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Dissertations / Theses on the topic 'Sokoine University of Agriculture'

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Published: 4 June 2021

Last updated: 18 February 2022

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1

Mtawa, Ntimi Nikusuma. "Understanding the linkages between community engagement and teaching and research: the case of Sokoine University of Agriculture in Tanzania." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4106.

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Magister Educationis - MEd
This thesis sought to understand the various ways in which Sokoine University of Agriculture (SUA) in Tanzania, as a teaching and research institution, engages with its communities. This was prompted by the increasing calls upon the universities, both locally and globally, to become relevant to the communities through community engagement. Although the idea of community engagement has emerged and continues to gain momentum in higher education, there have been different understandings and shifts in the ways in which universities are practising community engagement. The study is located within the broader debates in the literature, which sees community engagement as a contested concept in terms of its exact practices and outcomes, particularly in relation to the university’s core activities of teaching, learning and research. With the contextual nature of community engagement, a case study design was deemed to be suitable for this type of study. Data collection instruments comprised of document reviews, semi-structured interviews and focus group discussions. From the data collected and analysed, there are three key findings in this study. Firstly, community engagement in the Tanzanian higher education system in general has moved from predominantly supporting communities to incorporating some aspects of teaching, learning and research, as well as economic pursuit. This is illustrated in practices such as national service programmes, continuing education, volunteering, field practical attachment, community-based research, commissioned research and consultancy, participatory action research, experiments and technology transfer. Secondly, whereas some of the practices are fading away in some Tanzanian higher education institutions, those that are active at SUA fall within both the Land-Grant (one-way) and Boyer’s (two-way) models of community engagement. Thirdly, there are no deliberate efforts by SUA to institutionalise community engagement as a legitimate activity that enriches teaching, learning and research. As such, there are loose and discontinuous linkages between community engagement and SUA’s teaching, learning and research, attributed to a weak institutional approach to community engagement.

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2

Doyle, Steven Doyle. "Relationships Between Cropping Practices, Soil Quality, and Maize (Zea mays L) Yield in Morogoro Region, Tanzania." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1528987286318244.

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3

Wadkins, Thomas. "Bringing Urban Agriculture to the University of Cincinnati." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1342106672.

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4

McGinley, Susan. "University Distinguished Professor Dennis Ray Makes Significant Impact." College of Agriculture, University of Arizona (Tucson, AZ), 2004. http://hdl.handle.net/10150/295860.

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5

Haney, Richard A. Jr, Hector J. Gonzalez, and Patricia Paylore. "College of Agriculture: A Century of Discovery." College of Agriculture, University of Arizona (Tucson, AZ), 1985. http://hdl.handle.net/10150/558261.

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6

Davis, Christopher. "Babylon reconsidered community development through rooftop urban agriculture /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1179348306.

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Thesis (Master of Architecture)--University of Cincinnati, 2007.
Title from PDF t.p. (viewed on July 17, 2007.) Keywords: urban; agriculture; poverty; sustainability; gentrification; historic preservation; community; development; green roof; rooftop; urbanism; food security Includes bibliographical references.

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7

Mann, David R. "Urban agriculture a response to urban food deserts /." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1250617494.

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Thesis (Master of Community Planning)--University of Cincinnati, 2009.
Advisor: Frank Russell. Title from electronic thesis title page (viewed Dec. 15, 2009). Includes abstract. Keywords: urban agriculture; food systems; food deserts. Includes bibliographical references.

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8

McGinley, Susan. "Archiving Ecosystems: The University of Arizona Campus Herbarium." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2005. http://hdl.handle.net/10150/622189.

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9

Serido, Joyce, Jeff Harrison, and Susan McGinley. "Arizona Pathways to Life Success for University Students (APLUS)." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2010. http://hdl.handle.net/10150/622079.

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10

Pfeifer, Laura L. "Agricultural awareness and perceptions of freshmen at West Virginia University." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5664.

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Thesis (M.S.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains x, 147 p. Vita. Includes abstract. Includes bibliographical references (p. 99-101).

