Horticulture, Forestry, Landscape & Parks. This information will be utilized to focus the instructional design phase of the multimedia instrument, to contact current course instructors for feedback, and to frame future development of the resource.
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22

Paul, P. K., R. R. Sinha, Pappachan Baby, K. S. Shivraj, Bashiru Aremu, and S. Mewada. "Agricultural Informatics as a Branch of Study in Information Sciences and Technology Domain-A Proposal towards Digital Agriculture." International Journal of World Policy and Development Studies, no. 66 (August 8, 2020): 56–65. http://dx.doi.org/10.32861/ijwpds.66.56.65.

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Agricultural Informatics is a valuable domain in the field of interdisciplinary sciences. This is responsible for the applications of Information Technology, Computing and similar technologies into the agricultural activities. This is the combination of Agricultural Science and Information Sciences. The field due to technological nature is much closed with the Agricultural Engineering or Agricultural Technology. There are many allied and similar nomenclature of the fields but all of these are primarily responsible for the same purpose. The field is rapidly increasing in recent past and most practiced in the developed nation. However, in developing countries as well Agricultural Informatics becomes an emerging field of practice and growing rapidly. Agricultural Informatics is growing both in pre and post agricultural activity. This branch is considered as branch of Information Sciences & Technology due to its technological applications in the field of agriculture and allied areas. Information Sciences are the broadest field within the allied branches and growing rapidly. Agricultural Informatics educational programs have started in recent past in different level and stream of education viz. science and technology. However within the broad periphery of Information Sciences it could be offered in other streams and under the wide variety of Information Sciences. This paper is broad and interdisciplinary in nature and deals with the aspects of the Information Sciences and Technology including features, nature, scope and also the potentialities in respect of Agricultural Informatics.
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23

Onu, F. M., I. A. Ezhim, O. I. Haruna, and F. N. Azunku. "Construction Techniques for Ensuring Stability of Agricultural Buildings: Implications for Agricultural Education Programmes in Nigerian Universities." Journal of Engineering and Applied Sciences 14, no. 24 (September 30, 2019): 9822–29. http://dx.doi.org/10.36478/jeasci.2019.9822.9829.

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Testezlaf, Roberto. "Agricultural engineering at UNICAMP: undergraduate student dropout analysis." Engenharia Agrícola 30, no. 6 (December 2010): 1160–64. http://dx.doi.org/10.1590/s0100-69162010000600016.

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Nowadays, dropping out in B.Sc. courses practically occurs in all Universities of the contemporary world. Undergraduate student withdraw could means several losses as, to the student, not to graduate, to the teacher, for not accomplishing his goal as educator, to the university, for not attending its mission, to the society, economic and social losses and also to the family for unfulfilling the dreams. The objective of this research is to present a quantitative study on the dropping out rate in the Agricultural Engineering B.Sc. program (BSAGENG) at State University of Campinas (UNICAMP), seeking to contribute to the understanding of this issue. It has been determined the dropping out rate from 1995 to 2006 based on the university official data, by employing four different methods of calculation. Three of the methods revealed that dropping out rate is very close to the graduation index, i.e., close to 50%. Regardless of the adopted method for the dropping rate estimation and the statistics demonstrating that the agricultural engineering undergraduate course at UNICAMP figures falls within similar courses normality in Brazil, it should be recognized that a public institution of education should be concerned in presenting such figures. A detailed and deep analysis must be outlined in further studies seeking for specific actions aiming to reduce dropping out process.
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Zbaravska, Lesіa, Olha Chaikovska, Tetiana Bilyk, Lyubov Budnyak, Ella Dobrovolska, and Diana Kirika. "Strategies for effective vocational training of high school students in electrical engineering." E3S Web of Conferences 154 (2020): 07010. http://dx.doi.org/10.1051/e3sconf/202015407010.

