Editorial: Response to “ROPS Are Not Homemade”

Abstract. We are writing in response to the editorial “ROPS Are Not Homemade” by W. E. Field, R. Tormoehlen, S. Ehlers, C. Cheng, A. Talbert, G. Deboy, D. Haberlin, and C. V. Schwab, which was published in the July 2019 issue of the Journal of Agricultural Safety and Health (Field et al., 2019). The editorial warns secondary school teachers and FFA advisors about the potential liability of fabricating and installing low-cost rollover protective structures (ROPS) as service learning projects for agricultural education students. The apparent intent of the editorial is to discourage teachers and advisors from carrying out such projects. We wish to present arguments as to why these are actually highly beneficial projects to undertake, and perhaps one of our best hopes for significantly reducing the number of tractor overturn injuries and fatalities by directly involving our nation’s youth. Keywords: Homemade ROPS, ROPS, Tractor overturns.

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Student perceptions of Academic Service Learning: Using mixed content analysis to examine the effectiveness of the International Baccalaureate Creativity, Action, Service programme

Journal of Research in International Education ◽

10.1177/1475240916668074 ◽

2016 ◽

Vol 15 (3) ◽

pp. 181-195 ◽

Cited By ~ 4

Author(s):

Christos Hatziconstantis ◽

Tania Kolympari

Keyword(s):

Content Analysis ◽

Service Learning ◽

Student Perceptions ◽

Private School ◽

International Baccalaureate ◽

Education Students ◽

Perceptions Of Students ◽

Academic Service Learning ◽

Service Learning Projects ◽

Learning Projects

The International Baccalaureate Diploma Programme for secondary education students requires the successful completion of the Creativity, Action, Service (CAS) component (more recently renamed Creativity, Activity, Service) which is based on the philosophy of experiential learning and Academic Service Learning. In this article, the technique of mixed content analysis is employed to examine the perceptions of students in an International Baccalaureate Greek private school regarding the implementation and effectiveness of CAS. The empirical results indicate that students perceive and conceptualise volunteering activities in two contrasting dimensions, namely idealistic-humanitarian and utilitarian-instrumentalist, implying that Academic Service Learning projects may need to be adjusted to achieve their objectives.

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Learning by Doing: Utilizing Service-Learning Projects

EDIS ◽

10.32473/edis-wc073-2008 ◽

2009 ◽

Vol 2009 (1) ◽

Author(s):

Diane Mashburn ◽

Amy Harder ◽

Dale Pracht

Keyword(s):

Service Learning ◽

Agricultural Education ◽

Learning Model ◽

Learning By Doing ◽

Group Leaders ◽

Fact Sheet ◽

Youth Experiences ◽

Service Learning Projects ◽

Learning Projects

AEC-392, a 4-page illustrated fact sheet by Diane Mashburn, Amy Harder, and Dale Pracht, explains the five steps of the service-learning model for group leaders, and how service learning improves youth experiences. Includes references. Published by the UF Department of Agricultural Education and Communication, October 2008.

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Editorial: The Power of Safety Professionals to Effect Change

Journal of Agricultural Safety and Health ◽

10.13031/jash.13984 ◽

2020 ◽

Vol 26 (2) ◽

pp. 61-65

Author(s):

Melvin L. Myers

Keyword(s):

