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Journal articles on the topic 'Integrative Agricultural Education'
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Robinson, Kelly, Donna Westfall-Rudd, Tiffany Drape, and Hannah Scherer. "Conceptualizing Integrative Agricultural Education: Introductory Framework for Integrating Mathematics in Agricultural Curriculum." Journal of Agricultural Education 59, no. 4 (2018): 253–69. http://dx.doi.org/10.5032/jae.2018.04253.
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Zhu, Egui, Arash Hadadgar, Italo Masiello, and Nabil Zary. "Augmented reality in healthcare education: an integrative review." PeerJ 2 (July 8, 2014): e469. http://dx.doi.org/10.7717/peerj.469.
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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 (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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Walsh, John. "Blood Pressure Rummy: An Exercise in Integrative Thinking." American Biology Teacher 48, no. 5 (1986): 300–317. http://dx.doi.org/10.2307/4448296.
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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 (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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Santos, Gleise Regina Bertolazi dos, Celso Dal Ré Carneiro, and Jorge Bonito. "Geosciences in professional education: a comparative study between Brazil and Portugal." Terrae Didatica 14, no. 3 (2018): 320–25. http://dx.doi.org/10.20396/td.v14i3.8653532.
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Brazil faces educational and environmental crisis that enhance the importance of valuing geoscientific contents in school cur-ricula, especially in basic education. The modality of technical education integrated to high school courses (TEIHSC) open broad possibilities to build an integrated view of nature and of human interference. However, the current situation is one of great fragmentation of contents and diversification of teaching-learning approaches. As a contribution to understand better the national reality, the present project aims to carry out a survey of geoscientific themes present in the Brazilian official curricula of TEIHS courses and in the curricula of secondary professional education of public schools in Portugal. The distribution of technical schools in this teaching modality – TEIHS comprises the states of São Paulo, Rio de Janeiro, Minas Gerais and Espíri-to Santo and even in the official curricula of federal technical schools situated in these states. This project should discuss cur-ricular convergences and divergences from the background of the following courses: Agriculture, Surveying, Environmental Control, Forestry, Environment, Mining, Oil and Gas, Environmental Management, Agricultural Production, Forestry and Envi-ronmental Resources, Tourism and Environmental and Rural Tourism. The investigation will produce a comprehensive pano-rama of proposals for including geoscientific contents within this type of school integrative curriculum. The debate should at-tempt to recompose the basic needs to help citizens for taking well-founded decisions about socioeconomic, political and envi-ronmental changes.
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Lameck, Wilfred U., and Denis J. Kamugisha. "In Search of a Link between Planning and Service Delivery: How can we Explicate Service Delivery Gap Using Primary Education and Agricultural Extension Services in Tanzania?" Journal of Public Administration and Governance 5, no. 4 (2015): 84. http://dx.doi.org/10.5296/jpag.v5i4.8864.
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Planning is a life blood of development. It creates a path through which initiatives can be translated into practice. This is possible if planning is made to be as integrative as possible to guarantee systematic coverage of all crucial aspects for attainment of articulated goals. It delineates key issues over which the tenets of different courses of action should be anchored. All the way through, Tanzania has been striving to adopt and execute an integrative planning process to attain its desired development. From 1960s through 1970s to early 1980s, Tanzania was found to be busy experimenting conventional planning process in all development circles. Nevertheless, conventional planning has been accused of being supply driven rather than demand driven. In reaction to this, from the early 21st century, Tanzania, like other developing countries, officially adopted a bottom up planning approach. Despite that deliberate intervention, the current practice still embraces top down model. This is so because the center still retains decision making powers and its priorities prevail over grassroots priorities. The objective of this article is to explain this failure of planning process which results to service delivery gap. In doing this, we compared the delivery of primary education in Moshi Municipal Council and that of agricultural extension services in Hai District Council.
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Merritt, Robert B., Lou Ann Bierwert, Barton Slatko, et al. "Tasting Phenylthiocarbamide (PTC): A New Integrative Genetics Lab with an Old Flavor." American Biology Teacher 70, no. 5 (2008): e23-e28. http://dx.doi.org/10.1662/0002-7685(2008)70[23:tppani]2.0.co;2.
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Saqib, Sadaf. "An Integrative Decision Support Model for Smart Agriculture Based on Internet of Things and Machine Learning." Journal of Informatics Electrical and Electronics Engineering (JIEEE) 2, no. 2 (2021): 1–19. http://dx.doi.org/10.54060/jieee/002.02.007.
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The Internet of Things (IoT) has achieved an upset in a considerable lot of the circles of our current lives, like automobile, medical services offices, home automation, retail, education, manufacturing, and many more. The Agriculture and Farming ventures significantly affect the acquaintance of the IoT with the world. Machine learning (ML) is a part of artificial intelligence (AI) that permits software applications to turn out to be more precise at foreseeing results without being expressly customized to do as such. It uses historical data as input to predict new result values. In the event, a specific industry has sufficient recorded information to help the machine "learn", AI or ML can create outstanding outcomes. Farming is likewise one such important industry profiting and advancing from machine learning at large. ML can possibly add to the total lifecycle of farming, at all phases. This incorporates computer vision, automated irrigation, and harvesting, predicting the soil, weather, temperature, moisture values, and robots for picking off the crude harvest. In this paper, I'll work on a smart agricultural information monitoring framework that gathers the necessary information from the IoT sensors set in the field, measures it, and drives it, from where it streams to store in the cloud space. The information is then shipped off the prediction module where the necessary analysis is done using ML algorithms and afterward sent to the UI for its corresponding application.
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Akulich, O. E., and O. R. Shefer. "The role of the didactic integrative module in making students aware their personal value of teaching." Pedagogicheskiy Zhurnal Bashkortostana 92, no. 2 (2021): 96–109. http://dx.doi.org/10.21510/1817-3292-2021-92-2-96-109.
