scholarly journals Using Active Learning to Teach Irrigation Concepts in Greenhouse Management

HortScience ◽  
2006 ◽  
Vol 41 (4) ◽  
pp. 1003B-1003
Author(s):  
Stephanie Burnett ◽  
Donglin Zhang
Keyword(s):  
Active Learning ◽  
Drip Irrigation ◽  
Plant Production ◽  
Student Experiences ◽  
Irrigation Frequency ◽  
The Past ◽  
The Future ◽  
The University ◽  
Water Waste ◽  
Wilting Point

In the past, horticulture students at the University of Maine have been taught to irrigate plants using only hand irrigation. It is becoming increasingly important to irrigate and fertilize efficiently in commercial greenhouses in order to reduce water waste and nutrient leaching. In 2004 and 2006, greenhouse management or plant production students were exposed to alternate methods of irrigating Dendranthema ×morifolium (chrysanthemum) in greenhouses to train students more effectively in irrigation techniques. In 2004, students measured the quantity of water applied to chrysanthemums once they reached the permanent wilting point from 26 Sept. until 30 Oct. The irrigation frequency generally increased as crops grew, but, the quantity of water applied upon irrigation was not significantly different. This experience provided students with a tangible idea of how irrigation frequency and timing change as crops grow, which could be applied to irrigation timing decisions in the future. In 2006, students grew a crop of chrysanthemums using alternate methods of irrigation (hand watering vs. drip irrigation) and fertilization. Student surveys in 2006 indicated that only 25% of students with previous experience working in a greenhouse or nursery had grown crops using drip irrigation, but all students with prior experience had irrigated by hand. Expanding student experiences with irrigation in the greenhouse uses active learning to instill students with more knowledge of irrigation and provide them with practical skills for irrigating efficiently and conservatively in the future.

Future-Labs in the Classroom: The Experience of -skopìa

2018 ◽  
Vol 10 (4) ◽  
pp. 294-302
Author(s):  
Chiara Emanuelli ◽  
Rocco Scolozzi ◽  
Francesco Brunori ◽  
Roberto Poli
Keyword(s):  
Preliminary Training ◽  
Training Course ◽  
The Past ◽  
Start Up ◽  
The Future ◽  
Second Year ◽  
The University

During the past three years, -skopìa[EDUCATION], the educational branch of the recently established start-up of the University of Trento, -skopìa, has conducted an extensive series of future laboratories in the classroom, working in particular with students aged twelve years old (second year of “medie inferiori”) and fifteen years old (second year of “medie superiori”). Future labs follow an explicit protocol (initial and final tests, three major steps, respectively, focused on the past, the future and the present). Teachers wanting to conduct a lab in their classroom must attend a preliminary training course. Furthermore, all the labs are monitored by -skopìa.

Leadership Development in Kazakhstan

2012 ◽  
pp. 746-758
Author(s):  
Judith Parker ◽  
Gainiya Tazhina
Keyword(s):  
Leadership Development ◽  
Graduate Students ◽  
Stress Tolerance ◽  
International Business ◽  
Recent History ◽  
Career Management ◽  
The Past ◽  
The Future ◽  
The University

Kazakhstan’s recent history has transitioned from that of nomadic clans to domination by Russia to today’s independent nation. During these 20 years of independence, universities often educate leaders by translating and adapting traditionally Western models and research instruments. This article will report the findings of three such instruments on leadership, career management, and stress tolerance that were administered to graduate students at the University of International Business in Kazakhstan within the past year and consider their importance for the future of leadership development that is rich with technology.

Foundations of Rights Jurisprudence in Israel: Chief Justice Agranat's Legacy

1990 ◽  
Vol 24 (2) ◽  
pp. 211-269 ◽  
Author(s):  
Pnina Lahav
Keyword(s):  
Sovereign State ◽  
The Past ◽  
Chief Justice ◽  
British Rule ◽  
The Future ◽  
Mcgill University ◽  
The Individual ◽  
The University ◽  
Distinguished Member

“Liberty of the individual is a thing of the past, or the future, in Palestine”, wrote Bernard Joseph, a distinguished member of Israel's “government in the making” in 1948, shortly before Israel was inaugurated as a sovereign state. Joseph's “present” was the dusk of British rule in Palestine. Draconian Defence (Emergency) Regulations suspended conventional liberties ordinary westerners were accustomed to expect and turned Palestine into a police state.Precisely what “liberty of the individual” the esteemed jurist, who held degrees from both McGill University and the University of London, had in mind when he invoked the past of Palestine is not entirely clear. He could not have possibly meant liberty under the Ottoman regime which prevailed until 1918. Ottoman rule in Palestine was authoritarian, feudal and corrupt.