Occupational Safety ◽

Low Cost ◽

Cost Effective ◽

Appalachian Region ◽

Effect Change ◽

Increased Risk ◽

Tractor Safety ◽

Protective Structures ◽

The Cost ◽

Tractor Overturn

Abstract. In 2006, Cole et al. (2006) reported on tractor overturn-related injuries in Kentucky from a random sample of farmers that numbered 6,063 respondents. The highest number of people who experienced tractor overturns were operators 16 to 20 years old. In 2007, at a National Institute for Occupational Safety and Health (NIOSH) Tractor Safety Initiative meeting in Colorado, John Myers of NIOSH presented a map of the states with the highest overturn fatality rates: Tennessee, Kentucky, West Virginia, Ohio, Pennsylvania, and Illinois. Significantly, four of these states, including Kentucky, overlap the Appalachian region (Cole, 2007; Hard and Myers, 2001). In Kentucky, this region involves farming on slopes, as examined by Saman et al. (2012), who found a high-risk cluster of tractor overturns among ten Kentucky counties in the Appalachian region, with a 97% increased risk of overturn as compared to other Kentucky counties. In 1971, James Arndt of Deere & Company presented a 50-year review of rollover protective structures (ROPS) at a Society of Automotive Engineers (SAE) conference. Arndt (1971) estimated that, over the previous 50 years, 30,000 operators had been killed when crushed by tractor overturns in agriculture and construction work. Since then, ROPS have been recognized as an effective device to prevent death in the event of a tractor overturn (Reynolds and Groves, 2000). Nevertheless, the epidemic of tractor-related deaths has continued into the modern era, and the cost of ROPS has been found to be a significant barrier to retrofitting tractors that lack ROPS (Myers et al., 1998). To provide a low-cost alternative, NIOSH safety engineers have designed, tested, and provided instructions for building and fitting cost-effective ROPS (CROPS) onto pre-ROPS tractors (i.e., tractors built before 1968) (Hard et al., 2016). Keywords: NIOSH, ROPS, Tractor overturns, Tractor safety.

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Impact Of An Urban Service Learning Experience On Agricultural Education Students

Journal of Agricultural Education ◽

10.5032/jae.2006.04091 ◽

2006 ◽

Vol 47 (4) ◽

pp. 91-101 ◽

Cited By ~ 1

Author(s):

Nicole Webster ◽

Tracy Hoover

Keyword(s):

Service Learning ◽

Agricultural Education ◽

Learning Experience ◽

Education Students ◽

Urban Service

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Operation Teddy

Californian Journal of Health Promotion ◽

10.32398/cjhp.v1i1.375 ◽

2003 ◽

Vol 1 (1) ◽

pp. 20-28

Author(s):

Lyndall Ellingson

Keyword(s):

Health Education ◽

Service Learning ◽

Hiv Infection ◽

Aids Prevention ◽

Education Curriculum ◽

Infection Rates ◽

Community Members ◽

Education Students ◽

Prevention Education ◽

Hiv Aids

Current adolescent HIV infection rates support the need for early HIV/AIDS prevention education. This article describes a successful service-learning project in which undergraduate health education students developed and taught an elementaryschool HIV/AIDS prevention education curriculum that included a compassion component involving donation of teddy bears to community members affected with HIV/AIDS.

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Ethnographic Service Learning: An Approach for Transformational Learning

Journal ◽

10.22582/ta.v6i0.426 ◽

2016 ◽

Vol 6 ◽

Author(s):

Melanie A. Medeiros ◽

Jennifer Guzmán

Keyword(s):

Service Learning ◽

Undergraduate Students ◽

Transformational Learning ◽

Liberal Arts ◽

The United States ◽

Field Methods ◽

The Social ◽

Service Learning Projects ◽

Transformational Experiences ◽

Learning Projects

Trends in higher education pedagogy increasingly point to the importance of transformational experiences as the capstone of liberal arts education. Practitioners of ethnography, the quintessential transformational experience of the social sciences, are well-positioned to take the lead in designing courses and term projects that afford undergraduate students opportunities to fundamentally reshape their understanding of the social world and their own involvement within it. Furthermore, in the United States, colleges and universities have become proponents of service learning as a critical component of a holistic educational experience. In this article, we describe how service learning can be incorporated into training students in ethnographic field methods as a means to transformational learning and to give them skills they can use beyond the classroom in a longer trajectory of civic participation. We discuss strategies, opportunities, and challenges associated with incorporating service learning into courses and programs training students in ethnographic field methods and propose five key components for successful ethnographic service learning projects. We share student insights about the transformational value of their experiences as well as introduce some ethical concerns that arise in ethnographic service-learning projects.

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