bluuebunny/crossref_metadata_2025 huggingface dataset:
ASSESSING THE AQUACULTURE CURRICULA IN THE NORTHEASTERN REGION
Authors: Wingenbach Gary J. , Gartin Stacy A.
Published: December 2010

The purpose was to establish baseline data for all northeastern secondary agricultural education programs that incorporated aquaculture in the total curriculum during 1996-1997. Perceptions of the educational enrichment, barriers, and aquaculture curricula were sought from agriculture teachers in 12 states. Respondents @ = 70) averaged 16 years of experience in agricultural education, but only 4.5 years experience teaching aquaculture. Aquaculture awareness occurred in 1990, but was not taught until 1993. Teachers rated three instructional units (water quality, tank systems, and fish nutrition) as very important sources of educational enrichment in an aquaculture program. Limited facilities to house the program, need to care for fish on weekends and holidays, high cost of equipment to teach aquaculture, low teacher knowledge about aquaculture, and high costs of remodeling facilities for aquaculture were rated as important barriers to implementing an aquaculture program. Northeastern agriculture teachers rated the National Council’s aquaculture publications, tilapia and model aquaculture recirculation system, as very useful. Only 8 respondents had used all 22 aquaculture curriculum materials produced by the National Council for Agricultural Education. Increased efforts are needed in sharing what is known about aquaculture with younger and female northeastern agriculture teachers, especially those with limited experience in teaching aquaculture.
INTEGRATING SCIENCE INTO AGRICULTURE PROGRAMS: IMPLICATIONS FOR ADDRESSING STATE STANDARDS AND TEACHER PREPARATION PROGRAMS
Authors: Thompson Gregory W. , Balschweid Mark M.
Published: December 2010

The purpose of this study was to determine the attitudes of Agricultural Science and Technology teachers toward integrating science into their curricula. Perceptions regarding integrating science and agriculture, the role of teacher preparation programs in integrating science, and integrating science to meet state standards indicated teachers had a positive attitude toward integrating science into agricultural education programs. More specifically, teachers believed that integrating science assists students in better understanding science concepts and their application to agriculture. According to the teachers in this study, students are more aware of the connection between scientific principles and agriculture and students are better prepared in science after completing a course in agricultural education that integrated science. Teachers felt that teacher preparation programs should provide instruction at the pre-service and in-service level on how to integrate science into the curriculum and that student teachers should be placed with cooperating teachers who integrate science into their agriculture programs. As many states face educational reform, teachers contend that integrating science is a solution in helping students and aligning agriculture programs to meet state standards and that little or no changes will have to be made for agriculture programs to facilitate educational reform.
STUDENT COMPUTER USE IN SELECTED UNDERGRADUATE AGRICULTURE COURSES: AN EXAMINATION OF REQUIRED TASKS
Authors: Johnson Donald M. , Ferguson James A. , Vokins Nancy W. , Lester Melissa L.
Published: December 2010

Faculty members in a college of agriculture were surveyed to determine the computer tasks required of students enrolled in selected undergraduate courses (a = 63). Over 50% of the courses required students to complete one or more tasks in the areas of word processing, Internet use and electronic mail. Less than 50% of the courses required any use of spreadsheets, databases, computer graphics, specialized software, or completion of miscellaneous computer tasks. The typical course required students to complete 5.0 ( W computer tasks. The three individual computer tasks required in 50% or more of the courses were to: (a) type a lab or project report, (b) receive electronic mail from the instructor, and(c) search the Internet for information on a specific topic. Sophomore- and senior-level courses tended to require the most computer tasks (MU = 8.0), while junior-level courses required the least (MM = 3.0). Faculty members indicated plans to maintain or increase the number of required computer tasks over the next two to three years, especially in Internet and electronic mail use. Faculty demographics and course-related variables were not good predictors of current or planned student computer use.
A COMPARISON OF STAKEHOLDER CHOICES OF FARM SAFETY TRAINING TOPICS FOR UTAH YOUTH
Authors: Joerger Richard , Ferguson Jerry , Hendricks Russ
Published: December 2010

The purpose of this study was to compare the beliefs of farmers, practicing and pre-service agricultural education teachers, and secondary students concerning the content for farm safety instruction for Utah youth. The stakeholder groups believed youth should receive farm safety education in various topics within the machinery and facilities, rural-based hazards, and livestock categories of instruction. Within the livestock category, the stakeholders agreed or strongly agreed youth should receive instruction in working with and around horses, dairy and beef cattle. The machinery and facilities safety topics they strongly agreed or agreed should be taught were tractor, machinery, electrical, pto, augers and elevators, ATVs, grain bins and silos, and facilities safety. Topics they believed should be taught within the rural-based category were pesticides, fencing, stacking hay, and irrigation and canal safety. Stakeholder groups differed in the levels of belief concerning the need to teach youth farm safety. Other than for farm safety topics within the machinery and facilities category, pre-service and practicing secondary agriculture teachers placed the greatest importance on the need for teaching farm safety topics to youth. Secondary students with farm or non-farm backgrounds consistently indicated the lowest priority for teaching farm safety topics to youth.
EXPLORING KNOWLEDGE, ATTITUDES AND PERCEPTIONS OF NEWSPAPER JOURNALISTS IN METROPOLITAN MARKETS IN THE UNITED STATES REGARDING FOOD BIOTECHNOLOGY
Authors: Vestal Tom A.
Published: December 2010

