scholarly journals Development and Early Assessment of an Organic Land Care Extension Program for Landscapers

2016 ◽  
Vol 26 (1) ◽  
pp. 89-96
Author(s):  
Michele Bakacs ◽  
Amy Rowe ◽  
William T. Hlubik ◽  
Jan Zientek
Keyword(s):  
Organic Fertilizer ◽  
Lessons Learned ◽  
Rain Gardens ◽  
Educational Programming ◽  
Early Assessment ◽  
Rutgers University ◽  
Care Working Group ◽  
Synthetic Pesticide ◽  
Care Training ◽  
Managed Landscapes

This article presents findings from the first 3 years of implementing an organic land care training program for landscapers, including landscaper attitudes, lessons learned, and the potential role of extension. Results of a needs assessment as well as discussions with organic practitioners provided evidence that New Jersey lacked in-depth training needed to assist practitioners in determining acceptable practices when offering organic services to their clientele. As a result, Rutgers University convened an organic land care working group and developed a certificate program for professionals with the long-term goal of promoting healthy soil, enhancing biodiversity, and reducing polluted runoff from managed landscapes. Thus far the program has been attended by 63 landscapers with 48 fulfilling the program requirements. Follow-up surveys with participants of the first 2 years showed that 38% of the 1163 acres (470.6 ha) under their management are either in transition or have been completely converted to organic management. Respondents reported a significant decrease in use of synthetic fertilizers and significant increase in use of organic fertilizer. Median synthetic pesticide usage decreased by 40%. Respondents reported since attending the program they were more effective at a number of practices including removing invasives and installing native plants, installing rain gardens, reducing stormwater runoff, and reducing irrigation. Focusing on the science, patience in transitioning, and understanding there are no “one size fits all” organic programs have been important lessons learned by experienced practitioners. Clientele acceptance, product efficacy, and finding skilled staff were cited as consistent challenges. These results indicate that extension can play a lead role in conducting applied research and providing relevant, effective educational programming for landscapers in the organic land care field.

scholarly journals MOLES3: Implementing an ISO standards driven data catalogue

2015 ◽  
Vol 10 (1) ◽  
pp. 249-259 ◽  
Author(s):  
Graham A Parton ◽  
Steven Donegan ◽  
Stephen Pascoe ◽  
Ag Stephens ◽  
Spiros Ventouras ◽  
...  
Keyword(s):  
Information Structure ◽  
Information Infrastructure ◽  
Lessons Learned ◽  
Environmental Data ◽  
Data Provenance ◽  
Free Text ◽  
Early Assessment ◽  
Structured Information ◽  
Management Functions ◽  
Previous Iteration

ISO19156 Observations and Measurements (O&M) provides a standardised framework for organising information about the collection of information about the environment.  Here we describe the implementation of a specialisation of O&M for environmental data, the Metadata Objects for Linking Environmental Sciences (MOLES3).MOLES3 provides support for organising information about data, and for user navigation around data holdings. The implementation described here, “CEDA-MOLES”, also supports data management functions for the Centre for Environmental Data Archival, CEDA. The previous iteration of MOLES (MOLES2) saw active use over five years, being replaced by CEDA-MOLES in late 2014. During that period important lessons were learnt both about the information needed, as well as how to design and maintain the necessary information systems. In this paper we review the problems encountered in MOLES2; how and why CEDA-MOLES was developed and engineered; the migration of information holdings from MOLES2 to CEDA-MOLES; and, finally, provide an early assessment of MOLES3 (as implemented in CEDA-MOLES) and its limitations.Key drivers for the MOLES3 development included the necessity for improved data provenance, for further structured information to support ISO19115 discovery metadata  export (for EU INSPIRE compliance), and to provide appropriate fixed landing pages for Digital Object Identifiers (DOIs) in the presence of evolving datasets. Key lessons learned included the importance of minimising information structure in free text fields, and the necessity to support as much agility in the information infrastructure as possible without compromising on maintainability both by those using the systems internally and externally (e.g. citing in to the information infrastructure), and those responsible for the systems themselves. The migration itself needed to ensure continuity of service and traceability of archived assets.

scholarly journals Implementing an education and outreach programme for the Gemini Observatory in Chile

