Sample records for agricultural sciences foster

  1. Adapting Practices of Science Journalism to Foster Science Literacy

    ERIC Educational Resources Information Center

    Polman, Joseph L.; Newman, Alan; Saul, Ellen Wendy; Farrar, Cathy

    2014-01-01

    In this paper, the authors describe how the practices of expert science journalists enable them to act as "competent outsiders" to science. We assert that selected science journalism practices can be used to design reform-based science instruction; these practices not only foster science literacy that is useful in daily life, but also…

  2. Fostering Significant Learning in Sciences

    ERIC Educational Resources Information Center

    Deksissa, Tolessa; Liang, Lily R.; Behera, Pradeep; Harkness, Suzan J.

    2014-01-01

    The new global economy depends on workforce competencies in science, technology, engineering and mathematics more than ever before. To prepare a strong workforce, attracting and educating underrepresented minority students in science is a challenge within our traditional American educational approach. To meet this challenge, fostering significant…

  3. How FOSTER supports training Open Science in the GeoSciences

    NASA Astrophysics Data System (ADS)

    Orth, Astrid

    2016-04-01

    FOSTER (1) is about promoting and facilitating the adoption of Open Science by the European research community, and fostering compliance with the open access policies set out in Horizon 2020 (H2020). FOSTER aims to reach out and provide training to the wide range of disciplines and countries involved in the European Research Area (ERA) by offering and supporting face-to-face as well as distance training. Different stakeholders, mainly young researchers, are trained to integrate Open Science in their daily workflow, supporting researchers to optimise their research visibility and impact. Strengthening the institutional training capacity is achieved through a train-the-trainers approach. The two-and-half-year project started in February 2014 with identifying, enriching and providing training content on all relevant topics in the area of Open Science. One of the main elements was to support two rounds of trainings, which were conducted during 2014 and 2015, organizing more than 100 training events with around 3000 participants. The presentation will explain the project objectives and results and will look into best practice training examples, among them successful training series in the GeoSciences. The FOSTER portal that now holds a collection of training resources (e.g. slides and PDFs, schedules and design of training events dedicated to different audiences, video captures of complete events) is presented. It provides easy ways to identify learning materials and to create own e-learning courses based on the materials and examples. (1) FOSTER is funded through the European Union's Seventh Framework Programme for research, technological development and demonstration under grant agreement no 612425. http://fosteropenscience.eu

  4. "What we need is a crop ecologist": ecology and agricultural science in Progressive-era America.

    PubMed

    Hersey, Mark D

    2011-01-01

    Though they are often seen as foils for each other, ecology and agricultural science co-evolved. With shared roots in late nineteenth-century botany, ecologists and agronomists fostered important connections during the Progressive era that have been largely overlooked despite a number of finely nuanced studies of ecology's origins. But if 'applied ecology' once effectively meant agriculture, over the course of the first decades of the twentieth century the relationship between ecology and scientific agriculture grew strained. Agriculturists narrowed their focus to increasing yields, and ecologists sought to establish their discipline as a distant theoretical science and so distanced themselves from its agricultural applications. By the end of World War I, the process of disciplinary specialization was well underway. In time, the two disciplines diverged so completely that the once vital connections between them were obscured and forgotten.

  5. Agricultural Science--Striving for Excellence.

    ERIC Educational Resources Information Center

    Budke, Wesley E.; And Others

    1991-01-01

    Six articles examine several of the critical components of program and personnel development in agricultural science including linkages between agriscience and natural resources teachers and high school science teachers, science in agriculture, biological science applications, and hydroponics. (JOW)

  6. How Can Science Education Foster Students' Rooting?

    ERIC Educational Resources Information Center

    Østergaard, Edvin

    2015-01-01

    The question of how to foster rooting in science education points towards a double challenge; efforts to "prevent" (further) uprooting and efforts to "promote" rooting/re-rooting. Wolff-Michael Roth's paper discusses the uprooting/rooting pair of concepts, students' feeling of alienation and loss of fundamental sense of the…

  7. How do marine and coastal citizen science experiences foster environmental engagement?

    PubMed

    Dean, Angela J; Church, Emma K; Loder, Jenn; Fielding, Kelly S; Wilson, Kerrie A

    2018-05-01

    Citizen science programs enable community involvement in scientific research. In addition to fostering greater science literacy, some citizen science programs aim to foster engagement in environmental issues. However, few data are available to indicate whether and how citizen science programs can achieve greater environmental engagement. We survey individuals choosing to attend one of seventeen reef citizen science events and examine the extent to which attendees reported three indicators of greater environmental engagement: (i) willingness to share information, (ii) increased support for marine conservation and citizen science, and (iii) intentions to adopt a new behavior. Most participants reported being willing to share information about reef conservation (91%) and described increased support for marine science and conservation (87%). Half of participants (51%) reported intentions to adopt a new conservation behavior. We found that key elements of the citizen science experience associated with these outcomes were learning about actions to protect reefs and coasts (procedural learning), experiencing surprise, and experiencing negative emotions about environmental problems. Excitement was also associated with positive outcomes, but only in participants who were less likely to see themselves as environmental, or were less frequent visitors to reefs and coasts. Importantly, the association between factual learning and environmental engagement outcomes was limited or negative. These findings suggest that the way citizen science experiences make people feel, may be more important for fostering future environmental engagement than factual-based learning. When designing citizen science programs for community members, these findings provide a reminder to not focus on provision of factual information alone, but to highlight environmental impacts while providing meaningful experiences and building environmental skills. Copyright © 2018 Elsevier Ltd. All rights reserved.

  8. Fostering Model-Based School Scientific Argumentation Among Prospective Science Teachers

    ERIC Educational Resources Information Center

    Aduriz-Bravo, Agustin

    2011-01-01

    The paper aims both to foster and to assess "school scientific argumentation" among secondary science teachers during their pre-service education. For these purposes, the paper uses the meta-scientific construct of "theoretical model" (proposed by the so-called semantic view of scientific theories from contemporary philosophy of science) in three…

  9. A study of the role expectations of the science supervisor and the fostering of collaboration within the high school science department

    NASA Astrophysics Data System (ADS)

    Hughes, Janet

    2001-07-01

    The purpose of this study was to determine the extent of agreement among science supervisors and public high school science teachers regarding Actual and Desired role responsibilities for science supervisors in six categories, Curriculum, Methodology, Involvement in the Science Field, Staff Development, Procedural Duties, and Assessment and a seventh category measuring the supervisor's degree of Fostering Collaboration within the department. The Science Supervisor Questionnaire was developed specifically for this study and consisted of items that comprised the most current research on the roles of the science supervisor. The instrument was based on the responsibilities of department heads as delineated through a consolidation of the current research. Although the supervisors and the science teachers agreed among themselves to some extent on the seven subscales, the six role expectations of supervisors (Curriculum, Methodology, Involvement in the Science Field, Staff Development, Procedural Duties, and Assessment) and the Fostering of Collaboration, the amount and degree of consensus varied. There was more consensus in the desired roles of science supervisors suggesting that the groups understand and agree upon the expectations of the position. Those top priorities of science supervisor role expectations for both groups were Methodology, Curriculum, Procedural Duties and Staff Development. There was a difference in perceptions between the two groups of the actual role of the supervisor, indicating that what is actually happening in the science supervisor role conflicts with what is expected. Fostering Collaboration ranked lowest for both groups in both perceived actual and desired science supervisor performance. Fostering Collaboration was not seen as a priority by the supervisors and teachers in the teaching and learning environment. Teachers report that supervisors did not play a key role in fostering collaboration in this study.

  10. Foster Care Dynamics and System Science: Implications for Research and Policy.

    PubMed

    Wulczyn, Fred; Halloran, John

    2017-10-05

    Although system is a word frequently invoked in discussions of foster care policy and practice, there have been few if any attempts by child welfare researchers to understand the ways in which the foster care system is a system. As a consequence, insights from system science have yet to be applied in meaningful ways to the problem of making foster care systems more effective. In this study, we draw on population biology to organize a study of admissions and discharges to foster care over a 15-year period. We are interested specifically in whether resource constraints, which are conceptualized here as the number of beds, lead to a coupling of admissions and discharges within congregate care. The results, which are descriptive in nature, are consistent with theory that ties admissions and discharges together because of a resource constraint. From the data, it is clear that the underlying system exerts an important constraint on what are normally viewed as individual-level decisions. Our discussion calls on extending efforts to understand the role of system science in studies of child welfare systems, with a particular emphasis on the role of feedback as a causal influence.

  11. FOSTER-Flight Opportunities for Science Teacher EnRichment, A New IDEA Program From NASA Astrophysics

    NASA Astrophysics Data System (ADS)

    Devore, E.; Gillespie, C.; Hull, G.; Koch, D.

    1993-05-01

    Flight Opportunities for Science Teacher EnRichment (FOSTER) is a new educational program from the Imitative to Develop Education through Astronomy in the Astrophysics Division at NASA Headquarters. Now in its first year of the pilot program, the FOSTER project brings eleven Bay Area teaaaachers to NASA Ames to participate in a year-long program of workshops, educational programs at their schools and the opportunity to fly aboard the Kuiper Airborne Observatory (KAO) on research missions. As science and math educators, FOSTER teachers get a close-up look at science in action and have the opportunity to interact with the entire team of scientists, aviators and engineers that support the research abord the KAO. In June, a second group of FOSTER teachers will participate in a week-long workshop at ASes to prepare for flights during the 1993-94 school year. In addition, the FOSTER project trains teachers to use e-mail for ongoing communication with scientists and the KAO team, develops educational materials and supports opportunities for scientists to become directly involved in local schools. FOSTER is supported by a NASA grant (NAGW 3291).

  12. From the USDA: Educating the Next Generation: Funding Opportunities in Food, Agricultural, Natural Resources, and Social Sciences Education

    PubMed Central

    Parker, Joyce E.; Wagner, David J.

    2016-01-01

    The National Institute of Food and Agriculture within the U.S. Department of Agriculture provides leadership, capacity, and funds to support the continuing development of a safe and competitive agricultural system. Many of the agency’s educational programs are led by the Division of Community and Education (DOCE). These programs span agricultural education, enhancing agricultural literacy through both formal and nonformal education. Here, we have highlighted funding opportunities within DOCE that enhance agricultural education and literacy by supporting the improvement of students’ critical communication, leadership skills, and experiential learning opportunities. Some of these programs include opportunities for which students can apply, while others focus on faculty applications. Opportunities faculty can apply for may support student-recruitment and student-retention techniques, curriculum development, innovative teaching methods, and institutional capacity-building programs. Overall, these programs foster a diverse workforce in agricultural science that matches the increasing diversity of the country. PMID:27587851

  13. Barriers, Support, and Collaboration: A Comparison of Science and Agriculture Teachers' Perceptions regarding Integration of Science into the Agricultural Education Curriculum

    ERIC Educational Resources Information Center

    Warnick, Brian K.; Thompson, Gregory W.

    2007-01-01

    This study is part of a larger investigation which focused on determining and comparing the perceptions of agriculture teachers and science teachers on integrating science into agricultural education programs. Science and agriculture teachers' perceptions of barriers to integrating science, the support of stakeholders, and collaboration between…

  14. From the USDA: Educating the Next Generation: Funding Opportunities in Food, Agricultural, Natural Resources, and Social Sciences Education.

    PubMed

    Parker, Joyce E; Wagner, David J

    The National Institute of Food and Agriculture within the U.S. Department of Agriculture provides leadership, capacity, and funds to support the continuing development of a safe and competitive agricultural system. Many of the agency's educational programs are led by the Division of Community and Education (DOCE). These programs span agricultural education, enhancing agricultural literacy through both formal and nonformal education. Here, we have highlighted funding opportunities within DOCE that enhance agricultural education and literacy by supporting the improvement of students' critical communication, leadership skills, and experiential learning opportunities. Some of these programs include opportunities for which students can apply, while others focus on faculty applications. Opportunities faculty can apply for may support student-recruitment and student-retention techniques, curriculum development, innovative teaching methods, and institutional capacity-building programs. Overall, these programs foster a diverse workforce in agricultural science that matches the increasing diversity of the country. © 2016 J. E. Parker and D. J. Wagner. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  15. Minnesota 4-H Science of Agriculture Challenge: Infusing Agricultural Science and Engineering Concepts into 4-H Youth Development

    ERIC Educational Resources Information Center

    Rice, Joshua E.; Rugg, Bradley; Davis, Sharon

    2016-01-01

    Youth involved in 4-H projects have been engaged in science-related endeavors for years. Since 2006, 4-H has invested considerable resources in the advancement of science learning. The new Minnesota 4-H Science of Agriculture Challenge program challenges 4-H youth to work together to identify agriculture-related issues in their communities and to…

  16. Fostering Critical Thinking Practices at Primary Science Classrooms in Nepal

    ERIC Educational Resources Information Center

    Acharya, Kamal Prasad

    2016-01-01

    This article examines the socio-cultural activities that have direct and indirect impacts on critical thinking practices in primary science classrooms and what kinds of teachers' activities help to foster the development of critical thinking practices in children. Meanwhile, the constructivist and the socio-cultural theoretical dimensions have…

  17. Fostering a positive attitude towards science through college courses

    NASA Astrophysics Data System (ADS)

    Flohic, Helene

    2015-01-01

    For non-science majors, a general education course in college is often the last science course they will ever take. General education courses are often regarded by students as a right of passage in which they have no interest. Thus strict coursework might aggravate students against the matter taught, and decrease their general interest in the subject. To test whether general education courses killed the students' interest in science, we administered a science attitude inventory at the beginning and at the end of an introductory astronomy course. We compared the gain/loss in science attitude with that experienced by students of a writing course as a baseline. Finally, we evaluated the gain/loss in science attitude for students enrolled in a general education course on science and society, where no formal science knowledge was taught, but where the students discussed the different aspects of the relation between science and society.This study (once tested on a larger scale) could serve as a guideline for educational policies aiming to foster a positive attitude in the population of college graduates.

  18. Invertebrates and Organ Systems: Science Instruction and "Fostering a Community of Learners"

    ERIC Educational Resources Information Center

    Rico, Stephanie A.; Shulman, Judith H.

    2004-01-01

    This paper is the third in a set of papers that explores the understanding and implementation of the educational system, "Fostering a Community of Learners" (FCL) across subject matters. We examine how FCL is influenced by the discipline of science, the teaching of science, and the conceptions that teachers have surrounding these two topics. We…

  19. Agricultural Roots in the Biological Sciences

    ERIC Educational Resources Information Center

    Laughlin, Charles W.; And Others

    1978-01-01

    A wide variety of careers related to agriculture and based on studies of the biological sciences are discussed. The importance of agriculture in our society as well as the educational means to an agricultural career are outlined. (MDR)

  20. Steps to Fostering a Learning Community in the Primary Science Classroom

    ERIC Educational Resources Information Center

    Pressick-Kilborn, Kimberley

    2009-01-01

    "Teaching Science" has, as one of its predecessors, the "Investigating" journal, which first appeared in 1988. Looking back ten years, the winner of the "Most Valuable Paper Award" for 1999 was Kimberley Pressick-Kilborn for her article--"Steps to Fostering a Learning Community in the Primary Science…

  1. A science framework (SF) for agricultural sustainability.

    PubMed

    Ahmed, Ferdous; Al-Amin, Abul Q; Masud, Muhammad M; Kari, Fatimah; Mohamad, Zeeda

    2015-09-01

    The significance of Science Framework (SF) to date is receiving more acceptances all over the world to address agricultural sustainability. The professional views, however, advocate that the SF known as Mega Science Framework (MSF) in the transitional economies is not converging effectively in many ways for the agricultural sustainability. Specially, MSF in transitional economies is mostly incapable to identify barriers in agricultural research, inadequate to frame policy gaps with the goal of strategizing the desired sustainability in agricultural technology and innovation, inconsistent in finding to identify the inequities, and incompleteness to rebuild decisions. Therefore, this study critically evaluates the components of MSF in transitional economies and appraises the significance, dispute and illegitimate issue to achieve successful sustainable development. A sound and an effective MSF can be developed when there is an inter-linkage within principal components such as of (a) national priorities, (b) specific research on agricultural sustainability, (c) adequate agricultural research and innovation, and (d) alternative policy alteration. This maiden piece of research which is first its kind has been conducted in order to outline the policy direction to have an effective science framework for agricultural sustainability.

  2. How can science education foster students' rooting?

    NASA Astrophysics Data System (ADS)

    Østergaard, Edvin

    2015-06-01

    The question of how to foster rooting in science education points towards a double challenge; efforts to prevent (further) uprooting and efforts to promote rooting/re-rooting. Wolff-Michael Roth's paper discusses the uprooting/rooting pair of concepts, students' feeling of alienation and loss of fundamental sense of the earth as ground, and potential consequences for teaching science in a rooted manner. However, the argumentation raises a number of questions which I try to answer. My argumentation rests on Husserl's critique of science and the "ontological reversal", an ontological position where abstract models from science are considered as more real than the everyday reality itself, where abstract, often mathematical, models are taken to be the real causes behind everyday experiences. In this paper, measures towards an "ontological re-reversal" are discussed by drawing on experiences from phenomenon-based science education. I argue that perhaps the most direct and productive way of promoting rooting in science class is by intentionally cultivating the competencies of sensing and aesthetic experience. An aesthetic experience is defined as a precognitive, sensuous experience, an experience that is opened up for through sensuous perception. Conditions for rooting in science education is discussed against three challenges: Restoring the value of aesthetic experience, allowing time for open inquiry and coping with curriculum. Finally, I raise the question whether dimensions like "reality" or "nature" are self-evident for students. In the era of constructivism, with its focus on cognition and knowledge building, the inquiry process itself has become more important than the object of inquiry. I argue that as educators of science teachers we have to emphasize more explicitly "the nature of nature" as a field of exploration.

  3. Progress and Opportunities for Women in Agricultural Sciences.

    ERIC Educational Resources Information Center

    Kuehl, R. J.; And Others

    1987-01-01

    Reviews the numerical gains that women have made in employment in the agricultural sciences in the last five years, and the career opportunities that currently exist. Discusses trends in recruiting women into the agricultural sciences, the increase in doctoral degrees conferred upon women, and the need for more women in agronomy and soil science.…

  4. Science Credit for Agriculture: Perceived Support, Preferred Implementation Methods and Teacher Science Course Work.

    ERIC Educational Resources Information Center

    Johnson, Donald M.

    1996-01-01

    Arkansas agriculture teachers (213 of 259 surveyed) expressed support for granting science credit for agriculture (88.8%); 65.6% supported science credit for a limited number of agriculture courses. Blanket endorsement for all certified agriculture teachers was favored by 71.5%; 56.6% preferred endorsement only for certified teachers completing an…

  5. Science IA (Agriscience). A Science Credit for Agriculture: Integrating Academic and Vocational Education.

    ERIC Educational Resources Information Center

    Ricketts, Samuel C.

    Because college-bound students often had trouble fitting agricultural education courses into their schedules, and because science teachers rejected the idea of giving a science credit for 2 years of agricultural education, a new integrated course was created in Tennessee. It is now called Science IA (Agriscience). It is taught by a teacher with an…

  6. Science Laboratory Exercises for Vocational Agriculture Students.

    ERIC Educational Resources Information Center

    Thompson, Dale E.

    This manual provides learning activities for use in two vocational agriculture courses--ornamental horticulture I and agricultural technology I. These activities are intended as aids in the teaching of application of science principles. An introductory chart gives a summary of how vocational agriculture objectives match objectives of specific…

  7. Fostering Online Social Construction of Science Knowledge with Primary Pre-Service Teachers Working in Virtual Teams

    ERIC Educational Resources Information Center

    Nicholas, Howard; Ng, Wan

    2009-01-01

    As many primary pre-service teachers enter teacher education courses with little science background, it is essential in teacher education courses to provide opportunities for them to learn more science independently. The purpose of this study is to investigate an online pedagogical activity that fosters the social construction of science knowledge…

  8. Identification of Emerging Science Competencies in Agriculture. Vocational Education Research.

    ERIC Educational Resources Information Center

    Louisiana State Univ., Baton Rouge. School of Vocational Education.

    A research project identified new and emerging science concepts that should be taught in high school vocational agriculture. Agricultural scientists on an advisory panel identified the emerging science concepts. The majority were in the areas of plant science and animal science. Animal science was completely reorganized with greater emphasis on…

  9. Texas Agricultural Science Teachers' Attitudes toward Information Technology

    ERIC Educational Resources Information Center

    Anderson, Ryan; Williams, Robert

    2012-01-01

    The researchers sought to find the Agricultural Science teachers' attitude toward five innovations (Computer-Aided Design, Record Books, E-Mail Career Development Event Registration, and World Wide Web) of information technology. The population for this study consisted of all 333 secondary Agricultural science teachers from Texas FFA Areas V and…

  10. The Importance of Agriculture Science Course Sequencing in High Schools: A View from Collegiate Agriculture Students

    ERIC Educational Resources Information Center

    Wheelus, Robin P.

    2009-01-01

    The objective of this study was to investigate the importance of Agriculture Science course sequencing in high schools, as a preparatory factor for students enrolled in collegiate agriculture classes. With the variety of courses listed in the Texas Essential Knowledge and Skills (TEKS) for Agriculture Science, it has been possible for counselors,…

  11. Theme: The Role of Science in the Agricultural Education Curriculum.

    ERIC Educational Resources Information Center

    Agricultural Education Magazine, 2002

    2002-01-01

    Thirteen theme articles discuss integration of science and agriculture, the role of science in agricultural education, biotechnology, agriscience in Tennessee and West Virginia, agriscience and program survival, modernization of agricultural education curriculum, agriscience and service learning, and biotechnology websites. (SK)

  12. Vocational Agriculture Teachers' Opinions Relative to Selected Animal Science Competencies.

    ERIC Educational Resources Information Center

    Thomas, Larry G.; Groves, Ramsey

    1986-01-01

    The attitudes of 107 vocational agriculture teachers toward animal science competencies were compared to those of respondents to the National Agriculture Occupations Competency Study. The areas of disagreement indicate a need for increased cooperation between agricultural education and animal science departments in teacher preparation. (SK)

  13. Enabling a sustainable and prosperous future through science and innovation in the bioeconomy at Agriculture and Agri-Food Canada.

    PubMed

    Sarkar, Sara F; Poon, Jacquelyne S; Lepage, Etienne; Bilecki, Lori; Girard, Benoit

    2018-01-25

    Science and innovation are important components underpinning the agricultural and agri-food system in Canada. Canada's vast geographical area presents diverse, regionally specific requirements in addition to the 21st century agricultural challenges facing the overall sector. As the broader needs of the agricultural landscape have evolved and will continue to do so in the next few decades, there is a trend in place to transition towards a sustainable bioeconomy, contributing to reducing greenhouse gas emission and our dependency on non-renewable resources. We highlight some of the key policy drivers on an overarching national scale and those specific to agricultural research and innovation that are critical to fostering a supportive environment for innovation and a sustainable bioeconomy. As well, we delineate some major challenges and opportunities facing agriculture in Canada, including climate change, sustainable agriculture, clean technologies, and agricultural productivity, and some scientific initiatives currently underway to tackle these challenges. The use of various technologies and scientific efforts, such as Next Generation Sequencing, metagenomics analysis, satellite image analysis and mapping of soil moisture, and value-added bioproduct development will accelerate scientific development and innovation and its contribution to a sustainable and prosperous bioeconomy. Crown Copyright © 2017. Published by Elsevier B.V. All rights reserved.

  14. The Structural Challenge: A Simple Design-Based Science Activity to Foster Creativity among Kinaesthetic Learners

    ERIC Educational Resources Information Center

    Amir, Nazir; Subramaniam, R.

    2014-01-01

    A suitable way for teachers to present science content and foster creativity in less academically inclined students is by getting them to engage in design-based science activities and guiding them along the way. This study illustrates how a design-and-make activity was carried out with the aim of getting students to showcase their creativity while…

  15. Fostering science communication via direct outreach by scientists

    NASA Astrophysics Data System (ADS)

    Viñas, M.; Weiss, P. L.; O'Neil, K.; Richardson, R. M.

    2010-12-01

    While the bread-and-butter of the press operation at the American Geophysical Union remains issuing press releases and organizing press conferences for mainstream media, the implosion of specialized science coverage in print media, TV, and radio, and the heated public debates on science issues require us to find other ways to get science and scientists into the public eye. This means getting volunteers--small armies of scientists interested in and able to communicate with the public. At AGU, we have three programs to foster direct communication between scientists and the public: (1) A suite of blogs launched in Fall 2010, written by external Earth and space science bloggers for an audience of scientists and lay public. We will report on whom the bloggers are, their motivations, who makes up their audiences, what incentives AGU uses to encourage them to participate in this project, blog network traffic, and resources needed to support them. (2) "The Plainspoken Scientist", a science communication-oriented blog for an audience of scientists, was launched in spring 2010 and is a mixture of guest posts and in-house articles. We will report on the response to and effects of the science communication blog, how we obtain and use guest posts from volunteers, and traffic. (3) We began professional development workshops at scientific meetings in spring 2009 to help scientists brush up on how to communicate with the media and the public. We will report on the motivations and interests of the participants in the professional development workshops, impacts, and the lessons we have learned about how to provide useful workshops.

  16. Paths for World-Class Universities in Agricultural Science

    ERIC Educational Resources Information Center

    Liu, Zhimin; Kipchumba, Simon Kibet; Liu, Lu

    2016-01-01

    The top-ranking world-class universities in agricultural science denote those universities which are globally popular with agriculture-related subjects. The paper synthesizes the results of three different ranking scales (NTU, QS and ARWU) of top 50 universities in agriculture subject in 2013. The overlapped parts have been synchronized to derive…

  17. Teaching Advanced Life Sciences in an Animal Context: Agricultural Science Teacher Voices

    ERIC Educational Resources Information Center

    Balschweid, Mark; Huerta, Alexandria

    2008-01-01

    The purpose of this qualitative study was to determine agricultural science teacher comfort with a new high school Advanced Life Science: Animal course and determine their perceptions of student impact. The advanced science course is eligible for college credit. The teachers revealed they felt confident of their science background in preparation…

  18. Introductory animal science-based instruction influences attitudes on animal agriculture issues.

    PubMed

    Bobeck, E A; Combs, D K; Cook, M E

    2014-02-01

    The demographics of incoming university animal science majors have shifted from students with a farm background to urban students with no history of direct livestock contact. Research completed before the Internet was a central source of information indicated that incoming urban students tend to express no opinion or a neutral opinion regarding livestock agriculture issues. Due to the changing background of incoming students enrolled in introductory university-level animal science classes, we sought to determine 1) if livestock background (self-identified as raised in a farm or urban setting), sex, or animal science career interest influenced the opinions of incoming students regarding critical issues involving livestock farming practices and 2) if 15 wk of introductory animal science instruction changed student opinions. A total of 224 students were given 2 identical anonymous surveys (start and end of 15 wk) with 5 demographic questions and 9 animal issue statements. For each statement, students marked their opinion by placing a vertical line on a continuous 130 mm horizontal line, where a vertical line placed at 0 mm = strongly agree and 130 mm = strongly disagree. Data were analyzed by ANOVA to determine any significant effects of instruction, background, sex, and future career preference on survey responses. Before instruction, urban students were less agreeable than farm students that animal farming was moral and humane and that farmers are concerned about animal welfare and livestock are of value to society (P ≤ 0.05). Urban students were more likely than farm students to purchase organic foods or food based on environmental/welfare standards (P ≤ 0.05). Introductory animal science instruction resulted in students becoming more agreeable that animal farming was humane, farmers are concerned about animal welfare, and animal agriculture is a value to society (P ≤ 0.05). Postinstruction, students were more likely to buy food products based on price (P

  19. Testing the effect of a science-enhanced curriculum on the science achievement and agricultural competency of secondary agricultural education students

    NASA Astrophysics Data System (ADS)

    Haynes, James Christopher

    Scope and Method of Study. The purpose of this study was to determine if a science-enhanced curriculum produced by the Center for Agricultural and Environmental Research and Training (CAERT) taught in a secondary level animal science or horticulture course would improve students' understanding of selected scientific principles significantly, when compared to students who were instructed using a traditional curriculum. A secondary purpose was to determine the effect that the science-enhanced CAERT curriculum would have on students' agricultural knowledge when compared to students who were instructed using a traditional curriculum. The design of the study was ex post facto, causal comparative because no random assignment of the treatment group occurred. Findings and Conclusions. No statistically significant difference was found between the treatment and comparison groups regarding science achievement. However, the mean score of the treatment group was slightly larger than the comparison group indicating a slightly higher achievement level; a "Small" effect size (d = .16) for this difference was calculated. It was determined that a statistically significant difference (p < .05) existed in agriculture competency scores in animal science (p = .001) and horticulture (p = .000) as a result of the treatment. Moreover, this was considered to be a "very large" effect (d = 1.18) in animal science and a "large" effect (d = .92) in horticulture. When considering student achievement in science, this study found that the use of the science-enhanced CAERT curriculum did not result in a statistically significant increase (p < .05) in student performance as determined by the TerraNova3 science proficiency examination. However, students who were instructed using the CAERT curriculum scored better overall than those who were instructed using a "traditional" curriculum.

  20. Growing Plants and Scientists: Fostering Positive Attitudes toward Science among All Participants in an Afterschool Hydroponics Program

    ERIC Educational Resources Information Center

    Patchen, Amie K.; Zhang, Lin; Barnett, Michael

    2017-01-01

    This study examines an out-of-school time program targeting elementary-aged youth from populations that are typically underrepresented in science fields (primarily African-American, Hispanic, and/or English Language Learner participants). The program aimed to foster positive attitudes toward science among youth by engaging them in growing plants…

  1. Are Teachers Ready to Integrate Science Concepts into Secondary Agriculture Programs?

    ERIC Educational Resources Information Center

    Scales, Jason; Terry, Robert, Jr.; Torres, Robert M.

    2009-01-01

    For the past two decades, the idea of integrating more science concepts into the secondary agriculture curriculum has gained support. The purpose of this study was to assess the confidence and competence of agriculture instructors to teach concepts related to science. The sample was derived from the population of agriculture instructors teaching…

  2. Fostering Empathy in Undergraduate Health Science Majors through the Reconciliation of Objectivity and Subjectivity: An Integrated Approach

    ERIC Educational Resources Information Center

    Dunbar, Robert L.; Nichols, Marcia D.

    2012-01-01

    The demand for empathetic health care practitioners requires an academic curriculum suited to that need. Here we describe a series of integrated activities that were designed to foster empathy in undergraduate health science majors. By combining content and pedagogical approaches from the humanities and sciences, we asked students to reconcile…

  3. A Study To Determine Instructors Self-Reported Instructional Strategies Which Foster Science Literacy In An EFL (English as a Foreign Language) Environment

    NASA Astrophysics Data System (ADS)

    Noseworthy, Mark Joseph

    2011-12-01

    This research titled 'A Study to Determine Instructors Self-Reported Instructional Strategies Which Foster Science Literacy in an EFL (English as a Foreign Language) Environment' is an ethnographic study based on grounded theory principles and research design. The essence of the research was to answer five research questions that would ultimately create a foundation for instructional strategies allowing science instructors to foster science literacy in an EFL environment. The research attempts to conceptualize the research participants' instructional strategies that promote strong science literacy skills. Further to this, consider the complexities that this learning environment inherently offers, where the learning event is occurring in an English environment that is a second language for the learner. The research was designed to generate personal truths that produced common themes as it relates to the five research questions posed in this thesis; what instructional strategies do current post secondary science instructors at one College in Qatar believe foster science literacy in an EFL environment? As well, do science instructors believe that total immersion is the best approach to science literacy in an EFL environment? Is the North American model of teaching/learning science appropriate in this Middle Eastern environment? Are the current modes of teaching/instruction optimizing student's chances of success for science literacy? What do you feel are the greatest challenges for the EFL learner as it relates to science?

  4. Globalizing Agricultural Science and Education Programs for America.

    ERIC Educational Resources Information Center

    National Association of State Universities and Land Grant Colleges, Washington, DC.

    This document proposes an agenda for globalizing agricultural science and education which has implications for higher education, research, and extension programs at land-grant and similar universities. To enhance global competitiveness of U.S. agriculture through human resource development, institutions are urged to: globalize undergraduate and…

  5. The International Congress of Mechanical Engineering and Agricultural Sciences - CIIMCA 2013

    NASA Astrophysics Data System (ADS)

    Remolina-Millán, Aduljay; Hernández-Arroyo, Emil

    2014-06-01

    The organizing committee of The International Congress of Mechanical Engineering and Agricultural Sciences - CIIMCA 2013 - are pleased to present CIIMCA-2013: the first international conference focused on subjects of materials science, mechanical engineering and renewable energy organized by Mechanical Engineering Faculty of the ''Universidad Pontificia Bolivariana'' in Bucaramanga, Colombia. This conference aims to be a place to produce discussions on whole topics of the congress, between the scientists of Colombia and the world. We strongly believe that knowledge is fundamental to the development of our countries. For that reason this multidisciplinary conference is looking forward to integrate engineering, agricultural science and nanoscience and nanotechnology to produce a synergy of this area of knowledge and to achieve scientific and technological developments. Agriculture is a very important topic for our conference; in Colombia, agricultural science needs more attention from the scientific community and the government. In the Faculty of Mechanical Engineering we are beginning to work on these issues to produce knowledge and improve the conditions in our country. The CIIMCA conference is a great opportunity to create interpersonal relationships and networks between scientists around the world. The interaction between scientists is very important in the process of the construction of knowledge. The general chairman encourages and invites you to make friends, relationships and participate strongly in the symposia and all program activities. PhD Aduljay Remolina-Millán Principal Chairman, International Mechanical Engineering and Agricultural Sciences Congress - CIIMCA Msc Emil Hernández-Arroyo Principal Chairman, International Mechanical Engineering and Agricultural Sciences Congress - CIIMCA Conference photograph Conference photograph 'Universidad Pontificia Bolivariana seccional Bucaramanga' host of the first International Mechanical Engineering and

  6. The Impact of Agricultural Science Education on Performance in a Biology Course

    NASA Astrophysics Data System (ADS)

    Ernest, Byron L.

    The lack of student achievement in science is often cited in U.S. educational reports. At the study site, low student achievement in science has been an ongoing concern for administrators. The purpose of this mixed methods study was to investigate the impact of agricultural science education on student performance in a Biology course. Vygotsky's constructivist theory and Gardner's multiple intelligences theory provided the framework for the study. The quantitative research question examined the relationship between the completion of Fundamentals of Agriculture Science and Business course and student performance in Biology I. Teacher perceptions and experiences regarding the integration of science and agricultural curriculum and traditional science curriculum were examined qualitatively. A sequential explanatory design was employed using 3 years of data collected from 486 high school students and interviews with 10 teachers. Point-biserial correlation and chi square tests revealed statistically significant relationships between whether or not students completed Fundamentals of Agriculture Science and Business and Biology I course performance, as measured by the end of course assessment and the course grade. In the qualitative sequence, typological and inductive data analyses were applied to the interview data, and themes of student impact and teacher experience emerged. Social change implications may be possible through improved science education for students in this program. Agriculture science courses may be used to facilitate learning of complex science concepts, designing teacher collaboration and professional development for teaching science in a relevant context, and resultant improved student performance in science.

  7. Biotechnology: An Assessment of Agricultural Science Teachers' Knowledge and Attitudes

    ERIC Educational Resources Information Center

    Mowen, Diana L.; Roberts, T. Grady; Wingenbach, Gary J.; Harlin, Julie F.

    2007-01-01

    The purpose of this study was to explore agricultural science teachers' knowledge levels and attitudes toward biotechnology topics. The average agricultural science teacher in this study was a 37-year-old male who had taught for 12 years. He had a bachelor's degree and had lived or worked on a farm or ranch. He had not attended…

  8. A Philosophical Review of Science and Society within Agricultural Education

    ERIC Educational Resources Information Center

    McKim, Aaron J.; Velez, Jonathan J.; Lambert, Misty D.; Balschweid, Mark A.

    2017-01-01

    We utilized philosophical and historical perspectives to analyze the interconnectedness between agricultural education, science, and society. Using historical evidence, the adaptive role of agricultural education was discussed and recommendations for future adaptability were described. Additionally, connections between agricultural education,…

  9. The emergence of modern statistics in agricultural science: analysis of variance, experimental design and the reshaping of research at Rothamsted Experimental Station, 1919-1933.

    PubMed

    Parolini, Giuditta

    2015-01-01

    During the twentieth century statistical methods have transformed research in the experimental and social sciences. Qualitative evidence has largely been replaced by quantitative results and the tools of statistical inference have helped foster a new ideal of objectivity in scientific knowledge. The paper will investigate this transformation by considering the genesis of analysis of variance and experimental design, statistical methods nowadays taught in every elementary course of statistics for the experimental and social sciences. These methods were developed by the mathematician and geneticist R. A. Fisher during the 1920s, while he was working at Rothamsted Experimental Station, where agricultural research was in turn reshaped by Fisher's methods. Analysis of variance and experimental design required new practices and instruments in field and laboratory research, and imposed a redistribution of expertise among statisticians, experimental scientists and the farm staff. On the other hand the use of statistical methods in agricultural science called for a systematization of information management and made computing an activity integral to the experimental research done at Rothamsted, permanently integrating the statisticians' tools and expertise into the station research programme. Fisher's statistical methods did not remain confined within agricultural research and by the end of the 1950s they had come to stay in psychology, sociology, education, chemistry, medicine, engineering, economics, quality control, just to mention a few of the disciplines which adopted them.

  10. Agricultural Science and Mechanics I & II. Task Analyses. Competency-Based Education.

    ERIC Educational Resources Information Center

    Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum Center.

    This task analysis guide is intended to help teachers and administrators develop instructional materials and implement competency-based education in the agricultural science and mechanics courses. Section 1 contains a validated task inventory for agricultural science and mechanics I and II. For each task, applicable information pertaining to…

  11. Paths through interpretive territory: Two teachers' enactment of a technology-rich, inquiry-fostering science curriculum

    NASA Astrophysics Data System (ADS)

    McDonald, Scott Powell

    New understandings about how people learn and constructivist pedagogy pose challenges for teachers. Science teachers face an additional challenge of developing inquiry-based pedagogy to foster complex reasoning skills. Theory provides only fuzzy guidance as to how constructivist or inquiry pedagogy can be accomplished in a wide variety of contexts and local constraints. This study contributes to the understanding of the development of constructivist, inquiry-based pedagogy by addressing the question: How do teachers interpret and enact a technology-rich, inquiry fostering science curricula for fifth grade students' biodiversity learning? This research is a case study of two teachers chosen as critical contrasting cases and represent differences across multiple criteria including: urban I suburban, teaching philosophy, and content preparation. The two fifth grade teachers each enacted BioKIDS: Kids' Inquiry in Diverse Species, an eight week curriculum focused on biodiversity. BioKIDS incorporates multiple learning technologies to support student learning including handheld computer software designed to help students collect field data, and a web-based resource for data on local animal species. The results of this study indicate there are tensions teachers must struggle with when setting goals during enactment of inquiry science curricula. They must find a balance between an emphasis on authentic learning and authentic science, and between natural history and natural science. Authentic learning focuses on students' interests and lives; Authentic science focuses on students working with the tools and processes of science. Natural history focuses on the foundational skills in science of observation and classification. Natural science focuses on analytical science drawing on data to develop claims about the world. These two key tensions in teachers' goal setting were critical in defining and understanding differences in how teachers interpreted a curriculum to meet

  12. Teachers Fostering the Co-Development of Science Literacy and Language Literacy with English Language Learners

    ERIC Educational Resources Information Center

    Carrejo, David J.; Reinhartz, Judy

    2014-01-01

    Thirty-five elementary teachers participated in a yearlong professional development (PD) program that was designed to foster a culture of on-going teacher learning to promote the co-development of science and language literacy for English language learners (ELL). An explanatory design methodology was used to determine the degree to which science…

  13. An Instrumental Case Study of Effective Science Integration in a Traditional Agricultural Education Program

    ERIC Educational Resources Information Center

    Baker, Marshall A.; Bunch, J. C.; Kelsey, Kathleen D.

    2015-01-01

    The integration of science and agriculture has been discussed since the inception of agricultural education. However, the standards-based focus in public secondary education and changing climate of agriculture has brought science integration back to the forefront. Though research has indicated that the integration of science into agricultural…

  14. 7 CFR 3402.4 - Food and agricultural sciences areas targeted for National Needs Graduate and Postdoctoral...

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 15 2014-01-01 2014-01-01 false Food and agricultural sciences areas targeted for... AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Program Description § 3402.4 Food and agricultural sciences areas targeted for National Needs Graduate and...

  15. 7 CFR 3402.4 - Food and agricultural sciences areas targeted for National Needs Graduate and Postdoctoral...

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 15 2013-01-01 2013-01-01 false Food and agricultural sciences areas targeted for... AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Program Description § 3402.4 Food and agricultural sciences areas targeted for National Needs Graduate and...

  16. 7 CFR 3402.4 - Food and agricultural sciences areas targeted for National Needs Graduate and Postdoctoral...

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 15 2011-01-01 2011-01-01 false Food and agricultural sciences areas targeted for... AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Program Description § 3402.4 Food and agricultural sciences areas targeted for National Needs Graduate and...

  17. 7 CFR 3402.4 - Food and agricultural sciences areas targeted for National Needs Graduate and Postdoctoral...

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 15 2012-01-01 2012-01-01 false Food and agricultural sciences areas targeted for... AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Program Description § 3402.4 Food and agricultural sciences areas targeted for National Needs Graduate and...

  18. Agricultural Education Science Activity--Nos. AS 1-4.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Agricultural Curriculum Materials Service.

    This packet contains four science learning activities on the subject of animal science that can be used in agricultural education courses. The activities cover these topics: (1) identifying internal parasites in domestic livestock; (2) the effect of feed preparation on feed palatability and consumption; (3) determining the absorption abilities of…

  19. Examining iPod Use by Texas Agricultural Science and Technology Teachers

    ERIC Educational Resources Information Center

    Murphrey, Theresa Pesl; Miller, Kimberly A.; Roberts, T. Grady

    2009-01-01

    The purpose of this study was to establish baseline data regarding the adoption of iPods and similar technologies by agricultural science and technology teachers. The population consisted of all agricultural science and technology teachers in Texas. A sample of 310 was randomly drawn from the population. Study findings reveal that while…

  20. 78 FR 79660 - Enhancing Agricultural Coexistence; Extension of Comment Period

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-12-31

    ... foster communication and collaboration among those involved in diverse agricultural production systems in... comment on how the U.S. Department of Agriculture (USDA) can best foster communication and collaboration...

  1. 7 CFR 3402.4 - Food and agricultural sciences areas targeted for National Needs Graduate and Postdoctoral...

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 15 2010-01-01 2010-01-01 false Food and agricultural sciences areas targeted for..., AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS... sciences areas targeted for National Needs Graduate and Postdoctoral Fellowship Grants Program support...

  2. Social Science Research on Biotechnology and Agriculture: A Critique.

    ERIC Educational Resources Information Center

    Buttel, Frederick H.

    1989-01-01

    Examines trends in social science research on biotechnology and agriculture. Discusses role of private industry's biotechnology "hype" in defining social science research policy in universities. Suggests that widespread promotion of biotechnology as "revolutionary" contributed to lack of academic scrutiny. Examines social…

  3. Lessons from Women in the Agricultural Sciences.

    ERIC Educational Resources Information Center

    Rea, Jennette; And Others

    1989-01-01

    Discusses women who have made an impact in the agricultural sciences. Profiles Elizabeth Pickney, indigo; Jane Colden, botany; Harriet Strong, irrigation and flood control; Anna Comstock, nature studies; Alice Evans, bacteriology; Edith Patch, entomology; and Beatrix Potter, botany. (JOW)

  4. Fostering Change from Within: Influencing Teaching Practices of Departmental Colleagues by Science Faculty with Education Specialties.

    PubMed

    Bush, Seth D; Rudd, James A; Stevens, Michael T; Tanner, Kimberly D; Williams, Kathy S

    2016-01-01

    Globally, calls for the improvement of science education are frequent and fervent. In parallel, the phenomenon of having Science Faculty with Education Specialties (SFES) within science departments appears to have grown in recent decades. In the context of an interview study of a randomized, stratified sample of SFES from across the United States, we discovered that most SFES interviewed (82%) perceived having professional impacts in the realm of improving undergraduate science education, more so than in research in science education or K-12 science education. While SFES reported a rich variety of efforts towards improving undergraduate science education, the most prevalent reported impact by far was influencing the teaching practices of their departmental colleagues. Since college and university science faculty continue to be hired with little to no training in effective science teaching, the seeding of science departments with science education specialists holds promise for fostering change in science education from within biology, chemistry, geoscience, and physics departments.

