School-Based Agricultural Education Students’ Attitudes and Beliefs toward International Agricultural Concepts

The purpose of this study was to determine the attitudes and beliefs of school-based agriculture education (SBAE) students toward international agricultural concepts. This study builds on several previous studies (Conner, Greer, & Stripling, 2017; Elliot & Yanik, 2002; Heinert, Lavery, & Roberts, 2014; Radhakrishna, Leite, & Domer, 2003). To explore new geographic regions of the United States, two states, one from the Midwest and one from the Northwest, were purposively identified. A 46-item instrument that measures attitudes, beliefs, understanding, and instruction in relation to international agriculture developed by Radhakrishna et al. (2003) was administered to students in three schools representing both rural and urban areas. A total of 133 surveys were returned, for a 55.2% response rate. Overall, students held positive attitudes and beliefs toward international agricultural concepts. Students expressed a need to understand basic geography in relation to international agricultural concepts, and students strongly agreed to concepts and information necessary to understand international agricultural concepts. When historical data were synthesized with data from this study, mean scores from all five studies across all four constructs were consistently high. Future research should focus on how students develop their attitudes and beliefs about international agriculture

Agricultural Employees’ Use of and Preferences forEducational and Training Opportunities

Educational and training opportunities provide individuals with many options when it comes to building their knowledge base. Both formal and informal educational opportunities are available in many different formats, including face-to-face and online delivery methods. The purpose of this study was to examine the type of education and training opportunities in which Nebraska agricultural employees participate and their satisfaction with different delivery formats. The specific objectives of this study were to determine 1) the type of education or training programs rural agricultural employees have participated in over the last two years, and 2) the differences between attitudes toward face-to-face versus online education and training approaches. In general, results indicated that agricultural professionals participated in face-to-face training and training related to their job more often than other types of training. They also tended to be more satisfied with face-to-face training than online training. As educators develop programming for agricultural professionals, these findings may be helpful in designing high impact educational opportunities

PAN AIR: A computer program for predicting subsonic or supersonic linear potential flows about arbitrary configurations using a higher order panel method. Volume 2: User's manual (version 3.0)

A comprehensive description of user problem definition for the PAN AIR (Panel Aerodynamics) system is given. PAN AIR solves the 3-D linear integral equations of subsonic and supersonic flow. Influence coefficient methods are used which employ source and doublet panels as boundary surfaces. Both analysis and design boundary conditions can be used. This User's Manual describes the information needed to use the PAN AIR system. The structure and organization of PAN AIR are described, including the job control and module execution control languages for execution of the program system. The engineering input data are described, including the mathematical and physical modeling requirements. Version 3.0 strictly applies only to PAN AIR version 3.0. The major revisions include: (1) inputs and guidelines for the new FDP module (which calculates streamlines and offbody points); (2) nine new class 1 and class 2 boundary conditions to cover commonly used modeling practices, in particular the vorticity matching Kutta condition; (3) use of the CRAY solid state Storage Device (SSD); and (4) incorporation of errata and typo's together with additional explanation and guidelines

Flipping an Agricultural Teaching Methods Course at a Non-Land Grant University

The purpose of this study was to analyze undergraduate students’ perceptions of experiencing a flipped classroom in a teaching methods course at a Non-Land Grant Public Institution. The flipped classroom moves lectures and online videos outside of the classroom and uses class time for learning activities that promote problem-solving and discussion. Basic qualitative methods were used to provide flexibility, rich description, and the emergence of common patterns and themes. Participants reported the online lectures were beneficial and provided order and structure to the learning process. Personal responsibility emerged as a subtheme with mixed responses. Some participants felt it was the responsibility of the students to watch the videos and make sure they understood, while others felt it was too much responsibility on the students. All participants acknowledged that online lectures were a valuable tool for delivering content knowledge. All participants reported the online lectures, combined with the learning activities during class meetings, deepened their knowledge of teaching and learning application and skill development. Overall, participants felt the flipped classroom approach was a confidence booster due to the use of class time to practice their teaching skills. Participants recognized the flipped classroom as an effective teaching approach

