A two-day forum was held at the University of Tennessee (UT) Middle Tennessee Research and Education Center to foster collaborative efforts between Extension specialists and county or area agents across the southern U...
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A two-day forum was held at the University of Tennessee (UT) Middle Tennessee Research and Education Center to foster collaborative efforts between Extension specialists and county or area agents across the southern United States. The forum was attended by 28 specialists and 18 county or regional agents from across the Southern Section of ASAS. The forum began with a tour of the UT Heifer Development Center. The forum was split into three sessions and included: 1. Transfer of knowledge (Demonstration research), 2. Developing formal education for Extension agents, and 3. Collaborating across state lines to develop Extension Programs. Within each section, a brief presentation was given, followed by break-out sessions to discuss success stories from each state and potential programs to implement. From the break-out session, areas of need identified primarily focused on the development of support resources for Extension agents. Needed outputs identified included a resource guide for conducting on-farm research and demonstration projects with county and regional Extension agents, defining a regional process to provide formal distance education for agents, and development of online coursework and training tools for agents for continuing education. Assessment data indicate that participants had completed an average of 8.4 (± 6.65, range 0.5 to 24) years of service. Agents were asked to rank their level of confidence, using a 5-point Likert scale, with three tasks. Averages (SEM) of that self-assessment are indicated in Table 1. The 2018 Southern Section Extension Forum was a successful effort to bring together collaborators to identify needs and propose programs to improve the impact of Extension.
Museums reflect the practices of the dominant culture within the particular society in which they are located. This article examines the effects of museums offering texts, cultural artifacts and experiences in English...
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Museums reflect the practices of the dominant culture within the particular society in which they are located. This article examines the effects of museums offering texts, cultural artifacts and experiences in English only, which function to exclude patrons, often visiting in family groups, from culturally and linguistically diverse backgrounds. This article includes explanations of various theoretical frameworks that help to explain how the construction and dynamism of social boundaries impact museum participation and guide considerations about designing and implementing bilingual and multilingual practices. Examples of successful institutional implementation are included. Recent research findings indicate that positive results for museums and visitors are supported when multilingual practices are central to mission statements and institutional sustainability goals.
A risk management educational program to help small-scale farmers of native medicinal herbs of the U.S. Southwest (SWH) was conducted. Topics included: balancing culture and commerce, species identification, value-add...
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Although household devices and home appliances function more and more as network-connected computers, they don't provide programming interfaces for the average user. We first identify the programming primitives an...
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ISBN:
(纸本)9783642216169
Although household devices and home appliances function more and more as network-connected computers, they don't provide programming interfaces for the average user. We first identify the programming primitives and control structures necessary for the universal programming of devices. We then propose a mapping between the features necessary for the programming of devices and the existing functionality of Scratch, an educational programming language we use as a basic interface between the devices and the users. Using this modified version of the Scratch language, we demonstrate usage cases in which novice programmers can program appliances, increasing their functionality and ability to be customized. We also show how standardizing this programming paradigm can facilitate knowledge transfer to new devices. We conclude by discussing our experiences prototyping programmable appliances.
High school science teachers, of course, want to motivate their students to consider studying science and engineering (S&E) in college. However, many high school students are not familiar with what science and eng...
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High school science teachers, of course, want to motivate their students to consider studying science and engineering (S&E) in college. However, many high school students are not familiar with what science and engineering actually entail. They may know science as little more than "systematic discovery" and engineering as nothing but "math-intensive design." Without appreciation for the rich culture of science and engineering, students will be unlikely to choose such a field of study. The Discovery Channel television show Mythbusters helps remedy the lack of understanding many people, especially young people, have about S&E. Mythbusters presents a highly accurate vignette of the culture of science and engineering. Episodes of the show were analyzed for instances in which the culture of science and engineering was accurately depicted. Many resources, including several publications of the National Research Council, informed the media analysis. To encourage more high school students to pursue S&E in college, they need to be exposed to the culture of S&E. Mythbusters provides a window into the often unseen realm of science and engineering, allowing its viewers, who are disproportionately represented among the young adult age bracket, to see what it means to conduct science and engineering on a routine basis. High school science instructors should look to Mythbusters to provide insight into the culture of S&E that textbooks often have difficulty conveying to students.
Since 1990, State educational Agency (SEA) and Local educational Agency (LEA) policies and practices of educational programming for young children with autism have evolved in response to the due process system and cou...
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Since 1990, State educational Agency (SEA) and Local educational Agency (LEA) policies and practices of educational programming for young children with autism have evolved in response to the due process system and court decisions. This has become an issue because of an increase in the identification of children with autism, reclassification of children previously reported under other disability categories, publicity about the competition between methodologies, parent advocacy for specific methodologies, shortages of qualified personnel, and the demand for due process to ensure appropriate services. A review is made of substantive and procedural issues presented in due process and court cases, the legal standards used by hearing officers and judges, and a synthesis of the case law. It is recommended that school districts consider legal standards as programs are designed, that programs fit the unique needs of the child, that programs ensure appropriate progress educationally and socially, and that communication between parents and school districts be open and honest so that the due process system is used as the last resort.
Effects of serial and concurrent task presentation on skill acquisition, generalization and maintenance were compared in 2 severely retarded females. During serial training, items of 1 response class (tracing) were tr...
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Effects of serial and concurrent task presentation on skill acquisition, generalization and maintenance were compared in 2 severely retarded females. During serial training, items of 1 response class (tracing) were trained to mastery before those of a 2nd task (vocal imitation). In the concurrent method, training on 2 different tasks, tracing and vocal imitation, alternated within sessions for fixed periods of time. There were no major differences between the serial and concurrent methods of instruction in the number of steps attained per behavior or in the number of trials required to reach criterion levels of performance but concurrent training resulted in more generalization. Retention results were not consistently related to training method.
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