Farm School Research Articles

William E. Watt and the Graham School Band of Chicago, Illinois: 1895–1911

The first school bands in the United States developed in residential facilities dedicated to providing a home and an education for delinquent, disabled, and orphaned children. These ensembles supplied music for various events at the school, supported military drills, provided vocational training, and helped develop good public relations between the institutions and their communities. Early examples include bands at the New York Institute for the Blind (1836), the Boston Asylum and Farm School for Indigent Boys (1857), the Chicago Reform School (1862), and the New York Soldiers' Orphans' Home (1873). (1) Several private and parochial schools also sponsored bands in the mid-1800s, including the Christian Brothers' Academy (circa 1865) and the Holy Family School for Boys (circa 1869) in Chicago, and St. Gabriel's Grammar School and the Italian School in New York City (circa 1870). (2) Bands did not appear in the public schools of the United States until the late 1800s, when high school students organized instrumental groups to support the home team at athletic events and other interscholastic competitions. These bands were extracurricular in that they rehearsed outside of the instructional day and did not receive academic credit or funding from the Board of Education. Although students often served as directors, it was also common for the school principal or a local professional musician to teach beginners and conduct the ensemble. In addition to supporting school and community activities, high school bands of this era often performed professionally to raise money for instruments, music, and uniforms, and occasionally to generate income for the students themselves. (3) Some of the first public high school bands in the United States developed in Ann Arbor, Michigan (circa 1885); Denver (circa 1891) and Salida (1895), Colorado; Greenville, South Carolina (1893); Live Oak, Florida (1896); and Galesburg and Pontiac, Illinois (1897). (4) A handful of public elementary schools also organized bands in the early 1890s to perform for patriotic celebrations, generate school spirit, and establish goodwill within the community. In Columbus, Ohio, for example, bands at the Garfield, Front Street, Rich Street, and Spring Street elementary schools participated in processions and ceremonies honoring the four-hundredth anniversary of Columbus landing in America, held on October 12, 1892. (5) Two years later in New York City, a band from Grammar School No. 54 performed in the annual Memorial Day parade and then accompanied the Alexander Hamilton Post of the Grand Army of the Republic to commemorative exercises at Woodlawn Cemetery. (6) Although little information exists about these ensembles, some groups may have consisted of drums, fifes, and bugles rather than typical brass and woodwind instruments. (7) Most bands during the nineteenth and early twentieth centuries were all-male organizations due to the military nature of the ensemble and the attitude that marching and playing a wind instrument were unfeminine and too strenuous for females. Although several all-female bands existed during this time, the public generally considered these groups a novelty and bands of males and females together were rare. (8) School bands followed suit until the 1920s when many all-male organizations began accepting girls. This change in practice was likely in response to the evolving attitudes toward women in society (9) and the development of the band from a military-style marching organization of mostly brass into a symphonic concert ensemble that included a large woodwind section--instruments considered more suitable for females. (10) Progressive Education Many of the first school bands in the United States led an ad hoc existence that depended on the interest and availability of students and leadership, and the need for music during athletic seasons, school assemblies, and graduation. By the early twentieth century, however, many schools began to see bands as a means of meeting the diverse goals of the progressive education movement that began in the late 1800s and lasted until the 1940s. …

Handling of Astyanax sp. for biomonitoring in Cangüiri Farm within a fountainhead (Iraí River Environment Preservation Area) through the use of genetic biomarkers

Aquatic environmental pollution may cause biodiversity loss. Thus, monitoring studies are very important because fish health reflects both quality and sustainability of the environment, as well as of the individuals that live there. In the present report, genetic biomarkers (piscine micronucleus test; comet assay with blood, liver, and kidney cells) were used in specimens of Astyanax sp. to analyze the contamination level of the Cangüiri Farm through biomonitoring. The Cangüiri Farm, the old school farm of the Federal University of Paraná, is inside the Iraí River Environment Preservation Area, created in 1996 to preserve the sources of public water supply in Curitiba and metropolitan area. We verified that the fishes collected within the Cangüiri Farm area presented high damage levels, showing more environment contamination when compared to the specimens collected in the Costa Ecologic Park, used as reference in the present report. The results indicate that the Cangüiri Farm, which is inside an environment protection area, created especially for the protection of the fountainhead for water supply, may be contaminated. These toxic residues, which were remarkably persistent in the environment, are possibly derived from agricultural activities in the wider area. Thus, we suggest the analysis of the area with other biomarkers and for a longer time period.