  5. Fostering Change from Within: Influencing Teaching Practices of Departmental Colleagues by Science Faculty with Education Specialties

    PubMed Central

    2016-01-01

    Globally, calls for the improvement of science education are frequent and fervent. In parallel, the phenomenon of having Science Faculty with Education Specialties (SFES) within science departments appears to have grown in recent decades. In the context of an interview study of a randomized, stratified sample of SFES from across the United States, we discovered that most SFES interviewed (82%) perceived having professional impacts in the realm of improving undergraduate science education, more so than in research in science education or K-12 science education. While SFES reported a rich variety of efforts towards improving undergraduate science education, the most prevalent reported impact by far was influencing the teaching practices of their departmental colleagues. Since college and university science faculty continue to be hired with little to no training in effective science teaching, the seeding of science departments with science education specialists holds promise for fostering change in science education from within biology, chemistry, geoscience, and physics departments. PMID:26954776

  6. Stress Levels of Agricultural Science Cooperating Teachers and Student Teachers: A Repeated Measures Comparative Assessment

    ERIC Educational Resources Information Center

    McKim, Billy R.; Rayfield, John; Harlin, Julie; Adams, Andy

    2013-01-01

    This study compared job stress levels of Texas agricultural science cooperating teachers and Texas agricultural science student teachers across a semester. The research objectives included describing secondary agricultural science cooperating teachers and student teachers perceptions of stressors, by time of semester (beginning, middle, and end),…

  7. Fostering Diversity in the Earth and Space Sciences: The Role of AGU

    NASA Astrophysics Data System (ADS)

    Snow, J. T.; Johnson, R. M.; Hall, F. R.

    2002-12-01

    In May 2002, AGU's Committee on Education and Human Resources (CEHR) approved a new Diversity Plan, developed in collaboration with the CEHR Subcommittee on Diversity. Efforts to develop a diversity plan for AGU were motivated by the recognition that the present Earth and space science community poorly represents the true diversity of our society. Failure to recruit a diverse scientific workforce in an era of rapidly shifting demographics could have severe impact on the health of our profession. The traditional base of Earth and space scientists in the US (white males) has been shrinking during the past two decades, but women, racial and ethnic minorities, and persons with disabilities are not compensating for this loss. The potential ramifications of this situation - for investigators seeking to fill classes and recruit graduate students, for institutions looking to replace faculty and researchers, and for the larger community seeking continued public support of research funding - could be crippling. AGU's new Diversity Plan proposes a long-term strategy for addressing the lack of diversity in the Earth and space sciences with the ultimate vision of reflecting diversity in all of AGU's activities and programs. Four key goals have been identified: 1) Educate and involve the AGU membership in diversity issues; 2) Enhance and foster the participation of Earth and space scientists, educators and students from underrepresented groups in AGU activities; 3) Increase the visibility of the Earth and space sciences and foster awareness of career opportunities in these fields for underrepresented populations; and 4) Promote changes in the academic culture that both remove barriers and disincentives for increasing diversity in the student and faculty populations and reward member faculty wishing to pursue these goals. A detailed implementation plan that utilizes all of AGU's resources is currently under development in CEHR. Supportive participation by AGU members and

  8. Agricultural and Science Education: A Socio-Analysis of Their Intersection and Positions within the Educational Field

    ERIC Educational Resources Information Center

    Hains, Bryan J.; Hansen, Gary L.; Hustedde, Ronald J.

    2017-01-01

    It can be argued that agricultural science is one of the original forms of science education. However, over the past century, agricultural science education has habitually been perceived as an educational venue meant solely for production agriculturalists. When examining modern agricultural education we find it to be a minority within the broader…

  9. Test Item Construction and Validation: Developing a Statewide Assessment for Agricultural Science Education

    ERIC Educational Resources Information Center

    Rivera, Jennifer E.

    2011-01-01

    The State of New York Agriculture Science Education secondary program is required to have a certification exam for students to assess their agriculture science education experience as a Regent's requirement towards graduation. This paper focuses on the procedure used to develop and validate two content sub-test questions within a…

  10. Invasive species in agriculture

    USDA-ARS?s Scientific Manuscript database

    Agricultural production of food, feed, fiber or fuel is a local human activity with global ecological impacts, including the potential to foster invasions. Agriculture plays an unusual role in biological invasions, in that it is both a source of non-indigenous invasive species (NIS) and especially s...

  11. Tools for Using Citizen Science in Environmental, Agricultural, and Natural Resources Extension Programs

    ERIC Educational Resources Information Center

    Stofer, Kathryn A.

    2017-01-01

    Citizen science is quickly becoming a valuable tool in the Extension professional's tool kit. This is the case whether you are a 4-H agent looking to involve youth in agriscience and agriculture-related science, technology, engineering, and math experiential learning activities or an agriculture and natural resources agent seeking to help…

  12. Science at Hampton Normal and Agricultural Institute, 1868-1893

    NASA Astrophysics Data System (ADS)

    Tucker, Linda Bart

    Science had a variety of uses at Hampton Normal and Agricultural Institute, a private, missionary school supported by northern whites and Virginia's black land grant school from 1872 to 1920. Samuel Chapman Armstrong, principal for the first twenty-five years (1868-1893), advocated not classical but scientific studies, primarily as applied science to improve lives and "civilize" blacks and Indians. Agriculture and mechanics were practiced in Hampton's industries, where students worked their way through school. They were organized for production rather than instruction, though Armstrong claimed that labor had a moral value and that practical experience was valuable learning. In contrast to works by James D. Anderson and Donald Spivey, this study stresses the pragmatic, business purposes of Hampton's industries rather than any ideological agenda. Problems with providing specialized facilities, apparatus, and teachers made it difficult for Hampton to provide rigorous, graded science instruction. Students learned of practical applications of science in agricultural lectures and in such classes as physiology. However, the curriculum was designed for teacher training, using broad, elementary science for general knowledge, to train minds, and to make adult remedial language lessons more effective. Not surprisingly, very few graduates pursued careers which required more than general science studies. Besides the utilitarian and disciplinary purposes, Hampton used science to discourage superstitious ideas in religion. Armstrong also argued for racially distinctive education for blacks and Indians on the basis of scientific ideas about cultural evolution and inheritance of the experience of past generations. In practice, however, Hampton teachers adapted mainstream tools and methods of instruction. Not all teachers shared Armstrong's racial views, and several demonstrated concern for students, confidence in their ability, and professional interest in advancing them as

  13. Report of the Panel on Pre-Professional Training in the Agricultural Sciences.

    ERIC Educational Resources Information Center

    Commission on Undergraduate Education in the Biological Sciences, Washington, DC.

    Summaries of the recommendations made by action committees established by the Panel on Pre-Professional Training in the Agricultural Sciences are made under the headings "Biological Subject Matter,""Mathematics," and "Physics." The action committees in Animal Sciences, Bioengineering, Food Sciences, Natural Resources, Plant and Soil Sciences, and…

  14. Workshop on Agricultural Air Quality: State of the science

    NASA Astrophysics Data System (ADS)

    Aneja, Viney P.; Blunden, Jessica; Roelle, Paul A.; Schlesinger, William H.; Knighton, Raymond; Niyogi, Dev; Gilliam, Wendell; Jennings, Greg; Duke, Clifford S.

    The first Workshop on Agricultural Air Quality: State of the Science was held at the Bolger Center in Potomac, Maryland from 4 to 8 June 2006. This international conference assembled approximately 350 people representing 25 nations from 5 continents, with disciplines ranging from atmospheric chemistry to soil science. The workshop was designed as an open forum in which participants could openly exchange the most current knowledge and learn about numerous international perspectives regarding agricultural air quality. Participants represented many stakeholder groups concerned with the growing need to assess agricultural impacts on the atmosphere and to develop beneficial policies to improve air quality. The workshop focused on identifying methods to improve emissions inventories and best management practices for agriculture. Workshop participants also made recommendations for technological and methodological improvements in current emissions measurement and modeling practices. The workshop commenced with a session on agricultural emissions and was followed by international perspectives from the United States, Europe, Australia, India, and South America. This paper summarizes the findings and issues of the workshop and articulates future research needs. These needs were identified in three general areas: (1) improvement of emissions measurement; (2) development of appropriate emission factors; and (3) implementation of best management practices (BMPs) to minimize negative environmental impacts. Improvements in the appropriate measurements will inform decisions regarding US farming practices. A need was demonstrated for a national/international network to monitor atmospheric emissions from agriculture and their subsequent depositions to surrounding areas. Information collected through such a program may be used to assess model performance and could be critical for evaluating any future regulatory policies or BMPs. The workshop concluded that efforts to maximize

  15. Investigating Community Factors as Predictors of Rural 11th-Grade Agricultural Science Students' Choice of Careers in Agriculture

    ERIC Educational Resources Information Center

    Adedokun, Omolola A.; Balschweid, Mark A.

    2008-01-01

    This study investigates the links between community contexts/factors and rural 11th-grade agricultural science students' choice of careers in agriculture. A logistic regression model was developed and tested to examine the extent to which nine measures of community contexts (i.e., membership in FFA, membership in 4-H, community attachment,…

  16. Starting a Learning Progression for Agricultural Literacy: A Qualitative Study of Urban Elementary Student Understandings of Agricultural and Science Education Benchmarks

    ERIC Educational Resources Information Center

    Hess, Alexander Jay

    2010-01-01

    Science and agriculture professional organizations have argued for agricultural literacy as a goal for K-12 public education. Due to the complexity of our modern agri-food system, with social, economic, and environmental concerns embedded, an agriculturally literate society is needed for informed decision making, democratic participation, and…

  17. Transformations in Higher Education in Agricultural and Food Sciences in Central and Eastern Europe.

    ERIC Educational Resources Information Center

    Ruffio, P.; Barloy, J.

    1995-01-01

    From an analysis of educational reform and the teaching crisis in agricultural/food sciences in Central and Eastern Europe emerged three key issues: (1) redefinition of the role of agricultural/food science managers; (2) replacement of production orientation with a comprehensive approach to rural development; and (3) recognition of the educational…

  18. Teaching the Nature of Science in a Course in Sustainable Agriculture

    ERIC Educational Resources Information Center

    Cessna, Stephen; Neufeld, Douglas Graber; Horst, S. Jeanne

    2013-01-01

    Claims of the (non-)sustainability of a given agricultural practice generally hinge on scientific evidence and the reliability of that evidence, or at least the perception of its reliability. Advocates of sustainable agriculture may dismiss science as purely subjective, or at the other extreme, may inappropriately elevate scientific findings to…

  19. Agricultural Education Science Activity--Nos. PS 1-6.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Agricultural Curriculum Materials Service.

    This packet contains six science learning activities that can be used in agricultural education courses. The activities cover these topics: (1) determining the effects of soil drainage on plant growth and development; (2) determining the effect of soil compaction on plant growth and development; (3) inoculating legume seeds to promote nodule…

  20. Rhetorical Structure of Research Articles in Agricultural Science

    ERIC Educational Resources Information Center

    Shi, Huimin; Wannaruk, Anchalee

    2014-01-01

    Although the rhetorical structure of research articles (RA) has been extensively examined from individual sections to complete IMRD sections regarding different disciplines, no research has been addressed to the overall rhetorical structure of RAs as a whole entity in the field of agricultural science. In this study, we analyzed 45 agricultural…

  1. Agricultural Education Science Activity--Nos. GGEB 1-2.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Agricultural Curriculum Materials Service.

    This packet contains two science learning activities that can be used in agricultural education courses. The first activity, "Using Ethanol as a Solvent," is intended to help students describe the characteristics of a solvent, to enhance student observational skills dealing with physical changes, and to demonstrate the acid or alkaline…

  2. Agricultural Education Science Activity--Nos. AEM 1-4.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Agricultural Curriculum Materials Service.

    This packet contains four science learning activities that can be used in agricultural education courses. The activities cover these topics: (1) determining the effect of air pressure on fluid flow; (2) how lubrication and oil viscosity affect friction; (3) determining relative strengths of wood fasteners; and (4) determining the effects of…

  3. Epistemic agency in an environmental sciences watershed investigation fostered by digital photography

    NASA Astrophysics Data System (ADS)

    Zimmerman, Heather Toomey; Weible, Jennifer L.

    2018-05-01

    This collective case study investigates the role of digital photography to support high school students' engagement in science inquiry practices during a three-week environmental sciences unit. The study's theoretical framework brings together research from digital photography, participation in environmental science practices, and epistemic agency. Data analysed include field notes and video transcripts from two groups of learners (n = 19) that focus on how high school students used digital photography during their participation in two distinct environmental monitoring practices: stream mapping and macroinvertebrate identification. Our study resulted in two findings related to the role of digital photography where students developed knowledge as they engaged in environmental monitoring inquiry practices. First, we found that digital photography was integral to the youths' epistemic agency (defined as their confidence that they could build knowledge related to science in their community) as they engaged in data collection, documenting environmental monitoring procedures, and sharing data in the classroom. Based this finding, an implication of our work is a refined view of the role of digital photography in environmental sciences education where the use of photography enhances epistemic agency in inquiry-based activities. Second, we found that the youths innovated a use of digital photography to foster a recognition that they were capable and competent in scientific procedures during a streamside study. Based on this finding, we offer a theoretical implication that expands the construct of epistemic agency; we posit that epistemic agency includes a subcomponent where the students purposefully formulate an external recognition as producers of scientific knowledge.

  4. Science Education in Two-Year Colleges: Agriculture and Natural Resources.

    ERIC Educational Resources Information Center

    Beckwith, Miriam M.

    Agricultural and natural resources education in two-year colleges is examined as revealed by a study of science education that involved: (1) a review of the literature, (2) an examination of 175 college catalogs and class schedules from colleges nationwide, and (3) a survey of 1,275 science teachers. Part I of the study report discusses…

  5. Special Examination of the Institute of Food and Agricultural Sciences. Report.

    ERIC Educational Resources Information Center

    Houston, Rashada; King, Jeanine; McKee, Benny

    In response to a legislative request, the efficiency of program operations of the University of Floridas Institute of Food and Agricultural Sciences (IFAS) was evaluated using data from multiple sources. IFAS is the entity responsible for carrying out the University of Floridas land grant mission. IFAS offers programs in agriculture, family and…

  6. Agriculture and Biology Teaching. Science and Technology Education Document Series 11.

    ERIC Educational Resources Information Center

    Rao, A. N.; Pritchard, Alan J.

    The six-chapter document is part of Unesco's Science and Technology Education Programme to encourage an international exchange of ideas and information on science and technology education. Chapters discuss: (1) development of agriculture (beginning and modern); (2) agroecosystems (land utilization, soils, food production, irrigation, and…

  7. Knowledge, Skills, or Attitudes/Beliefs: The Contexts of Agricultural Literacy in Upper-Elementary Science Curricula

    ERIC Educational Resources Information Center

    Vallera, Farah L.; Bodzin, Alec M.

    2016-01-01

    Agricultural literacy connects knowledge, skills, and attitudes/beliefs (KSABs) about agriculture to KSABs in environmental education, education for sustainable development, and science education identified in recent reform initiatives. This study conducted a content analysis of 12 current upper-elementary U.S. science textbooks and curriculum…

  8. Religion and the Foster Home. Fostering Families. A Specialized Training Program Designed for Foster Care Workers & Foster Care Parents.

    ERIC Educational Resources Information Center

    Schatz, Mona Struhsaker; Horejsi, Charles R.

    This module is part of a training program for foster parents and foster care workers offered at Colorado State University. The module examines religious practices in foster homes. The module's learning objectives address: (1) the religious background of a foster child's birth family; (2) the rights of a foster child's birth parents concerning the…

  9. Revising and Updating the Plant Science Components of the Connecticut Vocational Agriculture Curriculum.

    ERIC Educational Resources Information Center

    Connecticut Univ., Storrs. Dept. of Educational Leadership.

    This curriculum guide provides the plant science components of the vocational agriculture curriculum for Regional Vocational Agriculture Centers. The curriculum is divided into exploratory units for students in the 9th and 10th grades and specialized units for students in grades 11 and 12. The five exploratory units are: agricultural pest control;…

  10. Urban Elementary Students' Conceptions of Learning Goals for Agricultural Science and Technology

    ERIC Educational Resources Information Center

    Trexler, Cary J.; Hess, Alexander J.; Hayes, Kathryn N.

    2013-01-01

    Nationally, both science and agricultural education professional organizations have identified agriculture as a fundamental technology to be studied by students, with the goal of achieving an understanding of the agri-food system necessary for democratic participation. Benchmarks representing the content that K-12 children need to understand about…

  11. The Impact of Agricultural Science Education on Performance in a Biology Course

    ERIC Educational Resources Information Center

    Ernest, Byron L.

    2014-01-01

    The lack of student achievement in science is often cited in U.S. educational reports. At the study site, low student achievement in science has been an ongoing concern for administrators. The purpose of this mixed methods study was to investigate the impact of agricultural science education on student performance in a Biology course. Vygotsky's…

  12. Exploring Resource Sharing between Secondary School Teachers of Agriculture and Science Departments Nationally.

    ERIC Educational Resources Information Center

    Dormody, Thomas J.

    1992-01-01

    A survey of 372 secondary agriculture teachers received 274 responses showing a majority of agriculture and science departments share resources, although at low levels. Many more predicted future sharing. Equipment and supplies were most often shared, instructional services least often. (SK)

  13. Psychological Parenting: The Foster Care Process. Fostering Families.

    ERIC Educational Resources Information Center

    Schatz, Mona Struhsaker; And Others

    This module is part of a training program for foster parents and foster care workers offered at Colorado State University. The module's learning objectives address: (1) the position of the foster child as an outsider in the foster family; (2) foster parenting experiences with children from birth to 18 years of age; and (3) the process of…

  14. Adoption of Information and Communication Technologies (ICTs) by Agricultural Science and Extension Teachers in Abuja, Nigeria

    ERIC Educational Resources Information Center

    Alabi, Olugbenga Omotayo

    2016-01-01

    This study examined adoption of Information and Communication Technologies (ICTs) by agricultural science and extension teachers in Abuja, Nigeria. Specifically, the objectives are to: identify the background and demographic characteristics of agricultural science and extension teachers in the study area; examine the factors influencing adoption…

  15. Fostering Creativity through Personalized Education

    ERIC Educational Resources Information Center

    Munakata, Mika; Vaidya, Ashwin

    2013-01-01

    This article focuses on the philosophy of creativity and its enhancement through an undergraduate research experience. In this paper we offer suggestions for infusing the undergraduate mathematics and science curriculum with research experiences as a way of fostering creativity in our students. We refer to the term "research" broadly,…

  16. Science for Agriculture and Rural Development in Low-Income Countries

    NASA Astrophysics Data System (ADS)

    Barros, Vicente

    2008-09-01

    During recent months, another sign of the global fragility to sustain the increasing human demand for resources has appeared with merciless cruelty. Increasing food prices, paradoxically driven to a large extent by the rapid economic growth of vast regions of the emerging world, are affecting hundreds of millions of the poorest people in Africa, Asia, and Latin America. As described in Science for Agriculture and Rural Development in Low-Income Countries, most of the poorest people in these low-income countries live in rural areas and are engaged in agriculture or related activities. Because many people in these areas are engaged in subsistence agriculture, they do not share in the added income derived from higher market prices for food.

  17. Virus-Bacteria Interactions: Implications and Potential for the Applied and Agricultural Sciences.

    PubMed

    Moore, Matthew D; Jaykus, Lee-Ann

    2018-02-02

    Eukaryotic virus-bacteria interactions have recently become an emerging topic of study due to multiple significant examples related to human pathogens of clinical interest. However, such omnipresent and likely important interactions for viruses and bacteria relevant to the applied and agricultural sciences have not been reviewed or compiled. The fundamental basis of this review is that these interactions have importance and deserve more investigation, as numerous potential consequences and applications arising from their discovery are relevant to the applied sciences. The purpose of this review is to highlight and summarize eukaryotic virus-bacteria findings in the food/water, horticultural, and animal sciences. In many cases in the agricultural sciences, mechanistic understandings of the effects of virus-bacteria interactions remain unstudied, and many studies solely focus on co-infections of bacterial and viral pathogens. Given recent findings relative to human viral pathogens, further research related to virus-bacteria interactions would likely result in numerous discoveries and beneficial applications.

  18. State of science of phosphorus modeling in tile drained agricultural systems using APEX

    USDA-ARS?s Scientific Manuscript database

    Phosphorus losses through tile drained systems in agricultural landscapes may be causing the persistent eutrophication problems observed in surface water. The purpose of this paper is to evaluate the state of the science in the Agricultural Policy/Environmental eXtender (APEX) model related to surf...

  19. In pursuit of a science of agriculture: the role of statistics in field experiments.

    PubMed

    Parolini, Giuditta

    2015-09-01

    Since the beginning of the twentieth century statistics has reshaped the experimental cultures of agricultural research taking part in the subtle dialectic between the epistemic and the material that is proper to experimental systems. This transformation has become especially relevant in field trials and the paper will examine the British agricultural institution, Rothamsted Experimental Station, where statistical methods nowadays popular in the planning and analysis of field experiments were developed in the 1920s. At Rothamsted statistics promoted randomisation over systematic arrangements, factorisation over one-question trials, and emphasised the importance of the experimental error in assessing field trials. These changes in methodology transformed also the material culture of agricultural science, and a new body, the Field Plots Committee, was created to manage the field research of the agricultural institution. Although successful, the vision of field experimentation proposed by the Rothamsted statisticians was not unproblematic. Experimental scientists closely linked to the farming community questioned it in favour of a field research that could be more easily understood by farmers. The clash between the two agendas reveals how the role attributed to statistics in field experimentation defined different pursuits of agricultural research, alternately conceived of as a scientists' science or as a farmers' science.

  20. The Cultural Adaptation Process of Agricultural and Life Sciences Students on Short-Term Study Abroad Experiences

    ERIC Educational Resources Information Center

    Conner, Nathan William

    2013-01-01

    The purpose of this study was to explore how undergraduate students in a college of agricultural and life sciences experienced cultural adaptation during short-term study abroad programs. The specific objectives of this study were to describe how undergraduate students in the college of agricultural and life sciences experienced culture throughout…

  1. Fostering Cooperation in Cancer Research

    Cancer.gov

    Thursday, June 25, 2015 Memorandum of Understanding (MoU) was signed between US National Cancer Institute and three agencies of the Indian government - the Department of Biotechnology, the Indian Council of Medical Research, and the Indian National Cancer Institute, a part of the All India Institute of Medical Sciences to foster cooperation in cancer research.

  2. Reflections on the reproductive sciences in agriculture in the UK and US, ca. 1900-2000+.

    PubMed

    Clarke, Adele E

    2007-06-01

    This paper provides a brief comparative overview of the development of the reproductive sciences especially in agriculture in the UK and the US. It begins with the establishment by F. H. A. Marshall in 1910 of the boundaries that framed the reproductive sciences as distinct from genetics and embryology. It then examines how and where the reproductive sciences were taken up in agricultural research settings, focusing on the differential development of US and UK institutions. The reproductive sciences were also pursued in medical and biological settings, and I discuss how the intersections among all three allowed the circulation of both ideas and scientists' careers. Across the twentieth century, scientific leadership in the reproductive sciences alternated between the UK and US, and these patterns are elucidated. I conclude with thoughts on future research that might emphasize the elaboration of industrialization processes in agriculture and new capacities to transform both reproductive processes and their products--life itself--as biopower comes to be more ambitiously understood as extending across all species.

  3. Foster Parents Speak: Preferred Characteristics of Foster Children and Experiences in the Role of Foster Parent

    ERIC Educational Resources Information Center

    Rosenwald, Mitchell; Bronstein, Laura

    2008-01-01

    Foster parents play a pivotal role in the child welfare system. A study that employed focus groups with foster parents was conducted at a private foster care agency with the initial purpose of understanding the characteristics of foster children that foster parents both preferred and not preferred. In the qualitative research tradition, their…

  4. Animal Science, Including Instruction in Agricultural Mechanics, Careers, Leadership, and Supervised Occupational Experience.

    ERIC Educational Resources Information Center

    Missouri State Dept. of Education, Jefferson City. Agricultural Education Section.

    Developed and reviewed by a committee of 16 teachers, the state supervisory staff, and the teacher education staff, this curriculum guide is for vocational agriculture teacher use with ninth grade students interested in agricultural occupations. Some objectives for this 1-year course in animal science are--(1) to develop competencies in…

  5. Environmental and Agricultural Sciences. Georgia Core Standards for Occupational Clusters.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Dept. of Occupational Studies.

    This document lists core standards and occupational knowledge amd skills that have been identified/validated by industry as necessary to all Georgia students in secondary-level environmental and agricultural sciences programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening,…

  6. An Evaluation of Successful Collaboration among Agricultural Science Teachers and Extension Agents in Texas

    ERIC Educational Resources Information Center

    Murphrey, Theresa Pesl; Harlin, Julie F.; Rayfield, John

    2011-01-01

    The purpose of this research was to investigate collaboration between agricultural science teachers and Extension agents in Texas from the perspective of successful collaboration. Programs, leaders, and participants in both agricultural education and Extension can be impacted positively through collaboration. However, successful collaboration…

  7. Islands of knowledge: science and agriculture in the history of Latin America and the Caribbean.

    PubMed

    Fernández Prieto, Leida

    2013-12-01

    This essay explores the participation of Latin America and the Caribbean in the construction and circulation of tropical agricultural science during the nineteenth century and the first half of the twentieth century. It uses the term "islands of knowledge" to underscore the idea that each producing region across the global tropics, including Latin America and the Caribbean, was instrumental in the creation, adoption, and application of scientific procedures. At the same time, it emphasizes the value of interchange and interconnection between these regions, as well as the many and heterogeneous local areas, for analyzing what it calls "global archipelago agricultural scientific knowledge." This focus challenges the traditional center/periphery hierarchy and opens it to a wider vision of science and practice in agriculture. This essay shows how writing in related areas of research--specifically, commodity histories, biological exchange studies, and knowledge exchange studies--introduces approaches and case studies that are useful for the history of tropical agricultural science. In particular, this work provides analytical frameworks for developing studies of exchanges across the Global South.

  8. Agricultural Science Teachers' Barriers, Roles, and Information Source Preferences for Teaching Biotechnology Topics

    ERIC Educational Resources Information Center

    Mowen, Diana L.; Wingenbach, Gary J.; Roberts, T. Grady; Harlin, Julie F.

    2007-01-01

    The purpose of this study was to determine barriers, roles, and information source preferences for teaching agricultural biotechnology topics. Agricultural science teachers were described primarily as 37 year-old males who had taught for 12 years, had bachelor's degrees, and had lived or worked on a farm or ranch. Equipment was perceived as the…

  9. Agricultural Science Lab Activities. Instructor Guide. Volume 27, Number 2.

    ERIC Educational Resources Information Center

    Thompson, Gregory W.; And Others

    This instructor guide contains 20 laboratory activities for grades 9-10 Agricultural Science I-II classes. The activities are cross-referenced to Missouri Core Competencies and Key Skills. The activities are organized into the following areas: introductory (microscope use); animal nutrition (absorption of nutrients, bacteria and disease, enzyme…

  10. The ConNECT Framework: a model for advancing behavioral medicine science and practice to foster health equity

    PubMed Central

    Alcaraz, Kassandra I.; Sly, Jamilia; Ashing, Kimlin; Fleisher, Linda; Gil-Rivas, Virginia; Ford, Sabrina; Yi, Jean C.; Lu, Qian; Meade, Cathy D.; Menon, Usha; Gwede, Clement K.

    2017-01-01

    Health disparities persist despite ongoing efforts. Given the United States’ rapidly changing demography and socio-cultural diversity, a paradigm shift in behavioral medicine is needed to advance research and interventions focused on health equity. This paper introduces the Con-NECT Framework as a model to link the sciences of behavioral medicine and health equity with the goal of achieving equitable health and outcomes in the twenty-first century. We first evaluate the state of health equity efforts in behavioral medicine science and identify key opportunities to advance the field. We then discuss and present actionable recommendations related to ConNECT’s five broad and synergistic principles: (1) Integrating Context; (2) Fostering a Norm of Inclusion; (3) Ensuring Equitable Diffusion of Innovations; (4) Harnessing Communication Technology; and (5) Prioritizing Specialized Training. The framework holds significant promise for furthering health equity and ushering in a new and refreshing era of behavioral medicine science and practice. PMID:27509892

  11. The ConNECT Framework: a model for advancing behavioral medicine science and practice to foster health equity.

    PubMed

    Alcaraz, Kassandra I; Sly, Jamilia; Ashing, Kimlin; Fleisher, Linda; Gil-Rivas, Virginia; Ford, Sabrina; Yi, Jean C; Lu, Qian; Meade, Cathy D; Menon, Usha; Gwede, Clement K

    2017-02-01

    Health disparities persist despite ongoing efforts. Given the United States' rapidly changing demography and socio-cultural diversity, a paradigm shift in behavioral medicine is needed to advance research and interventions focused on health equity. This paper introduces the ConNECT Framework as a model to link the sciences of behavioral medicine and health equity with the goal of achieving equitable health and outcomes in the twenty-first century. We first evaluate the state of health equity efforts in behavioral medicine science and identify key opportunities to advance the field. We then discuss and present actionable recommendations related to ConNECT's five broad and synergistic principles: (1) Integrating Context; (2) Fostering a Norm of Inclusion; (3) Ensuring Equitable Diffusion of Innovations; (4) Harnessing Communication Technology; and (5) Prioritizing Specialized Training. The framework holds significant promise for furthering health equity and ushering in a new and refreshing era of behavioral medicine science and practice.

  12. Strategies Which Foster Broad Use and Deployment of Earth and Space Science Informal and Formal Education Resources

    NASA Technical Reports Server (NTRS)

    Meeson, Blanche W.; Gabrys, Robert; Ireton, M. Frank; Einaudi, Franco (Technical Monitor)

    2001-01-01

    Education projects supported by federal agencies and carried out by a wide range of organizations foster learning about Earth and Space systems science in a wide array of venues. Across these agencies a range of strategies are employed to ensure that effective materials are created for these diverse venues. And that these materials are deployed broadly so that a large spectrum of the American Public, both adults and children alike, can learn and become excited by the Earth and space system science. This session will highlight some of those strategies and will cover representative examples to illustrate the effectiveness of the strategies. Invited speakers from selected formal and informal educational efforts will anchor this session. Speakers with representative examples are encouraged to submit abstracts for the session to showcase the strategies which they use.

  13. Software for pest-management science: computer models and databases from the United States Department of Agriculture-Agricultural Research Service.

    PubMed

    Wauchope, R Don; Ahuja, Lajpat R; Arnold, Jeffrey G; Bingner, Ron; Lowrance, Richard; van Genuchten, Martinus T; Adams, Larry D

    2003-01-01

    We present an overview of USDA Agricultural Research Service (ARS) computer models and databases related to pest-management science, emphasizing current developments in environmental risk assessment and management simulation models. The ARS has a unique national interdisciplinary team of researchers in surface and sub-surface hydrology, soil and plant science, systems analysis and pesticide science, who have networked to develop empirical and mechanistic computer models describing the behavior of pests, pest responses to controls and the environmental impact of pest-control methods. Historically, much of this work has been in support of production agriculture and in support of the conservation programs of our 'action agency' sister, the Natural Resources Conservation Service (formerly the Soil Conservation Service). Because we are a public agency, our software/database products are generally offered without cost, unless they are developed in cooperation with a private-sector cooperator. Because ARS is a basic and applied research organization, with development of new science as our highest priority, these products tend to be offered on an 'as-is' basis with limited user support except for cooperating R&D relationship with other scientists. However, rapid changes in the technology for information analysis and communication continually challenge our way of doing business.

  14. Revising and Updating the Animal Science Components of the Connecticut Vocational Agriculture Curriculum.

    ERIC Educational Resources Information Center

    Mannebach, Alfred J.; And Others

    This guide is intended for use in teaching Connecticut's revised animal science curriculum at regional vocational agriculture centers. Like its predecessor, this curriculum includes exploratory (intended for grades 9 and 10) and specialized (intended for grades 11 and 12) animal science units and is based on the following major areas of…

  15. Professional Development Needs of Mid-Career Agriculture Teachers

    ERIC Educational Resources Information Center

    Smalley, Scott W.; Smith, Amy R.

    2017-01-01

    Nationwide, agricultural education faces a shortage of teachers (National Teach Ag Campaign, 2014; Foster, Lawver, & Smith, 2016). To remedy this, both recruitment and retention efforts are necessary. While extensive research in agricultural education has focused on needs of beginning teachers, less research has focused on needs of agriculture…

  16. Science, technique, technology: passages between matter and knowledge in imperial Chinese agriculture.

    PubMed

    Bray, Francesca

    2008-09-01

    Many historians today prefer to speak of knowledge and practice rather than science and technology. Here I argue for the value of reinstating the terms science, techniques and technology as tools for a more precise analysis of governmentality and the workings of power. My tactic is to use these three categories and their articulations to highlight flows between matter and ideas in the production and reproduction of knowledge. In any society, agriculture offers a wonderfully rich case of how ideas, material goods and social relations interweave. In China agronomy was a science of state, the basis of legitimate rule. I compare different genres of agronomic treatise to highlight what officials, landowners and peasants respectively contributed to, and expected from, this charged natural knowledge. I ask how new forms of textual and graphic inscription for encoding agronomic knowledge facilitated its dissemination and ask how successful this knowledge proved when rematerialized and tested as concrete artefacts or techniques. I highlight forms of innovation in response to crisis, and outline the overlapping interpretative frameworks within which the material applications of Chinese agricultural science confirmed and extended its truth across space and time.

  17. Agricultural Awareness Days: Integrating Agricultural Partnerships and STEM Education

    ERIC Educational Resources Information Center

    Campbell, Brian T.; Wilkinson, Carol A.; Shepherd, Pamela J.

    2014-01-01

    In the United States there is a need to educate young children in science, technology, and agriculture. Through collaboration with many agricultural groups, the Southern Piedmont Agricultural Research and Education Center has set up a program that works with 3rd grade students and teachers to reinforce the science that has been taught in the…

  18. Design of System Scheme and Operationmechanism on Agricultural Science &Technology Information Service System `110'

    NASA Astrophysics Data System (ADS)

    Wu, Yongchang; Hu, Zhiquan; Xiao, Bilin; Li, Quanxin

    Agricultural science & technology information service system ‘110’ (ASTISS-110), connected through unitary telephone hotline as well as multipurpose service of the network, television and video etc, is one of the most characteristic content of the Chinese rural informatization. ASTISS-110 is a low cost and high efficiency way to make the agricultural science & technology achievements extension and achieve the combination of science & technology with farmers in the rural area. This paper would primary focus on the ASTISS-110 foundation and system principle. On basis of its main functions and system objectives, we put forward the combination of the ‘Sky- Land-People’ technical solution, and analyze the management operation mechanism from commonweal service, enterprise management and commercialization operation.

  19. When Defining Agriculture and Science, Explicit Is Not a Bad Word

    ERIC Educational Resources Information Center

    Stofer, Kathryn A.; Newberry, Milton G., III

    2017-01-01

    "Agriscience" is an emerging field at the intersection of recently separate fields of "agriculture" and "science." For meaningful communication with and engagement of public audiences around agriscience, researchers, educators, and the public must have a consensus definition. We used personal meaning mapping to…

  20. Strengthening and Fostering Science and Technology Programs in Latinamerica and the Caribbean

    NASA Astrophysics Data System (ADS)

    Fucugauchi, J. U.

    2013-05-01

    An overview and discussion of the status of research and education in Latinamerica and the Caribbean is used for developing a proposal for a research foundation or agency in the region and establishing initiatives for capacity building and promoting and strengthening scientific programs and cooperation. Scientific research increasingly requires global multi- and inter-disciplinary approaches and infrastructure. Developing countries face challenges resulting from small academic communities, limited economic resources, and pressing social and political issues. Science and education are not major priorities as compared with more pressing issues related to poverty, diseases, conflicts, drugs and famine. However, solving major problems require improved educational and research programs. International research collaboration, north-south and south-south, has an immense potential, but basic infrastructure and internal organization at national and regional levels are required. For the analysis we concentrate on current situation, size and characteristics of research community, education programs, facilities, economic support, and bilateral and multinational collaborations. Analysis also includes the São Paulo Research Foundation (FAPESP) and the Yucatan Science and Technology System (SIIDETEY). FAPESP is a highly successful public foundation started more than 50 years ago, dedicated to foster scientific and technological development in the State of São Paulo and which has had a major impact in Brazil. SIIDETEY is a more recent effort of the Yucatan Government, also dedicated to support research and technology innovation within the state. We then move to discussion on perspectives for future development and capacity building in regional and international contexts, including international collaboration programs. We propose to establish a Science Foundation for the Latinamerica and Caribbean and develop an agenda for strengthening scientific programs in the region.

  1. Agricultural Education as a Medium for the Transmission of Western Science during British Rule in Malaya, 1905-1957

    ERIC Educational Resources Information Center

    Arman, Ezwan; Mamat, Mohd Zufri; Hasbullah, Maisarah

    2016-01-01

    This paper traces the transmission of Western science through the agricultural education sector during the British colonial administration of Malaya. This education system included three levels: elementary, intermediate and the school of agriculture. To understand the process by which Western science was transmitted in Malaya, Basalla's model was…

  2. Electromagnetic Spectrum. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.

    ERIC Educational Resources Information Center

    Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

    This curriculum guide, the second in a set of six, contains teacher and student materials for a unit on the electromagnetic spectrum prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for…

  3. SEAS (Student Experiments At Sea): Helping Teachers Foster Authentic Student Inquiry in the Science Classroom

    NASA Astrophysics Data System (ADS)

    Goehring, L.; Kelsey, K.; Carlson, J.

    2005-12-01

    Teacher professional development designed to promote authentic research in the classroom is ultimately aimed at improving student scientific literacy. In addition to providing teachers with opportunities to improve their understanding of science through research experiences, we need to help facilitate similar learning in students. This is the focus of the SEAS (Student Experiments At Sea) program: to help students learn science by doing science. SEAS offers teachers tools and a framework to help foster authentic student inquiry in the classroom. SEAS uses the excitement of deep-sea research, as well as the research facilities and human resources that comprise the deep-sea scientific community, to engage student learners. Through SEAS, students have the opportunity to practice inquiry skills and participate in research projects along side scientists. SEAS is a pilot program funded by NSF and sponsored by the Ridge 2000 research community. The pilot includes inquiry-based curricular materials, facilitated interaction with scientists, opportunities to engage students in research projects, and teacher training. SEAS offers a framework of resources designed to help translate inquiry skills and approaches to the classroom environment, recognizing the need to move students along the continuum of scientific inquiry skills. This framework includes hands-on classroom lessons, Classroom to Sea labs where students compare their investigations with at-sea investigations, and a student experiment competition. The program also uses the Web to create a virtual ``scientific community'' including students. Lessons learned from this two year pilot emphasize the importance of helping teachers feel knowledgeable and experienced in the process of scientific inquiry as well as in the subject. Teachers with experience in scientific research were better able to utilize the program. Providing teachers with access to scientists as a resource was also important, particularly given the

  4. Fostering Conceptual Change and Critical Reasoning About HIV and AIDS

    ERIC Educational Resources Information Center

    Keselman, Alla; Kaufman, David R.; Kramer, Sharon; Patel, Vimla L.

    2007-01-01

    One of the challenges of science education is for students to develop scientific knowledge that is personally meaningful and applicable to real-life issues. This article describes a middle-school science intervention fostering adolescents' critical reasoning in the context of HIV by strengthening their conceptual understanding of HIV biology. The…

  5. Electrical Energy. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.

    ERIC Educational Resources Information Center

    Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

    This curriculum guide, the fifth in a set of six, contains teacher and student materials for a unit on electrical energy prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades…

  6. Solar Energy. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.

    ERIC Educational Resources Information Center

    Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

    This curriculum guide, the third in a set of six, contains teacher and student materials for a unit on solar energy prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10…

  7. Toward a new generation of agricultural system data, models, and knowledge products: State of agricultural systems science.

    PubMed

    Jones, James W; Antle, John M; Basso, Bruno; Boote, Kenneth J; Conant, Richard T; Foster, Ian; Godfray, H Charles J; Herrero, Mario; Howitt, Richard E; Janssen, Sander; Keating, Brian A; Munoz-Carpena, Rafael; Porter, Cheryl H; Rosenzweig, Cynthia; Wheeler, Tim R

    2017-07-01

    We review the current state of agricultural systems science, focusing in particular on the capabilities and limitations of agricultural systems models. We discuss the state of models relative to five different Use Cases spanning field, farm, landscape, regional, and global spatial scales and engaging questions in past, current, and future time periods. Contributions from multiple disciplines have made major advances relevant to a wide range of agricultural system model applications at various spatial and temporal scales. Although current agricultural systems models have features that are needed for the Use Cases, we found that all of them have limitations and need to be improved. We identified common limitations across all Use Cases, namely 1) a scarcity of data for developing, evaluating, and applying agricultural system models and 2) inadequate knowledge systems that effectively communicate model results to society. We argue that these limitations are greater obstacles to progress than gaps in conceptual theory or available methods for using system models. New initiatives on open data show promise for addressing the data problem, but there also needs to be a cultural change among agricultural researchers to ensure that data for addressing the range of Use Cases are available for future model improvements and applications. We conclude that multiple platforms and multiple models are needed for model applications for different purposes. The Use Cases provide a useful framework for considering capabilities and limitations of existing models and data.

  8. Toward a New Generation of Agricultural System Data, Models, and Knowledge Products: State of Agricultural Systems Science

    NASA Technical Reports Server (NTRS)

    Jones, James W.; Antle, John M.; Basso, Bruno; Boote, Kenneth J.; Conant, Richard T.; Foster, Ian; Godfray, H. Charles J.; Herrero, Mario; Howitt, Richard E.; Janssen, Sander; hide

    2016-01-01

    We review the current state of agricultural systems science, focusing in particular on the capabilities and limitations of agricultural systems models. We discuss the state of models relative to five different Use Cases spanning field, farm, landscape, regional, and global spatial scales and engaging questions in past, current, and future time periods. Contributions from multiple disciplines have made major advances relevant to a wide range of agricultural system model applications at various spatial and temporal scales. Although current agricultural systems models have features that are needed for the Use Cases, we found that all of them have limitations and need to be improved. We identified common limitations across all Use Cases, namely 1) a scarcity of data for developing, evaluating, and applying agricultural system models and 2) inadequate knowledge systems that effectively communicate model results to society. We argue that these limitations are greater obstacles to progress than gaps in conceptual theory or available methods for using system models. New initiatives on open data show promise for addressing the data problem, but there also needs to be a cultural change among agricultural researchers to ensure that data for addressing the range of Use Cases are available for future model improvements and applications. We conclude that multiple platforms and multiple models are needed for model applications for different purposes. The Use Cases provide a useful framework for considering capabilities and limitations of existing models and data.

  9. Toward a new generation of agricultural system data, models, and knowledge products: State of agricultural systems science

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Jones, James W.; Antle, John M.; Basso, Bruno

    We review the current state of agricultural systems science, focusing in particular on the capabilities and limitations of agricultural systems models. We discuss the state of models relative to five different Use Cases spanning field, farm, landscape, regional, and global spatial scales and engaging questions in past, current, and future time periods. Contributions from multiple disciplines have made major advances relevant to a wide range of agricultural system model applications at various spatial and temporal scales. Although current agricultural systems models have features that are needed for the Use Cases, we found that all of them have limitations and needmore » to be improved. We identified common limitations across all Use Cases, namely 1) a scarcity of data for developing, evaluating, and applying agricultural system models and 2) inadequate knowledge systems that effectively communicate model results to society. We argue that these limitations are greater obstacles to progress than gaps in conceptual theory or available methods for using system models. New initiatives on open data show promise for addressing the data problem, but there also needs to be a cultural change among agricultural researchers to ensure that data for addressing the range of Use Cases are available for future model improvements and applications. We conclude that multiple platforms and multiple models are needed for model applications for different purposes. The Use Cases provide a useful framework for considering capabilities and limitations of existing models and data.« less

  10. Oregon's Agricultural Progress | | Oregon State University

    Science.gov Websites

    Education All in a Day's (and Night's) Work Science in the Midst of Conflict The Future of Agriculture: a future of agriculture The Future of Agricultural Science Education The Future of Agricultural Science of Agriculture: a Panel Discussion The Future of Agriculture: a Panel Discussion Five views of the

  11. The UK Ecosystem for Fostering Innovation in the Earth & Space Sciences

    NASA Astrophysics Data System (ADS)

    Lee, V. E.

