Wednesday, July 29, 2009
Agricultural science began with mendel's genetic work, but in modern terms might be better dated from the chemical fertilizer outputs of plant physiological understanding in eighteenth century Germany.In the United States, a scientific revolution in agriculture began with the , which used the term "agricultural science". The Hatch Act was driven by farmers' interest in knowing the constituents of early artificial fertilizer. The Smith Hughes Act of 1917 shifted agricultural education back to its vocational roots, but the scientific foundation had been built.(1) After 1906, public expenditures on agricultural research in the US exceeded private expenditures for the next 44 years.
Intensification of agriculture since the 1960s in developed and developing countries, often referred to as the Green Revolution, was closely tied to progress made in selecting and improving crops and animals for high productivity, as well as to developing additional inputs such as artificial fertilizers and phytosantary Products.
As the oldest and largest human intervention in nature, the environmental impact of agriculture in general and more recently intensive agriculture, industrial development, and population growth have raised many questions among agricultural scientists and have led to the development and emergence of new fields. These include technological fields that assume the solution to technological problems lies in better technology, such as integrated pest management,waste, treatment technologies, landscape architecture, genomic, and agricultural philosophy fields that include references to food production as something essentially different from non-essential economic 'goods'. In fact, the interaction between these two approaches provide a fertile field for deeper understanding in agricultural science.
New technologies, such as biotechnology and computer science (for data processing and storage), and technological advances have made it possible to develop new research fields, including genetic engineering, agrophysics , improved statistical analysis, and precision farming. Balancing these, as above, are the natural and human sciences of agricultural science that seek to understand the human-nature interactions of trading agriculture, including interaction of religion and agriculture, and the non-material components of agricultural production systems.
Monday, May 11, 2009
Both MTS’s have advantageous geographical locations (Khmelnytska Oblast and Dnipropetrovska Oblasts). This geographical location minimizes the time required to transport the machinery to any particular agricultural enterprise of the Company.
Wednesday, April 15, 2009
BeijingGlorious Land Agricultural Park, founded in February 1998, is an agricultural science and technology park by Beijing Glorious Land Agricultural Co Ltd. The park is a national agricultural tourism and sightseeing experimental park, a Beijing agricultural tourism experimental park, a patriotic education base in Beijing, one of the first group of leading enterprises for scientific innovation of the Spark Plan during the 10th five-year plan and a state-level export-oriented enterprise in the Spark Plan designated by the Ministry of Science and Technology, and a new and high-tech enterprise in Beijing, a safe agricultural product base of Beijing, experimental base for standardized agricultural production in Beijing and a leading enterprise in Beijing.
The location of the agricultural park is favorable. It is in the beautiful West Mountain scenic area and the green belt of Beijing. Lying at the foot of Badachu Park, with Mount Yuquan in the far distance, it is by the diversion channel of Yongding River in north, and between the fourth and fifth ring roads. In the master plan of Beijing, the park is listed as a high-tech agricultural area of Beijing, and is clearly marked on the administrative map and traffic map of Beijing.
Beijing Glorious Land Agricultural Park integrates high technology with traditional farming techniques, combines environmental protection with harmonious production, and has become a modern agricultural experimental park integrating high-tech production, leisure, entertainment and popular science education. The exhibits of agricultural high-tech results include the soil-less vegetable cultivation plant, plant tissue culture workshop, edible fungi processing plant and sale exhibition, plant biological technology center, animal biological technology center, the production and sales of green agricultural products, and various species of animals and plants.
The Reed-Stewart Agricultural Science Center, located at 1924 N. Main Street in Mansfield, is a unique hands-on training and educational facility for students interested in the field of agricultural science and agribusiness.
The facility was opened in December of 1998. It is dedicated in honor of two of Mansfield ISD's Agricultural Science (vocational agriculture) instructors, Mr. Harley K. Reed and Mr. Leon R. Stewart, Jr. See the history section for additional information about Mr. Reed and Mr. Stewart and their careers at Mansfield High School and Ben Barber Career Tech Academy. The Reed-Stewart Agricultural Science Center was built with funds from a local bond election. The cost of construction and the value of the property totaled some $750,000 at opening.
Two buildings at the Agricultural Science Center cover 10,350 square feet. Special features include three large classrooms combined with a computerized laboratory that allow students the unique opportunity to experience firsthand the science and technology of agriculture. Also included are ten large animal stalls, eight pens for sheep and goats, a separate four stall horse barn and a small animal room for rabbits and poultry.
The Chile Pepper Institute proudly announces the annual NSF- funded Agricultural Science Summer Undergraduate Research Education and Development (ASSURED) Program: A Research Experience for Undergraduates. The Chile Pepper Institute at New Mexico State University (NMSU) will be providing a ten-week summer program called ASSURED (Agricultural Summer Science Undergraduate Research Education and Development Program), located on the NMSU main campus in Las Cruces, New Mexico. The program assists incoming college freshman (enrolled in classes), and continuing freshman and sophomore students from first or second generation migrant farm labor families. Students should be interested in learning about science, research, agriculture, and chile peppers.
Read the conclusions of the most authoritative report yet on the future of global food production.
According to the International Assessment of Agricultural Science and Technology for Development, grave doubts remain over the effects of GM foods on human health and the environment.
Pratt has been a professor of horticulture and crop science at Ohio State’s Agricultural Research and Development Center for almost 20 years. An expert on corn breeding, he brings Ugandan graduate students to his Wooster lab to help him develop tools to fight diseases that devastate the crop, known in Africa as maize.
Ohio State faculty members have been working with academic institutions in Uganda and Nigeria since the mid-1960s, giving the university a solid research presence in Africa, including study abroad programs like Pratt's.
“In Uganda, we’ve been developing these relationships both in times of peace and when the bullets were flying,” Pratt says. “OSU has shown a sustained commitment; we are not just a fair-weather friend.”
“The idea here is building up the capabilities of African universities, lifting the quality of their research, and addressing real-life problems.”
His work has paid off: Ohio State-trained African scientists now hold leadership positions in both government and academic research institutions--and they continue to remember their alma mater.
"Unless science is taken into the field and makes an impact in the livelihood of subsistence farmers," says Pratt, "there isn’t much contribution."
A new competency discovered in the current study focused on the “ability to work with diverse groups.” This concept does not directly relate to ethnic diversity but rather to diversity among students relating to interests, focus, and overall program objectives. Both inservice and preservice teachers mentioned this category with comments such as “the ability to tailor to each student” and “dealing with kids that don’t know anything about Agriculture.” One particular teacher was working in an affluent school district in an urban area and shared that many students entering their program have no previous knowledge of agriculture. Many inservice teachers noted that they have several special needs students in their classroom. “We aren’t necessarily a dumping ground but we have a vast variety of academic levels in our classes.” Another point relevant to this competency was that many student lack “passion” about agriculture and thus the teacher has to be able to “change from year to year depending on the students and school.”
Based on the reported findings, a visual model was constructed to provide greater understanding of the competencies and traits required of successful agricultural science teachers. Given that seven categories were identified (Instruction; Student Organization; Supervised Experience; Program Planning and Management; School and Community Relations; Personal Traits; and Professionalism), a heptagon was chosen for the general shape of the model (see Figure 1). The newly identified competency, “working with diverse groups” was deemed by the research team to transcend and interact with all seven categories. Thus, this competency was placed in the center of the heptagon with double arrows extending to each category.