Call number: LD2668 .T4 1978 O38 / Master of Science

Master of Landscape Architecture / Landscape Architecture/Regional and Community Planning / Howard D. Hahn / Landscape architecture education in schools have been focused primarily on elementary and secondary Common Core courses. In many states, career-oriented programs such as agricultural education serve as a platform to teach necessary skills to be successful in all aspects of the agricultural industry. With the shift in lifestyles and technology, agricultural education (Ag-Ed) today has branched out from the traditional farm management courses to food science, natural resources, and landscaping design as well as many others. At schools like Lennox High School in Lennox, South Dakota, students learn plant identification, fundamentals of landscape design, and design graphics. How comprehensive are students' awareness of the landscape architecture profession before, during, and after taking a landscaping course? What are the possibilities of reinforcing foundational skills learned in the landscaping coursework through an outdoor learning environment similar to practical application of other vocational-type courses? How could students be presented a snapshot of the landscape architecture profession that connects the current and future curriculum taught in the Ag-Ed classroom? In order to better understand the landscape architectural aspects of current Ag-Ed, a mixed methods approach was used. First, national, state, and local Ag-Ed curricula standards were reviewed to track how Ag-Ed courses and priorities have changed over time. Next, Ag-Ed students were surveyed before, during, and after taking the Landscaping and Horticultural course offered at Lennox High School to assess potential changes in awareness. Lastly, students currently taking the landscaping course participated in a three-day workshop where they developed ideas for their outdoor learning environment to support current and future Ag-Ed courses and landscape architecture. After the workshop, these students took a post-survey to evaluate ideas produced in the workshop, the future implementation of the workshop, and their level of awareness of the landscape architecture profession. Results from the surveys and workshop show a refinement and increase in landscape architecture awareness, a desire for more hands-on learning conducted outside, and an enthusiasm for using their creativity to design a project for future Ag-Ed students. In subsequent years, future iterations of the workshop will advance planning and design proposals toward implementation.

There exists a general belief among K-16 educators as well as scientists that people must be scientifically and agriculturally literate in order to make wise and informed economic and political decisions about the use of renewable resources (Cardwell, 1994). Each State approaches Agriculture in the Classroom from the basis of its own needs and resources and is responsible for organization, funding, public outreach, materials development and teacher training (Traxler, 1990). The introduction of score-based funding as well as statewide implementation of standardized testing coupled with the ever-increasing importance of agricultural knowledge of the general population in areas with resource management issues has made the issue of agricultural education in arid regions very important. The purpose of this study was to assess the impact of various types of Agriculture in the Classroom curriculums and instruction on the agricultural arid lands literacy of 4th grade students. A pre-test/post-test analysis was administered to 21 classrooms in a Public School District in order to compare the agricultural literacy scores of students who participated in an agricultural fieldtrip experience with students who received the same materials in the form of a four-day arid lands curriculum, those who received both the field trip and curriculum, and those who did not receive any form of agricultural education module. The three treatment groups scored significantly higher on the agricultural arid lands literacy test than the control group. It was also discovered that there was no statistically significant difference between the results of three levels of treatment. However, all three treatments were statistically higher than the control group.

No description available.

The purpose of this study was to determine the relevance of the graduate study program to international students who studied agriculture at the University of Arizona. The study was a descriptive survey of the 185 international students enrolled during the Spring semester of the 1987-88 academic year. The results from the 106 respondents (57.3 percent) representing 51 countries indicated the following: they had a concern for careers not being met in their home countries; they had a high opinion of the University of Arizona academic community; they were satisfied with their graduate study programs; and they thought course work could be used to solve practical problems. However, they wanted academic advisors to encourage graduate research related to the needs of their home countries and they wanted more off-campus educational activities. It was recommended that the academic advisors thoroughly assess the home country needs of international students when selecting a research topic and that the College of Agriculture develop a better program of off-campus educational activities in order to give international students a broader perspective of American agriculture.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Digitized by Kansas Correctional Industries

Pheasant Eye (Adonis annua L.), a native of Europe, is commonly cultivated as an ornamental, but ocasionally escapes into fields and waste places. It is prevalent in certain area in the United States, especially southward, on heavy soils that are inadequately drained (20). This Plant is one of a number of early maturing winter annual weeds that infests dryland wheat in northern Utah, and it has become a problem in certain lowland areas.

This study sought to determine: (a) the essential elements of a viable artificial insemination program for the Fulani Tribesmen in Kaduna State, Nigeria, and (b) to determine if the essential elements of a viable artificial insemination program exist in Kaduna State, Nigeria. This study was conducted from April 15 to May 15, 1985, in the Artificial Insemination (AI) Subcenters of Zaria, Katsina, Kabomo, Kaduna, Ikara, Zonkwa, Kurmin-Biri, and Kauranjuli. The data presented in this study were collected by personal interviews with Fulani Tribesmen. The population of this study was from a partial list of Fulani Tribesmen who have had AI performed on their dairy cattle by the cooperative inseminators in the subcenters. The statistical analysis showed an overview of herdsmen reactions to each question. The use of additional statistical tests to determine the degree of significance was not appropriate because the respondents were not randomly selected. The writer did not know in advance the number of Fulani Tribesmen that constituted the total population of the AI system in the subcenters. Noneconomic analysis of this research study includes five linked essential elements of a viable AI program. These elements are: (1) high performance bulls with quality semen, (2) skilled dependable AI technicians, (3) healthy cows, (4) functional communication and transportation resources, and (5) cooperative and informed farmers. This study concluded that four of the five essential elements for a viable AI program currently do not exist for the Fulani Tribesmen in Kaduna State, Nigeria. As a result of this study, it was determined a viable AI program for the Fulani Tribesmen in Kaduna State, Nigeria, is not feasible under the present situation.