    2015-12-01

    The UK national government supports an ecosystem of government-funded organisations that carry a specific remit for innovation. By specifically cultivating the commercialisation of research where appropriate, the UK demonstrates a forward-thinking and coordinated approach to deriving economic and societal impact from scientific research activities. This presentation provides an overview of innovation activities at government-backed organisations that support the Earth and space science communities. At the broadest and highest levels, the UK has a whole-of-government approach to fostering innovation. The government also has a designated innovation agency - Innovate UK - which works with people, companies, and partner organisations to find and drive the science & technology innovations that will grow the UK economy. A primary source of scientific funding to UK-based researchers comes from the Research Councils UK (RCUK), which has seven constituent Research Councils. Along with funding activities that support basic research, innovation is supported through a variety of activities. The National Environmental Research Council (NERC), the UK's leading public funder for Earth & environmental science, has brought to market a wide variety of ideas and innovations, including by helping to register patents, negotiating licensing deals, and setting up spin-out companies or joint ventures with commercial organisations. Case studies of NERC commercialization successes will be given, as well as an overview of mechanisms by which NERC supports innovation. These include 'Pathfinder' awards that help enable researchers to develop a greater understanding of the commercial aspects and possibilities of their research. Complementary 'Follow-on Fund' awards provide proof-of-concept funding to support the commercialisation of ideas arising from NERC-funded research. Early-career researchers are also eligible for NERC's Environment Young Entrepreneurs Scheme. Innovation activity, like

  12. Enhancing the Undergraduate Experience: The Role of a Student Organization for Preservice Agricultural Science Teachers

    ERIC Educational Resources Information Center

    Roberts, T. Grady; Harlin, Julie F.; Murphrey, Theresa P.; Dooley, Kim E.

    2007-01-01

    The purpose of this study was to determine if a need exists to establish an organization specifically for preservice agricultural science teachers and if so, the attributes of such an organization. Selected peer preservice agricultural education programs were examined and focus groups were conducted with preservice and inservice teachers. Results…

  13. How a Serious Digital Game Affected Students' Animal Science and Mathematical Competence in Agricultural Education

    ERIC Educational Resources Information Center

    Bunch, J. C.; Robinson, J. Shane; Edwards, M. Craig; Antonenko, Pavlo D.

    2014-01-01

    The purpose of this study was to compare the effectiveness of the lecture and discussion teaching methods and digital game-based learning on student achievement in agriculture and mathematics regarding a unit on swine diseases in animal science courses offered through secondary agricultural education programs in Oklahoma. Three research questions…

  14. Prospect of Foster Family by Foster Children with Disabilities

    ERIC Educational Resources Information Center

    Aslamazova, Liliya Arturovna; Yurina, Alla Anatolievna; Kochenkova, Lyubov Pavlovna; Krasnova, Ludmila Vyacheslavovna

    2016-01-01

    This article deals with child-parent relationships in foster families, who bring up foster children with disabilities. The research was conducted in Republic of Adygheya (the Russian Federation). We have found out that, according to a child's view, interfamily relationships can be very ambivalent. On the one hand, foster children say that they…

  15. Home | National Agricultural Library

    Science.gov Websites

    Skip to main content Home National Agricultural Library United States Department of Agriculture Ag /items/collectionKey.... 5/2/2018: Data Science and Agriculture Webinar Join us for our next webinar on Akshat Pant discuss applications and aspects of data science as it relates to agriculture. Read further

  16. Feminist Knowledge Claims, Local Knowledge, and Gender Divisions of Agricultural Labor: Constructing a Successor Science.

    ERIC Educational Resources Information Center

    Feldman, Shelley; Welsh, Rick

    1995-01-01

    Issues raised by feminist epistemic critiques of social science are used to examine local (farmer-based) knowledge of agriculture and its contribution to analyses of agricultural sustainability. Focuses on the on-farm gender division of labor as critical in constituting the family farm, and elaborates how different experiences of men and women…

  17. Agricultural Science and Technology Teachers' Perceptions of iPod and Mp3 Technology Integration into Curricular and Cocurricular Activities

    ERIC Educational Resources Information Center

    Murphrey, Theresa Pesl; Miller, Kimberly A.; Roberts, T. Grady

    2009-01-01

    The purpose of this study was to describe agricultural science and technology teachers' reaction to iPod and mp3 technology use and potential use in both curricular and cocurricular activities. A total of 112 unique respondents provided written responses to open-ended questions. Study findings reveal that agricultural science and technology…

  18. Foster Parents Handbook.

    ERIC Educational Resources Information Center

    North Dakota State Board of Social Service, Bismarck.

    A wide range of information pertaining to foster care and the role of foster parents is presented in this handbook. The nature of and the need for foster care are discussed briefly. Specific information is presented on the relationship of foster children to their parents, the court, their custodian and their guardian, and the process of becoming a…

  19. Using the Discipline of Agricultural Engineering to Integrate Math and Science

    ERIC Educational Resources Information Center

    Foutz, Tim; Navarro, Maria; Hill, Roger B.; Thompson, Sidney A.; Miller, Kathy; Riddleberger, Deborah

    2011-01-01

    An outcome of a 1998 forum sponsored by the National Research Council was a recognition that topics related to food production and agriculture are excellent mechanisms for integrating science topics taught in the K-12 education system and for providing many avenues for inquiry based and project based learning. The engineering design process is…

  20. Growth and Development Symposium: promoting healthier humans through healthier livestock: animal agriculture enters the metagenomics era.

    PubMed

    Frank, D N

    2011-03-01

    The priorities of public health and agricultural sciences intersect through a shared objective to foster better human health. Enhancements in food quality and reductions in the environmental effects of modern agriculture represent 2 distinct paths through which animal sciences can contribute to the cause of public health. Recent developments in the study of human-associated microbial communities (microbiotas), notably in association with disease, indicate that better understanding of the microbial ecology of livestock can contribute to achieving the goals of better foods and a cleaner environment. Culture-independent microbiological technologies now permit comprehensive study of complex microbial communities in their natural environments. Microbiotas associated with both humans and animals provide myriad beneficial services to their hosts that, if lost or diminished, could compromise host health. Dysfunctional microbial communities have been noted in several human conditions, including inflammatory bowel disease, obesity, and antibiotic-associated diarrhea. Examination of the mechanisms by which the human microbiota influences health and disease susceptibility can inform similar studies of host-microbe function in the animal sciences. Insights gained from human studies indicate strategies to raise not only healthier livestock, through selective manipulation of microbial communities, but also healthier humans.

  1. Fostering Integrity in Research

    NASA Astrophysics Data System (ADS)

    McNutt, M. K.

    2017-12-01

    The responsible conduct of research requires that all involved in the research enterprise - researchers, sponsors, reviewers, publishers, and communicators - adhere to a set of integrity principles to protect the public's investment. Given the increasing complexity and globalization of the research enterprise, the National Academies recently re-examined and updated its integrity recommendations for researchers in the report Fostering Integrity in Research, with sponsorship from the National Science Foundation. Major departures from the previous recommendations 25-years earlier are the recognition that practices that were previously classified as merely questionable are indeed detrimental to the responsible conduct of research. Furthermore, the report concludes that there has been insufficient effort to respond to the threats that lapses in research integrity pose to the quality of research products and the reputation of researchers as deserving of the public trust. It recommends the creation of an independent, non-profit entity dedicated to promoting research integrity by serving as a resource and clearing house for expertise, advice, materials, and best practices on fostering research integrity and responding to allegations of research misconduct.

  2. Adoption & Foster Care

    MedlinePlus

    ... Family Life > Family Dynamics > Adoption & Foster Care Adoption & Foster Care Article Body ​Each year, many children join families through adoption and foster care. These families may face unique challenges. The ...

  3. The Available Time Scale: Measuring Foster Parents' Available Time to Foster

    ERIC Educational Resources Information Center

    Cherry, Donna J.; Orme, John G.; Rhodes, Kathryn W.

    2009-01-01

    This article presents a new measure of available time specific to fostering, the Available Time Scale (ATS). It was tested with a national sample of 304 foster mothers and is designed to measure the amount of time foster parents are able to devote to fostering activities. The ATS has excellent reliability, and good support exists for its validity.…

  4. Relationships between Conceptual Knowledge and Reasoning about Systems: Implications for Fostering Systems Thinking in Secondary Science

    NASA Astrophysics Data System (ADS)

    Lyons, Cheryl

    Reasoning about systems is necessary for understanding many modern issues that face society and is important for future scientists and all citizens. Systems thinking may allow students to make connections and identify common themes between seemingly different situations and phenomena, and is relevant to the focus on cross-cutting concepts in science emphasized in the Framework for K-12 Science Education Standards (NRC, 2011) and Next Generation Science Standards (Achieve, 2013). At the same time, there is emerging empirical and theoretical support in science education for fostering the development of science reasoning alongside content understanding, as opposed to the perspective that reasoning occurs after a certain threshold of content mastery has been achieved. However, existing research on systems thinking has treated this reasoning as a set of universal skills and neglected the role of content, or has conceptualized a progression in which content mastery precedes systems reasoning without consideration of rudimentary forms of reasoning. This study focused on describing individual variations in the ways that 8th and 9th grade students reason about changes in a system over time to identify characteristics of systems and pre-systems thinking and to investigate the relationship between this reasoning and the students' application of content. This study found a generally linear relationship between content and reasoning, with interesting deviations from this trend among students who demonstrated at least a moderate level of content understanding but had not yet achieved mastery. Four profiles of this relationship emerged which warrant different instructional support. Implications are presented for science educators and developers of curricula and assessments. This includes recommendations for learning objectives, the design of written curriculum materials, and the development of assessments that aim to promote and measure reasoning about systems in science.

  5. Connecticut Vocational Agriculture Curriculum.

    ERIC Educational Resources Information Center

    Connecticut State Dept. of Education, Hartford. Bureau of Vocational Services.

    Designed for use in the Connecticut Regional Vocational Agriculture Centers, this curriculum provides exploratory and specialization units for four major areas of agriculture. These are Agriculture Mechanics, Animal Science, Natural Resources, and Plant Science. The exploratory units are required for grades 9 and 10, while the specialization units…

  6. Understanding the Information Needs of Academic Scholars in Agricultural and Biological Sciences

    ERIC Educational Resources Information Center

    Kuruppu, Pali U.; Gruber, Anne Marie

    2006-01-01

    This study investigates the information needs of faculty and graduate students in agricultural and biological sciences. Qualitative research methods, interviews and focus groups, were used to examine what types of information these scholars need for their research, teaching and learning, how they seek that information, and perceptions. The…

  7. Fostering pre-service teachers' views about nature of science: evaluation of a new STEM curriculum

    NASA Astrophysics Data System (ADS)

    Krell, Moritz; Koska, Johannes; Penning, Fenna; Krüger, Dirk

    2015-09-01

    Background: An elaborated understanding of Nature of Science (NOS) is seen as an important part of scientific literacy. In order to enable teachers to adequately discuss NOS in their lessons, various approaches have recently been employed to improve teachers' understanding of NOS. Purpose: This study investigated the effect of participating in a newly developed Science, Technology, Engineering and Mathematics (STEM) curriculum at the Freie Universität Berlin (Germany) on pre-service teachers' NOS views. Program description: In the new STEM curriculum, two versions of explicitly teaching NOS, which are discussed in the literature, have been adopted: the pre-service teachers explicitly reflect upon nature and history of science (version one) as well as conduct own scientific investigations (version two). Sample: N = 76 pre-service teachers from different semester levels (cross-sectional study) who participated in the new STEM curriculum took part in this study (intervention group). As control groups, students who did not partake in the new curriculum participated (pre-service primary (N = 134), science (N = 198), and no-science (N = 161) teachers). Design and methods: In order to allow an economic assessment, a testing instrument with closed-item formats was developed to assess the respondents' views about six NOS aspects. Results: The intervention group shows significantly more elaborated NOS views than a relevant control group (p < .01, g = .48). Additionally, a one-way ANOVA reveals a positive effect of semester level on NOS views for the intervention group (p < .01; η² = .16) but not for the control groups. Conclusion: The findings support evidence suggesting that explicit approaches are effective when fostering an informed understanding of NOS. More specifically, a sequence of both versions of explicitly teaching NOS discussed in the literature seems to be a way to successfully promote pre-service teachers' NOS understanding.

  8. Underserved parents, underserved youth: Considering foster parent willingness to foster substance-using adolescents

    PubMed Central

    Meyers, Kathleen; Kaynak, Övgü; Clements, Irene; Bresani, Elena; White, Tammy

    2014-01-01

    Adolescents involved with foster care are five times more likely to receive a drug dependence diagnosis when compared to adolescents in the general population. Prior research has shown that substance use is often hidden from providers, negating any chance for treatment and almost guaranteeing poor post-foster care outcomes. There are virtually no studies that examine the willingness (and its determinants) to foster youth with substance abuse problems. The current study conducted a nationally-distributed survey of 752 currently licensed foster care parents that assessed willingness to foster youth overall and by type of drug used, and possible correlates of this decision (e.g., home factors, system factors, and individual foster parent factors such as ratings of perceived difficulty in fostering this population). Overall, willingness to foster a youth involved with alcohol and other drugs (AOD) was contingent upon the types of drugs used. The odds that a parent would foster an AOD-involved youth were significantly increased by being licensed as a treatment foster home, having fostered an AOD-involved youth in the past, having AOD-specific training and past agency-support when needed, and self-efficacy with respect to positive impact. Surprisingly, when religion played a large part in the decision to foster any child, the odds of willingness to foster an AOD-involved youth dropped significantly. These results suggest that a large proportion of AOD-involved youth who find themselves in the foster care system will not have foster families willing to parent them, thereby forcing placement into a variety of congregate care facilities (e.g., residential treatment facilities, group homes). Specific ways in which the system can address these issues to improve placement and permanency efforts is provided. PMID:25878368

  9. Measuring Foster Parent Potential: Casey Foster Parent Inventory-Applicant Version

    ERIC Educational Resources Information Center

    Orme, John G.; Cuddeback, Gary S.; Buehler, Cheryl; Cox, Mary Ellen; Le Prohn, Nicole S.

    2007-01-01

    Objective: The Casey Foster Applicant Inventory-Applicant Version (CFAI-A) is a new standardized self-report measure designed to assess the potential to foster parent successfully. The CFAI-A is described, and results concerning its psychometric properties are presented. Method: Data from a sample of 304 foster mothers from 35 states are analyzed.…

  10. UNDERGRADUATE EDUCATION IN THE BIOLOGICAL SCIENCES FOR STUDENTS IN AGRICULTURE AND NATURAL RESOURCES, PROCEEDINGS OF A CONFERENCE.

    ERIC Educational Resources Information Center

    National Academy of Sciences - National Research Council, Washington, DC.

    REPORTED ARE THE PROCEEDINGS OF A 1966 CONFERENCE WHICH DEALT WITH UNDERGRADUATE EDUCATIONAL NEEDS FOR STUDENTS IN AGRICULTURE AND NATURAL RESOURCES. THE 167 EDUCATORS (MOSTLY DEANS AND DIRECTORS OF RESIDENT INSTRUCTION) WHO PARTICIPATED IN THE CONFERENCE REPRESENTED AGRICULTURE, RENEWABLE NATURAL RESOURCES, THE BIOLOGICAL SCIENCES, AND…

  11. DIALOG: Fostering Early Career Development Across the Aquatic Sciences

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Caroline Susan Weiler, PhD

    2004-11-14

    increasing numbers of graduates take advantage of the opportunity to be part of this international collection, and more scientists, employers and administrators use this resource to identify recent graduates and get an overview of their work. Dissertation abstracts are submitted on line and immediately posted on the ASLO web site in a format that can be searched by year, name, and key words (www.aslo.org/phd.html). In addition to the recognition, program participants receive a compilation of abstracts, a directory, and a demographic profile of their cohort. An electronic distribution list keeps recent grads informed about job opportunities, resources, recent advances across the aquatic sciences, and-other research and professional news. Finally, the interdisciplinary symposium offers a unique opportunity for grads to get to know each other and share common experiences, and address the challenges and opportunities facing new professionals. The DIALOG Program is a long-term investment in human resources and science infrastructure. The most interesting and important questions in aquatic and other sciences are increasingly interdisciplinary and this program brings together scientists from across the full spectrum of biologically relevant aquatic science. The DIALOG database will become increasingly useful as more graduates participate. While the full impact of the program will probably not be realized for many years, there have already been many tangible results. Several interdisciplinary (including some international) research collaborations have been started; an international student exchange program has been set up at two institutions; several workshops and meeting sessions have been organized; and the entire group continues to communicate about research, education, and science policy issues via an electronic distribution list. The goal of the DIALOG symposium is to foster cross-disciplinary and international understanding and interactions at an early career stage, so that

  12. Agriculture Cluster Brief. Vocational Education in Oregon.

    ERIC Educational Resources Information Center

    Galbraith, Gordon

    This guide sets forth minimum approval criteria for vocational agriculture cluster programs in Oregon. The agriculture cluster program includes instruction in six areas: animal science, soil science, plant science, agricultural economics, agriculture mechanics, and leadership development. The information in the guide is intended for use by…

  13. Multi-Level Evaluation of Cooperative Research Centers: Bridging between the Triple Helix and the Science of Team Science

    ERIC Educational Resources Information Center

    Gray, Denis O.; Sundstrom, Eric

    2010-01-01

    Two emergent conceptual models for fostering the development of innovative technology through applied science at Cooperative Research Centers (CRCs)--the Triple Helix and the science of team science--have proved highly productive in stimulating research into how the innovation process works. Although the two arenas for fostering innovation have…

  14. Climate-smart agriculture for food security

    NASA Astrophysics Data System (ADS)

    Lipper, Leslie; Thornton, Philip; Campbell, Bruce M.; Baedeker, Tobias; Braimoh, Ademola; Bwalya, Martin; Caron, Patrick; Cattaneo, Andrea; Garrity, Dennis; Henry, Kevin; Hottle, Ryan; Jackson, Louise; Jarvis, Andrew; Kossam, Fred; Mann, Wendy; McCarthy, Nancy; Meybeck, Alexandre; Neufeldt, Henry; Remington, Tom; Sen, Pham Thi; Sessa, Reuben; Shula, Reynolds; Tibu, Austin; Torquebiau, Emmanuel F.

    2014-12-01

    Climate-smart agriculture (CSA) is an approach for transforming and reorienting agricultural systems to support food security under the new realities of climate change. Widespread changes in rainfall and temperature patterns threaten agricultural production and increase the vulnerability of people dependent on agriculture for their livelihoods, which includes most of the world's poor. Climate change disrupts food markets, posing population-wide risks to food supply. Threats can be reduced by increasing the adaptive capacity of farmers as well as increasing resilience and resource use efficiency in agricultural production systems. CSA promotes coordinated actions by farmers, researchers, private sector, civil society and policymakers towards climate-resilient pathways through four main action areas: (1) building evidence; (2) increasing local institutional effectiveness; (3) fostering coherence between climate and agricultural policies; and (4) linking climate and agricultural financing. CSA differs from 'business-as-usual' approaches by emphasizing the capacity to implement flexible, context-specific solutions, supported by innovative policy and financing actions.

  15. Agricultural Production.

    ERIC Educational Resources Information Center

    Lehigh County Area Vocational-Technical School, Schnecksville, PA.

    This brochure describes the philosophy and scope of a secondary-level course in agricultural production. Addressed in the individual units of the course are the following topics: careers in agriculture and agribusiness, animal science and livestock production, agronomy, agricultural mechanics, supervised occupational experience programs, and the…

  16. Foster Parents' Rights to Share in Decision-Making for the Foster Child: Some Issues That Foster Parents Should Be Aware Of.

    ERIC Educational Resources Information Center

    Hardin, Mark; Tazzara, Patricia

    This brief paper is intended, not to provide legal advice, but to alert foster parents to some of the key legal issues affecting their role in decision-making for the foster child. Contents discuss foster parents' access to adequate information concerning their foster children and their right to pursue grievances, resist agency decisions to remove…

  17. Determining the Science, Agriculture and Natural Resource, and Youth Leadership Outcomes for Students Participating in an Innovative Middle School Agriscience Program

    ERIC Educational Resources Information Center

    Skelton, Peter; Stair, Kristin S.; Dormody, Tom; Vanleeuwen, Dawn

    2014-01-01

    The Memorial Middle School Agricultural Extension and Education Center (MMSAEEC) located in Las Vegas, New Mexico is a youth science center focusing on agriculture and natural resources. The purpose of this quasi-experimental study of the MMSAEEC teaching and learning model was to determine if differences exist in science achievement, agriculture…

  18. Fostering Discipline: Instructor's Manual.

    ERIC Educational Resources Information Center

    Ryan, Patricia

    "Fostering Discipline" is a manual to be used in education for families who provide service to foster children. It assumes that the participants in the class have had prior instruction in their roles as foster parents, the purposes of foster care, the reasons why children are in care and their relationship with the agency. This instructor's…

  19. Mechanisms for Enhancing Teachers' Effectiveness in the Implementation of Agricultural Science Programme in Secondary Schools in Afikpo Education Zone of Ebonyi State

    ERIC Educational Resources Information Center

    Ndem, Joseph Ukah

    2016-01-01

    Poor performance of students in agricultural science at the internal and external examinations has been attributed to ineffectiveness of the agricultural science teachers at the secondary schools in Afikpo education zone of Ebonyi State, therefore, this research determined the mechanisms for enhancing the teachers' effectiveness in the…

  20. Fostering science communication and outreach through video production in Dartmouth's IGERT Polar Environmental Change graduate program

    NASA Astrophysics Data System (ADS)

    Hammond Wagner, C. R.; McDavid, L. A.; Virginia, R. A.

    2013-12-01

    Dartmouth's NSF-supported IGERT Polar Environmental Change graduate program has focused on using video media to foster interdisciplinary thinking and to improve student skills in science communication and public outreach. Researchers, educators, and funding organizations alike recognize the value of video media for making research results more accessible and relevant to diverse audiences and across cultures. We present an affordable equipment set and the basic video training needed as well as available Dartmouth institutional support systems for students to produce outreach videos on climate change and its associated impacts on people. We highlight and discuss the successes and challenges of producing three types of video products created by graduate and undergraduate students affiliated with the Dartmouth IGERT. The video projects created include 1) graduate student profile videos, 2) a series of short student-created educational videos for Greenlandic high school students, and 3) an outreach video about women in science based on the experiences of women students conducting research during the IGERT field seminar at Summit Station and Kangerlussuaq, Greenland. The 'Science in Greenland--It's a Girl Thing' video was featured on The New York Times Dot Earth blog and the Huffington Post Green blog among others and received international recognition. While producing these videos, students 1) identified an audience and created story lines, 2) worked in front of and behind the camera, 3) utilized low-cost digital editing applications, and 4) shared the videos on multiple platforms from social media to live presentations. The three video projects were designed to reach different audiences, and presented unique challenges for content presentation and dissemination. Based on student and faculty assessment, we conclude that the video projects improved student science communication skills and increased public knowledge of polar science and the effects of climate change.

  1. Fostering secure attachment: experiences of animal companions in the foster home.

    PubMed

    Carr, Sam; Rockett, Ben

    2017-06-01

    This study sought to use attachment theory as a lens through which to explore children's relationships with animal companions in the context of long-term foster care. Inductive and deductive thematic analyses of longitudinal case study data from eight children and their foster families suggested (a) that children's relationships with animal companions satisfied attachment-related functions in their own right and (b) that animal companions also helped to soften perceptions of foster caregivers, facilitating opportunities for the development of closeness. Animals in the foster home may therefore play an important part in helping children to find and develop secure, warm, and loving relationships.

  2. Improving Agricultural Science Teachers' Work Attitude in Akwa Ibom State of Nigeria: The Financial Initiative Perspective

    ERIC Educational Resources Information Center

    Ben, Camilus Bassey

    2014-01-01

    This research study carried out to investigate the influence of financial incentive initiatives on agricultural teachers' work attitude in Akwa Ibom State, Nigeria. One hypothesis was formulated to guide the study. Ex-post facto research design was adopted for the study. A total sample of 150 agricultural science teachers and 150 students drawn…

  3. The Public's View of Agricultural Education: We've Come a Long Way--Or Have We?

    ERIC Educational Resources Information Center

    Krueger, David E.; And Others

    1995-01-01

    Includes "We've Come a Long Way--Or Have We?" (Krueger); "If Agricultural Education Were a Coca-Cola" (Doerfert); "Agriculture Is Taught? In High School?" (Elliot); "Let's Tell Our Story" (Davis); "Perception, Reality or Idealism" (Powers, Bull); "Agricultural Education under the Bright Lights" (Foster); and "The Changing Face of Agricultural…

  4. Starting a learning progression for agricultural literacy: A qualitative study of urban elementary student understandings of agricultural and science education benchmarks

    NASA Astrophysics Data System (ADS)

    Hess, Alexander Jay

    Science and agriculture professional organizations have argued for agricultural literacy as a goal for K-12 public education. Due to the complexity of our modern agri-food system, with social, economic, and environmental concerns embedded, an agriculturally literate society is needed for informed decision making, democratic participation, and system reform. While grade-span specific benchmarks for gauging agri-food system literacy have been developed, little attention has been paid to existing ideas individuals hold about the agri-food system, how these existing ideas relate to benchmarks, how experience shapes such ideas, or how ideas change overtime. Developing a body of knowledge on students' agri-food system understandings as they develop across K-12 grades can ground efforts seeking to promote a learning progression toward agricultural literacy. This study compares existing perceptions held by 18 upper elementary students from a large urban center in California to agri-food system literacy benchmarks and examines the perceptions against student background and experiences. Data were collected via semi-structured interviews and analyzed using the constant comparative method. Constructivist theoretical perspectives framed the study. No student had ever grown their own food, raised a plant, or cared for an animal. Participation in school fieldtrips to farms or visits to a relative's garden were agricultural experiences most frequently mentioned. Students were able to identify common food items, but could not elaborate on their origins, especially those that were highly processed. Students' understanding of post-production activities (i.e. food processing, manufacturing, or food marketing) was not apparent. Students' understanding of farms reflected a 1900's subsistence farming operation commonly found in a literature written for the primary grades. Students were unaware that plants and animals were selected for production based on desired genetic traits. Obtaining

  5. Building Interdisciplinary Research and Communication Skills in the Agricultural and Climate Sciences

    NASA Astrophysics Data System (ADS)

    Johnson-Maynard, J.; Borrelli, K.; Wolf, K.; Bernacchi, L.; Eigenbrode, S.; Daley Laursen, D.

    2015-12-01

    Preparing scientists and educators to create and promote practical science-based agricultural approaches to climate change adaptation and mitigation is a main focus of the Regional Approaches to Climate Change (REACCH) project. Social, political and environmental complexities and interactions require that future scientists work across disciplines rather than having isolated knowledge of one specific subject area. Additionally, it is important for graduate students earning M.S. or Ph.D. degrees in agriculture and climate sciences to be able to communicate scientific findings effectively to non-scientific audiences. Unfortunately, university graduate curricula rarely adequately prepare students with these important skills. REACCH recognizes the need for graduate students to have thorough exposure to other disciplines and to be able to communicate information for outreach and education purposes. These priorities have been incorporated into graduate training within the REACCH project. The interdisciplinary nature of the project and its sophisticated digital infrastructure provide graduate students multiple opportunities to gain these experiences. The project includes over 30 graduate students from 20 different disciplines and research foci including agronomy, biogeochemistry, soil quality, conservation tillage, hydrology, pest and beneficial organisms, economics, modeling, remote sensing, science education and climate science. Professional develop workshops were developed and held during annual project meetings to enhance student training. The "Toolbox" survey (http://www.cals.uidaho.edu/toolbox/) was used to achieve effective interdisciplinary communication. Interdisciplinary extension and education projects were required to allow students to gain experience with collaboration and working with stakeholder groups. Results of student surveys and rubrics developed to gauge success in interdisciplinary research and communication may provide a helpful starting point for

  6. Impact of the parenting style of foster parents on the behaviour problems of foster children.

    PubMed

    Fuentes, M J; Salas, M D; Bernedo, I M; García-Martín, M A

    2015-09-01

    Few studies have analysed the effects of the parenting style used by foster carers on children's behaviour problems. This study examines the role played by the quality of the emotional relationship with foster carers and the kind of discipline they use as regard internalizing and externalizing problems among foster children. Participants were 104 foster children (56 boys and 48 girls) and their respective foster families. The Child Behaviour Checklist, the Affect and Communication Scale, and the Rules and Demands Scale were completed by foster parents. A series of linear regression analyses were performed using the stepwise method. The main findings were as follows: an authoritarian parenting style explained the internalizing problems presented by foster children (11% of the variance); criticism/rejection, authoritarian parenting and permissive parenting explained externalizing problems (37% of the variance); and criticism/rejection and authoritarian parenting explained total problems (29% of the variance). These results indicate that criticism/rejection on the part of foster parents, as well as the use of inappropriate parenting styles (authoritarian and permissive), has an important effect in relation to the behaviour problems of foster children. This highlights the key role that foster carers play in terms of tackling the behaviour problems that foster children present. The findings also suggest that preparation for fostering should focus especially on ways of helping foster parents both to acquire positive parenting strategies and to avoid authoritarian and permissive parenting. © 2014 John Wiley & Sons Ltd.

  7. What Are the Teachers' Experiences When Implementing the Curriculum for Agricultural Science Education?

    ERIC Educational Resources Information Center

    Lambert, Misty D.; Velez, Jonathan J.; Elliott, Kristopher M.

    2014-01-01

    This multiple case study was designed to understand the experience of implementing the Curriculum for Agricultural Science Education (CASE) for five teachers at four high schools. All teachers were in their first year of implementing CASE. Through the use of weekly journals, semi-structured interviews and a focus group, researchers attempted to…

  8. Effect of Demonstration Method of Teaching on Students' Achievement in Agricultural Science

    ERIC Educational Resources Information Center

    Daluba, Noah Ekeyi

    2013-01-01

    The study investigated the effect of demonstration method of teaching on students' achievement in agricultural science in secondary school in Kogi East Education Zone of Kogi State. Two research questions and one hypothesis guided the study. The study employed a quasi-experimental research design. The population for the study was 18225 senior…

  9. Growing Plants and Scientists: Fostering Positive Attitudes toward Science among All Participants in an Afterschool Hydroponics Program

    NASA Astrophysics Data System (ADS)

    Patchen, Amie K.; Zhang, Lin; Barnett, Michael

    2017-06-01

    This study examines an out-of-school time program targeting elementary-aged youth from populations that are typically underrepresented in science fields (primarily African-American, Hispanic, and/or English Language Learner participants). The program aimed to foster positive attitudes toward science among youth by engaging them in growing plants hydroponically (in water without soil). Participants' attitudes toward science, including anxiety, desire, and self-concept, were examined through pre-post survey data ( n = 234) over the course of an afterschool program at three separate sites. Data showed that participants' anxiety decreased and desire increased for both male and female participants over the program. Self-concept increased for female participants at all three sites but did not change significantly for male participants. Participants' first language (English or Spanish) was not a factor in attitude outcomes. The primarily positive outcomes suggest that hydroponics can be a useful educational platform for engaging participants in garden-based programming year round, particularly for settings that do not have the physical space or climate to conduct outdoor gardening. Similarities in positive attitude outcomes at the three sites despite differences in format, implementation, and instructor background experience suggest that the program is resilient to variation in context. Understanding which aspects of the program facilitated positive outcomes in the varied contexts could be useful for the design of future programs.

  10. Reflection of Foster Parents on Caring for Foster and Adopted Children and Their Suggestions to Teachers

    ERIC Educational Resources Information Center

    Nowak-Fabrykowski, Krystyna; Helinski, Monica; Buchstein, Fred

    2009-01-01

    In this research project we investigated the process of adoption of foster children by foster parents and the foster parents' ideas of how to help foster children going through the process of adoption or those who have been adopted. We sent questionnaires to 200 foster parents living in the Cleveland area, but just 23 foster parents replied.…

  11. Beyond knowledge transfer: The social construction of autonomous academic science in university-industry agricultural biotechnology research collaborations

    NASA Astrophysics Data System (ADS)

    Biscotti, Dina Louise

    Autonomy is a social product. Although some might view autonomy as the absence of social interference in individual action, it is in fact produced through social institutions. It enables social actors to act; it is the justification for the allocation of enormous public resources into institutions classified as "public" or "nonprofit;" it can lead to innovation; and, significantly, it is key to the public acceptance of new technologies. In this dissertation, I analyze the social construction of autonomy for academic science in U.S. university-industry agricultural biotechnology research collaborations. University-industry relationships (UIRs) are a site of concern about the influence of commercial interests on academic science. Agricultural biotechnology is a contentious technology that has prompted questions about the ecological and public health implications of genetically-modified plants and animals. It has also spurred awareness of the industrialization of agriculture and accelerating corporate control of the global food system. Through analysis of in-depth interviews with over 200 scientists and administrators from nine U.S. research universities and thirty agricultural biotechnology companies, I find that both the academy and industry have a vested interest in the social construction of the academy as an autonomous space from which claims to objective, disinterested scientific knowledge can be made. These claims influence government regulation, as well as grower and public acceptance of agricultural biotechnology products. I argue that the social production of autonomy for academic science can be observed in narratives and practices related to: (1) the framing of when, how and why academic scientists collaborate with industry, (2) the meanings ascribed to and the uses deemed appropriate for industry monies in academic research, and (3) the dissemination of research results into the public domain through publications and patents. These narratives and practices

  12. Advancing the science of forest hydrology A challenge to agricultural and biological engineers

    Treesearch

    Devendra Amatya; Wayne Skaggs; Carl Trettin

    2009-01-01

    For more than a century, agricultural and biological engineers have provided major advances in science, engineering, and technology to increase food and fiber production to meet the demands of a rapidly growing global population. The land base for these technological advances has originated largely from forested lands, which have experienced dramatic declines over the...

  13. Agricultural Research & Education: Serving the Nation. A University Science and Education Exhibit on Capitol Hill, March 2, 1999.

    ERIC Educational Resources Information Center

    National Association of State Universities and Land Grant Colleges, Washington, DC.

    The brochure describes an agricultural science and education exhibition presented by the National Association of State Universities and Land-Grant Colleges in a Cannon House office building in Washington, DC on March 2, 1999. It gives background information on: three areas in which scientific research and education in the agricultural sciences…

  14. Pre-Service Teachers' Knowledge and Teaching Comfort Levels for Agricultural Science and Technology Objectives

    ERIC Educational Resources Information Center

    Wingenbach, Gary J.; White, Judith McIntosh; Degenhart, Shannon; Pannkuk, Tim; Kujawski, Jenna

    2007-01-01

    Self-efficacy beliefs are defined as context-specific assessments of one's competence to perform specific tasks, influence one's efforts, persistence, and resilience to succeed in a given task. Such beliefs are important determinants when considering agricultural science teachers' subject matter knowledge, teaching comfort levels, and their…

  15. The Presentation of Science in Everyday Life: The Science Show

    ERIC Educational Resources Information Center

    Watermeyer, Richard

    2013-01-01

    This paper constitutes a case-study of the "science show" model of public engagement employed by a company of science communicators focused on the popularization of science, technology, engineering and mathematics (STEM) subject disciplines with learner constituencies. It examines the potential of the science show to foster the interest…

  16. Development and Preliminary Application of Multi-channel Agricultural Science and Technology Consulting Service U Disk

    NASA Astrophysics Data System (ADS)

    Yu, W. S.; Luo, C. S.; Wei, Q. F.; Zheng, Y. M.; Cao, C. Z.

    2017-12-01

    To deal with the “last kilometer” problem during the agricultural science and technology information service, the USB flash disk “Zixuntong”, which integrated five major consulting channels, i.e., telephone consultation, mutual video, message consultation, online customer service and QQ group was developed on the bases of capital experts and date resources. Since the products have the computer and telephone USB interface and are combined with localized information resources, users can obtain useful information on any terminal without the restriction of network. Meanwhile, the cartoon appearance make it friendly and attractive to people. The USB flash disk was used to provide agricultural expert consulting services and obtained a good preliminary application achievement. Finally, we concluded the creative application of USB flash disk in agricultural consulting services and prospected the future development direction of agricultural mobile consultation.

  17. Fostering Environmental Literacy For A Changing Earth: Interactive and Participatory Outreach Programs at Biosphere 2

    NASA Astrophysics Data System (ADS)

    Pavao-Zuckerman, M.; Huxman, T.; Morehouse, B.

    2008-12-01

    Earth system and ecological sustainability problems are complex outcomes of biological, physical, social, and economic interactions. A common goal of outreach and education programs is to foster a scientifically literate community that possesses the knowledge to contribute to environmental policies and decision making. Uncertainty and variability that is both inherent in Earth system and ecological sciences can confound such goals of improved ecological literacy. Public programs provide an opportunity to engage lay-persons in the scientific method, allowing them to experience science in action and confront these uncertainties face-on. We begin with a definition of scientific literacy that expands its conceptualization of science beyond just a collection of facts and concepts to one that views science as a process to aid understanding of natural phenomena. A process-based scientific literacy allows the public, teachers, and students to assimilate new information, evaluate climate research, and to ultimately make decisions that are informed by science. The Biosphere 2 facility (B2) is uniquely suited for such outreach programs because it allows linking Earth system and ecological science research activities in a large scale controlled environment setting with outreach and education opportunities. A primary outreach goal is to demonstrate science in action to an audience that ranges from K-12 groups to retired citizens. Here we discuss approaches to outreach programs that focus on soil-water-atmosphere-plant interactions and their roles in the impacts and causes of global environmental change. We describe a suite of programs designed to vary the amount of participation a visitor has with the science process (from passive learning to data collection to helping design experiments) to test the hypothesis that active learning fosters increased scientific literacy and the creation of science advocates. We argue that a revised framing of the scientific method with a more

  18. Fostering the Teenager. Instructor's Manual.

    ERIC Educational Resources Information Center

    Loppnow, Donald M.

    One of a series of manuals for the Foster Parent Training Project, this workbook has been developed at Eastern Michigan University to assist instructors in presenting to foster parent trainees information concerning problems of living with adolescent foster children. In 10 sessions foster parents are encouraged to (1) increase their understanding…

  19. Behavior problems, foster home integration, and evidence-based behavioral interventions: What predicts adoption of foster children?

    PubMed

    Leathers, Sonya J; Spielfogel, Jill E; Gleeson, James P; Rolock, Nancy

    2012-05-01

    Adoption is particularly important for foster children with special mental health needs who are unable to return home, as adoption increases parental support often critically needed by youth with mental health issues. Unfortunately, significant behavior problems frequently inhibit foster parents from adopting, and little is known about factors that predict adoption when a child has behavior problems. Previous research suggests that foster parent behavioral training could potentially increase rates of successful adoptions for pre-school-aged foster children with behavior problems (Fisher, Kim, & Pears, 2009), but this has not been previously tested in older samples. In older children, effective treatment of behavior problems might also increase adoption by reducing the interference of behavior problems and strengthening the child's foster home integration. This pilot study focused on this question by testing associations between behavior problems, foster home integration, an evidence-based foster parent intervention, and adoption likelihood. This study used an intent-to-treat design to compare foster home integration and adoption likelihood for 31 foster children with histories of abuse and neglect whose foster parents received a foster behavioral parenting intervention (see Chamberlain, 2003) or usual services. Random effect regression analyses were used to estimate outcomes across four time points. As expected, externalizing behavior problems had a negative effect on both integration and adoption, and foster home integration had an independent positive effect on adoption. Internalizing behavior problems (e.g., depression/anxiety) were not related to adoption or integration. However, the intervention did not have a direct effect on either foster home integration or adoption despite its positive effect on behavior problems. Results from this preliminary study provide further evidence of the negative effect of externalizing behavior problems on adoption. Its findings

  20. Behavior problems, foster home integration, and evidence-based behavioral interventions: What predicts adoption of foster children?

    PubMed Central

    Leathers, Sonya J.; Spielfogel, Jill E.; Gleeson, James P.; Rolock, Nancy

    2015-01-01

    Objectives Adoption is particularly important for foster children with special mental health needs who are unable to return home, as adoption increases parental support often critically needed by youth with mental health issues. Unfortunately, significant behavior problems frequently inhibit foster parents from adopting, and little is known about factors that predict adoption when a child has behavior problems. Previous research suggests that foster parent behavioral training could potentially increase rates of successful adoptions for pre-school-aged foster children with behavior problems (Fisher, Kim, & Pears, 2009), but this has not been previously tested in older samples. In older children, effective treatment of behavior problems might also increase adoption by reducing the interference of behavior problems and strengthening the child’s foster home integration. This pilot study focused on this question by testing associations between behavior problems, foster home integration, an evidence-based foster parent intervention, and adoption likelihood. Methods This study used an intent-to-treat design to compare foster home integration and adoption likelihood for 31 foster children with histories of abuse and neglect whose foster parents received a foster behavioral parenting intervention (see Chamberlain, 2003) or usual services. Random effect regression analyses were used to estimate outcomes across four time points. Results As expected, externalizing behavior problems had a negative effect on both integration and adoption, and foster home integration had an independent positive effect on adoption. Internalizing behavior problems (e.g., depression/anxiety) were not related to adoption or integration. However, the intervention did not have a direct effect on either foster home integration or adoption despite its positive effect on behavior problems. Conclusions Results from this preliminary study provide further evidence of the negative effect of externalizing

  1. Beef Production Unit for Agricultural Science I Core Curriculum. Instructor's Guide. AGDEX 420/10.

    ERIC Educational Resources Information Center

    Stewart, Bob R.; And Others

    This instructor's guide for a beef production unit contains five lessons that are designed to be taught in the Agricultural Science I core curriculum. Introductory materials include lists of performance objectives and competencies for the complete unit, suggestions for motivational technique/interest approach and evaluation, lists of references…

  2. Sheep Production Unit for Agricultural Science I Core Curriculum. Instructor's Guide. AGDEX 430/10.

    ERIC Educational Resources Information Center

    Brzozowski, Richard J.; Stewart, Bob R.

    This instructor's guide for a sheep production unit contains six lessons that are designed to be taught in the Agricultural Science I core curriculum. Introductory materials include lists of performance objectives and competencies for the complete unit, suggestions for motivational technique/interest approach and evaluation, lists of references…

  3. Building Better Rural Places: Federal Programs for Sustainable Agriculture, Forestry, Conservation and Community Development.

    ERIC Educational Resources Information Center

    Berton, Valerie; Butler, Jennifer

    This guide is written for those seeking help from federal programs to foster innovative enterprises in agriculture and forestry in the United States. The guide describes program resources in value-added and diversified agriculture and forestry, sustainable land management, and community development. Programs are included based upon whether they…

  4. An Evaluation of the Impact of an Agricultural Science Outreach Program on the Attitudes of Rural Students

    ERIC Educational Resources Information Center

    Lewis, Jessica; Oliver, Richard; Oliver, Mary

    2017-01-01

    A "citizen science" outreach program was aimed at high school students in Western Australia with a focus on agricultural sciences. The program had two main objectives: the collection of samples and the mapping of the distribution of the leaf disease powdery mildew of barley across the state; and support for the teaching and learning of…

  5. Fostering the future with forages

    USDA-ARS?s Scientific Manuscript database

    Sustainability of agriculture requires innovation and development of systems with high potential to optimize productivity and environmental quality. An ARS scientist in the Plant Science Research Unit in Raleigh NC summarized the multitude of ecosystem services provided by forages, and the potentia...

  6. Agricultural Mechanics Unit for Plant Science Core Curriculum. Volume 15, Number 4. Instructor's Guide.

    ERIC Educational Resources Information Center

    Linhardt, Richard E.; Hunter, Bill

    This instructor's guide is intended for use in teaching the agricultural mechanics unit of a plant science core curriculum. Covered in the individual units of the guide are the following topics: arc welding (following safety procedures, controlling distortion, selecting and caring for electrodes, identifying the material to be welded, and welding…

  7. Agricultural Extension, Collective Action and Innovation Systems: Lessons on Network Brokering from Peru and Mexico

    ERIC Educational Resources Information Center

    Hellin, Jon

    2012-01-01

    Purpose: New approaches to extension service delivery are needed that stimulate increased agricultural production, contribute to collective action and which also foster the emergence of agricultural innovation systems. Research in Peru and Mexico explores some of these new approaches. Design/methodology/approach: In both countries, a qualitative…

  8. Integrating NASA Earth Science Enterprise (ESE) Data Into Global Agricultural Decision Support Systems

    NASA Astrophysics Data System (ADS)

    Teng, W.; Kempler, S.; Chiu, L.; Doraiswamy, P.; Liu, Z.; Milich, L.; Tetrault, R.

