Your search found 593 results.

Descriptors:
Foreign Countries; Change; Agricultural Production; Horticulture; Industrialization

Abstract:
Little research has been conducted on structural change within the UK horticultural sector. This paper examines long-term changes, over a 90-year period, in one particular part of the UK horticultural sector: strawberries. It follows its growth from being a minor crop in 1920 to becoming the biggest grossing horticultural crop in 2009. Using a combination of long-term continuous datasets of agricultural statistics and primary data gathered from a behavioural study of the sector, three distinct phases of change are identified. The last phase, in particular, witnessed the biggest changes with the introduction of protected cultivation, the industrialisation of strawberry production and the divergence of practices and marketing methods leading to the formation of two distinct farm types. This industrialisation removed the geographical disadvantage of Scotland relative to England, encouraging growth of the Scottish strawberry industry and a spatial shift in the main production centres. Supermarkets have played a dominant role in the market for fresh strawberries and their importance in driving change is of high significance. (Contains 2 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Urban Environment; Undergraduate Students; Assignments; Educational Policy; Administrative Policy; Social Justice; Student Attitudes; College Environment; College Role; Introductory Courses; Sustainable Development; Environmental Education; Science and Society; Social Responsibility; Instructional Effectiveness; Campuses; Educational Facilities; Educational Facilities Design; Site Development; Horticulture; Field Trips

Abstract:
This paper presents a campus tour assignment in a first-year undergraduate environmental studies course at York University, Toronto, Canada. As a pedagogical tool, the assignment enables students to interrogate the dominant narratives of a university's immediate physical spaces and to apply broader theoretical and practical concepts to their meanings and understandings. An exploration of three sites on the tour is offered as illustrations: a storm water pond, a woodlot, and a native species garden. Complicating the histories of these sites provides entry points for a variety of conversations and debates in reference to environmental sustainability, social justice, and civic engagement. The main objective of the campus tour is to prompt students to move beyond description to analysis and to raise questions about campus features by making connections to historical choices, policy alternatives and self-reflexivity. Many of the ideas presented could be modified for use on other campuses and could invite a larger discursive discussion on social and sustainability issues. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Scientific Literacy; Biological Sciences; Science Education; Economic Impact; Futures (of Society); Human Capital; Pharmacology; Pharmacy; Universities; National Security; Ethics; Politics of Education; Urban Environment; Farm Management; Horticulture

Abstract:
This article investigates the biopolitical dimensions that have grown out of the union between biocapitalism and current science education reform in the US. Drawing on science and technology study theorists, I utilize the analytics of promissory valuation and salvationary discourses to understand how scientific literacy in the neo-Sputnik era has deeply involved educational life in biocapitalist circuits of exchange and production. I lay out this emerging terrain of "futuricity" through a biopolitical analysis of the National Academies highly influential policy recommendation on science education, "Rising Above the Gathering Storm" as well as the Association of American Universities' "National Defense Education and Innovation Initiative." Here it is argued that the educational subject usually seen as a site of human capital investment can better be understood as a "biovalue" in at least two senses: the educational subject's body as a site of investment and as an extractable source of value directly related to the larger globally competitive regime of the rapidly growing bioeconomy. I conclude my analysis of the vital politics at play in the biocapitalist articulation of science education with an alternative model of scientific literacy that is based in what I call biodemocratic practices. I explore such a rereading of scientific literacy through the example of the GrowHaus--a sustainable urban farm situated in a marginalized community in a major US city. The GrowHaus offers a model of scientific literacy that rejects extractive ethics associated with biocapitalist production and instead promotes a sustainable and socially just practice of science. (Contains 14 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Climate; Horticulture; Middle School Students; Virtual Classrooms; Experiments; Global Approach; Curriculum; Science Education; Inquiry; Social Science Research; Technology; Science Instruction

Abstract:
In this work, we examine middle school students' understanding of the greenhouse effect and global warming. We designed and refined a technology-enhanced curriculum module called "Global Warming: Virtual Earth". In the module activities, students conduct virtual experiments with a visualization of the greenhouse effect. They analyze data and draw conclusions about how individual variables effect changes in the Earth's temperature. They also carry out inquiry activities to make connections between scientific processes, the socio-scientific issues, and ideas presented in the media. Results show that participating in the unit increases students' understanding of the science. We discuss how students integrate their ideas about global climate change as a result of using virtual experiments that allow them to explore meaningful complexities of the climate system. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Prior Learning; Physical Activities; Plants (Botany); Agricultural Production; Gardening; Learning Experience; Service Learning; Community Involvement; Urban Areas; Urban Schools; Horticulture; Campuses; Outdoor Education; Program Effectiveness; College School Cooperation; Experiential Learning; Learning Activities; Elementary Schools; Federal Programs; Schools of Education; Health Education; Nutrition; STEM Education; Grade 4; Design; African American Students; Outreach Programs; Summer Programs; Tests; Partnerships in Education; Student Projects; Active Learning

Abstract:
Community gardening provides many benefits for students like outdoor physical activity, an understanding of plant life cycles, food production and healthy eating (Blair, 2009; Whiren, 1995). Gardening also provides hands-on learning opportunities to draw parallels between what is needed for plants to grow and what students need to be healthy. When a college of education and university office of community service learning partner with a K-8 school in an urban area, students and the neighborhood, all of those involved can benefit. Educators know that students learn by doing and that community involvement enriches the learning experience while teaching valuable lessons about giving back while helping others. This gardening project was part of a larger campus community gardening outreach project to address local food insufficiency concerns and provide education about sustainability via gardening. This successful project provides key insights into the need to make solid connections, in sequenced lessons, between what students' prior knowledge and what they see in their everyday lives, then tapping into their creativity. Diversity, plants, gardening, food, nutrition and related topics serve as vehicles to introduce concepts that integrate design and STEM education principles. [The College of Education and Human Services provided partial funding for this Partnership School Beautification and Gardening Project, which took place from May 1st to May 28th, 2012. Other support for this project was provided by Ohio Campus Compact through the Volunteers in Service to America (VISTA) Summer Associates program.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (149K)