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The basis of this research lies in psychological and pedagogical provisions on modular training, its goals, content and methods of organization. Such organization is based on the following principles: modularity, isolation of separate elements from the content of training, dynamism, efficiency and efficiency of knowledge and its system, flexibility, conscious perspective, versatility of methodological advice, parity. Hereby we describe and specify a modular system of teaching mathematics in higher education on the example of the integrative module "Derivative of a function" taking into account the specifics of teaching mathematics in higher education. The modular approach in the study of mathematics provides, on the one hand, the structuring of educational material into logically completed parts-modules, their technological equipment, and on the other-a certain organization of students 'educational activities based on the activation of their independent work, individualization of the teacher's work with the student, a differentiated approach to learning, step-by-step control of students' progress, a rating system for assessing knowledge. The empirical basis of the article is the data of a study conducted in 2020-2021 on the basis of the "South Ural State Agrarian University" (Chelyabinsk). The results of the development of the main professional educational program in the direction of training Agricultural Engineering for bachelors are presented on the example of the integrative module "Derivative of a function". Research results: 1. We considered the key approaches to the methodology of developing an integrative module, in accordance with the future professional activities of the graduates. 2. The article describes the result of the implementation of the didactic integrative module in the students ' awareness of the personal meaning of the teaching and methodological recommendations for its use. 3. On the basis of the developed control and evaluation tools we studied the dynamics of changes in the motivation of students' learning and the dynamics of the distribution of students who correctly completed control tasks according to the levels of knowledge assimilation.
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Boes, Katie E. "Campus Eco Tours." American Biology Teacher 75, no. 5 (2013): 330–34. http://dx.doi.org/10.1525/abt.2013.75.5.6.
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Outdoor areas within or near college campuses offer an opportunity for biology students to observe the natural world and apply concepts from class. Here, I describe an engaging and integrative project where undergraduate non-major biology students work in teams to develop and present professional “eco tours.” This project takes place over multiple class sessions and is customizable on the basis of course content. This project encourages students to work collaboratively and demonstrate creativity, and empowers students with opportunities to enhance public-speaking skills and share findings with the greater campus community.
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Sauterer, Roger. "From Backwater to Center Stage: Using Electronegativity as a Central Concept for Understanding Chemical Principles in Biology Classes." American Biology Teacher 73, no. 8 (2011): 480–83. http://dx.doi.org/10.1525/abt.2011.73.8.10.
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Understanding basic chemical concepts, including bonding, polar and nonpolar molecules, and hydrogen bonds is difficult for many biology students, who often have minimal chemistry backgrounds. The concept of electronegativity is introduced at the beginning of the chemical foundations part of a biology course as a central integrative concept. By using the electronegativity concept and an associated line graph, students gain an understanding of why ionic and covalent bonds form and which atoms form them, why atoms form polar and nonpolar covalent bonds, and what chemical groups can form hydrogen bonds. Positive student reviews indicate that this is an effective method for introducing chemical principles.
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Rosa, Jadir A. "Integrating professional education, research and extensionin irrigated agriculture technology centers." Engenharia Agrícola 31, no. 6 (2011): 1212–18. http://dx.doi.org/10.1590/s0100-69162011000600018.
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With the objective to stimulate the use of irrigation and the electric energy fee reduction during night time program granted by the 2004 Federal law, the Government of the state of Paraná, Brazil launched the Night Irrigation Program - NPI. Beyond this discount, the farmer that adheres to NPI will get additional benefits, as completion of the electric grid without cost, subsidized financing of equipment, technical assistance, support with environmental farm compliance, and the possibility of replacing the entire pump energy matrix. As part of the NPI strategy of action, installation of learning centers for irrigation technology was planned in agricultural schools, thus contributing both to improve technical professional training in agriculture, and for the dissemination of knowledge in irrigated agriculture, in order to increase agricultural productivity.
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Price, S. A., and L. Schmitz. "A promising future for integrative biodiversity research: an increased role of scale-dependency and functional biology." Philosophical Transactions of the Royal Society B: Biological Sciences 371, no. 1691 (2016): 20150228. http://dx.doi.org/10.1098/rstb.2015.0228.
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Studies into the complex interaction between an organism and changes to its biotic and abiotic environment are fundamental to understanding what regulates biodiversity. These investigations occur at many phylogenetic, temporal and spatial scales and within a variety of biological and geological disciplines but often in relative isolation. This issue focuses on what can be achieved when ecological mechanisms are integrated into analyses of deep-time biodiversity patterns through the union of fossil and extant data and methods. We expand upon this perspective to argue that, given its direct relevance to the current biodiversity crisis, greater integration is needed across biodiversity research. We focus on the need to understand scaling effects, how lower-level ecological and evolutionary processes scale up and vice versa, and the importance of incorporating functional biology. Placing function at the core of biodiversity research is fundamental, as it establishes how an organism interacts with its abiotic and biotic environment and it is functional diversity that ultimately determines important ecosystem processes. To achieve full integration, concerted and ongoing efforts are needed to build a united and interactive community of biodiversity researchers, with education and interdisciplinary training at its heart.
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Khalid, Sayed Mohammad Naim. "How is nutrition linked to agriculture and education?" Turkish Journal of Agriculture - Food Science and Technology 4, no. 2 (2016): 107. http://dx.doi.org/10.24925/turjaf.v4i2.107-112.508.
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Agricultural development is now expected to proceed in a way that maximizes opportunities to improve health and nutrition. Accordingly, the term “nutrition-education-agriculture linkages” describes the set of relationships that shows the mutual dependence of nutrition, education and agriculture. Changes in nutrition or education status are expected to affect agricultural production; conversely changes in the agricultural sector can have significant effects on individual health and nutritional status. Professionals in are trained in nutrition or agriculture, but very few will be trained in both. It is therefore difficult to begin discussions on nutrition-focused agricultural programs and policies. How do we begin to identify these linked outcomes? And how do we begin to think about ways to impact factors that are outside of our sector of expertise? This paper provides a simple framework for thinking critically about nutrition, education and agriculture linkages. The purpose is to help readers identify the linkages of greatest importance to their goals and to begin thinking about how to take steps toward integrating programs more effectively.
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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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Komodromos, Marcos. "Interactive radio, social network sites and development in Africa: a literature review study." Journal of Enterprising Communities: People and Places in the Global Economy 15, no. 2 (2021): 282–95. http://dx.doi.org/10.1108/jec-06-2020-0111.