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The vocational training in agricultural and technical High School should be provided and organized in a systematic, rational, effective ways. The integration of Ukrainian High School in European education considers the training of a universal specialist competent both in theoretical study and practical application of farming and engineering. The first attempts have already been done: dual education projects are encouraged by the Ministry of Education of Ukraine. The paper reports on teaching Physics through the implementation of profession based elements. Therefore, the aims of this paper are threefold: (1) to characterize the scientific knowledge in connecting theoretical and practical areas of study, to determine the basic characteristics according to standardized training programme future specialists in agriculture and engineering should have, (2) to develop the strategies for integrating the profession-based approach to teaching academic disciplines on the basis of the pedagogical experiment that involved 176 student-respondents and 41 teacher-respondents and (3) to create integrated curriculum, profession-based lecture samples and problem book in Physics for students majoring in Power Engineering in Agricultural Complex. The survey was carried out on the basis of the State Agrarian and Engineering University in Podillia, Lviv National Agrarian University and Nizhyn Agricultural University. To gain evidence about the effectiveness of implementation of profession-based material in Physics course in vocational training of future power engineers we used specially designed questionnaires, interviews and observation of behaviour. The results of the study proved that the use of profession-based material promotes the formation of student natural knowledge, as well as a wide range of practical skills and abilities. Providing the professional competence in training stimulates cognitive interest in t studying Physics as a science, helps to absorb material from other science disciplines, to develop their cognitive and creative abilities and to influence on the formation of persistent motifs to obtain knowledge from special disciplines.
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Sasaki, Yutaka. "Use of LEGO Mindstorms NXT to Improve Learning in Agricultural Engineering Education." Agricultural Information Research 18, no. 4 (2009): 177–86. http://dx.doi.org/10.3173/air.18.177.

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Soliva, Montserrat, Carles Bernat, Emilio Gil, Xavier Martínez, Miquel Pujol, Josep Sabaté, and Jordi Valero. "Education and research related to organic waste management at agricultural engineering schools." International Journal of Sustainability in Higher Education 8, no. 2 (April 17, 2007): 224–33. http://dx.doi.org/10.1108/14676370710726670.

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28

EGAMI, Chikahiro. "The Role of Basic Mathematics Education in the Field of Agricultural Engineering." Journal of JSEE 65, no. 5 (2017): 5_107. http://dx.doi.org/10.4307/jsee.65.5_107.

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Opara, Linus U. "Outlook for Agricultural Engineering Education and Research and Prospects for Developing Countries." Outlook on Agriculture 33, no. 2 (June 2004): 101–11. http://dx.doi.org/10.5367/000000004773973082.

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Мельникова, Marina Melnikova, Анисимова, Galina Anisimova, Дроздова, Ekaterina Drozdova, Палагутина, and N. Palagutina. "The Role of the State in Strategic HRM at Enterprises in Agriculture." Management of the Personnel and Intellectual Resources in Russia 3, no. 1 (February 10, 2014): 17–20. http://dx.doi.org/10.12737/2621.

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Urgency of enterprises and personnel strategic management is constantly growing, especially after Russia’s accession to the World Trade Organization. The subject and essence of strategic human resource management (HRM) are considered, peculiarities of agricultural enterprises functioning in this country are highlighted, and in particllar — the case of the JSC «Zelenoye pole» enterprise. Based on the revealed problems and forecasted perspectives of the Primorsky Krai agricultural enterprises’s sufficiency with qualified personnel, the authors prove the need for strategic HRM and specify the role of state in formation and development of labor potential in agriculture. Among the primary aspects of strategic HRM at agricultural enterprises the authors emphasize the need to carry out career guidance and vocational education and training of highly professional engineering staff with the state participation and support. The proposals, presented in this paper, are of profound practical value.
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Simbirskikh, Ye S., and NIKITA O. RACHEEV. "TEACHING CAPABILITIES OF ROBOTIC VR- CONSTRUCTORS IN THE TRAINING PROGRAMS OF AGRICULTURAL ENGINEERS FOR THE DOMESTIC FARM INDUSTRY." Agricultural engineering, no. 2 (2021): 75–79. http://dx.doi.org/10.26897/2687-1149-2021-2-75-79.