Descriptors:
American Indians; Tribally Controlled Education; Horticulture; Health Promotion; Gardening; Food Standards; Agricultural Production

Abstract:
High in the hills south of Santa Fe, New Mexico, stands a greenhouse that Luke Reed hopes will help American Indians eat healthier. Reed also recently used the structure, completed in August, to teach a course on greenhouse management to representatives of the nearby Santo Domingo, Cochiti and Santa Clara pueblos. Near the greenhouse, fruit trees and a community garden that grows lettuce, spinach, broccoli and cauliflower have also provided fare for the school cafeteria--as well as lessons in raising healthy food. Many of the 37 tribal colleges are making some sort of effort to promote "food sovereignty," a term that has come to mean ensuring American Indians access to and control over affordable, high-quality food. The colleges, a multitude of agencies and community groups and the tribes themselves are part of a movement to help American Indians eat healthier. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Climate; Horticulture; Science Instruction; College Science; Models; Science Experiments; Energy; Problem Solving; Teaching Methods; Undergraduate Students; Equations (Mathematics); Scientific Principles; Scientific Concepts

Abstract:
We study the greenhouse effect on a model satellite consisting of a tungsten sphere surrounded by a thin spherical, concentric glass shell, with a small gap between the sphere and the shell. The system sits in vacuum and is heated by sunlight incident along the "z"-axis. This development is a generalization of the simple treatment of the greenhouse effect given by Kittel and Kroemer (1980 "Thermal Physics" (San Francisco: Freeman)) and can serve as a very simple model demonstrating the much more complex Earth greenhouse effect. Solution of the model problem provides an excellent pedagogical tool at the Junior/Senior undergraduate level. (Contains 2 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Ecology; Biodiversity; Science Activities; Climate; Forestry; Soil Science; Plants (Botany); Prevention; Horticulture; Animals; Environmental Education

Abstract:
The topic of invasive earthworms is a timely concern that goes against many preconceived notions regarding the positive benefits of all worms. In the cold-temperate forests of North America invasive worms are threatening forest ecosystems, due to the changes they create in the soil, including decreases in C:N ratios and leaf litter, disruption of the seed bank, and changes in soil structure and nutrient cycling. These changes in turn affect the forest ecosystem by encouraging the growth of non-native plants, inhibiting undergrowth, decreasing biodiversity, and negatively affecting species that are sensitive to change. While the potential for remediation by acidifying the soil exists, the potential repercussions of such a change has not been researched. The key to minimizing the issue of invasive earthworms is prevention. Thus, policy and education targeted at individuals who are horticulturists, fishermen, bait shops owners, and vermiculturalists, who are commonly vectors of introduction, are critical to conserving cold-temperate forests in North America. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Instructional Design; Environmental Education; Grade 8; Climate; Horticulture; Teaching Methods; Science Instruction; Scientific Concepts; Instructional Materials; Pretests Posttests; Knowledge Level; Statistical Analysis; Qualitative Research; Cognitive Processes

Abstract:
Students' everyday ideas of the greenhouse effect are difficult to change. Environmental education faces the challenge of developing instructional settings that foster students' conceptual understanding concept of the greenhouse effect in order to understand global warming. To facilitate students' conceptual development with regard to the greenhouse effect, learning materials aimed at promoting active cognitive learning in order to achieve deep understanding were designed. The learning materials were developed on the basis of the theory of reasoning and understanding co-founded by the Swiss educational psychologist Aebli. In a repeated measure design using a pre-, post- and follow-up test, the efficacy of these learning materials compared with standard learning materials was tested. A total of 289 eighth graders who had received little prior science instruction participated in the study. A combination of quantitative and qualitative methods was used to examine the students' knowledge acquisition and understanding over three measurement times. The group that had been instructed according to the method aimed at in-depth learning outperformed the group taught with standard materials on subsequent tests in terms of knowledge gains, structure and retention. The findings suggest that the theory-based learning materials promote active cognitive processing during learning. The instructional design of the learning materials seems to engage the learners in high cognitive activities that facilitate deep conceptual understanding of the complex and abstract concept of the greenhouse effect. (Contains 3 notes, 3 figures and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Profiles; Educational Facilities; Horticulture; School Maintenance; Facilities Management; Educational Facilities Design; Educational Facilities Improvement; Educational Facilities Planning; Career Development; Sustainability

Abstract:
"My thumb got me into this!" declares the new APPA President Mary Vosevich when asked how she entered the field of educational facilities management. It was 1984, and Vosevich, a Midwest native, was working at Monsanto in St. Louis as a research biologist, having earned her B.S. in horticulture/agriculture from the University of Missouri, Columbia. But she was looking for something else. As she was reading the want ads of a newspaper, she saw that her thumb was right on top of an ad for manager of campus landscaping operations at the University of Missouri, St. Louis. It was a perfect fit for her horticulture degree. Her career took off as she assumed more responsibilities--transportation, custodial services, special event management. After five years, she was promoted to manager, environmental services of the Facilities Services Department. One of her initiatives was to establish a facilities services preventive maintenance program. As it was the early 1990s, both technology and environmental issues were growing in importance, and she took initiatives there, too. She implemented a support services management software program and also initiated and carried out a campus environmental program that included recycling and composting, reducing by one-third the amount going into landfills. In this article, the author presents a profile of Vosevich. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website