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11

Brown, Paul W., Teles Machibya, and Bruce Russell. "Wind Flow Patterns at the University of Arizona Agricultural Centers." College of Agriculture, University of Arizona (Tucson, AZ), 1995. http://hdl.handle.net/10150/310802.

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12

Ghimire, Surya P. "Urban Agriculture in the Urban Landscape: An Analysis of Successful Urban Agriculture in the U.S." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1217623946.

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Thesis (Master of Community Planning)--University of Cincinnati, 2008.
Advisors: D.J. Edelman PhD (Committee Chair), Jay Chatterjee (Committee Co-Chair), Samuel Sherrill (Committee Member). Title from electronic thesis title page (viewed Apr. 16, 2010). Includes abstract. Keywords: Urban Planning; Community gardening. Includes bibliographical references.

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13

McGinley, Susan. "Asking Questions: The University Addresses the Public's Agricultural and Environmental Concerns." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 1995. http://hdl.handle.net/10150/622373.

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14

McGinley, Susan. "The University of Arizona Campus Arboretum: Plant Collection Offers Research Opportunities." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2002. http://hdl.handle.net/10150/622251.

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15

McGinley, Susan. "Herring Hall Begins Its Second Century: the University of Arizona Rededicates Historic Building." College of Agriculture, University of Arizona (Tucson, AZ), 2005. http://hdl.handle.net/10150/295872.

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16

Cheong, Elizabeth R. "The agricultural co-operative business structure in context a Western Australian study /." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0022.html.

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17

Kelly, Jeremy L. "Motivations, factors and issues concerning students at West Virginia University." Morgantown, W. Va. : [West Virginia University Libraries], 2010. http://hdl.handle.net/10450/11016.

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Thesis (M.S.)--West Virginia University, 2010.
Title from document title page. Document formatted into pages; contains x, 144 p. Vita. Includes abstract. Includes bibliographical references (p. 101-102).

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18

Zoglmann, Margaret. "Predicting Student Success in the Introduction to Animal Science Course at Western Kentucky University." TopSCHOLAR®, 2003. http://digitalcommons.wku.edu/theses/577.

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Student predictors may be useful to universities in determining students' future success in college courses. The students enrolled in Introduction to Animal Science (ANSC 140) at Western Kentucky University participated in the study. The students completed identical subjective and objective assessments at the beginning and the end of the semester they were enrolled in the course. Students ranked their knowledge of course matter on a scale of 1 to 100 for each of the 49 course outcomes. Additionally, students completed a demographic survey at the beginning of the course. The final student knowledge assessment tool was a 50 question multiple-choice exam that covered topics discussed in the course. Completed demographic surveys provided the information needed to determine how the students performed in the course based a variety of predictor categories (gender, involvement in youth agriculture organizations, community size of hometown, previous animal experience, credit hours already completed, and geographic location of the student's hometown). Whether or not the student was enrolled in Introduction to Animal Science Laboratory (ANSC 141) was recorded and utilized to determine the influence the lab had on student success in the lecture course (ANSC 140). Other potential predictors included the students' high school grade point average, high school percentile rank in graduating class, and ACT™ scores (Iowa City, IA) (Composite, Math, English, Reading, and Science) received. Student involvement in 4-H or FFA significantly (P<0.05) affected the average beginning assessment (ABA), average ending assessment (AEA), and initial test score (ITS). The final average (FA) scores of out-of-state students were significantly (P<0.05) higher than those of in-state students. The ABA, AEA, ITS, and last day test score (LDTS) were significantly (P<0.05) higher for males than females. Students enrolled in laboratory had significantly (P<0.05) higher AEA, average improvement (AI), ITS, LDTS, final test score (FTS), and FA. The type of animal experience the student had prior to enrolling in ANSC 140 had a significant (P<0.05) effect on the ABA and FTS. The students with cattle involvement had the highest scores on the ABA and FTS. However, students who had previous experience with exotic animals had the lowest scores on the ABA and FTS. The community size of the student's hometown and the number of hours completed prior to enrolling in ANSC 140 did not play a significant role in the scores the students received in the course. Coefficients of correlation were calculated for a host of variables examined in this study. A strong negative correlation (r = -0.77) between the ABA and AI was found and is indicative of confidence improvement on the subjective assessments. There was a strong positive relationship found between the FA and FTS (r = 0.86). The relationship between the high school predictors (high school grade point average, high school percentile rank in graduating class, and ACT score) and the subjective and objective assessments were low.