Mass media are the primary source that increases people 's awareness about agriculture and are an important resource for the diffusion of innovations. Educating journalists is important because journalists play a significant role in shaping public perceptions. The public has a stake in the outcomes of science because of the social, economic and environmental implications of innovations; therefore, a scientifically literate public is important to a democracy. This descriptive study may encourage agricultural educators who work in the contexts of extension education and agricultural communications to collaborate with journalists and the social institution of mass media to inform consumers about food biotechnology. Eighty-eight journalists for 62 of the nation's largest metropolitan newspapers provided data for the study. Major findings and recommendations are as follows: journalists’ knowledge of food biotechnology was relatively low; most journalists considered genetic modification of plants as “acceptable " and of animals as “somewhat acceptable," and journalists had greatest faith in "university scientists” as sources. Journalists perceived genes moving to other organisms, food safety, and environmental harm as obstacles to the acceptance of biotechnology innovations. These journalists considered that farmers would accept food biotechnology as a farm practice within three years while consumer acceptance would take almost eight years.
Factors Influencing Career Choice Of African American And Hispanic Graduates Of A Land-Grant College Of Agriculture
Authors: Jones Wash A. , Larke Jr.
Published: December 2010

The purpose of this study was to identify and describe the factors that were related to African American and Hispanic graduates' decisions to choose (or not to choose) a career in agriculture or a related field prior to or after college. The population for this study was all African American and Hispanic graduates who received a baccalaureate degree in an agriculture- related field at Texas A&M University between May 1990 and December 1997 (N = 551). The responding sample was 139 (26%). Various commonalities and differences existed among the two groups. When respondents enrolled in their first agriculture-related course did not have a major effect on their probability of choosing an agriculture-related career. However, the role of significant others and specific job-related factors is validated in this study.
A Model For Gathering Stakeholder Input For Setting Research Priorities At The Land-Grant University
Authors: Kelsey Kathleen Dodge , Pense Seburn L.
Published: December 2010

The American public is demanding higher accountability from land-grant universities as evidenced by declining financial support for higher education where the majority of agricultural research is conducted. Reasons for declining financial support may be a perception of disenfranchisement and concern by stakeholders that public dollars spent on research only benefits a narrow segment of the economy. In light of declining public support for publicly funded research, the 1998 Farm Bill (Public Law 105-185) stated that stakeholder input must be collected when setting research priorities. This paper advances a model for collecting and implementing stakeholder input into setting research priorities at land-grant universities that is grounded in Guba and Lincoln's Fourth Generation Evaluation theoretical model (1989). The proposed model describes a process that will streamline and facilitate gathering stakeholder input in a direct and user-friendly manner. This model should be tested and further refined at other land-grant institutions to meet the current and pressing need for greater public accountability. Implications of this study include a discussion of the importance of collecting stakeholder input and consequences of operating without community participation.
Choices: A Dilemma Of Women Agricultural Education Teachers
Authors: Foster Billye B.
Published: December 2010

In a non-traditional field for women such as agricultural education, the concept of feminist research provides a lens to better regard issues such as balancing family and work life. This study is an attempt to systematically process the individual stories and reflections of women agricultural education teachers across America. Qualitative techniques including historical research and selected survey statements were used to accomplish the objectives of the study. Society has reached an impasse dealing with working women. A mother is supposed to be a caregiver, but in today's economy she is often expected to be a wage earner. The unique challenges that face the working woman, in a non-traditional field, are reflected through the comments and opinions of the women involved in this study.
THE ACADEMIC PERFORMANCE AND RETENTION OF COLLEGE OF AGRICULTURE STUDENTS
Authors: Garton Bryan L. , Ball Anna L. , Dyer James E.
Published: December 2010