Análise biométrica de florestas irrigadas de eucalipto nos cinco anos iniciais de desenvolvimento

RESUMO Neste trabalho o objetivo foi avaliar os efeitos da irrigação e da nutrição mineral no crescimento e produção do eucalipto (Eucalyptus grandis) cultivado na região do Triângulo Mineiro. O experimento foi conduzido na Fazenda Escola da Universidade de Uberaba, situada a 850 m de altitude, em Latossolo Vermelho Amarelo. Compararam-se tratamentos irrigados e não irrigados, com diferentes níveis de adubação (25, 50 e 100% das doses recomendadas, tanto em fertirrigação quanto em adubação convencional). Foram avaliados parâmetros de diâmetro à altura do peito e crescimento ao longo de cinco anos de condução do experimento e determinada a produtividade total de madeira, ao final deste período. Embora ao longo dos anos os resultados tenham sido estatisticamente diferentes observou-se, ao fim do período analisado, que tratamentos irrigados apresentaram maiores valores biométricos, além de maiores taxas de incremento médio anual (IMA). Proximidade de valores pode ter ocorrido em razão das chuvas excessivas no local, tornando a água mais disponível para os tratamentos não-irrigados.

Identifying Constructivist Methodologies and Pedagogic Content Knowledge in the Teaching and Learning of Technology

Constructivism theory which underpin variety of teaching methods such as problem-based learning, inquiry–based learning, project-based learning, case-based teaching, and discovery based learning promote active participation in the classroom. These constructivist methods of teaching and learning were used in this study to identify the attributes of constructivist practices in the teaching and learning of technology in classroom or laboratory. The study incorporated the aspects of PCK theoretical framework which also includes the principles of constructivist theory, particularly on the use of relevant methods (PK) in teaching and learning. This paper report on the difficulties experienced by teachers of grade 9 classroom in applying the appropriate methods of constructivist theory and attributes of PCK in teaching and learning of technology at some schools in Kwa-Zulu Natal, South Africa. Data was collected from eight (8) teachers spread across urban, semi-urban and rural or farm schools. The results showed that teachers don’t know how to use the appropriate constructivist methods and principles in the teaching and learning of technology. It was also found that teachers lack the proper aspects of PCK in the teaching and learning of technology. Preservice teacher education and continuous professional development programmes for teachers should include the use of constructivist theory methods and principles in the teaching and learning of practical subject such as technology.

Application of Teaching Methods, Promoting Integrated Pest Management on the Farm School in Order to Achieve Sustainable Agriculture

According to many experts, agriculture is an industry. Most European countries that industrialized countries are known to have been based primarily agricultural communities. The development of its industrial and agricultural production, producing enough food for a growing world population. But other aspects of food security, conservation and protection of crops against pests and plant diseases as a threatening factor that is important. Environmental and health problems resulting from uncontrolled use of pesticides, increased use of pesticides and the staggering costs of restricting the use of pesticides causes changes in the chemical control strategy was developed that led to the concept of integrated pest management. One of the most effective method of training - extension on integrated pest management, farm is on the way to school. This method of learning about the ecology and management of cultivated land area cultivated by very practical ways for farmers to provide. The purpose of this research introduces teaching methods - a school extension in the field as an effective method of training in integrated management of pests. The results showed that the extension of school education in the field, a very effective way to achieve sustainable agriculture in the context of integrated pest management training.

Our School at Blair Grocery: A Case Study in Promoting Environmental Action Through Critical Environmental Education

Despite wide agreement on the goals of environmental education (EE), the promotion of action is still considered contentious. Critical environmental education (critical EE) teaches students to combine critical reflection with the ability to engage in local action to address social/environmental problems. This article examines a critical urban farming school in New Orleans’ Lower Ninth Ward for how student action is addressed. Results found that critical learning within an egalitarian, youth-centered community located in a disadvantaged area produces students who are more enlightened and empowered to create change. However, concerns regarding funding and safety led staff to not adhere to maintaining an egalitarian ethic, undermining the individualism and unpredictability that critical EE thrives upon and producing “disconnects” in students’ education.

