scholarly journals Market Failures and Land Grant Universities

2012 ◽  
Vol 44 (3) ◽  
pp. 281-289 ◽  
Author(s):  
Francis M. Epplin
Keyword(s):  
Agricultural Research ◽  
University Education ◽  
Educational Institutions ◽  
Land Grant ◽  
Market Failures ◽  
Publicly Funded ◽  
Land Grant Universities ◽  
Private Market ◽  
History Of ◽  
Efficient Level

One hundred and fifty years ago, the 1862 Morrill Land Grant Act was signed into law. Wise people at that time recognized that the private market for education failed to produce an efficient level of education decades before the economic theory was developed to explain that market failures reduce efficiency. The purpose of this paper is to review the history of selected events that resulted in the development of publicly funded U.S. educational institutions and to issue a challenge for our profession to do a better job of educating about the theoretical justification for using tax dollars to support university education and agricultural research and the efficiency enhancing consequences of that use.

HIGHER EDUCATION IN ANCIENT INDIA

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Satyendra Singh Chahar ◽  
Nirmal Singh
Keyword(s):  
Cultural History ◽  
Early Stage ◽  
University Education ◽  
Educational Institutions ◽  
Educational Method ◽  
Men And Women ◽  
Ancient India ◽  
Herbert Spencer ◽  
History Of ◽  
The Ideal

University education -on almost modern lines existed in India as early as 800 B.C. or even earlier. The learning or culture of ancient India was chiefly the product of her hermitages in the solitude of the forests. It was not of the cities. The learning of the forests was embodied in the books specially designated as Aranyakas "belonging to the forests." The ideal of education has been very grand, noble and high in ancient India. Its aimaccording to Herbert Spencer is the 'training for completeness of life' and ‘the molding o character of men and women for the battle of life’. The history of the educational institutions in ancient India shows a glorious dateline of her cultural history. It points to a long history altogether. In the early stage it was rural, not urban. British Sanskrit scholar Arthur Anthony Macdonell says "Some hundreds of years must have been needed for all that is found" in her culture. The aim of education was at the manifestation of the divinity in men, it touches the highest point of knowledge. In order to attain the goal the whole educational method is based on plain living and high thinking pursued through eternity.

Land-Grant Hybrids: From Art and Technology to SEAD

Leonardo ◽  
2019 ◽  
Vol 52 (3) ◽  
pp. 261-270 ◽  
Author(s):  
Kari Zacharias ◽  
Matthew Wisnioski
Keyword(s):  
Public Engagement ◽  
Ethnographic Study ◽  
Land Grant ◽  
Institutional History ◽  
Land Grant Universities ◽  
Art And Technology ◽  
History Of Art ◽  
History Of ◽  
Matters Of Concern ◽  
Current Practices

The authors explore the role that public and land-grant universities play in sciences, engineering, arts and design (SEAD). They combine a networked institutional history of art and technology collaborations with an ethnographic study of SEAD initiatives. They use the notion of land-grant hybrids to describe widespread entanglements between research, teaching and public engagement. Their study identifies three “matters of concern” that aid in rethinking the origins, current practices and possible futures of SEAD: disparities in sponsored collaboration, the need for hybrid practitioners to demonstrate measurable impact and the ambiguities of what counts as appropriate art and reputable research.

scholarly journals An Essay on Federal-State Research Programs in Agricultural Economics: Needs and Prospects for the Future In Agricultural Marketing

1969 ◽  
Vol 1 (1) ◽  
pp. 119-122
Author(s):  
William T. Manley
Keyword(s):  
Agricultural Research ◽  
Task Force ◽  
Agricultural Economics ◽  
State Universities ◽  
Federal State ◽  
Land Grant ◽  
Agricultural Marketing ◽  
State Research ◽  
History Of ◽  
Level Of Concern