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Purpose The technology determinism theory facilitated in assessing the impact of interactive radio and social network sites (SNSs) on development factors such as education, agriculture, health, and governance, by conducting an integrative and comprehensive literature review focusing on African countries. This paper aims to conduct this literature review to provide comprehensive empirical evidence on the impact of interactive radio and SNSs on development in Africa. Design/methodology/approach This study examined articles that were retrieved from online databases including EBSCOhost, Elsevier, Science Direct, SAGE Journals, Springer and Wiley Online Library. The keywords used included interactive radio, radio, development in Africa, SNS, agriculture, education, health, peace and governance. Search phrases were formulated using boolean operators “AND” and “OR.” Findings Study results revealed that interactive radio and SNSs improve knowledge among farmers and allow the dissemination of information on innovative agricultural techniques, which supports the adoption of sustainable practices. Interactive radio promotes political accountability because the strategies provide the voiceless and powerless communities with a platform to express themselves. This paper discovers that the incorporation of SNS with existing multimedia communication facilitates the dissemination of health-related information on illnesses such as Ebola, HIV, hypertension, diabetes and Polio, and interactive radio and SNS promote education among marginalized communities and under-served rural schools. Research limitations/implications The findings on the impact of interactive radio and SNSs do not represent all 54 countries in Africa. Although the studies included in this literature review were conducted in several countries such as South Africa, Nigeria, Somalia, Kenya, Malawi, Ghana, Tanzania, Uganda and Zambia, this limited the generalizability of the findings and recommendations. Also, the other potential limitation is that using the inclusion-exclusion criteria could have resulted in bias when selecting the studies to include in the review. Practical implications The paper might serve as a valuable source of information for students, academics and entrepreneurs where the impact of interactive radio and SNSs on agriculture, education, health and governance, which are core determinants of development in Africa, has been assessed for further case studies in this area. Social implications The use of interactive radio has helped in decreasing health issues caused by a deficiency in vitamin A among children in sub-Saharan Africa. Originality/value The development of sustainable and effective interactive radio programs is dependent on the collaboration of the core stakeholders such as governmental ministries, donor organizations and the mass communication sector. Numerous open sources on technology radio stations are available to employ social media managers to help in the application of knowledge.
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Cosme, Lírio, Leonardo M. Turchen, and Raul Narciso C. Guedes. "Insect World: Game-Based Learning as a Strategy for Teaching Entomology." American Biology Teacher 82, no. 4 (2020): 210–15. http://dx.doi.org/10.1525/abt.2020.82.4.210.
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The use of game activities is spreading in diverse contexts, including stimulating teamwork and creativity, selecting job candidates, and as a teaching aid. Games are recognized as promoting interaction and engagement among children through an abstract challenge, which often results in emotional reactions. We investigated whether a game-based activity is useful as a tool for teaching entomology, as assessed on the basis of the learning achieved and the feedback provided by students. Student feedback was positive regarding card content, the rules manual, game-play design, and game use (the functional perspective). Likewise, the students also considered the game a fun activity, fast and competitive, and even challenging (the personal perspective). Some difficulties were indicated, such as the amount of initial information required to play. Nonetheless, the game increased student learning, demonstrating its usefulness as a didactic activity in the classroom. In addition to encouraging creativity and healthy competition among students, the game represents an integrative and dynamic teaching mode that is different from traditional classroom methods.
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Korfmacher, K. S. "Farmland preservation and sustainable agriculture: Grassroots and policy connections." American Journal of Alternative Agriculture 15, no. 1 (2000): 37–43. http://dx.doi.org/10.1017/s0889189300008444.
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AbstractOver the long run, a sustainable food production system requires both a sufficient base of agricultural land and agricultural practices that do not degrade the land. However, current policies and programs for protecting agricultural land are not systematically integrated with those promoting sustainable agriculture. There are various ways that policymakers, agricultural support organizations, and researchers could better integrate farmland preservation and sustainable agriculture efforts. This paper suggests several approaches for developing such connections including: coordinating local, state, and federal policies, conducting related research, and developing integrated outreach and education programs.
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Thompson, Gregory, and Brian Warnick. "Integrating Science Into The Agricultural Education Curriculum: Do Science And Agriculture Teachers Agree?" Journal of Agricultural Education 48, no. 3 (2007): 1–12. http://dx.doi.org/10.5032/jae.2007.03001.
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Barry, Peter J. "Industrialization of U.S. Agriculture: Policy, Research, and Education Needs." Agricultural and Resource Economics Review 24, no. 1 (1995): 128–35. http://dx.doi.org/10.1017/s1068280500003683.
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The industrialization of agriculture refers to the continued consolidation of farms and to the growing use of production and marketing contracts and vertical integration among input suppliers, lenders, agricultural producers, processors, and distributors of food and fiber products, domestically and globally. Industrialization is strongly affecting the structure and performance of farms and agribusiness firms; the distribution of risk, returns, and the ownership and control of resources in the food and fiber system; locations of production; competitiveness in international markets; the effectiveness of agricultural policy; business activity, income, family welfare and employment in rural communities; and environmental quality and control. Research is urgently needed to measure these effects, understand the complex underlying factors, and evaluate policy alternatives that influence and are influenced by the industrialization of agriculture.
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Zürn, Tobias Benedikt. "OVERGROWN COURTYARDS AND TILLED FIELDS: IMAGE-BASED DEBATES ON GOVERNANCE AND BODY POLITICS IN THEMENGZI,ZHUANGZI, ANDHUAINANZI." Early China 41 (2018): 297–332. http://dx.doi.org/10.1017/eac.2018.5.
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AbstractThus far, scholarship on early China has mainly focused on conceptual debates and re-interpretations of terminology. I showcase in this article a methodology called metaphorology that enables us to analyze how discourses developed through the reworking of images. In particular, I reconstruct a discourse on governance and self-cultivational practices as enshrined inMengzi3A.4, theZhuangzi’s “Mati” chapter andHuainanzi9.13. WhileMengzi3A.4 purports that the cultivation of agricultural fields and human bodies are necessary steps in the civilizational process, theZhuangzi’s “Mati” chapter demands a decultivation of the human population and a return to the wilderness. In my reading,Huainanzi9.13, from the “Arts of Rulership” chapter, amalgamates these two image-based debates with the help of the metaphors of the ruler as an overgrown courtyard and the officials as tilled fields. Hence, I propose thatHuainanzi9.13 creates its integrative vision of governance that promotes both education and decultivation by synthesizing the “Mati” chapter's focus on wilderness andMengzi3A.4's concerns with tilling. As a result, I encourage us to engage fully in imagery's role as a central and foundational aspect of early Chinese debate culture rather than a rhetorical side effect of its various discourses.
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Helgøy, Kjersti Velde, Jens-Christian Smeby, Tore Bonsaksen, and Nina Rydland Olsen. "Research-based occupational therapy education: An exploration of students’ and faculty members’ experiences and perceptions." PLOS ONE 15, no. 12 (2020): e0243544. http://dx.doi.org/10.1371/journal.pone.0243544.