Agent-Based Modeling of Intracellular Transport

We develop an agent-based model of the motion and pattern formation of vesicles. These intracellular particles can be found in four different modes of (undirected and directed) motion and can fuse with other vesicles. While the size of vesicles follows a log-normal distribution that changes over time due to fusion processes, their spatial distribution gives rise to distinct patterns. Their occurrence depends on the concentration of proteins which are synthesized based on the transcriptional activities of some genes. Hence, differences in these spatio-temporal vesicle patterns allow indirect conclusions about the (unknown) impact of these genes. By means of agent-based computer simulations we are able to reproduce such patterns on real temporal and spatial scales. Our modeling approach is based on Brownian agents with an internal degree of freedom, $\theta$, that represents the different modes of motion. Conditions inside the cell are modeled by an effective potential that differs for agents dependent on their value $\theta$. Agent's motion in this effective potential is modeled by an overdampted Langevin equation, changes of $\theta$ are modeled as stochastic transitions with values obtained from experiments, and fusion events are modeled as space-dependent stochastic transitions. Our results for the spatio-temporal vesicle patterns can be used for a statistical comparison with experiments. We also derive hypotheses of how the silencing of some genes may affect the intracellular transport, and point to generalizations of the model

Identifying Tennessee school-based agricultural education student growth and program accountability metrics

Over the years, accountability in education has transformed from the primary focus being the school as a whole to the individual teacher. The purpose of this study was to determine the metrics Tennessee school-based agricultural education teachers perceive as indicators of excellent total programs (classroom instruction, FFA, SAE), and a modified Delphi study was used to seek a consensus. The following nine metrics were retained: (a) pesticide certification, (b) program of activities, (c) number of students participating in CDEs, (d) chapter community service hours, (e) total number of FFA activities, (f) number of CDEs coached, (g) at least one proficiency at regional level, (h) one American degree every 3 years, and (i) percentage of students with SAE. Overall, the metrics agreed upon are narrow in focus and all but one is a record of activity and not direct measures of students’ knowledge or skills. As a result, the measures do not include student growth or value-added scores or authentic assessments of 21st century skills. Additional research is needed to further investigate the metrics that should be used to measure a school-based agricultural education program’s success in Tennessee and across the nation

Muon-fluorine entangled states in molecular magnets

The information accessible from a muon-spin relaxation experiment is often limited since we lack knowledge of the precise muon stopping site. We demonstrate here the possibility of localizing a spin polarized muon in a known stopping state in a molecular material containing fluorine. The muon-spin precession that results from the entangled nature of the muon-spin and surrounding nuclear spins is sensitive to the nature of the stopping site and we use this property to identify three classes of site. We are also able to describe the extent to which the muon distorts its surroundings.Comment: 4 pages, 3 figure

Barriers to Becoming CASE Certified as Seen by Agriculture Educators

There is a need to improve science comprehension in the United States. Incorporating scientific principles into the study of food production provides context to engage youth in STEM education. The Curriculum for Agricultural Science Education (CASE) is an inquiry-based program that stimulates scientific engagement. While agriscience teachers believe in the concept, less than 20% are certified in Nebraska to teach CASE. Twenty-five active agriscience teachers, who were not CASE certified, individually discussed their reluctance to become CASE certified. Most research participants had a positive view of CASE but were concerned about the apparent stringent program structure. They questioned individualizing the CASE model for different teaching styles and programs. Three primary barriers to CASE certification were identified: cost, time, and administrative support. Although scholarships were available to cover certification costs ($2,500-$3,000) in Nebraska, participants questioned funding needed equipment and supplies to implement the program. Traditional CASE certifications require 50-100 hours of intense training, and participants opposed trainings that exceeded five days due to personal and professional obligations. Teachers also believe school administrators lack knowledge of CASE benefits. For the widespread implementation of CASE, certification trainings need to be more concise, implementation costs minimized, and school administrators informed of benefits

Monitoring Water Quality Changes in a Forested Freshwater Wetland Threatened By Salinity

2014 S.C. Water Resources Conference - Informing Strategic Water Planning to Address Natural Resource, Community and Economic Challenge

Grasses as Biofactories: Scoping out the Opportunities

Key points 1. Plant biopharming is set to dominate commercial recombinant protein expression for specific proteins. 2. The choice of plant species depends on a multitude of factors and is determined on a caseby- case basis. 3. As a leaf based expression system grasses would have to compete predominantly with tobacco and alfalfa. 4. The grass-endophyte symbiosis offers a number of unique possibilities for biopharming