scholarly journals On farm prevention ofCampylobacter andSalmonella: lessons learned from basic biosecurity interventions

2015 ◽  
Vol 24 (2) ◽  
pp. 222-232 ◽  
Author(s):  
Elizabeth L. Dale ◽  
Sean Price Nolan ◽  
Roy D. Berghaus ◽  
Charles L. Hofacre
Keyword(s):  
Lessons Learned ◽  
On Farm

scholarly journals Measuring On-Farm Phosphorus Fertiliser Use—Lessons Learned from Surveying Data of Five Regions in Northern Germany

Agronomy ◽  
2021 ◽  
Vol 11 (11) ◽  
pp. 2123
Author(s):  
Paul Winklhofer ◽  
Sabine Andert ◽  
Silke Hüttel ◽  
Bärbel Gerowitt
Keyword(s):  
Lessons Learned ◽  
Northern Germany ◽  
Explanatory Variables ◽  
Crop Choice ◽  
Treated Area ◽  
Research Areas ◽  
Digital Database ◽  
Phosphorus Fertiliser ◽  
Fertiliser Use ◽  
On Farm

Phosphorus (P) is essential for agriculture; however, local P surpluses can have adverse environmental effects, such as eutrophication. Optimal P fertiliser use, therefore, means balancing these effects. Although P fluxes from soil to plants are key research areas, little is known about on-farm use of P fertilisers. As, typically, not all fields or crops are treated with P annually, the transferability of measurements for other nutrients, such as nitrogen, appears limited. This study aims to close this knowledge gap. On-farm P use was described using the farm records of 50 farms in five regions of northern Germany for the period of 2010 to 2018. All sources for P fertilisation were taken into account as either P mineral, P organic or P total. Two indicators for on-farm P use were suggested: frequency, which gives the percentage of the treated area, and amount, which gives the quantity used per ha of the treated area. The frequency for P total ranged from 55.9% to 93.1% of the total farm area being fertilised. Amounts between 24.8 and 41.6 kg ha−1 P total were applied on the treated area of the farm. The results supported the separation of the quantity and frequency in on-farm P use. No decrease in P use was found during the period investigated. Using mixed models, the results further show that explanatory variables, including the farm characteristics and crop choice, explain the substantial variations in P use. It is recommended for the example of Germany to establish an official digital database for P fertilisers that can be updated professionally and is mandatory for all documentation on P use.

scholarly journals The Use of Video to Evaluate On-Farm Demonstrations as a Tactile Space for Learning

2020 ◽  
Vol 12 (11) ◽  
pp. 4342
Author(s):  
Hanne Cooreman ◽  
Joke Vandenabeele ◽  
Lies Debruyne ◽  
Fleur Marchand
Keyword(s):  
Methodological Approach ◽  
Agricultural Practices ◽  
Lessons Learned ◽  
Future Research ◽  
Physical Interaction ◽  
Starting Point ◽  
Participant Group ◽  
Physical Interactions ◽  
On Farm ◽  
Methodological Guidelines

Tactile spaces as learning environments influence individuals’ attitudes through social embeddedness or interconnections among people, and physical embodiedness through experiencing surroundings, potentially fostering deep commitments. When on-farm demonstrations operate as tactile spaces, they could potentially support the adoption of innovative agricultural practices. In this article, we introduce video analysis as a methodological approach to evaluate this potential of on-farm demonstration (OFD) as tactile spaces. We reflect upon this methodology with a lens on three Belgian on-farm demonstrations, each on a different topic with a different participant group, all including farmers. As a first result, this method assists in defining strengths and weaknesses of an OFD in terms of using its potential as a rich learning environment. Based on our cases, we suggest deliberately incorporating physical interaction opportunities and verbal references to the surroundings during OFDs, as our data reveals that physical embodiedness opportunities stimulate verbal and physical interactions. However, more research should confirm this. Secondly, our research resulted in lessons learned for future use of video to evaluate OFDs as tactile spaces, building on the VDA methodological framework of Nassauer and Legewie (2018). We summarise our insights in methodological guidelines, which can serve as a starting point to guide future research.

State-wide soil health programs for education and on-farm assessment: Lessons learned

2018 ◽  
Vol 74 (1) ◽  
pp. 12A-17A ◽  
Author(s):  
Eileen J. Kladivko ◽  
Lisa Holscher ◽  
Jennifer Boyle-Warner ◽  
Barry Fisher ◽  
Joseph D. Rorick ◽  
...  
Keyword(s):  
Soil Health ◽  
Lessons Learned ◽  
Health Programs ◽  
On Farm

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

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