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Introduction One argument for introducing research in bachelor`s degree in health care is to ensure the quality of future health care delivery. The requirements for research-based education have increased, and research on how research-based education is experienced is limited, especially in bachelor health care education programmes. The aim of this study was to explore how occupational therapy students and faculty members experienced and perceived research-based education. Methods This qualitative, interpretative description consisted of three focus group interviews with occupational therapy students in their final year (n = 8, 6 and 4), and three focus group interviews with faculty members affiliated with occupational therapy programmes in Norway (n = 5, 2 and 5). Interviewing both students and faculty members enabled us to explore the differences in their experiences and perceptions. Results Five integrative themes emerged from the analysis: “introducing research early”, “setting higher expectations”, “ensuring competence in research methods”, “having role models” and “providing future best practice”. Research was described as an important aspect of the occupational therapy bachelor program as it helps ensure that students achieve the necessary competence for offering future best practice. Students expressed a need to be introduced to research early in the program, and they preferred to have higher expectations regarding use of research. Competence in research methods and the importance of role models were also highlighted. Conclusions Undergraduate health care students are expected to be competent in using research. Findings from our study demonstrated that the participants perceived the use of research during training as important to ensure future best practice. Increasing the focus on research in the programme’s curricula and efforts to improve students’ formal training in research-specific skills could be a starting point towards increased use of research in the occupational therapy profession.
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Datta, Subhas Chandra. "IMMEDIATE APPLY COST-EFFECTIVE EASILY PREPARABLE-AVAILABLE 21STCENTURY POTENTIAL-AYURVEDIC-HERBAL-INTEGRATIVE-MEDICINAL-VACCINE OF COVID-19: ACHIEVED AGRICULTURE HEALTHCARE-SOCIO-ECONOMY SCIENCE TECHNOLOGY COMMUNICATION MECHANISM!" International Journal of Research -GRANTHAALAYAH 9, no. 1 (2021): 227–47. http://dx.doi.org/10.29121/granthaalayah.v9.i1.2021.2972.
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The 5th epidemic-COVID-19 spreads all around the world forming total change of the world health, education, research, travel, socioeconomic, and human civilization, and the proper potential vaccine still unknown for the future efficacy of reinfection outbreaks of the vaccinated peoples with manufacturing capacity for the whole world population including new variant also. The poor marginalized society, aged people, street -children, and -animals, are not able to manage and purchase vaccines. And the pandemic must be controlled or managed by every nation; otherwise, a globe is at risk of further outbreaks, and India with the whole world develop a policy to overcome the pandemic-COVID-19. India emphasis on consumption of vegetable as the preventive traditional-ayurvedic-medicines against many naturally-infected-diseases of man, animals and plants caused by various-pathogens, remarkably reducing agricultural productions. The various-pesticides reduce the plant-diseases, but it is not cost-effective and environment-friendly. The present treatment confirms the flowering-meristems of wormwoods-Artemisia nilagirica (Clarke) Pamp, prepared or developed the ayurvedic-medicine, dissolved in germfree-tap-water applying foliar-spray against plant-diseases, and the molecular-weight of soluble-root-proteins were determined. The recent treatment confirms once again that the ayurvedic-medicines-prepared from the flowering-meristems of Artemisia nilagirica (Clarke) Pamp are very much effective in controlling different-plant-pathogens caused many-diseases, synthesizing many new PR-proteins (pathogenesis-related-protein), boosting their response of defense naturally against pathogens, and increased growth of plants and protein-content, by confirming the “Immediate Apply Cost-Effective Easily Preparable-Available 21stCentury Potential-Ayurvedic-Herbal-Integrative-Medicinal-Vaccine of COVID-19: Achieved Agriculture Healthcare-Socio-Economy Science Technology Communication Mechanism with Clinical, Physical, Chemical, Biological, Physiological, and Molecular Weight”, by boosting-immunity. And it will be best side-effect-free potential-ayurvedic-COVID-19-Vaccine due to an ultra-diluted-low-dose, and globally develop all aspects in the scientific-basis of the ayurvedic-biomedicines, and it is thought that the present problems of the civilization of human will soon be overcome as early as possible retaining whole world in the new-normal or old-forms against the COVID-19.
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Leshoro, S., and T. L. A. Leshoro. "Impacts of literacy rate and human development indices on agricultural production in South Africa." Agricultural Economics (Zemědělská ekonomika) 59, No. 11 (2013): 531–36. http://dx.doi.org/10.17221/35/2013-agricecon.
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Agriculture is an important sector in South Africa, and the impact that education and human development would have made in this sector via non-white small scale farming was limited through biased policies of the apartheid era. Due to apartheid laws, South Africa found itself with high levels of unskilled labour force. This study seeks to find the impacts of literacy rate and human development indices on agricultural production using Auto Regressive Distributed Lag (ARDL) Bounds Test approach to co-integration. A long run relationship among the variables, agricultural production (agriculture GDP), literacy rate and human development indices were found. Literacy rate has a positively significant effect on agricultural production in the long run while Human Development Index has a positive and significant impact in the short run. This indicates that the apartheid regime fell short in recognizing the positive effect of education in the agricultural sector by denying a descent education to the majority of non-whites which were farm labourers or small scale farmers. This study provides some policy recommendations.  
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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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Faskhutdinova, Milyausha S., Elmira F. Amirova, Ilnur N. Safiullin, and Linar G. Ibragimov. "Human resources in the context of digitalization of agriculture." BIO Web of Conferences 27 (2020): 00020. http://dx.doi.org/10.1051/bioconf/20202700020.
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The article discusses the concept of digitalization of agriculture which should significantly change the face of the industry. In addition to increasing production efficiency and revenues, the authors propose attracting new employees and creating high-tech industries. Over time, this will allow establishing interaction with digitalization programs in other sectors, in particular with logistics, and creating platforms to support such integrated digital solutions that will popularize domestic products actively introduced into agriculture. One of the significant challenges facing implementation is its substantial demand for staff with relevant digital knowledge. Moreover, if financial injections help remove technical and technological obstacles to digitalization, then staffing the expected changes, especially on the planned scale, will require not only material support but also active organizational and methodological work. The international component may be the most important aspect of upgrading agricultural education in Russia. Over the past decade, some steps have been taken to meaningfully modernize vocational education, improve its quality and integrate Russian education into the international educational space. Despite the undeniable benefits, farmers are faced with the problems of integrating new systems into existing business processes, the lack of a comprehensive solution to their automation, the lack of staff competent in modern IT technologies. Addressing these issues will enable the transition of agriculture to the digital economy at an accelerated pace.
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Dövényi-Nagy, Tamás. "Centre of Agri-Knowledge – a Web-Based Integration of Information and Decision Support Systems for Agriculture." Acta Agraria Debreceniensis, no. 10 (May 23, 2006): 64–66. http://dx.doi.org/10.34101/actaagrar/10/3466.
