Relevant bibliographies by topics / Agriculture Agriculture teachers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Agriculture Agriculture teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Agriculture Agriculture teachers"

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Kyule, Miriam N., Jacob J. J. O. Konyango, and Agnes O. Nkurumwa. "TEACHERS IN THE IMPLEMENTATION OF PRACTICAL AGRICULTURE CURRICULUM IN KENYA’S ARID AND SEMI ARID SECONDARY SCHOOLS." Problems of Education in the 21st Century 76, no. 4 (August 15, 2018): 533–43. http://dx.doi.org/10.33225/pec/18.76.533.

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One of the major challenges of the 21st century is the increasing level of academic qualifications at the expense of relevance in education. School agriculture is one of the subjects which require teachers who as the principal implementers of the curriculum must be able to interpret agriculture curriculum objectives to meet societal needs. However, implementation of agriculture curriculum in Arid and Semi Arid Land (ASAL) secondary schools has fallen short of its expectations as it has not significantly influenced agricultural activities both in school and surrounding communities. Thus, the benefit of implementing agriculture curriculum in ASALs is yet to be fully achieved. The research sought to document the teacher factors influencing implementation of secondary school agriculture curriculum in ASAL schools in Kenya. The research focused on teacher training, teacher technical knowledge and skills about Dry Land Agriculture [DLA] practices and training and support. The research was carried out in ASAL counties of Baringo, Makueni and Narok. Survey research design was used. The researcher developed a semi-structured questionnaire to obtain data on the teacher factors from 88 agriculture teachers. The research results showed that most teachers were trained and professionally qualified thus expected to translate the curriculum objectives to learning activities relevant to ASALS. However, agriculture teachers were found to be deficient in terms of technical knowhow on DLA practices among them, insitu water harvesting and use of sunken beds. Agriculture teachers received insufficient support towards professional development. The support did not aim at DLA knowledge and skill enhancement towards agriculture curriculum implementation. Agriculture teachers’ inadequacy on DLA practices’ technical knowhow and lack of support towards professional development was impacting negatively on agriculture curriculum implementation in ASAL schools. The Government has a responsibility of ensuring that all ASAL schools are staffed with qualified teacher. Secondary school administrations in ASALs need to support teachers on continuous trainings that are relevant to agriculture curriculum implementation. Agriculture training program developers need to focus more on the acquisition of technical know on all DLA practices. Addressing the training inadequacies among agriculture teachers in ASAL schools will lead to a competent staff who can translate curriculum objectives into learning experiences that promote DLA in ASALs. This translation will in turn influence agricultural activities both in school and in the society for improved agricultural production. Keywords: agriculture teachers, curriculum implementation, arid and semi arid lands, dry land agriculture.
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Hulela, Keba. "The Practice of Scaling Down Practical Assessment Components of Agriculture in Junior Secondary Schools Curriculum: A Synthesis of Teachers Perceptions." Journal of Education and Training Studies 5, no. 3 (February 5, 2017): 43. http://dx.doi.org/10.11114/jets.v5i3.2197.

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This ethnographic research study aimed at investigating factors that contributed to the decline in the number of practical assessed projects in junior secondary agricultural education assessment in Botswana. Participant-observation technique was used to gather data in the form of field notes from in-service teachers at BCA and in-school teachers during school visits teaching practice and lessons at BCA respectively. Students’ performance assessment in practical agriculture measures the extent to which students performed their tasks. The study used two groups of teachers; five (5) in-service student teachers pursuing their Bachelor of Science (BSc) degree in Agricultural Education at Botswana College of Agriculture and five (5) in-school teachers of agriculture to investigate the decline in the number of practical projects assessed in schools. The participants were purposely selected for their proximity to the researcher. Field notes prepared during school visits through interviews and surveys using open ended question were used to gather data for this study. Narrative data were gathered and analysed by coding the emerging themes and applying descriptive analysis. The study took on theoretical issues forming the basis for the understanding of the culture of teaching and assessing practical agriculture projects to include (1) teacher motivation (2) validity issues on assessment (3) teaching standards, teacher education, and (4) practices in teaching, and students’ attitudes. The study concluded by discussing implications on education of agriculture science teachers.
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Muma, Mathew, Robert Martin, and Mack Shelley. "Teacher Beliefs About Sustainable Agriculture: A Self-made Measurement Scale." Asian Social Science 16, no. 11 (October 31, 2020): 115. http://dx.doi.org/10.5539/ass.v16n11p115.

