Research and education for the development of integrated crop-livestock-fish farming systems in the tropics.

There is a vast potential for Asia's numerous and needy small-scale farmers to enjoy the benefits of integration of aquaculture into farming systems. This publication attempts to create a framework for an interdisciplinary approach to research and education in integrated farming - a fusion of agriculture and aquaculture sciences.Integrated farming, Research, Education, Tropics, Farm Management,

Research and education for the development of integrated crop-livestock-fish farming systems in the tropics

There is a vast potential for Asia's numerous and needy small-scale farmers to enjoy the benefits of integration of aquaculture into farming systems. This publication attempts to create a framework for an interdisciplinary approach to research and education in integrated farming - a fusion of agriculture and aquaculture sciences.Integrated farming, Research, Education, Tropics

Effects of Critical Reflection on University Students’ Cognitive Achievement in Agricultural Mechanization

Experiential learning continues to play a vital role in agricultural education and mechanization laboratories (Shoulders & Myers, 2013). An essential component of experiential learning is critical reflection. Critical reflection helps students process and construct meaning from laboratory experiences. A study conducted by Shoulders and Myers (2013) revealed that only 15.4% of the agricultural educators the researchers interviewed incorporated reflective practices laboratory experiences. The purpose of this study was to evaluate the effect of critical reflection on students’ achievement following five agricultural mechanization laboratory activities. The results from this study revealed that critical reflection had a consistently positive effect on immediate cognitive achievement but not delayed cognitive achievement among the participants of this study; however, the results for delayed cognitive achievement were mixed. Recommendations include further research into effective practices for helping students increase long term learning from laboratory instructions

Fruits of Gregory Bateson’s epistemological crisis: embodied mind-making and interactive experience in research and professional praxis

Background: The espoused rationale for this special issue, situated “at the margins of cybernetics,” was to revisit and extend the common genealogy of cybernetics and communication studies. Two possible topics garnered our attention: 1) the history of intellectual adventurers whose work has appropriated cybernetic concepts; and 2) the remediation of cybernetic metaphors. Analysis: A heuristic for engaging in first- and second-order R&D praxis, the design of which was informed by co-research with pastoralists (1989–1993) and the authors’ engagements with the scholarship of Bateson and Maturana, was employed and adapted as a reflexive in-quiry framework.Conclusion and implications: This inquiry challenges the mainstream desire for change and the belief in getting the communication right in order to achieve change. The authors argue this view is based on an epistemological error that continues to produce the very problems it intends to diminish, and thus we live a fundamental error in epistemology, false ontology, and misplaced practice. The authors offer instead conceptual and praxis possibilities for triggering new co-evolutionary trajectories

University of Maine at Orono Catalog for 1982-83, 1983-84

Information in this catalog, intended to cover 1982-83 and 1983-84, includes section to provide the calendar, general information, admission, veterans administration information, student aid, loan funds, financial information, collegiate descriptions, School of Nursing, Graduate School, Honor Program, Continuing Education Division, summer session, Canadian Studies, physical education and athletics, officers of the administration, Board of Trustees, summary of student enrollment, and a list of faculty and staff. An index appears on page 433

Ten Years Strategic Plan (2004-2013)