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The University Debrecen Centre of Agricultural Sciences acts as the centre and co-ordinator of agrarian higher education and consultation in the eastern region of Hungary. New internet technologies afford new chances to accomplish the institute’s mission to develop agriculture, environment and countryside in the area. As the main framework of integrated e-learning, e-business and research in the agrifood sector the development of an internet portal, the „Centre of Agri-knowledge” (CAK) has been started in the recent past.To support our students and education, to stay continuous in touch with our agricultural engineers we consider very important to build internet communities, where students, farmers, traders and researchers can share their knowledge and experience.In Europe same as in Hungary agriportals born and disappear continuously. Although CAK is still in its early stage of development, its comprehensiveness, professional backend and the experience of the Centre of Agricultural Sciences guarantee a new standard of online services in the Hungarian agrifood sector
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Lawal-Adebowale, O. A., and A. M. Omotayo. "Agro-Research and Extension Personnel’s Knowledge of ICT Applications for Agricultural Development in Southwest-Nigeria." International Journal of ICT Research and Development in Africa 3, no. 1 (2012): 46–59. http://dx.doi.org/10.4018/jictrda.2012010104.
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ICT integration in agriculture is changing the tempo of the sector globally. Successful application of ICT for agricultural development however depends on the agricultural workers’ knowledge of the information-driven technologies applications. Assessment of the Nigerian agricultural researchers and extension agents’ knowledge of the ICT applications showed that 92.9% of the researchers and 51.6% of the extension agents had knowledge of the ICT applications. The chi-square analytical test showed that the agricultural researchers’ knowledge of ICT applications was significantly related to their level of education (x<sup>2</sup> = 52.33, p = 0.017), work experience (x<sup>2</sup> = 26.37, p = 0.04), IT training (x<sup>2</sup>= 26.19, p = 0.036) at p &lt; 0.05 level. The extension agents’ knowledge of ICT utilities was significantly related to their education (x<sup>2</sup> = 47.39, p = 0.047) at p &lt; 0.05 levels. T-test of difference between the researchers and extension agents’ knowledge of ICT applications was found significant. It was concluded that the respondents’ knowledge of the ICT applications was influenced by their level of education; and was recommended that the agricultural researchers and extension agents should train anytime the organisational ICT devices are scaled up for new applications in agriculture.
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Camp, William G., and H. Dean Sutphin. "Integrating Microcomputers And Related Technologies In Agricultural Education." Journal of Agricultural Education 32, no. 1 (1991): 41–46. http://dx.doi.org/10.5032/jae.1991.01041.
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Pate, Michael L., Rebecca G. Lawver, Scott W. Smalley, Dustin K. Perry, Lorann Stallones, and Alyx Shultz. "Agricultural Safety Education: Formative Assessment of a Curriculum Integration Strategy." Journal of Agricultural Safety and Health 25, no. 2 (2019): 63–76. http://dx.doi.org/10.13031/jash.13113.
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Abstract. The purpose of this study was to assess an agricultural tractor and machinery safety curriculum for teacher training that focused on hands-on integration activities to assist with training youth in machinery safety skills. Teachers attended a single ten-hour summer training seminar hosted in Montana, South Dakota, or Utah during 2017. Teachers completed the National Tractor and Machinery Safe Operation (NSTMOP) exam to measure their existing knowledge prior to beginning the training. Upon seminar completion, teachers took an NSTMOP post-test to measure their knowledge gain of agricultural safety practices and hazard recognition associated with machinery and tractors. A total of 116 teachers completed the training. Fifty-three participants (45.7%) identified as female, and 63 (54.3%) identified as male. The average participant was 35 years old (SD = 11.3) and had 9.5 years of teaching experience (SD = 9.2). The average NSTMOP pre-test score was 35.2 out of 48 (SD = 3.3), and the average NSTMOP post-test score was 40.3 out of 48 (SD = 4.1). Participants’ scores increased by ten percentage points. A paired-samples t-test was used to determine statistical significance. The difference between pre-test and post-test was significant (t(109) = 11.9, p &lt; 0.001). Open responses indicated continuation of hands-on activities that focused on “how to teach” skills training that is relevant to the students. Teachers suggested developing new activities each year with a rotation of topics for upcoming seminars. Research is needed to determine the training’s influence on the behaviors of young workers in agriculture. Keywords: Education, Machinery, Safety, Tractors, Training.
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Hilaire, Rolston St, Theodore W. Sammis, and John G. Mexal. "Integrating Hoop House Construction and Operation into an Undergraduate General Education Horticulture Class." HortTechnology 19, no. 2 (2009): 445–51. http://dx.doi.org/10.21273/hortsci.19.2.445.
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We integrated the construction and operation of hoop houses into a general education course to provide students with basic agriculture skills such as basic agricultural construction, greenhouse crop production, and greenhouse environmental data collection, while immersing them in an experiential learning environment. Students in the class constructed three 12 × 15-ft hoop houses, installed an irrigation system and climate data acquisition system, and grew radish (Raphanus sativus ‘Cherry Belle’) and lettuce (Lactuca sativa ‘Black-Seeded Simpson’) within each hoop house. At the end of the exercise, 86% of students agreed that they knew the basic techniques of hoop house construction, and 89% agreed that they understood the practical application of building a hoop house. More instruction on calculating crop fertilizer requirements would benefit students because only 43% of students agreed or strongly agreed that they understood how to compute crop fertilizer requirements. Climate data demonstrated that air temperature within the unvented hoop houses exceeded the optimal growing temperature for lettuce and radish. We conclude that construction and operation of hoop houses provided practical agricultural skills in an experiential learning environment while revealing subject areas that warrant further instruction.
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Nyamekye, Ernest, Daniel Baffour-Koduah, and Esther Asare. "Exploring the Perspectives of Basic School Ghanaian Language Teachers on the Integration of ICTs in Teaching and Learning." African Journal of Teacher Education 10, no. 1 (2021): 242–64. http://dx.doi.org/10.21083/ajote.v10i1.6587.
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Since the advent of Information and Communication Technology (ICT), teaching and learning have somewhat taken a paradigm shift. It is, thus, imperative for teachers in all disciplines to appreciate the essence of integrating ICTs in teaching and learning. In this regard, this study sought to explore Basic School Ghanaian Language teachers’ perceptions of ICT integration in Ghanaian language teaching. The study employed a descriptive survey design. Stratified random sampling was used to obtain data from 205 teachers in the Bono, Bono East and Ahafo region of Ghana. Analysis of data collected through a self-developed questionnaire reveals that Ghanaian language teachers exhibit a positive perception of ICT integration in education. However, in practice, they tend to integrate ICT in their instruction on occasional basis. Also, it was revealed that a lack of financial support for ICT resources and lack of in-service training on ICT use were factors that militated against ICT integration in Ghanaian language teaching. Finally, the study revealed a statistically significant difference between degree holders and diploma holders’ perception of ICT integration in teaching and learning Ghanaian language.