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The study’s purpose was to analyze the validity of the construct of a self-made Alternative-Conventional Agricultural Paradigm scale using the teacher population teaching high school agriculture in the North Central Region of the USA. A random sample of 844 teachers was drawn. Teachers were self-administered questionnaires with 5-point Likert-type scales. Instrument inter-item consistency and item coherence were determined. The relatively high coefficient alpha (.82), mean item total correlation (.40), and unrotated first factors with modest number of items loading on the factor means that the scale has mainly one underlying construct. The teacher population holds consistent views and attitudes about SA constituting an agricultural paradigm. The instrument items are coherent as components of a whole and are related. However, the teacher population did not hold stronger paradigmatic views on the scale as can be expected because of their relatively low mean score item-total correlation and coefficient alpha for the instrument compared to what was found for the scale in the Beus and Dunlap (1991) study. This should be expected because agriculture teachers are not strong adherents of the two agricultural paradigms who can be expected to make extreme and polar scores on the scale. The instrument can therefore be used to preliminarily gauge the paradigmatic orientation of agriculture teachers in the region. Further research with the instrument with known groups supporting the two paradigms is necessary to establish its validity.
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Mathenjwa, Mpendulo, and Marietta P. Dlamini. "Analysis of the Level of the Teacher Efficacy of Beginning Agriculture Teachers in Eswatini." International Educational Research 3, no. 2 (June 9, 2020): p21. http://dx.doi.org/10.30560/ier.v3n2p21.

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Over the past decade, researchers continually emphasized the role of teacher efficacy in teaching effectiveness. A descriptive survey was used to investigate the level of teacher efficacy of beginning agriculture teachers in Eswatini. The population of the study were senior secondary school beginning agriculture teachers in Eswatini. The study is a census, involving all senior secondary school agriculture teachers who had up to five years of agriculture teaching experience. 161 agriculture teachers participated in the study. Data were collected using a self-administered modified Teachers’ Self-Efficacy Scale (TSES) with a .92 reliability coefficient. The data were analysed using descriptive and inferential statistics. Beginning agriculture teachers were moderately efficacious in classroom management, instructional strategies and student engagement. Gender, subject specialization and affiliation to professional development bodies accounted for significant differences in teacher efficacy on selected agriculture teaching tasks. Beginning agriculture teachers are capable of getting the desired learning outcomes from senior secondary school agriculture students as indicated by the moderate level of teacher efficacy. Pre-service teacher training programmes should strengthen curriculum content on ways of engaging students.
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Cano, Jamie. "Male Vocational Agriculture Teachers' Attitude And Perception Toward Female Teachers Of Agriculture." Journal of Agricultural Education 31, no. 3 (September 1990): 19–23. http://dx.doi.org/10.5032/jae.1990.03019.

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Retallick, Michael. "Implementation of Supervised Agricultural Experience Programs: The agriculture teachers’ perspective." Journal of Agricultural Education 51, no. 4 (December 1, 2010): 59–70. http://dx.doi.org/10.5032/jae.2010.04059.

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Conner, Nathan, Christopher Stripling, and Jamie Loizzo. "Preservice teachers’ perceptions of science integration into secondary agriculture classrooms." Advancements in Agricultural Development 1, no. 3 (September 4, 2020): 1–13. http://dx.doi.org/10.37433/aad.v1i3.49.

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After completing a 40-hour field experience course, 26 preservice teachers participated in interviews about their experiences observing science integration in secondary agriculture classrooms. Based on Bandura’s social cognitive theory, researchers analyzed interview transcripts for preservice teachers’ descriptions of perceived preparedness to integrate science into agricultural education programs based on personal, environmental, and behavioral determinants. Findings indicated the integration of science concepts were reliant upon participants’ perceived integration ability, importance of science knowledge, consequences of science integration, application of hands-on learning, practical application of science in agriculture, and the influence of colleague collaboration on the learning environment. From their observations, preservice teachers cited specific instances of academic science concepts relating to agriculture, which they perceived as an applied science. While natural ties to biology and chemistry appeared in classroom lessons, preservice teachers held a belief that agricultural education is a unique practical context for learning and integration of science, but too much science integration is seen as a threat to agricultural education. Many preservice teachers noted the environment surrounding their future agricultural classrooms will play a large role in how they integrate science. Future research should further investigate how behavioral, personal, and environmental factors influence science integration.
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Braičić, Zdenko. "Procjena poljoprivredne pismenosti studenata budućih učitelja primarnog obrazovanja." Magistra Iadertina 13, no. 1 (March 9, 2019): 39–50. http://dx.doi.org/10.15291/magistra.2820.

