Beginning Farmers and Ranchers

USDA defines beginning farmers and ranchers as those who have operated a farm or ranch for 10 years or less either as a sole operator or with others who have operated a farm or ranch for 10 years or less. Beginning farmers tend to be younger than established farmers and to operate smaller farms or ranches, some of which may provide no annual production. Beginning farmers often face obstacles getting started, including high startup costs and limited availability of land. USDA—through the Farm Service Agency and the Natural Resources Conservation Service—provides loans and conservation assistance to beginning farmers and ranchers. This report draws on data from annual surveys and the Census of Agriculture to provide policymakers with a better understanding of beginning farmers and ranchers, including how they contribute to U.S. agricultural production.agricultural production, Agricultural Resource Management Survey (ARMS), beginning farmers and ranchers, Census of Agriculture, farm assets, Food, Conservation, and Energy Act of 2008, Conservation Reserve Program, operator characteristics, Agricultural and Food Policy, Farm Management,

Management Strategies of Beginning Farmers and Ranchers

Farm Management,

Wise Feedback

The purpose of this Virtual Professional Learning Module (VPLM) is to familiarize educators with what wise feedback is and how to provide wise feedback to students. It was created to offer professional learning to secondary English Language Arts (ELA) educators participating in a dissertation research study about the impact of wise feedback on students, teachers, and classrooms. Despite being geared toward educators in a 9-12 English Language Arts setting, wise feedback and the VPLM can be applicable to educators in other 9-12 content areas. View professional learning module.https://digitalcommons.gardner-webb.edu/improve/1029/thumbnail.jp

Letter from Mary E. Newton to John Muir, 1910 Jul 28.

[in margin: Newtons at Dunbar]July 28 10[letterhead]My dear Mr. Muir:We went to Dunbar this morning, and had no trouble at all in finding Mrs. Lunam\u27s house. Her daughter welcomed us most cordially, and served us tea. The mother is now too feeble to be out of bed till one o\u27clock, so we saw her in her room.The daughter very kindly went down with us and showed us your old home, also that of your grandfather across the street, the parish church, and the harbor, round past Cats\u27 Row, where she said you ran when a boy.04837 We found everything very interesting, and enjoyed our little visit very much, returning on the 12:05 train.The ladies both inquired very particularly about you; also about your daughters and their families. They asked many times if we though you would come again to Scotland to visit them, and begged us to urge you to do so. The mother wished me to write to you and tell you that she is an old woman now, 86, and does not expect to be long in this world, and would so love to see you once more in Dunbar. I hope you can see your way clear to make them a visit for they seemed so very anxious to see you.We find Edinburgh a very beautiful and interesting city, and have enjoyed our stay here very much.With many thanks for your courtesy and thoughtful kindness, in introducing us to your cousin and daughter, and with the kindest regards to you from each of us, I am,Very sincerely,Mary E Newton.July 28, 1910

Educational ideas expressed by Thomas Arnold and Cardinal Newman. Comparison and contrast

Thesis (Ed.M.)--Boston University N.B.: Misnomer no page 29Newman believes that knowledge is a whole and that the separate subject-matter fields are parts of the whole. He divides the pursuit of knowledge into three great fields, God, Nature, and Man. Newman defines a university as a place where universal knowledge is to be taught. Since he sees knowledge as a whole he sees the separate parts connected with each other.[TRUNCATED

Letter from Mary E. Newton to John Muir, 1910 Jun 4.

[4]Hoping that we may sometime have the pleasure of a visit from you in our house, and thanking you in advance for the directions asked, I am,Very sincerely your friend,Mary E. Newton.June 4, 1910.[1] (June 4, 1910)820 Worthington PlaceOmaha.My dear Mr. Muir:We expect to leave Omaha on the 16th inst. for New York by a round about route, sailing July 6 on the Campania for England. We want to visit Dunbar, Scotland, while over there, and wish you would write us just how we may04779 [2]find your old home. The memory of our delightful visit with you last summer will give the place an added meaning for us. We wish that you were going with us, that we might see Scotland through your all-observing Scotch eyes.Mr. Newton plans to return in September and the children and I[3]in October, putting in the latter part of our time in France. How I wish we might send you some of the French bread we shall enjoy there!We often talk of our visit to Muir Woods and to your home, and the children always end by smacking their lips over the delicious peaches that grow in front of your house