    2003-12-01

    Monitoring global agricultural crop conditions during the growing season and estimating potential seasonal production are critically important for market development of U.S. agricultural products and for global food security. Two major operational users of satellite remote sensing for global crop monitoring are the USDA Foreign Agricultural Service (FAS) and the U.N. World Food Programme (WFP). The primary goal of FAS is to improve foreign market access for U.S. agricultural products. The WFP uses food to meet emergency needs and to support economic and social development. Both use global agricultural decision support systems that can integrate and synthesize a variety of data sources to provide accurate and timely information on global crop conditions. The Goddard Space Flight Center Earth Sciences Distributed Active Archive Center (GES DAAC) has begun a project to provide operational solutions to FAS and WFP, by fully leveraging results from previous work, as well as from existing capabilities of the users. The GES DAAC has effectively used its recently developed prototype TRMM Online Visualization and Analysis System (TOVAS) to provide ESE data and information to the WFP for its agricultural drought monitoring efforts. This prototype system will be evolved into an Agricultural Information System (AIS), which will operationally provide ESE and other data products (e.g., rainfall, land productivity) and services, to be integrated into and thus enhance the existing GIS-based, decision support systems of FAS and WFP. Agriculture-oriented, ESE data products (e.g., MODIS-based, crop condition assessment product; TRMM derived, drought index product) will be input to a crop growth model in collaboration with the USDA Agricultural Research Service, to generate crop condition and yield prediction maps. The AIS will have the capability for remotely accessing distributed data, by being compliant with community-based interoperability standards, enabling easy access to

  9. The Role of Philosophy of Science in Science Teacher Education.

    ERIC Educational Resources Information Center

    Bentley, Michael L.; Garrison, James W.

    1991-01-01

    Discusses teacher knowledge of nature of science. Asserts this is aspect of science content knowledge frequently neglected in teacher education. Differentiates between positivism and postpositivism. Describes textbook's role in fostering student misconceptions of nature of science. Suggests students be given chance to carry out their own…

  10. Leadership Curriculum and Materials Used by High School Agricultural Science Teachers: A National Study of the Pre-"LifeKnowledge" Days

    ERIC Educational Resources Information Center

    Morgan, A. Christian; Fuhrman, Nicholas E.; King, Diana L.; Flanders, Frank B.; Rudd, Rick D.

    2013-01-01

    Agricultural science programs have provided many opportunities for leadership education through classroom, supervised agricultural experience (SAE), and FFA Organization activities. Past studies have focused on leadership developed through activities such as career development events (CDE), SAE activities, FFA Organization conventions, and other…

  11. An Analysis of Agricultural Mechanics Safety Practices in Agricultural Science Laboratories.

    ERIC Educational Resources Information Center

    Swan, Michael K.

    North Dakota secondary agricultural mechanics instructors were surveyed regarding instructional methods and materials, safety practices, and equipment used in the agricultural mechanics laboratory. Usable responses were received from 69 of 89 instructors via self-administered mailed questionnaires. Findings were consistent with results of similar…

  12. MAGGnet: An international network to foster mitigation of agricultural greenhouse gases

    USDA-ARS?s Scientific Manuscript database

    Research networks provide a framework for review, synthesis, and systematic testing of theories by multiple scientists across international borders critical for addressing global-scale issues. In 2012, a greenhouse gas (GHG) research network referred to as MAGGnet (Managing Agricultural Greenhouse ...

  13. Fostering Application Opportunites for the NASA Soil Moisture Active Passive (SMAP) Mission

    NASA Technical Reports Server (NTRS)

    Moran, M. Susan; O'Neill, Peggy E.; Entekhabi, Dara; Njoku, Eni G.; Kellogg, Kent H.

    2010-01-01

    The NASA Soil Moisture Active Passive (SMAP) Mission will provide global observations of soil moisture and freeze/thaw state from space. We outline how priority applications contributed to the SMAP mission measurement requirements and how the SMAP mission plans to foster applications and applied science.

  14. Effect of Computer-Based Multimedia Presentation on Senior Secondary Students' Achievement in Agricultural Science

    ERIC Educational Resources Information Center

    Olori, Abiola Lateef; Igbosanu, Adekunle Olusegun

    2016-01-01

    The study was carried out to determine the use of computer-based multimedia presentation on Senior Secondary School Students' Achievement in Agricultural Science. The study was a quasi-experimental, pre-test, post-test control group research design type, using intact classes. A sample of eighty (80) Senior Secondary School One (SS II) students was…

  15. How Agricultural Science Trumps Rural Community in the Discourse of Selected U.S. History Textbooks

    ERIC Educational Resources Information Center

    Howley, Marged; Howley, Aimee; Eppley, Karen

    2013-01-01

    Using narrative from 6 high school American history textbooks published between 1956 and 2009, this study investigated changes in how textbook authors presented the topics of agricultural science, farming, and community. Although some critical discourse analyses have examined textbooks' treatment of different population groups (e.g., African…

  16. Foster Care and Child Health.

    PubMed

    McDavid, Lolita M

    2015-10-01

    Children in foster care need more from health providers than routine well-child care. The changes in legislation that were designed to prevent children from languishing in foster care also necessitate a plan that works with the child, the biological family, and the foster family in ensuring the best outcome for the child. This approach acknowledges that most foster children will return to the biological family. Recent research on the effect of adverse childhood experiences across all socioeconomic categories points to the need for specifically designed, focused, and coordinated health and mental health services for children in foster care. Copyright © 2015 Elsevier Inc. All rights reserved.

  17. Plants & Crops | National Agricultural Library

    Science.gov Websites

    Skip to main content Home National Agricultural Library United States Department of Agriculture Ag , tables, graphs), Agricultural Products html Useful to Usable: Developing usable climate science for climatology, crop modeling, agronomy, cyber-technology, agricultural economics, sociology, Extension and

  18. Graduates of Higher Education in the Food and Agricultural Sciences: An Analysis of Supply/Demand Relationships. Volume I--Agriculture, Natural Resources, and Veterinary Medicine.

    ERIC Educational Resources Information Center

    Coulter, Kyle Jane, Ed.; Stanton, Marge, Ed.

    Information on the current and projected supply of and demand for graduates of higher education in the food and agricultural sciences is presented, based on federal data bases. The supply data are aggregated by 11 educational clusters, and employment demand data are aggregated by eight occupational clusters. Analysis reveals imbalances in the…

  19. Agricultural Electronics. Curriculum Guide for Agriscience 324.

    ERIC Educational Resources Information Center

    Texas A and M Univ., College Station. Dept. of Agricultural Education.

    This guide outlines the topics of instruction and goals/objectives of a half-unit shop/laboratory course in agricultural electronics (Agriscience 324) that is part of Texas' secondary-level agricultural science and technology program. Presented first are lists of the essential elements common to all agricultural science and technology courses…

  20. Talking about science: An interpretation of the effects of teacher talk in a high school science classroom

    NASA Astrophysics Data System (ADS)

    Moje, Elizabeth B.

    This paper builds on research in science education, secondary education, and sociolinguistics by arguing that high school classrooms can be considered speech communities in which language may be selectively used and imposed on students as a means of fostering academic speech community identification. To demonstrate the ways in which a high school teacher's language use may encourage subject area identification, the results of an interactionist analysis of data from a 2-year ethnographic study of one high school chemistry classroom are presented. Findings indicate that this teacher's uses of language fell into three related categories. These uses of language served to foster identification with the academic speech community of science. As a result of the teacher's talk about science according to these three patterns, students developed or reinforced particular views of science. In addition, talking about science in ways that fostered identity with the discipline promoted the teacher as expert and built classroom solidarity or community. These results are discussed in light of sociolinguistic research on classroom competence and of the assertions of science educators regarding social and ideologic implications of language use in science instruction.Received: 23 September 1993; Revised: 15 September 1994;

  1. Perspectives of Foster Parents and Social Workers on Foster Placement Disruption

    ERIC Educational Resources Information Center

    Taylor, Brian J.; McQuillan, Karen

    2014-01-01

    The potential human and financial costs of foster placement disruption for the children, families, professionals and agencies involved are widely accepted. This service evaluation identified and described perspectives of foster parents and social workers regarding placement disruptions in order to identify the main issues of concern and to derive…

  2. Meats Units for Agricultural Science I and Advanced Livestock Production and Marketing Courses. Instructor's Guide. Volume 18, Number 4.

    ERIC Educational Resources Information Center

    Stewart, Bob R.; McCaskey, Michael J.

    These two units are designed to aid teachers in lesson planning in the secondary agricultural education curriculum in Missouri. The first unit, on meat identification, is to be taught as part of the first year of instruction in agricultural science, while the second unit, advanced meats, was prepared for use with 11th- and 12th-grade students in…

  3. Foster children's attachment behavior and representation: Influence of children's pre-placement experiences and foster caregiver's sensitivity.

    PubMed

    Bovenschen, Ina; Lang, Katrin; Zimmermann, Janin; Förthner, Judith; Nowacki, Katja; Roland, Inga; Spangler, Gottfried

    2016-01-01

    Although the majority of foster children have been exposed to early adversity in their biological families and have experienced one or more disruptions of attachment relationships, most studies surprisingly found foster children to be as securely attached as children in low-risk samples. However, attention has been paid almost exclusively to attachment formation in young children up to two years of age, and the majority of studies solely investigated attachment behavior whereas few is known about foster children's representations about attachment relationships. To extend findings on attachment in foster children and its predictors, our study examined both attachment behavior and representations in foster children aged between 3 and 8 years. Diverse potential predictors including child variables, birth parents' variables, pre-placement experiences, and foster caregiver's behavior were included in the analyses. Results revealed that foster children showed both lower attachment security and higher disorganization scores than children in low-risk samples. Attachment behavior and representation were found to be widely independent from each other. Different factors contributed to attachment behavior and representation: whereas foster children's attachment behavior was mainly influenced by foster parents' behavior, pre-placement experiences did predict hyperactivation and disorganization on the representational level. The results indicate that, when intervening with foster families, it seems crucial to focus not exclusively on the promotion of secure attachment behavior but also to develop interventions enhancing secure and organized attachment representations. Copyright © 2015 Elsevier Ltd. All rights reserved.

  4. 25th U.S. Department of Agriculture interagency research forum on invasive species [proceedings

    Treesearch

    Katherine A. McManus; Kurt W., comps Gottschalk

    2014-01-01

    This meeting was the 25th in a series of annual USDA Interagency Research Forums that are sponsored by the Forest Service, Animal and Plant Health Inspection Service, National Institute of Food and Agriculture, and Agriculture Research Service. The Group's original goal of fostering communication and providing a forum for the overview of ongoing research among the...

  5. [The Relationship Between Attachment Representations of Foster Parents and Foster Children and the Role of the Child's Sex].

    PubMed

    Nowacki, Katja; Kliewer-Neumann, Josephine; Bovenschen, Ina; Lang, Katrin; Zimmermann, Janin; Spangler, Gottfried

    2015-01-01

    Children who have been placed in foster care after having experienced difficult family situations need to experience secure relationships. The development of a secure attachment model is regarded as a key protective factor for a healthy development. The present study examines predictors of attachment representations in a sample of 37 foster children aged three to eight years. Children's attachment representations were assessed using the Attachment Story Completion Task, and foster parents' attachment representations with the Adult Attachment Interview. Female foster children scored higher in secure attachment representations than males. Attachment representations of male foster children were positively influenced by a secure attachment representation of their primary foster parent and slightly by the duration of placement in the foster family as well as their age of placement but differently than expected. These results suggest that male foster children may be more vulnerable in their development of attachment representations and that foster parents' state of mind regarding attachment as well as the duration of the placement seem to have an impact on the development of attachment patterns in their foster children. This should be considered in the choice and counseling of foster parents.

  6. Shaping Pedagogical Content Knowledge for Experienced Agriculture Teachers in the Plant Sciences: A Grounded Theory

    ERIC Educational Resources Information Center

    Rice, Amber H.; Kitchel, Tracy

    2017-01-01

    This grounded theory study explored the pedagogical content knowledge (PCK) of experienced agriculture teachers in the plant sciences. The most emergent phenomenon to surface from the data was the influence of beliefs on participants' PCK. This central phenomenon became the cornerstone for the model of what was shaping experienced agriculture…

  7. Socio-Economic Background and Access to Internet as Correlates of Students' Achievement in Agricultural Science

    ERIC Educational Resources Information Center

    Adegoke, Sunday Paul; Osokoya, Modupe M.

    2015-01-01

    This study investigated access to internet and socio-economic background as correlates of students' achievement in Agricultural Science among selected Senior Secondary Schools Two Students in Ogbomoso South and North Local Government Areas. The study adopted multi-stage sampling technique. Simple random sampling was used to select 30 students from…

  8. Conceptualizing the Step-Down for Foster Youth Approaching Adulthood: Perceptions of Service Providers, Caseworkers, and Foster Parents

    PubMed Central

    Havlicek, Judy; McMillen, J. Curtis; Fedoravicius, Nicole; McNelly, David; Robinson, Debra

    2012-01-01

    Studies find considerable movement between residential treatment and less restrictive foster home settings, with approximately half of foster youth who are stepped down eventually returning to a higher level of care. Very little is known about the step down for foster youth who are approaching adulthood in locked residential facilities. A qualitative study of stepping down a small sample of foster youth, as perceived by team members delivering a model of treatment foster care, is presented. These findings reveal the dimensions of stepping down foster youth at the onset of adulthood, and highlight the importance of providing foster youth with developmental opportunities to engage in the social roles and tasks of late adolescence and/or early adulthood. Implications for further refining the concept of stepping down from a developmental perspective are discussed. PMID:23878410

  9. Breaking Down Difficult Family Patterns. Fostering Families. A Specialized Training Program Designed for Foster Care Workers & Foster Care Parents.

    ERIC Educational Resources Information Center

    Schatz, Mona Struhsaker; And Others

    This module is part of a training program for foster parents and foster care workers offered at Colorado State University. The module examines the functioning of families with addictive and dependent members. The module's learning objectives address: (1) indicators of addiction problems in families, and cycles of substance use and abuse; (2) roles…

  10. Posttraumatic Stress Symptoms in Preschool Children in Foster Care: The Influence of Placement and Foster Family Environment.

    PubMed

    Vasileva, Mira; Petermann, Franz

    2017-10-01

    Children in foster care often experience traumatic events which increase their risk for posttraumatic stress symptoms (PTSS). Until now, no research has investigated the developmentally sensitive PTSS criteria for preschoolers among children in foster care. The current study estimated the prevalence of potentially traumatic experiences and clinical PTSS in German foster care children aged 3 to 7 years. The foster parents of 324 children completed questionnaires about children's PTSS, foster parental stress, parenting, and family functioning. Linear regression models tested trauma-related variables, placement history, and foster family characteristics as predictors of PTSS. Approximately 45.4% of the foster children had experienced at least one traumatic event and 15.4% had clinical PTSS. Physical abuse, β = .34, p < .001; hospitalization, β = -.17, p = .026; witnessing someone being hurt, β = -.15, p = .047; and parental stress, β = .43, p < .001, were significantly associated with PTSS. Results demonstrate the impact the foster family has on children who are coping with trauma, and suggest the necessity of trauma-sensitive trainings for foster parents, with stress management as an important component. Copyright © 2017 International Society for Traumatic Stress Studies.

  11. Intervening to Improve Outcomes for Siblings in Foster Care: Conceptual, Substantive, and Methodological Dimensions of a Prevention Science Framework

    PubMed Central

    Kothari, Brianne H.; Blakeslee, Jennifer; Lamson-Siu, Emilie; Bank, Lew; Linares, L. Oriana; Waid, Jeffrey; Sorenson, Paul; Jimenez, Jessica; Pearson, Eva; Shlonsky, Aron

    2014-01-01

    In recent years, the child welfare field has devoted significant attention to siblings in foster care. Policymakers and practitioners have supported efforts to connect siblings via shared foster placements and visitation while researchers have focused on illuminating the empirical foundations of sibling placement and sibling intervention in child welfare. The current paper synthesizes literature on sibling relationship development and sibling issues in child welfare in the service of presenting a typology of sibling-focused interventions for use with foster youth. The paper provides two examples of current intervention research studies focused on enhancing sibling developmental processes and understanding their connection to child welfare outcomes. The paper concludes by presenting an emerging agenda informing policy, practice, and research on siblings in foster care. PMID:24634558

  12. Exploring the Place of Exemplary Science Teaching. This Year in School Science 1993.

    ERIC Educational Resources Information Center

    Haley-Oliphant, Ann E., Ed.

    Exemplary science teaching is an experience that fosters wonder, excitement, and risk-taking. This book presents essays which attempt to describe the culture of classrooms of exemplary science teachers. Chapter titles are: "Exploring the Place of Exemplary Science Teaching" (Ann E. Haley-Oliphant); "The Voices of Exemplary Science Teachers" (Ann…

  13. A Longitudinal Examination of Teaching Efficacy of Agricultural Science Student Teachers at Four Different Institutions

    ERIC Educational Resources Information Center

    Harlin, Julie F.; Roberts, T. Grady; Briers, Gary E.; Mowen, Diana L.; Edgar, Don W.

    2007-01-01

    The purposes of this study were to determine changes in teaching efficacy of student teachers over the course of the student teaching semester and to determine if similar trends occur at different institutions. The population of interest for this study was agricultural science student teachers at Tarleton State University, Texas A&M…

  14. Behavior problems of children in foster care: Associations with foster mothers' representations, commitment, and the quality of mother-child interaction.

    PubMed

    Dubois-Comtois, Karine; Bernier, Annie; Tarabulsy, George M; Cyr, Chantal; St-Laurent, Diane; Lanctôt, Anne-Sophie; St-Onge, Janie; Moss, Ellen; Béliveau, Marie-Julie

    2015-10-01

    This study investigated different environmental and contextual factors associated with maltreated children's adjustment in foster care. Participants included 83 children (52 boys), ages 1-7 years, and their foster caregivers. Quality of interaction with the foster caregiver was assessed from direct observation of a free-play situation; foster caregiver attachment state of mind and commitment toward the child were assessed using two interviews; disruptive behavior symptoms were reported by foster caregivers. Results showed that quality of interaction between foster caregivers and children were associated with behavior problems, such that higher-quality interactions were related to fewer externalizing and internalizing problems. Foster caregivers' state of mind and commitment were interrelated but not directly associated with behavior problems of foster children. Type of placement moderated the association between foster caregiver commitment and foster child behavior problems. Whereas greater foster caregiver commitment was associated with higher levels of adjustment for children in foster families (kin and non-kin), this was not the case in foster-to-adopt families. Finally, the associations between foster child behavior problems and history of maltreatment and placement related-risk conditions fell below significance after considering child age and quality of interaction with the foster caregiver. Findings underscore the crucial contribution of the foster caregiver-child relationship to fostering child adjustment and, thereby, have important implications for clinical services offered to this population. Copyright © 2015 Elsevier Ltd. All rights reserved.

  15. Undergraduate Involvement in Extracurricular Activities and Leadership Development in College of Agriculture and Life Sciences Students

    ERIC Educational Resources Information Center

    Foreman, Elizabeth A.; Retallick, Michael S.

    2012-01-01

    The purpose of this study was to identify and describe experiences of undergraduate extracurricular involvement that result in increased leadership development. Senior students in the College of Agriculture and Life Sciences at Iowa State University completed an online questionnaire about their extracurricular experiences. Leadership development…

  16. Can virtual science foster real skills? A study of inquiry skills in a virtual world

    NASA Astrophysics Data System (ADS)

    Dodds, Heather E.

    Online education has grown into a part of the educational market answering the demand for learning at the learner's choice of time and place. Inquiry skills such as observing, questioning, collecting data, and devising fair experiments are an essential element of 21st-century online science coursework. Virtual immersive worlds such as Second Life are being used as new frontiers in science education. There have been few studies looking specifically at science education in virtual worlds that foster inquiry skills. This quantitative quasi-experimental nonrandomized control group pretest and posttest study explored what affect a virtual world experience had on inquiry skills as measured by the TIPS (Test of Integrated Process Skills) and TIPS II (Integrated Process Skills Test II) instruments. Participants between the ages of 18 and 65 were recruited from educator mailing lists and Second Life discussion boards and then sorted into the experimental group, which received instructions to utilize several displays in Mendelian genetics at the Genome Island location within Second Life, or the control group, which received text-based PDF documents of the same genetics course content. All participants, in the form of avatars, were experienced Second Life residents to reduce any novelty effect. This study found a greater increase in inquiry skills in the experimental group interacting using a virtual world to learn science content (0.90 points) than a control group that is presented only with online text-based content (0.87 points). Using a mixed between-within ANOVA (analysis of variance), with an alpha level of 0.05, there was no significant interaction between the control or experimental groups and inquiry skills, F (1, 58) = .783, p = .380, partial eta squared = .013, at the specified .05 alpha level suggesting no significant difference as a result of the virtual world exercise. However, there is not enough evidence to state that there was no effect because there was a

  17. Emotional Availability: Foster Caregiving Experience

    ERIC Educational Resources Information Center

    Nelson, Dean R.

    2012-01-01

    The purpose of the study was to investigate if the emotional availability of caregivers is explanatory for successful adolescent foster care placement--from initial placement of an adolescent to age eighteen or emancipation from foster care, as mandated by the state of Colorado. Emotional availability of foster caregivers and the phenomenon's…

  18. Cultural Worldviews of Foster Parents

    ERIC Educational Resources Information Center

    Brown, Jason D.; George, Natalie; St. Arnault, David; Sintzel, Jennifer

    2011-01-01

    A random sample of Canadian foster parents were asked about the importance of culture in fostering. In response to the question "What values, beliefs and traditions were you raised with and feel are important?," a total of 74 different responses were received. These responses were grouped together by foster parents and the groupings…

  19. The History of the Soil Science Society of Nigeria

    NASA Astrophysics Data System (ADS)

    Okechukwu Chude, Victor

    2013-04-01

    The Soil Science Society of Nigeria (SSSN) founded in 1968, is a registered member of the African Soil Science Association, International Union of Soil Science and the Global Soil Partnership. The Society aims at promoting and fostering better understanding of basic and applied Soil Science in Nigeria. The society also strives to enhance the dissemination of knowledge in all aspects of Soil science and shares ideas with National and International Societies through conferences, symposium, lectures, seminars and journal publications. The numerical strength of the society is 600 members (student, ordinary ,life and corporate). The soil science society of Nigeria has provided invaluable services in the formulation of agricultural land and fertilizer use strategies and policies of the country. The existing reconnaissance soil map of Nigeria typifies one of the major professional services rendered to the country by the society and its members. Despite the numerous contributions the society has made to the advancement of soil science in the country, the larger society is not aware of the its existence. This is largely because of our limited soil extension activities to land users due to lack of funds. If the society can attract donor funds, this will go a long way in enhancing the capacity and capability of the society.

  20. Fostering Innovation through an Active Learning Activity Inspired by the Baghdad Battery

    ERIC Educational Resources Information Center

    Lu, Xu; Anariba, Franklin

    2014-01-01

    A hands-on activity based on general electrochemistry concepts with the aim at introducing design science elements is presented. The main goals of the activity are to reinforce electrochemical principles while fostering innovation in the students through the assembly and optimization of a voltaic device and subsequent evaluation by powering…

  1. Preventing re-entry to foster care.

    PubMed

    Carnochan, Sarah; Rizik-Baer, Daniel; Austin, Michael J

    2013-01-01

    Re-entry to foster care generally refers to circumstances in which children who have been discharged from foster care to be reunified with their family of origin, adopted, or provided kinship guardianship are returned to foster care. In the context of the federal performance measurement system, re-entry refers specifically to a return to foster care following an unsuccessful reunification. The federal Children and Family Services Review measures re-entry to foster care with a single indicator, called the permanency of reunification indicator, one of four indicators comprising the reunification composite measure. This review focuses on research related to the re-entry indicator, including the characteristics of children, caregivers and families, as well as case and child welfare services that are associated with a higher or lower risk of re-entry to foster care. Promising post-reunification services designed to prevent re-entry to foster care are described.

  2. Flight Opportunities for Science Teacher EnRichment

    NASA Astrophysics Data System (ADS)

    Koch, D.; Devore, E.; Gillespie, C., Jr.; Hull, G.

    1994-12-01

    The Kuiper Airborne Observatory (KAO) is NASA's unique stratospheric infrared observatory. Science on board the KAO involves many disciplines and technologies. NASA Astrophysics Division supports a pre-college teacher program to provide Flight Opportunities for Science Teacher EnRichment (FOSTER). To date, forty-five teachers are participating, and the program is designed to nation-wide to serve fifty teachers per year on board the KAO. FOSTER is a pilot program for K-12 educational outreach for NASA's future Stratospheric Observatory for Infrared Astronomy (SOFIA) which will directly involve more than one-hundred teachers each year in airborne astronomical research missions. FOSTER aims to enrich precollege teachers' experiences and understanding of science, mathematics and technology. Teachers meet at NASA Ames Research Center for summer workshops on astronomy and contemporary astrophysics, and to prepare for flights. Further, teachers receive Internet training and support to create a FOSTER teacher network across the country, and to sustain communication with the airborne astronomy community. Each research flight of the KAO is a microcosm of the scientific method. Flying teachers obtain first-hand, real-time experiences of the scientific process: its excitement, hardships, challenges, discoveries, teamwork, and educational value. The FOSTER experience gives teachers pride and a sense of special achievement. They bring the excitement and adventure of doing first-class science to their students and communities. Flight Opportunities for Science Teacher EnRichment is funded by a NASA's Astrophysics Division grant, NAGW 3291, and supported by the SETI Institute and NASA Ames Research Center.

  3. Feast of Science Sense-Ations

    ERIC Educational Resources Information Center

    Lewis, Elaine; Bullimore, Hayley; Krupa, Amy; Gaschk, Katherine; Pearson, Jennifer

    2014-01-01

    Science expositions at the Canning River Eco Education Centre (CREEC), Perth, Western Australia, have been conducted over the last five years (2009-2013) during National Science Week. These expos aimed to enhance science understanding in the community, foster partnerships for science and promote science careers by providing a scientific feast for…

  4. Science Film: An Aperture into Science Advocacy

    NASA Astrophysics Data System (ADS)

    2015-04-01

    The current funding environment for scientific research necessitates a change in how we foster support for the endeavor. Federal spending is not likely to grow unless constituents--APS members--help communicate the value of science to members of Congress and the public in a compelling and individual way. The event explores how popular film with science-based plots can help physicists communicate the value of science to members of Congress and an increasingly diverse electorate.

  5. A Qualitative Study of Technology-Based Training in Organizations that Hire Agriculture and Life Sciences Students

    ERIC Educational Resources Information Center

    Bedgood, Leslie; Murphrey, Theresa Pesl; Dooley, Kim E.

    2008-01-01

    Technological advances have created unlimited opportunities in education. Training and technology have merged to create new methods referred to as technology-based training. The purpose of this study was to identify organizations that hire agriculture and life sciences students for positions involving technology-based training and identify…

  6. Alcohol Control and Foster Care

    PubMed Central

    Markowitz, Sara; Cuellar, Alison; Conrad, Ryan M.; Grossman, Michael

    2013-01-01

    Parental alcohol consumption is often associated with an increased likelihood of child abuse. As consumption is related to price, the purpose of this paper is to investigate the propensity for increases in the full price of alcohol to influence entry rates and the length of time spent in foster care. Using alcoholic beverage prices and a measure of availability in combination with data on foster care cases, we find that higher alcohol prices are not effective in reducing foster care entry rates; however, once in foster care, the duration of stay may be shortened by higher prices and reduced availability. PMID:25506296

  7. Deriving Empirically-Based Design Guidelines for Advanced Learning Technologies that Foster Disciplinary Comprehension

    ERIC Educational Resources Information Center

    Poitras, Eric; Trevors, Gregory

    2012-01-01

    Planning, conducting, and reporting leading-edge research requires professionals who are capable of highly skilled reading. This study reports the development of an empirically informed computer-based learning environment designed to foster the acquisition of reading comprehension strategies that mediate expertise in the social sciences. Empirical…

  8. Fostering Spaces of Student Ownership in Middle School Science

    ERIC Educational Resources Information Center

    O'Neill, Tara B.

    2010-01-01

    A critical challenge in urban science education is determining how to provide empowering science learning experiences for all students. In an effort to address the achievement gap in science education, I have focused on the concept of ownership, specifically when and how students gain ownership in science learning. This paper presents a teacher…

  9. Foster Mother-Infant Bonding: Associations Between Foster Mothers’ Oxytocin Production, Electrophysiological Brain Activity, Feelings of Commitment, and Caregiving Quality

    PubMed Central

    Bick, Johanna; Dozier, Mary; Bernard, Kristin; Simons, Robert; Grasso, Damion

    2012-01-01

    This study examined the biological processes associated with foster mother-infant bonding. In an examination of foster mother-infant dyads (N = 41, mean infant age = 8.5 months), foster mothers’ oxytocin production was associated with their expressions of behavioral delight toward their foster infant and their average P3 response to images of all infant faces in the first two months of the relationship. Three months later, foster mothers’ oxytocin production was still associated with delight toward their foster infant and was also specifically associated with their P3 response to an image of their foster infant. Similar to biologically-related mothers and infants, oxytocin appears to be associated with foster mothers’ brain activity and caregiving behavior, with patterns suggestive of bond formation. PMID:23163703

  10. Peculiarities of Relationships between Foster Parents and Their Foster Children with Disabilities

    ERIC Educational Resources Information Center

    Aslamazova, Liliya Arturovna; Yurina, Alla Anatolievna; Khakunova, Fatimet Pshimafovna; Kochenkova, Lyubov Pavlovna

    2016-01-01

    This article covers on peculiarities of relationships between foster parents and foster children with disabilities. The research was done in Republic of Adygheya (the Russian Federation). The article presents the results of the empirical research, which reveals lack of emotional attachment and acceptation in the system of parent-child…

  11. Brief History of Agricultural Systems Modeling

    NASA Technical Reports Server (NTRS)

    Jones, James W.; Antle, John M.; Basso, Bruno O.; Boote, Kenneth J.; Conant, Richard T.; Foster, Ian; Godfray, H. Charles J.; Herrrero, Mario; Howitt, Richard E.; Janssen, Sandor; hide

    2016-01-01

    Agricultural systems science generates knowledge that allows researchers to consider complex problems or take informed agricultural decisions. The rich history of this science exemplifies the diversity of systems and scales over which they operate and have been studied. Modeling, an essential tool in agricultural systems science, has been accomplished by scientists from a wide range of disciplines, who have contributed concepts and tools over more than six decades. As agricultural scientists now consider the next generation models, data, and knowledge products needed to meet the increasingly complex systems problems faced by society, it is important to take stock of this history and its lessons to ensure that we avoid re-invention and strive to consider all dimensions of associated challenges. To this end, we summarize here the history of agricultural systems modeling and identify lessons learned that can help guide the design and development of next generation of agricultural system tools and methods. A number of past events combined with overall technological progress in other fields have strongly contributed to the evolution of agricultural system modeling, including development of process-based bio-physical models of crops and livestock, statistical models based on historical observations, and economic optimization and simulation models at household and regional to global scales. Characteristics of agricultural systems models have varied widely depending on the systems involved, their scales, and the wide range of purposes that motivated their development and use by researchers in different disciplines. Recent trends in broader collaboration across institutions, across disciplines, and between the public and private sectors suggest that the stage is set for the major advances in agricultural systems science that are needed for the next generation of models, databases, knowledge products and decision support systems. The lessons from history should be considered

  12. Brief history of agricultural systems modeling.

    PubMed

    Jones, James W; Antle, John M; Basso, Bruno; Boote, Kenneth J; Conant, Richard T; Foster, Ian; Godfray, H Charles J; Herrero, Mario; Howitt, Richard E; Janssen, Sander; Keating, Brian A; Munoz-Carpena, Rafael; Porter, Cheryl H; Rosenzweig, Cynthia; Wheeler, Tim R

    2017-07-01

    Agricultural systems science generates knowledge that allows researchers to consider complex problems or take informed agricultural decisions. The rich history of this science exemplifies the diversity of systems and scales over which they operate and have been studied. Modeling, an essential tool in agricultural systems science, has been accomplished by scientists from a wide range of disciplines, who have contributed concepts and tools over more than six decades. As agricultural scientists now consider the "next generation" models, data, and knowledge products needed to meet the increasingly complex systems problems faced by society, it is important to take stock of this history and its lessons to ensure that we avoid re-invention and strive to consider all dimensions of associated challenges. To this end, we summarize here the history of agricultural systems modeling and identify lessons learned that can help guide the design and development of next generation of agricultural system tools and methods. A number of past events combined with overall technological progress in other fields have strongly contributed to the evolution of agricultural system modeling, including development of process-based bio-physical models of crops and livestock, statistical models based on historical observations, and economic optimization and simulation models at household and regional to global scales. Characteristics of agricultural systems models have varied widely depending on the systems involved, their scales, and the wide range of purposes that motivated their development and use by researchers in different disciplines. Recent trends in broader collaboration across institutions, across disciplines, and between the public and private sectors suggest that the stage is set for the major advances in agricultural systems science that are needed for the next generation of models, databases, knowledge products and decision support systems. The lessons from history should be

  13. Drinking, Drugs & Youth: Use and Abuse. Fostering Families. A Specialized Training Program Designed for Foster Care Workers & Foster Care Parents.

    ERIC Educational Resources Information Center

    Schatz, Mona Struhsaker; And Others

    This module is part of a training program for foster parents and foster care workers offered at Colorado State University. The module examines substance abuse by children aged 10 years and above. The module's learning objectives address: (1) family rules and coping mechanisms relevant to substance-abusing youth; (2) characteristics of adolescent…

  14. Using microbial community interactions within plant microbiomes to advance an evergreen agricultural revolution

    USDA-ARS?s Scientific Manuscript database

    Innovative plant breeding and technology transfer fostered the Green Revolution, which transformed agriculture worldwide by increasing grain yields in developing countries. The Green Revolution temporarily alleviated world hunger, but also reduced biodiversity, nutrient cycling, and carbon sequestr...

  15. Global climate change and US agriculture

    NASA Technical Reports Server (NTRS)

    Adams, Richard M.; Rosenzweig, Cynthia; Peart, Robert M.; Ritchie, Joe T.; Mccarl, Bruce A.

    1990-01-01

    Agricultural productivity is expected to be sensitive to global climate change. Models from atmospheric science, plant science, and agricultural economics are linked to explore this sensitivity. Although the results depend on the severity of climate change and the compensating effects of carbon dioxide on crop yields, the simulation suggests that irrigated acreage will expand and regional patterns of U.S. agriculture will shift. The impact of the U.S. economy strongly depends on which climate model is used.

  16. Building Bridges through Science.

    PubMed

    Lissek, Thomas; Adams, Michelle; Adelman, John; Ahissar, Ehud; Akaaboune, Mohammed; Akil, Huda; al'Absi, Mustafa; Arain, Fazal; Arango-Lasprilla, Juan Carlos; Atasoy, Deniz; Avila, Jesus; Badawi, Ashraf; Bading, Hilmar; Baig, Abdul Mannan; Baleriola, Jimena; Belmonte, Carlos; Bertocchi, Ilaria; Betz, Heinrich; Blakemore, Colin; Blanke, Olaf; Boehm-Sturm, Philipp; Bonhoeffer, Tobias; Bonifazi, Paolo; Brose, Nils; Campolongo, Patrizia; Celikel, Tansu; Chang, Cathy C; Chang, Ta-Yuan; Citri, Ami; Cline, Hollis T; Cortes, Jesus M; Cullen, Kathleen; Dean, Kellie; Delgado-Garcia, José M; Desroches, Mathieu; Disterhoft, John F; Dowling, John E; Draguhn, Andreas; El-Khamisy, Sherif F; El Manira, Abdeljabbar; Enam, S Ather; Encinas, Juan M; Erramuzpe, Asier; Esteban, José A; Fariñas, Isabel; Fischer, Edmond; Fukunaga, Izumi; Gabilondo, Iñigo; Ganten, Detlev; Gidon, Albert; Gomez-Esteban, Juan Carlos; Greengard, Paul; Grinevich, Valery; Gruart, Agnés; Guillemin, Roger; Hariri, Ahmad R; Hassan, Bassem; Häusser, Michael; Hayashi, Yasunori; Hussain, Natasha K; Jabbar, Adnan Abdul; Jaber, Mohamed; Jahn, Reinhardt; Janahi, Essam Mohammed; Kabbaj, Mohamed; Kettenmann, Helmut; Kindt, Merel; Knafo, Shira; Köhr, Georg; Komai, Shoji; Krugers, Harm; Kuhn, Bernd; Ghazal, Nouria Lakhdar; Larkum, Matthew E; London, Mickey; Lutz, Beat; Matute, Carlos; Martinez-Millan, Luis; Maroun, Mouna; McGaugh, James; Moustafa, Ahmed A; Nasim, Anwar; Nave, Klaus-Armin; Neher, Erwin; Nikolich, Karoly; Outeiro, Tiago; Palmer, Lucy M; Penagarikano, Olga; Perez-Otano, Isabel; Pfaff, Donald W; Poucet, Bruno; Rahman, Atta-Ur; Ramos-Cabrer, Pedro; Rashidy-Pour, Ali; Roberts, Richard J; Rodrigues, Serafim; Sanes, Joshua R; Schaefer, Andreas T; Segal, Menahem; Segev, Idan; Shafqat, Saad; Siddiqui, Nikhat Ahmed; Soreq, Hermona; Soriano-García, Eduardo; Spanagel, Rainer; Sprengel, Rolf; Stuart, Greg; Südhof, Thomas C; Tønnesen, Jan; Treviño, Mario; Uthman, Basim M; Venter, J Craig; Verkhratsky, Alexei; Weiss, Craig; Wiesel, Torsten N; Yaksi, Emre; Yizhar, Ofer; Young, Larry J; Young, Paul; Zawia, Nasser H; Zugaza, José L; Hasan, Mazahir T

    2017-11-15

    Science is ideally suited to connect people from different cultures and thereby foster mutual understanding. To promote international life science collaboration, we have launched "The Science Bridge" initiative. Our current project focuses on partnership between Western and Middle Eastern neuroscience communities. Copyright © 2017 Elsevier Inc. All rights reserved.

  17. Study Guide for TCT in Agriculture.

    ERIC Educational Resources Information Center

    Sailors, Robert A.

    This study guide was specifically designed for individuals preparing to take the Georgia Teacher Certification Test (TCT) in agriculture. The agriculture test was developed by the National Evaluation Systems, Inc. and educators in Georgia. The test covers 13 subareas: (1) plant science; (2) crop management; (3) animal science; (4) livestock and…

  18. The Farmer in the Lab

    ERIC Educational Resources Information Center

    Huss, Jeanine; Baker, Cheryl

    2010-01-01

    Agriculture can play a key role in fostering scientific literacy because it brings important plant and ecosystem concepts into the classroom. Plus, agriculture, like science, is not static and includes much trial and error, investigation, and innovation. With help from community experts at the U.S. Department of Agriculture-Agricultural Research…

  19. Agricultural science in the wild: a social network analysis of farmer knowledge exchange.

    PubMed

    Wood, Brennon A; Blair, Hugh T; Gray, David I; Kemp, Peter D; Kenyon, Paul R; Morris, Steve T; Sewell, Alison M

    2014-01-01

    Responding to demands for transformed farming practices requires new forms of knowledge. Given their scale and complexity, agricultural problems can no longer be solved by linear transfers in which technology developed by specialists passes to farmers by way of extension intermediaries. Recent research on alternative approaches has focused on the innovation systems formed by interactions between heterogeneous actors. Rather than linear transfer, systems theory highlights network facilitation as a specialized function. This paper contributes to our understanding of such facilitation by investigating the networks in which farmers discuss science. We report findings based on the study of a pastoral farming experiment collaboratively undertaken by a group of 17 farmers and five scientists. Analysis of prior contact and alter sharing between the group's members indicates strongly tied and decentralized networks. Farmer knowledge exchanges about the experiment have been investigated using a mix of quantitative and qualitative methods. Network surveys identified who the farmers contacted for knowledge before the study began and who they had talked to about the experiment by 18 months later. Open-ended interviews collected farmer statements about their most valuable contacts and these statements have been thematically analysed. The network analysis shows that farmers talked about the experiment with 192 people, most of whom were fellow farmers. Farmers with densely tied and occupationally homogeneous contacts grew their networks more than did farmers with contacts that are loosely tied and diverse. Thematic analysis reveals three general principles: farmers value knowledge delivered by persons rather than roles, privilege farming experience, and develop knowledge with empiricist rather than rationalist techniques. Taken together, these findings suggest that farmers deliberate about science in intensive and durable networks that have significant implications for theorizing

  20. Agricultural Science in the Wild: A Social Network Analysis of Farmer Knowledge Exchange

    PubMed Central

    Wood, Brennon A.; Blair, Hugh T.; Gray, David I.; Kemp, Peter D.; Kenyon, Paul R.; Morris, Steve T.; Sewell, Alison M.

    2014-01-01

    Responding to demands for transformed farming practices requires new forms of knowledge. Given their scale and complexity, agricultural problems can no longer be solved by linear transfers in which technology developed by specialists passes to farmers by way of extension intermediaries. Recent research on alternative approaches has focused on the innovation systems formed by interactions between heterogeneous actors. Rather than linear transfer, systems theory highlights network facilitation as a specialized function. This paper contributes to our understanding of such facilitation by investigating the networks in which farmers discuss science. We report findings based on the study of a pastoral farming experiment collaboratively undertaken by a group of 17 farmers and five scientists. Analysis of prior contact and alter sharing between the group’s members indicates strongly tied and decentralized networks. Farmer knowledge exchanges about the experiment have been investigated using a mix of quantitative and qualitative methods. Network surveys identified who the farmers contacted for knowledge before the study began and who they had talked to about the experiment by 18 months later. Open-ended interviews collected farmer statements about their most valuable contacts and these statements have been thematically analysed. The network analysis shows that farmers talked about the experiment with 192 people, most of whom were fellow farmers. Farmers with densely tied and occupationally homogeneous contacts grew their networks more than did farmers with contacts that are loosely tied and diverse. Thematic analysis reveals three general principles: farmers value knowledge delivered by persons rather than roles, privilege farming experience, and develop knowledge with empiricist rather than rationalist techniques. Taken together, these findings suggest that farmers deliberate about science in intensive and durable networks that have significant implications for

  1. An introduction of internationalisation in food science doctoral program: a case study of Bogor Agricultural University, Indonesia.

    PubMed

    Hunaefi, D

    2010-01-01

    The Department of Food Science and Technology- Bogor Agricultural University (DFST-IPB), Indonesia is one of the oldest Departments of its kind in Indonesia. The Department has been founded since 1964 under the Faculty of Agricultural Engineering and Technology. The Department has a core competence in the area of food science and technology, particularly in the development of food chemistry, food microbiology, food process engineering, food analysis, food quality and safety. The Department offers educational programs: Undergraduate Program in Food Technology and Master as well as Doctorate Program in Food Science. The Master and Doctorate Program are enrolled by 35 students annually. Globalisation as a global phenomenon has been influencing DFST doctoral program as internationalization in response to globalization is a common feature in majority universities. Facing this challenge, DFST Doctorate Program's has made some efforts to provide students with international atmosphere, including having international guest lecturers, inviting prospective international students, and initiating join program with international universities. In addition, research focusing in tropical food and collaboration with international universities may need to be improved to widen the network, increase publication and place DFST doctorate program visible in the international forum. This paper is intended to reveal the perceived challenges of globalization for food science doctoral program (DFST-IPB) and to what extent and in what form internationalization has been achieved. However, it should be noted that this article is selective rather than comprehensive in reflecting on the internationalization process of food science doctoral program (DFST-IPB).

  2. Integrating Science in Agricultural Education: Attitudes of Indiana Agricultural Science and Business Teachers.

    ERIC Educational Resources Information Center

    Balschweid, Mark A.; Thompson, Gregory W.

    2002-01-01

    In a survey of Indiana agriscience and business teachers (n=170), one-half reported their students receive science credit for agriscience and business courses; they felt prepared to teach integrated biological sciences; and integration required more preparation time. They needed appropriate equipment and adequate funding to support integration.…

  3. Teacher Efficacy and Professional Development Needs of Mid-Career Agriculture Educators Integrating the Next Generation Science Standards and Other Content Areas

    ERIC Educational Resources Information Center

    Drape, Tiffany A.; Lopez, Megan; Radford, Donna

    2016-01-01

    The purpose of this case study was to examine the phenomenon regarding agriculture education teacher's efficacy by integrating the Next Gen Science Standards and other content areas into their classroom teaching. This was a single case study with two units of analysis consisting of two agriculture education programs in the Eastern United States…

  4. Expediting Agriculture Through Science Act

    THOMAS, 112th Congress

    Rep. Fincher, Stephen Lee [R-TN-8

    2011-05-26

    House - 06/08/2011 Referred to the Subcommittee on Rural Development, Research, Biotechnology, and Foreign Agriculture. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

  5. Using a creativity-focused science program to foster general creativity in young children: A teacher action research study

    NASA Astrophysics Data System (ADS)

    Gomes, Joan Julieanne Mariani

    learning experiences, experiential learning opportunities, critical thinking and problem solving activities, and an emphasis on freedom, independence, and autonomy on the part of the learner. These elements, when combined with an integrated science curriculum, can foster creativity in young children.