Execu ive Summary The policies of the Ethiopian government and the globalisation process have not only created a great demand for the university graduates but also made the operating environment of the university quite dynamic. Therefore. it has become necessary for DU to build and enhance its internal strengths and overcome the limitations to utilize the opportunities in the best way and to cope up with the emerging challenges. Hence. the University President formed a taskforce. which in turn formed committees at the faculty level to develop a strategic plan that could show the future direction of development for the university. The vision of the Debub University is to be an institution of higher learning with its own self-sustaining system and a centre of excellence in teaching, research, extension and consultancy services. contributing to sustained development and improved livelihood of the society. The missions of the University are to promote DU activities in terms of knowledge and technology creation and transfer. skill development and effective entrepreneurship. and inculcate responsible attitude for the betterment of the society: and to contribute towards the development of the country at various levels through teaching. research. extension. communication and consulrancy services. The major core values include integrity. gender sensitivity. quality. efficiency and effectiveness. equity responsibility. accountabi lity. democrarisarion and openness 'transparency. The main goals of the university are to produce well-qualified human resources. promote client oriented technology skill and attitude through research. training and to develop self-reliance. Internal strength and limitations and external opportunities were analysed with a view to investigating the operating environment of Debub University. Internally. the range of strengths and limitations related to administration and management. academic and research capacities and facilities were identified. Similarly. external opportunities and threats were ana lysed in relation to government policy environment. donors' collaboration and partnership. globalization and various socio-economic problems. Based on these analyses (SWOT) the most important critical issues were identified. These critical issues need to be tackled to achieve t~1e afore-mentioned university vision. mission and goals. Therefore. based on the critical issues obtained on vision. mission and goals of the university. ten objectives were set and strategies were designed to achieve the objectives. The major objectives are to produce qualified and competent professionals. expand the capacity of the university. employ adequate number of competent academic staff cover substantial part of the education cost from internally generated revenues. enhance efficient and equitable resource utilization system. and provide educational assistance for female and physically challenged students and to the students of disadvantaged regions of the country. The strategies to achieve the afore-mentioned objectives are stated in the document The University management. and a monitoring team that will be established within the University system will closely monitor the implementation of strategic plan. The team will report its findings and recommendations to the appropriate organs of the University. Evaluation of implementation of the strategic plan will be undertaken at appropriate intervals i.e .. annually to see if early and gradual impacts are being observed so that lessons for improvement could be drawn. Milestones and expected changes and impacts will be identified and. based on these: improvements will be determined throughout the implementation. Through out the implementation process the University will actively involve all the relevant stakeholders

University of Maine at Orono Catalog for 1976-77, 1977-78, part 2

Part 1 (of 2) of the catalog for the University of Maine for the academic years 1976-77 and 1977-78. Part 1 includes pages 147 - 354, and the sections for Bangor Community College, College of Business Administration, College of Education, College of Engineering and Science, School of Engineering Technology, College of Life Sciences and Agriculture, Life Sciences Division, School of Forest Resources, School of Human Development, Agricultural Science Division, Graduate School, Military Science, Physical Education and Athletics, Continuing Education, Summer Session, Public Radio and Television, Personnel, Summary of Student Enrollment and the Index

History of Biological Systems Engineering Department

The Farm Machinery/Agricultural Engineering/Biological Systems Engineering program current and former faculty members at the University of Nebraska, as demonstrated here, has made a Statewide, National and World Wide impact on the efficient production of food. The quality of this recognition is evidenced best by peer professionals through recognized ASABE awards received by Nebraska alumni or professors. Since its inception in 1909 and until 2010, there have been 10 national presidents, 19 gold medal recipients and 33 named national award recipients. Currently there are 31 ASABE Fellows and two members of the National Academy of Engineering. This national recognition comes as a result of the professional excellence in research, teaching and extension. It is the intent that this material be made available electronically rather than as printed material. In that way it is intended to be a living document in which additions can be inserted from time to time. William E. Splinter--Edito

History of Biological Systems Engineering Department

The Farm Machinery/Agricultural Engineering/Biological Systems Engineering program current and former faculty members at the University of Nebraska, as demonstrated here, has made a Statewide, National and World Wide impact on the efficient production of food. The quality of this recognition is evidenced best by peer professionals through recognized ASABE awards received by Nebraska alumni or professors. Since its inception in 1909 and until 2010, there have been 10 national presidents, 19 gold medal recipients and 33 named national award recipients. Currently there are 31 ASABE Fellows and two members of the National Academy of Engineering. This national recognition comes as a result of the professional excellence in research, teaching and extension. It is the intent that this material be made available electronically rather than as printed material. In that way it is intended to be a living document in which additions can be inserted from time to time. William E. Splinter--Edito