A Descriptive Study of the Faber Series \u3cem\u3ePiano Adventures\u3c/em\u3e and Its Implications for Piano Pedagogy

The purpose of this study is to examine the Piano Adventures method books written by Randall and Nancy Faber. The series was thoroughly researched and developed for ten years before it was published in 1993. Since that time, the series has been enhanced and has added numerous additional books of repertoire, technique, and improvisation. An online application has been created to help not only students, but also to provide teaching tools and guides for teachers. With the inclusion of technology at the forefront of all education, the Faber series has opened the door for students through a new approach that connects the student with online videos and accompaniments that foster continued interest and development of piano skills. An in-depth interview with Dr. Randall Faber explains their mission and purpose of the method with a focus on competence, motivation, and reinforcement. A survey was also given to 103 piano teachers in Mississippi in order to gauge their opinions on the Piano Adventures series with its multi-key approach, diverse repertoire, and approach to technique and artistry. The study indicates the wide use of the series, the importance of the variety of repertoire, and the unique feature of the Technique and Artistry book

Enhancing Both Cooperative Extension and National Environmental Education Resources

State Extension programs can contribute to the successful adoption of national environmental education programs by making locally relevant resources available, creating reference materials to bridge between 4-H project books and other resources, and developing companion materials that supplement national materials with local issues and resources. Such activities provide opportunities to integrate research and teaching with Extension programs and build productive relationships with agencies and organizations. Seven strategies with examples from one state are explained

Improving Climate Literacy within Extension by Understanding Diverse Climate-Related Informational Needs

Increasing literacy among Extension professionals in every sector regarding potential regional impacts and adaptation strategies related to climate change is key to producing high-quality relevant programs addressing climate-related risks. Professionals in the forestry, agriculture, livestock, and coastal resources sectors attended the Southeast Region Extension Climate Academy in fall 2014. Participant surveys and interviews suggested that some of the agents most confused about climate change gained the most from the workshop. Further, focusing on region- and sector-specific information made climate change relevant to participants who were initially uninterested in addressing the topic

A Scarcity of Biospheric Values in Local and Regional Reporting of Water Issues: Media Coverage in the Floridan Aquifer Region

The values invoked by journalists in the reporting of water issues influence public support for water policy and the assessment of water tradeoffs. This qualitative framing analysis of water coverage from six newspapers in the Floridan aquifer region from 2010 to 2018 reveals the values used to stimulate reader engagement on a range of water challenges including weather, residential behavior, agriculture, algae, industry, springs, energy, municipalities, and fecal matter. Results reveal a hierarchy of value frames that prioritizes economics and human health, thereby attending primarily to the motivations of egoistic and social-altruistic individuals. The ecosystem implications of deteriorated water conditions, which are of particular interest to biospherically-oriented individuals, received relatively little journalistic attention. This finding suggests that the framing of regional water issues could unintentionally affect reader interest, public prioritization of social goods, and policy interventions

Sustainable Living Education: A Call to All Extension

Community priorities are shifting in response to the scientific reality and socioeconomic threats of climate change. Improving sustainable resilience in the ways we supply food, water, and energy are creating new ways of thinking about these critical resources. Cooperative Extension is in a prime position to teach individuals and communities how to live and work sustainably. The National Network for Sustainable Living Education has identified six essential steps for creating a national approach to Extension programming on this topic. Our full paper, A Vision for Relevance was presented to leaders at the National Extension Directors and Administrators meeting in February 2008

Partnerships for Natural Resource Education: Differing Program Needs and Perspectives of Extension Agents and State Agency Staff

An evaluative survey of 45 Extension agents and 59 state forestry agency staff in Florida 1 year after a joint in-service training provides insight into the program needs for both groups as they develop public education programs on wildland fire. Results analyzed three primary barriers to program implementation: educational, logistical, and attitudinal, providing insight into the needs for both groups as they develop public education programs. Providing a toolkit of materials and resources reduces logistical and educational barriers and assists agents with program delivery in a new topic area. Supervisor support may be key to reducing additional barriers that agents perceive

Woody biomass outreach in the southern United States: A case study

a b s t r a c t Woody biomass is one potential renewable energy source that is technically feasible where environmental and economic factors are promising. It becomes a realistic option when it is also socially acceptable. Public acceptance and support of wood to energy proposals require community education and outreach. The Wood to Energy Outreach Program provides science-based information, tools, and resources for fostering informed community discussions about using wood for energy in the southern United States Introduction The transition from nonrenewable to renewable sources of energy is moving to the forefront of the global energy agenda. In the United States (U.S.), researchers are exploring the environmental sustainability and economic viability of renewable sources of energy [1], while communities are considering which sources are locally feasible for meeting future energy demands i o m a s s a n d b i o e n e r g y 3 5 ( 2 0 1 1 ) 1 4 6 5 e1 4 7 3 0961-9534/$ e see front matter

PINEMAP Intern Program: Integrating Undergraduates into Forest Resource and Climate Change Research and Education

The PINEMAP Intern Program is part of the Pine Integrated Network: Education, Mitigation, and Adaptation Project, a coordinated agriculture project (CAP) recently awarded by the USDA National Institute of Food and Agriculture’s (NIFA) Agriculture and Food Research Initiative (AFRI). A major goal of this CAP was to use educational projects to both integrate the scientific disciplines and expand the science to students and educators. Our Intern Program is one of the projects meeting this education aim. Our broad goal was to develop a program that will engage undergraduate students in interdisciplinary research, education and, potentially, future graduate studies. Principle investigators and their graduate students from across PINEMAP’s 6 disciplinary areas will briefly train undergraduate researchers from universities across the southeastern US who will later return to their home institutions and share internship experiences and knowledge with public school students. In its first year, the program will fund 6 interns and then scale up to 18 interns over the following 3 years. From December to February, graduate students and undergraduates may submit, respectively, proposals for micro-grants (a proxy for intern stipends) and applications for internships. Interns will be paired with graduate student mentors based on interest in PINEMAP disciplinary areas. Undergraduate students accepting summer internships must participate in a distance education course the following fall semester. This course functions as a public communication class with a focus on creating inquiry-based lessons on forest resources and climate change targeting secondary public school students. Finally, interns may present their experiences with other colleagues and mentors at the spring PINEMAP annual meeting. Expected outcomes for interns are: increased understanding of and ability to conduct scientific research, improved communication skills, and an appreciation for professional interdisciplinary research. Graduate students selected to the program will: learn to be mentors, build interns’ research skills, and work with interns to educate secondary school students

Building Successful Partnerships for Technology Transfer

As budgets for Cooperative Extension projects get tighter, many units are enticed to consider partnerships with agencies and organizations to continue to proactively deliver services. Our experience working with the USDA Forest Service in a partnership that involves joint staffing and funding for technology transfer and research projects enables us to offer specific advice on how to use this tool most effectively. Communication and planning are essential and should cover everything from who gets office keys to who hires temporary staff