Spartan Daily, October 9, 1998

Volume 111, Issue 29https://scholarworks.sjsu.edu/spartandaily/9317/thumbnail.jp

Spartan Daily, October 9, 1998

Volume 111, Issue 29https://scholarworks.sjsu.edu/spartandaily/9317/thumbnail.jp

The role of citizen science in addressing grand challenges in food and agriculture research

The power of citizen science to contribute to both science and society is gaining increased recognition, particularly in physics and biology. Although there is a long history of public engagement in agriculture and food science, the term ‘citizen science’ has rarely been applied to these efforts. Similarly, in the emerging field of citizen science, most new citizen science projects do not focus on food or agriculture. Here, we convened thought leaders from a broad range of fields related to citizen science, agriculture, and food science to highlight key opportunities for bridging these overlapping yet disconnected communities/fields and identify ways to leverage their respective strengths. Specifically, we show that (i) citizen science projects are addressing many grand challenges facing our food systems, as outlined by the United States National Institute of Food and Agriculture, as well as broader Sustainable Development Goals set by the United Nations Development Programme, (ii) there exist emerging opportunities and unique challenges for citizen science in agriculture/food research, and (iii) the greatest opportunities for the development of citizen science projects in agriculture and food science will be gained by using the existing infrastructure and tools of Extension programmes and through the engagement of urban communities. Further, we argue there is no better time to foster greater collaboration between these fields given the trend of shrinking Extension programmes, the increasing need to apply innovative solutions to address rising demands on agricultural systems, and the exponential growth of the field of citizen science.This working group was partially funded from the NCSU Plant Sciences Initiative, College of Agriculture and Life Sciences ‘Big Ideas’ grant, National Science Foundation grant to R.R.D. (NSF no. 1319293), and a United States Department of Food and Agriculture-National Institute of Food and Agriculture grant to S.F.R., USDA-NIFA Post Doctoral Fellowships grant no. 2017-67012-26999.http://rspb.royalsocietypublishing.orghj2018Forestry and Agricultural Biotechnology Institute (FABI

Digital Literacy: The Impact of a Blended Learning Model on Student Motivation and Achievement

Educators continue to search for a balance between preparing students for a marketable future and integrating face-to-face instruction. Many factors influence various educational models related to best instructional methodologies. The purpose of this study was to investigate the relationship between student perceptions regarding student motivation to read and the corresponding effect on student achievement within a blended learning environment. This mixed methods study determined whether the use of digital collaborative learning, as it applies to literacy, within a blended learning environment would have any corresponding effects on student motivation and achievement. Participants included fifth-grade students at the elementary level and students enrolled in a teacher cadet course at the secondary level. Quantitative data were analyzed using paired t tests, while qualitative data were coded for themes. The results of the study led to a revised conceptual framework that included a personalized learning component. A key finding emerged at the conclusion of the study: Data indicated increased levels of engagement and overall enthusiasm for reading in a blended learning environment. Two secondary findings included: The teacher cadets believed the use of digital collaborative literacy in a blended learning environment served to provide students with an individualized, targeted focus on reading instruction and a significant difference existed in participant pre and posttest scores, with student levels of achievement having increased at the conclusion of the study. The results of the study indicate the use of digital collaborative literacy within a blended learning environment has a direct impact on student motivation, engagement, and achievement

Advanced Technology for Engineering Education

This document contains the proceedings of the Workshop on Advanced Technology for Engineering Education, held at the Peninsula Graduate Engineering Center, Hampton, Virginia, February 24-25, 1998. The workshop was jointly sponsored by the University of Virginia's Center for Advanced Computational Technology and NASA. Workshop attendees came from NASA, other government agencies, industry and universities. The objectives of the workshop were to assess the status of advanced technologies for engineering education and to explore the possibility of forming a consortium of interested individuals/universities for curriculum reform and development using advanced technologies. The presentations covered novel delivery systems and several implementations of new technologies for engineering education. Certain materials and products are identified in this publication in order to specify adequately the materials and products that were investigated in the research effort. In no case does such identification imply recommendation or endorsement of products by NASA, nor does it imply that the materials and products are the only ones or the best ones available for this purpose. In many cases equivalent materials and products are available and would probably produce equivalent results

Adposition and Case Supersenses v2.5: Guidelines for English

This document offers a detailed linguistic description of SNACS (Semantic Network of Adposition and Case Supersenses; Schneider et al., 2018), an inventory of 50 semantic labels ("supersenses") that characterize the use of adpositions and case markers at a somewhat coarse level of granularity, as demonstrated in the STREUSLE corpus (https://github.com/nert-gu/streusle/; version 4.3 tracks guidelines version 2.5). Though the SNACS inventory aspires to be universal, this document is specific to English; documentation for other languages will be published separately. Version 2 is a revision of the supersense inventory proposed for English by Schneider et al. (2015, 2016) (henceforth "v1"), which in turn was based on previous schemes. The present inventory was developed after extensive review of the v1 corpus annotations for English, plus previously unanalyzed genitive case possessives (Blodgett and Schneider, 2018), as well as consideration of adposition and case phenomena in Hebrew, Hindi, Korean, and German. Hwang et al. (2017) present the theoretical underpinnings of the v2 scheme. Schneider et al. (2018) summarize the scheme, its application to English corpus data, and an automatic disambiguation task