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In primary education contents on agriculture are mainly taught in Science and Society classes. In order to successfully fulfil their teaching tasks, students, future teachers need a certain base of technical skills in agriculture. The goal of this research was to estimate the level of agricultural literacy amongst students at Faculty of Teacher Education in Zagreb, as well as their knowledge on topics of Science and Society classes on agriculture. Its purpose is to recognize the topics on agriculture which students are not familiar enough with, in order to improve the programmes of certain courses and redefine the teaching results. It has been proven that 38.7% of examined students do not have the minimum knowledge on agriculture, while 22% are not familiar enough with the contents of Science and Society classes on agriculture. The paper researches the differences in students’ knowledge on agriculture and education contents, regarding their year of studies, their place of growing up and the type of high school they graduated from.
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Roberts, T. Grady, and James E. Dyer. "Characteristics Of Effective Agriculture Teachers." Journal of Agricultural Education 45, no. 4 (December 2004): 82–95. http://dx.doi.org/10.5032/jae.2004.04082.

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Myers, Brian E., James E. Dyer, and Shannon G. Washburn. "Problems Facing Beginning Agriculture Teachers." Journal of Agricultural Education 46, no. 3 (September 2005): 47–55. http://dx.doi.org/10.5032/jae.2005.03047.

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Dissertations / Theses on the topic "Agriculture Agriculture teachers"

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Dlamini, Barnabas M. "Perceptions of professionals in agricultural education regarding the agriculture teacher education program in Swaziland /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487268021749965.

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Walker, Weston D. "Retention and attrition of Missouri agriculture teachers /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060155.

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Wolf, Kattlyn Jean. "Agricultural Education Teacher Self-Efficacy: A Descriptive Study of Beginning Agricultural Education Teachers in Ohio." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1216999467.

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Howard, Ronald L. "Perceptions of students and teachers regarding agriculture in Leflore County, Mississippi." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=945.

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Thesis (M.S.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains ix, 78 p. : ill. (some col.) Vita. Includes abstract. Includes bibliographical references (p. 44-47).
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King, Brad O. "Personal characteristics and level of effectiveness of agriculture teachers /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091936.

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White, Cameron Cash. "SUPERVISED AGRICULTURAL EXPERIENCE IN KENTUCKY: CONDITION AND PERCEPTIONS." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/794.

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Thesis (M.S.)--University of Kentucky, 2008.
Title from document title page (viewed on August 21, 2008). Document formatted into pages; contains: ix, 126 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 122-125).
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Hall, Lee Ann. "Factors that influence an individual's decision to teach agricultural education." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5320.

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Thesis (M.S.)--West Virginia University, 2007.
Title from document title page. Document formatted into pages; contains xiv, 164 p. : col. ill. Includes abstract. Includes bibliographical references (p. 128-130).
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Lawver, Rebecca Grace Torres Robert M. "Factors influencing agricultural education students' choice to teach." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6168.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Robert M. Torres. Vita. Includes bibliographical references.
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Warner, Wendy Jacklyn. "Career experiences of novice urban agriculture teachers." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015607.

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Swortzel, Kirk A. "Agriculture Teacher Education: A Profile of Preservice Teacher Education Students, Teacher Educators, and Departments and Programs that Prepare Agricultural Education Teachers /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935125880847.

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Books on the topic "Agriculture Agriculture teachers"

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Biemans, Hermannus Josephus Adrianus. Het implementeren van "leren leren" in de agrarische onderwijspraktijk. Wageningen: Leerstoelgroep Agrarische Onderwijksunde, Landbouwuniversiteit Wageningen, 1999.

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Sukekata, Kashiwa. Kashiwa Sukekata chosakushū. Kyōto-shi: Kyōto Sangyō Daigaku Shuppankai, 1985.

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Branch, Alberta Curriculum Design. Junior high agriculture: land and life: Teachers resource manual. [Edmonton, Alta.]: Alberta Education, 1989.

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Dunbar, John O. Opportunity knocked and I answered: The autobiography of John O. Dunbar. Manhattan, Kan: Sunflower University Press, 2002.

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Pederson, Cole. The business of agriculture: A resource book for teachers of Science 10, 20, 30. [Edmonton]: Alberta Agriculture, 1989.