  6. Role Perceptions of Foster Care in African American Kinship and Nonkinship Foster Parents: A Quantitative Analysis

    ERIC Educational Resources Information Center

    Warde, Bryan

    2008-01-01

    This article reports on a study that examined a cohort of African American kinship (n = 57) and nonkinship (n = 53) foster parents' perceptions of their role responsibilities as a foster care provider. The Foster Parent Role Perception (FPRP) scale was used to measure perceived role responsibility. Results indicated that both the kinship and…

  7. Leadership among Secondary School Agricultural Science Teachers and Their Job Performance in Akwa Ibom State, Nigeria

    ERIC Educational Resources Information Center

    Ben, Camilus Bassey

    2012-01-01

    The main purpose of this study is to investigate leadership among secondary school Agricultural Science teachers and their job performance in Akwa Ibom State. To achieve the aim of this study, three research hypotheses were generated to direct the study. Literature was reviewed based on the variables derived from the postulated hypotheses. Survey…

  8. Posttraumatic Stress Disorder among Foster Care Alumni: The Role of Race, Gender, and Foster Care Context

    ERIC Educational Resources Information Center

    Jackson, Lovie J.; O'Brien, Kirk; Pecora, Peter J.

    2011-01-01

    Little is known about the prevalence of posttraumatic stress disorder (PTSD) in adult alumni of foster care and its demographic and contextual correlates. This is one of the first studies to report on racial/ethnic and gender differences and the influence of foster care experiences (i.e., revictimization during foster care, placement change rate,…

  9. NanoJapan: international research experience for undergraduates program: fostering U.S.-Japan research collaborations in terahertz science and technology of nanostructures

    NASA Astrophysics Data System (ADS)

    Phillips, Sarah R.; Matherly, Cheryl A.; Kono, Junichiro

    2014-09-01

    The international nature of science and engineering research demands that students have the skillsets necessary to collaborate internationally. However, limited options exist for science and engineering undergraduates who want to pursue research abroad. The NanoJapan International Research Experience for Undergraduates Program is an innovative response to this need. Developed to foster research and international engagement among young undergraduate students, it is funded by a National Science Foundation Partnerships for International Research and Education (PIRE) grant. Each summer, NanoJapan sends 12 U.S. students to Japan to conduct research internships with world leaders in terahertz (THz) spectroscopy, nanophotonics, and ultrafast optics. The students participate in cutting-edge research projects managed within the framework of the U.S-Japan NSF-PIRE collaboration. One of our focus topics is THz science and technology of nanosystems (or `TeraNano'), which investigates the physics and applications of THz dynamics of carriers and phonons in nanostructures and nanomaterials. In this article, we will introduce the program model, with specific emphasis on designing high-quality international student research experiences. We will specifically address the program curriculum that introduces students to THz research, Japanese language, and intercultural communications, in preparation for work in their labs. Ultimately, the program aims to increase the number of U.S. students who choose to pursue graduate study in this field, while cultivating a generation of globally aware engineers and scientists who are prepared for international research collaboration.

  10. Effects of enhanced foster care on the long-term physical and mental health of foster care alumni.

    PubMed

    Kessler, Ronald C; Pecora, Peter J; Williams, Jason; Hiripi, Eva; O'Brien, Kirk; English, Diana; White, James; Zerbe, Richard; Downs, A Chris; Plotnick, Robert; Hwang, Irving; Sampson, Nancy A

    2008-06-01

    Child maltreatment is a significant risk factor for adult mental disorders and physical illnesses. Although the child welfare system routinely places severely abused and/or neglected children in foster care, no controlled studies exist to determine the effectiveness of this intervention in improving the long-term health of maltreated youth. To present results of the first quasi-experimental study, to our knowledge, to evaluate the effects of expanded foster care treatment on the mental and physical health of adult foster care alumni. We used a quasi-experimental design to compare adult outcomes of alumni of a model private foster care program and 2 public programs. The latter alumni were eligible for but not selected by the private program because of limited openings. Propensity score weights based on intake records were adjusted for preplacement between-sample differences. Personal interviews administered 1 to 13 years after leaving foster care assessed the mental and physical health of alumni. A representative sample of 479 adult foster care alumni who were placed in foster care as adolescents (14-18 years of age) between January 1, 1989, and September 30, 1998, in private (n = 111) or public (n = 368) foster care programs in Oregon and Washington. More than 80% of alumni were traced, and 92.2% of those traced were interviewed. Caseworkers in the model program had higher levels of education and salaries, lower caseloads, and access to a wider range of ancillary services (eg, mental health counseling, tutoring, and summer camps) than caseworkers in the public programs. Youth in the model program were in foster care more than 2 years longer than those in the public programs. Private program alumni had significantly fewer mental disorders (major depression, anxiety disorders, and substance use disorders), ulcers, and cardiometabolic disorders, but more respiratory disorders, than did public program alumni. Public sector investment in higher-quality foster care

  11. Resources for Teachers. "Turning Ideas Into Reality: The Executive Branch Fosters Engineering Excellence." An Institute for Pre-College Science and Social Studies Teachers (West Hartford, Connecticut, February 18-19, 24-26, 1989). Revised.

    ERIC Educational Resources Information Center

    Pierce, Preston E., Comp.

    A compilation of resources is provided for those interested in examining action taken by the executive branch of the federal government to foster scientific and engineering excellence in the United States in the nineteenth century. The resources are intended for use by pre-college secondary science and social studies teachers. Each of the…

  12. How Science Fairs Foster Inquiry Skills and Enrich Learning

    ERIC Educational Resources Information Center

    Paul, Jürgen; Groß, Jorge

    2017-01-01

    Science competitions have continuing relevance for schools. The aim of the German youth science fair "Jugend forscht" is to encourage scientific thinking and inquiry methods such as experimentation. Three concrete examples of participating projects are given. We summarise the current state of research related to science competitions,…

  13. Agribusiness Management. The Connecticut Vocational Agriculture Curriculum.

    ERIC Educational Resources Information Center

    EASTCONN Regional Educational Services Center, North Windham, CT.

    These materials in agribusiness management for the Connecticut Vocational Agriculture Curriculum were designed for use in the following areas: Animal Science; Plant Science; Agricultural Mechanics; and Natural Resources and Aquaculture. Each unit of this competency-based guide contains title of unit, unit length, grade level, objectives, teacher…

  14. Veterinary Pest Genomics Center | National Agricultural Library

    Science.gov Websites

    Skip to main content Home National Agricultural Library United States Department of Agriculture Ag Department of Agriculture's Agricultural Research Service (ARS). The vision for this initiative is to collaborator for the Bioinformatics Education in Agricultural Sciences (BEAS) project funded by the Hispanic

  15. Proceedings of the frst joint american chemical society agricultural and food chemistry division – american chemical society international chemical sciences chapter in Thailand symposium on agricultural and food chemistry

    USDA-ARS?s Scientific Manuscript database

    This Proceedings is a compilation of papers from contributed oral and poster presentations presented at the first joint symposium organized by the American Chemical Society Agricultural and Food Chemistry Division and the American Chemical Society International Chemical Sciences Chapter in Thailand ...

  16. Agricultural Education Curriculum Guide. Agricultural Production and Management I. Course No. 6811. Agricultural Production and Management II. Course No. 6812.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh.

    This document is designed for use by teachers of Agricultural Production and Management courses in North Carolina. It updates the competencies and content outlines from the previous guide. It lists core and optional competencies for two courses in seven areas as follows: leadership; supervised agricultural experience programs; animal science;…

  17. Considerations in the development of the utility of stable isotopes in science, medicine, and agriculture, and environmental studies

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Matwiyoff, N.A.

    1976-01-01

    The prospects for the broad scale development of the utility of stable isotopes in science, medicine, agriculture, and environmental studies are considered with emphasis on the current status of isotope production, synthesis of isotopically labelled compounds, and analytical techniques.

  18. Development of an Intervention for Foster Parents of Young Foster Children with Externalizing Behavior: Theoretical Basis and Program Description

    ERIC Educational Resources Information Center

    Vanschoonlandt, Femke; Vanderfaeillie, Johan; Van Holen, Frank; De Maeyer, Skrallan

    2012-01-01

    Foster parents are often faced with serious externalizing behaviors of their foster child. These behavioral problems may induce family stress and are related to less effective parenting and often increase. Foster children with behavioral problems are also more at risk of placement breakdown. An intervention to support foster parents of young…

  19. Science Books for Professional Pleasure Reading

    ERIC Educational Resources Information Center

    Smith, Grinell

    2008-01-01

    In this article, the author presents a list of science books that will foster students' interest in science. Some books were suggested by scientists, science educators, and former students. Some came from an analogous list for science journalists compiled by Boyce Rensberger, director of the Knight Science Journalism Fellowship at MIT. Some are…

  20. Fostering Structurally Transformative Teacher Agency through Science Professional Development

    ERIC Educational Resources Information Center

    Rivera Maulucci, Maria S.; Brotman, Jennie S.; Fain, Shoshana Sprague

    2015-01-01

    This study draws on data from a 10-month critical narrative inquiry of science teaching and learning in a third grade, dual language, integrated co-teaching classroom. The teachers were participants in a 14-week science professional development seminar that enrolled inservice and preservice teachers and focused on enhancing science teaching and…

  1. Brief history of agricultural systems modeling

    DOE PAGES

    Jones, James W.; Antle, John M.; Basso, Bruno; ...

    2017-06-21

    Agricultural systems science generates knowledge that allows researchers to consider complex problems or take informed agricultural decisions. The rich history of this science exemplifies the diversity of systems and scales over which they operate and have been studied. Modeling, an essential tool in agricultural systems science, has been accomplished by scientists from a wide range of disciplines, who have contributed concepts and tools over more than six decades. As agricultural scientists now consider the "next generation" models, data, and knowledge products needed to meet the increasingly complex systems problems faced by society, it is important to take stock of thismore » history and its lessons to ensure that we avoid re-invention and strive to consider all dimensions of associated challenges. To this end, we summarize here the history of agricultural systems modeling and identify lessons learned that can help guide the design and development of next generation of agricultural system tools and methods. A number of past events combined with overall technological progress in other fields have strongly contributed to the evolution of agricultural system modeling, including development of process-based bio-physical models of crops and livestock, statistical models based on historical observations, and economic optimization and simulation models at household and regional to global scales. Characteristics of agricultural systems models have varied widely depending on the systems involved, their scales, and the wide range of purposes that motivated their development and use by researchers in different disciplines. Recent trends in broader collaboration across institutions, across disciplines, and between the public and private sectors suggest that the stage is set for the major advances in agricultural systems science that are needed for the next generation of models, databases, knowledge products and decision support systems. Furthermore, the lessons from

  2. Brief history of agricultural systems modeling

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Jones, James W.; Antle, John M.; Basso, Bruno

    Agricultural systems science generates knowledge that allows researchers to consider complex problems or take informed agricultural decisions. The rich history of this science exemplifies the diversity of systems and scales over which they operate and have been studied. Modeling, an essential tool in agricultural systems science, has been accomplished by scientists from a wide range of disciplines, who have contributed concepts and tools over more than six decades. As agricultural scientists now consider the "next generation" models, data, and knowledge products needed to meet the increasingly complex systems problems faced by society, it is important to take stock of thismore » history and its lessons to ensure that we avoid re-invention and strive to consider all dimensions of associated challenges. To this end, we summarize here the history of agricultural systems modeling and identify lessons learned that can help guide the design and development of next generation of agricultural system tools and methods. A number of past events combined with overall technological progress in other fields have strongly contributed to the evolution of agricultural system modeling, including development of process-based bio-physical models of crops and livestock, statistical models based on historical observations, and economic optimization and simulation models at household and regional to global scales. Characteristics of agricultural systems models have varied widely depending on the systems involved, their scales, and the wide range of purposes that motivated their development and use by researchers in different disciplines. Recent trends in broader collaboration across institutions, across disciplines, and between the public and private sectors suggest that the stage is set for the major advances in agricultural systems science that are needed for the next generation of models, databases, knowledge products and decision support systems. Furthermore, the lessons from

  3. Principles and Practices Fostering Inclusive Excellence: Lessons from the Howard Hughes Medical Institute's Capstone Institutions

    ERIC Educational Resources Information Center

    DiBartolo, Patricia Marten; Gregg-Jolly, Leslie; Gross, Deborah; Manduca, Cathryn A.; Iverson, Ellen; Cooke, David B., III; Davis, Gregory K.; Davidson, Cameron; Hertz, Paul E.; Hibbard, Lisa; Ireland, Shubha K.; Mader, Catherine; Pai, Aditi; Raps, Shirley; Siwicki, Kathleen; Swartz, Jim E.

    2016-01-01

    Best-practices pedagogy in science, technology, engineering, and mathematics (STEM) aims for inclusive excellence that fosters student persistence. This paper describes principles of inclusivity across 11 primarily undergraduate institutions designated as Capstone Awardees in Howard Hughes Medical Institute's (HHMI) 2012 competition. The Capstones…

  4. Secondary Agricultural Science as Content and Context for Teaching

    ERIC Educational Resources Information Center

    Roberts, T. Grady; Ball, Anna L.

    2009-01-01

    The purpose of this philosophical article was to examine the role of agriculture in agricultural education. This philosophical argument, in many ways, reexamines the very discussions pondered by Dewey and Snedden almost a century ago. In secondary agricultural education classes today, is agriculture the content learned, or the context in which…

  5. Readership Study of an Agricultural Magazine.

    ERIC Educational Resources Information Center

    Holmes, Ted

    Since the fall of 1957, the Louisiana Agricultural Experiment Station has published a semi-scientific quarterly magazine, "Louisiana Agriculture," to present information on the station's research to Louisiana citizens, particularly public officials, members of the agribusiness sector, science-oriented farmers, agriculture and science…

  6. Animal Science Experts' Opinions on the Non-Technical Skills Secondary Agricultural Education Graduates Need for Employment in the Animal Science Industry: A Delphi Study

    ERIC Educational Resources Information Center

    Slusher, Wendy L.; Robinson, J. Shane; Edwards, M. Craig

    2010-01-01

    Non-technical, employability skills are in high demand for entry-level job-seekers. As such, this study sought to describe the perceptions of Oklahoma's animal science industry leaders as it related to the employability skills needed for entry-level employment of high school graduates who had completed coursework in Oklahoma's Agricultural, Food…

  7. Antipsychotic Treatment Among Youth in Foster Care

    PubMed Central

    Yoon, Yesel; Rubin, David M.; Riddle, Mark A.; Noll, Elizabeth; Rothbard, Aileen

    2011-01-01

    OBJECTIVE: Despite national concerns over high rates of antipsychotic medication use among youth in foster care, concomitant antipsychotic use has not been examined. In this study, concomitant antipsychotic use among Medicaid-enrolled youth in foster care was compared with disabled or low-income Medicaid-enrolled youth. PATIENTS AND METHODS: The sample included 16 969 youths younger than 20 years who were continuously enrolled in a Mid-Atlantic state Medicaid program and had ≥1 claim with a psychiatric diagnosis and ≥1 antipsychotic claim in 2003. Antipsychotic treatment was characterized by days of any use and concomitant use with ≥2 overlapping antipsychotics for >30 days. Medicaid program categories were foster care, disabled (Supplemental Security Income), and Temporary Assistance for Needy Families (TANF). Multicategory involvement for youths in foster care was classified as foster care/Supplemental Security Income, foster care/TANF, and foster care/adoption. We used multivariate analyses, adjusting for demographics, psychiatric comorbidities, and other psychotropic use, to assess associations between Medicaid program category and concomitant antipsychotic use. RESULTS: Average antipsychotic use ranged from 222 ± 110 days in foster care to only 135 ± 101 days in TANF (P < .001). Concomitant use for ≥180 days was 19% in foster care only and 24% in foster care/adoption compared with <15% in the other categories. Conduct disorder and antidepressant or mood-stabilizer use was associated with a higher likelihood of concomitant antipsychotic use (P < .0001). CONCLUSIONS: Additional study is needed to assess the clinical rationale, safety, and outcomes of concomitant antipsychotic use and to inform statewide policies for monitoring and oversight of antipsychotic use among youths in the foster care system. PMID:22106072

  8. Antipsychotic treatment among youth in foster care.

    PubMed

    Dosreis, Susan; Yoon, Yesel; Rubin, David M; Riddle, Mark A; Noll, Elizabeth; Rothbard, Aileen

    2011-12-01

    Despite national concerns over high rates of antipsychotic medication use among youth in foster care, concomitant antipsychotic use has not been examined. In this study, concomitant antipsychotic use among Medicaid-enrolled youth in foster care was compared with disabled or low-income Medicaid-enrolled youth. The sample included 16 969 youths younger than 20 years who were continuously enrolled in a Mid-Atlantic state Medicaid program and had ≥1 claim with a psychiatric diagnosis and ≥1 antipsychotic claim in 2003. Antipsychotic treatment was characterized by days of any use and concomitant use with ≥2 overlapping antipsychotics for >30 days. Medicaid program categories were foster care, disabled (Supplemental Security Income), and Temporary Assistance for Needy Families (TANF). Multicategory involvement for youths in foster care was classified as foster care/Supplemental Security Income, foster care/TANF, and foster care/adoption. We used multivariate analyses, adjusting for demographics, psychiatric comorbidities, and other psychotropic use, to assess associations between Medicaid program category and concomitant antipsychotic use. Average antipsychotic use ranged from 222 ± 110 days in foster care to only 135 ± 101 days in TANF (P < .001). Concomitant use for ≥180 days was 19% in foster care only and 24% in foster care/adoption compared with <15% in the other categories. Conduct disorder and antidepressant or mood-stabilizer use was associated with a higher likelihood of concomitant antipsychotic use (P < .0001). Additional study is needed to assess the clinical rationale, safety, and outcomes of concomitant antipsychotic use and to inform statewide policies for monitoring and oversight of antipsychotic use among youths in the foster care system.

  9. Formative Assessment Probes: Talk Moves. A Formative Assessment Strategy for Fostering Productive Probe Discussions

    ERIC Educational Resources Information Center

    Keeley, Page

    2016-01-01

    Formative assessment probes can be used to foster productive science discussions in which students make their thinking visible to themselves, their peers, and the teacher. During these discussions, there is an exchange between the teacher and students that encourages exploratory thinking, supports careful listening to others' ideas, asks for…

  10. Examining elementary teachers' knowledge and instruction of scientific explanations for fostering children's explanations in science

    NASA Astrophysics Data System (ADS)

    Wiebke, Heidi Lynn

    This study employed an embedded mixed methods multi-case study design (Creswell, 2014) with six early childhood (grades K-2) teachers to examine a) what changes occurred to their subject matter knowledge (SMK) and pedagogical content knowledge (PCK) for teaching scientific explanations while participating in a professional development program, b) how they planned for and implemented scientific explanation instruction within a teacher developed unit on properties of matter, and c) what affordances their instruction of scientific explanations had on fostering their students' abilities to generate explanations in science. Several quantitative and qualitative measures were collected and analyzed in accordance to this studies conceptual framework, which consisted of ten instructional practices teachers should consider assimilating or accommodating into their knowledge base (i.e., SMK & PCK) for teaching scientific explanations. Results of this study indicate there was little to no positive change in the teachers' substantive and syntactic SMK. However, all six teachers did make significant changes to all five components of their PCK for teaching explanations in science. While planning for scientific explanation instruction, all six teachers' contributed some ideas for how to incorporate seven of the ten instructional practices for scientific explanations within the properties of matter unit they co-developed. When enacting the unit, the six teachers' employed seven to nine of the instructional practices to varying levels of effectiveness, as measured by researcher developed rubrics. Given the six teachers' scientific explanation instruction, many students did show improvement in their ability to formulate a scientific explanation, particularly their ability to provide multiple pieces of evidence. Implications for professional developers, teacher educators, researchers, policy makers, and elementary teachers regarding how to prepare teachers for and support students

  11. Foster Mother-Infant Bonding: Associations between Foster Mothers' Oxytocin Production, Electrophysiological Brain Activity, Feelings of Commitment, and Caregiving Quality

    ERIC Educational Resources Information Center

    Bick, Johanna; Dozier, Mary; Bernard, Kristin; Grasso, Damion; Simons, Robert

    2013-01-01

    This study examined the biological processes associated with foster mother-infant bonding. In an examination of foster mother-infant dyads ("N" = 41, mean infant age = 8.5 months), foster mothers' oxytocin production was associated with their expressions of behavioral delight toward their foster infant and their average P3 response to…

  12. Effectiveness of a Science Agricultural Summer Experience (SASE) in Recruiting Students to Natural Resources Management

    NASA Astrophysics Data System (ADS)

    Martinez, Edward; Lindline, Jennifer; Petronis, Michael S.; Pilotti, Maura

    2012-12-01

    The Bureau of Labor Statistics projects an increase in Natural Resource Management (NRM) jobs within the next 10 years due to baby-boomer retirements and a 12% increase in demand for these occupations. Despite this trend, college enrollment in NRM disciplines has declined. Even more critical is the fact that the soon-to-be-majority Hispanic population is underrepresented in NRM disciplines. The goal of the present study was to determine if an in-residence, two-week, summer science program for underrepresented minorities would not only increase interest in science, actual science knowledge, and perceived science knowledge, but also have an overall impact on underrepresented minority students' decisions to attend college, major in a scientific discipline and pursue a career in science. During a four-year period, 76 high school students participated in a Science Agricultural Summer Experience (SASE) in Northern New Mexico. A pre/post science-knowledge exam and satisfaction survey were administered to participants. We demonstrate that participants improved significantly ( p < .05) in all areas measured. In particular, comfort with science field and lab activities, science knowledge and perceived science knowledge were enhanced after exposure to the program. Students not only found science exciting and approachable after participation, but also exhibited increased interest in pursuing a degree and career in science. Of the 76 SASE participants within graduation age ( n = 44), all graduated from high school; and 86% enrolled in college. These findings suggest that the implemented SASE initiative was effective in recruiting and increasing the confidence and abilities of underrepresented minority students in science.

  13. Agricultural Production: Program Planning Guide: Volume 1.

    ERIC Educational Resources Information Center

    Rich, William; Wood, Eugene

    The program planning guide for agricultural production was written to assist Applied Biological and Agricultural Occupations (ABAO) teachers in enriching existing programs and/or to provide the basis for expansion of offerings to include additional materials for the cluster areas of animal science, plant science, farm mechanics, and farm business…

  14. Minnesota Department of Education Agricultural Education Program Descriptions 01.0000-01.9095

    ERIC Educational Resources Information Center

    Minnesota Department of Education, 2004

    2004-01-01

    This document provides a brief compilation of descriptions of agricultural education programs linked to Career and Technical Education (CTE) initiative in Minnesota. Agriculture Exploration courses focus on the animal sciences, plant sciences, natural resource sciences, agricultural business and marketing, and leadership development. Agribusiness…

  15. Bioethics Symposium: The ethical food movement: What does it mean for the role of science and scientists in current debates about animal agriculture?

    PubMed

    Croney, C C; Apley, M; Capper, J L; Mench, J A; Priest, S

    2012-05-01

    Contemporary animal agriculture is increasingly criticized on ethical grounds. Consequently, current policy and legislative discussions have become highly controversial as decision makers attempt to reconcile concerns about the impacts of animal production on animal welfare, the environment, and on the efficacy of antibiotics required to ensure human health with demands for abundant, affordable, safe food. Clearly, the broad implications for US animal agriculture of what appears to be a burgeoning movement relative to ethical food production must be understood by animal agriculture stakeholders. The potential effects of such developments on animal agricultural practices, corporate marketing strategies, and public perceptions of the ethics of animal production must also be clarified. To that end, it is essential to acknowledge that people's beliefs about which food production practices are appropriate are tied to diverse, latent value systems. Thus, relying solely on scientific information as a means to resolve current debates about animal agriculture is unlikely to be effective. The problem is compounded when scientific information is used inappropriately or strategically to advance a political agenda. Examples of the interface between science and ethics in regards to addressing currently contentious aspects of food animal production (animal welfare, antimicrobial use, and impacts of animal production practices on the environment) are reviewed. The roles of scientists and science in public debates about animal agricultural practices are also examined. It is suggested that scientists have a duty to contribute to the development of sound policy by providing clear and objectively presented information, by clarifying misinterpretations of science, and by recognizing the differences between presenting data vs. promoting their own value judgments in regard to how and which data should be used to establish policy. Finally, the role of the media in shaping public opinions

  16. Health Risk Behavior in Foster Youth

    PubMed Central

    Gramkowski, Bridget; Kools, Susan; Paul, Steven; Boyer, Cherrie; Monasterio, Erica; Robbins, Nancy

    2010-01-01

    Problem Adolescent health problems are predominantly caused by risk behavior. Foster adolescents have disproportionately poor health; therefore identification of risk behavior is critical. Method A secondary analysis of data from a larger study investigated the health risk behavior of 56 foster youth using the CHIP-AE. Findings Foster youth had some increased risk behavior. Younger adolescents and those in kinship care had less risky behavior. Youth had more risk behavior when: in group homes, parental death, histories of physical or emotional abuse, or history of attempted suicide. Conclusions These results point to areas of strength and vulnerability in foster youth. PMID:19490278

  17. Institute for Materials Science

    Science.gov Websites

    Search Site submit National Security Education Center Los Alamos National LaboratoryInstitute for Materials Science Incubate - Innovate - Integrate Los Alamos National Laboratory Institute for Materials educational center in NSEC focused on fostering the advancement of materials science at Los Alamos National

  18. The Power of Community: How Foster Parents, Teachers, and Community Members Support Academic Achievement for Foster Youth

    ERIC Educational Resources Information Center

    Morton, Brenda M.

    2016-01-01

    Foster children have been identified as one of the most high-risk groups for academic failure in schools today. However, a small number of foster youth are beating the odds by achieving academically. How are they able to overcome tremendous barriers and succeed? This phenomenological study reports the findings of former foster youth and their P-12…

  19. Science CAP: Curriculum Assistance Program. [Multimedia.

    ERIC Educational Resources Information Center

    DEMCO, Inc., Madison, WI.

    Science Curriculum Assistance Program (Science CAP(TM)) is a multimedia package developed to create a model for preserving classroom science activities that can be shared and customized by teachers. This program is designed to assist teachers in preparing classroom science activities for grades five through eight, and to foster an environment of…

  20. An Examination of Pre-Service Agricultural Science Teachers' Interest and Participation in International Experiences: Motivations and Barriers

    ERIC Educational Resources Information Center

    Murphrey, Theresa Pesl; Lane, Katy; Harlin, Julie; Cherry, Audie

    2016-01-01

    The importance of creating global mindedness within pre-service agricultural science teachers through international experiences cannot be overstated. However, providing opportunities for international experiences and college students selecting to participate in these opportunities are two very different actions. Mechanisms must be put in place…

  1. A Program Aimed toward Inclusive Excellence for Underrepresented Undergraduate Women in the Sciences

    ERIC Educational Resources Information Center

    Katz, Laura A.; Aloisio, Kathryn M.; Horton, Nicholas J.; Ly, Minh; Pruss, Sara; Queeney, Kate; Rowen, Cate; DiBartolo, Patricia Marten

    2017-01-01

    Created to foster inclusive excellence, Smith College's Achieving Excellence in Mathematics, Engineering, and Science (AEMES) Scholars program provides early faculty-mentored research opportunities and other programming as a way to foster success in academic outcomes for underrepresented women in science. Using academic record data, we compared…

  2. Could hands-on activities and smartphone in science CLIL teaching foster motivation and positive attitudes in students?

    NASA Astrophysics Data System (ADS)

    Ercolino, Immacolata; Maraffi, Sabina; Sacerdoti, Francesco M.

    2016-04-01

    Motivating students is one of the most challenging things we do as educators. We know that students need to be engaged to fully appreciate and learn what has been taught; the secret consists in nurturing student engagement. One of the newer ways to involve students and foster motivation in their Science learning consists in focusing on their usage and on applying knowledge and skills in their real-life. Students usually are engaged in authentic teaching pathway. Learning focusing on the experience helps teachers to improve classroom management by gathering students around a common organized activity. Hands-on activities support problem-based approaches to learning by focusing on the experience and process of investigating, proposing and creating solutions developing critical thinking skills and enlarge student's scientific glossary. We utilized in our classroom some lab activities that we learned at an ESA/GTTP Teacher training Workshop 2014 program at the Lorentz Center Leiden, Netherlands. "Cooking a comet - Ingredients for life" "Demonstration of the second Kepler's law using marbles" New media equipment, as student's own smartphones, can increase the teaching impact speaking the same language used by the students every day. They can measure magnetic fields, their GPS coordinates (longitude and latitude), and so on. In this way we can measure distances as parallax using mobile devices and simulating distance measurements in the classroom, on the school campus. The smartphone is the device with which the students answer questions, take decisions, and solve quests. Students infact can observe the Universe from their classroom and scientifically they can watch the Sun with "Google sky map" or "Star walk" are excellent tools to learn your way around the night sky .As teachers we used these apps in the classroom when Sun goes through the constellations so our students don't believe in horoscopes. This paper is focused on hands on activities and the effects of the

  3. [Mental health of preschool foster care children: How do foster families influence the way children cope with trauma?].

    PubMed

    Vasileva, Mira; Petermann, Franz

    2017-08-15

    Parents and other significant persons have an important role when preschool children develop or cope with psychological symptoms following traumatic experiences. The underlying mechanisms of the interaction between traumatic experiences and influences of the foster family are still unclear. This study investigates foster parents’ stress levels and parenting styles as moderators or mediators in the context of traumatic experiences. Foster parents of 286 children between three and seven years participated in an online or paper-and-pencil survey. The results suggest a connection between the traumatic experiences of foster children and the stress levels as well as the parenting styles of their foster parents. While verbosity and laxness as parenting styles moderated the impact of traumatic experiences on externalising symptoms, stress levels mediated the impact of traumatic experiences on children’s internalising and externalising symptoms. The results underscore the necessity of standardized preparation of and support for foster parents in order to avoid deterioration of psychological symptoms following traumatic Events.

  4. Space astrophysics - Science operations

    NASA Technical Reports Server (NTRS)

    Kutter, G. S.; Riegler, G. R.

    1990-01-01

    Science Operations in the Astrophysics Division of NASA Headquarters are the responsibility of the Science Operations Branch. The goals of Science Operations are to encourage multimission, panchromatic research in astrophysics and to foster coordination and cooperation among all mission operations and data analysis efforts. To meet these goals, the Branch is structured into four areas of responsibility. The paper describes these responsibilities.

  5. Agricultural Science Protects Our Environment.

    ERIC Educational Resources Information Center

    1967

    Included are a 49 frame filmstrip and a script for narrating a presentation. The presentation is aimed at the secondary school level with an emphasis on how agricultural scientists investigate problems in farmland erosion, stream pollution, road building erosion problems, air pollution, farm pollution, pesticides, and insect control by biological…

  6. Helping Foster Children in School: A Guide for Foster Parents, Social Workers and Teachers

    ERIC Educational Resources Information Center

    DeGarmo, John

    2015-01-01

    "Helping Foster Children in School" explores the challenges that foster children face in schools and offers positive and practical guidance tailored to help the parents, teachers and social workers supporting them. Children in care often perform poorly at school both in terms of their behavior and their academic performance, with many…

  7. Permanency and the Foster Care System.

    PubMed

    Lockwood, Katie K; Friedman, Susan; Christian, Cindy W

    2015-10-01

    Each year over 20,000 youth age out of the child welfare system without reaching a permanent placement in a family. Certain children, such as those spending extended time in foster care, with a diagnosed disability, or adolescents, are at the highest risk for aging out. As young adults, this population is at and increased risk of incarceration; food, housing, and income insecurity; unemployment; educational deficits; receipt of public assistance; and mental health disorders. We reviewed the literature on foster care legislation, permanency, outcomes, and interventions. The outcomes of children who age out of the child welfare system are poor. Interventions to increase permanency include training programs for youth and foster parents, age extension for foster care and insurance coverage, an adoption tax credit, and specialized services and programs that support youth preparing for their transition to adulthood. Future ideas include expanding mentoring, educational support, mental health services, and post-permanency services to foster stability in foster care placements and encourage permanency planning. Children in the child welfare system are at a high risk for physical, mental, and emotional health problems that can lead to placement instability and create barriers to achieving permanency. Failure to reach the permanency of a family leads to poor outcomes, which have negative effects on the individual and society. Supporting youth in foster care throughout transitions may mediate the negative outcomes that have historically followed placement in out-of-home care. Copyright © 2015 Mosby, Inc. All rights reserved.

  8. 38 CFR 17.73 - Medical foster homes-general.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 1 2012-07-01 2012-07-01 false Medical foster homes... MEDICAL Community Residential Care § 17.73 Medical foster homes—general. (a) Purpose. Through the medical foster home program, VA recognizes and approves certain medical foster homes for the placement of...

  9. 38 CFR 17.73 - Medical foster homes-general.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 1 2014-07-01 2014-07-01 false Medical foster homes... MEDICAL Community Residential Care § 17.73 Medical foster homes—general. (a) Purpose. Through the medical foster home program, VA recognizes and approves certain medical foster homes for the placement of...

  10. 38 CFR 17.73 - Medical foster homes-general.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 1 2013-07-01 2013-07-01 false Medical foster homes... MEDICAL Community Residential Care § 17.73 Medical foster homes—general. (a) Purpose. Through the medical foster home program, VA recognizes and approves certain medical foster homes for the placement of...

  11. Natuculture Systems: Addressing Students' STEM and Agriculture Knowledge

    NASA Astrophysics Data System (ADS)

    Joyce, Alexander Augusto

    The purpose of this study was to assess the inclusion of a Natuculture systems learning experience into selected high school STEM courses to determine high school students' interests in majoring in STEM and for pursuing careers in agricultural sciences. Natuculture is defined as "any human-made system that mimics nature in human-disturbed landscapes". The research occurred at an urban area high school located in the Piedmont region of North Carolina. Fifty-three students in grades 9-12 participated during an academic semester learning experience which included planting, maintenance, & harvesting for an oasissofa. Data was collected using a questionnaire and reflective journals to gather students' attitudes towards agriculture and science and knowledge towards agriculture. Results showed that while the experiences did not improve students' interest in pursuing careers in agricultural sciences, overall, they did increase their knowledge of concepts related to agriculture. It was concluded that students benefit from experiential learning experiences. Based on the study, it is recommended that future research follow up with students to learn of their educational and career choices in agriculture and future learning experiences include curricula that integrates agricultural topics with STEM courses.

  12. An Exploration of How Foster Parents Educationally Assist Foster Children: A Qualitative Phenomenological Study

    ERIC Educational Resources Information Center

    Zarate, Grace

    2013-01-01

    Foster children are academically at risk as a result of abuse, neglect and family disruptions. Findings from previous studies have underscored the critical role played by foster parents in monitoring the academic progress of the children placed in the home. The purpose of this qualitative phenomenological research study was to identify the skill…

  13. Mental health and foster carer training

    PubMed Central

    Minnis, H; Pelosi, A; Knapp, M; Dunn, J

    2001-01-01

    AIMS—To evaluate the impact of training foster carers on children's emotional and behavioural functioning.
METHODS—In a randomised controlled trial in 17 Scottish local council areas, with immediate and nine month follow up, 182 children and their foster families were randomly allocated to either standard services alone or standard services plus extra training for foster carers on communication and attachment. Main outcome measures were child psychopathology, attachment disorder, self esteem, and cost of foster care.
RESULTS—Over 60% of children had measurable psychopathology at baseline. The training was perceived as beneficial by participants. Scores for parent reported psychopathology and attachment disorders decreased by around 5%, self esteem increased by 2%, and costs by 22% in the intervention group. Results were non-significant.
CONCLUSIONS—Despite being well received by foster carers, the training was not sufficient to make a useful impact on the high level of psychopathology. This group may warrant more intensive interventions.

 PMID:11259226

  14. Symposium introduction: the first joint American Chemical Society Agricultural and Food Chemistry Division and the American Chemical Society International Chemical Sciences Chapter in Thailand

    USDA-ARS?s Scientific Manuscript database

    The American Chemical Society (ACS) Agricultural and Food Chemistry Division (AGFD) and the ACS International Chemical Sciences Chapter in Thailand (ICSCT) worked together to stage the “1st Joint ACS AGFD - ACS ICSCT Symposium on Agricultural and Food Chemistry,” which was held in Bangkok, Thailand ...

  15. Long Term Agroecosystem Research Landing | National Agricultural Library

    Science.gov Websites

    Skip to main content Home National Agricultural Library United States Department of Agriculture Ag Agroecosystem Research Overview Agriculture faces tremendous challenges in meeting multiple, diverse societal > ENVIRONMENTAL ASSESSMENTS filter EARTH SCIENCE > AGRICULTURE > SOILS (1) Apply EARTH

  16. The Legal Aspects of Foster Care. Instructor's Manual.

    ERIC Educational Resources Information Center

    Findling, Joseph

    One of a series of manuals for the Foster Parent Training Project, this workbook has been developed at Eastern Michigan University to assist instructors in presenting to foster parent trainees information concerning foster parents involvement with courts, legal proceedings, and public and private agencies. In eight sessions foster parents are…

  17. Getting Foster Youth to and through College: Successes and Challenges of the New Jersey Foster Care Scholars Program

    ERIC Educational Resources Information Center

    Davis, Maia; Losey, Elizabeth

    2008-01-01

    The popularity of the New Jersey Foster Care Scholars program is a testament to its importance. Typical college students rely on parents for financial assistance and emotional support. Youth aging out of foster care often are on their own. The scholarship program offers an opportunity for higher education that many foster youth thought they would…

  18. Strengthening Foster Parent-Adolescent Relationships through Filial Therapy

    ERIC Educational Resources Information Center

    Capps, Jennifer E.

    2012-01-01

    The purpose of this article is to explore the application of filial therapy as a means of strengthening relationships between foster parents and adolescent foster children. Adolescents in foster care experience a number of placement disruptions and while a number of therapeutic interventions are implemented to assist adolescents in foster care,…

  19. Weather extremes could affect agriculture

    NASA Astrophysics Data System (ADS)

    Balcerak, Ernie

    2012-05-01

    As Earth's climate warms, agricultural producers will need to adapt. Changes, especially increases in extreme events, are already having an impact on food production, according to speakers at a 1 May session on agriculture and food security at the AGU Science Policy Conference. Christopher Field, director of the Department of Global Ecology at the Carnegie Institution for Science of Washington, D. C., pointed out the complex factors that come into play in understanding food security, including spatially varying controls and stresses, incomplete models, and the potential for threshold responses. Factors that are likely to cause problems include increasing population; increasing preference for meat, which needs more land and energy inputs to produce; climate change; and increasing use of agricultural lands for biomass energy.

  20. Seeking Solutions for Tomorrow's Challenges. Proceedings of the Annual National Agricultural Education Research Meeting (13th, Dallas, Texas, December 5, 1986).

    ERIC Educational Resources Information Center

    Kahler, Alan A., Ed.

    This proceedings volume contains a total of 39 papers. The following 28 selected titles are cited as those most clearly relevant to education: "A National Study of Teacher Educators and State Supervisors in Agricultural Education" (Foster, Horner); "A Profile of the Effective Vocational Agriculture Teacher" (Rheault, Miller); "Analysis of Needs:…

  1. Science Fairs: Tired of the Same Old, Same Old?

    ERIC Educational Resources Information Center

    Silver, Debbie

    1994-01-01

    Presents an alternative to the competition fostered through traditional science fairs. The Science Expo is an all-day event meant to show students and the community that science is fascinating and fun. (PR)

  2. Support and Conflict in the Foster Family and Children's Well-Being: A Comparison between Foster and Birth Children

    ERIC Educational Resources Information Center

    Denuwelaere, Mieke; Bracke, Piet

    2007-01-01

    Data on 96 foster families with a foster child and a birth child between the ages of 10 and 21 years were used to analyze the association between support and conflict processes within the foster family and youths' reports on four indexes of well-being: self-esteem, self-efficacy, emotional problems, and behavioral problems. The self-esteem of…

  3. Reaching out To Foster Children.

    ERIC Educational Resources Information Center

    Joiner, Lottie L.

    2001-01-01

    A transient lifestyle, combined with emotional and behavior problems, often precipitates foster children's poor academic performance. Cooperation with child welfare workers is essential, as shown by the success rate of California's Foster Youth Services, Seattle's private social-service agency Treehouse, and New York City's Safe and Smart program.…

  4. Global hunger: a challenge to agricultural, food, and nutritional sciences.

    PubMed

    Wu, Shiuan-Huei; Ho, Chi-Tang; Nah, Sui-Lin; Chau, Chi-Fai

    2014-01-01

    Hunger has been a concern for generations and has continued to plague hundreds of millions of people around the world. Although many efforts have been devoted to reduce hunger, challenges such as growing competitions for natural resources, emerging climate changes and natural disasters, poverty, illiteracy, and diseases are posing threats to food security and intensifying the hunger crisis. Concerted efforts of scientists to improve agricultural and food productivity, technology, nutrition, and education are imperative to facilitate appropriate strategies for defeating hunger and malnutrition. This paper provides some aspects of world hunger issues and summarizes the efforts and measures aimed to alleviate food problems from the food and nutritional sciences perspectives. The prospects and constraints of some implemented strategies for alleviating hunger and achieving sustainable food security are also discussed. This comprehensive information source could provide insights into the development of a complementary framework for dealing with the global hunger issue.

  5. Mediterranean Agricultural Soil Conservation under global Change: The MASCC project.

    NASA Astrophysics Data System (ADS)

    Raclot, Damien; Ciampalini, Rossano

    2017-04-01

    The MASCC project (2016-2019, http://mascc-project.org) aims to address mitigation and adaptation strategies to global change by assessing current and future development of Mediterranean agricultural soil vulnerability to erosion in relation to projected land use, agricultural practices and climate change. It targets to i) assess the similarities/dissimilarities in dominant factors affecting the current Mediterranean agricultural soil vulnerability by exploring a wide range of Mediterranean contexts; ii) improve the ability to evaluate the impact of extreme events on both the current and projected agricultural soil vulnerability and the sediment delivery at catchment outlet; iii) evaluate the vulnerability and resilience of agricultural production to a combination of potential changes in a wide range of Mediterranean contexts, iv) and provide guidelines on sustainable agricultural conservation strategies adapted to each specific agro-ecosystem and taking into consideration both on- and off-site erosion effects and socio-economics issues. To achieve these objectives, the MASCC project consortium gather researchers from six Mediterranean countries (France, Morocco, Tunisia, Italy, Spain and Portugal) which monitor mid- to long-term environmental catchments and benefit from mutual knowledge created from previous projects and network. The major assets for MASCC are: i) the availability of an unrivalled database on catchment soil erosion and innovative agricultural practices comprising a wide range of Mediterranean contexts, ii) the capacity to better evaluate the impact of extreme events on soil erosion, iii) the expert knowledge of the LANDSOIL model, a catchment-scale integrated approach of the soil-landscape system that enables to simulate both the sediment fluxes at the catchment outlet and the intra-catchment soil evolving properties and iv) the multi-disciplinarity of the involved researchers with an international reputation in the fields of soil science

  6. Fostering Distributed Science Learning through Collaborative Technologies

    ERIC Educational Resources Information Center

    Vazquez-Abad, Jesus; Brousseau, Nancy; Guillermina, Waldegg C.; Vezina, Mylene; Martinez, Alicia D.; de Verjovsky, Janet Paul

    2004-01-01

    TACTICS (French and Spanish acronym standing for Collaborative Work and Learning in Science with Information and Communications Technologies) is an ongoing project aimed at investigating a distributed community of learning and practice in which information and communications technologies (ICT) take the role of collaborative tools to support social…

  7. Secondary Vocational Agriculture Inservice Training.

    ERIC Educational Resources Information Center

    Texas A and M Univ., College Station. Dept. of Agricultural Education.

    This document briefly describes the objectives, procedures, accomplishments, and findings of a project to provide inservice training for secondary vocational agriculture teachers in Texas. It then details a survey of the 933 teachers attending the resulting State Professional Improvement Conference for Teachers of Agricultural Science. The survey…

  8. Concerns of early career agricultural science teachers and the perceived effectiveness of educator preparation programs in addressing those concerns

    NASA Astrophysics Data System (ADS)

    Pearson, Camilla E.

    Little is known about the concerns and needs of early career agricultural teachers associated with the various routes to certification and how these routes address those concerns. The purpose of this study is to determine how selected early career agriculture teachers perceive their teacher preparation program and how effective their programs were at addressing these concerns during their first year of teaching. The sample consisted of secondary agricultural teachers in Texas FFA Areas V and VI, who self-identified themselves as an early career agricultural teacher in their first 3 years of teaching. The first phase included a web-based survey administered to assess the concerns of early career agricultural teachers. Two Likert-type scales were used, and these were used to assess the perceived importance of problems faced by early career agricultural teachers and the frequency in which they encounter those problems. The second phase included a qualitative interview to better understand the perceived relationship between participants' undergraduate preparation, experiences in agriculture and related organizations, and other related activities in preparing them as agriculture science teachers. The teachers interviewed in this study indicated that overall, they were pleased with their preparation. Teacher educators from both programs should address the concerns presented from all teachers to further prepare them for issues faced by early career teachers because it is evident that these issues are not going away.