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19

Ludwig, Barbara G. "Internationalizing extension : an exploration of the characteristics evident in a state university extension system that achieves internationalization." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1146146542.

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Thesis (Ph. D.)--Ohio State University, 1994.
Advisor: R. Kirby Barrick, Dept. of Agricultural Education. Includes bibliographical references (leaves 163-170). Available online via OhioLINK's ETD Center

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20

Alewine, Elizabeth. "Landscape of the Past: The 1815 Log House at Western Kentucky University." TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/362.

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The 1815 Log House is located on the campus of Western Kentucky University. Built in the early 1800's by Archibald Felts, the house was occupied by his descendants until 1968. The dogtrot floor plan, V-notched logs, and stone chimneys are some of the historical architectural features that can be viewed. It was donated to the Kentucky Library & Museum at WKU in 1980, and now serves as an on-site exhibit of early frontier life in Kentucky. The new landscape design for the log house includes a kitchen garden with period-appropriate plants and outdoor demonstration areas. The inventories and journals of the Shaker community at South Union, KY provided the basis for the vegetables used in the kitchen garden, including 'Late Flat Dutch' cabbage and 'Long Scarlet' radish. Dye plants, such as bloodroot {Sanguinaria canadensis) and Virginia creeper (Parthenocissus quinquefolia). are included in the kitchen garden; the front of the house will be used to display examples of field crops, including 'Stowell's Evergreen" corn. An area close to the house has been designed for a native plants display. Construction of these gardens in the spring of 2008 involved the removal of grass around the house in keeping with historical accuracy. Combined with the house's location on campus, this will increase the potential for soil erosion. A fence and plants that are intended to act as vegetative filters are included in the design to help slow water runoff, and the use of raised planting beds and mulch to cover the bare soil will minimize soil loss. The native plant garden is intended to act as an introduction to the larger house exhibit, and provides a selection of plants native to Kentucky. Many plants are not typically seen outside of wild woodland settings, such as strawberry bush (Euonymus americana), bird's foot violet {Violapedala), and rattlesnake plantain {Goodyera pubescens), and should increase visitors' enjoyment of the entire display. A path connects the native garden to the house exhibit.

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21

Deppe, Matthew. "Methods to Evaluate and Predict Student Success in Introduction to Animal Science at Western Kentucky University." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/652.

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Outcomes assessment is the process of determining student progress in a class or academic program. Students, (n = 306), from six freshman-level introductory animal science classes at Western Kentucky University (WKU) were given subjective and objective evaluation instruments on the first and last day of class. Students self evaluated competencies on each of forty-nine course outcomes using a scale of 1-100. Twenty-one demographic questions were also answered. Students were given the same 50-question examination following completion of the subjective assessment on the first and last day of class. Student high school performance measures including the American College Test scores (ACT), percentile rank within class (HSPILE), and high school grade point average (HSGPA) were collected. Dependant variables were average beginning assessment (ABA), average ending assessment (AEA), average improvement (AI), initial test score (ITS), last day test score (LDTS), test improvement (TI), final test score (FTS) and final average (FA). Section, semester, and year effects were also statistically evaluated. Independent variables included hours completed at WKU, student type, gender, lab enrollment, community size, and activities. ACT English score (ENG), ACT math score (MATH), ACT reading score (READ), ACT science score (SCI), composite ACT score (COMP), HSPILE, and HSGPA were included as linear covariates in the analyses of variables. Year had a significant effect on ITS (P = .0002) and TI (P = .03). Accumulated Western Kentucky University hours significantly affected AEA (P = .06), TI (P = .09), and FTS (P = .08) and also approached significance for ITS (P = .12) and LDTS (P = .13). Student type approached significance for ABA (P = .12). Gender significantly affected AEA (P = .07). Lab enrollment had significant effects on AI (P = .07), ITS (P = .008), FT (P = .09), and FA (P = .01). Community size significantly affected AEA (P = .10) and LDTS (P = .10). The degree of activity in 4-H or FFA (none, 4-H or FFA, or 4-H and FFA) significantly affected ITS (P = .09) and TI (P = .02). Coefficients of correlation between subjective and objective measures in the study show that there was little relationship between subjective and objective measures (r < .34). ABA and AI were negatively correlated (r = -.84) indicating that students perceived they had gained knowledge in the subjects presented upon their completion of the class. Coefficients of correlation between pre-college performance measures and student perceptions of knowledge were low (r < .14). ITS, LDTS, and TI were moderately correlated with pre-college performance measures (r = .02 to .36). Results of this study conclude that there is need for developing an assessment tool that implements both subjective and objective measures in order to be more accountable for the material students learn and their opinions of the class.