Universities across the nation have established criteria in the selection of students for admission. This correlational study was conducted to determine predictors of academic performance and retention of freshmen in the College of Agriculture, Food and Natural Resources (CAFNR) at the University of Missouri. Freshmen enrolled in a college-wide learning and development course in the Fall of 1997 (n = 245) and 1998 (n = 195) participated. The following admission criteria were investigated as possible predictors of academic performance and retention: ACT examination, high school core grade point average (GPA), and high school class rank. In addition, students’ preferred learning styles were investigated as a possible predictor of academic performance and retention. Regression analysis was utilized to account for the variance in students’ cumulative GPA at the completion of the freshmen academic year. Stepwise discriminant analysis was performed to build a predictive model that could determine whether a linear combination of learning style, ACT score, high school class rank, and high school core GPA could be used to predict student enrollment status for the fall semester of the sophomore year. Learners preferring a field-independent learning style exhibited a tendency for greater academic performance than did their field-dependent peers in the first year of college. The best predictor of academic performance during the first year of college for 1997 freshmen was a combination of their high school core GPA and ACT score. However, high school core GPA alone was the best predictor of college academic performance for freshmen who began their college career in 1998. Furthermore, learning style was not a predictor of students’ academic performance during their first year of enrollment in a college of agriculture. Only the traditional university admission variable of high school core GPA was successful in predicting students’ first year cumulative GPA. In the current study, the traditional criteria used for college admission was found to have limited value in predicting agriculture students’ retention. The study raises questions regarding the effectiveness of current college admission variables as predictors of agriculture students’ academic performance and retention.
FACTORS INFLUENCING THE INTENT OF NORTH CAROLINA AGRICULTURAL EDUCATORS TO ADOPT AGRICULTURAL BIOTECHNOLOGY CURRICULUM
Authors: Wilson Elizabeth , Kirby Barbara , Flowers Jim
Published: December 2010

In North Carolina, secondary agricultural education programs can now offer a state adopted integrated biotechnology course entitled Biotechnology and Agriscience Research. Empirical evidence was needed to identify and describe factors related to the intent of agricultural educators to adopt this curriculum in order to assist teachers during this transition. North Carolina agricultural educators were randomly surveyed to determine their self-perceived level of knowledge, actual level of knowledge and perceived importance of integrated science competencies in the course. This descriptive correlational study described how agricultural educators perceived the course in fulfilling program needs, perceived barriers to teaching the course, and the likelihood of agricultural educators in North Carolina adopting the course. Exploratory research was conducted to identify factors that best predicted the intent of agricultural educators to adopt the course. Agricultural educators accurately perceive that they lack biotechnology knowledge but they support its importance and recognize the benefits of integrated curriculum in agricultural education. Agricultural educators perceive that funding, equipment and teacher knowledge are the largest barriers to adopting integrated science curriculum. Agricultural educators most likely to teach biotechnology have less years of teaching experience, have attended some biotechnology training, and perceive that the curriculum will fulfill their program needs.
AN ANALYSIS OF THE PERCEIVED BENEFITS AND AFFORDANCES OF COURSE WEBSITES BY ON-CAMPUS AGRICULTURAL STUDENTS AND FACULTY MEMBERS
Authors: Murphy Tim H.
Published: December 2010

Many institutions are now delivering online classes to on-campus students (NCES, 2002). In this study, survey research methods were employed to examine the benefits and useful components or affordances of on-campus course websites. A census of teaching faculty in a land grant college of agriculture was surveyed, and a stratified sample of students was drawn to represent the college population in their class standing and academic major. The final sample population, faculty and students, numbered 1,567. Students and faculty did not perceive the same benefits from course websites, in either amount or type. Course websites were perceived as benefiting students more than faculty. Students and faculty also failed to agree on the usefulness of the components of course websites. In general, faculty members were more optimistic than students regarding the usefulness of course website components. The findings of this study suggest that the most useful components of course websites, as perceived by both faculty and students, are also the easiest to implement. The findings suggest a diminishing returns relationship exists between the amount of additional effort expended by faculty members to implement a website component and the students’ perceptions of its usefulness.
FACTORS ASSOCIATED WITH RESEARCH PRODUCTIVITY OF AGRICULTURAL EDUCATION FACULTY
Authors: Kotrlik Joe W. , Bartlett James E. , Higgins Chadwick C. , Williams Heather A.
Published: December 2010

The purpose of this study was to determine the factors that explain the research productivity of agricultural education faculty in colleges and universities. In this study, publications in refereed journals were used as a surrogate for research productivity. The study described the research productivity of agricultural education faculty, their perceptions of the organizational culture that exists in their department to support research productivity, and their self-assessment of their research competency. The population for the study included all full-time, professorial rank faculty employed by colleges and universities in the United States that offered agricultural education. In general, an organizational culture and support for research exists in the departments where the faculty work. The faculty have confidence in their ability to conduct research and reject statements that contain concerns about conducting research. The regression analysis revealed that three variables explained 50% of the variance in research productivity. These variables included number of doctoral students advised to completion in the last five years, faculty members’ perceptions of their research confidence, and the number of graduate assistant hours allocated to the faculty member. The variables that did not explain a significant proportion of the variance were percent of the faculty member’s time allocated to research, salary, organizational culture and support of research, age, gender, rank, number of master’s students advised to completion in the last five years, and number of years they had held a tenure track position.
ADULT EDUCATION PHILOSOPHIES PRACTICED BY AGRICULTURAL EDUCATION TEACHERS IN PENNSYLVANIA, VIRGINIA, AND WEST VIRGINIA
Authors: Boone Harry N. , Gartin Stacy A. , Wright Crystal B. , Lawrence Layle D. , Odell Kerry S.
Published: December 2010