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The paper discusses the didactic advantages and features of the use of such immersive technologies as “virtualconstructor” in the practical training of BSc students (training area 35.03.04 “Agricultural Engineering”) for the domestic farmindustry. VR-constructors are software products that fully emulate a virtual environment with a 360° view, the distinctive featureof which is to maximize the possibilities for interacting with virtual objects in terms of their study, movement and transformationof the object system. As applied to the training of agricultural engineers such systems of virtual objects can be represented by properlydesigned training mechanisms of engines, various irrigation systems in hydroponic installations or a specifi c soil profi le with itsindividual horizons. The authors conducted analysis of scientifi c literature, refl ecting the practice of the application of virtualreality technology to be used in the training of university students. The study has revealed the lack of precedents comprehensiveintroduction of VR technology as an eff ective learning tool in higher agricultural education in Russia and abroad. After conductingthe experiment based on a number of expert assessment methods, two VR software products of the “VR-constructor” type wereidentifi ed, which are recommended for implementation in course syllabi for BSc training in agricultural engineering in: “3D-cardfi le of soil sections” and “VR-atlas of agricultural machinery”. The study of the teaching capabilities of these curricula has statedthe need to change the traditional roles of the teacher and the student and the necessity for further scientifi cally-based introductionof university course syllabi of various levels to train more competitive and highly qualifi ed personnel for the innovative agriculture of Russia.
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STAROSTIN, IVAN A. "ЦИФРОВЫЕ ТЕХНОЛОГИИ В СЕЛЬСКОХОЗЯЙСТВЕННОМ ПРОИЗВОДСТВЕ: ПРЕДПОСЫЛКИ ВНЕДРЕНИЯ, ТЕКУЩИЙ УРОВЕНЬ И ТЕНДЕНЦИИ РАЗВИТИЯ." Agricultural engineering, no. 3 (2021): 4–10. http://dx.doi.org/10.26897/2687-1149-2021-3-4-10.

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Digital technologies have been deeply integrated into our lives and found their application in all areas of human activity, including agriculture. Technological progress, the development of infrastructure in the IT industry, wider access to the Internet, a high level of education and growing computer literacy of the population contribute to the popularization and introduction of digital technologies in agricultural production. The review of the use of digital technologies in the agricultural sector has shown that existing software tools help plan the work of an agricultural organization, monitor the state of production, manage the farm, and sell products on virtual trading platforms. Most software products are able to store data in the cloud, and farmers can access the system via their personal account from any device with Internet access. There are also a number of programs on the market that allow farmers to plan, analyze and control the crop or livestock production. Leading manufacturers of agricultural machinery and equipment are actively integrating digital technologies into their products. It is now possible to manage a fl eet of vehicles used in the fi elds, and implement unmanned control. Use can be made of tractors equipped with automatic systems for driving along rows or laid paths, turning, and monitoring process parameters. The authors propose a set of digital control means to be used in agricultural production, based on the application of technologies of the Internet of things, cloud data storage, big data processing, and artifi cial intelligence. It is the technologies that digital agriculture will be based on, which use robotic monitoring tools to collect information and transmit it to “cloud data storage”. It is processed there and directed to the control system, which develops the optimal solution and transmits the control signal to the robotic actuators. In this regard, the development of agricultural machinery should be focused on the robotic tools designed for monitoring and performing technological operations. The most diffi cult task is to develop a control system, since it must have elements of artifi cial intelligence and replace humans in agricultural production.
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33

Chondrogiannis, Eleftherios, Eleni Symeonaki, Dimitris Papachristos, Dimitrios Loukatos, and Konstantinos G. Arvanitis. "Computational Thinking and STEM in Agriculture Vocational Training: A Case Study in a Greek Vocational Education Institution." European Journal of Investigation in Health, Psychology and Education 11, no. 1 (March 1, 2021): 230–50. http://dx.doi.org/10.3390/ejihpe11010018.