A very cursory review of our agricultural economics literature shows a history of concern in our profession about the effectiveness of our research efforts. And, concern and criticism follow us to the present day. Certainly, there are no simple answers to the questions that face us. The question for discussion cannot be elaborated on in an authoritative and summary fashion. Though more modest in scope, the question before us is part of a much broader question of where are we and what should we be doing in agricultural research. This broad question was posed by the Senate Committee on Appropriations in 1965. We recall that the level of concern was such that USDA and the Association of State Universities and Land Grant Colleges arranged for a special 12 member USDA-SAES task force to study and report on the situation. Their comprehensive report, entitled “A National Program of Research for Agriculture” (Report of a study sponsored jointly by an Association of State Universities and Land Grant Colleges and USDA, Oct. 1966) is testimony to the monumental nature of the assignment.

Farmer support for publicly funded sustainable agriculture research: The case of hoop structures for swine

2001 ◽  
Vol 16 (2) ◽  
pp. 81-88 ◽  
Author(s):  
Julie T. Sharp ◽  
C. Clare Hinrichs
Keyword(s):  
Agricultural Research ◽  
Mail Survey ◽  
Future Research ◽  
Land Grant ◽  
Publicly Funded ◽  
Agricultural Technologies ◽  
Capital Costs ◽  
Funded Research ◽  
Public Agricultural Research ◽  
Capital Intensive

AbstractEnvironmental and social concerns about the use of capital-intensive agricultural technologies have fueled questions about the process, impact, and future direction of the system that is largely responsible for developing these technologies; that is, publicly funded agricultural research at U.S. land-grant universities. Although social scientists have analyzed the public agricultural research system and farmers' attitudes towards various capital-intensive agricultural technologies, there has been less research on farmers' attitudes toward publicly funded research that focuses specifically on lowerinput agricultural technologies that contribute to sustainability goals. This research examines farmers' attitudes toward publicly funded research on one such low-input technology, deep-bedded hoop structures for swine production. With lower capital costs and purported environmental and management advantages, hoop structures have been promoted to and adopted by growing numbers of Midwest swine producers. The study hypotheses draw on published theories of the treadmill of technology, and of innovation adoption and diffusion. Using a 1997 mail survey of Iowa swine producers (n = 298), we examined factors associated with producers' attitudes toward publicly funded research on hoop structures and found that 40% were supportive of the research, 40% were opposed, and 20% were undecided. Of the variables examined, the producer's assessment of hoop structures' contribution to sustainability, number of external knowledge sources about hoop structures, and formal education were each significantly related to support for publicly funded hoop-structure research. Two farm structure variables, marketings and percentage of income from farming, were not significantly related in this study. Future research on farmers' attitudes toward public sector agricultural research should take account of farmers' views of potential impacts of the specific technologies being researched and developed, and the nature of farmers' ties to the land-grant university system. This study clarifies the importance of farmers' perceptions and concerns about specific agricultural technologies in directing public agricultural research planning and policy toward broader sustainability goals.

scholarly journals Training of Archivists in the 21st Century: Some Reflections

Atlanti ◽  
2017 ◽  
Vol 27 (2) ◽  
pp. 225-233
Author(s):  
Marie Ryantová
Keyword(s):  
21St Century ◽  
Cyber Security ◽  
Information Science ◽  
Further Education ◽  
University Education ◽  
Basic Knowledge ◽  
Educational Institutions ◽  
Archival Science ◽  
Entire Duration ◽  
History Of

The end of the 20th century and the beginning of the 21st century brought numerous changes to Archival science. Not only employees of different archives, but also universities, resp. educational institutions, which trains these workers, have to cope with them. Archivists will still need „traditional“knowledge of Auxiliary historical sciences or History of administration in the future, but simultaneously it will be necessary to develop a more significant specialization in information science or create directly „Cyber archival science“. Archivists should obtain at least basic knowledge of computer science or so-called History informatics, Digital humanities and Cyber security. However, the knowledge gained at the beginning of archivist’s career is not sufficient for the entire duration of its course - and so besides university education or other special trainings possibilities for further education and the expansion of professional competencies in different areas must be developed.