The Third Manifesto: ‘We Shall Come to See’

1988 ◽  
Vol 4 (14) ◽  
pp. 120-121
Author(s):  
John Andreasen
Keyword(s):  
Avant Garde ◽  
The Third ◽  
The Past ◽  
The Future ◽  
Art Forms ◽  
Science And Politics ◽  
The University ◽  
Changing Society

In June 1985, a fortnight's discussions on ‘The Theatre in the Future’ were held as part of the Fools' Festival in Copenhagen. The seminars discussed the position of theatre and its possibilities in a rapidly changing society, often from deeply opposed positions – socially engaged versus wildly avant-garde, verbal versus imagistic, anthropological versus robotic, and so on. Participants were an exciting mix of professional performers of many kinds, plus theatre critics and ‘ordinary’ engaged people, who for two weeks exchanged experiences and visions of theatre in conjunction with other art forms, and with science and politics. The manifesto below was the contribution to these seminars of John Andreasen, a veteran of ‘sixties happenings, who has subsequently concentrated on street and environmental theatre, and for the past twelve years has taught and directed in the Drama Department of the University of Aarhus.

A History of U.S. Higher Education in Accounting, Part I: Situating Accounting within the Academy

2007 ◽  
Vol 22 (2) ◽  
pp. 163-181 ◽  
Author(s):  
Glenn Van Wyhe
Keyword(s):  
Higher Education ◽  
The United States ◽  
Accounting Education ◽  
Public Accounting ◽  
The Past ◽  
The Future ◽  
History Of ◽  
Future Direction ◽  
The University ◽  
Second World

Where we have been can tell us a great deal about where we are going. If we wish to direct the future, then understanding the past can help us see how much we actually influence that direction. Ignorance of the past, on the other hand, allows unrealistic expectations and creates unnecessary frustration. The history of accounting higher education in the United States is most informative for anyone who wants to influence the future direction of our profession. The purpose of this paper is to provide a brief overview of the history of accounting higher education in the U.S., from its beginnings to its settled position in the university. This historical overview informs us that the profession of public accounting had everything to do with establishing and growing accounting education. Around the time of the Second World War, however, forces were set in motion that would try to pull accounting education from the grasp of public accounting. The belittling of public accounting, first in the name of the new management accounting and then by the Foundation Reports, combined with public accounting leaders' ongoing desire for a five-year education requirement above all other educational reforms, resulted in accounting higher education's inability to single-mindedly identify its goals and work toward them.

scholarly journals Myles Brand’s College Sports Sustainability: “Amateurism”, Finances, and Institutional Balance

2021 ◽  
Vol 14 (3) ◽  
Author(s):  
Rodney Fort
Keyword(s):  
Academic Integrity ◽  
College Sports ◽  
Athletic Department ◽  
The Past ◽  
University Mission ◽  
Central Elements ◽  
The Future ◽  
Definition Of ◽  
The University

As NCAA President, Myles Brand championed three major college sports initiatives: academic integrity, diversity, and sustainability. This paper is about the last. The first step is to distill the elements of college sports that Brand identified repeatedly in his documents and speeches on sustainability. The central elements are the NCAA definition of “amateurism”, athletic department finances, and balance between athletic and academic spending as a part of the university mission. An assessment of these three suggests that NCAA amateurism has changed since his death, in ways Brand stated should raise worries about sustainability. Finances and balance within the university have changed very little over the past ten years and appear sustainable into the future.

scholarly journals Theologia and the Ideologica of Language: The calling of a theology and religion faculty in a time of populism

2017 ◽  
Vol 73 (4) ◽  
Author(s):  
Johann-Albrecht Meylahn
Keyword(s):  
The Past ◽  
University Of Pretoria ◽  
The Future ◽  
History Of ◽  
Centennial Anniversary ◽  
The University