2006 ◽  
Vol 2 (SPS5) ◽  
pp. 63-66
Author(s):  
M. Antonieta García Ureta
Keyword(s):  
Real Data ◽  
Lessons Learned ◽  
Educational Institutions ◽  
Educational Programming ◽  
Cd Rom ◽  
The Public ◽  
Local Schools ◽  
Outreach Programme ◽  
Education And Outreach ◽  
Teacher Exchange

AbstractBeginning in 2001, the Gemini Observatory began the development of an innovative and aggressive education and outreach programme at its southern hemisphere site in northern Chile. A principal focus of this effort is centered on local education and outreach to communities surrounding the observatory and its base facility in La Serena, Chile. Programmes are now established with local schools using two portable StarLab planetaria, an internet-based teacher exchange called StarTeachers and multiple partnerships with local educational institutions. Other elements include a CD-ROM-based virtual tour that allows students, teachers and the public to experience the observatory's sites in Chile and Hawaii. This virtual environment allows interaction using a variety of immersive scenarios such as a simulated observation using real data from Gemini. Pilot projects like “Live from Gemini” are currently being developed which use internet video-conferencing technologies to bring the observatory's facilities into classrooms at universities and remote institutions. Lessons learned from the implementation of these and other programmes will be introduced and the challenges of developing educational programming in a developing country will be shared.

Gamification: Current Research and Applications

2017 ◽  
Vol 61 (1) ◽  
pp. 2096-2099 ◽  
Author(s):  
Shawn Doherty ◽  
Evan Palmer ◽  
Laura Strater
Keyword(s):  
Health Care ◽  
Law Enforcement ◽  
Lessons Learned ◽  
Future Trends ◽  
The Third ◽  
Game Mechanics ◽  
Recent Interest ◽  
Health Care Training ◽  
Care Training ◽  
Industrial Context

Gamification is the concept of applying game mechanics to non-game activities (Deterding, Dixon, Khaled, & Nacke, 2011). This concept has received a lot of recent interest from industry and many examples have emerged, especially within the fields of business and marketing, but has grown to encompass such varied examples as health care, training, prosocial behavior, and law enforcement. The purpose of this panel is to discuss some current research and applications of the gamification concept from a varied set of perspectives. The first panelist will describe lessons learned from research on gamification. The second panelist will describe gamification within an industrial context. The third panelist will discuss gamification concepts applied to education. A discussion among panelists and attendees of future trends and needs for gamification is expected.

Implementation of Emergency Obstetric Care Training in Bangladesh: Lessons Learned

2006 ◽  
Vol 14 (27) ◽  
pp. 61-72 ◽  
Author(s):  
Mohammad Tajul Islam ◽  
Yasmin Ali Haque ◽  
Rachel Waxman ◽  
Abdul Bayes Bhuiyan
Keyword(s):  
Emergency Obstetric Care ◽  
Obstetric Care ◽  
Lessons Learned ◽  
Care Training

The Rutgers open access policy goes into effect

2019 ◽  
Vol 40 (1/2) ◽  
pp. 59-73 ◽  
Author(s):  
Jane Johnson Otto ◽  
Laura Bowering Mullen
Keyword(s):  
Open Access ◽  
Doctoral Students ◽  
Lessons Learned ◽  
Successful Implementation ◽  
University Policy ◽  
Content Type ◽  
Access Policy ◽  
Rutgers University ◽  
Implementation Planning

Purpose From laying the groundwork for the successful passage of a university-wide open access (OA) policy, through the development and planning that goes into a successful implementation, to “Day One” when the official university policy goes into effect, there is a long list of factors that affect faculty interest, participation and compliance. The paper aims to discuss this issue. Design/methodology/approach The authors, Mullen and Otto, having detailed earlier aspects of the Rutgers University OA policy passage and implementation planning, analyze and share the specifics that followed the rollout of the policy and that continue to affect participation. Findings This case study presents some strategies and systems used to enhance author self-archiving in the newly minted Scholarly Open Access at Rutgers (SOAR) portal of the Rutgers institutional repository, including involvement of departmental liaison librarians, effective presentation of metrics and a focus on targeted communication with faculty. Originality/value Roadblocks encountered as faculty began to deposit their scholarship and lessons learned are a focus. Early reaction from faculty and graduate students (doctoral students and postdocs) to various aspects of the policy as well as the use of SOAR for depositing their work are included.