Graduate Session: Presentation 1 - Wise Feedback: 19 Words to Maximize Student Engagement

The presentation will share research results from my action research study while also introducing educators to wise feedback and how it can be provided to students to maximize their journey toward skill mastery

Letter from Mary E. Newton to John Muir, 1864 Apr 17

may your life and health be precious in His sight. I suppose you have heard from Emma of late, that Mr Basset had moved into the Mondell with Mr Pelton and Emily, also of old Mrs Jacksons death. We had a letter from father Newton a few days since they are very well I am hoping to visit them this Summer or Fall. Sister Katie, Willie and I intend to go on East in June. I shall go to my Vermont home first. That would be a fine trip for you to take. You had better go on with us. Father & mother Newton would be delighted to see you, and the mountain scenery would suit your taste for wildness & beauty. Willie often speaks of you he says give John my love & tell him to come & see us. Prairie du Chin April 17th, /64Dear Friend John Accept many thanks for your letter, which was very welcome and would have been replied to before but on account of my own health and many cares I have been unable to do as I would. I have been quite unwell for two or three weeks past but hope to soon be well again. We have been having dark unpleasant weather for weeks past. Spring seems to linger in the lap of winter. I am anxiously waiting for warm sunny days, and again behold our beautiful earth clothed withCan you not make us a visit this Spring? Mr Newton joins me in sending his kind regards. I hope you will soon let us hear from you. Sincerely your friend M E NewtonP.S. I will enclose a photograph of myself. I wish I had one of Mr Newton to send. Mine is not a very good one. verdure and beautified with flowers. Spring is my favorite season, with joy yet with sad- ness shall I hail its return. My Elmer is not here, none but a mother can know how much such a sweet prattler is missed each day, and I might say hour my thoughts are upon my angel boy, oh how fondly my heart strings were entwined around him, I will not murmur God has but taken the gift be lent me, to him- self. Soon I shall go to him. How much we need the influence of the Holy Spirit constantly to keep us in duties path, and keep our thoughts upon the author of all good. This a dark rainy day I did not feel able to go out to church and am home with Willie who sits on the floor with his00351toys. Would that I could look in upon you and know how time glides with you. Emma tells me you were about to leave your sisters when you wrote her. Where you are and what you are doing is what I am quite anxious to know. I trust you are well and happy and that you are enjoying the richest blessings earth can give is my most sincere wish. I shall ever feel an earnest solicitude for you, your regard for our dear sister has greatly endeared you to us, beside you have that real worth of character I most highly esteem. I feel that God will bless and prosper you and may you be the means in His hands of bringing to Christ, I feel assured it is your desire to benefit mankin

Youth perceptions of a caring climate, emotional regulation and psychological well-being

ManuscriptThe purpose of this study was to examine the meditational effect of perceived affective self-regulatory efficacy on the relationship between youth sport participants? perceived caring climate and their mental well-being. Three hundred and 95 participants (mean age = 11.80 ? 1.54) from a National Youth Sport Program were recruited for the study. Participants completed a battery of questionnaires including demographic information, the Caring Climate Scale, the Affective Self-Regulatory Efficacy measure, and measures of psychological well-being (i.e., depression, hope, sadness, and happiness). Results from the structural equation model analysis of the proposed mediational model revealed that both positive and negative affective self-regulatory efficacy mediated the relationship between the perceived caring climate and mental well-being. Findings from this study call attention to the importance of creating a caring climate in youth sport programs to foster positive mental well-being in young athletes via their affective self-regulatory efficacy

Designing Online Learning to Increase Student Engagement

The purpose of this adaptive VPLM is to familiarize educators with how to design online learning to encourage student engagement. The VPLM is designed for secondary education or higher education professionals. The VPLM features three levels geared toward varying ability and comfort levels of educators with designing online learning. Glickman et al. (2018) highlighted the importance of offering differentiated choices to adult learners. Participants are encouraged to complete one or more levels based on their comfort and ability with designing online learning to improve their online learning environments and foster increased student engagement. Each level requires a different amount of time to complete, and the total number of hours for each level is reflected on each page. Participants can complete the VPLM at one time or in multiple sessions. The pre-assessment and educator scenarios are highlighted at the start of the VPLM to help participants determine which level to navigate first. View professional learning module.https://digitalcommons.gardner-webb.edu/improve/1030/thumbnail.jp