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Due to the dynamic nature of the agricultural industry, educators and their institutions face difficult challenges as they try to keep pace with future demands for knowledge and skilled workers. On the other hand, computational thinking (CT) has drawn increasing attention in the field of science, technology, engineering, and mathematics (STEM) education at present and, as advanced technologies and tools emerge, it is imperative for such innovations to be sustained with knowledge and skill among STEM educators and practitioners. The present case study aims to explore the relation between CT, STEM and agricultural education training (AET) in a Greek vocational training institute (IEK), the Agriculture IEK of Metamorfosis city (IEKMC), which is active in agriculture education. The research methodology is utilized according the positivist philosophical approach through data acquisition employing a questionnaire and the quantitative (statistical) analysis of data collected. The sample consists of IEKMC educators and students selected based on simple random sampling. Based on the participants belief that CT and STEM philosophy add value in the learning process, it focuses on the application of knowledge in the real world (students) and problem solving using new technologies (educators). Educators consider “experiments” as the most significant educational tool for problem solving in teaching practice. Students rate Greek Agriculture Education and Training (GAET) higher than educators. However, the participants evaluate GAET very low due to the lack of new innovative teaching methods being introduced. Finally, there is great interest in the implementation of CT and STEM in the European Union (EU) by students and educators.
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Hayashi, Yoshihiro. "Current Status and Future Direction for Engineering Education of Agricultural Sciences in Japan." TRENDS IN THE SCIENCES 9, no. 3 (2004): 35–40. http://dx.doi.org/10.5363/tits.9.3_35.

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Овтов, Владимир, Vladimir Ovtov, Алексей Поликанов, and Aleksey Polikanov. "IMPLEMENTATION «OF A TWO-LEVEL PROGRAM ENGINEER-ING-GRAPHIC EDUCATION» IN AGRICULTURAL UNIVERSITY." Standards and Monitoring in Education 6, no. 1 (February 21, 2018): 16–19. http://dx.doi.org/10.12737/article_5a5f18c8e9d583.48268914.

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The article is devoted to the use of modern computer technologies in the teaching of engineering and graphic disciplines in the engineering specialties of an agricultural university, to the formation of professional engineering and graphic competencies for students in the process of computer graphics training, computer modeling at the bachelor’s level and the basics of computer-aided design at the master’s level, to the development and implementation of work programs as part of the main educational programs providing two-level training using the national program computer-aided design KOMPAS-3D. There is an integrative of information-developing, personality-oriented teaching methods implemented in work programs ensuring the formation of competencies determined by the federal state standards of higher education and developed independently by the university.
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36

Polat, A. A. "IMPORTANCE OF GRADUATION PROJECT IN THE EDUCATION OF AGRICULTURAL ENGINEERING: CASE STUDIES FROM TURKEY." Acta Horticulturae, no. 672 (May 2005): 303–10. http://dx.doi.org/10.17660/actahortic.2005.672.38.

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Foppa-Pedretti, Ester, Giovanni Riva, Giuseppe Toscano, and Daniele Duca. "CONSIDERATIONS ON RENEWABLE ENERGY SOURCES AND THEIR RELATED PERSPECTIVES OFAGRICULTURAL ENGINEERING." Journal of Agricultural Engineering 41, no. 2 (June 30, 2010): 35. http://dx.doi.org/10.4081/jae.2010.2.35.

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This paper discusses some considerations and advances a number of proposals about the potential of Agricultural Engineering to contribute to the field of renewable energy, with an emphasis on biomass. Several areas for action are identified. First, general education and teaching of students who will go on to become technicians and professionals in the sector of renewable energies, even though the characteristics of the sectors are still fuzzy. Diffusion of the energy culture, a too often neglected aspect that is however indispensable to sustain the overdue penetration of renewable energies in Italy, is an additional area for action. Another critical area, energy planning, is currently viewed mainly as involving the assessment on more or less wide areas of energy consumption and for the scope of replacing fossil resources with renewables to meet some energy requirements. A more complex, overarching issue is energy efficiency, especially of buildings, which should be a mainstay of the planning process but is in fact not so clearly addressed in development plans for renewables. At this same level, all interactions among production sectors should be assessed, to enhance the role of agriculture, one of the new potential energy-producing sectors and one of the possible prospective suppliers of renewable energy for different final users, from households to the service sector and industry. Agricultural Engineering has the skills needed to implement all these different actions. A role for it in advanced research, i.e. biotechnologies, can and should also be envisaged. Its work in the renewable energy sector should closely involve microbiological, genetic, chemical, agronomic, and animal research to define the goals to be pursued and to implement intuitions. In this way, Agricultural Engineering would increasingly be characterized as Biosystems Engineering.
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38

Kovalchuk, Vasyl, Tetiana Lychova, and Svetlana Reva. "IMPLEMENTATION OF PRACTICE-ORIENTED APPROACH IN THE TRAINING OF FUTURE BACHELORS IN AGRICULTURAL ENGINEERING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 327–38. http://dx.doi.org/10.17770/sie2021vol1.6459.