  9. Cross-fostering in gray wolves (Canis lupus lupus).

    PubMed

    Scharis, Inger; Amundin, Mats

    2015-01-01

    Cross-fostering in canids, with captive-bred pups introduced into endangered wild populations, might aid conservation efforts by increasing genetic diversity and lowering the risk of inbreeding depression. The gray wolf (Canis lupus lupus) population in Scandinavia suffers from severe inbreeding due to a narrow genetic base and geographical isolation. This study aimed at evaluating the method to cross-foster wolf pups from zoo-born to zoo-born litters. The following was assessed: female initial acceptance of foster pups, growth rate in relation to age difference between foster pups and pups in recipient litters and survival over the first 33 weeks. The study included four litters added by two foster pups in each. The age differences between the foster pups and the recipient litters were 2-8 days. After augmentation, all four females accepted the foster pups, demonstrated by her moving the entire litter to a new den site. Growth rate was dependent on the age difference of the pups in the foster litters, with a considerably slower growth rate in the 8 days younger pups. However, these pups later appeared to be at no disadvantage. Foster pups had a higher survival rate than females' pups, however, the causes of death were probably not kin or non-kin related. The results indicate that cross-fostering works in gray wolves and that this might be a plausible way to increase genetic variation in the wild population. © 2015 Wiley Periodicals, Inc.

  10. MAGDAIRE: A Model to Foster Pre-Service Teachers' Ability in Integrating ICT and Teaching in Taiwan

    ERIC Educational Resources Information Center

    Chang, Chun-Yen; Chien, Yu-Ta; Chang, Yueh-Hsia; Lin, Chen-Yung

    2012-01-01

    This report describes our efforts in fostering Taiwanese pre-service teachers' ability to integrate information and communication technology (ICT) and teaching. The current state of science teacher education and ICT policies in Taiwan are documented briefly. The course model, MAGDAIRE (abbreviated from Modeled Analysis, Guided Development,…

  11. Science Interests of Urban Seventh Graders.

    ERIC Educational Resources Information Center

    Anderson, Bernice Taylor; And Others

    At the middle and elementary school levels, cultivating an interest in science has been considered an important goal. The primary aim should be to foster a desire for participation in science courses and activities. Research results suggest that schools do not provide a curriculum that supports science interests, and student attitudes toward…

  12. Children and their 4-H animal projects: How children use science in agricultural activity

    NASA Astrophysics Data System (ADS)

    Emo, Kenneth Roy

    Many children are introduced to science through informal educational programs. 4-H, an educational youth program, has a history of introducing scientific practices into agriculture. The purpose of this ethnographically-driven case study is to examine how science informs the actions of children raising market animals in a 4-H project. For two years the researcher collected data on 4-H children with market animal projects. Observations, interviews, and artifacts gathered are interpreted using the framework of activity theory. This study provides evidence for how the context of an activity system influences individual actions. Rules developed by the organization guide the actions of children to incorporate physical and psychological tools of science into their project to achieve the object: producing animals of proper weight and quality to be competitive in the county fair. Children learn the necessary actions from a community of practitioners through which expertise is distributed. Children's learning is demonstrated by the way their participation in their project changes with time, from receiving assistance from others to developing expertise in which they provide assistance to others. The strength of this educational experience is how children apply specific tools of science in ways that provide meaning and relevancy to their 4-H activity.

  13. Speaking Personally--With David Foster

    ERIC Educational Resources Information Center

    American Journal of Distance Education, 2010

    2010-01-01

    David Foster is the founder of Kryterion, an Internet test administration company, and currently serves there as chief scientist and executive vice president. He is the author of numerous articles for industry trade journals and textbooks and sits on the Council for the International Test Commission. In this interview, Foster talks about his…

  14. Nature of Science and Science Content Learning: The Relation between Students' Nature of Science Understanding and Their Learning about the Concept of Energy

    ERIC Educational Resources Information Center

    Michel, Hanno; Neumann, Irene

    2016-01-01

    Besides viewing knowledge about the nature of science (NOS) as important for its own value with respect to scientific literacy, an adequate understanding of NOS is expected to improve science content learning by fostering the ability to interrelate scientific concepts and, thus, coherently acquire scientific content knowledge. However, there is a…

  15. Fostering Scientific Literacy and Critical Thinking in Elementary Science Education

    ERIC Educational Resources Information Center

    Vieira, Rui Marques; Tenreiro-Vieira, Celina

    2016-01-01

    Scientific literacy (SL) and critical thinking (CT) are key components of science education aiming to prepare students to think and to function as responsible citizens in a world increasingly affected by science and technology (S&T). Therefore, students should be given opportunities in their science classes to be engaged in learning…

  16. The Effects of a Serious Digital Game on the Animal Science Competency, Mathematical Competency, Knowledge Transfer Ability, and Motivation of Secondary Agricultural Education Students

    ERIC Educational Resources Information Center

    Bunch, James Charles

    2012-01-01

    The purpose of this study was twofold: 1) to compare the effectiveness of two teaching methods (i.e., lecture/discussion and digital game-based learning) on student achievement in agriculture and mathematics regarding a unit on swine diseases in animal science courses offered through secondary agricultural education programs in Oklahoma; 2) to…

  17. Designing agricultural landscapes for biodiversity-based ecosystem services

    DOE PAGES

    Landis, Douglas A.

    2016-07-28

    Sustainable and resilient agricultural systems are needed to feed and fuel a growing human population. However, the current model of agricultural intensification which produces high yields has also resulted in a loss of biodiversity, ecological function, and critical ecosystem services in agricultural landscapes. A key consequence of agricultural intensification is landscape simplification, where once heterogeneous landscapes contain increasingly fewer crop and non-crop habitats. Landscape simplification exacerbates biodiversity losses which leads to reductions in ecosystem services on which agriculture depends. In recent decades, considerable research has focused on mitigating these negative impacts, primarily via management of habitats to promote biodiversity andmore » enhance services at the local scale. While it is well known that local and landscape factors interact, modifying overall landscape structure is seldom considered due to logistical constraints. Here, I propose that the loss of ecosystem services due to landscape simplification can only be addressed by a concerted effort to fundamentally redesign agricultural landscapes. Designing agricultural landscapes will require that scientists work with stakeholders to determine the mix of desired ecosystem services, evaluate current landscape structure in light of those goals, and implement targeted modifications to achieve them. I evaluate the current status of landscape design, ranging from fundamental ecological principles to resulting guidelines and socioeconomic tools. Finally, while research gaps remain, the time is right for ecologists to engage with other disciplines, stakeholders, and policymakers in education and advocacy to foster agricultural landscape design for sustainable and resilient biodiversity services.« less

  18. Designing agricultural landscapes for biodiversity-based ecosystem services

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Landis, Douglas A.

    Sustainable and resilient agricultural systems are needed to feed and fuel a growing human population. However, the current model of agricultural intensification which produces high yields has also resulted in a loss of biodiversity, ecological function, and critical ecosystem services in agricultural landscapes. A key consequence of agricultural intensification is landscape simplification, where once heterogeneous landscapes contain increasingly fewer crop and non-crop habitats. Landscape simplification exacerbates biodiversity losses which leads to reductions in ecosystem services on which agriculture depends. In recent decades, considerable research has focused on mitigating these negative impacts, primarily via management of habitats to promote biodiversity andmore » enhance services at the local scale. While it is well known that local and landscape factors interact, modifying overall landscape structure is seldom considered due to logistical constraints. Here, I propose that the loss of ecosystem services due to landscape simplification can only be addressed by a concerted effort to fundamentally redesign agricultural landscapes. Designing agricultural landscapes will require that scientists work with stakeholders to determine the mix of desired ecosystem services, evaluate current landscape structure in light of those goals, and implement targeted modifications to achieve them. I evaluate the current status of landscape design, ranging from fundamental ecological principles to resulting guidelines and socioeconomic tools. Finally, while research gaps remain, the time is right for ecologists to engage with other disciplines, stakeholders, and policymakers in education and advocacy to foster agricultural landscape design for sustainable and resilient biodiversity services.« less

  19. Mental Health Issues in Foster Care.

    PubMed

    Lohr, W David; Jones, V Faye

    2016-10-01

    Children in foster care have exceptional needs due to their histories of abuse, neglect, and increased exposure to violence. The rates of psychiatric symptoms and disorders, such as attention-deficit/hyperactivity disorder, posttraumatic stress disorder, and reactive attachment disorder, are much higher in children in foster care; furthermore, the rate of these children receiving psychotropic medications is 3 times that of children who are not in foster care. Pediatricians, in their role of providing a medical home, play a central role in safeguarding the physical and mental health of these children. By taking a trauma-informed approach to understanding the unique needs and gaps in their health care, pediatricians can improve the mental health and maximize outcome for children in foster care. [Pediatr Ann. 2016;45(10):e342-e348.]. Copyright 2016, SLACK Incorporated.

  20. Fostering Science Education in an Online Environment: Are We There yet?

    ERIC Educational Resources Information Center

    Davis, Kathleen S.; Snyder, Will

    2012-01-01

    Today, science teachers continue to seek ways to improve their instruction and become credentialed as "highly qualified" in their field. This paper describes how science and science education faculty at the University of Massachusetts and veteran K-12 science teachers, with funding from the National Science Foundation, designed Science…

  1. Practical Tools for Foster Parents. Foster Care Solutions.

    ERIC Educational Resources Information Center

    Temple-Plotz, Lana, Ed.; Stricklett, Ted P., Ed.; Baker, Christena B., Ed.; Sterba, Michael N., Ed.

    Based on the Girls and Boys Town's "Common Sense Parenting" approach, this book presents an approach to foster parenting focusing on building relationships with children, teaching them skills, and empowering them by teaching self-discipline and self-control. Research-based solutions are provided for common concerns, including building a…

  2. Science Exhibitions Promote College and Community Interaction.

    ERIC Educational Resources Information Center

    Stout, Dorothy LaLonde

    1991-01-01

    Science exhibitions presented by college students at local elementary schools foster goodwill in the community; give college students an opportunity to share their science as role models; provide elementary school children with a positive, enjoyable approach to science; and can be organized rather easily following guidelines that outline…

  3. Transition Planning for Foster Youth

    ERIC Educational Resources Information Center

    Geenen, Sarah J.; Powers, Laurie E.

    2006-01-01

    The study evaluated the IEPs/Individualized Transition Plans of 45 students who were in special education and foster care, and compared them to the plans of 45 students who were in special education only. Results indicate that the transition plans of foster youth with disabilities were poor in quality, both in absolute terms and in comparison to…

  4. Mental and Physical Health of Children in Foster Care.

    PubMed

    Turney, Kristin; Wildeman, Christopher

    2016-11-01

    Each year, nearly 1% of US children spend time in foster care, with 6% of US children placed in foster care at least once between their birth and 18th birthday. Although a large literature considers the consequences of foster care placement for children's wellbeing, no study has used a nationally representative sample of US children to compare the mental and physical health of children placed in foster care to the health of children not placed in foster care. We used data from the 2011-2012 National Survey of Children's Health, a nationally representative sample of noninstitutionalized children in the United States, and logistic regression models to compare parent-reported mental and physical health outcomes of children placed in foster care to outcomes of children not placed in foster care, children adopted from foster care, children across specific family types (eg, single-mother households), and children in economically disadvantaged families. We find that children in foster care are in poor mental and physical health relative to children in the general population, children across specific family types, and children in economically disadvantaged families. Some differences are explained by adjusting for children's demographic characteristics, and nearly all differences are explained by also adjusting for the current home environment. Additionally, children adopted from foster care, compared with children in foster care, have significantly higher odds of having some health problems. Children in foster care are a vulnerable population in poor health, partially as a result of their early life circumstances. Copyright © 2016 by the American Academy of Pediatrics.

  5. Can Medicaid Claims Validly Ascertain Foster Care Status?

    PubMed

    Raghavan, Ramesh; Brown, Derek S; Allaire, Benjamin T

    2017-08-01

    Medicaid claims have been used to identify populations of children in foster care in the current literature; however, the ability of such an approach to validly ascertain a foster care population is unknown. This study linked children in the National Survey of Child and Adolescent Well-Being-I to their Medicaid claims from 36 states using their Social Security numbers. Using this match, we examined discordance between caregiver report of foster care placement and the foster care eligibility code contained in the child's Medicaid claims. Only 73% of youth placed in foster care for at least a year displayed a Medicaid code for foster care eligibility. Half of all youth coming into contact with child welfare displayed discordance between caregiver report and Medicaid claims. Children with emergency department utilization, and those in primary care case management health insurance arrangements, had the highest odds of accurate ascertainment. The use of Medicaid claims to identify a cohort of children in foster care results in high rates of underascertainment. Supplementing administrative data with survey data is one way to enhance validity of ascertainment.

  6. The presentation of science in everyday life: the science show

    NASA Astrophysics Data System (ADS)

    Watermeyer, Richard

    2013-09-01

    This paper constitutes a case-study of the `science show' model of public engagement employed by a company of science communicators focused on the popularization of science, technology, engineering and mathematics (STEM) subject disciplines with learner constituencies. It examines the potential of the science show to foster the interest and imagination of young learners in STEM; challenge popular pre/misconceptions of science and scientists; reveal the broadness, plurality and everyday relevance of science; and induce a more fluent and equitable science nexus between expert and non-expert or learner groups. Discussion focuses on conversations with members of a UK and university based science communication outfit who comment on the potential of the science show as a model of non-formal science education and science engagement and the necessary conditions for its success.

  7. 7 CFR 2.16 - Under Secretary for Farm and Foreign Agricultural Services.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... for USDA international science and technology programs concerning international agricultural research...) Administer the Borlaug International Agricultural Science and Technology Fellowship Program (7 U.S.C. 3319j... agricultural commodity, including fats and oils or animal hides or skins as provided for in the Export...

  8. 7 CFR 2.16 - Under Secretary for Farm and Foreign Agricultural Services.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... for USDA international science and technology programs concerning international agricultural research...) Administer the Borlaug International Agricultural Science and Technology Fellowship Program (7 U.S.C. 3319j... agricultural commodity, including fats and oils or animal hides or skins as provided for in the Export...

  9. 7 CFR 2.16 - Under Secretary for Farm and Foreign Agricultural Services.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... for USDA international science and technology programs concerning international agricultural research...) Administer the Borlaug International Agricultural Science and Technology Fellowship Program (7 U.S.C. 3319j... agricultural commodity, including fats and oils or animal hides or skins as provided for in the Export...

  10. 7 CFR 2.16 - Under Secretary for Farm and Foreign Agricultural Services.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... for USDA international science and technology programs concerning international agricultural research...) Administer the Borlaug International Agricultural Science and Technology Fellowship Program (7 U.S.C. 3319j... agricultural commodity, including fats and oils or animal hides or skins as provided for in the Export...

  11. 7 CFR 2.16 - Under Secretary for Farm and Foreign Agricultural Services.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... for USDA international science and technology programs concerning international agricultural research...) Administer the Borlaug International Agricultural Science and Technology Fellowship Program (7 U.S.C. 3319j... agricultural commodity, including fats and oils or animal hides or skins as provided for in the Export...

  12. Dr. Andrew Foster: A Literature Review.

    PubMed

    Runnels, Joel

    2017-01-01

    Often compared to Laurent Clerc, Thomas Gallaudet, and Alexander Graham Bell, Dr. Andrew Foster was a deaf African American who founded 32 schools for the deaf in 13 African nations. The 60th anniversary of his arrival in Liberia and Ghana and the 30th anniversary of his tragic death in a Rwanda airplane accident both occur in 2017. Renewed interest in Foster has spawned research and events to reexamine questions about his contributions to the expansion of deaf education in Africa. However, none of these activities have taken a full biographical approach. More in-depth, historical, and biographical research is needed to answer the many remaining questions about Foster's life and legacy. A literature review was conducted to investigate what are considered Foster's key contributions and the factors that might have motivated him to expand access to deaf education in Africa.

  13. A commentary on domestic animals as dual-purpose models that benefit agricultural and biomedical research.

    PubMed

    Ireland, J J; Roberts, R M; Palmer, G H; Bauman, D E; Bazer, F W

    2008-10-01

    Research on domestic animals (cattle, swine, sheep, goats, poultry, horses, and aquatic species) at land grant institutions is integral to improving the global competitiveness of US animal agriculture and to resolving complex animal and human diseases. However, dwindling federal and state budgets, years of stagnant funding from USDA for the Competitive State Research, Education, and Extension Service National Research Initiative (CSREES-NRI) Competitive Grants Program, significant reductions in farm animal species and in numbers at land grant institutions, and declining enrollment for graduate studies in animal science are diminishing the resources necessary to conduct research on domestic species. Consequently, recruitment of scientists who use such models to conduct research relevant to animal agriculture and biomedicine at land grant institutions is in jeopardy. Concerned stakeholders have addressed this critical problem by conducting workshops, holding a series of meetings with USDA and National Institutes of Health (NIH) officials, and developing a white paper to propose solutions to obstacles impeding the use of domestic species as dual-purpose animal models for high-priority problems common to agriculture and biomedicine. In addition to shortfalls in research support and human resources, overwhelming use of mouse models in biomedicine, lack of advocacy from university administrators, long-standing cultural barriers between agriculture and human medicine, inadequate grantsmanship by animal scientists, and a scarcity of key reagents and resources are major roadblocks to progress. Solutions will require a large financial enhancement of USDA's Competitive Grants Program, educational programs geared toward explaining how research using agricultural animals benefits both animal agriculture and human health, and the development of a new mind-set in land grant institutions that fosters greater cooperation among basic and applied researchers. Recruitment of

  14. Science as Storytelling for Teaching the Nature of Science and the Science-Religion Interface

    ERIC Educational Resources Information Center

    Bickmore, Barry R.; Thompson, Kirsten R.; Grandy, David A.; Tomlin, Teagan

    2009-01-01

    Here we describe a method for teaching the NOS called "Science as Storytelling," which was designed to directly confront narve realist preconceptions about the NOS and replace them with more sophisticated ideas, while retaining a moderate realist perspective. It was also designed to foster a more sophisticated understanding of the…

  15. We Care for Kids: A Handbook for Foster Parents.

    ERIC Educational Resources Information Center

    Illinois State Dept. of Children and Family Services, Springfield.

    This handbook outlines essential information for foster parents under these basic headings: (1) legal rights and responsibilities of children, parents and foster parents; (2) recruitment, licensing, training, and evaluation of foster homes; (3) placement and removal of foster children; (4) payments and expenses; (5) medical care; (6)…

  16. Fostering Third-Grade Students' Use of Scientific Models with the Water Cycle: Elementary Teachers' Conceptions and Practices

    ERIC Educational Resources Information Center

    Vo, Tina; Forbes, Cory T.; Zangori, Laura; Schwarz, Christina V.

    2015-01-01

    Elementary teachers play a crucial role in supporting and scaffolding students' model-based reasoning about natural phenomena, particularly complex systems such as the water cycle. However, little research exists to inform efforts in supporting elementary teachers' learning to foster model-centered, science learning environments. To address this…

  17. Plant-Soil Feedback: Bridging Natural and Agricultural Sciences.

    PubMed

    Mariotte, Pierre; Mehrabi, Zia; Bezemer, T Martijn; De Deyn, Gerlinde B; Kulmatiski, Andrew; Drigo, Barbara; Veen, G F Ciska; van der Heijden, Marcel G A; Kardol, Paul

    2018-02-01

    In agricultural and natural systems researchers have demonstrated large effects of plant-soil feedback (PSF) on plant growth. However, the concepts and approaches used in these two types of systems have developed, for the most part, independently. Here, we present a conceptual framework that integrates knowledge and approaches from these two contrasting systems. We use this integrated framework to demonstrate (i) how knowledge from complex natural systems can be used to increase agricultural resource-use efficiency and productivity and (ii) how research in agricultural systems can be used to test hypotheses and approaches developed in natural systems. Using this framework, we discuss avenues for new research toward an ecologically sustainable and climate-smart future. Copyright © 2017 Elsevier Ltd. All rights reserved.

  18. Biotechnology in Agriculture. Teacher Edition.

    ERIC Educational Resources Information Center

    Peterson, Dennis R.; Rehberger, Thomas

    This curriculum guide is designed to help teachers to present a course that emphasizes the interrelationship of science and technology and the impact of this technology on agriculture and agricultural products. The guide contains six units that each contain some or all of the following basic components of a unit of instruction: objective sheet,…

  19. The use of self-determination theory to foster environmental motivation in an environmental biology course

    NASA Astrophysics Data System (ADS)

    Darner, Rebekka

    A scientifically literate person is one who understands the nature of science, its processes, products, and their appropriate application to decision-making contexts. The impetus to make informed decisions about environmental issues is environmental motivation. I examined students' environmental motivation, its relationship to scientific knowledge, and how environmental motivation can be fostered in a science classroom. This study took place in a college-level environmental biology course in which the instructor attempted to support students' basic psychological needs, as defined by self-determination theory (SDT). The first question was to what extent does an SDT-guided environmental biology course differ from a non-SDT-guided course in the degree to which it fostered self-determined motivation toward the environment. The administration of a well-validated scale to two sections before, after, and six months following the end of the course indicated that SDT-guided instruction is a plausible way to foster environmental motivation in the classroom. The second question was what are the multiple influences on fostering self-determined motivation toward the environment in an SDT-guided course. Path analysis indicated that environmental motivation can be partially accomplished in an environmental biology course by conveying to students that they are cared for, are connected to others, and can trust others while solving environmental problems. The third question sought to characterize students' scientific conceptualizations as they solve environmental problems and the extent to which their conceptualizations relate to the satisfaction of their need for competence. Students were videotaped during in-class problem-solving, after which stimulated-recall interviews were conducted. Grounded theory and an established coding scheme were combined to analyze these data, which resulted in three grounded hypotheses about what characterizes students' scientific knowledge when they

  20. Introducing Undergraduate Students to Science

    ERIC Educational Resources Information Center

    De Avila, Paulo, Jr.; Torres, Bayardo B.

    2010-01-01

    Understanding the scientific method fosters the development of critical thinking and logical analysis of information. Additionally, proposing and testing a hypothesis is applicable not only to science, but also to ordinary facts of daily life. Knowing the way science is done and how its results are published is useful for all citizens and…

  1. Innovative Technologies in Science Teaching

    ERIC Educational Resources Information Center

    Guerra, Cecilia; Pombo, Lucia; Moreira, Antonio

    2011-01-01

    Technology plays a crucial role in pupils' and primary teachers' lives nowadays and its use can facilitate change towards an innovative school environment. The internet, for example, can act as a platform to foster science teaching and offers a variety of opportunities for effective science learning and engaging and motivating children. But…

  2. The use of animals in agriculture and science: historical context, international considerations and future direction.

    PubMed

    Bayvel, A C D

    2005-08-01

    As the final contribution to this important World Organisation for Animal Health (OIE) publication, this paper provides some relevant background and contextual information and identifies a number of strategically significant international activities that will influence the future direction of animal welfare internationally. The assumption of an animal welfare leadership role by the OIE, with the full support of its 167 Member Countries, is an international development of major strategic significance. As an inter-governmental organisation, the OIE is committed to a science-based approach to the development of animal welfare guidelines and standards and to working closely with all stakeholders. This paper covers the use of animals in both agriculture and science, reflecting the OIE's dual remit for both animal health and animal welfare and the importance of animal-based research and testing to the OIE's animal health and reference laboratory roles.

  3. Addressing the mental health needs of looked after children in foster care: the experiences of foster carers.

    PubMed

    York, W; Jones, J

    2017-03-01

    WHAT IS KNOWN ON THE SUBJECT?: In the UK and internationally, the number of looked after children is increasing year on year. Mental health problems among looked after children are significantly higher than in the general population, and the uptake of mental health services for these children is low. There is a poor prognosis for children with untreated mental health problems; this is further compounded if the child is within the care system. WHAT DOES THIS PAPER ADD TO EXISTING KNOWLEDGE?: This study adds to our understanding of foster carers' experiences of the mental health needs of looked after children and demonstrates some of the challenges associated with accessing appropriate and timely mental health services. New knowledge derived from this research is that the barriers to accessing Child and Adolescent Mental Health Services (CAMHS) are not at the time of initial referral as previously reported, but later, once within the mental health system with long waiting times experienced particularly for specialist services. This study provides new insights into the experience of being a foster carer and the levels of support and resources needed that directly relate to the viability of the placement. The majority of the foster carers interviewed were from a Black and Minority Ethnic (BME) background, previously under-represented in this research area. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: A number of areas in current CAMHS provision need addressing with a focus on accessibility, consultation and support for foster carers. Waiting times need to be addressed, and improved communication with other agencies is also highlighted. CAMHS nurses are well placed to develop and deliver a comprehensive care package to foster carers, offering more tailored support to them whilst enabling the children and young people in their care to access and engage more effectively with mental health services. Introduction Despite well-documented vulnerabilities to mental health problems

  4. Social and Economic Analysis Branch: integrating policy, social, economic, and natural science

    USGS Publications Warehouse

    Schuster, Rudy; Walters, Katie D.

    2015-01-01

    The Fort Collins Science Center's Social and Economic Analysis Branch provides unique capabilities in the U.S. Geological Survey by leading projects that integrate social, behavioral, economic, and natural science in the context of human–natural resource interactions. Our research provides scientific understanding and support for the management and conservation of our natural resources in support of multiple agency missions. We focus on meeting the scientific needs of the Department of the Interior natural resource management bureaus in addition to fostering partnerships with other Federal and State managers to protect, restore, and enhance our environment. The Social and Economic Analysis Branch has an interdisciplinary group of scientists whose primary functions are to conduct both theoretical and applied social science research, provide technical assistance, and offer training to support the development of skills in natural resource management activities. Management and research issues associated with human-resource interactions typically occur in a unique context and require knowledge of both natural and social sciences, along with the skill to integrate multiple science disciplines. In response to these challenging contexts, Social and Economic Analysis Branch researchers apply a wide variety of social science concepts and methods which complement our rangeland/agricultural, wildlife, ecology, and biology capabilities. The goal of the Social and Economic Analysis Branch's research is to enhance natural-resource management, agency functions, policies, and decisionmaking.

  5. Evaluation of a Design Principle for Fostering Students' Epistemological Views on Models and Modelling Using Authentic Practices as Contexts for Learning in Chemistry Education

    ERIC Educational Resources Information Center

    Prins, Gjalt T.; Bulte, Astrid M. W.; Pilot, Albert

    2011-01-01

    Science education should foster students' epistemological view on models and modelling consistent with formal epistemology in science and technology practices. This paper reports the application of a curriculum unit in the classroom using an authentic chemical practice, "Modelling drinking water treatment", as the context for learning.…

  6. Home Influences on the Academic Performance of Agricultural Science Students in Ikwuano Local Government Area of Abia State, Nigeria

    ERIC Educational Resources Information Center

    Ndirika, Maryann C.; Njoku, U. J.

    2012-01-01

    This study was conducted to investigate the home influences on the academic performance of agricultural science secondary school students in Ikwuano Local Government Area of Abia State. The instrument used in data collection was a validated questionnaire structured on a two point rating scale. Simple random sampling technique was used to select…

  7. The Agricultural Model Intercomparison and Improvement Project: Phase I Activities by a Global Community of Science. Chapter 1

    NASA Technical Reports Server (NTRS)

    Rosenzweig, Cynthia E.; Jones, James W.; Hatfield, Jerry L.; Antle, John M.; Ruane, Alexander C.; Mutter, Carolyn Z.

    2015-01-01

    The Agricultural Model Intercomparison and Improvement Project (AgMIP) was founded in 2010. Its mission is to improve substantially the characterization of world food security as affected by climate variability and change, and to enhance adaptation capacity in both developing and developed countries. The objectives of AgMIP are to: Incorporate state-of-the-art climate, crop/livestock, and agricultural economic model improvements into coordinated multi-model regional and global assessments of future climate impacts and adaptation and other key aspects of the food system. Utilize multiple models, scenarios, locations, crops/livestock, and participants to explore uncertainty and the impact of data and methodological choices. Collaborate with regional experts in agronomy, animal sciences, economics, and climate to build a strong basis for model applications, addressing key climate related questions and sustainable intensification farming systems. Improve scientific and adaptive capacity in modeling for major agricultural regions in the developing and developed world, with a focus on vulnerable regions. Improve agricultural data and enhance data-sharing based on their intercomparison and evaluation using best scientific practices. Develop modeling frameworks to identify and evaluate promising adaptation technologies and policies and to prioritize strategies.

  8. Prospects for land-use sustainability on the agricultural frontier of the Brazilian Amazon.

    PubMed

    Galford, Gillian L; Soares-Filho, Britaldo; Cerri, Carlos E P

    2013-06-05

    The Brazilian Amazon frontier shows how remarkable leadership can work towards increased agricultural productivity and environmental sustainability without new greenhouse gas emissions. This is due to initiatives among various stakeholders, including national and state government and agents, farmers, consumers, funding agencies and non-governmental organizations. Change has come both from bottom-up and top-down actions of these stakeholders, providing leadership, financing and monitoring to foster environmental sustainability and agricultural growth. Goals to reduce greenhouse gas emissions from land-cover and land-use change in Brazil are being achieved through a multi-tiered approach that includes policies to reduce deforestation and initiatives for forest restoration, as well as increased and diversified agricultural production, intensified ranching and innovations in agricultural management. Here, we address opportunities for the Brazilian Amazon in working towards low-carbon rural development and environmentally sustainable landscapes.

  9. Prospects for land-use sustainability on the agricultural frontier of the Brazilian Amazon

    PubMed Central

    Galford, Gillian L.; Soares-Filho, Britaldo; Cerri, Carlos E. P.

    2013-01-01

    The Brazilian Amazon frontier shows how remarkable leadership can work towards increased agricultural productivity and environmental sustainability without new greenhouse gas emissions. This is due to initiatives among various stakeholders, including national and state government and agents, farmers, consumers, funding agencies and non-governmental organizations. Change has come both from bottom-up and top-down actions of these stakeholders, providing leadership, financing and monitoring to foster environmental sustainability and agricultural growth. Goals to reduce greenhouse gas emissions from land-cover and land-use change in Brazil are being achieved through a multi-tiered approach that includes policies to reduce deforestation and initiatives for forest restoration, as well as increased and diversified agricultural production, intensified ranching and innovations in agricultural management. Here, we address opportunities for the Brazilian Amazon in working towards low-carbon rural development and environmentally sustainable landscapes. PMID:23610175

  10. Health and Mental Health Services for Children in Foster Care: The Central Role of Foster Parents

    ERIC Educational Resources Information Center

    Pasztor, Eileen Mayers; Hollinger, David Swanson; Inkelas, Moira; Halfon, Neal

    2006-01-01

    It is well documented that children enter foster care with special health and mental health needs and, while in care, those conditions are often exacerbated. However, less attention has been given to foster parents who have the most contact with these children. Results are presented from a national study on the developmental, health and mental…

  11. Theme: Trends and Issues Affecting the Future of Agricultural Education.

    ERIC Educational Resources Information Center

    Agricultural Education Magazine, 2000

    2000-01-01

    Articles discuss trends and issues in agricultural education, community and technical colleges, career/technical studies, Australian agriculture, agricultural science and technology programs in urban areas, genetic engineering, the impact of changing technologies on agricultural education, volunteers, and performance-based assessment. (JOW)

  12. 75 FR 23557 - National Foster Care Month, 2010

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-05-04

    ... 8505 of April 28, 2010 National Foster Care Month, 2010 By the President of the United States of... entering the system through no fault of their own. During National Foster Care Month, we recognize the... coverage for them in every State. This month, caring foster parents and professionals across our Nation...

  13. Can Foster Care Interventions Diminish Justice System Inequality?

    ERIC Educational Resources Information Center

    Yi, Youngmin; Wildeman, Christopher

    2018-01-01

    Children who experience foster care, write Youngmin Yi and Christopher Wildeman, are considerably more likely than others to have contact with the criminal justice system, both during childhood and as adults. And because children of color disproportionately experience foster care, improvements to the foster care system could reduce racial/ethnic…

  14. 7 CFR 2.68 - Administrator, National Agricultural Statistics Service.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... committees concerned with agricultural science, education, and development activities, including library and... Under Secretary for Research, Education, and Economics § 2.68 Administrator, National Agricultural..., Education, and Economics to the Administrator, National Agricultural Statistics Service: (1) Prepare crop...

  15. 7 CFR 2.68 - Administrator, National Agricultural Statistics Service.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... committees concerned with agricultural science, education, and development activities, including library and... Under Secretary for Research, Education, and Economics § 2.68 Administrator, National Agricultural..., Education, and Economics to the Administrator, National Agricultural Statistics Service: (1) Prepare crop...

  16. Applied Agricultural Science and Mechanics 1 and 2. A Curriculum Guide for Agricultural Grades 9 and 10.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Bureau of Occupational Education Curriculum Development.

    This curriculum guide is designed to provide students with opportunities to explore different careers related to agriculture, to develop basic skills and knowledge related to the agriculture industry, and to make an intelligent selection of the speciality fields in agriculture that they will pursue in the eleventh and twelvth grades. An…

  17. Agriculture--Agriculture Science--Seed Germination. Kit No. 51. Instructor's Manual [and] Student Learning Activity Guide.

    ERIC Educational Resources Information Center

    Cooper, Samuel

    An instructor's manual and student activity guide on seed germination are provided in this set of prevocational education materials which focuses on the vocational area of agriculture. (This set of materials is one of ninety-two prevocational education sets arranged around a cluster of seven vocational offerings: agriculture, home economics,…

  18. Crop Farm Employee. Agricultural Cooperative Training. Vocational Agriculture. Revised.

    ERIC Educational Resources Information Center

    Boyd, Chester; And Others

    Designed for students enrolled in the Vocational Agricultural Cooperative Part-Time Training Program, this course of study contains 13 units for crop farm employees. Units include (examples of unit topics in parentheses): introduction (opportunities in farming, farming as a science, and farming in the United States), farm records (keeping farm…

  19. Using Food Science Demonstrations to Engage Students of All Ages in Science, Technology, Engineering, and Mathematics (STEM)

    ERIC Educational Resources Information Center

    Schmidt, Shelly J.; Bohn, Dawn M.; Rasmussen, Aaron J.; Sutherland, Elizabeth A.

    2012-01-01

    The overarching goal of the Science, Technology, Engineering, and Mathematics (STEM) Education Initiative is to foster effective STEM teaching and learning throughout the educational system at the local, state, and national levels, thereby producing science literate citizens and a capable STEM workforce. To contribute to achieving this goal, we…

  20. 76 FR 25519 - National Foster Care Month, 2011

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-05-05

    ... Foster Care Month, 2011 By the President of the United States A Proclamation Progress in America can be... where they can feel secure and thrive. During National Foster Care Month, we renew our commitment to... possible for children when they cannot remain in their own homes. During National Foster Care Month, we...

  1. Fostering the Battered and Abused Child: Instructor's Manual.

    ERIC Educational Resources Information Center

    McFadden, Emily Jean

    This manual, one of a series of manuals developed for the Foster Parent Training Project at Eastern Michigan University, was designed to assist instructors in presenting course content to foster parents on how to provide a corrective and healing environment for battered and abused foster children. The introductory section presents information for…

  2. Foster Care and College: The Educational Aspirations and Expectations of Youth in the Foster Care System

    ERIC Educational Resources Information Center

    Kirk, Chris M.; Lewis, Rhonda K.; Nilsen, Corinne; Colvin, Deltha Q.

    2013-01-01

    Despite an overall increase in college attendance, low-income youth and particularly those in the foster care system are less likely to attend college (Wolanin, 2005). Although youth in foster care report high educational aspirations, as little as 4% obtain a 4-year college degree (Nixon & Jones, 2007). The purpose of this study is to explore…

  3. Exiting Foster Care: A Case Study of Former Foster Children Enrolled in Higher Education in Kansas

    ERIC Educational Resources Information Center

    Schwandt, Jamie R.

    2013-01-01

    In the United States, foster care is provided to children to avert maltreatment and abuse of children in distressed families by providing a temporary home or a foster home. Courts with jurisdiction over families have been charged by Congress to find appropriate homes when necessary circumstances occur. In fiscal year 2009, there were 423,773…

  4. The FOSTER Project: Teacher Enrichment Through Participation in NASA's Airborne Astronomy Program

    NASA Technical Reports Server (NTRS)

    Koch, David; Hull, G.; Gillespie, C., Jr.; DeVore, E.; Witteborn, Fred C. (Technical Monitor)

    1995-01-01

    NASA's airborne astronomy program offers a unique opportunity for K-12 science teacher enrichment and for NASA to reach out and serve the educational community. Learning from a combination of summer workshops, curriculum supplement materials, training in Internet skills and ultimately flying on NASA's C-141 airborne observatory, the teachers are able to share the excitement of scientific discovery with their students and convey that excitement from first hand experience rather than just from reading about science in a textbook. This year the program has expanded to include teachers from the eleven western states served by NASA Ames Research Center's Educational Programs Office as well as teachers from communities from around the country where the scientist who fly on the observatory reside. Through teacher workshops and inservice presentations, the FOSTER (Flight Opportunities for Science Teacher EnRichment) teachers are sharing the resources and experiences with many hundreds of other teachers. Ultimately, the students are learning first hand about the excitement of science, the scientific method in practice, the team work involved, the relevance of science to their daily lives and the importance of a firm foundation in math and science in today's technologically oriented world.

  5. Chemurgy: Using Science Innovatively to Save American Agriculture from Overproduction

    ERIC Educational Resources Information Center

    Permeswaran, Palani

    2010-01-01

    "A prosperous and productive agriculture is necessary to national and world peace and prosperity." This statement by Clinton Anderson, Secretary of Agriculture from 1945-1948, encapsulates the idea of chemurgy, the utilization of scientific research to discover new uses for agricultural surplus. In the late 1920s, chemurgists began looking at farm…

  6. Criteria for Evaluating Journals in the Scholarship of Teaching and Learning in Agriculture, Natural Resources, and the Life Sciences

    ERIC Educational Resources Information Center

    Bracke, Marianne S.; Weiner, Sharon A.; Nixon, Judith M.; Deatherage, Scott

    2012-01-01

    The purpose of this paper was to identify existing criteria that may be considered in evaluating journals in the scholarship of teaching and learning in agriculture, natural resources, and the life sciences. This can assist faculty authors and evaluators of promotion and tenure cases to explain indicators of the quality of the publications. The…

  7. Integrating independent research into science curricula to foster STEM leadership

    NASA Astrophysics Data System (ADS)

    Queenan, Craig; Calabro, Alyssa; Becker, David

    2013-05-01

    Preparing students for college and future careers is one of the main goals of K-12 education, but current STEM teaching methods do not do enough to interest students and leave them prepared to enter into and succeed in STEM careers. While measures to implement unifying standards for science education across the country are aimed at ensuring that all students are taught the same material at each grade level, a shift in the way science is taught to is needed to complete the redesign of science education. The independent research model described here aligns with the new content standards and focuses on developing the principles of perspective, purpose, resources, collaboration, analysis, and presentation. These principles not only engage students in the classroom, but also leave students prepared to enter into science programs in college and succeed in leadership roles in the STEM workforce.

  8. The Role of Critical Thinking in Science Education

    ERIC Educational Resources Information Center

    Santos, Luis Fernando

    2017-01-01

    This review aims to respond various questions regarding the role of Critical Thinking in Science Education from aspects concerning the importance or relevance of critical thinking in science education, the situation in the classroom and curriculum, and the conception of critical thinking and fostering in science education. This review is specially…

  9. Analogies: Explanatory Tools in Web-Based Science Instruction

    ERIC Educational Resources Information Center

    Glynn, Shawn M.; Taasoobshirazi, Gita; Fowler, Shawn

    2007-01-01

    This article helps designers of Web-based science instruction construct analogies that are as effective as those used in classrooms by exemplary science teachers. First, the authors explain what analogies are, how analogies foster learning, and what form analogies should take. Second, they discuss science teachers' use of analogies. Third, they…

  10. Transitioning to Adulthood from Foster Care.

    PubMed

    Lee, Terry; Morgan, Wynne

    2017-04-01

    Transitional age foster youth do not typically receive the types of family supports their nonfoster peers enjoy. Many foster youth experience multiple adversities and often fare worse than nonfoster peers on long-term functional outcomes. Governments increasingly recognize their responsibility to act as parents for state dependents transitioning to adulthood and the need to provide services to address social/emotional supports, living skills, finances, housing, education, employment, and physical and mental health. More research is needed to inform the development of effective programs. Transitional age foster youth benefit from policies promoting a developmentally appropriate, comprehensive, and integrated transition system of care. Copyright © 2016 Elsevier Inc. All rights reserved.

  11. The National Space Science and Technology Center (NSSTC)

    NASA Technical Reports Server (NTRS)

    2003-01-01

    The National Space Science and Technology Center (NSSTC), located in Huntsville, Alabama, is a laboratory for cutting-edge research in selected scientific and engineering disciplines. The major objectives of the NSSTC are to provide multiple fields of expertise coming together to solve solutions to science and technology problems, and gaining recognition as a world-class science research organization. The center, opened in August 2000, focuses on space science, Earth sciences, information technology, optics and energy technology, biotechnology and materials science, and supports NASA's mission of advancing and communicating scientific knowledge using the environment of space for research. In addition to providing basic and applied research, NSSTC, with its student participation, also fosters the next generation of scientists and engineers. NSSTC is a collaborated effort between NASA and the state of Alabama through the Space Science and Technology alliance, a group of six universities including the Universities of Alabama in Huntsville (UAH),Tuscaloosa (UA), and Birmingham (UAB); the University of South Alabama in Mobile (USA);Alabama Agricultural and Mechanical University (AM) in Huntsville; and Auburn University (AU) in Auburn. Participating federal agencies include NASA, Marshall Space Flight Center, the National Oceanic and Atmospheric Administration, the Department of Defense, the National Science Foundation, and the Department of Energy. Industries involved include the Space Science Research Center, the Global Hydrology and Climate Center, the Information Technology Research Center, the Optics and Energy Technology Center, the Propulsion Research Center, the Biotechnology Research Center, and the Materials Science Research Center. This photo shows the completed center with the additional arnex (right of building) that added an additional 80,000 square feet (7,432 square meters) to the already existent NSSTC, nearly doubling the size of the core facility. At

  12. The National Space Science and Technology Center (NSSTC)

    NASA Technical Reports Server (NTRS)

    2002-01-01

    The National Space Science and Technology Center (NSSTC), located in Huntsville, Alabama, is a laboratory for cutting-edge research in selected scientific and engineering disciplines. The major objectives of the NSSTC are to provide multiple fields of expertise coming together to solve solutions to science and technology problems, and gaining recognition as a world-class science research organization. The center, opened in August 2000, focuses on space science, Earth sciences, information technology, optics and energy technology, biotechnology and materials science, and supports NASA's mission of advancing and communicating scientific knowledge using the environment of space for research. In addition to providing basic and applied research, NSSTC, with its student participation, also fosters the next generation of scientists and engineers. NSSTC is a collaborated effort between NASA and the state of Alabama through the Space Science and Technology alliance, a group of six universities including the Universities of Alabama in Huntsville (UAH),Tuscaloosa (UA), and Birmingham (UAB); the University of South Alabama in Mobile (USA); Alabama Agricultural and Mechanical University (AM) in Huntsville; and Auburn University (AU) in Auburn. Participating federal agencies include NASA, Marshall Space Flight Center, the National Oceanic and Atmospheric Administration, the Department of Defense, the National Science Foundation, and the Department of Energy. Industries involved include the Space Science Research Center, the Global Hydrology and Climate Center, the Information Technology Research Center, the Optics and Energy Technology Center, the Propulsion Research Center, the Biotechnology Research Center, and the Materials Science Research Center. An arnex, scheduled for completion by summer 2002, will add an additional 80,000 square feet (7,432 square meters) to NSSTC nearly doubling the size of the core facility. At full capacity, the completed NSSTC will top 200

  13. An Investigation of Empathy of Foster Families, Turkey

    ERIC Educational Resources Information Center

    Vural, Bilgin Kiray; Körükçü, Özlem; Aral, Neriman; Körükçü, Gökhan

    2016-01-01

    Objectives: empathy brings people closer and facilitates communication in almost all the fields of daily life. Having been an important dimension of foster care, empathetic skills should be developed in a foster family. In this study, we aimed to determine the empathic level of the foster families. Methods: this cross-sectional study on foster…

  14. Fostering radical conceptual change through dual-situated learning model

    NASA Astrophysics Data System (ADS)

    She, Hsiao-Ching

    2004-02-01

    This article examines how the Dual-Situated Learning Model (DSLM) facilitates a radical change of concepts that involve the understanding of matter, process, and hierarchical attributes. The DSLM requires knowledge of students' prior beliefs of science concepts and the nature of these concepts. In addition, DSLM also serves two functions: it creates dissonance with students' prior knowledge by challenging their epistemological and ontological beliefs about science concepts, and it provides essential mental sets for students to reconstruct a more scientific view of the concepts. In this study, the concept heat transfer: heat conduction and convection, which requires an understanding of matter, process, and hierarchical attributes, was chosen to examine how DSLM can facilitate radical conceptual change among students. Results show that DSLM has great potential to foster a radical conceptual change process in learning heat transfer. Radical conceptual change can definitely be achieved and does not necessarily involve a slow or gradual process.