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Gunter, Jessie, Keith M. Moore, Stephen Eubank, and Grace Tino. "Agricultural Information Networks and Adoption of Conservation Agriculture in East Africa." Journal of International Agricultural and Extension Education 24, no. 1 (2017): 90–104. http://dx.doi.org/10.5191/jiaee.2016.241109.
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Previous studies have shown that there is not one universal set of factors that contribute to smallholder farmers' adoption of Conservation Agriculture. However, network influences at the local and regional levels play a key role in innovation and technology diffusion. A major challenge in research dedicated to measuring these influences is representing farmer network structure. Mixed methods baseline and endline surveys on adoption of Conservation Agriculture and farmer information sources were carried out in 2010 and 2014 in Molo, Uganda (n=92), Kween, Uganda (n=94), and Kitale, Kenya (n=65). Network structure is explored at multiple levels: the meso-level, where agents serve as sources of vertical knowledge; and the micro level, where farmers spread new technologies horizontally, often through involvement in farmer groups and associations, and integrate them into existing local knowledge. The survey results indicate that farmers understood the three principles of Conservation Agriculture as independent concepts and that crop rotation is widespread. Adoption of minimum tillage increased significantly (p < 0.01) in the Ugandan sites, and knowledge of minimum tillage increased significantly in all research sites.
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Bezdicek, David F., and Colette DePhelps. "Innovative approaches for integrated research and educational programs." American Journal of Alternative Agriculture 9, no. 1-2 (1994): 3–8. http://dx.doi.org/10.1017/s0889189300005476.
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AbstractOver the past half century, American agricultural productivity has increased while the number of full time farmers and rural populations have decreased. Although most people believe we have a safe, nutritious, and affordable food supply, the high level of productivity has had negative impacts on the environment and rural communities and has increased farmers' dependence on purchased inputs. As Americans become more concerned about food safety and the environment, a new paradigm for American agriculture is emerging. This new alternative agriculture takes an ecological approach to food production. The challenge facing the land-grant university system is how to answer questions about sustainable agricultural systems, maintain productivity and respond to the needs and concerns of their broadened clientele. Whole farm case studies, focus groups, farm improvement clubs, on-farm research, field-size research trials, and whole farm comparisons are new qualitative and quantitative methods for interdisciplinary research and education. These methods integrate biological and social strategies and bring community members into the research and education process. When these groups work together, questions critical to maintaining the long-term sustainability and productivity of agricultural systems can be answered.
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Dubinchenko, Stanislav. "The mechanisms of agricultural sciences, education and business integration." Management Theory and Studies for Rural Business and Infrastructure Development 36, no. 4 (2014): 794–801. http://dx.doi.org/10.15544/mts.2014.074.
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The current state of the agrarian economy of Ukraine requires a new system of innovative development of the agricultural sector and deepening the cooperation of central and local executive authorities to address the issues of functioning and development of agricultural education and science. The aim of this study is to develop an up-to-date organizational and economic mechanism of integration of agricultural sciences, education and business in Ukraine. Achieving the aims of the study was carried out using the methods of synthesis and comparative method, as well as the institutional approach framework. It permitted to take into consideration the complex nature of the relationship in the fields of agricultural sciences, education and business. An article covers the conceptual and practical framework of scientific integration of education and production and defines the institutional peculiarities of creation and functioning of an educational research and production cluster using as an example the experience of Zhytomyr National Agroecological University.
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Balschweid, Mark A., and Gregory W. Thompson. "Integrating Science In Agricultural Education: Attitudes Of Indiana Agricultural Science And Business Teachers." Journal of Agricultural Education 43, no. 2 (2002): 1–10. http://dx.doi.org/10.5032/jae.2002.02001.
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Hurst, Peter. "Health and Child Labor in Agriculture." Food and Nutrition Bulletin 28, no. 2_suppl2 (2007): S364—S371. http://dx.doi.org/10.1177/15648265070282s216.
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Background Seventy percent of child laborers—more than 150 million girls and boys under 18—are agricultural workers. They are harshly exploited, toiling in poor to appalling conditions, performing dangerous jobs with little or no pay, and are deprived of an education. Because children's bodies and minds are still growing and developing, exposure to workplace hazards and risks can be more devastating and long-lasting for them. The line between what is acceptable work and what is not is easily crossed. However, not all work that children undertake in agriculture is bad for them. Age-appropriate, lower-risk tasks that do not interfere with schooling and leisure time are not at issue here. Objectives The goal of this paper is to examine the links between health and child labor in agriculture. It aims to explain why the International Labour Organization's goal of eliminating all of the worst forms of child labor by 2016 will only be possible if more work is done in agriculture. Methods Review of the relevant literature and data on the hazards of child labor and the reasons why agricultural child labor is particularly difficult to tackle. Results Children who work in agriculture are exposed to a large number of health hazards, and yet the problem is particularly difficult to tackle because of the large numbers involved, the young age at which children start to work, the hazardous nature of the work, lack of regulation, invisibility of child laborers, denial of education, the effects of poverty, and ingrained attitudes and perceptions about the roles of children in rural areas. Conclusions Policies for preventing and reducing agricultural child labor should mainstream and integrate child labor issues at the national and international levels with increasing emphasis on poverty alleviation and expanding and improving institutional mechanisms for education, law enforcement, health, and so forth. Cooperation between the International Labour Organization and international agricultural organizations is needed to ensure that child labor in agriculture is a thing of the past.
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Thompson, Greg. "Implications Of Integrating Science In Secondary Agricultural Education Programs." Journal of Agricultural Education 39, no. 4 (1998): 76–85. http://dx.doi.org/10.5032/jae.1998.04076.
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Zikhali, Zafezeka Mbali, Paramu L. Mafongoya, Maxwell Mudhara, and Obert Jiri. "Climate Change Mainstreaming in Extension Agents Training Curricula: A Case of Mopani and Vhembe District, Limpopo Province, South Africa." Journal of Asian and African Studies 55, no. 1 (2019): 44–57. http://dx.doi.org/10.1177/0021909619857098.