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Modern trends in the labour market of Ukrainian agricultural sector place high demands on the professional expertise and training of future Agricultural Engineers. Agricultural sector of Ukraine is currently experiencing an acute shortage of human resources capable of adapting rapidly to new social and economic conditions, mobile and competitive in the world labour market. In this case, the development of professional competence is an important requirement risen for future Agricultural Engineering bachelors’ training. The article discusses the essence of the practice-oriented approach used for future Agricultural Engineering bachelors’ training and identifies effective practice-oriented technologies for their training future. The experiment was conducted at Hlukhiv Agrotechnical institute named after S. A. Kovpak, Sumy National Agrarian university. 90 undergraduate students, 15 university teachers participated in the study and 18 representatives of employers. The study was aimed at identifying effective training technologies targeted at developing Agricultural Engineers’ skills necessary in the labour market. In order to conduct experiment a questionnaire was developed to identify teaching and learning problems as well as students’ requests to improve the educational process. The survey also identified the most effective training technologies and those that didn’t find their widespread practical use.Practice-oriented technologies facilitate future Agricultural Engineering bachelors’ professional activities during their training in higher education institutions. These include contextual learning technologies, design technologies, case-study technologies, interactive technologies, problem-based technologies, portfolio-based technologies, master class technologies.
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Dotsenko, N. A. "FORMATION OF COMPETENCIES FOR THE STUDY OF GENERAL TECHNICAL DISCIPLINES BY BACHELORS OF AGRICULTURAL ENGINEERING IN THE DIGITAL ENVIRONMENT." Innovative Solution in Modern Science 6, no. 42 (October 16, 2020): 19. http://dx.doi.org/10.26886/2414-634x.6(42)2020.2.

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The article considers the tools of the digital environment for the formation of competencies in the study of general technical disciplines by bachelors in agricultural engineering. The concept of digital environment of higher education institution is considered. The general competencies for different subject areas are singled out, which during the educational process it is necessary to acquire bachelors of specialty 208 "Agroengineering". It is analyzed which disciplines are related to general technical and it is determined which competencies the bachelor of agricultural engineering acquires during their study. It is determined that for the training of higher education it is advisable to form workshops for learning in the informational and educational environment, in which with the help of QR-codes are links to interactive online tools: audiovisual instructions for working with computer-aided design systems, electronic test simulators, online laboratory works with multimedia support, interactive lectures with audiovisual support, multimedia presentations for practical works, online glossary, etc.Key words: general technical disciplines, bachelors in agricultural eengineering, digital environment, competencies.
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Dotsenko, N. "ORGANIZATIONAL SUPPORT FOR THE PROFESSIONAL TRAINING OF BARCHELORS IN AGRICULTURAL ENGINEERING IN THE INFORMATIONAL AND EDUCATIONAL ENVIRONMENT." Innovative Solution in Modern Science 1, no. 37 (March 26, 2020): 137. http://dx.doi.org/10.26886/2414-634x.1(37)2020.12.

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The article presents the organizational support for the professional training of bachelors in agricultural engineering in the conditions of information and educational environment: regulatory support for filling the information and education environment and preventing plagiarism, regulatory support for conducting online and offline classes, and regulatory support for independent work, self-control, and monitoring. Regulatory provision for filling the educational environment and preventing plagiarism includes provisions for the Cloud 365 information and education environment and provisions for the prevention of academic plagiarism while learning in the educational environment. Regulatory support for online and offline training includes online training and interactive computer training to provide a competent approach to the training of higher education applicants. Regulatory support for independent work, self-control and monitoring includes provisions on monitoring the quality of the educational process, provisions on the quality of the educational and provisions on the organization of independent work of higher education students in the context of information and education. educational environment.Key words: organizational support, vocational training, bachelors in agricultural engineering, information and educational environment.
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HARAGUCHI, Masato, Satoru HINO, Naoyuki KON, and Keiichi SATOH. "Hokkaido Railway Construction in the Meiji Era and Railway Engineering Education of Sapporo Agricultural College." INFRASTRUCTURE PLANNING REVIEW 18 (2001): 25–32. http://dx.doi.org/10.2208/journalip.18.25.