  15. Science News Infographics

    ERIC Educational Resources Information Center

    Lamb, Gary; Polman, Joseph L.; Newman, Alan; Smith, Cynthia Graville

    2014-01-01

    Information graphics, or "infographics," are widely used to convey complex science and its importance to society. To be educated consumers and citizens, students need to understand and be critical of information presented in graphical form. Researchers, accordingly, have called for fostering the "representational competence" of…

  16. Preparing students for higher education and careers in agriculture and related fields: An ethnography of an urban charter school

    NASA Astrophysics Data System (ADS)

    Henry, Kesha Atasha

    This study explored the preparation of students for higher education and careers in agriculturally-related fields at an urban charter high school. The data were collected through interviews, observations, and field notes. The data were analyzed by qualitative methodology with phenomenology as the theoretical framework. Findings indicated that administrators thought it was important to incorporate agricultural science courses into urban school curricula. They stated that agricultural science courses gave urban students a different way of looking at science and helped to enhance the science and technology focus of the school. Further, agricultural science courses helped to break urban students' stereotypes about agriculture and helped to bring in more state funding for educational programs. However they thought that it was more challenging to teach agricultural science in urban versus rural schools and they focused more on Science, Technology, Engineering, and Mathematics (STEM) related careers. The students had mixed views about higher education and careers in agriculture. This was based on their limited knowledge and stereotypes about agricultural majors and career options. The students highlighted several key reasons why they chose to enroll in agricultural science courses. This included the benefits of dual science credits and the ability to earn an associate degree upon successful completion of their program. Students also loved science and appreciated the science intensive nature of the agricultural courses. Additionally, they thought that the agricultural science courses were better than the other optional courses. The results also showed that electronic media such as radio and TV had a negative impact on students' perceptions about higher education and careers in agriculturally-related fields. Conclusions and recommendations are presented.

  17. Career Preparation in Agricultural Production: A Curriculum Guide for High School Vocational Agriculture. Test Edition.

    ERIC Educational Resources Information Center

    McGhee, Max B., Comp.

    This curriculum guide in agricultural production is one of 10 guides developed as part of a vocational project stressing agribusiness, natural resources, and environmental protection. The scope of this guide includes four occupational subgroups: animal science, plant science, farm mechanics, and farm business management. It is meant as an aid to…

  18. Perception of Teachers of Agriculture about Supervised Agricultural Experience Programmes (SAEP) in Secondary Schools in Ekiti and Ondo States Nigeria

    ERIC Educational Resources Information Center

    Famiwole, Remi O.; Kolawole, E. B.

    2013-01-01

    The study investigated the perception of teachers of agriculture about Supervised Agricultural Experience Programmes (SAEP) in secondary schools in Ekiti and Ondo States. The population used for the study consisted of 520 teachers of agricultural science in all the secondary schools in Ekiti and Ondo States. The sample used for this study was 136…

  19. Issues in Adoption and Foster Care.

    ERIC Educational Resources Information Center

    Hepworth, H. Philip

    This speech presents an overview of issues and trends in the provision of foster care and adoption services in Canada. The number of children "in care" in Canada (in foster homes, institutions, or adoptive homes) appears to have peaked around 1969 and declined thereafter. Information on contraceptives and the availaibility of abortions…

  20. Fostering Resilience: A Necessary Skill for Teacher Retention

    NASA Astrophysics Data System (ADS)

    Doney, Patricia A.

    2013-06-01

    The goal of this qualitative 2-year study was to examine the resilience building process in four novice secondary science teachers and its link to teacher retention. To achieve the research goal, a resilience framework was established. Three factors were instrumental in creating the framework. The first focused on stressors and protective factors in the lives of novice secondary science teachers and provided direction and goals for the research. Second, a case study was developed for each of the four teachers participating in the research in order to emphasize the detailed analysis of factors linked to resilience. Finally, cross-case analysis was employed to identify similarities and differences and provide insight into issues concerning the resilience process. Results of this study suggest that the interaction between stressors and protective factors acts as a primary force in the resilience process and stimulate responses to help counteract negative effects of resulting stress. Therefore, it can be reasoned that resilience can be fostered in novice teachers as a means to encourage teacher retention.

  1. Tension on the Farm Fields: The Death of Traditional Agriculture?

    ERIC Educational Resources Information Center

    Oguamanam, Chidi

    2007-01-01

    Taking into account the historic transitions and progressions in agricultural science, this article examines the emergence of the phenomenon of agricultural biotechnology. It identifies pivotal sites of tension between agricultural biotechnology and alternative approaches to agriculture. The article identifies two distinct sources of contemporary…

  2. Understanding the influence of nutrients on stream ecosystems in agricultural landscapes

    USGS Publications Warehouse

    Munn, Mark D.; Frey, Jeffrey W.; Tesoriero, Anthony J.; Black, Robert W.; Duff, John H.; Lee, Kathy E.; Maret, Terry R.; Mebane, Christopher A.; Waite, Ian R.; Zelt, Ronald B.

    2018-06-06

    Sustaining the quality of the Nation’s water resources and the health of our diverse ecosystems depends on the availability of sound water-resources data and information to develop effective, science-based policies. Effective management of water resources also brings more certainty and efficiency to important economic sectors. Taken together, these actions lead to immediate and long-term economic, social, and environmental benefits that make a difference to the lives of the almost 400 million people projected to live in the United States by 2050.In 1991, Congress established the U.S. Geological Survey (USGS) National Water-Quality Assessment (NAWQA) to address where, when, why, and how the Nation’s water quality has changed, or is likely to change in the future, in response to human activities and natural factors. Since then, NAWQA has been a leading source of scientific data and knowledge used by national, regional, State, and local agencies to develop science-based policies and management strategies to improve and protect water resources used for drinking water, recreation, irrigation, energy development, and ecosystem needs (https://water.usgs.gov/nawqa/applications/). Plans for the third decade of NAWQA (2013–23) address priority water-quality issues and science needs identified by NAWQA stakeholders, such as the Advisory Committee on Water Information and the National Research Council, and are designed to meet increasing challenges related to population growth, increasing needs for clean water, and changing land-use and weather patterns.Excess nutrients are a pervasive problem of streams, lakes, and coastal waters. The current report, “The Quality of Our Nation’s Waters—Understanding the Effects of Nutrients on Stream Ecosystems in Agricultural Landscapes,” presents a summary of results from USGS investigations conducted from 2003 to 2011 on processes that influence nutrients and how nutrient enrichment can alter biological components of

  3. Foster Care Outcomes for Children With Intellectual Disability.

    PubMed

    Slayter, Elspeth M

    2016-10-01

    The promotion of speedy, permanent outcomes for foster children is a central child welfare policy goal. However, while children with intellectual disability (ID) are at greater risk for child welfare involvement, little is known about their case outcomes. This cross-sectional national study explores between-group foster care outcomes. Foster children with intellectual disability were more likely to have experienced an adoption disruption or dissolution but less likely to be reunified with a parent, primary caretaker or other family member. Implications for interagency collaboration in support of pre and post-foster care discharge support services are discussed.

  4. Agricultural Biology, Science (Experimental): 5314.09.

    ERIC Educational Resources Information Center

    Basnett, Fred D.

    This unit of instruction was designed as a laboratory study of soils, plants, crop improvements and pesticides, and gives consideration to fish farming, tropical fish, and careers in agriculture. The booklet lists the relevant state-adopted texts and states the performance objectives for the unit. It provides an outline of the course content and…

  5. The National Research Council report on the Colleges of Agriculture at the Land Grant Universities: some issues of interest to poultry science.

    PubMed

    Ballenger, N

    1998-02-01

    The recently released National Research Council report, Colleges of Agriculture at the Land Grant Universities: Public Service and Public Policy (NRC 1996), may be of particular interest to poultry scientists. The dramatic changes in U.S. agriculture, which were among the factors that spawned the NRC's interest in a study of the land grant colleges, are probably nowhere more evident than in the poultry industry. Furthermore, there is considerable discussion in the report about the value of multi-state and multi-disciplinary efforts in teaching, research, and extension. The need to attract nontraditional students to poultry science curricula and to produce graduates well-suited for modern, vertically integrated agricultural enterprises, such as poultry, are a high priority.

  6. Perspective: fostering biomedical literacy among America's youth: how medical simulation reshapes the strategy.

    PubMed

    Gordon, James A; Oriol, Nancy E

    2008-05-01

    Medicine is a uniquely powerful platform for teaching science and ethics, technology and humanity, life and death. Yet, society has historically limited medical education to a select few, and only after an advanced course of premedical studies. In an era when biomedical literacy is increasingly viewed as a national imperative, the authors hypothesized that advanced instruction in medicine could be intellectually transformative among a broad range of young people. Using high-fidelity patient simulators, a group of college and high school students was immersed in a weeklong course designed to replicate the practice of modern medicine. On the basis of the students' reported experiences, the authors feel that patient simulation can foster forceful interest in the life sciences at an early age. Such efforts could catalyze a significant expansion of interest in biomedical science among students nationwide.

  7. In search of connection: The foster youth and caregiver relationship

    PubMed Central

    Storer, Heather L.; Barkan, Susan E.; Stenhouse, Linnea L.; Eichenlaub, Caroline; Mallillin, Anastasia; Haggerty, Kevin P.

    2015-01-01

    Placement instability is an ongoing challenge for the 125,000 foster youth aged 14 – 18 that are living in foster care, with youth living in approximately 3 placements before aging out of the system. Despite the importance caring adult relationships can play in promoting positive youth development and resiliency, there has been limited inquiry into the characteristics of the foster youth and caregiver relationship. The goal of this paper is to provide a descriptive account of the foster youth and caregiver relationship, and explore what qualities and experiences foster youth desire from their caregivers. Qualitative data were gathered from 9 focus groups. Data were analyzed using thematic content analysis approaches. Foster youth, caregivers, and child welfare staff described relationships lacking in formative bonds and connection, where youth didn’t “fit in”, and chaotic homes marked by reactivity and judgment. Characteristics of supportive foster homes include a sense of belonging, structure, guidance, and consistency. This research underscores the important role positive relationships can play in foster youth’s feelings of well-being and points to the need for foster parent training to include tangible strategies to develop stronger bonds. PMID:26052173

  8. Sleep Disruption in Young Foster Children

    ERIC Educational Resources Information Center

    Tininenko, Jennifer R.; Fisher, Philip A.; Bruce, Jacqueline; Pears, Katherine C.

    2010-01-01

    In the current study, sleep actigraphy and parent-report measures were used to investigate differences in sleeping behavior among four groups of 3- to 7-year-olds (N = 79): children in regular foster care (n = 15); children receiving a therapeutic intervention in foster care (n = 17); low income community children (n = 18); and upper middle income…

  9. From Foster Care to Freshman Year: Foster Youths' Perspectives on the Transition and Adaptation to College

    ERIC Educational Resources Information Center

    Tate, Tonya R.

    2018-01-01

    The current qualitative study explored the transition to college of youth aging out of foster care and their adaptation in the first year of college. The aim of this study was to determine the nature and quality of former foster youths' college transition experience and factors influencing their adaptation in the first year. Participants included…

  10. Health risk behavior of youth in foster care.

    PubMed

    Gramkowski, Bridget; Kools, Susan; Paul, Steven; Boyer, Cherrie B; Monasterio, Erica; Robbins, Nancy

    2009-05-01

    Many adolescent health problems are predominantly caused by risk behavior. Foster adolescents have disproportionately poor health; therefore, identification of risk behavior is critical. Data from a larger study were analyzed to investigate the health risk behavior of 56 youth in foster care using the Child Health and Illness Profile-Adolescent Edition. Data indicated that youth in foster care had some increased risk behavior when compared with a normative adolescent population. Younger adolescents and those in relative placement had less risky behavior. Risk behavior was increased for youth in foster care when they were in group homes, had experienced a parental death, or had a history of physical or emotional abuse or attempted suicide. These results point to areas of strength and vulnerability for youth in foster care and suggest areas for clinicians and caregivers of these adolescents to focus interventions towards harm reduction and enhancement of resiliency.

  11. Climate Change and Agriculture: Effects and Adaptation

    USDA-ARS?s Scientific Manuscript database

    This document is a synthesis of science literature on the effects of climate change on agriculture and issues associated with agricultural adaptation to climate change. Information is presented on how long-term changes in air temperatures, precipitation, and atmospheric levels of carbon dioxide wi...

  12. Using Creative Dramatics to Foster Conceptual Learning in a Science Enrichment Program

    NASA Astrophysics Data System (ADS)

    Hendrix, Rebecca Compton

    This study made analysis of how the integration of creative drama into a science enrichment program enhanced the learning of elementary school students' understanding of sound physics and solar energy. The study also sought to determine if student attitudes toward science could be improved with the inclusion of creative drama as an extension to a well-known science inquiry program. The qualitative portion of this study explored the treatment groups' perceptions of how the use of creative drama helped them to learn science. A treatment group of fourth and fifth grade students were taught using the Full Option Science System (FOSS) kit in sound physics and solar energy with the inclusion of creative drama, while a control group of fourth and fifth grade students were taught using only the FOSS kit. The quantitative data analysis revealed that the students who were taught science with the inclusion of creative drama showed greater understanding of the science content than the students in the control group taught without the inclusion of creative drama. Both groups and grade levels in this study showed a slight decline in science attitudes from pre to post survey. Although the overall change was small it was statistically significant. The conclusion from this data is that the inclusion of creative drama in a science inquiry science program does not increase student's attitudes toward learning science any better than inquiry based instruction without creative drama. The drama treatment group students reported that they enjoyed participating in creative drama activities and generally viewed the creative drama intervention as a fun way to learn more about science. The students indicated that the creative drama activities helped them to remember and think about science. The researcher concluded that creative drama when used as an extension to an inquiry science program increases student understanding of science content better than the use of a science inquiry program alone

  13. Environmental challenges threatening the growth of urban agriculture in the United States.

    PubMed

    Wortman, Sam E; Lovell, Sarah Taylor

    2013-09-01

    Urban agriculture, though often difficult to define, is an emerging sector of local food economies in the United States. Although urban and agricultural landscapes are often integrated in countries around the world, the establishment of mid- to large-scale food production in the U.S. urban ecosystem is a relatively new development. Many of the urban agricultural projects in the United States have emerged from social movements and nonprofit organizations focused on urban renewal, education, job training, community development, and sustainability initiatives. Although these social initiatives have traction, critical knowledge gaps exist regarding the science of food production in urban ecosystems. Developing a science-based approach to urban agriculture is essential to the economic and environmental sustainability of the movement. This paper reviews abiotic environmental factors influencing urban cropping systems, including soil contamination and remediation; atmospheric pollutants and altered climatic conditions; and water management, sources, and safety. This review paper seeks to characterize the limited state of the science on urban agricultural systems and identify future research questions most relevant to urban farmers, land-use planners, and environmental consultants. Copyright © by the American Society of Agronomy, Crop Science Society of America, and Soil Science Society of America, Inc.

  14. Competency Capacity Building Needs of Agricultural Science Teachers in Utilization of School Farm for Skill Acquisition among Secondary School Students

    ERIC Educational Resources Information Center

    Lawal, O. I.; Onipede, Omoleye; Oketoobo, E. A.; Famiwole, Remigius O.

    2014-01-01

    This study sought to identify the competency capacity building needs of teachers of agricultural science in the utilization of school farm for skill acquisition among secondary school students in Ondo State, Nigeria). Four research questions guided the study. The study adopted the survey research design. The population used was 422, made up of…

  15. HEALTH AND EXPOSURE RESEARCH FOR THE AGRICULTURAL COMMUNITY: THE AGRICULTURAL HEALTH STUDY

    EPA Science Inventory

    The Agricultural Health Study (AHS) is a collaborative effort between the National Cancer Institute, the National Institute of Environmental Health Sciences, the U.S. Environmental Protection Agency, and the National Institute for Occupational Safety and Health. The AHS is the...

  16. Fostering Higher Education: A Postsecondary Access and Retention Intervention for Youth with Foster Care Experience

    PubMed Central

    Haggerty, Kevin P.; Roe, Stephanie S.

    2016-01-01

    Most youth in foster care aspire to obtain higher education, but face daunting obstacles in doing so. While societal interest and effort to support foster youth in achieving higher education has grown, very few supports have evidence to show that they are effective at improving postsecondary outcomes. In an effort to address the dearth of clearly articulated, evidence-based postsecondary support approaches for foster youth, we have developed Fostering Higher Education (FHE), a comprehensive, structured, and evaluable postsecondary access and retention intervention composed of elements (professional educational advocacy, substance abuse prevention, mentoring) that are either evidence based or promising based on the scientific literature and their ability to address the outcomes of interest. This paper describes the development and youth usability and practitioner feasibility testing of the FHE intervention approach, which was developed through funding from the National Institute on Drug Abuse. Youth usability feedback was primarily positive, with the majority of participants indicating they found the FHE activities interesting and useful, and were comfortable participating in them. Practitioner feasibility feedback was also primarily positive, with almost unanimous ratings of the FHE intervention components as very important to provide to youth and that all would be feasible for an organization to implement, though the mentoring components were seen as slightly less feasible than other components. Next steps and implications of this intervention development process are discussed. PMID:27688522

  17. Labor of love: foster mothers, caregiving, and welfare reform.

    PubMed

    Critelli, Filomena M

    2008-01-01

    Using a telephone survey, this study examined the experiences of 100 foster mothers who receive aid through Temporary Assistance for Needy Families (TANF). Foster mothers reported numerous difficulties with TANF, including frequent sanctions and case closings, limited work and training opportunities, and pervasive material hardships. Foster children exhibited high levels of emotional and behavior problems. The data suggest that lack of access to child care and pressure to become self-sufficient may contribute to a decreased pool of foster mothers.

  18. Teacher Students' Dilemmas When Teaching Science through Inquiry

    ERIC Educational Resources Information Center

    Krämer, Philipp; Nessler, Stefan H.; Schlüter, Kirsten

    2015-01-01

    Background: Inquiry-based science education (IBSE) is suitable to teach scientific contents as well as to foster scientific skills. Similar conclusions are drawn by studies with respect to scientific literacy, motivational aspects, vocabulary knowledge, conceptual understandings, critical thinking, and attitudes toward science. Nevertheless, IBSE…

  19. BRC4Env, a network of Biological Resource Centres for research in environmental and agricultural sciences.

    PubMed

    Mougin, Christian; Artige, Emmanuelle; Marchand, Frédéric; Mondy, Samuel; Ratié, Céline; Sellier, Nadine; Castagnone-Sereno, Philippe; D'Acier, Armelle Cœur; Esmenjaud, Daniel; Faivre-Primot, Céline; Granjon, Laurent; Hamelet, Valérie; Lange, Frederic; Pagès, Sylvie; Rimet, Frédéric; Ris, Nicolas; Sallé, Guillaume

    2018-04-19

    The Biological Resource Centre for the Environment BRC4Env is a network of Biological Resource Centres (BRCs) and collections whose leading objectives are to improve the visibility of genetic and biological resources maintained by its BRCs and collections and to facilitate their use by a large research community, from agriculture research to life sciences and environmental sciences. Its added value relies on sharing skills, harmonizing practices, triggering projects in comparative biology, and ultimately proposing a single-entry portal to facilitate access to documented samples, taking into account the partnership policies of research institutions as well as the legal frame which varies with the biological nature of resources. BRC4Env currently includes three BRCs: the Centre for Soil Genetic Resources of the platform GenoSol, in partnership with the European Conservatory of Soil Samples; the Egg Parasitoids Collection (EP-Coll); and the collection of ichthyological samples, Colisa. BRC4Env is also associated to several biological collections: microbial consortia (entomopathogenic bacteria, freshwater microalgae…), terrestrial arthropods, nematodes (plant parasitic, entomopathogenic, animal parasitic...), and small mammals. The BRCs and collections of BRC4Env are involved in partnership with academic scientists, as well as private companies, in the fields of medicinal mining, biocontrol, sustainable agriculture, and additional sectors. Moreover, the staff of the BRCs is involved in many training courses for students from French licence degree to Ph.D, engineers, as well as ongoing training.

  20. Faculty Perceptions Regarding the Infusion of Global Perspectives into the College of Agriculture and Life Sciences Curriculum: A Comparative Study

    ERIC Educational Resources Information Center

    Magtoto, Ronaldo Lising

    2017-01-01

    A comparative study was conducted to explore faculty perceptions regarding the infusion of global perspectives into the College of Agriculture and Life Sciences (CALS) curriculum at Iowa State University. King (1991) provided the original base for the study which enabled a comparison with data recently collected. This study may fill a void in the…

  1. Pioneering the psychiatric nurse role in foster care.

    PubMed

    Bertram, Julie E; Narendorf, Sarah Carter; McMillen, J Curtis

    2013-12-01

    Older youth served in the foster care system have elevated rates of mental health disorders and are high users of mental health services, yet concerns have been raised about the quality of this care. This paper describes the details of a psychiatric nurse's work within a multidisciplinary team to address gaps in care for older youth with psychiatric disorders. We describe the process, outcomes, and lessons learned in developing and piloting a psychiatric nurse intervention for older youth in the foster care system as part of a multidimensional treatment foster care program. Our experiences support further work to develop a role for nursing to improve the quality of mental health treatment in foster care. © 2013.

  2. Pioneering the Psychiatric Nurse Role in Foster Care (*)

    PubMed Central

    Bertram, Julie E.; Narendorf, Sarah Carter; McMillen, J. Curtis

    2013-01-01

    Older youth served in the foster care system have elevated rates of mental health disorders and are high users of mental health services, yet concerns have been raised about the quality of this care. This paper describes the details of a psychiatric nurse’s work within a multidisciplinary team to address gaps in care for older youth with psychiatric disorders. We describe the process, outcomes, and lessons learned in developing and piloting a psychiatric nurse intervention for older youth in the foster care system as part of a multidimensional treatment foster care program. Our experiences support further work to develop a role for nursing to improve the quality of mental health treatment in foster care. PMID:24238008

  3. Policy Issues for Education in General Agriculture in UK Universities.

    ERIC Educational Resources Information Center

    Whittemore, C. T.

    1996-01-01

    At present, substantial research funding for agriculture departments in British research universities is not forthcoming. Present policies could widen the divide between pure and applied sciences and between scientific education for agricultural scientists and technical education for agricultural generalists. (SK)

  4. Dimensions of Health in Young People in Foster Care

    PubMed Central

    Paul, Steven M.; Norbeck, Jane S.; Robbins, Nancy R.

    2010-01-01

    Purpose To describe the dimensions of health and illness from the perspective of adolescents in foster care. Methods Descriptive analyses of dimensions of health were conducted on N=105 adolescents in foster care. Differences among demographic (age, gender, race/ethnicity) and foster care placement (age at first placement, reason(s) for foster care placement, length of time in care, number, and types of placement) variables and the dimensions and subdimensions of health (Child Health and Illness Profile- Adolescent Edition) were determined using T-tests and ANOVA. Results Most were placed in long-term foster care ( x̄ =6.46 years; SD=4.86) during adolescence (38%), with multiple placements ( x̄ =3.99; SD=3.8). All domains of health were self-reported to be average to low average, with poorer findings in specific risk and resilience subdomains. There were no significant differences by age or race/ethnicity. Girls had lower satisfaction with health and self esteem and more physical and emotional discomfort. Preplacement adverse experiences were associated with increased risks. Conclusions Adolescent self-report of the domains of health for those in foster care was better than expected, based on literature review and qualitative data for the larger study. Potential explanations for this inflation of status and functioning include the need for self-protection in foster care, the familiarity of testing regimes by children in foster care with some social desirability effect, and their paradoxical responses to preplacement problems. Data including qualitative and significant other-reported data may be necessary to gain an accurate portrayal of the health status of adolescents in foster care. PMID:19702202

  5. Science in the Stratosphere

    NASA Technical Reports Server (NTRS)

    Lester, Dan

    1997-01-01

    The Science in the Stratosphere program, first established in 1992, was conceived to introduce K-6 teachers to airborne infrared astronomy through the Kuiper Airborne Observatory (KAO), and to use this venue as a basis for seeing scientists at work in a mission-intensive program. The teachers selected for this program would bring their new perspectives back to their schools and students. Unlike the related FOSTER program, the emphasis of this program was on more intensive exposure of the KAO mission to a small number of teachers. The teachers in the Science in the Stratosphere program essentially lived with the project scientists and staff for almost a week. One related goal was to imbed the KAO project with perspectives of working teachers, thereby sensitizing the project staff and scientists to educational outreach efforts in general, which is an important goal of the NASA airborne astronomy program. A second related goal was to explore the ways in which K-5 educators could participate in airborne astronomy missions. Also unlike FOSTER, the Science in the Stratosphere program was intentionally relatively unstructured, in that the teacher participants were wholly embraced by the science team, and were encouraged to 'sniff out' the flavor of the whole facility by talking with people.

  6. Foster care's youngest: a preliminary report.

    PubMed

    Klee, L; Kronstadt, D; Zlotnick, C

    1997-04-01

    The impact of welfare reform on foster care is examined in relation to children's mental health. Initial assessment of 125 young foster children randomly assigned to a special program found that half rated below normal on mental and psychomotor development, with two-thirds below normal on emotional regulation and motor quality. Implications for social policy and program planning, and the need for ongoing research, are discussed.

  7. Exploring Girls' Science Affinities Through an Informal Science Education Program

    NASA Astrophysics Data System (ADS)

    Todd, Brandy; Zvoch, Keith

    2017-10-01

    This study examines science interests, efficacy, attitudes, and identity—referred to as affinities, in the context of an informal science outreach program for girls. A mixed methods design was used to explore girls' science affinities before, during, and after participation in a cohort-based summer science camp. Multivariate analysis of survey data revealed that girls' science affinities varied as a function of the joint relationship between family background and number of years in the program, with girls from more affluent families predicted to increase affinities over time and girls from lower income families to experience initial gains in affinities that diminish over time. Qualitative examination of girls' perspectives on gender and science efficacy, attitudes toward science, and elements of science identities revealed a complex interplay of gendered stereotypes of science and girls' personal desires to prove themselves knowledgeable and competent scientists. Implications for the best practice in fostering science engagement and identities in middle school-aged girls are discussed.

  8. Science knowledge and biblical literalism.

    PubMed

    Zigerell, L J

    2012-04-01

    Biblical literalists are often described as scientific illiterates, but little if any empirical research has tested this claim. Analysis of a sixteen-item battery from the 2008 US General Social Survey revealed that literalists possess less science knowledge than those with other views of Scripture, but that much of this deficit can be attributed to demographic factors and unequal educational attainment. The marginal direct effect of biblical belief suggests that literalism is not incompatible with knowledge of science and, therefore, the best avenue for increasing science knowledge among literalists may be to foster interest in science and design science courses to attenuate any perceived conflict between science and religion.

  9. Harvard, Wisconsin Programs Aim to Improve Science Education.

    ERIC Educational Resources Information Center

    Krieger, James

    1983-01-01

    Describes two programs to improve science education. Harvard University will provide a teacher training program for mid- to late-career mathematicians/scientists in industry and will provide inservice programs for current science/mathematics teachers. University of Wisconsin's program involves a national institute to foster research in chemical…

  10. Reducing Sibling Conflict in Maltreated Children Placed in Foster Homes

    PubMed Central

    Linares, L. Oriana; Jimenez, Jessica; Nesci, Cristina; Pearson, Eva; Beller, Sarah; Edwards, Nancy; Levin-Rector, Alison

    2016-01-01

    Sibling aggression among maltreated children placed in foster homes is linked to other externalizing problems and placement disruption. The reduction of sibling conflict and aggression may be achieved via a multicomponent ecologically focused intervention for families in the foster care system. The focus of the study is to evaluate the feasibility and short-term effectiveness of a transtheoretical intervention model targeting sibling pairs and their foster parent that integrates family systems, social learning theory, and a conflict mediation perspective. In this pilot study, sibling pairs (N=22) and their foster parent were randomized into a three-component intervention (n=13) or a comparison (n=9) group. Promoting Sibling Bonds (PSB) is an 8-week prevention intervention targeting maltreated sibling pairs ages 5–11 years placed together in a foster home. The Siblings, Parent, and Joint components were delivered in a program package at the foster agency by a trained two-clinician team. Average attendance across program components was 73%. Outcomes in four areas were gathered at pre-and post-intervention: observed sibling interaction quality (positive and negative) including conflict during play, and foster parent reports of mediation strategies and sibling aggression in the foster home. At post-intervention, adjusting for baseline scores and child age, intervention pairs showed higher positive (p<.001) and negative (p<.05) interaction quality, and lower sibling conflict during play (p <.01) than comparison pairs. Foster parents in the intervention group reported a higher number of conflict mediation strategies than those in the comparison group (p <.001). Foster parents in the intervention group reported lower sibling physical aggression from the older toward the younger child than those in the comparison group (p <.05). Data suggest that the PSB intervention is a promising approach to reduce conflict and promote parental mediation which together may reduce

  11. Defining the Social Context through Agricultural Research. Proceedings of the Annual National Agricultural Education Research Meeting (20th, Nashville, Tennessee, December 3, 1993).

    ERIC Educational Resources Information Center

    Scanlon, Dennis C., Ed.; Bruening, Thomas H., Ed.

    Selected papers are as follows: "Agriculture, Environmental Science and the Relationship of Agriculture to Academic Courses as Perceived by 10th Grade Students" (Newsom-Stewart; Sutphin); "Factors Related to Recruitment and Retention of Ethnic Minority Youth in the Ohio 4-H Program" (Bankston, Cano); "Hispanics in Agriculture" (Nichols, Nelson);…

  12. Educational Plant Survey. The University of Florida Institute of Food and Agricultural Sciences on Campus--Alachua County. April 4-5, 1994.

    ERIC Educational Resources Information Center

    Florida State Dept. of Education, Tallahassee.

    This report presents the results of a systematic study and evaluation of the existing educational plants of the University of Florida's Institute of Food and Agricultural Sciences (IFAS), along with a determination of future plant needs. Section 1 contains an introduction to the educational plant survey, including statutory foundations, procedural…

  13. Marine Science Career Awareness, Grade Four. Revised.

    ERIC Educational Resources Information Center

    Kolb, James A.

    This unit, one of a series designed to develop and foster an understanding of the marine environment, presents marine science activities for fourth grade students. The unit, focusing on the various types of careers and occupations connected directly and indirectly with marine science, is divided into sections dealing with: commerce and intertidal…

  14. Risk Factors, Superior Adaptive Capacity, and Characteristics of the Foster Home as Predictors of Maintenance of Foster Placement.

    ERIC Educational Resources Information Center

    Walsh, James A.; And Others

    The purpose of this study was to predict maintenance of foster home placement. Fifty-one foster children comprised the sample; 47 were involved in the Casey Family Program in Montana, and four were past participants. Case files provided the first and major data base. Caseworker ratings, a second data source, were obtained on children's personal…

  15. Understanding and Measuring the Cost of Foster Family Care.

    ERIC Educational Resources Information Center

    Culley, James D.; And Others

    This report presents an instrument for estimating the direct and indirect costs of raising foster children in different regions of the United States. It also contains three primary research studies on foster care delivery systems, an in-depth study of foster parents in Delaware, a summary of major differences and similarities in payment systems,…

  16. Designing for Culturally Responsive Science Education through Professional Development

    ERIC Educational Resources Information Center

    Brown, Julie C.; Crippen, Kent J.

    2016-01-01

    Educational stakeholders across the globe are demanding science education reform that attends simultaneously to culturally diverse students' needs and promotes academic excellence. Although professional development programs can foster science teachers' growth as culturally responsive educators, effective supports to this end are not well…

  17. Social Science Collaboration with Environmental Health.

    PubMed

    Hoover, Elizabeth; Renauld, Mia; Edelstein, Michael R; Brown, Phil

    2015-11-01

    Social science research has been central in documenting and analyzing community discovery of environmental exposure and consequential processes. Collaboration with environmental health science through team projects has advanced and improved our understanding of environmental health and justice. We sought to identify diverse methods and topics in which social scientists have expanded environmental health understandings at multiple levels, to examine how transdisciplinary environmental health research fosters better science, and to learn how these partnerships have been able to flourish because of the support from National Institute of Environmental Health Sciences (NIEHS). We analyzed various types of social science research to investigate how social science contributes to environmental health. We also examined NIEHS programs that foster social science. In addition, we developed a case study of a community-based participation research project in Akwesasne in order to demonstrate how social science has enhanced environmental health science. Social science has informed environmental health science through ethnographic studies of contaminated communities, analysis of spatial distribution of environmental injustice, psychological experience of contamination, social construction of risk and risk perception, and social impacts of disasters. Social science-environmental health team science has altered the way scientists traditionally explore exposure by pressing for cumulative exposure approaches and providing research data for policy applications. A transdisciplinary approach for environmental health practice has emerged that engages the social sciences to paint a full picture of the consequences of contamination so that policy makers, regulators, public health officials, and other stakeholders can better ameliorate impacts and prevent future exposure. Hoover E, Renauld M, Edelstein MR, Brown P. 2015. Social science collaboration with environmental health. Environ Health

  18. Using Writing and Culture to Teach Science Content to Preservice Teachers

    ERIC Educational Resources Information Center

    Saint-Hilaire, Line Augustin

    2013-01-01

    This article describes how the incorporation of a writing assignment, creating a book about culture and science, into the syllabus of methods science course for preservice teachers, was used to foster science content learning. Preservice teachers were actively and purposely engaged in science learning through the generation of a book about a…

  19. Re-Imagining Language, Culture, and Family in Foster Care

    ERIC Educational Resources Information Center

    Puig, Victoria I.

    2013-01-01

    Nearly half a million children in the United States are currently being served by the foster care system. Infants and toddlers represent the largest single group entering foster care. While these very young children are at the greatest peril for physical, mental health, and developmental issues and tend to spend the longest time in the foster care…

  20. Comparing the Impact of an Astronomy Course and a Science and Society Seminar on Undergraduate Students' Attitudes toward Science

    ERIC Educational Resources Information Center

    Flohic, Hélène M. L. G.

    2017-01-01

    A common challenge among university professors is how to best design undergraduate courses to successfully enhance students' attitudes. To compare which curriculum was more efficient at fostering a positive attitude towards science in general, I studied the impact of two different general education science courses on the attitudes of college…

  1. Predictors of Depressive Symptoms among Foster Caregivers

    ERIC Educational Resources Information Center

    Cole, Susan A.; Eamon, Mary Keegan

    2007-01-01

    Objectives: The main purposes of this study were to determine (1) the prevalence of depressive symptoms among foster caregivers, (2) the social-demographics, risk factors, and social support predicting depressive symptoms, and (3) whether social support buffered the effects of the risk factors in the Illinois Foster Caregivers Study. Method:…

  2. Psychotropic medication patterns among youth in foster care.

    PubMed

    Zito, Julie M; Safer, Daniel J; Sai, Devadatta; Gardner, James F; Thomas, Diane; Coombes, Phyllis; Dubowski, Melissa; Mendez-Lewis, Maria

    2008-01-01

    Studies have revealed that youth in foster care covered by Medicaid insurance receive psychotropic medication at a rate > 3 times that of Medicaid-insured youth who qualify by low family income. Systematic data on patterns of medication treatment, particularly concomitant drugs, for youth in foster care are limited. The purpose of this work was to describe and quantify patterns of psychotropic monotherapy and concomitant therapy prescribed to a randomly selected, 1-month sample of youth in foster care who had been receiving psychotropic medication. METHODS. Medicaid data were accessed for a July 2004 random sample of 472 medicated youth in foster care aged 0 through 19 years from a southwestern US state. Psychotropic medication treatment data were identified by concomitant pattern, frequency, medication class, subclass, and drug entity and were analyzed in relation to age group; gender; race or ethnicity; International Classification of Diseases, Ninth Revision, psychiatric diagnosis; and physician specialty. Of the foster children who had been dispensed psychotropic medication, 41.3% received > or = 3 different classes of these drugs during July 2004, and 15.9% received > or = 4 different classes. The most frequently used medications were antidepressants (56.8%), attention-deficit/hyperactivity disorder drugs (55.9%), and antipsychotic agents (53.2%). The use of specific psychotropic medication classes varied little by diagnostic grouping. Psychiatrists prescribed 93% of the psychotropic medication dispensed to youth in foster care. The use of > or = 2 drugs within the same psychotropic medication class was noted in 22.2% of those who were given prescribed drugs concomitantly. Concomitant psychotropic medication treatment is frequent for youth in foster care and lacks substantive evidence as to its effectiveness and safety.

  3. 25 CFR 20.507 - What requirements must foster care providers meet?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... ASSISTANCE AND SOCIAL SERVICES PROGRAMS Child Assistance Foster Care § 20.507 What requirements must foster care providers meet? If a child needs foster care, the social services worker must select care that... contain an approved current home study. (c) An off-reservation foster home, or residential care facility...

  4. 25 CFR 20.507 - What requirements must foster care providers meet?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... ASSISTANCE AND SOCIAL SERVICES PROGRAMS Child Assistance Foster Care § 20.507 What requirements must foster care providers meet? If a child needs foster care, the social services worker must select care that... contain an approved current home study. (c) An off-reservation foster home, or residential care facility...

  5. 25 CFR 20.507 - What requirements must foster care providers meet?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... ASSISTANCE AND SOCIAL SERVICES PROGRAMS Child Assistance Foster Care § 20.507 What requirements must foster care providers meet? If a child needs foster care, the social services worker must select care that... contain an approved current home study. (c) An off-reservation foster home, or residential care facility...

  6. 25 CFR 20.507 - What requirements must foster care providers meet?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... ASSISTANCE AND SOCIAL SERVICES PROGRAMS Child Assistance Foster Care § 20.507 What requirements must foster care providers meet? If a child needs foster care, the social services worker must select care that... contain an approved current home study. (c) An off-reservation foster home, or residential care facility...

  7. 25 CFR 20.507 - What requirements must foster care providers meet?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... ASSISTANCE AND SOCIAL SERVICES PROGRAMS Child Assistance Foster Care § 20.507 What requirements must foster care providers meet? If a child needs foster care, the social services worker must select care that... contain an approved current home study. (c) An off-reservation foster home, or residential care facility...

  8. Flight opportunities for science teacher enrichment

    NASA Technical Reports Server (NTRS)

    Devore, Edna; Gillespie, Carlton, Jr.; Hull, Garth; Koch, David

    1995-01-01

    NASA Astrophysics Division supports a pre-college teacher program to provide Flight Opportunities for Science Teacher EnRichment (FOSTER). To date, forty-five teachers are participating, and the program will expand nation-wide to serve fifty teachers per year on board the Kuiper Airborne Observatory. In the future, the Stratospheric Observatory for Infrared Astronomy (SOFIA) will bring more than one-hundred teachers per year on board for astronomical research mission. FOSTER is supported by a grant to the SETI Institute from the NASA Astrophysics Division, NAGW-3291.

  9. A Promising Parenting Intervention in Foster Care

    ERIC Educational Resources Information Center

    Linares, L. Oriana; Montalto, Daniela; Li, MinMin; Oza, Vikash S.

    2006-01-01

    The purpose of this study was to evaluate the effectiveness of a 2-component intervention for biological and foster parent (pairs) to improve parenting practices, co-parenting, and child externalizing problems. Participants were biological and foster parents (N = 128) of primarily neglected children (ages 3 to 10 years) placed in regular foster…

  10. Fostering Passion among First Year Engineering Students

    ERIC Educational Resources Information Center

    Mazumder, Quamrul H.

    2010-01-01

    Engineering is a complex field of study. Declining enrollment in engineering programs in the United States is of concern and understanding the various factors that contribute to this decline is in order. Fostering a higher level of student engagement with the content may foster passion towards engineering which could increase academic competency…

  11. Reducing sibling conflict in maltreated children placed in foster homes.

    PubMed

    Linares, L Oriana; Jimenez, Jessica; Nesci, Cristina; Pearson, Eva; Beller, Sarah; Edwards, Nancy; Levin-Rector, Alison

    2015-02-01

    Sibling aggression among maltreated children placed in foster homes is linked to other externalizing problems and placement disruption. The reduction of sibling conflict and aggression may be achieved via a multicomponent ecologically focused intervention for families in the foster care system. The focus of the study is to evaluate the feasibility and short-term effectiveness of a transtheoretical intervention model targeting sibling pairs and their foster parent that integrates family systems, social learning theory, and a conflict mediation perspective. In this pilot study, sibling pairs (N = 22) and their foster parent were randomized into a three-component intervention (n = 13) or a comparison (n = 9) group. Promoting Sibling Bonds (PSB) is an 8-week prevention intervention targeting maltreated sibling pairs ages 5-11 years placed together in a foster home. The siblings, parent, and joint components were delivered in a program package at the foster agency by a trained two-clinician team. Average attendance across program components was 73 %. Outcomes in four areas were gathered at pre- and postintervention: observed sibling interaction quality (positive and negative) including conflict during play, and foster parent reports of mediation strategies and sibling aggression in the foster home. At postintervention, adjusting for baseline scores and child age, intervention pairs showed higher positive (p < 0.001) and negative (p < 0.05) interaction quality and lower sibling conflict during play (p < 0.01) than comparison pairs. Foster parents in the intervention group reported a higher number of conflict mediation strategies than those in the comparison group (p < 0.001). Foster parents in the intervention group reported lower sibling physical aggression from the older toward the younger child than those in the comparison group (p < 0.05). Data suggest that the PSB intervention is a promising approach to reduce conflict and promote

  12. Supporting Struggling Readers in Secondary School Science Classes

    ERIC Educational Resources Information Center

    Roberts, Kelly D.; Takahashi, Kiriko; Park, Hye-Jin; Stodden, Robert A.

    2012-01-01

    Many secondary school students struggle to read complex expository text such as science textbooks. This article provides step-by-step guidance on how to foster expository reading for struggling readers in secondary school science classes. Two strategies are introduced: Text-to-Speech (TTS) Software as a reading compensatory strategy and the…

  13. Four years of REU in South Texas: Fostering the Participation of Hispanic Students in Marine Science Research

    NASA Astrophysics Data System (ADS)

    Buskey, E. J.; Erdner, D.

    2011-12-01

    Our REU site is a ten-week summer program that is currently in its fourth year and has served 37 undergraduate students in that time. The range of environments present in south Texas, including barrier islands, estuaries and hypersaline lagoons, and the inherent climatic variability of the region make it an excellent natural laboratory for studying the effects of both natural and human-driven change. REU projects to date have focused on many of the pressing environmental concerns in the region, including the impacts of land use and freshwater demand on the transport of water and waterborne constituents to coastal waters, harmful algal blooms, effects of nutrient loads on coastal ecosystems, and hypoxia. The program begins with a 2 day research cruise that serves as an immediate introduction to local biota and methods in marine science, and it brings the students and mentors together as a group in a more informal setting. The students then carry out independent research projects under the mentorship of a faculty member, and attend workshops on responsible research, graduate school, and science careers. Our program also benefits from a close interaction with the Mission-Aransas National Estuarine Research Reserve, exposing the students to applied research of relevance to coastal management issues. One of the primary goals of our program is to foster the retention of underrepresented groups, particularly Hispanics, in Science, Technology, Engineering, and Mathematics (STEM) fields by increasing their participation in undergraduate research experiences. We have targeted Hispanic students because our institute is located in a state where 37% of the population is Hispanic, and in a region where the proportion of Hispanic students is even higher. Our recruiting efforts have included advertising the program via in-person presentations at minority serving institutions (UT El Paso, UT San Antonio), and on list-serves for professional societies and sites at minority serving

  14. Interjurisdictional Placement of Children in Foster Care

    ERIC Educational Resources Information Center

    Freundlich, Madelyn; Heffernan, Maureen; Jacobs, Jill

    2004-01-01

    As the population of children in foster care has increased and more children are freed for adoption, foster and adoptive families are needed in ever increasing numbers. One avenue for expanding the pool of families is through placement of children with families in other counties and states. This article considers the policy and practice…

  15. Developing a Competency-Based Component for the Connecticut Vocational Agriculture Curriculum. Final Report.

    ERIC Educational Resources Information Center

    EASTCONN Regional Educational Services Center, North Windham, CT.