The effect of a sport development programme on sprinting and long jump abilities among 10-15 year old black girls from farm schools in the North West Province, South Africa

Development of previously disadvantaged communities was identified in South Afria (SA) as a national priority and sport was indicated to be part of such a strategy. Farm schools are among the poorest with regards to financial resources and physical structures in SA and consequently learners are confronted with many constraints regarding sport participation. The aim of this study was to develop a sport development programme for sprinting and long jump that is time effective and requires inexpensive equipment for 10-15 year old black children from farm schools. A pre-test/post-test 2-group research design was used. All girls between the ages 10 and 15 from 2 schools (N=66) who consented to participate in the study were tested by means of the Australian Talent Search protocol and the most talented girls (top 30%) in each school were selected by rank order for further testing by means of a sport specific test battery for the motor abilities underlying successful participation in sprint and long jump. The intervention group (n=19) underwent a development programme for ten weeks conducted twice a week for 1.5 hours and their results were compared to that of a control group (n=18) who did not follow a development programme. The results were analysed by means of independent t-testing and the practical significance of differences was determined by means of effect size. Covariance analysis (ANCOVA) was performed to adjust for pre-testing differences. The intervention programme contributed to improved motor and physical abilities important for performance in both sprints and long jump, namely: flexibility, explosive power, muscle endurance, reaction time, speed, speed endurance, acceleration and long jump. The development programme can successfully develop motor abilities important for successful participation in sprinting and long jump despite various limitations South African farm schools have to deal with.

A Research on Websites of British Primary and Secondary Schools - A Case Study of Schools in Leeds

Based on the literature research and web investigation, taking the websites of secondary schools in Leeds UK as a sampling frame, the contents, column settings and layout styles of these websites are examined and some of their characteristics are summarized and analyzed. A case study on the website of Ellerton Farm School is also offered to introduce further information. The research result shows that British school websites are becoming an important school image and information window, providing rich and practical information. With good service and pragmatic awareness, the target of these websites highlights students and their parents. The websites are designed in a simple yet characteristic way with clear navigation and are easy to use. The web technologies are relatively new or more standardized, and site contents updated timely. Chinese school websites can learn from it in several ways.

OCORRÊNCIA DE OOCISTOS DE Cryptosporidium spp. EM RÃs-TOURO (Lithobates catesbeianus SHAW, 1802), NO MUNICÍPIO DE UBERLÂNDIA, MG, BRASIL

The objective of the present study was to detect the occurrence of Cryptosporidium spp. oocysts in intestinal mucosa scraping and feces samples from bullfrogs (Lithobates catesbeianus Shaw, 1802) confined at the school farm of Federal University of Uberlândia, MG, Brazil. The modified Ziehl Neelsen staining technique was used. Out of 28 fecal samples, 14.28% (4/28) were positive for Cryptosporidium spp., with 7.14% positive samples in feces of frogs under 3 months of age and 7.14% in feces of frogs over 3 months of age. Form the 16 intestinal scraping samples, 75% (10/16) were positive, 50% in tadpoles and 25% in adult frogs. This research allows the situation identification and the recommendation of measures to control this parasite, aiming at preventing or delaying the appearance of this parasitism in other animals, since it an important zoonosis to public health.KEYWORDS: Cryptosporidium spp, protozoan, bullfrog, Lithobates catesbeianus

Variables that influence junior secondary school students‟ attitude to agricultural science - implications for youths‟ participation in agricultural development

