scholarly journals The Importance of School Gardens as Perceived by Florida Elementary School Teachers

2000 ◽  
Vol 10 (1) ◽  
pp. 229-231 ◽  
Author(s):  
Sonja M. Skelly ◽  
Jennifer C. Bradley
Keyword(s):  
Elementary School ◽  
Experiential Learning ◽  
Elementary School Teachers ◽  
The United States ◽  
School Gardens ◽  
School Garden ◽  
University Of Florida ◽  
Hands On ◽  
Learning School ◽  
The University

While gardening is the number one hobby in the United States, elementary schools are just beginning to explore the use of school gardens as a means to enhance classroom learning. School gardens can reinforce classroom instruction by offering opportunities for experiential learning. The benefits of experiential learning allow for a better understanding of concepts as the hands-on approach provides meaningful and tangible experiences. While many teachers have anecdotally attested to the benefits of school gardens, there is little empirical evidence documenting their impact. In Fall 1997, the University of Florida hosted a competition for the best elementary school garden in Florida. Results from a research questionnaire completed by participating teachers indicated that teachers used school gardens infrequently, with the majority using the garden as an instructional tool no more than 10% of the time. Many teachers did, however, indicate that school gardens were used for environmental education (97.1%) and experiential learning (72.9%), and 84.3 % of teachers said that related activities enhanced student learning. Findings also indicate that the teachers surveyed had relatively new gardens and teachers lacked, or were unaware of educational resources to assist with garden learning. This paper describes and interprets the results of the teacher questionnaire.

Survey of Ovaprim Use as a Spawning Aid in Ornamental Fishes in the United States as Administered through the University of Florida Tropical Aquaculture Laboratory

2009 ◽  
Vol 71 (3) ◽  
pp. 206-209 ◽  
Author(s):  
Jeffrey E. Hill ◽  
Kathy Heym Kilgore ◽  
Deborah B. Pouder ◽  
James F. F. Powell ◽  
Craig A. Watson ◽  
...  
Keyword(s):  
United States ◽  
The United States ◽  
University Of Florida ◽  
Tropical Aquaculture ◽  
The University

Plurilingual STEAM and School Lunches for Learning?

2021 ◽  
Vol 6 (2) ◽  
pp. 33-57
Author(s):  
Daniel Roy Pearce ◽  
Mayo Oyama ◽  
Danièle Moore ◽  
Yuki Kitano ◽  
Emiko Fujita
Keyword(s):  
Elementary School ◽  
Experiential Learning ◽  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Cultural Artifacts ◽  
School Lunches ◽  
English Only ◽  
Hands On ◽  
Western Japan

In Japan, where there is a bias toward English-only in foreign language education, there are also grassroots efforts to introduce greater plurality in the classroom. However, introducing diverse languages and cultures into the classroom can lead to folklorization, the delivering of essentialized information in pre-packaged formats, which can potentially delegitimize other languages and cultures. This contribution examines a collaborative integrative plurilingual STEAM practice at an elementary school in Western Japan. In the ‘school lunches project,' the children experience various international cuisine, leading up to which they would engage with related languages and cultures through collaboratively produced plurilingual videos and museum-like exhibits of cultural artifacts. The interdisciplinary, hands-on, experiential learning within this project helped the children to develop an investigative stance toward linguistic and cultural artifacts, nurture a deeper awareness of languages and openness to diversity, foster reflexivity, and encourage interdisciplinary engagement.

scholarly journals Global U: Exploring Curricular Development and Outcomes in Three University of Utah Experiential Learning Abroad Programs

2020 ◽  
Vol 6 (1) ◽  
pp. 36-45
Author(s):  
Lisa H. Gren ◽  
L. Scott Benson ◽  
Caren J. Frost
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Mission Statement ◽  
Learning Experience ◽  
Authentic Learning ◽  
The United States ◽  
Global Learning ◽  
Short Term ◽  
University Of Utah ◽  
The University

The University of Utah is a publicly funded, R1 university located in the United States, with a mission statement that includes recognition of its global role, asserting that “. . . we engage local and global communities to promote education, health, and quality of life.” As part of that engagement, the University of Utah has offered learning abroad opportunities since 1967. Approximately 1 in 10 students participates in a global learning experience, and 80% of programs are short term (defined as 10 weeks or less). The pedagogical theories that guide these short-term programs are experiential learning, authentic learning, and intentional targeted intervention. We describe three short-term learning abroad programs in public health and social work—for students at the high school, undergraduate, and graduate level—connecting the reported benefits to the pedagogical model and theories used to develop the specific curriculum for these short-term programs. Faculty use a variety of reflective tools to help students learn to function in their new setting (experiential learning); explore and meaningfully construct concepts and relationships as they address real-world problems (authentic learning); and facilitate intercultural growth (intentional targeted learning). The University of Utah has adapted a three-stage model for learning abroad that incorporates principles from these theories to drive program activities: Plan (predeparture), Learn (program participation), and Integrate (postprogram). Immediate benefits to students of participating in a global-learning experience include intercultural learning, personal, and career development. Benefits to faculty include scholarly products in the domains of education and service learning, community-engaged participation, and research.