Zinn’s (1990) Philosophy of Adult Education Inventory (PAEI) was used to determine the adult education philosophies practiced by Pennsylvania, West Virginia, and Virginia secondary school agricultural education teachers. The target population of this study included all agricultural education teachers from Pennsylvania, West Virginia, and Virginia who taught during the 1998- 99 academic year. Proportional stratified sampling (n = 314) was employed to ensure equal representation from each state identified in the target population. One hundred and eighteen secondary agricultural education teachers responded to the survey (38%). Slightly more than two-thirds of the educators in the tri-state area identified with the progressive philosophy. Large effect sizes were found in the correlations between three pairs of the philosophies. Medium effect size correlations were also found in the correlations between another four pairs of the philosophies. In addition, small effect size correlations were discovered between the humanistic philosophy and state variable as well as progressive philosophy and adult education payments. Over three fourths of the respondents indicated they taught adults. Nearly two-thirds of the respondents reported having receiving formal training in teaching adults and slightly over three fourths of the respondents who indicated they taught adult classes were paid to teach the classes.
ASPIRATIONS OF RURAL YOUTH
Authors: Bajema Duane H. , Miller W. Wade , Williams David L.
Published: December 2010

The purpose of this study was to determine the aspirations of rural youth and to identify perceived support for and barriers to achieving their goals. The population included all seniors enrolled in public and private high schools in a five county area of northwest Iowa. The students were asked to indicate their educational and occupational aspirations. Likert-type scales were used to measure perceptions regarding support for and barriers to achieving their goals. Tenets of achievement motivation theory were observed in the rural students. Town and farm students alike had diverse educational and occupational aspirations. A high level of congruence was observed between the students’ occupational aspirations and their educational goals, revealing that many students were following career paths. Students perceived that the environment provided by their schools was supportive of their aspirations. Barriers to achieving their goals were perceived as minimal.
A COMPARISON OF STUDENT TEACHERS’ PERCEPTIONS OF IMPORTANT ELEMENTS OF THE STUDENT TEACHING EXPERIENCE BEFORE AND AFTER AN 11-WEEK FIELD EXPERIENCE
Authors: Harlin Julie F. , Edwards M. Craig , Briers Gary E.
Published: December 2010

The purposes of this study were to describe selected characteristics of student teachers and their cooperating student teaching centers and to identify student teachers’ perceptions about important elements of the experience before and after its occurrence. Thirty-six student teachers (100%) who completed an 11-week field experience at 33 different cooperating centers during the 2000-01 academic year provided responses. Questionnaire items were divided into five “core” areas of the student teaching experience based on a review of literature. Thirty-four elements were identified by cooperating teachers as being “important.” Student teachers rated these elements using a Likert-type rating scale (“5” = “High Importance,”… “1” = “No Importance”). Cronbach’s coefficient alpha reliability estimates for the five core areas ranged from .72 to .95. The overall importance scale of 34 items yielded an estimate of .96. Students recognized the importance of the “Cooperating Teacher-Student Teacher Relationship” before and after the field experience component of student teaching. All scales were rated as important by student teachers, suggesting that their espoused theories of action were congruent with and led to their theories-in-use, except in the area of Supervised Agricultural Experiences, which was rated considerably lower after the field experience.
PERCEPTIONS HELD BY LEGISLATORS TOWARD THE LOUISIANA COOPERATIVE EXTENSION SERVICE
Authors: Hodson Pamela B. , Kotrlik Joe W.
Published: December 2010

Members of the Louisiana Legislature were surveyed to determine their perceptions of the Louisiana Cooperative Extension Service (LCES) and to identify factors that affected their perceptions about the LCES. The factors included in the study were: familiarity with LCES programs, perception of effectiveness, source of LCES information, and participation in LCES programs. The study also determined the association of selected characteristics with legislators' perceptions. Legislators were familiar with the LCES, with the 4-H program receiving the highest familiarity. The agriculture and 4-H programs were perceived as very effective by legislators. Legislators indicated that printed information, personal contacts, newsletters and newspaper articles provided moderate exposure to LCES. A majority of the legislators had attended at least one 4-H youth development activity. Rural legislators were more likely to perceive LCES as effective. Agriculture Committee membership was the best predictor of perception of the effectiveness of LCES programs. One key recommendation was that the LCES should initiate a program designed to strengthen and improve the image of the LCES held by legislators.
University Women In Agricultural And Extension Education: Committed To The Profession And Seeking Solutions To Challenges
Authors: Foster Billye , Seevers Brenda
Published: December 2010