The positive relationship between the rate of learning, attitude to and achievement in science has been documented in literature. It is therefore pertinent to assess the variables that tend to influence students’ attitude to Agricultural Science. The study assessed the influence of gender, location of school and sex composition of schools on students’ attitude to Agricultural Science. The population of study included all Junior Secondary 3 students (about 720) from 16 public Junior Secondary Schools in Umuahia Local Government Area of Abia State. Multistage (stratified and cluster) sampling techniques was employed to select a sample of 254 students. Data for the research were collected through a 32-item “Attitude to Agricultural Science Scales” that was developed by the researcher. Three research questions guided the study while 3 null hypotheses were tested. Descriptive (means) and inferential (z-test) statistical techniques were used to analyze data The results of data analyses revealed that i. sex influence students’ attitude to Agricultural science even as females exhibited a more positive attitude to Agriculture than males. However, the differences in mean attitude to Agricultural science by male and female students do not differ significantly. ii. Location of school influence students’ attitude to agricultural science. Students from rural areas exhibit a more favourable attitude to Agricultural science than their counterparts from urban areas. The differences are statistically significant at 0.05 levels. iii. School type influence students’ attitude to Agricultural science. Boys and girls from single sex schools showed more positive attitude to Agriculture than their colleagues from mixed sex schools. Differences observed are statistically significant at 0.05 levels. It was recommended that efforts be geared towards implementation of intervention programmes that will sustain and improve students’ attitude to Agricultural Science, especially in mixed-sex and urban schools where attitudes to Agriculture are at low ebbs. Provision of adequate number of Agricultural science teachers, science laboratory materials and practical Agriculture school farms will serve as catalysts for boosting students’ attitude to the subject. Successful implementation of the UBE Agricultural Science curriculum hinges on these. Science teachers and Counsellors should frequently use attitude to Agricultural Science Scales because they provide valuable data for monitoring and predicting learners’ achievement and career choices.

Evaluation of a Distance Education Radio Farm School Programme in India: Implications for Scaling up

Distance education radio programmes on poultry farming with registered participants were organized using the local language in an effort to link researchers to rural poultry farmers through radio broadcasts. This study, based on data from 74 participants and 60 non-participants, assesses the impact of the radio farm school on participants using Bennett's hierarchy. Information gathered from the participants included the inputs used, the production activities carried out, the outputs obtained and the reactions of the participants with respect to listening behaviour, opinions, knowledge, attitudes, adoption changes and SWOT parameters. Overall, the evaluation found that the farm school on radio with registered participants had a major impact on developing awareness, knowledge and changes in attitude and in involving end-users in outreach activities. The related implications for scaling up and harnessing the medium of radio to disseminate outreach information are discussed.

Cultivating Citizens: The Children's School Farm in New York City, 1902–1931

Cultivating Citizens: The Children's School Farm in New York City, 1902–1931

Cultivating Citizens: The Children’s School Farm in New York City, 1902–1931

Cultivating Citizens: The Children’s School Farm in New York City, 1902–1931

The Establishment and Maintenance of Farmer's School by the Union Christian Service in the 1950s

The Establishment and Maintenance of Farmer's School by the Union Christian Service in the 1950s

Modificação dos parâmetros físico-hídricos do solo sob diferentes sistemas de irrigação na cafeicultura

The increasing use of the irrigation in coffee crop has been changing agricultural machines managing, which affects soil structure. This work aims at evaluating the physico-hydric soil parameters (penetration resistance, water content, soil bulk density and total porosity) with coffee cultivation under four irrigation systems (central pivot, sprinkler in mesh, laser-drilled tubes and dripping) in several soil layers (0 to 0.50 m) at the “cerrado” of Minas Gerais State, Brazil. The experiment was carried out at the School Farm of the Uberaba University (UNIUBE) using a completely randomized design to study the modifications of the physical soil parameters. Soil penetration resistance was greater for laser-drilled tubes. Soil bulk density didn’t differ among the systems or soil layers. Total porosity differed in the layer of 0.20-0.30 m among the systems and the layers. Central pivot presented larger porosity at the same layer.