Coprescribing naloxone for patients on chronic opioid therapy: Lessons learned from a patient-safety initiative in primary care training sites

2016 ◽  
Vol 12 (5) ◽  
pp. 360 ◽  
Author(s):  
William Delaney, MD ◽  
Jessica Huff, MPH, MS ◽  
Sandra Mini, MD ◽  
Aiswarya Thomas, MD ◽  
Ralph Tremaglio, MD
Keyword(s):  
Primary Care ◽  
Pilot Project ◽  
Opioid Therapy ◽  
Lessons Learned ◽  
Primary Care Training ◽  
Care Training ◽  
Primary Care Practices ◽  
Home Training ◽  
To Receive ◽  
Safety Initiative

Objective: To describe the development and implementation of a resident-led effort to increase coprescription of naloxone in a primary care setting. Design: An exploratory, prospective pilot project to increase coprescription rates of naloxone.Setting: Four primary care offices in western Connecticut serving as medical home training sites for primary care residents.Patients, Participants: All patients on chronic opioid therapy.Interventions: Over a 2-month period, eligible patients were identified and approached to receive a naloxone coprescription.Main Outcome Measure: Rate of coprescriptions written.Results: Three out of four training sites were able to increase coprescription rates, and 26 percent of eligible patients were able to have a prescription written.Conclusions: Primary care practices, particularly primary care training sites, looking to implement a coprescription initiative should take several important factors into consideration during the planning stages, including naloxone availability and availability of the patient for naloxone education. More extensive research on best practices is needed.

Key Success Factors in Managing and Implementing Public Funded R&D Projects in Indonesia

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Wati Hermawati
Keyword(s):  
Case Studies ◽  
Success Factors ◽  
Small And Medium Enterprises ◽  
Organic Fertilizer ◽  
Research Process ◽  
Lessons Learned ◽  
Appropriate Technology ◽  
Public Research ◽  
Medium Enterprises ◽  
Process Elements

<p>Public Research Centers (PRCs) in Indonesia are mostly operated by government funding. However, their role in supporting innovation and economic performance of MSMEs (micro, small and medium enterprises) is still very small.  The objective of this research is to determine what are the success factors in managing R&amp;D projects at a PRC in Indonesia, particularly in providing solving problems of MSMEs. Two case studies of R&amp;D Projects from a PRC ‘X’ were selected, namely: organic fertilizer project and appropriate technology project.  Both projects are quite different in terms of the research process. By using qualitative method, all R&amp;D process elements were investigated. Results of the study shows that in general both case studies have indicated success factors that make R&amp;D project success and effectively manage and grouped them into three common categories, namely project management process; project resources;  and project environments. The two case studies show that each project have different success factors and the lessons learned of these projects can be very useful to improve R&amp;D project activities at PRCs.</p><p><em>Keywords</em> : R&amp;D Project, Public Research Center, Success Factors, R&amp;D Management</p>

scholarly journals Global Health Education during the COVID-19 Pandemic: Challenges, Adaptations, and Lessons Learned

2021 ◽  
Author(s):  
Kristina M. Krohn ◽  
Michael A. Sundberg ◽  
Nasreen S. Quadri ◽  
William M. Stauffer ◽  
Adriana Dhawan ◽  
...  
Keyword(s):  
Health Education ◽  
Global Health ◽  
Lessons Learned ◽  
Educational Programming ◽  
Education Programs ◽  
Global Health Education ◽  
Model Combining ◽  
Synchronous Learning ◽  
Hands On ◽  
The University

Global health education programs should strive continually to improve the quality of education, increase access, create communities that foster excellence in global health practices, and ensure sustainability. The COVID-19 pandemic forced the University of Minnesota’s extensive global health education programs, which includes a decade of hybrid online and in-person programing, to move completely online. We share our experience, a working framework for evaluating global health educational programming, and lessons learned. Over the decades we have moved from a predominantly passive, lecture-based, in-person course to a hybrid online (passive) course with an intensive hands-on 2-week requirement. The pandemic forced us to explore new active online learning models. We retained our on-demand, online passive didactics, which used experts’ time efficiently and was widely accessible and well received. In addition, we developed a highly effective synchronous online component that we felt replaced some of the hands-on activities effectively and led us to develop new and innovative “hands-on” experiences. This new, fully online model combining quality asynchronous and synchronous learning provided many unanticipated advantages, such as increasing access while decreasing our carbon footprint dramatically. By sharing our experience, lessons learned, and resources, we hope to inspire other programs likewise to innovate to improve quality, access, community, and sustainability in global health, especially if these innovations can help decrease negative aspects of global health education such as its environmental impact.

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