As agricultural and extension education at the university level revamps its image for the new millennium, it may be wise to recognize its growing diversity and seek more compatible options for women in the workforce. The purpose of this study was to describe the unique challenges regarding personal lives, barriers unique to women in the field, and mentoring and support systems available to women involved in agricultural and extension education at the university level. "Changes in education and societal thinking are key components in encouraging young women in non-traditional fields" (Johnson, 1997). The three themes reported in this study reflected a broad view of the issues facing women entering the profession of agricultural and extension education at the university level. 1) Women in the field who feel encouraged seem to be happy and have a strong commitment to their role in the profession. 2) Mentoring networks and support systems are too few and do not meet the needs of the women in the field. 3) Barriers to women in the profession are real and need to be addressed. The barriers perceived by women in agricultural and extension education may be far more real than we would like to think. This study gives insight into the experiences of women in the field of agricultural and extension education.
A Historical Narrative On The Impact Of The New Farmers Of America (NFA) On Selected Past Members
Authors: Wakefield Dexter B. , Talbert B. Allen
Published: December 2010

The purpose of this study was to establish a written historical narrative on issues relating to the impact the NFA had on selected past members. A secondary purpose was to create dialogue about the NFA. Major findings of this study were: (1) the participants believed that the agricultural teacher played an important role in their leadership development that helped them to lead and manage programs, and develop human relation skills, (2) the participants believed that the NFA and the FFA were similar, but after the merger there was a lack of Black leadership in the FFA organization, (3) the participants expressed the notion that neither Black nor White teachers were doing as much for all students after the merger and that the interest of the student was no longer a priority for many of the teachers, and (4) the participants believed that the merging of the two organizations was inevitable due to societal and educational integration that was going on in the 1960s. An implication of the study is that a lack of forethought and effort in maintaining Blacks in leadership positions led to poor morale and a loss of identity among Black students enrolled in the FFA.
The Effects Of Delivery Mode Upon Survey Response Rate And Perceived Attitudes Of Texas Agri-Science Teachers
Authors: Fraze Steve D. , Hardin Kelly K. , Brashears M. Todd , Haygood Jacqui L. , Smith James H.
Published: December 2010

Research was conducted to determine response rates and response reliability between three modes of survey techniques. Random samples of Texas Agri-Science teachers were surveyed using an e-mail instrument, a web-based instrument, and a traditional paper instrument. Responses among each mode were compared to determine if the mode of survey has an impact on the data collected. Response rates for each mode were also determined and compared. Researchers found that while there were no significant differences in reliability of responses, there were significant differences in response rates based on mode of collection. Traditional paper surveys yielded the high response rate at 60% with a significant drop to the web surveys at 43%, along with another significant decline to the e-mail surveys at 27%. The researchers propose a bi-modal method of data collection to minimize costs and time. Using data collected from this study, the researchers advocate a 25-day model of five individual contacts beginning with e-mail notifications of web surveys and concluding with follow-ups using traditional paper instruments. Further testing of this bi-modal survey model is encouraged. Other populations should be tested in order to add to the knowledge base in this increasingly important field.
Clinical Experiences For Agricultural Teacher Education Programs In North Carolina, South Carolina, & Virginia
Authors: Dobbins Thomas R. , Camp William G.
Published: December 2010

The purpose of this study was to build a task list for the clinical experience program for the agricultural teacher education programs in North Carolina, South Carolina, and Virginia. The objectives were to: (1) compile a list of clinical experiences, both early field and student teaching, that currently are provided in the clinical experiences for students of agricultural education in three selected teacher education programs, and (2) determine which tasks should be included for both the early field and student teaching experiences. A modified Delphi technique was used to collect data via three questionnaires. Data were analyzed using mean scores and standard deviations of tasks rated on a five point Likert-type scale. Those tasks that the panelists rated with a standard deviation of less than or equal to one were considered to have met consensus, as suggested by Shinn (1998). The population for this study consisted of agriculture teachers, secondary school administrators, agricultural education field staff, and agricultural education teacher educators from North Carolina, South Carolina, and Virginia. Thirty-four Delphi panel members were purposively selected from the population. Thirty-one panel members responded to Round I, 33 panel members responded to Round II, and 29 responded to Round III yielding an overall response rate of 92%. Rounds I, II, and III resulted in 102 tasks for early field and student teaching experiences that met consensus. Based on the findings, the researcher developed a task list for early field experiences and student teaching experiences to be considered for use by the agricultural education programs in the three cooperating states.
Identifying Competencies For Volunteer Administrators For The Coming Decade: A National Delphi Study
Authors: Boyd Barry L.
Published: December 2010