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42

Molina, Jose M., Antonio Ruiz-Canales, Manuel Jiménez, Fulgencio Soto, and Daniel G. Fernández-Pacheco. "SCADA platform combined with a scale model of trickle irrigation system for agricultural engineering education." Computer Applications in Engineering Education 22, no. 3 (August 17, 2011): 463–73. http://dx.doi.org/10.1002/cae.20571.

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43

McClure, Janice E. "DEVELOPMENT OF AN EXPERT SYSTEM." HortScience 26, no. 6 (June 1991): 795B—795. http://dx.doi.org/10.21273/hortsci.26.6.795b.

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The development of expert systems in agriculture consists of many steps such as problem definition, selection of experts, audience considerations, knowledge representation, coding, testing, and feedback. The problem definition and selection of experts for the problem domain are the foundation of a working system. Audience definition, economics and goal setting are areas that must be documented before knowledge engineering. Knowledge representation methods and system conceptual layout are the next level of development. The use of the user feedback and field testing data to improve the system are often overlooked. Benefits of expert systems for on farm decision making include education, efficiency, and adaption to changing regulations. Many aspects of agricultural expert systems are similar to traditional expert systems; yet special problem inherent in agriculture make the development interesting and challenging.
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44

Keshwani, Jennifer R., and Evan Curtis. "Motivating Undergraduate Engineering Students through Real-World Applications of Biological Materials." Transactions of the ASABE 60, no. 5 (2017): 1421–27. http://dx.doi.org/10.13031/trans.12056.

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Abstract. Agricultural and biological engineering combines the application of biological principles with engineering practices. This combination requires a special set of skills and provides opportunities for professionals to solve a distinctive range of challenges at multiple scales related to food, energy, water, and human health. Accordingly, undergraduate students pursuing these degrees are driven by unique motivations and are likely to respond to teaching methods that reflect these motivations. The objectives of this study were to characterize the motivations of agricultural and biological engineering students and assess their perceptions of engineering and biological materials through their participation in a sophomore-level Engineering Properties of Biological Materials course. Student assignments were collected and analyzed to identify themes. In many ways, the characteristics of the students in this study were consistent with previously published accounts of the Millennial Generation. The majority of students (55%) indicated that their motivation for pursuing an engineering degree was to make a difference or positively impact the world. The students relied on real-world connections to make sense of theory. Over half of the students (57%) reported an increase in understanding of the real-world applications related to testing of biological materials. Overall, the results of this study provide valuable guidance for adapting undergraduate experiences to complement student motivations and prepare graduates to become impactful professionals in agricultural and biological engineering. Keywords: Agricultural engineering, Biological engineering, Biological material, Communication, Education, Millennial, Motivation, Properties, Student.
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45

Al-Najar, Husam, Hadi Khalil, and Yuni Sri Rahayu. "High Unemployment Records of Graduated Students in the Development of Urban Agriculture in the Gaza Strip." Indonesian Journal of Science and Technology 4, no. 2 (July 9, 2019): 196–203. http://dx.doi.org/10.17509/ijost.v4i2.18176.