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This study assessed the provision of informal training offered by the Limpopo Department of Agriculture, South Africa, to agricultural extension officers (AEOs). The study used surveyed 90 public extension officers purposively sampled. There were statistically significant differences in extension officers’ exposure to climate change between their education levels and in the provision of climate change training between extension officers’ work experience ( P⩽0.05). The study concluded that the majority of AEOs have not been fully exposed to climate information prior to their employment. This suggests that the information gap in Agricultural Extension and Advisory Services (AEAS) stems from the slow mainstreaming and integration of climate change information.
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Satria, Arif, and Aceng Hidayat. "Mainstreaming sustainability science to enhance the impacts of “Tridharma” in higher education institution: IPB lessons learned and future direction." E3S Web of Conferences 48 (2018): 06005. http://dx.doi.org/10.1051/e3sconf/20184806005.
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The adoption of transdisciplinary approaches to address complexity and uncertainty of the problems has been recommended to formulate the effective solution. Although scientists have been working towards the direction, there have been still little integration on policy and concerted implementation to deal particularly with cross-cutting issues on food security, sustainable agriculture, renewable energy and other green development issues. Bogor Agricultural University (IPB) has recently adopted the concept of transdisciplinary and sustainability sciences to better integrate and utilize available resources and management strategies as stated in IPB’s Long-term Plan and in recent policy to establish Center for Transdisciplinary and Sustainability Sciences (IPB-CTSS). The drivers for this policy are actually the already established research, academic and community service consortia in which students, scientists, practitioners and policy makers have been working interdisciplinary towards effective solution for achieving better impacts of IPB Tridharma activities. We will discuss the lessons learned, challenges and opportunities identified as solid foundation to implement the concept for enhancing the better impacts of universities extended obligatory tasks on education, research, community services, innovation and business.
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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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Nicli, Sara, Susanne Ursula Elsen, and Armin Bernhard. "Eco-Social Agriculture for Social Transformation and Environmental Sustainability: A Case Study of the UPAS-Project." Sustainability 12, no. 14 (2020): 5510. http://dx.doi.org/10.3390/su12145510.
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Rural areas are facing vulnerabilities and changes caused by negative social, economic and ecological externalities resulting from industrial agriculture systems. Locally embedded farms and bottom-linked approaches such as social cooperatives that act in the field of social agriculture are small, but valuable models to counteract these trends. This article is based on a case study conducted within the transdisciplinary research and development project Unlocking the Potential of Social Agriculture (UPAS), 2017–2020—financed by the Free University of Bolzano. The main focus of the case study is to determine the impact of social agriculture initiatives on social and healthcare systems, the natural environment and the communities in which they act. Data collection includes a literature review, observations and interviews carried out on 35 case studies of social agriculture initiatives, mainly located in Italy. The field research points out that actors in the sector of social agriculture predominantly aim to integrate disadvantaged people socially and in terms of their labor, base their production on organic methods, and that social agriculture has the potential to foster eco-social transformation and development of rural areas by the combination of social and ecological concerns. Thus, we use the term “eco-social” agriculture to describe these approaches. Furthermore, five components of eco-social agriculture have been defined, which, together, offer an ideal set of acting principles, namely: (1) the empowerment and integration of disadvantaged people, (2) the promotion of environmentally friendly agricultural practices, (3) the protection of nature, resources and cultural landscape, (4) support to the local community, and (5) education for sustainable development.
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Yaseen, Asif, Muhamamd Abid Saleem, Sadaf Zahra, and Muhammad Israr. "Precursory effects on entrepreneurial behaviour in the agri-food industry." Journal of Entrepreneurship in Emerging Economies 10, no. 1 (2018): 2–22. http://dx.doi.org/10.1108/jeee-08-2016-0029.
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Purpose Promoting entrepreneurship within agri-food sectors in developing countries can be a viable strategy towards economic development. Predicting which factors will foster entrepreneurial behaviour is somewhat complex. Specifically, a deeper understanding of precursory effects on entrepreneurial behaviour is required to enhance entrepreneurship in the agri-food sectors. This paper aims to explore what predicts the entrepreneurial decisions in the dairy industry of Pakistan. Design/methodology/approach The research used an integrative framework built on the entrepreneurial event model and determinants of entrepreneurial intention. Using a partial least square approach to structural equation model estimation, this study tested a conceptual model and its hypotheses based on 174 cases sampled from Pakistan’s dairy industry. Findings The research showed that intention is a strong predictor to start entrepreneurial activities in the Pakistani dairy industry. Amongst precursory factors, perceived feasibility, readiness and conviction were found strongly linked to intention when explaining the causes of entrepreneurial start-ups. Surprisingly, the impact of attitude and triggering event was not significant in explaining the phenomenon under investigation. Practical implications The findings suggest that training and education programmes can enhance critical perceptions such as desirability, feasibility and conviction among farmers to become entrepreneur. For this purpose, government should establish dairy incubation centres in different cities and transform agricultural extension department to help farmers understand market-oriented dairy farming businesses and build their capacity in farm entrepreneurship. Originality/value This research attempted to shed light on fostering entrepreneurship in the context of agri-food sectors in developing countries such as Pakistan’s dairy industry.
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Parr, Damian M., and Mark Van Horn. "Development of Organic and Sustainable Agricultural Education at the University of California, Davis: A Closer Look at Practice and Theory." HortTechnology 16, no. 3 (2006): 426–31. http://dx.doi.org/10.21273/horttech.16.3.0426.
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In the mid-1970s, University of California, Davis, students concerned about the environmental and social consequences of modern agriculture were interested in exploring the practice and theory of “alternative” agriculture. These students organized to create new educational opportunities to address needs that were not being met by the existing curricula. These student-initiated opportunities emphasized interdisciplinary analyses of agriculture and field-based experiential learning; they included student-organized courses and the development of the Student Experimental Farm (SEF) as a site for student education, research, demonstration, and extension projects. Over the next three decades, the SEF developed diverse experiential educational projects, classroom and field-based courses focusing on sustainable and organic agriculture, and several departments and programs offered additional, related courses and curricula. In 2004, an interdisciplinary curriculum committee within the College of Agricultural and Environmental Sciences began to develop an undergraduate major in sustainable agriculture. A team of faculty and students within the committee conducted a broad stakeholder survey of agricultural practitioners, academics, students, and alumni to help inform decisions regarding what content, skills, and experiences to include in the curriculum. The survey findings reinforced the original curricular and pedagogical themes articulated and acted upon by students 30 years prior. The proposed curriculum is aimed at integrating disciplinary and interdisciplinary coursework in natural and social sciences, significant on- and off-campus experiential learning, and an emphasis on professional and interpersonal problem-solving and communication skills. Educational theory supports these diverse educational approaches and is useful in helping design courses and curricula in organic and sustainable agriculture.