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22

McGrath, Tim. "Irrigated agriculture in Vietnam : responses to policy change 1975-1995 /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18518.pdf.

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23

Sarich, Christopher E. "Evaluation of "The Australian" farm software competition conducted by the Royal Agricultural Society of New South Wales /." [St. Lucia, Qld.], 1996. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18329.pdf.

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24

Stetter, Claudia. "The Western Kentucky University Teaching Gardens: Landscape Design and Establishment Plan." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1054.

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The purpose of this thesis is to design a landscape plan for Teaching Gardens at the Western Kentucky University Agriculture Research and Education Center. The landscape plans were selected based upon the available 5.3 acres surrounding the greenhouse, vineyard, and Exposition Center. Planning included goals and objectives, analysis of the available site, landscape design plans, and connecting the Teaching Gardens to the current curriculum. This thesis also includes related areas to the development of Teaching Gardens such as: summary of courses with related topics to Teaching Gardens, programs that will be used throughout the community, and a listing of current and estimated future costs/expenses plus funding avenues to support this endeavor. The implementation of the Gardens in this thesis has created an area of learning for the Agriculture Department, university, and local community. The Teaching Gardens are an extension of the classroom learning experience, which provide research opportunities, harvest/care information, and promote healthy nutrition. The Teaching Gardens provide a naturally beautiful atmosphere for the enjoyment of students, faculty and staff, and the local community.

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25

Ayers, Van H. "Perceptions of University Outreach and Extension agriculture business counselors as a learning organization /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074370.

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26

Schriver, Catharine. "The Western Kentucky University Horticultural Gardens: A Design & Implementation Plan." TopSCHOLAR®, 1990. https://digitalcommons.wku.edu/theses/2829.

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The purpose of this thesis was to design a master landscape plan rnd serve as a preliminary planning tool for the development of Horticulture Gardens at Western Kentucky University. The planning process involved the development of a mission statement and goals for the gardens, analysis of the site, and design of a landscape plan for the proposed six acre Horticultural Gardens located at the WKU farm. Other areas related to the Garden's development explored in the thesis include: an outline of course learning objectives that could be achieved through learning activities conducted at the Horticultural Gardens, an examination of ways to develop a mutually beneficial relationship with the horticulture industry in Kentucky, and an estimate of the costs and possible funding sources for such an endeavor. The development of the Horticultural Gardens can provide a means for the Agriculture Department and the university to forge additional linkages with horticulturally related industries as well as the local community. It can also complement the classroom learning experience And broaden the educational resources of the university while creating an aesthetically pleasing environment to be enjoyed by students, faculty and staff, and the general public.

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27

Vaillancourt, Joseph Robert. "University students' attitudes and behavior regarding farmers' markets: an Ohio study." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339602411.

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28

Li, Hong Sheng. "A study into Chinese agriculture cooperative movement." Thesis, University of Macau, 1995. http://umaclib3.umac.mo/record=b1636749.