More than 109 million Americans volunteered for nonprofit organizations in 1998, carrying out almost one-third of the organizations' work. More than 624,000 volunteers assisted the Cooperative Extension system in carrying out its 4-H and youth development program last year. Volunteer activities are largely directed by professionals within these organizations. A nation-wide Delphi study was conducted to identify the competencies that will be required by volunteer administrators (VAs) during the next decade. The study also sought to identify barriers that prevent VAs from acquiring such competencies and how those barriers may be eliminated. Thirty-three competencies were identified by a panel of 13 experts in the field of volunteer administration and categorized into the following five constructs: organizational leadership, systems leadership, organizational culture, personal skills, and management skills. Twelve barriers to acquiring the competencies were identified by the panel, as well as 21 methods for addressing those barriers and motivating volunteer administrators. It is recommended that volunteer driven organizations, especially Cooperative Extension, seek employees with the required competencies or provide resources and opportunities to acquire them. Creating an organizational culture that values the contributions of volunteers and the role of the VA is also recommended.
THE INFLUENCE OF FOUNDATIONAL AND EXPRESSED VALUES ON PERSONAL BEHAVIORS OF TEACHERS
Authors: Haygood Jacqui , Baker Matt , Hogg Jon , Bullock Susie
Published: December 2010

As we press forward into the new millennium, agricultural educators across the country are continuing their quest to reshape agricultural education, to develop new approaches to teaching and learning that are more appropriate and effective for the 21st century. Our rapidly changing world demands an agricultural education system that equips children with the tools and skills they will need to succeed in a multicultural democracy. While many initiatives within agricultural education (National Research Council, 1988; Reinventing Agricultural Education for the Year 2020) have addressed the need to advance agricultural education in public schools, much work is still needed. Service learning may hold the key to connecting future generations with their diverse communities and democratic society at large. The purpose of this article was to outline the extent to which service learning can advance cultural competence within agricultural education.
Dissimilatory Adenosine‐5′‐Phosphosulfate Reductase
Authors: Schiffer Alexander , Fritz Günter , Büchert Thomas , Herrmanns Karolin , Steuber Julia , Ermler Ulrich , Kroneck Peter MH
Published: December 2010

The iron‐sulfur flavoenzyme adenosine‐5′‐phosphosulfate reductase (APSR) catalyzes the reductive cleavage of APS (adenosine‐5′‐phosphosulfate) to sulfite plus AMP and the reverse reaction, both important reactions within the biogeochemical sulfur cycle. The structure of the dissimilatory enzyme from the hyperthermophilic sulfate reducerArchaeoglobus fulgidusat 1.6 Å resolution reveals APSR as heterotetrameric α2ß2complex; however, the αß heterodimer is the functionally active unit. The FAD(flavin adenine dinucleotide) binding α‐subunit of APSR is structurally similar to the corresponding subunit of fumarate reductases, suggesting a common ancestor that resembles archaeal APSR. A clear separation is observed between the electron transfer process that extends over 25 Å from the protein surface via two [4Fe‐4S] clusters to thesi‐side of FAD and the chemical process of APS reduction at there‐side of FAD. The structures of APSR complex with the substrates APS, sulfite, and AMP trapped the enzyme in four different states and allowed, together with information from spectroscopic studies, to develop a detailed picture of the catalytic cycle. The nucleophilic attack of the N5 atom of FADH−onto the sulfur of APS, both negatively charged, proceeds in a compressed enzyme‐substrate complex relaxed in the formed FAD‐APS and FAD‐sulfite adducts.
Medicinal Inorganic Chemistry: An Introduction
Authors: Thompson Katherine H.
Published: December 2010

Metal ions in clinical use today include bismuth compounds, which have been in use for over a hundred years, lithium carbonate, which has been in use for over 50 years, and cisplatin, which was introduced almost 40 years ago. “Metals in medicine” also covers a wealth of newer diagnostic and therapeutic compounds, such as gadolinium‐based contrast agents for magnetic resonance imaging (MRI), samarium‐based compounds for relief of bone pain in intractable cancer, and lanthanum carbonate for the treatment of hyperphosphatemia. In the process, mystical/magical use of metals in medicine has given way to rational design and testing of new metallopharmaceutical compounds. Advances in our understanding of bioinorganic chemistry and increasingly sensitive analytical instrumentation enable an accelerated pace of development in medicinal inorganic chemistry.
Chromatography, Preparative
Authors: Cox Geoffrey
Published: December 2010

The article gives a brief history of the origins and growth of preparative chromatography. The basic theoretical considerations that underlie all preparative chromatographic separations are discussed, mainly describing the influence of the adsorption isotherms on the outcome of the preparative experiment. The various categories of preparative separations are described with some reference to the technologies employed to enable them. Preparative supercritical fluid, chromatography is an important and growing area in preparative separations and is used extensively for the isolation of pure species in pharmaceutical discovery and development. At the other end of the preparative scale, simulated moving bed, a continuous chromatographic production process is discussed. The specific question of bioseparations is treated with particular reference to the reversed phase purification of peptides and proteins.