43 COSTS RELATED TO ESTRUS SYNCHRONIZATION AND AI PROTOCOLS IN CROSSBRED HOLSTEIN-ZEBU DAIRY COWS

The objective of this paper was to compare 3 bovine AI protocols, evaluating the cost of each treatment and the pregnancy rates obtained, to demonstrate the importance of routine utilization of estrus synchronization techniques. The experiment was conducted in the Farm School of Cachoeiras de Macacu of the Federal Fluminense University, in the state of Rio de Janeiro, during the period from 2006 to 2007 (August to June). One hundred sixteen crossbred female Holstein-Zebu dairy cows in cycle, with body condition between 2.5 to 4 (on a scale from 1 to 5), were selected and divided randomly in 3 groups (G). Animals in G1 [n = 60; 21 heifers (H), 13 primiparous (P), and 26 multiparous (M)], with palpable corpus luteum, received 25 mg of prostaglandin F2 intravulvar, and AI was done 12 h after estrus detection. For animals in G2 (n = 30; 11 H, 6 P, and 13 M) an intravaginal progesterone device (CIDR®, Pfizer Animal Health, New York, NY, USA) was inserted and 2 mg of estradiol benzoate (EB) was administered i.m. on Day 0. On Day 8 the device was removed and 25 mg of prostaglandin was administered i.m. on Day 9, 2 mg of EB was administered, and 30 h later, timed AI of all animals was performed. For G3 (n = 26; 9 H, 5 P, and 12 M), the protocol used was similar to that for G2, except that on Day 8 400 IU of eCG was administered (in addition to the removal of the device) and on Day 9 the dose of EB was reduced to 1 mg and timed AI was done 27 h later. AI was done with semen from 2 sires with proven fertility, by the same technician. The pregnancy diagnoses were done on Day 45 by palpation per rectum and transrectal ultrasonography. The cost-benefit relation was calculated according to the cost of pharmaceuticals multiplied by the number of animals in each experimental group divided by the number of pregnancies obtained in each one, without considering the manual labor costs in all the groups and considering 3 uses of the CIDR. The statistical analyses were done using chi-square test. The pregnancy rate obtained in G2 (60%, 18/30) was superior to that in G1 (30%, 18/60) (P < 0.05), demonstrating the efficiency of the treatment that utilized progesterone. G3 (53.85%, 14/26) was similar (P > 0.05) to G2, despite the fact that the eCG was added in this group. In reference to cost-benefit, considering only the pharmaceuticals costs and the value for pregnancy obtained in each group, the costs found, respectively, were G1 U$7.02 and U$23.66; G2 U$28.57 and U$47.59; and G3 U$47.96 and U$89.05. The lowest cost in the estrus synchronization was based on the use of prostaglandins alone; the use of progesterone increased the synchronization cost, but also increased the pregnancy rate and eliminated the need for estrus observation. The addition of eCG in cows that are cycling does not necessarily demand a increase in pregnancy rate. Failure in estrus detection, using prostaglandin alone, increased the interval from calving, causing a daily loss in milk production, which justified the investment in protocols of estrus and ovulation synchronization, contributing to increase the reproductive efficiency of a dairy cow herd.

Incidence of 'crown fracture' disease of oil palm in Ghana

An investigation into outbreak of a ‘strange oil palm disease’ at three locations in the Central and Western regions of Ghana showed the presence of ‘crown fracture’ disease in the country. Thirty-two cases of the disease were identified in Papagya (near Abakrampa), seven in Dwaboh (near Ayensudu), and six in the farm of the St. John’s School, Sekondi. The symptom expression comprised the bending of the inner core of the middle crown at the base just above the growing point, at various angles to the vertical. The fronds of the bent crown core, and those immediately after it died with time, and fruit production ceased. Developing fruit bunches rotted and were covered with thick white mat of Marasmius mycelia. The broken crown always rotted away and in some cases a new inner core of fronds grew out to replace the rotted one. However, the regenerated inner crown core was always stunted and showed a compacted appearance with much corrugated leaflets. Fruit production was resumed after regeneration of the middle crown. Six of the seven palms at the Dwaboh farm recovered completely, whereas only six of the 32 cases at the Papagya farm and only one out of the six cases at the St. John’s School farm recovered. Affected palms recovered faster when the broken crown was removed by cutting just above the broken point. The crown fracture disease, hitherto unknown in the country, seems to be slowly gaining prominence. The possible causes and significance of the disease are reviewed.

Language matters in rural schools in South Africa: are educators making the implementation of the Language in Education Policy (1997) work?