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Beijaard, D. Docent nieuwe stijl: Ideaal of werkelijkheid? : bijdrage uit het veld aan de profilering van het leraarsberoep in het agrarisch onderwijs. Wageningen: Vakgroep Agrarische Onderwijskunde, Landbouwuniversiteit, 1992.

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A la recherche d'une vie: Récit. [Paris]: Gallimard, 1986.

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Moi devi︠a︡nosto let: Kak i︠a︡ ikh pomni︠u︡. [Moskva]: Mezhdunar. universitet v Moskve, 2006.

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Csorba, István. Egy életsors göröngyös útjai: Erdélyből Sziberián át Magyarországig. 3rd ed. Kolozsvár: Kriterion, 2009.

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Kashiwa, Sukekata. Aki no yūbae. Kyōto-shi: Kyōto Sangyō Daigaku Shuppankai, 1985.

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Book chapters on the topic "Agriculture Agriculture teachers"

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Hayhoe, Douglas. "Surprising Facts About Soils, Students and Teachers! A Survey of Educational Research and Resources." In Sustainable Agriculture Reviews, 1–40. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-5961-9_1.

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Näpflin, Catherine, Fritz Oser, and Philipp Aerni. "Discussion-Based Teaching Methods Addressing Policy Issues Related to Agricultural Biotechnology." In Changes in Teachers’ Moral Role, 147–53. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-837-7_12.

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van der Hout, Sanne. "Organisms as Teachers? The Promise of Biomimicry." In The International Library of Environmental, Agricultural and Food Ethics, 39–51. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44206-8_3.

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Stapleton, Sarah Riggs, Person Cole, Melissa Washburn, Matt Jason, and Tawny Alvarado. "Views from the Classroom: Teachers on Food in a Low-Income Urban School District." In The International Library of Environmental, Agricultural and Food Ethics, 129–40. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57174-4_11.

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Junge, Ranka, Tjasa Griessler Bulc, Dieter Anseeuw, Hijran Yavuzcan Yildiz, and Sarah Milliken. "Aquaponics as an Educational Tool." In Aquaponics Food Production Systems, 561–95. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15943-6_22.

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AbstractThis chapter provides an overview of possible strategies for implementing aquaponics in curricula at different levels of education, illustrated by case studies from different countries. Aquaponics can promote scientific literacy and provide a useful tool for teaching the natural sciences at all levels, from primary through to tertiary education. An aquaponics classroom model system can provide multiple ways of enriching classes in Science, Technology, Engineering and Mathematics (STEM), and the day-to-day maintenance of an aquaponics can also enable experiential learning. Aquaponics can thus become an enjoyable and effective way for learners to study STEM content, and can also be used for teaching subjects such as business and economics, and for addressing issues like sustainable development, environmental science, agriculture, food systems, and health. Using learner and teacher evaluations of the use of aquaponics at different educational levels, we attempt to answer the question of whether aquaponics fulfils its promise as an educational tool.
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"The Teachers Look to Me for All Aid in Teaching Agriculture." In Scattering the Seeds of Knowledge, 142–50. Purdue University Press, 2017. http://dx.doi.org/10.2307/j.ctv15wxnz0.18.

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Honeycutt, Scott R. "America's Ancient Teachers." In Advances in Early Childhood and K-12 Education, 55–71. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6364-8.ch005.

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Over the past 200 years, most of the forestland growing in the eastern United States has at one time been logged for timber, cultivated for agriculture, or developed into urban and suburban spaces. Though millions of wooded acres still exist in national forests, parks, and preserves, very little of that land should be considered undisturbed or old-growth. Given these realities, it may be surprising to learn that pockets of old trees, or groves, still survive near American suburbs. This chapter argues that the responsibility of forging a relationship between students and nature should not be the charter of one discipline; instead, teachers should work in concert through combined interdisciplinary efforts. In secondary schools, the most organic teaming for nature study are the biology and English departments. This chapter provides specific locations for teachers and students to discover and offers practical and inspiring assignments to help students develop of love for America's ancient woods.
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Karpudewan, Mageswary, and Zurida Ismail. "Malaysian Primary Pre-Service Teachers’ Understanding and Awareness of Environmental Knowledge." In Sustainable Development - Education, Business and Management - Architecture and Building Construction - Agriculture and Food Security. InTech, 2012. http://dx.doi.org/10.5772/27628.