An important section is devoted to the practicalities of preparative separations. This considers the metrics used to quantify the separations, the appropriate particle size and sample introduction techniques. It concludes with a discussion of the various techniques used to enhance product purity and production rate, dealing with recycle, shave recycle, steady‐state recycling, step gradients, backflush, “flip‐flop,” and displacement chromatography.
Speciation and the Fossil Record
Authors: Liow Lee Hsiang
Published: December 2010

The process of the initiation, formation and establishment of descendent species from existing ancestral species is called speciation. Several aspects of this process can be studied using the fossil record, including how and why rates of speciation have changed through geologic history and how the morphology of lineages change over time as descendents gain phylogenetic independence from their ancestors. The fossil record also provides ancient
deoxyribonucleic acid
(DNA) which allows genetic analyses of extinct populations and species that give insight into genetic differentiation, among other processes. Organisms are neither all equally likely to be preserved in the fossil record, nor do they have similar rates of achieving reproductive isolation and morphological differentiation from their ancestors. We know more about the fossil record of speciation in groups such as marine bivalves, gastropods, plankton and bryozoans, which have comparatively better fossil records, than groups such as mammals or plants.

Key Concepts:

Speciation is the process of the evolution and establishment of new species from existing species: parts of this process can only be studied using the fossil record while others are better studied using extant organisms.

Rates of speciation and the temporal sequences of morphological change associated with speciation are two aspects of speciation that are tractable using the fossil record.

The Evolutionary Species Concept (ESC), which states that species are temporal populations that maintain their evolutionary cohesiveness and uniqueness from other such populations, is the most natural and commonly used species concept when dealing with species in the fossil record.

To be suitable for being subjects of the study of speciation using the fossil record, organisms have to be well fossilised in sufficiently large quantities for time intervals during which speciation processes took place, and beyond.

Morphology is one of the most conveniently and accurately measured traits in fossilised organisms.

Studies on living organisms with fossilised representatives tell us that morphological differences can be a good proxy for genetic differences and potential reproductive isolation.

Speciation can occur very rapidly (a few generations) or slowly over extremely long periods of time (millions of years).

The temporal resolution of the fossil record has to be suited to the particular speciation process one is interested in observing, in order for sound inferences to be made.
Freud, Sigmund
Authors: Gilman Sander L
Published: December 2010

Sigmund Freud (1856–1939) an Austrian physician and founder of psychoanalysis.
Lyell, Charles
Authors: Oldroyd David
Published: December 2010

Charles Lyell (1797–1875) a British geologist, well known for his ‘uniformitarian’ geology, his arguments on geological time and the Earth's age, his influence on Darwin and the application of Darwinian theory to humans. His theory involved the piecemeal extinction and emergence of species, the latter by some unknown process. The gradual changeover of forms allowed a ‘statistical’ subdivision of the Tertiary according to the percentages of extant species. Lyell envisaged the slow rise and fall of land in different parts of the globe (which idea was supported by observations of the so‐called ‘Temple of Serapis’ near Naples). Such movements led to climate changes, according to the proportion of high land located at high latitudes at different times. Thereby, Lyell tried to accommodate the evidence for the ‘Ice Age’.
Insect Cell Culture
Authors: van Oers Monique M , Lynn Dwight E
Published: December 2010

Insect cell cultures are widely used in studies on insect cell physiology, developmental biology and microbial pathology. In particular, insect cell culture is an indispensable tool for the study of insect viruses. The first continuously growing insect cell cultures were established from lepidopteran insects around 1960. Since then, more than 600 insect cell lines have been described from over 100 insect species, the majority from lepidopteran (moths) and dipteran (flies and mosquitoes) insects. Among these, the

Drosophila

S2, the

Spodoptera frugiperda

Sf9 and

Trichoplusia ni

High Five cell lines are used most widely. The latter two are susceptible to the baculovirus

Autographa californica

multiple capsid nucleopolyhedrovirus and are used for the expression of foreign genes, for example, for the production of subunit vaccines, to make proteins for functional analyses or crystallography and to produce gene delivery vectors for mammalian cells.

Key Concepts:

Insect cell cultures are a crucial tool in studying the pathology of insect viruses and human viruses vectored by insects.