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29

Iglesias, Catherine Onida Sura Pattanakiat. "Determination of carbon sequestration and storage capacity of Eucalyptus plantation in Sra Kaew province, Thailand using remote sensing /." Abstract, 2007. http://mulinet3.li.mahidol.ac.th/thesis/2550/cd410/4937964.pdf.

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30

MWANDEMELE, Osmund D. "Presenting the Faculty of Agriculture and Natural Resources and the Vision of the Namibia University College of Agriculture and Natural Resource (NUCA)." 名古屋大学農学部国際教育協力研究センター, 2002. http://hdl.handle.net/2237/8864.

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31

Athanasiov, Arthur. "Improving the safety of grain augers in Australia /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18074.pdf.

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32

Murray, Kaitlyn Anne. "Exploring the Leadership Development of Undergraduate Students of Agriculture at The Ohio State University." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500041644244662.

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33

Lawn, Robert John. "Contributions to crop improvement and sustainable agriculture in tropical and subtropical Australia /." [St. Lucia, Qld], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18281.pdf.

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34

Cummings, Carly. "Enhancing student engagement in entrepreneurial activities: the case of Iowa State University." Thesis, Kansas State University, 2016. http://hdl.handle.net/2097/32614.

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Master of Agribusiness
Department of Agricultural Economics
Keith Harris
Iowa State University’s Agricultural Entrepreneurship Initiative (AgEI) was founded in 2005 from a generous gift given by Roger and Connie Underwood of Ames, IA. The original mission for the initiative was to provide undergraduate students at Iowa State University, specifically in the College of Agriculture and Life Sciences (CALS), with practical business development and entrepreneurial experiences essential for their success in future careers and endeavors. A non-conventional case study structure will walk readers through the history of how the AgEI program came to be and introduce them to the present day, while acknowledging tribulations the program has faced along the way. The purpose of this study is to determine wether the addition of soft skills programming will strengthen the value of the program to Iowa State University CALS students and generate actionable ideas on how to do so. Further analysis will ascertain whether enticing additional participation in the program, while maintaining its original entrepreneurial goals, will allow the AgEI program to grow in value and size. Quantitative, as well as qualitative, means of analysis are utilized to understand the students’ needs for soft skills development and identify skills deemed necessary by entrepreneurs to find success in the marketplace. Results indicate that it is advantageous to add a focus in soft skills development for undergraduate students who have an interest in entrepreneurship and small business development. These skills compliment their technical skills nicely when considering all aspects of creating a successful startup business. By implementing soft skills development programming, the AgEI program will be able to produce more well-rounded individuals and enhance their likelihood to successfully start their own businesses.

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Barczewski, Amanda. "Successfully Reaching Prospective Students: Analysis of Recruitment Techniques in the College of Agricultural Sciences at Southern Illinois University Carbondale." OpenSIUC, 2008. https://opensiuc.lib.siu.edu/theses/413.

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The purpose of this study was to estimate the effects of recruitment efforts used in the College of Agricultural Sciences (COAS) on students enrolled in the College. The study focused on different attributes of why students enrolled in the agriculture programs at Southern Illinois University Carbondale (SIUC). University of Illinois, Western Illinois University, and Illinois State University data was also included in this study. The data used in this study were obtained from current students in the agriculture programs at SIUC and the data for enrollment, tuition and fees, and degrees conferred was obtained from Illinois Board of Higher Education. Graphs and tables were used to organize the data to show significant changes and trends among the universities and student responses to surveys. A least squares regression model was also used to analyze effects of different factors on COAS enrollment. It was found that recruitment efforts at the COAS need to be evaluated to better focus recruitment spending. Analysis of a mass mailing effort shows that over $26,819.13 has been spent in two years with minimal increases to enrollment of the COAS. Other results show the top three factors surveyed from freshman enrolled in the COAS on why they enrolled were programs, cost, and location. Compared to enrollment and degrees conferred of other agriculture programs in the state, the COAS should be capable of substantially increasing enrollment.