This article represents a response to Andries van Aarde’s view on a ‘gateway to the future from a deconstructed past’, a paper presented as part of a conference, ‘Gateway to the Future from a Deconstructed Past’, commemorating the centennial anniversary of the Faculty of Theology at the University of Pretoria, 05–06 April 2017. The article argues that texts, and theology faculties as texts, are just as any structure or construction haunted by their sacred secret. Haunted by the ghosts in the texts from the past to be inspired for the calling of a theology and religion faculty in a time of populism and the ‘renaissance of (neo)nationalism’, according to Van Aarde. In being given the responsibility not only of responding to his contribution but also co-sharing the responsibility of the history of the faculty, the author says that he has a choice: he could respond to the letter of the text or I could be spooked by the ghosts of these texts, the haunting of the sacred secret, calling through Professor Van Aarde’s deconstruction of these texts. The author decides to seek to allow the ghosts of his text to call him. A call, as most calls, to which one can only respond: Here I am! Here I am in this moment (here) of history at this particular Faculty of Theology and Religion. This is a call to share the responsibility, the responsibility of being here and the responsibility of the being of a theology and religion faculty in a time of populism and (neo)nationalism, both globally and locally.

The Reflection Connecting Us with Ourselves, with the Present and with our Future Perspectives

2020 ◽  
Vol 65 (2) ◽  
pp. 305-328
Author(s):  
Gabriella Gorbai
Keyword(s):  
Young Generation ◽  
Positive Direction ◽  
Happy Life ◽  
The Past ◽  
Future Goals ◽  
Hard Time ◽  
The Future ◽  
And Coping ◽  
The University ◽  
The Ideal

"The Hungarians’ history is replete with painful episodes; as a consequence, a certain pessimistic outlook has been embedded into the Hungarian culture. The university is home now to students – future teachers of religion, future pastors – whose parents, grandparents, and great-grandparents lived and worked under the oppressive regime and who (also) for this reason approach the past in a rather nega-tive way. They lived for too long in silent despair, without joy, without sufficient food, in fear of informers who would anonymously give out anybody to the “au-thorities” in hope of personal advantages and rewards. This generation will proba-bly have a hard time believing that those horrible times can never return. This peri-od is also marked by the fact that these people, in most cases, had mind-numbing, treadmill-like, soul-crushing jobs. In these circumstances, nothing was prompting them to improve their performance, and they sooner or later resigned themselves to only meet the minimal expectations. They were not concerned with the future be-cause they did not hope that with a more purposeful attitude, with more efficient work their lot could be improved. On the other hand, their attitude towards the present had become more and more pessimistic. “Why even try if my life is con-trolled by forces on which I have no influence whatsoever?” This young generation of teachers/pastors has still heard too often the stories of the painful past and were in many cases eyewitnesses to their parents’ and grand-parents’ daily struggles or saw them surrender their future goals and become disillu-sioned with the future. During their training as teachers, the victim experience and pessimistic view-point (unconsciously) inherited from their forefathers quite often show up in the students’ decisions, in their reactions to certain professional or life situations, in their conflict management and coping methods. In this paper, we will first show the ideal attitude towards the past, the present, and the future, based on the theory presented by Philip Zimbardo and John Boyd, which leads to a much more balanced and happy life for individuals as well as at the level of nations. Then we will outline the reflection phase model based on the new insights, with the help of which, in our opinion, the attitude of the students at the Faculty of Reformed Theology towards the past, present, and future can be shaped in a positive direction. Keywords: teacher training, mindful, future-oriented perspective, progress towards the core, development of the ideal."

Back to the future – a journey from current education reforms to reformations in the past

2020 ◽  
pp. 275-288
Author(s):  
Yvette Weiss
Keyword(s):  
Mathematics Education ◽  
History Of Mathematics ◽  
Education Reforms ◽  
The Past ◽  
Causal Connections ◽  
The Future ◽  
History Of ◽  
19Th And 20Th Century ◽  
The University ◽  
Point Of Departure

Learning from history does not automatically mean that history prevents us from repeating mistakes. We cannot see what happens in the future, even with the most profound knowledge of the past. Although it is not possible to make such causal connections, the study of structural components, which recur and make up patterns, can certainly contribute to sharpening political judgement. How can the teaching of the history of mathematics education then help to support an understanding of possible courses of individual actions without indoctrination through the political or even ideologically influenced production of time references? The paper presents the concept of a lecture course in mathematics education, held at the University of Mainz. We take as a point of departure the everyday experience of our prospective mathematics teacher with various current education reforms and present seemingly similar processes during former reforms. Here we limit ourselves to reforms during the 19th and 20th century.

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