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Hanley, Carol, and Kelly Taylor. "Water as the Context for Community-Based Science Projects." In Water in Kentucky. University Press of Kentucky, 2017. http://dx.doi.org/10.5810/kentucky/9780813168685.003.0021.

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This chapter explores the educational practices employed to motivate young people to become interested and study science careers. Educators of the University of Kentucky (UK), College of Agriculture, Food and Environment’s (CAFE) Environmental and Natural Resources Initiative consider their use of real-life situations and projects to teach science to Kentucky’s K-12 students. The educators demonstrate how they use project-based learning in conjunction with community-based issues to interest students in science topics and careers. Multiple examples of community-based science programs are described along with reflections from students and teachers. Recommendations for future projects methodologies are included.
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Arora, Jyoti Batra, and Suruchi Kaushik. "IoT in Education." In Handbook of Research on the Internet of Things Applications in Robotics and Automation, 300–317. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9574-8.ch015.

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Internet of things (IoT) is an emerging technology that is looked upon as a technology that can bring positive changes in development of the society. Using IoT, humans and things embedded with sensors, actuators, and other hardware can communicate in an intelligent manner, thus creating a sea of innovative ideas which can make life easy, simple, and smart. IoT has touched upon different areas such as healthcare, home security, and agriculture. In this chapter, the authors give an insight about the technology and its applications in various fields. The major focus is on emerging trends in education and potential applications of IoT in the field of education. IoT can bring a major shift in traditional educational practices and make the teaching-learning process more effective by actively engaging learners. Use of IoT devices can also help teachers in deciding their future plan of action and giving more attention to the slow learners. This chapter also highlights the challenges that this technology faces in the education sector.
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Conference papers on the topic "Agriculture Agriculture teachers"

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Efridah, Efni. "Transformational Leadership Relations and Innovative Attitude with Teachers Job Performance." In 3rd International Conference of Computer, Environment, Agriculture, Social Science, Health Science, Engineering and Technology. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0010039801570161.

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Zatkova, Timea. "HIGHER EDUCATION PEDAGOGY AT SLOVAK UNIVERSITY OF AGRICULTURE- NEW TRENDS IN UNIVERSITY TEACHERS PREPARATION." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.046.

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Malau, Albinaria. "Influence Analysis of Counseling Guidance and Social Competence of Teachers against Control." In 3rd International Conference of Computer, Environment, Agriculture, Social Science, Health Science, Engineering and Technology. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0010036600160021.

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Tresnawati, Nailah, Ismail Saleh, Dede Trie Kurniawan, Sudarmin Sudarmin, and Sri Wardani. "Learning Science Through STEAM Approach (Science Technology, Engineering, Arts, and Mathematics) Integrated Ethnoscience in the Context of Batik Culture for Pre Service Teachers of Primary Education." In International Conference on Agriculture, Social Sciences, Education, Technology and Health (ICASSETH 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200402.056.

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Lindsey, A. J. "<i>Educating the Educators: Connecting Secondary School Teachers to Technology in Agriculture</i>." In 2018 Detroit, Michigan July 29 - August 1, 2018. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2018. http://dx.doi.org/10.13031/aim.201800394.

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Jem, Yosefina, Tobias Gunas, and Raymundus Beda. "EFL Teachers’ Perspective on Online Learning System under COVID-19." In Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, Ruteng, Flores, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.3-6-2021.2310708.

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Šeben Zaťková, Tímea. "Professional Practical Training of Future Teachers in Vocational Education and its´ Reflection by Students of Slovak University of Agriculture." In International Scientific Days 2018. Wolters Kluwer ČR, Prague, 2018. http://dx.doi.org/10.15414/isd2018.s9.19.

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Harianto, Harianto, Mahyudin Ritonga, and Riki Saputra. "How is the Ability of Islamic Religious Education Teachers in Designing and Using ICT Media?" In Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, Ruteng, Flores, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.3-6-2021.2310749.

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F, Nendi, Tamur M, Kurnila V.S, Ningsi G.P, and Mulu H. "The Readiness of Parents in Positioning Themselves as Teachers during the Pandemic (Case Study of Parents of Temporary Private Workers in Tenda Sub-district, Langke Rembong District)." In Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, Ruteng, Flores, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.3-6-2021.2310958.

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"Feelings and Responsibility of the Ideological and Political Teachers in Agriculture and Forestry Colleges and Universities—Experience in Learning the Speech of General Secretary Xi Jinping's "Four Haves"." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.045.

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