Establishing a math credit for the Agriscience CTE Program at Perry High School

Often students struggle with connecting course content to the real world which can lead to a lack of motivation during learning. Math is a tool used daily within the agriculture industry. Providing applied instruction connecting math concepts with typical agricultural careers can help bridge the gap between content in the classroom and real world applications. Career and Technical Education programs provide hands on learning for students to prepare them for a career in a focused industry. Student enrollment can be a struggle for many programs while students balance the necessary graduation requirements. Aligning program instruction with additional course credits would create another avenue for students to choose and can in turn increase program enrollment. The purpose of this project was to create a course curriculum within the agriscience program that would provide the students at Perry High School an option to count the agribusiness courses as their fourth-year math credit

Designing a food science curriculum to build agricultural literacy in high school students

henever people ask me what I do for a living, I prepare myself to provide an answer to two very different personnel: the first is someone who knows exactly what an agricultural educator is, which is always the dream response. The later, more likely scenario, is that they have no idea what that is or why I “teach farming to kids”. These individuals I come across are no different than the students in high school that I teach: a small percentage know what my agricultural classes are about and why they are important, but the majority thinks we are “hicks that drive big trucks and wear boots and shovel manure for fun”. Though it is always exciting to teach those who share a passion, knowledge, and love of agriculture like myself, my biggest goal in becoming an agriculture teacher was to teach that 90%, who don’t fully understand, how agriculture impacts them each and every day. To see them mold their narrow view into one that encompass all that agriculture is, and know more about it than the facts they find on social media sites, is very fulfilling to me. Most of my students don’t even realize how much of their daily lives depend on agriculture, and if they are aware, they cannot fully or confidently answer the question, “Where do you see agriculture in your daily life?” This is a question I strive to have my students be able to answer by the time they leave my classroom

Mobile metal ionization: effectiveness in gold exploration

Thesis (M.S.) University of Alaska Fairbanks, 2016A series of investigations and tests vetting the proprietary Mobile Metal Ion™ (MMI) technique for its effectiveness specifically in regards to identify Au concentrations in the subsurface. The Marigold Mine, north central NV, and the Gil Prospect, Interior AK, near Fairbanks, provide two site areas under active exploration and development in drastically contrasting environments. MMI has been widely available as an alternative to conventional soil geochemical methods since the 1990's, during which time it has been used successfully to identify several base metal deposits, mostly in arid climates. Criticisms and reluctance from industry to use the method generally stem from the poor understanding of ion migration mechanisms in the subsurface, and the proprietary extractants' undisclosed composition. While MMI has shown promise in the identification of large base metal deposits, Au is significantly less mobile than other metals at the near surface; a detailed investigation of MMI's ability to identify buried Au deposits is yet to be documented. This thesis conducts a critical review of MMI's overall effectiveness at identifying Au in the subsurface through a combination of small studies investigating both its analytical and geological reproducibility, and comparisons of soil anomalies to subsurface Au identified through drilling. Marigold areas tested with MMI (2007-2009, 2012) are currently being mined, allowing best-case scenario comparisons between ore grade and surface response; whereas at Gil investigations compare MMI responses to total organic carbon (TOC) profiles in soil cores, and test the method's usefulness in variably permafrost-rich soils. Both sites provide comparisons to conventional methods illustrating: MMI's advantages over conventional techniques in situations with between 5 to 100 meters alluvial cover; an interesting case where both MMI and conventional methods identified different portions of a deposit but neither method successfully defined it in its entirety; and strange inter-elemental correlations in the MMI data that appear to be reflecting how metals concentrate in the soils rather than reflecting bedrock metal correlations. Data also identify how some metals (e.g. As, Bi, Co, Fe, and Zn) preferentially concentrate in the A horizon soils, whereas others such as Au and Ba concentrate in the B horizon. Such results question our generally accepted models of how metals concentrate in soils. The A horizon (commonly considered the zone of leaching) is thought to have lower metal concentrations than the B horizon (zone of accumulation). However if these data are representative, then certain elements preferentially concentrate in the A horizon. Such knowledge will have serious implications on sampling protocols and interpretation of geochemical soil surveys in general.Chapter 1:Introduction -- Chapter 2: Geochemistry of the Marigold Deposit Mineralization -- Chapter 3: Mobile Metal Ion Investigations of the Marigold Deposit -- Chapter 4: Geochemical Investigations of the Gil Prospect, Alaska -- Chapter 5: Discussion and Conclusions -- References -- Appendices

Practice, Community, and Algorithms: How YouTube Creators Learn Through Making

In this thesis, I answer the following questions: How do YouTube content creators learncontent creation through their practice and participation in communities of practice? How do these communities help creators form identity? And, lastly, how do the YouTube’s automated systems shape creators’ practice and impact their identity? To explore these questions, I observed a community of new creators to understand how creators learned about content creation from others. I interviewed 11 YouTube creators that ranged in size of viewership and experience to understand how they personally adapted their content to the platform of YouTube as they create videos. I find that creators create a situated practice drawing form a bricolage of information coming from many sources. I also find that this individual practice and communal practice in creator communities contributes to the process of identification. Both practice and identification are influenced by the strategy that YouTube puts in place through its complex automated systems and algorithms that incentivize creators to make content that is in line with the platform