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Kreifels, Matthew, Nathan Conner, Bryan Reiling, Christopher Stripling, and Mark Balschweid. "Teacher perceptions of facilitating inquiry-based instruction following a 12-month professional development experience." Advancements in Agricultural Development 2, no. 3 (2021): 14–24. http://dx.doi.org/10.37433/aad.v2i3.119.
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Using inquiry-based learning instructional strategies as a way to integrate science into secondary classrooms is a common approach in education. This study documents agricultural teachers’ perceptions of science integration using inquiry-based learning as an instructional method when teaching animal science after participating in a on professional development program. A focus group (n = 10) was used to collect data which were analyzed using the constant comparative method. The following six themes emerged: (a) perceived value in inquiry-based learning, (b) alignment to state and local expectations, (c) value and challenges of a 12-month program, (d) challenges in engaging science teachers, (e) confidence in teaching technical content, and (f) integrating science concepts. Teachers in the focus group described positive experiences and attitudes when using inquiry-based learning techniques in their classrooms and described an appreciation for the 12-month program, including how the approach helped to meet state standards and local administrative requirements. Logistical challenges of a 12-month program existed, but also provided accountability for teachers. The program increased teachers’ confidence in both instruction of technical content and their ability to engage students while integrating science concepts.
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Ganieva, I. A., and S. V. Koteev. "Development of elements of an information and resource digital platform for intelligent management of agricultural and land use systems in terms of transferring advanced knowledge and experience in organizing highly productive agricultural enterprises of a new technological paradigm." E3S Web of Conferences 222 (2020): 01024. http://dx.doi.org/10.1051/e3sconf/202022201024.
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The article is devoted to theoretical and practical issues of creating a new industry information resource “Open agricultural University” - a digital platform for additional professional education to increase labor productivity in agriculture. The relevance of creating such a platform is justified, and a brief description of the current directions of technological development of the project is given, including the integration of end - to-end digital technologies-artificial intelligence, virtual and augmented reality, for the development and provision of new services through the educational resource.
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Gill, Thomas, Vincent Ricciardi, Ricky Bates, and Dana James. "Capacity Development in Agricultural Education and training in Cambodia: A SWOT Analysis." Journal of International Agricultural and Extension Education 24, no. 1 (2017): 34–50. http://dx.doi.org/10.5191/jiaee.2017.24105.
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This paper examines the current state of the agricultural education and training (AET) system in Cambodia and provides recommendations for Cambodian institutions and policymakers for enhancing the AET system. We conducted two assessment trips in June 2013 and January 2014 to analyze the state of the Cambodian AET system. Data were collected in 53 interviews and five focus groups using a modified-SWOT analysis framework. Stakeholder-identified strengths of the Cambodian AET system include the current political and economic stability of Cambodia, the young labor force, the increased educational enrollments, new agricultural education schools and curricula, good AET leadership, and the wide applicability of AET skillsets. Weaknesses of the Cambodian AET system include weak infrastructure, pedagogical stagnation, skills supply, the disconnect between the supply and workforce demand, and weak institutional administrative expertise. Meanwhile, threats to strengthening the Cambodian AET system include limited public investment, the gap between agriculture and education, low status of agriculture, and poor access to higher education. Recommendations for institutional capacity development in the Cambodian AET system include enhancing skill development and furthering links with NGOs and the private sector, while policy recommendations include welcoming prudent regional integration and enhancing investment across the whole AET system. Comparing our findings to other recent AET system studies indicates that Cambodia is facing similar challenges yet has its own unique path to forge when developing a cohesive AET system capacity development strategy.
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Dludlu, Mzomba Nelson. "E-Readiness Of Teachers To Integrate Ict In Teaching And Learning Post Covid 19 Pandemic: Case of Eswatini." Advances in Social Sciences Research Journal 7, no. 8 (2020): 506–17. http://dx.doi.org/10.14738/assrj.78.8781.
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The current crisis in Eswatini brought by the Covid 19 pandemic calls for the education sector to move digital education from the peripheral role in leaning delivery to the center of the process of teaching and learning. Digital teaching and learning has become mainstream overnight. All schools were closed and the face-to-face teaching and learning approach was stopped indefinitely. This prompted new direction in research and innovations. The study was therefore conducted to take a snapshot on the E-readiness of Agriculture teachers to integrate ICT in their teaching post the Covid 19 pandemic. A survey research design employing the quantitative approach was conducted with all (N=284) agriculture teachers in Eswatini to (1) describe the E-readiness of Agriculture teachers to integrate ICT in their teaching and learning, (2) identify the support given to teachers towards ICT integration available in schools, and (3) to describe the teachers’ educational level and courses related to ICT integration in teaching. A valid and reliable instrument was designed with a Cronbach Alpha reliability coefficient of (r = .80) was used to collect data. Frequencies and percentages statistics were used to analyse data. Findings associated with teachers’ readiness to integrate ICT in their teaching were: (1) teachers had personal laptops and were using them to support teaching of agriculture, (2) teachers perceived themselves as digitally proficient in using ICT tools to facilitate teaching and learning, (3) teachers had free access to computers in schools, (4) more than half of the schools offering agriculture had internet connectivity, (5) ICT was offered as an examinable subject in the majority of schools, and that (5) teachers had taken basic computer course their pre-service teacher preparatory training. It is recommended that all teacher training institutions design and offer courses on instructional technology to equip all teachers in schools to use technology to enhance their teaching skills.
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Volkov, V. I. "Principles of Integration of Agricultural Educational Institutions and Processing Enterprises of Agro-Industrial Complex." Economy of agricultural and processing enterprises, no. 7 (2020): 75–80. http://dx.doi.org/10.31442/0235-2494-2020-0-7-75-80.
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The article deals with the problems of development of agricultural vocational education in Russia and the possibility of its improvement based on the development of the process of interaction of agricultural educational institutions with processing enterprises of the agro-industrial complex of the country. The article discusses the possibility of creating a strategic partnership between the subjects of agricultural vocational education, which can become a reliable basis for the introduction of practice-oriented training. The study of the concept of «principle», presented in the dictionaries of Russian scientific literature, as well as the analysis of the principles of inte-raction of subjects of professional education, proposed by different authors. The possibility of using the proposed principles in the process of organizing interaction between agricultural edu-cational institutions and processing enterprises of the agro-industrial complex is investigated.