Agricultural College Students Research Articles

The Launching of the Student Sit-in Movement: The Role of Black Women at Bennett College

This essay explores the involvement of the women of Bennett College in the student-led sit-in movement that was launched in Greensboro, North Carolina in February 1960. On 24 February 2003, Dr. Johnetta B. Cole at book talk at the Schomburg Center for Research in Black Culture with co-author Dr. Beverly Guy-Sheftall of Gender Talk: The Struggle for Women's Equality in African American Communities, mentioned that there has been very little research on the women of Bennett College who participated in the student-led sit-ins in the early 1960s. (1) This essay will examine the student participants in the movement and the theories of organization that help to provide explanations for these protest activities. Within the context of the Supreme Court's 1954 Brown v. Board of Education decision, background information on the city of Greensboro, North Carolina, will be presented. In addition, the significance and impact of historically black colleges and universities (HBCUs) in general and the student-led sit-ins in particular on the evolving social consciousness in the African American community will be assessed. (2) When the United States Supreme Court made its unanimous ruling in the Brown v. Board of Education case on 17 May 1954, legal segregation in public education became unconstitutional, overturning the separate but equal doctrine of the 1896 Plessy v. Ferguson decision. (3) Civil Rights attorney Constance Baker Motley in Equal Justice Under the Law: An Autobiography, declared that the Brown decision ushered in the greatest period of social upheaval since the Civil War as the hopes and expectations of thousands of southern African Americans in particular were raised. (4) Expectations centered on the elimination of all Jim Crow practices because many believed that this would allow African Americans to enjoy the full rights and privileges of their U.S. citizenship. The launching of the Greensboro student-led sit-ins in 1960 represented new phase in the social upheavals associated with the Civil Rights Movement. GREENSBORO, NORTH CAROLINA On 1 February 1960, four male North Carolina Agricultural and Technical College (NCA & T) students walked into the F. W. Woolworth's store in Greensboro, North Carolina, purchased school supplies and sundry items, then proceeded to the lunch counter and took seats to wait for service. (5) The act of taking seat at the lunch counter and requesting service represented an act of defiance aimed at the South's Jim Crow laws and practices that defined the nature of social interactions between whites and African Americans in the South. (6) The city of Greensboro was established as the county seat of Guilford County in 1808, and was a center of antislavery activity, way station of the Underground Railroad, and gathering place for Quakers. (7) Also considered city of the New South, Greensboro was considered by some to be free of old prejudices and ideally prepared to lead the region toward new levels of prosperity and enlightenment. (8) Therefore, given its reputation, there was the expectation among African Americans that following the Brown decision there would be little difficulty in the movement towards desegregating the schools and other public facilities. Unfortunately, it was not until 1971 that the Greensboro public school system was desegregated. (9) By 1960 Greensboro was home to five colleges; two HBCUs and three traditionally white institutions (TWIs). (10) The two HBCUs were Bennett College, private college for women, and NCA & T, public, coeducational institution. Bennett College was founded under the auspices of the Methodist Church, initially for the purpose of educating male and female students. Bennett first accepted students for collegiate study in 1920, forty-seven years after its founding, and in 1926 began admitting only female students. Among the more than one hundred HBCUs, only four were dedicated solely to the education of African American women. …

The Potency of Krokot (Portulaca oleracea) as Functional Food Ingredients

Indonesia has many auxiliary plants that may have nutritional and or environmental benefits, so that it may increase the yield of the main crops. Krokot (Portulaca oleracea), one of the auxiliary plants, was traditionally consumed in many parts of the world for its delicacy and medicinal benefits. Our research indicated that krokot has high potency to improve the health status of the community. It has 5.4 mg/100 g of b-carotene, 22.2 mg/100 g of vitamin C, and significant amount of folic acid (0.2 mg/100 g). Krokot was traditionally used to treat scurvy, and various of infectious and skin diseases. Literature review revealed that krokot has essential .fatty acid, it also has antiniutagenic, and antimicrobial activity. Unfortunately, krokot is approaching extinction both physically and ethnobotanically because they are considered as useless plants or even weed. Our survey on 103 agricultural university students revealed that only 24% of the respondents knew krokot. Krokot is especially difficult to find in intensively cultivated area. Along with other indigenous vegetables, Portulaca oleracea is almost never served again in Indonesian cuisine. -Utilization of krokot as functional food ingredients might helps to conserve the plant as well as encouraging sustainable agriculture.