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Giorgi, Aaron John. "A National and University Multi-decade Description of College of Agriculture and Related Sciences Student Behaviors Regarding Postsecondary Education." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586637590318518.

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Kopec, David M., Jeff J. Gilbert, Mohammed Pessarakli, and Steve Nolan. "2006 2007 Fairway Overseeding Trials University of Arizona." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2009. http://hdl.handle.net/10150/216662.

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Forty nine seeded entries were overseeded into Tifway bermudagrass maintained at 5/8" inch. Improved annuals showed better turf performance in most categories than GULF annual, while hybrid(intermediate ryegrasses) showed great improvement over original release material. Annuals and hybrids were more vigorous in plot establishment after emergence until late November/early December, when perennial types increased plot cover. Poa trivilais was slower to emerge than other grasses, but had excellent performance in the coldest parts of the winter season, only to decline early in the spring for overall turfgrass quality. Turfgrass color scores were greatest on 17 February and 27 March. On 17 February, the mean color scores ranged from a low value for Gulf annual (4.0), to the Jacklin blend which averaged 8.5 (Table 3). Other darker entries included the PHD blend (8.0), B-5.1095 ryegrass (8.0), B-6.1523 ryegrass (8.0) Pick EJ ryegrass (8.0), B-6.1523 (8.0), Brea ryegrass (7.8), Pavilion ryegrass (7.8), RX ryegrass blend (7.8), Acapella ryegrass (7.8) Ringer II (7.8) and PM 102 ryegrass (7.8). Physical mowing stress was evident on 2 May, in which grasses exhibited leaf tip shredding and elongated flowering culms. Gulf and Panterra annual aul ryegrass showed the least favorable mowing response. STR 4NV (intermediate ryegrass ) had mow stress-type symptoms similar to perennial ryegrass, which was much less than that of the annual types. On 19 June, bermudagrass plot cover ranged from 17.5% (Laser PT) to 100% cover on several other entries. The Rx ryegrass blend, Bar LM TL annual ryegrass, Leaguemaster blend, and Heat PR all had 100% bermudagrass cover. The non-overseeded checks had 95% bermudagrass on 19 June. There were nine entries with 90% or more bermudagrass, ten entries that had 80-85% bermuda, four entries that had between 85-90% Bermuda, and sixteen entries with 75% or less bermudagrass on 19 June. The Champion Fine mixture had 55% bermudagrass. PHD had 63%. Pavilion had 63% bermuda as well. The Poa trivialis entries had the least amount of bermudagrass present. Entries which had high quality scores on average throughout the entire test period (early November to July 12 included the entries, Champion RB (mixture of creeping red fescue and perennial ryegrass) (6.8) ; Champion GC (mixture of fine fescue and perennial rygrass) (6.8) ; the experimental ryegrass B-6.1523 (6.7) ; Jackilin Blend A (6.7) ; the experimental ryegrass B-6.1091 (6.9) ; and B-6.0756 (6.8) ; Entries which had generally throughout the entire season had good quality and high amounts of bermudagrass on 19 June included Heat (100%), STR 4TPC (93%), STR 4QT (90%), RX (100%), Jacklin Blend A (88%), B-6.1095 (95%), and Champion STF (98%). Other entries had a quicker transition, but had lower mean quality scores otherwise, while others had high quality scores, but a slower transition.

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Kopec, David M., Jeff J. Gilbert, Mohammed Pessarakli, and Phillip Evans. "USGA Distichlis Report University of Arizona Summer 2003." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2004. http://hdl.handle.net/10150/216547.