scholarly journals An Analysis in Support of Agricultural Research Funding

1978 ◽  
Vol 7 (2) ◽  
pp. 39-41
Author(s):  
J. Dean Jansma
Keyword(s):  
Research Funding ◽  
Agricultural Research ◽  
Land Grant ◽  
Land Grant Universities ◽  
Funding Sources ◽  
Formula Funding

There is increasing evidence that research funding sources are requiring additional assurances that the expenditure of their resources is in the “highest and best use.” Legislative calls for sunset provisions and mandated evaluations plus administrative moves toward grant rather than formula funding emphasize the push for more direct accountability. The objective of this paper is to outline the work of a committee charged with assisting the directors of agricultural research and extension in the nation's land grant universities in their requests for funds for high priority research.

Responding to farmers' needs: An evolving land grant perspective

1990 ◽  
Vol 5 (4) ◽  
pp. 170-173 ◽  
Author(s):  
John C. Gardner
Keyword(s):  
Applied Research ◽  
Agricultural Research ◽  
Research Effort ◽  
Local Level ◽  
Land Grant ◽  
Agricultural Ecosystem ◽  
Land Grant Universities ◽  
Public System ◽  
The Public ◽  
Research And Education

AbstractFarmers and the agricultural research and extension community at the land grant universities have experienced an evolving relationship. The current call for reform in publicly sponsored agricultural research and extension is built upon more than a century of dialog. If specialization and discipline-oriented research is to continue, the ecosystem-based knowledge of the farmer will become increasingly valuable. Involving farmers more actively in research and education could be achieved in several ways. Outside the land grant system, nonprofit agricultural research and demonstration organizations are being developed. Within the public system we need a renewed emphasis on extension at the local level and a revitalized applied research effort aimed at solving problems of the agricultural ecosystem rather than single disciplines. A dynamic and resourceful agriculture could result from including the farmer as a full partner in land grant research and education.

scholarly journals History of the Ukrainian language at the beginning of the XX century: the educational dimension

2021 ◽  
pp. 50-67
Author(s):  
Tetiana Vydaichuk
Keyword(s):  
National Policy ◽  
Russian Empire ◽  
University Education ◽  
Educational Institutions ◽  
Archival Documents ◽  
Language Courses ◽  
History Of ◽  
The Russian Empire ◽  
The Right ◽  
Fresh Impetus

Background. The article aims at establishing the ideological, political, national, educational, and scientific processes which contributed to establishing the Ukrainian language in all spheres of usage and fostered its functional-stylistic development. The paper centers around the language socioleme, that is the history of Ukrainian speakers, readers, and writers, language researchers and those who fought for the right of Ukrainian to be the language of education and the subject of scientific study.Purpose. The article aims at highlighting the struggle for the rights of the Ukrainian language in 1905–1917, as well as some aspects of the Russian Empire language policy as regards university education in Dnieper Ukraine. The research material comprises the ideas of the then scholars and public figures, which appeared in the media at the time (predominantly in the Rada newspaper), archival documents, and gendarme papers.Methods. The article relies primarily on the descriptive method, coupled with elements of the contrastive method and the biographical analysis.Results. The struggle for the Ukrainian language rights in the realm of education began with the demand to establish native language courses at private educational institutions and an extensive Kharkiv and Odesa student campaign for the right to take courses in Ukrainian Studies. Fresh impetus was provided by Kyiv St. Volodymyr University students’ address to the academic council, appealing for the establishment of Departments of Ukrainian Studies. The Imperial University administration did not support the student initiative, which triggered a widespread debate in public and academic circles in Ukraine at the time.Discussion. Generally, up to 1917–1920 (the age of the Ukrainian Revolution) universities and other educational institutions featured no systematic annual academic courses in the Ukrainian language, its dialectal variation, or its history. At the time, Ukrainian did not function as the language of education and science in Dnieper Ukraine, nor was it an object of rigorous academic study. The Russian Empire language and national policy remained anti-Ukrainian, in disregard of the liberties declared in 1905.

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