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Urban agriculture plays a significant role in national development by contributing towards food security, job creation, and income generation. This study aims to assess the effect of unemployment records in graduated students in the recovery of the agricultural sector and the input to food security. A combination of both quantitative and qualitative research methods was employed in this study. In the quantitative design, 129 randomly selected urban farmers, completed the self-administered close-ended questionnaires, whereas the statistical analysis presents the socio-demographic, economic, and other aspects of the households. Based on the study result, around 2500 students graduated annually from 29 high educational institutes in Gaza Strip. The unemployment rate is around 41%, therefore the graduated students found that urban agriculture is contributing to create more jobs opportunities and improving household income. The analysis showed that 18% of the urban farmers are illiterate, 31% passed primary education, 25% passed secondary education, and 26% are holding university degrees in different fields. It is highly recommend to include urban agriculture in the future plans of the ministry of labours, ministry of agriculture, and all relevant institutions to overcome the high unemployment records and to alleviate poverty in Gaza.
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46

Gritsay, Dmitry, Valentina Ivashova, Igor Shvetsov, Azamat Sozaev, and Aleksey Batov. "Labour safety culture as a value orientation in the agro-specialist’s professional profile." E3S Web of Conferences 244 (2021): 11039. http://dx.doi.org/10.1051/e3sconf/202124411039.

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The article substantiates the relevance of labour safety issues in modern agricultural production and its importance in the value orientations and professional competencies of agricultural specialists. A review of scientific articles is carried out to determine the key tracks of the discourse and analyze approaches to understanding labour safety by the professional community of agricultural specialists and scientists representing various subject areas of knowledge. We show the data of a survey of agricultural specialists in the south of Russia in the areas of agro-engineering, agronomy, plant protection, veterinary medicine and animal science, as well as a survey of employees of enterprises of the Stavropol Territory in rural and urban areas. The culture of labour safety as the value orientation of agricultural specialists is formed in the process of developing professional competence in the system of agricultural education and is supported in the production activities of agricultural enterprises through institutional mechanisms, corporate culture, requirements of technological processes.
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47

Williams, Richard. "Reviewer Acknowledgements." Journal of Agricultural Studies 9, no. 2 (July 12, 2021): 573. http://dx.doi.org/10.5296/jas.v9i2.18854.

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Journal of Agricultural Studies (JAS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JAS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 9, Number 2Ai-Ping Wu, Hunan Agricultural University, ChinaAlessandra M. Lima Naoe, Federal University of Tocantins, BrazilAlexandra-Nadia Cirdei, Technical University of Civil Engineering of Bucharest, RomaniaAlexandru Ioan Apahidean, Univ. of Agricultural Sciences and Veterinary Medicine, RomaniaAna Daniela Lopes, Universidade Paranaense, BrazilAnca-Luiza Stanila, ICPA, RomaniaAndré Luiz Rodrigues Magalhães, UFAPE, BrazilAngel Ramon Sanchez Delgado, Universidade federal Rural do Rio de Janeiro, BrazilArnaud Z. Dragicevic, IRSTEA, FranceCleber Duarte, University of Guararapes, BrazilDarwin Pangaribuan, University of Lampung, IndonesiaEben von Well, Agricultural Research Council, South AfricaEliana Mariela Werbin, National University of Cordoba, ArgentinianEric Krawczyk, University of Michigan, USAEric Owusu Danquah, CSIR-Crops Research Institute, GhanaErnest Baafi, CSIR-Crops Research Institute, GhanaEwa Moliszewska, Opole University, PolandFernando Coelho Eugenio, Federal University of Santa Maria, BrazilFernando Rodrigues de Amorim, State University of Paulista (UNESP), BrazilHabu Saleh Hamisu, National Horticultural Research Institute, NigeriaHedayatollah K. Soureshjani, Ferdowsi University of Mashhad, IranJoão Manoel da Silva, Universidade Federal de Alagoas, BrazilJorge A. López, University Tiradentes, BrazilJuliana Nneka Ikpe, Akanu Ibiam Federal Polytechnic, NigeriaMahyar Gerami, Sana Institute of Higher Education, IranMariana Esteves, Luiz de Queiroz College of Agriculture University of Sao Paulo, BrazilMohammed El Basuini, Kagoshima University, JapanMpho Tshikororo, University of Venda, South AfricaNkemkanma Vivian Agi, Rivers State University Port Harcourt, NigeriaRadu Liviu Sumalan, University of Agricultural Sciences and Veterinary, RomaniaRaul Pașcalău, Banat's University, RomaniaSaiful Irwan Zubairi, Universiti Kebangsaan Malaysia (UKM), MalaysiaSait Engindeniz, Ege University Faculty of Agriculture, TurkeySamir Neggaz, Université Oran, AlgeriaServet Aras, Bozok University, TurkeyShubha Kumari, ICAR-RCER, IndiaSina Nabaei, Azad University, IranSybelle Mesquita Silva, Universidade Federal de Alagoas, BrazilToncho Gospodinov Penev, Trakia University, BulgariaTugay Ayasan, Osmaniye Korkut Ata University, TurkeyUtkarsh R. Moon, Mahatma Gandhi College of Science, IndiaWossenie Shibabaw Mebratie, Bahir Dar University, EthiopiaZakaria Fouad Abdallah, National Research Centre, Egypt Richard WilliamsEditorial AssistantJournal of Agricultural Studies--------------------------------------Macrothink Institute5348 Vegas Dr.#825Las Vegas, Nevada 89108United StatesPhone: 1-702-953-1852 ext.521Fax: 1-702-420-2900Email 1: jas@macrothink.orgEmail 2: jas@macrothink.comURL: http://jas.macrothink.org
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Lachuga, Yu F., A. Yu Izmailov, Ya P. Lobachevsky, and Yu Kh Shogenov. "Scientific and technical results of agro-engineering scientific institutions for the production of main groups of agricultural products." Machinery and Equipment for Rural Area, no. 4 (April 27, 2021): 4–11. http://dx.doi.org/10.33267/2072-9642-2021-4-2-11.