scholarly journals Pediatric neurosurgery telemedicine clinics: a model to provide care to geographically underserved areas of the United States and its territories

2016 ◽  
Vol 18 (6) ◽  
pp. 753-757 ◽  
Author(s):  
Hector E. James
Keyword(s):  
Pediatric Patients ◽  
Pediatric Neurosurgery ◽  
Clinical History ◽  
The United States ◽  
Nursing Personnel ◽  
Cultural Barriers ◽  
University Of Florida ◽  
Clinic Patient ◽  
The University ◽  
Physical Findings

OBJECTIVE The author describes the creation, structuring, and development of a pediatric neurosurgery telemedicine clinic (TMC) to provide telehealth across geographical, time, social, and cultural barriers. METHODS In July 2009 the University of Florida (UF) Division of Pediatric Neurosurgery received a request from the Southeast Georgia Health District (Area 9–2) to provide a TMC to meet regional needs. The Children's Medical Services (CMS) of the State of Georgia installed telemedicine equipment and site-to-site connectivity. Audiovisual connectivity was performed in the UF Pediatric Neurosurgery office, maintaining privacy and HIPAA (Health Insurance Portability and Accountability Act) requirements. Administrative steps were taken with documentation of onsite training of the secretarial and nursing personnel of the CMS clinic. Patient preregistration and documentation were performed as required by the UF College of Medicine–Jacksonville. Monthly clinics are held with the CMS nursing personnel presenting the pertinent clinical history and findings to the pediatric neurosurgeon in the presence of the patient/parents. Physical findings and diagnostic studies are discussed, and management decisions are made. RESULTS The first TMC was held in August 2011. A total of 40 TMC sessions have been held through January 2016, with a total of 43 patients seen: 13 patients once; 13 patients twice; 8 patients for 3 visits; 2 for 4 visits; 2 for 6 visits; 2 for 5 visits; 2 for 7 visits; and 1 patient has been seen 8 times. CONCLUSIONS Pediatric patients in areas of the continental US and its territories with limited access to pediatric neurosurgery services could benefit from this model, if other pediatric neurosurgery centers provide telehealth services.

scholarly journals I Am Here: It Took a Global Village

2021 ◽  
Vol 8 (1) ◽  
pp. 1-21
Author(s):  
Mavis Agbandje-McKenna
Keyword(s):  
Anticancer Agents ◽  
The United States ◽  
Full Professor ◽  
Global Village ◽  
University Of Florida ◽  
Postdoctoral Training ◽  
Gene Delivery Vectors ◽  
The University ◽  
Structural Virology ◽  
The Way

The saying “It takes a village to raise a child” has never been truer than in my case. This autobiographical article documents my growing up and working on three different continents and my influencers along the way. Born in a village in Nigeria, West Africa, I spent the first 12 years of life with my grandmother living in a mud house and attending a village primary school. I walked barefoot to school every day, learned to read, and wrote on a chalk slate. At the age of 13, I moved to my second “village,” London, England. In secondary school my love of science began to blossom. I attained a double major in chemistry and human biology from the University of Hertfordshire and a PhD in biophysics from the University of London, with a research project aimed at designing anticancer agents. I was mentored by Terence Jenkins and Stephen Neidle. For my postdoctoral training, I crossed the ocean again, to the United States, my third “village.” In Michael Rossmann's group at Purdue University, my love for viruses was ignited. My independent career in structural virology began at Warwick University, England, working on pathogenic single-stranded DNA packaging viruses. In 2020, I am a full professor at the University of Florida. Most of my research is focused on the adeno-associated viruses, gene delivery vectors. My list of mentors has grown and includes Nick Muzyczka. Here, the mentee has become the mentor, and along the way, we attained a number of firsts in the field of structural virology and contributed to the field at the national and international stages.

scholarly journals Women In Engineering: Insight Into Why Some Engineering Departments Have More Success In Recruiting And Graduating Women