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The U/A twenty-one clone saltgtrass accession nursery received a mowing height of 7/8" (or less) in 2003. In spring of 2003, clonal accessions C-8, A51, A53, and A138 produced the quickest green-up in early April. Accessions with good quality turf performance in spring/early summer included A138, A51, C-8, A65, A48, and A53. Starting in July, all plots were split with a rolling treatment (850 lb. roller, 2 passes, 2-3 times weekly) up until early October. The main effect of rolling caused increased positive responses for certain clonal accessions, others showed no response, while yet others showed decreased performance from the rolling treatment. Rolling increased positive turf responses among turf clones with showed good turf quality when not rolled. This occurred for nine of the twenty-one clones in this test, all when mowed 3 times weekly at 7/8". Accumulated rolling increased turf performance to enhanced and acceptable levels of quality (6.0 or greater) by the end of September. This was true for nine of the twenty-one clones as well. Accessions, which produced good quality turf (after rolling started in June) throughout the summer, included the following: A138, A65, A86, A137, A48, A51, and A40. Accessions which produced the best quality turfs when unrolled included A138. Likewise, turf density visual scores produced similar accession X rolling interactions. Eleven of the twenty-one clones produced a denser appearing turf after rolling, nine of which had mean visual density scores within the range of 6.3 - 8.7, when rolled. This enhanced response to rolling improved the overall appearance (turf quality) of select clonal accessions over their unrolled counterparts. Initial response to repeated rolling and lower mowing heights showed a favorable response among certain clonal accessions.

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Lim, Lilly Ann. "Unlocking successful new rural industries : is supply chain management the key? /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17434.pdf.

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Martinez-Garcia, Alejandro Nicolas. "A complex co-evolutionary systems approach to the management of sustainable grasslands : a case study in Mexico /." St. Lucia, Qld, 2004. http://adt.library.uq.edu.au/public/adt-QU20050603.164537/index.html.

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Sjah, Taslim. "Decision making and strategies for agricultural credit implementation in Lombok, Indonesia /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18981.pdf.

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Gehrs, Peyton Marie. "ASSESSMENT OF AGRICULTURAL LITERACY IN HIGHER EDUCATION: SOUTHERN ILLINOIS UNIVERSITY UNDERGRADUATE STUDENT AGRICULTURAL KNOWLEDGE AND PERCEPTIONS." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/theses/2499.

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Human knowledge of the food and fiber systems affects nearly every facet of the society we live in. While this industry affects billions of lives daily, little research has been conducted to identify the level of knowledge on this industry in college age students. This replicated study was produced to evaluate and assess the agricultural knowledge and personal perception of the industry of undergraduate students at Southern Illinois University Carbondale (SIU) in the Fall 2018 semester. Participants completed a 25-questionnaire food and fiber literacy test to assess their knowledge and 14 questions regarding personal characteristics and perceptions of the agricultural industry. The average score on the agricultural literacy test was an 18.23 out of 25 questions correct. College of Agricultural Sciences and College of Science scored the highest while College of Education and Human Services and College of Applied Sciences and Arts scores were among the lowest. Comparisons of student demographic information such as hometown size, organization participation and gender were conducted to determine correlation between specific groups and their agricultural literacy levels. Females slightly outscored males. Cities and Rural communities achieved the highest averages when comparing community sizes. Students who enrolled in agricultural education courses in high school seemed to score higher on the agricultural literacy test. A majority of respondents stated they strongly agree that agriculture is important to society; but when asked how knowledgeable they considered themselves to be in agriculture, an overwhelming amount of students responded below average. The results of this study found a hopeful advancement in agricultural literacy but also revealed possible influential factors in poor agricultural knowledge. It is recommended that such a study be continually conducted at Southern Illinois Universities and other institutions of higher education.

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Anstey, Geoff. "The choice between rural living and agriculture : implications for land use and subdivision policy /." [St. Lucia, Qld], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18218.pdf.

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Washburn, Shannon G. "Factors influencing college choice for matriculants and non-matriculants into a College of Agriculture /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052228.

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Wolfe, Ashley Joelle. "Faculty perceptions of the undergraduate mentoring process in the College of Agriculture at Iowa State University." [Ames, Iowa : Iowa State University], 2006.

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Parks, Amanda. "Aspirations of freshmen and expectations of seniors in the College of Agriculture at Kansas State University." Thesis, Kansas State University, 2016. http://hdl.handle.net/2097/32626.