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The main results of 2020 research work performed by scientific agroengineering institutions of the Ministry of Science and Higher Education of the Russian Federation, which are under the scientific and methodological guidance of the Department of Agricultural Sciences of the Russian Academy of Sciences on the section of mechanization, electrification and automation in the development of modern machine technologies, energy-rich technology, robotic technical means and digital technologies for the production of the main types of competitive crop and livestock products, as well as on the creation of efficient energy supply systems and renewable energy in the agricultural sector of production, mobile energy sources, and management systems for mobile energy facilities in the agricultural sector based on artificial intelligence, are presented.
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49

Oblova, Irina, Irina Gerasimova, and Julia Sishchuk. "Case-study based development of professional communicative competence of agricultural and environmental engineering students." E3S Web of Conferences 175 (2020): 15035. http://dx.doi.org/10.1051/e3sconf/202017515035.

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Thisarticledemonstratestheeffectivenessofemployingthecase study method to teach English as a foreign language to the agricultural and environmental engineering students. It should be useful to those who are trying to contribute to the development of the technology relevant to the contemporary educational challenges based on the unity of applied and theoretical aspects of teaching English within a perspective of developing students’ environmental responsibility. This research includes three-year study conducted both in the institution of higher professional education and in one of the largest concentrating enterprise sharing strong environmental ethics in Russia from 2017 to 2019. The research methodology includes: analysis of literature on the main purposes of the engineering training as well as environmental concerns; the analysis of the waysofteachingcasestudy;anassessmentofpurposes,needs andfunctions for which English is required. The findings of this research are as follows: firstly, engineering student’s professional communicative competence is effectively developed within a case study analysis based on real cases from current companies. Secondly, students are more satisfied with their English course and more willing to put their English to practical use when foreign language skills and their professional engineering issues are brought together.
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Caldwell, Barrett S. "Considering the Future of Land Grant Ergonomics Education." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 62, no. 1 (September 2018): 359–63. http://dx.doi.org/10.1177/1541931218621083.

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Current discussions of challenges and weaknesses of higher education are a source of tension in the early decades of the 21st Century. These discussions reflect the public role and impact of higher education in the early 20th Century with the growth of the land grand university model. Changing social dynamics regarding college-going populations, as well as agricultural and engineering innovations from 1900-20, help to provide context for the role of human factors and ergonomics training for public higher education and workforce productivity. Attempts to forecasting new models of higher education based on societal changes from 2000-20 are problematic, as suggested by agricultural changes from 1900 – 2000. The future of land grant (and human factors and ergonomics) education requirements are tied to our understanding of different historical models of higher education, and demands for matching employment skills and job prospects for new generations of economic, societal and technical challenges.
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