2017 ◽  
Vol 8 (2) ◽  
pp. 127-140 ◽  
Author(s):  
Jean Bossart ◽  
Neelam Bharti
Keyword(s):  
Real Life ◽  
The United States ◽  
University Of Florida ◽  
Undergraduate Level ◽  
Women In Engineering ◽  
Societal Benefit ◽  
Undergraduate Engineering ◽  
Engineering Department ◽  
Bachelor's Degrees ◽  
The University

Universities across the United States (U.S.) are perplexed as to why fewer women than men study engineering and why even fewer complete the curriculum and earn an undergraduate degree in engineering. The percentage of undergraduate engineering degrees awarded annually to women in the U.S. since 2000 has remained relatively constant at around 20%. However, some engineering disciplines have had much greater success in graduating women, with some programs awarding 50% or more of their bachelor’s degrees to women. The purpose of this research was to gain a better understanding of why women preferred certain engineering disciplines over others. Up to 17 years of undergraduate engineering department data from the University of Florida (UF) and national averages from the National Science Foundation (NSF) were reviewed to evaluate graduation rates for women in engineering. The total number of graduates at the undergraduate level were compared to the number of undergraduates who identified themselves as women. Linear regression of the data was used to identify trends. In the last 17 years, there has been little change in the overall percentage of women engineering undergraduates, but there is a great disparity between the engineering disciplines. Women earn larger proportions of undergraduate degrees in engineering disciplines where they perceive a societal benefit. How can engineering departments improve their enrollment and retention of women? One way is by providing early-on specific real life examples of how engineers solve society’s most challenging problems.

Review of Dense Phase Carbon Dioxide Application to Citrus Juices

2008 ◽  
Author(s):  
Murat Balaban ◽  
Giovanna Ferrentino ◽  
Milena Ramirez ◽  
Maria L. Plaza ◽  
Thelma Calix
Keyword(s):  
Carbon Dioxide ◽  
Orange Juice ◽  
The United States ◽  
Chemical Effect ◽  
Dense Phase ◽  
University Of Florida ◽  
Processing Technologies ◽  
Citrus Juices ◽  
Micro Organisms ◽  
The University

The United States is the second largest citrus producer in the world. Florida and California are the two major producing states. While oranges from California are mainly used for fresh fruit consumption, more than 90% of oranges produced in Florida are processed to juice (FAO 2008). Consumers demand high quality and convenient products with natural flavor and taste, and appreciate the “fresh” perception of minimally processed juices. They also look for safe, natural, and healthy products without additives and preservatives. New processing technologies promise to meet all these demands without compromising food safety. Commercial orange juice is thermally processed to inactivate pectinesterase (PE) and spoilage organisms. Active PE causes clarification of orange juice by cloud loss, which is considered a quality defect (Boff et al. 2003). Thermal processing can be detrimental to the organoleptic and nutritional qualities of the juice (Sloan 1995), so the development of non-thermal technologies (Barbosa-Canovas et al. 1998) is desirable in the citrus juice industry. Dense phase carbon dioxide (DPCD) is a non-thermal technology that can inactivate certain micro-organisms and enzymes at temperatures low enough to avoid the thermal effects of traditional pasteurization. This technology relies on the chemical effect of CO2 on micro-organisms and enzymes. DPCD pasteurization technology is commercially available. Most of the commercialization efforts so far have been from Praxair Inc. (Burr Ridge, IL). Based on technology licensed from the University of Florida (Balaban et al. 1988, 1998), Praxair developed a continuous system which uses the DPCD process as a non-thermal alternative to thermal pasteurization (Connery et al. 2005). This system has been commercialized under the Trade Mark “Better Than Fresh (BTF).” To date, Praxair has constructed four mobile BTF units for processing about 1.5 liters per minute for demonstration purposes. In addition, a commercial scale unit of 150 liters per minute was also constructed (Connery et al. 2005) and tested at an orange juice processing plant in Florida. There are other commercialization efforts. The excellent taste of the juice processed with this new technology was demonstrated in three independent sensory panels that compared juice treated with this system to that of fresh squeezed juice. In all the tests, no difference could be detected. It is important that CO2 is completely saturated in the juice if DPCD is to be successful. Saturation (equilibrium solubility) depends on the pressure, temperature, and composition of the juice. Until recently, the exact amount of CO2 to be used in DPCD processing was unknown since solubility data was unavailable at different pressures, temperatures, and juice compositions, and an excess amount was used. To optimize the use of CO2 in this non-thermal process, new equipment has been developed to measure the solubility of CO2 in liquid systems and juices. The objective of this paper is to present a general review of the applications of DPCD to citrus juices and to introduce the use of new equipment developed at the University of Florida to determine the solubility of CO2 in citrus juices. Paper published with permission.

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