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Master of Science - Agricultural Education and Communication
Department of Communications and Agricultural Education
Shannon Washburn
Agriculture is one of the fastest growing industries in the world. Universities have the opportunity to meet the growing demand for more agricultural graduates. To better understand how to facilitate students in degree completion at Kansas State University, this study looked at the aspirations of freshmen and the expectations of seniors within the College of Agriculture at Kansas State University. The sample included 517 freshmen and 196 seniors, for a total of 713 students who completed the questionnaire. Both freshmen and seniors indicated positivity toward future career goals. Additionally, both groups indicated having participated or the desire to participate in a student organization within the College of Agriculture, and to complete an internship relevant to their major. Intrinsic values, such as relevance to their interests and personal values, were influential in choice of degree for both freshmen and seniors. Both groups responded very positively about future job opportunities and preparedness for the career force. Freshmen and Seniors were relatively consistent in their predication of salary one year and five years after graduation, however freshmen had higher expectations 10 years post-graduation. Forty-two percent (n = 210) of freshmen indicated that they had thought about changing majors, while 29.2% (n = 56) of seniors had responded that they had changed majors during their academic career. Both groups indicated that they had a positive college experience at Kansas State University. According to this research, Kansas State University students need more information about job opportunities and salary expectations. Additionally, more information regarding majors will help students choose a major most connected to their personal interests.

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Lagombra, Gregorio. "Analysis of the Reproductive Efficiency of the Dairy Herd at Western Kentucky University Farm." TopSCHOLAR®, 1985. https://digitalcommons.wku.edu/theses/2521.

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A study of the reproductive performance of 179 dairy cows during the period from December 1978 through March 1984 was conducted at the Western Kentucky University Farm, Bowling Green, Kentucky. The climatic data showed seasonal variation in temperature as follows: winter 3.10C, spring 15.7°C, summer 23.8°C, and fall 12.0°C. The seasonal humidity was similar for winter (81.2%), spring (83.4%), and fall (85.3%); but for summer it was considerably higher (89.4%). The conception rate varied through all the months but was lowest during the summer months. Seasonal data for conception rate were obtained and the results were as follows: winter 54.1%, spring 46.4%, summer 15.6% and fall 39.0%. Low fertility during summer months was associated with high air temperatures and high relative humidities. The coefficient of correlation for temperature vs. conception was low (-0.15) because there was low fertility in some winter months and in some summer months. The coefficient of correlation for humidity vs. conception was high (-0.65), and the coefficient of determination was 42%. A completely randomized design and analysis were used, resulting in significant differences among seasonal fertility rates but no significant differences among months within seasons. Significant differences were found for the following comparisons: winter vs. spring, summer, and fall; spring vs. winter, summer, and fall; and summer vs. spring, fall, and winter. The total services involved were 546, and the total conceptions obtained were 155--resulting in a service per conception ratio of 3.52. The average number of days open was 177 (79 cows). The average number of days in the calving interval was 457 (63 cows).

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Johnson, Jennifer Anna Davie. "Ripe for change roles of planners and landscape architects at the interface of the land and the network in an alternative agriculture model for Upstate South Carolina /." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252938045/.

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Thesis (M.L.A.) -- Clemson University, 2009. Thesis (M.C.R.P.) -- Clemson University, 2009.
Title from first page of PDF file. Document formatted into pages; contains ix, 79 p. ; also includes graphics (some col.).

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Snyder, Shannon. "Perceptions of employers of graduates of the Agricultural Systems Management Program regarding skills and competencies needed for successful employment." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5791.

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Thesis (M.S.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 15, 2008) Includes bibliographical references.

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Rollins, Jessica R. "Needed communication skills during initial employment as perceived by graduates of the West Virginia University Davis College of Agriculture, Forestry and Consumer Sciences." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3682.

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Thesis (M.S.)--West Virginia University, 2004.
Title from document title page. Document formatted into pages; contains viii, 53 p. Vita. Includes abstract. Includes bibliographical references (p. 36-39).

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