Insect cells can be grown serum free, at high density and in suspension cultures, allowing the application of bioreactors.

Insect cell cultures are indispensable for the baculovirus expression system.

Insect cells are important for the production of subunit vaccines.

Insect cells are increasingly important to produce human vaccines and gene delivery vectors.
Titration and p
H
Measurement
Authors: Jennings Patricia A , Mullen Christine A , Roy Melinda
Published: December 2010

Titration is the quantitative addition of a solution of known concentration to a solution of unknown concentration until the reaction between them is complete to determine the concentration of the second solution. An acid–base titration is the quantitative determination of the concentration of an acid or a base. Titration of an acid with a base requires that the pH, or relative concentrations of the two reactants, be monitored. pH can be assessed by litmus paper or by indicators, for example, phenolphthalein, but these methods lack precision. Typically, pH measurement in the laboratory is done by measuring the cell potential of that sample in reference to a standard hydrogen electrode. A plot of the pH of an acidic (or basic) solution as a function of the amount of added base (or acid) is a titration curve. From this, the endpoint or equivalent points can be determined.

Key Concepts:

Acid–base titrations determine the concentration of an acidic (or basic) solution (the analyte) by the delivery of a measured volume of base (or acid) of known concentration (the titrant).

The progress of an acid–base titration is often monitored by a titration curve.
Ethics of Research: Scientific Misconduct
Authors: Blom Erica C , De Vries Raymond
Published: December 2010

Scientific misconduct presents a challenge, not just to the reputation of the misbehaving scientist, but also to research institutions, the integrity of the scientific record and to the enterprise of science itself. In this article we discuss the varied definitions of scientific misconduct and explore the social sources of the concern with the misbehaviour of researchers as well as competing explanations of the causes of that misbehaviour. We review efforts to prevent scientific misconduct and look at how the (mis)conduct of researchers will be influenced by the trend towards interdisciplinary collaboration and the globalisation of research.

Key Concepts:

Common misbehaviours in research threaten the integrity of science in addition to the more egregious, yet less frequent, acts of falsification, fabrication and plagiarism.

Scientific misconduct results from the behaviour of ‘bad apples’ and the organisation of science.

Responses to scientific misconduct must address individual and organisational sources of misbehaviour.

The rise of interdisciplinary science and the globalisation of science present new challenges to integrity in research conduct.
DNACloning
Authors: Quail Michael Andrew
Published: December 2010

Deoxyribonucleic acid(DNA) cloning is the art of creating recombinant DNA molecules that can be introduced into living cells, replicated and stably inherited, such that multiple ‘clonal’ copies of that DNA are produced. Here, DNA of interest is spliced into a DNA vector that has the ability to replicate in host cells and be inherited into future generations of those cells.

This article describes the theory behind cloning; the preparation of vector and insert DNA for cloning; the techniques that can be used to create recombinant DNA molecules (including traditional ligation of blunt and sticky ends, TA cloning, topo cloning, ligation‐independent cloning, recombineering and gateway cloning); introduction of recombinant DNA molecules into host cells; the major classes of vectors available and the variety and utility of the various features and that can be present in those vectors.

Key Concepts:

DNA can be joined, or ligated, together to form a recombinant DNA molecule.

When cloning DNA, that DNA is ligated to a vector molecule allowing it to be subsequently immortalised.

Recombinant vector:DNA constructs can be introduced into living cells, so‐called host cells, through the process of transformation.

Once introduced into host cells, the DNA and vector construct is immortalised and can be replicated and stored.

Different vectors allow for introduction and maintenance in different host cells.

A range of vectors are available, or can be constructed, that contain a variety of elements that confer upon that clone its usefulness. Such elements may include one or more of the following: sequences that control replication and inheritance within the host cell and sequences that allow selection of the recombinant molecule, for example, antibiotic resistance genes, reporter genes and promoter sequences that drive expression of a gene that has been cloned.
Said, Edward
Authors: Keller Richard C
Published: December 2010

Edward Said (1935–2003) was an American literary critic, university professor and political activist. Said's 1978 book
Orientalism
made a major contribution to the understanding of how the human sciences have reflexively shaped and been shaped by the politics of empire. Much of his work detailed the ways in which European perceptions of the colonial world, and of the Islamic world in particular, relied on spurious claims of academic science which were themselves influenced by imperial ambitions. For Said, politically predetermined biases profoundly shaped European perspectives on race, ethnicity and religion in the colonial world.

Key Concepts:

Academic inquiry is easily influenced by political ideology and vice versa.

The pursuit of knowledge has historically shaped global politics; for example, the scientific study of race and culture had powerful consequences for European colonialism in the nineteenth and twentieth centuries.

That knowledge is socially and politically constructed does nothing to weaken its force; indeed, that fact immeasurably strengthens its power.