    Competencies are identified for the four primary instructional areas of the Connecticut Vocational Agriculture Curriculum: plant science, agricultural mechanics, natural resources, and animal science. The competencies for each instructional area are divided into those for exploratory units generally appropriate for instruction at the…

  16. Supporting Youth Aging Out of Foster Care.

    PubMed

    Ahmann, Elizabeth

    2017-01-01

    Over 400,000 children are in foster care in the United States, and more than 100,000 of them are waiting to be adopted. Yet many will age out of foster care into adulthood without an adoptive family. Teens and young adults aging out of foster care, even those with preparation and training for the transition, often do not fare well in young adulthood. Many face challenges in areas of education, employment, homelessness, finances, the criminal justice system, and meeting health and mental healthcare needs. Research demonstrates what only makes sense: teens with tangible support from meaningful adult relationships fare better than those without. This article describes an innovative program that connects teens in foster care with supportive adults through social events that can lead to meaningful long-term teen-adult connections - including friendships, mentoring, and even, in some cases, adoption. Pediatric nurses, aware of the challenges these teens face adjusting to adulthood, can begin to explore referral and support options for such teens in their own locales using the resources herein.

  17. Foster Youth Evaluate the Performance of Group Home Services in California

    ERIC Educational Resources Information Center

    Green, Rex S.; Ellis, Peter T.

    2008-01-01

    In 2003 foster youth employed by a foster youth advocacy organization suggested that an evaluation of group home services to foster youth be conducted in Alameda County, California. This report presents the development and conduct of this evaluation study; how funding was obtained; and how foster youth were hired, trained, and employed to produce…

  18. Supply and Demand for Child Foster Family Care in the Southeast.

    ERIC Educational Resources Information Center

    Thomas, George; And Others

    Described is a study of foster care services for 31,911 children in eight southeastern states. It is explained that questionnaires were completed by state and county foster care officials and by foster families. Results are reported to indicate that the foster child sample was largely white preteens, evenly divided between the sexes. The effects…

  19. Supporting Resilience in Foster Families: A Model for Program Design that Supports Recruitment, Retention, and Satisfaction of Foster Families Who Care for Infants with Prenatal Substance Exposure

    ERIC Educational Resources Information Center

    Marcellus, Lenora

    2010-01-01

    As the health, social, and developmental needs of infants in foster care become more complex, foster families are challenged to develop specialized knowledge to effectively address these needs. The goal of this qualitative research study was to identify the process of becoming a foster family and providing family foster caregiving within the…

  20. Effectiveness of a Constructivist Approach to Science Instruction for Prospective Elementary Teachers

    ERIC Educational Resources Information Center

    Liang, Ling L.; Gabel, Dorothy L.

    2005-01-01

    This study examines the effectiveness of a new constructivist curriculum model (Powerful Ideas in Physical Science) in improving prospective teachers' understanding of science concepts, in fostering a learning environment supporting conceptual understanding, and in promoting positive attitudes toward learning and teaching science and chemistry in…

  1. 78 FR 14071 - Notice of Appointment of Members to the National Agricultural Research, Extension, Education, and...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-03-04

    ... with a historic commitment to research in the food and agricultural sciences, food retailing and... Grant College or University w/historic commitment to research in food and agricultural sciences... University of Puerto Rico, San Juan, PR; Category Q. ``Transportation of Food and Agricultural Products to...

  2. A Way of Caring: The Parents' Guide to Foster Family Care.

    ERIC Educational Resources Information Center

    Rutter, Barbara A.

    This booklet presents guidelines for parents of children placed in foster care on how to continue or strengthen their relationship with their children while the children are living in foster homes. Chapters are included on the following topics: (1) things parents should know about foster care; (2) preparing the child for foster care; (3) the first…

  3. School Stability: Improving Academic Achievement for NJ Foster Children. Policy Brief

    ERIC Educational Resources Information Center

    Bernard-Rance, Kourtney; Parello, Nancy

    2014-01-01

    Children in New Jersey's foster care system are more likely to remain in their home school when they enter foster care, thanks to a law passed in 2010, giving these fragile children improved educational stability. The law allows children to remain in their "school of origin" when they are placed in foster care, even if the foster home is…

  4. Introduction to Agricultural Business Unit. Student Reference for Agricultural Science I Core Curriculum. [Volume 19, Number 20.

    ERIC Educational Resources Information Center

    Timko, Joseph J.; Birkenholz, Robert J.

    This student reference on agricultural business, designed to accompany the lessons outlined in the 1984 instructor's guide, "Introduction to Agricultural Business," has seven lessons: (1) introduction to agribusiness; (2) careers in agribusiness; (3) agribusiness in the community; (4) the role of the employee in an agribusiness; (5)…

  5. Nurturing Development of Foster and Adopted Children

    ERIC Educational Resources Information Center

    Nowak-Fabrykowski, Krystyna Teresa

    2015-01-01

    The goal of this study is to investigate early childhood teachers' perspective of teaching foster and adopted children. The main purpose is to seek suggestions how teachers can nurture the development of foster and adopted children. A 6 question survey was sent to 44 teachers pursuing graduate studies in early childhood education. Of this 50%…

  6. Epistemic Agency in an Environmental Sciences Watershed Investigation Fostered by Digital Photography

    ERIC Educational Resources Information Center

    Zimmerman, Heather Toomey; Weible, Jennifer L.

    2018-01-01

    This collective case study investigates the role of digital photography to support high school students' engagement in science inquiry practices during a three-week environmental sciences unit. The study's theoretical framework brings together research from digital photography, participation in environmental science practices, and epistemic…

  7. News Conference: Physics brings the community together Training: CERN trains physics teachers Education: World conference fosters physics collaborations Lecture: Physics education live at ASE Prize: Physics teacher wins first Moore medal Festival: European presidents patronize Science on Stage festival Videoconference: Videoconference brings Durban closer to the classroom

    NASA Astrophysics Data System (ADS)

    2012-03-01

    Conference: Physics brings the community together Training: CERN trains physics teachers Education: World conference fosters physics collaborations Lecture: Physics education live at ASE Prize: Physics teacher wins first Moore medal Festival: European presidents patronize Science on Stage festival Videoconference: Videoconference brings Durban closer to the classroom

  8. 38 CFR 17.74 - Standards applicable to medical foster homes.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... medical foster homes. 17.74 Section 17.74 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS MEDICAL Community Residential Care § 17.74 Standards applicable to medical foster homes. (a) General. A medical foster home must: (1) Meet all applicable state and local regulations, including...

  9. Predicting Students' Performance on Agricultural Science Examination from Forecast Grades

    ERIC Educational Resources Information Center

    Moreetsi, Thobega; Mbako, Masole Trust

    2008-01-01

    The Botswana Examination Council (BEC) uses forecast grades obtained from secondary school Agriculture teachers to review component 2 of Agriculture final examination. Moderation of component 2 can help to improve candidates' final grade. This descriptive-correlational study purports to determine which of the component 1 (multiple choice),…

  10. The Rural Girls in Science Project: from Pipelines to Affirming Science Education

    NASA Astrophysics Data System (ADS)

    Ginorio, Angela B.; Huston, Michelle; Frevert, Katie; Seibel, Jane Bierman

    The Rural Girls in Science (RGS) program was developed to foster the interest in science, engineering, and mathematics among rural high school girls in the state of Washington. Girls served include American Indians, Latinas, and Whites. This article provides an overview of the program and its outcomes not only for the participants (girls, teachers, counselors, and schools) but the researchers. Lessons learned from and about the participants are presented, and lessons learned from the process are discussed to illustrate how RGS moved from a focus on individuals to a focus on the school. The initial guiding concepts (self-esteem and scientific pipeline) were replaced by “possible selves” and our proposed complementary concepts: science-affirming and affirming science education.

  11. PlantingScience: Fostering student research through scientific inquiry and online mentorship

    USDA-ARS?s Scientific Manuscript database

    PlantingScience is an inquiry and science mentorship program, led by the Botanical Society of America and supported by 14 Scientific Society partners that brings together students (middle school through high school), plant scientists (as mentors), and teachers from across the nation. Using several l...

  12. Planning a mentorship initiative for foster parents: Does gender matter?

    PubMed

    Jay Miller, J; Benner, Kalea; Thrasher, Shawndaya; Pope, Natalie; Dumas, Tamikia; Damron, Larry J; Segress, Melissa; Niu, Chunling

    2017-10-01

    Despite the use of mentoring programs in fields such as business, career training, and youth development, little is known about how mentoring can be used to train and support new foster parents. This paper describes how Concept Mapping was used with current foster parents to develop a conceptual framework suitable to plan a foster parent mentor program. A secondary aim of this study was to explore priority differences in the conceptualization by self-reported gender (foster mothers vs. foster fathers). Participant data was collected via three qualitative brainstorming sessions, and analyzed using non-metric multidimensional scaling and hierarchical cluster analysis. Findings indicate that foster parents participating in this study conceptualized effective mentor programs via a seven cluster solution. Study results also showed no significant differences in cluster ratings by gender. Implications for practice and program planning are identified, as well as areas for future research. Copyright © 2017 Elsevier Ltd. All rights reserved.

  13. 49 CFR 26.39 - Fostering small business participation.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 49 Transportation 1 2012-10-01 2012-10-01 false Fostering small business participation. 26.39... BUSINESS ENTERPRISES IN DEPARTMENT OF TRANSPORTATION FINANCIAL ASSISTANCE PROGRAMS Administrative Requirements for DBE Programs for Federally-Assisted Contracting § 26.39 Fostering small business participation...

  14. 49 CFR 26.39 - Fostering small business participation.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 49 Transportation 1 2011-10-01 2011-10-01 false Fostering small business participation. 26.39... BUSINESS ENTERPRISES IN DEPARTMENT OF TRANSPORTATION FINANCIAL ASSISTANCE PROGRAMS Administrative Requirements for DBE Programs for Federally-Assisted Contracting § 26.39 Fostering small business participation...

  15. The Priority of the Question: Focus Questions for Sustained Reasoning in Science

    NASA Astrophysics Data System (ADS)

    Lustick, David

    2010-08-01

    Science education standards place a high priority on promoting the skills and dispositions associated with inquiry at all levels of learning. Yet, the questions teachers employ to foster sustained reasoning are most likely borrowed from a textbook, lab manual, or worksheet. Such generic questions generated for a mass audience, lack authenticity and contextual cues that allow learners to immediately appreciate a question’s relevance. Teacher queries intended to motivate, guide, and foster learning through inquiry are known as focus questions. This theoretical article draws upon science education research to present a typology and conceptual framework intended to support science teacher educators as they identify, develop, and evaluate focus questions with their students.

  16. Health care of youth aging out of foster care.

    PubMed

    2012-12-01

    Youth transitioning out of foster care face significant medical and mental health care needs. Unfortunately, these youth rarely receive the services they need because of lack of health insurance. Through many policies and programs, the federal government has taken steps to support older youth in foster care and those aging out. The Fostering Connections to Success and Increasing Adoptions Act of 2008 (Pub L No. 110-354) requires states to work with youth to develop a transition plan that addresses issues such as health insurance. In addition, beginning in 2014, the Patient Protection and Affordable Care Act of 2010 (Pub L No. 111-148) makes youth aging out of foster care eligible for Medicaid coverage until age 26 years, regardless of income. Pediatricians can support youth aging out of foster care by working collaboratively with the child welfare agency in their state to ensure that the ongoing health needs of transitioning youth are met.

  17. Fostering Eroticism in Science Education to Promote Erotic Generosities for the Ocean-Other

    ERIC Educational Resources Information Center

    Luther, Rachel

    2013-01-01

    Despite the increase in marine science curriculum in secondary schools, marine science is not generally required curricula and has been largely deemphasized or ignored in relation to earth science, biology, chemistry, and physics. I call for the integration and implementation of marine science more fully in secondary science education through…

  18. Complexity science and leadership in healthcare.

    PubMed

    Burns, J P

    2001-10-01

    The emerging field of complexity science offers an alternative leadership strategy for the chaotic, complex healthcare environment. A survey revealed that healthcare leaders intuitively support principles of complexity science. Leadership that uses complexity principles offers opportunities in the chaotic healthcare environment to focus less on prediction and control and more on fostering relationships and creating conditions in which complex adaptive systems can evolve to produce creative outcomes.

  19. The Influence of Perception on Maternal Sensitivity in Foster Care

    ERIC Educational Resources Information Center

    Ponciano, Leslie

    2012-01-01

    This study examined the association between perceptions of children's care needs and maternal sensitivity with 76 dyads in foster care. Foster mothers were more sensitive to typically developing children perceived as requiring easier care and were less sensitive to children with developmental delays. Adopting foster mothers were sensitive with…

  20. Utilizing Science Outreach to Foster Professional Skills Development in University Students

    ERIC Educational Resources Information Center

    Eng, Edward; Febria, Catherine

    2011-01-01

    Students seek unique experiences to obtain and enhance professional development skills and to prepare for future careers. Through the Let's Talk Science Partnership Program (LTSPP), a voluntary science outreach program at University of Toronto Scarborough, students are given the opportunity to continually improve on skills which include: the…

  1. Social Science Collaboration with Environmental Health

    PubMed Central

    Hoover, Elizabeth; Renauld, Mia; Edelstein, Michael R.

    2015-01-01

    Background Social science research has been central in documenting and analyzing community discovery of environmental exposure and consequential processes. Collaboration with environmental health science through team projects has advanced and improved our understanding of environmental health and justice. Objective We sought to identify diverse methods and topics in which social scientists have expanded environmental health understandings at multiple levels, to examine how transdisciplinary environmental health research fosters better science, and to learn how these partnerships have been able to flourish because of the support from National Institute of Environmental Health Sciences (NIEHS). Methods We analyzed various types of social science research to investigate how social science contributes to environmental health. We also examined NIEHS programs that foster social science. In addition, we developed a case study of a community-based participation research project in Akwesasne in order to demonstrate how social science has enhanced environmental health science. Results Social science has informed environmental health science through ethnographic studies of contaminated communities, analysis of spatial distribution of environmental injustice, psychological experience of contamination, social construction of risk and risk perception, and social impacts of disasters. Social science–environmental health team science has altered the way scientists traditionally explore exposure by pressing for cumulative exposure approaches and providing research data for policy applications. Conclusions A transdisciplinary approach for environmental health practice has emerged that engages the social sciences to paint a full picture of the consequences of contamination so that policy makers, regulators, public health officials, and other stakeholders can better ameliorate impacts and prevent future exposure. Citation Hoover E, Renauld M, Edelstein MR, Brown P. 2015. Social

  2. Agricultural Science I. Supplementary Units. Instructor Information.

    ERIC Educational Resources Information Center

    Martin, Donna; And Others

    These supplementary units are designed to help students with special needs learn and apply agricultural skills in the areas of animal breeding, animal nutrition, leadership, and power tools. Specific competencies are listed as study questions at the beginning of each of the 10 self-paced and self-contained units. Skill sheets, activity sheets, and…

  3. A Comparison of Selected Bibliographic Database Subject Overlap for Agricultural Information

    ERIC Educational Resources Information Center

    Ritchie, Stephanie M.; Young, Lauren M.; Sigman, Jessica

    2018-01-01

    Agricultural researchers and science librarians must understand which research literature databases provide the most comprehensive coverage of agricultural subjects to support their inquiries. Once the domain of a few specialized databases, agricultural research literature is now covered by broad, multidisciplinary databases. The purpose of this…

  4. Weight changes in children in foster care for 1 year.

    PubMed

    Schneiderman, Janet U; Smith, Caitlin; Arnold-Clark, Janet S; Fuentes, Jorge; Duan, Lei

    2013-10-01

    The aims of this study of predominately racial/ethnic minority children in foster care (N=360, birth to 19 years old) in Los Angeles, CA were to examine the (1) prevalence of obesity (≥ 95 percentile) and overweight/obese (≥ 85 percentile) upon entrance to foster care (T1) and after 1 year in foster care (T2); (2) comparison of high weight categories to national statistics; (3) relationship of changes in weight status to age, reason for entry into foster care, and placement. Chi-square test and McNemar test comparing paired proportions were used to determine whether there were significant changes in the proportion of high weight categories between T1 and T2. Chi-square test or Fisher's exact test were used to evaluate the association between age, placement, and reason for foster care with the change in weight category. Changes in weight were categorized as (1) decreased in weight, (2) remained at overweight or obese, (3) increased in weight, or (4) remained normal. The proportion of obese and obese/overweight children between ages 2 and 5 were significantly lower at T2 than T1. There were no significant changes in the prevalence of obesity for the total population at T2. Children age 6 or older had a higher prevalence of obesity and overweight/obesity compared to national statistics. Of children at all ages, 64.7% of children of all ages entered foster care with a normal weight and stayed in the normal range during their first year in foster care, 12.2% decreased their weight, 15.4% remained overweight or obese, and 7.7% increased their weight. Age and parental substance use was related to change in weight category from T1 to T2. Children did not become more overweight or obese in foster care; however 28% of the children were obese or overweight upon entry into foster care. Children who are 6 years or older and obese upon entering foster care should be targeted for weight reduction. The pediatric community and child welfare system need to work together by

  5. A sampling bias in identifying children in foster care using Medicaid data.

    PubMed

    Rubin, David M; Pati, Susmita; Luan, Xianqun; Alessandrini, Evaline A

    2005-01-01

    Prior research identified foster care children using Medicaid eligibility codes specific to foster care, but it is unknown whether these codes capture all foster care children. To describe the sampling bias in relying on Medicaid eligibility codes to identify foster care children. Using foster care administrative files linked to Medicaid data, we describe the proportion of children whose Medicaid eligibility was correctly encoded as foster child during a 1-year follow-up period following a new episode of foster care. Sampling bias is described by comparing claims in mental health, emergency department (ED), and other ambulatory settings among correctly and incorrectly classified foster care children. Twenty-eight percent of the 5683 sampled children were incorrectly classified in Medicaid eligibility files. In a multivariate logistic regression model, correct classification was associated with duration of foster care (>9 vs <2 months, odds ratio [OR] 7.67, 95% confidence interval [CI] 7.17-7.97), number of placements (>3 vs 1 placement, OR 4.20, 95% CI 3.14-5.64), and placement in a group home among adjudicated dependent children (OR 1.87, 95% CI 1.33-2.63). Compared with incorrectly classified children, correctly classified foster care children were 3 times more likely to use any services, 2 times more likely to visit the ED, 3 times more likely to make ambulatory visits, and 4 times more likely to use mental health care services (P < .001 for all comparisons). Identifying children in foster care using Medicaid eligibility files is prone to sampling bias that over-represents children in foster care who use more services.

  6. Report of the Action Committee on Agricultural Education.

    ERIC Educational Resources Information Center

    Taylor, Robert E.

    This report is presented in four parts. Part one presents a philosophy of agricultural education. Part two describes the role of the biological sciences in agricultural education, important biological principles and concepts, and suggested programs for prospective students. Part three includes a discussion of the role of mathematics, chemistry and…

  7. Health Service Utilization of Children in Delaware Foster Care, 2013-2014.

    PubMed

    Knight, Erin K; McDuffie, May Joan; Gifford, Katie; Zorc, Catherine

    2016-02-01

    Children in foster care represent some of the most vulnerable children in the U.S. Their higher prevalence of a range of physical and behavioral health problems can lead to greater health care utilization and higher costs. However, many children in foster care have undiagnosed conditions and unmet needs. The purpose of this study was to provide a description of health services accessed by children in foster care in Delaware. The data serves as a baseline and informs current efforts to improve the health care of children in foster care. We analyzed rates of emergency room visits, behavioral health visits, hospitalizations, and costs of care for children in foster care and made comparisons with other children participating in Medicaid. We also looked at utilization before and after entry into care and assessed rates of appropriate medical screening for children on entering foster care. This study was conducted as part of a larger analysis guided by the Delaware Task Force on the Health of Children in Foster Care with funding appropriated by the Delaware General Assembly. Using a unique identification number, we linked Medicaid claims data with demographic information and characteristics associated with foster care from the Delaware Department of Services for Children, Youth and Their Families. We examined diagnoses, patterns of utilization, and costs for children in foster care (n = 1,458) and a comparable cohort of other children in Medicaid (n = 124,667) during fiscal years 2013 and 2014. Compared with other children in Medicaid, children in foster care had similar rates of emergency department utilization, but relatively high rates of outpatient behavioral health visits. Similarly, compared with other children in Medicaid, those in foster care had particularly high rates of psychotropic drug utilization. Entry into foster care was associated with increased utilization of overall health care services, including receipt of well-child care. However, just 31 percent

  8. Placement stability and mental health costs for children in foster care.

    PubMed

    Rubin, David M; Alessandrini, Evaline A; Feudtner, Chris; Mandell, David S; Localio, A Russell; Hadley, Trevor

    2004-05-01

    Although prior population-based studies have found that children in foster care use more mental health services than their Medicaid peers, less is known about how different experiences in foster care impact the likelihood of mental health service use. The primary aim of this study is to test the hypothesis that instability of foster care placements is associated with higher costs for mental health care services. The secondary aim is to test the hypothesis that foster care children are also more likely to generate high costs for mental health services if they generate higher costs for non-mental health claims. Using administrative child welfare data linked to Medicaid claims, we assembled a unique retrospective cohort of adjudicated dependent children >2 years old who entered foster care between July 1993 and June 1995, spent at least 9 months in care, and were Medicaid eligible during a 1-year follow-up period. The primary outcome was high mental health service use, defined as having costs in the top decile of the sample. The primary independent variables were the number of foster care placements during the year and whether placements were interrupted by a return home for at least 1 month during that year (episodic foster care). We used logistic regression to estimate the association between placements and service utilization, with adjustment for age and physical health care costs. Of the 1635 children in the study, 41% had > or = 3 foster care placements, and 5% had episodic foster care during the year of observation. The top 10% of mental health service users accounted for 83% of the 2.4 million dollars in mental health costs. Both multiple placements and episodic foster care increased the predicted probability of high mental health service use. Higher physical health care costs also increased the probability of high mental health use for all children, but this increased probability was most dramatic among children with episodic foster care (probability of high

  9. 49 CFR 26.39 - Fostering small business participation.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 49 Transportation 1 2014-10-01 2014-10-01 false Fostering small business participation. 26.39... Requirements for DBE Programs for Federally-Assisted Contracting § 26.39 Fostering small business participation... competition by small business concerns, taking all reasonable steps to eliminate obstacles to their...

  10. 49 CFR 26.39 - Fostering small business participation.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 49 Transportation 1 2013-10-01 2013-10-01 false Fostering small business participation. 26.39... Requirements for DBE Programs for Federally-Assisted Contracting § 26.39 Fostering small business participation... competition by small business concerns, taking all reasonable steps to eliminate obstacles to their...

  11. Science Shorts: Taking a Look at the Moon

    ERIC Educational Resources Information Center

    Leager, Craig R.

    2007-01-01

    The communication skills of reading and writing go hand in hand with science as natural partners for fostering students' understandings of the world. The similarities that exist between reading and writing strategies and science-process skills add depth to instruction when these subject areas are brought together. In the following unit of study,…

  12. 45 CFR 2552.71 - What requirements govern the assignment of Foster Grandparents?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ...) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE FOSTER GRANDPARENT PROGRAM Foster Grandparent Placements and... assignments shall: (a) Provide for Foster Grandparents to give direct services to one or more eligible... child served. (d) Be meaningful to the Foster Grandparent. (e) Be supported by appropriate orientation...

  13. Earth Observation for Food Security and Sustainable Agriculture

    NASA Astrophysics Data System (ADS)

    Bach, Heike; Mauser, Wolfram; Gernot, Klepper

    2016-08-01

    The global and regional potentials of Earth Observation (EO) to contribute to food security and sustainable agriculture in the 2050-timeframe were analysed in the ESA study EO4Food, whose outcome will be presented (www.EO4Food.org). Emphasis was put on the global societal, economic, environmental and technological megatrends that will create demand for food and shape the future societies. They will also constitute the background for developments in EO for food security and sustainable agriculture. The capabilities of EO in this respect were critically reviewed with three perspectives 1) the role of EO science for society, 2) observables from space and 3) development of future science missions.It was concluded that EO can be pivotal for the further development of food security and sustainable agriculture. EO allows to support the whole economic and societal value chain from farmers through food industry to insurance and financial industry in satisfying demands and at the same time to support society in governing sustainable agriculture through verifyable rules and regulations. It has the potential to become the global source of environmental information that is assimilated into sophisticated environmental management models and is used to make agriculture sustainable.

  14. Fostering Sustained Climate Engagement and Collaborative Leadership through Creativity and Science-Informed Arts

    NASA Astrophysics Data System (ADS)

    Rothballer, K.; Sturges, M. J.

    2016-12-01

    Join veteran artist/activist Molly Sturges for a presentation on FIREROCK: PASS THE SPARK performances and engagement processes that foster personal and collective creativity for sustained climate engagement and collaborative leadership. FIREROCK: PASS THE ROCK opens in San Francisco in October 2016. This project is an evolving, long-term, social innovation project that has been developed with faith, Indigenous and directly impacted communities as well as schools, towns and universities. Informed by science, social justice, Indigenous knowledge, and grassroots activism FIREROCK includes performances that are accompanied by a series of activities designed to build community and engineer creative spaces for dialogue and response. The FIREROCK team has found that people are excited to engage around climate when there are venues available for expressivity and meaningful exchange. FIREROCK supports us in moving from our current stance in which we are paralyzed— often not knowing what to do or how to act—to seeing ourselves as part of the solution. FIREROCK is a family-friendly catalytic musical journey inviting people into the complexity of climate change and sparking an inspired response to the mythic challenges of our time. Through story, song and unique engagement experiences, FIREROCK builds community towards action and solutions. FIREROCK provides partners with everything they need to make the project their own, including a comprehensive toolkit to assist groups in learning how to develop community partnerships, convene FIREROCK engagement activities and facilitate dialogue and skill sharing. This dynamic storytelling project is scalable and can be employed, adapted and localized by groups and communities nationwide as a powerful catalyst for climate engagement work. Molly Sturges is a national leader in arts, ecology and social change work. She is the Founding Artistic Director of Littleglobe, a diverse arts cooperative made up of artistic and cultural workers

  15. 75 FR 38100 - National Institute of Environmental Health Sciences Superfund Hazardous Substance Research and...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-07-01

    ...: Notice. SUMMARY: The National Institute of Environmental Health Sciences (NIEHS), a research institute of... translation. Research translation fosters the movement of fundamental science toward a useable end-product. It... Innovation Promote transdisciplinary science. SRP firmly supports transdisciplinary research--the synthesis...

  16. 29 CFR 825.121 - Leave for adoption or foster care.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Leave for adoption or foster care. (a) General rules. Eligible employees are entitled to FMLA leave for placement with the employee of a son or daughter for adoption or foster care as follows: (1) Employees may... for the placement for adoption or foster care to proceed. For example, the employee may be required to...

  17. Predictors of treatment use among foster mothers in an attachment-based intervention program.

    PubMed

    Bick, Johanna; Dozier, Mary; Moore, Shannon

    2012-01-01

    The current study examined predictors of treatment use among 56 foster mothers who participated in an attachment-based intervention program for foster infants. Foster mothers' levels of treatment use were coded at early, middle, and late phases of the intervention program. Foster mothers' states of mind with regard to attachment predicted their understanding of the intervention session concepts. Specifically, autonomous foster mothers showed higher levels of understanding at the start of the intervention program, when compared with non-autonomous foster mothers. State of mind with regard to attachment also predicted foster mothers' levels of reflective functioning during the intervention sessions. Autonomous foster mothers showed higher levels of reflective functioning at early, middle, and late stages of the intervention program, when compared with non-autonomous foster mothers. The relevance of these findings for both treatment effectiveness and treatment delivery is discussed.

  18. Emotional Development: Fostering the Child's Identity. Instructor's Manual.

    ERIC Educational Resources Information Center

    McFadden, Emily Jean

    "Emotional Development: Fostering the Child's Identity" is a manual for use in training families providing service to foster children. Consisting of information to be covered in eight class sessions and numerous appendices providing supplementary material, this instructor's manual contains instructor's materials and participants' course content.…

  19. Fostering Creative Thinking in the Institutional Army

    DTIC Science & Technology

    2016-06-10

    creative thought . Primary Research Question Given the imperatives of warfighting challenge #10 and the necessity of field grade officers to influence...thinking throughout their organizations. This drives the primary research question, “does CGSOC foster creative thought for resident students?” If...organizations. Secondary Research Questions In order to answer the primary question, “does CGSOC foster creative thought in resident students?” the

  20. Secondary Science Teachers' and Students' Involvement in a Primary School Community of Science Practice: How It Changed Their Practices and Interest in Science

    NASA Astrophysics Data System (ADS)

    Forbes, Anne; Skamp, Keith

    2016-02-01

    MyScience is a primary science education initiative in which being in a community of practice is integral to the learning process. In this initiative, stakeholder groups—primary teachers, primary students and mentors—interact around the `domain' of `investigating scientifically'. This paper builds on three earlier publications and interprets the findings of the views of four secondary science teachers and five year 9 secondary science students who were first-timer participants—as mentors—in MyScience. Perceptions of these mentors' interactions with primary students were analysed using attributes associated with both `communities of practice' and the `nature of science'. Findings reveal that participation in MyScience changed secondary science teachers' views and practices about how to approach the teaching of science in secondary school and fostered primary-secondary links. Year 9 students positively changed their views about secondary school science and confidence in science through participation as mentors. Implications for secondary science teaching and learning through participation in primary school community of science practice settings are discussed.

  1. An investigation of the practice of scientific inquiry in secondary science and agriculture courses

    NASA Astrophysics Data System (ADS)

    Grady, Julie R.

    The purpose of this exploratory qualitative study was to investigate the practice of scientific inquiry in two secondary biology classes and one agriculture class from different schools in different communities. The focus was on teachers' interests and intentions for the students' participation in inquiry, the voices contributing to the inquiry, and students' opportunities to confront their conceptions of the nature of science (NOS). The Partnership for Research and Education in Plants (PREP) served as the context by providing students with opportunities to design and conduct original experiments to help elucidate the function(s) of a disabled gene in Arabidopsis thaliana . Transcripts of teacher and student semi-structured interviews, field notes of classroom observations and classroom conversations, and documents (e.g., student work, teacher handouts, school websites, PREP materials) were analyzed for evidence of the practice of scientific inquiry. Teachers were interested in implementing inquiry because of potential student learning about scientific research and because PREP supports course content and is connected to a larger scientific project outside of the school. Teachers' intentions regarding the implementation of inquiry reflected the complexity of their courses and the students' previous experiences. All inquiries were student-directed. The biology students' participation more closely mirrored the practice of scientists, while the agriculture students were more involved with the procedural display of scientific inquiry. All experiences could have been enhanced from additional knowledge-centered activities regarding scientific reasoning. No activities brought explicit attention to NOS. Biology activities tended to implicitly support NOS while the agriculture class activities tended to implicitly contradict NOS. Scientists' interactions contributed to implied support of the NOS. There were missed opportunities for explicit attention to NOS in all classes

  2. BIG DATA ANALYTICS AND PRECISION ANIMAL AGRICULTURE SYMPOSIUM: Machine learning and data mining advance predictive big data analysis in precision animal agriculture.

    PubMed

    Morota, Gota; Ventura, Ricardo V; Silva, Fabyano F; Koyama, Masanori; Fernando, Samodha C

    2018-04-14

    Precision animal agriculture is poised to rise to prominence in the livestock enterprise in the domains of management, production, welfare, sustainability, health surveillance, and environmental footprint. Considerable progress has been made in the use of tools to routinely monitor and collect information from animals and farms in a less laborious manner than before. These efforts have enabled the animal sciences to embark on information technology-driven discoveries to improve animal agriculture. However, the growing amount and complexity of data generated by fully automated, high-throughput data recording or phenotyping platforms, including digital images, sensor and sound data, unmanned systems, and information obtained from real-time noninvasive computer vision, pose challenges to the successful implementation of precision animal agriculture. The emerging fields of machine learning and data mining are expected to be instrumental in helping meet the daunting challenges facing global agriculture. Yet, their impact and potential in "big data" analysis have not been adequately appreciated in the animal science community, where this recognition has remained only fragmentary. To address such knowledge gaps, this article outlines a framework for machine learning and data mining and offers a glimpse into how they can be applied to solve pressing problems in animal sciences.

  3. The Lived Experience of Foster Youth as Community-College Students

    ERIC Educational Resources Information Center

    Anderson, Kristen L.

    2017-01-01

    The purpose of this study was to determine what life is like for foster youth pursuing postsecondary education. At a time when few foster youth are pursuing and completing higher education, this study attempted to gain an understanding from foster youth about 1) the reason(s) for their success in pursuing postsecondary education, 2) how they were…

  4. The impact of family transitions on child fostering in rural Malawi.

    PubMed

    Grant, Monica J; Yeatman, Sara

    2014-02-01

    Despite the frequency of divorce and remarriage across much of sub-Saharan Africa, little is known about what these events mean for the living arrangements of children. We use longitudinal data from rural Malawi to examine the effects of family transitions on the prevalence and incidence of child fostering, or children residing apart from their living parents. We find that between 7 % and 15 % of children aged 3-14 are out-fostered over the two-year intersurvey period. Although divorce appears to be a significant driver of child fostering in the cross-sectional analysis, it is not significantly associated with the incidence of out-fostering. In contrast, maternal remarriage has both a lagged and an immediate effect on the incidence of out-fostering. Furthermore, the likelihood of out-fostering is even higher among children whose mother remarried and had a new child during the intersurvey period. Using longitudinal data collected from living mothers rather than from children's current foster homes offers new insights into the reasons children are sent to live with others besides their parents.

  5. The Impact of Family Transitions on Child Fostering in Rural Malawi

    PubMed Central

    Grant, Monica J.; Yeatman, Sara

    2013-01-01

    Despite the frequency of divorce and remarriage across much of sub-Saharan Africa, little is known about what these events mean for the living arrangements of children. We use longitudinal data from rural Malawi to examine the effects of family transitions on the prevalence and incidence of child fostering, or children residing apart from their living parents. We find that between 7 % and 15 % of children aged 3–14 are out-fostered over the two-year intersurvey period. Although divorce appears to be a significant driver of child fostering in the cross-sectional analysis, it is not significantly associated with the incidence of out-fostering. In contrast, maternal remarriage has both a lagged and an immediate effect on the incidence of out-fostering. Furthermore, the likelihood of out-fostering is even higher among children whose mother remarried and had a new child during the intersurvey period. Using longitudinal data collected from living mothers rather than from children’s current foster homes offers new insights into the reasons children are sent to live with others besides their parents. PMID:24019099

  6. Changes in agricultural carbon emissions and factors that influence agricultural carbon emissions based on different stages in Xinjiang, China.

    PubMed

    Xiong, Chuanhe; Yang, Degang; Xia, Fuqiang; Huo, Jinwei

    2016-11-10

    Xinjiang's agricultural carbon emissions showed three stages of change, i.e., continued to rise, declined and continued to rise, during 1991-2014. The agriculture belonged to the "low emissions and high efficiency" agriculture category, with a lower agricultural carbon emission intensity. By using the logarithmic mean divisia index decomposition method, agricultural carbon emissions were decomposed into an efficiency factor, a structure factor, an economy factor, and a labour factor. We divided the study period into five stages based on the changes in efficiency factor and economy factor. Xinjiang showed different agricultural carbon emission characteristics at different stages. The degree of impact on agricultural carbon emissions at these stages depended on the combined effect of planting-animal husbandry carbon intensity and agricultural labour productivity. The economy factor was the critical factor to promote the increase in agricultural carbon emissions, while the main inhibiting factor for agricultural carbon emissions was the efficiency factor. The labour factor became more and more obvious in increasing agricultural carbon emissions. Finally, we discuss policy recommendations in terms of the main factors, including the development of agricultural science and technology (S&T), the establishment of three major mechanisms and transfer of rural labour in ethnic areas.

  7. Phosphorus modeling in tile drained agricultural systems using APEX

    USDA-ARS?s Scientific Manuscript database

    Phosphorus losses through tile drained systems in agricultural landscapes may be causing the persistent eutrophication problems observed in surface water. The purpose of this paper is to evaluate the state of the science in the Agricultural Policy/Environmental eXtender (APEX) model related to surf...

  8. Improving Educational Outcomes for Children in Foster Care

    ERIC Educational Resources Information Center

    Watson, Christina; Kabler, Brenda

    2012-01-01

    Recent statistics estimate that there are 783,000 children living in foster care in the United States. This vulnerable population is at risk for academic failure as well as internalizing and externalizing behavioral problems. Compared to their peers, foster youth face significant educational difficulties, including lower levels of academic…

  9. Mathematics/Science Education and Technology, 1994. Proceedings of the International Symposium on Mathematics/Science Education and Technology (San Diego, California, July 21-23, 1994).

    ERIC Educational Resources Information Center

    Marks, Gary H., Ed.

    The primary purpose of the 1994 Mathematics/Science Education and Technology Symposium was to help foster the exchange of information related to the research, development, and applications of learning and teaching using information technology in mathematics and science educations. The theme "Emerging Issues and Trends" was identified to…

  10. Poverty among Foster Children: Estimates Using the Supplemental Poverty Measure

    PubMed Central

    Pac, Jessica; Waldfogel, Jane; Wimer, Christopher

    2017-01-01

    We use data from the Current Population Survey and the new Supplemental Poverty Measure (SPM) to provide estimates for poverty among foster children over the period 1992 to 2013. These are the first large-scale national estimates for foster children who are not included in official poverty statistics. Holding child and family demographics constant, foster children have a lower risk of poverty than other children. Analyzing income in detail suggests that foster care payments likely play an important role in reducing the risk of poverty in this group. In contrast, we find that children living with grandparents have a higher risk of poverty than other children, even after taking demographics into account. Our estimates suggest that this excess risk is likely linked to their lower likelihood of receiving foster care or other income supports. PMID:28659651

  11. Psychosocial functioning in Dutch foster children: The relationship with child, family, and placement characteristics.

    PubMed

    Goemans, Anouk; van Geel, Mitch; Vedder, Paul

    2016-06-01

    Foster care is the preferred alternative for out-of-home care, but not necessarily beneficial for foster children's psychosocial functioning. This dilemma leaves researchers with a challenge to find out more about the factors related to foster children's social and emotional functioning. In a sample of 446 Dutch foster children we examined the extent to which three clusters of characteristics, those akin to the foster child, the foster family, or foster placement, were related to foster children's functioning at the time of research. Multivariate three-step hierarchical regression analyses were performed for three outcome variables: externalizing problems, internalizing problems, and prosocial behavior. We found that all three clusters of foster care characteristics were significantly related to foster children's functioning. Foster placement characteristics, in particular interventions aimed at foster children, explained the largest amount of variance in behavior problems. Children receiving interventions had more externalizing and internalizing problems. A possible explanation is that interventions are indicated for those foster children who are in the highest need of additional support. Prosocial behavior was particularly related to foster family characteristics. The results were mostly in line with international research. Careful screening and monitoring of the social and emotional functioning of foster children may help to identify problems at an early stage. In addition (preventive) support should be offered to those foster children and families who are in need of it. Copyright © 2016 Elsevier Ltd. All rights reserved.

  12. Psychological science's contributions to a sustainable environment: extending our reach to a grand challenge of society.

    PubMed

    Kazdin, Alan E

    2009-01-01

    Climate change and degradation of the environment are global problems associated with many other challenges (e.g., population increases, reduction of glaciers, and loss of critical habitats). Psychological science can play a critical role in addressing these problems by fostering a sustainable environment. Multiple strategies for fostering a sustainable environment could draw from the diversity of topics and areas of specialization within psychology. Psychological research on fostering environmentally sustainable behaviors is rather well developed, as illustrated by interventions focusing on education of the public, message framing, feedback, decision making, the media, incentives and disincentives, and social marketing. Other sciences and professions as well as religion and ethics are actively involved in fostering a sustainable environment. Psychology ought to be more involved directly, systematically, and visibly to draw on our current knowledge and to have palpable impact. We would serve the world very well and in the process our discipline and profession.

  13. Teachers' Perceptions toward Sustainable Agriculture in an Ohio Science High School

    ERIC Educational Resources Information Center

    Sameipour, Sharmin

    2017-01-01

    The discussion about the environmental challenges and socio-economic situation connected with conventional agricultural systems in the United States in the 1985s, and sustainable agriculture (SA), has mentioned the role of education in highlighting barriers. Advocates of sustainable agriculture declare that education about SA can present solutions…

  14. Enhancing Child Development: The Beginning Years. Fostering Families.

    ERIC Educational Resources Information Center

    Schatz, Mona Struhsaker; And Others

    This module is part of a training program for foster parents and foster care workers offered at Colorado State University. The module's learning objectives address: (1) factors that interact to affect child development; (2) developmental milestones for infants and young children; (3) parenting processes appropriate to the childhood years; (4)…

  15. The Fostering Hope Initiative

    ERIC Educational Resources Information Center

    Rider, Steven; Winters, Katie; Dean, Joyce; Seymour, Jim

    2014-01-01

    The Fostering Hope Initiative is a neighborhood-based Collective Impact initiative that promotes optimum child and youth development by supporting vulnerable families, encouraging connections between neighbors, strengthening systems to ensure collective impact, and advocating for family-friendly public policy. This article describes the…

  16. Foster care re-entry: Exploring the role of foster care characteristics, in-home child welfare services and cross-sector services.

    PubMed

    Lee, Sangmoo; Jonson-Reid, Melissa; Drake, Brett

    2012-09-01

    This study seeks to advance our understanding of how modifiable and non-modifiable factors may impact the likelihood of re-entry into foster care. Children who entered foster care for the first time following at least one report of maltreatment and were then reunified were followed from exit to re-entry, age 18 or the end of the study period using longitudinal administrative data. Risk of re-entry was explored according to a range of modifiable and non-modifiable case and service characteristics. Children removed from homes with parents who had multiple risk factors (e.g., no high school diploma, mental health diagnosis, criminal record, or teen parents) or were receiving AFDC prior to entry were more likely to re-enter. The receipt of in-home child welfare services during or after foster care was associated with reduced risk of re-entry. Having the longest placement with a relative was associated with decreased risk of re-entry. In conclusion, both modifiable and non-modifiable factors are associated with re-entry into foster care. Among modifiable factors, services appear to have a particularly strong relationship to re-entry. Our data also suggest that in-home child welfare services provided during and after foster care may be associated with improved long-term permanency after return home. Given the continued import of caregiver risk factors even among reunified families, services provided to support reunification should include attention to caregiver needs outside parenting.

  17. Foster care re-entry: Exploring the role of foster care characteristics, in-home child welfare services and cross-sector services☆

    PubMed Central

    Lee, Sangmoo; Jonson-Reid, Melissa; Drake, Brett

    2013-01-01

    This study seeks to advance our understanding of how modifiable and non-modifiable factors may impact the likelihood of re-entry into foster care. Children who entered foster care for the first time following at least one report of maltreatment and were then reunified were followed from exit to re-entry, age 18 or the end of the study period using longitudinal administrative data. Risk of re-entry was explored according to a range of modifiable and non-modifiable case and service characteristics. Children removed from homes with parents who had multiple risk factors (e.g., no high school diploma, mental health diagnosis, criminal record, or teen parents) or were receiving AFDC prior to entry were more likely to re-enter. The receipt of in-home child welfare services during or after foster care was associated with reduced risk of re-entry. Having the longest placement with a relative was associated with decreased risk of re-entry. In conclusion, both modifiable and non-modifiable factors are associated with re-entry into foster care. Among modifiable factors, services appear to have a particularly strong relationship to re-entry. Our data also suggest that in-home child welfare services provided during and after foster care may be associated with improved long-term permanency after return home. Given the continued import of caregiver risk factors even among reunified families, services provided to support reunification should include attention to caregiver needs outside parenting. PMID:23729947

  18. The Validation of the Citizen Science Self-Efficacy Scale (CSSES)

    ERIC Educational Resources Information Center

    Hiller, Suzanne E.

    2016-01-01

    Citizen science programs provide opportunities for students to help professional scientists while fostering science achievement and motivation. Instruments which measure the effects of this type of programs on student motivational beliefs are limited. The purpose of this study was to describe the process of examining the reliability and validity…

  19. Resiliency in Children and Youth in Kinship Care and Family Foster Care

    ERIC Educational Resources Information Center

    Metzger, Jed

    2008-01-01

    This study examined self-concept, resiliency and social support in 107 children and youth placed in foster care in New York City. Of the children and youth, 55 were placed in family foster care, while the remaining 52 children and youth were placed in a kinship foster home. Significantly more of mothers of the kinship foster care children and…

  20. Science education and worldview

    NASA Astrophysics Data System (ADS)

    Keane, Moyra

    2008-09-01

    Is there a place for Indigenous Knowledge in the science curriculum for a Zulu community in rural Kwa-Zulu Natal, South Africa? This article argues "yes," based on a participative research and development project that discovered relevant science learning in a Zulu community. Among community concerns for relevant factual and performative knowledge, we found that culture and worldview are critical to community identity, to visioning educational outcomes, and to learning in school science. Cultural practices may contribute to pedagogy and curriculum; curriculum, in turn, may affirm cultural practices. Further, worldview needs to be understood as an aspect of knowledge creation. By understanding key aspects of an African worldview, science educators can contribute to both meaningful science education and community well-being. By fostering culture and worldview, a rural community can make a unique contribution to science education.

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