In July 1997, the Language-in-Education Policy (LiEP) was introduced in South Africa. While the intention of this policy was to promote all 11 official languages and give individuals the right to choose the language of learning and teaching, the practical implementation has generally been fraught with challenges. However, language policy implementation cannot be understood apart from its social context or apart from the history which produced that context, as is apparent from our study of rural farm schools in Gauteng. Drawn from a larger study, this article examines the responses of teachers to the implementation of the LiEP in rural schools. It examines how teachers on rural commercial farm schools respond to the LiEP and its implementation and considers some of the concerns and challenges experienced. From the data it can be deduced that no fundamental change has taken place in the rural context to embrace the elements of the new language policy. However, in the rural context, Afrikaans has been dropped by the three schools in the study in favour of isiZulu. In School 4 Afrikaans continues to dominate as a Language of Teaching and Learning and no African languages are offered as subjects. It can be suggested that it is the isolation of rural schools that perpetuates the existence of pre-1994 language policies.

The effect of a sport development programme on sprinting and long jump abilities in 10-15 year old boys from disadvantaged communities in South Africa

Sixty-two (N=62) boys between the age of 10 and 15 years from two different farm schools in the Potchefstroom district were subjected to a Talent Search testing protocol. Potentially talented athletes (n=21), with a mean age of 12.0 ± 1.67 years, at one of the farm schools were randomly assigned to the experimental group. A control group was selected in the same way consisting of equally talented boys from the other farm school, with an average age of 12.1 ± 1.26 years. The talented children in both groups then underwent a specific test battery designed for sprinting and long jump. Maturity was determined by means of a maturity questionnaire. The development programme contributed statistically significant to the improvement in flexibility, muscle endurance, 0-40 meter speed and long-jump ability. Explosive power, reaction time, speed endurance, acceleration and stride length did not improve. The results revealed that a development programme of 10 weeks had a positive effect on the conditioning of motor and physical abilities and skills for sprinting and long-jump in talented 10 to 15 year old boys, regardless of poor socioeconomic circumstances and a restricted environment.

Anthropometry, physical and motor performance determinants of sprinting and long jump in 10-15 year old girls from disadvantaged communities in South Africa

The development of young athletes with talent for sprinting and long-jump can benefit from scientific talent identification (TID) programmes, but limited research exists pertaining to TID among young girl athletes and specifically those from disadvantaged communi ties. The aim of the study was to identi fy anthropometric, physical and motor variables important for performance in sprinting and long- jump in 10 to 15 year-old gi rls from disadvantaged communi ties. Seventy-four girls (N=74) between ages 10 and 15 years from two di fferent farm schools were subjected to the Aust ralian Talent Search Protocol (Australian Sports Commission, 1995) to identify general sports talent. It is an existing protocol that is used to identify general sports talent and consists of 10 test. The top 50%(n=37) who represented the most talented of the group were selected by rank ordering for further analysis by means of a sprinting and long-jumpsport speci fic test battery (five anthropometric measurements and 28 physical and motor tests). Stepwise multiple regression analysis was thenperformed to determine the variables with the largest contribution to sprinting and long-jumping ability while effect sizes were used to establish the practical significance of the contribution of each variable. The results indicated that long-jump (R2 = 0.64), push-ups (R2 = 0.68), 7-level abdominal st rength (R2 = 0.72), 0-5 metres speed (R2 = 0.78),ankle dorsiflexion (R2 = 0.80), stature (R2 = 0.81) and age (R2 = 0.84) contributed to 84% of the total variance in 100 metres sprinting. Seventy nine percent of the total variance in long-jump was explained by 0-100 metres speed (R2 =0.64), stature (R2 = 0.72), 7-level abdominal strength (R2 = 0.73), push-ups (R2 = 0.75), ankle dorsiflexion (R2 = 0.77),standing long-jump (R2 = 0.78) and body mass (R2 = 0.79). The high cont ribution of the variables to the total variance in sprinting and long-jump respectively indicate that it can be used to enablecoaches and sports scientists to further classify girls who display talent as sprinting and long-jump athletes, and then develop the potential of theathletes accordingly.