Influence of International Study Abroad Programs on Agricultural College Students

Influence of International Study Abroad Programs on Agricultural College Students

The Increase of Psycho‐social and Stress‐related Problems in UK Agricultural Colleges: the wardens’ experience

Increasing pressures on rural young people are reflected in rising levels of psycho‐social disorders amongst agricultural college students. This article argues that, in their own enlightened self‐interest, colleges must provide pastoral care and facilitate the personal development of their students, to raise levels of academic achievement and reduce drop‐out rates.

Activity pattern and energy expenditure of male students in a Nigerian college of agriculture

Twenty five male students aged 18 – 28 years were studied to determine their activity pattern and energy expenditure. Activity pattern was determined by use of activity diaries on a 24 hours basis for a period of 7 days. Energy expenditure was calculated using factorial method. Food energy was determined by weighed inventory method to enable the computation of energy balance. The subjects spent more than 45% of their time on energy sapping activities such as walking, washing, farming operations etc. Mean daily energy balance was negative (−446Kcal) which accounted for mean low body weight of the subjects (59.2; + 5.8kg) for mean height of 172.0 + 4.1cm as against FAO/WHO/UNU recommended body weight of 66.5kg. Consequently, they compensated for the energy spent on obligatory farm work by spending more time (>50%) on low energy discretionary activities.

Need For Formal Leadership Training For Students In A Land-Grant College Of Agriculture

No abstract available

Occupational Values and Anticipated Occupational Frustration of Agricultural College Students

Occupational Values and Anticipated Occupational Frustration of Agricultural College Students

Field Crops

THIS book sets out to describe the general principles underlying the cultivation of the principal agricultural crops grown in the United States, in a form suitable for first-year students in agricultural colleges. The book covers the principal American crops very evenly. It includes pasture and meadow management and the growing of leys and forage crops, particularly leguminous ones, with their attendant problems of grazing control, hay- and silage making and seed production. The cereals and pulse grain crops, and the typical American crops of maize, tobacco and cotton, are naturally dealt with, but potatoes and sugar beet are the only root crops discussed, the typical British root crops—mangolds, swedes, turnips and kale—not being mentioned. Field Crops By Prof. Howard C. Rather. (McGraw-Hill Publications in the Agricultural Sciences.) Pp. ix + 454. (New York: McGraw-Hill Book Co., Inc.; London: McGraw-Hill Publishing Co., Ltd., 1942.) 26s.

A Base in the 1920-29 Period for Farm Price Studies

Index numbers of farm prices serve many useful ends, the most important of which is undoubtedly the development of a statistical tool to measure the position of the agricultural industry relative to that of other industries, as well as to measure its own position at a given time relative to its position at some other period in its history. From purely a theoretical point of view, then, one base period should serve as well as another, since we are interested chiefly in relative comparisons. On the other hand, important considerations of a practical nature must influence the choice of a base period if the farm price series built upon it is to be most useful. It is the purpose of this manuscript to develop a number of factors which appear to favor the selection of a post-war base period for farm price studies. Specifically, the data presented will support the five-year period 1924-28 as a base; however, the majority of the argument following can be applied to any period during the decade of the 1920's with but minor qualifications. Although the manuscript is built largely around Indiana price and index comparisons, it is felt these data will be typical of the North Central states, and in the main, of the remainder of the country. The more in the past the base period, the less concrete is its meaning, even in the minds of those older individuals whose business experience antedates the base period. Ideally, considering this point alone, the base period should be as recent as is consistent with other important considerations. The majority of farmers and other people who use farm price index series today have entered business since 1910-14. A large proportion of trained agricultural economists, whether teacher, extension or research workers, are unable to connect any experience of their own with the 1910-14 period. A person under 45 years of age today is unlikely to have had any business experience during those years. Few students in agricultural colleges today even lived during the pre-war period. A survey of slightly over 100 students in the freshman farm accounting course at Purdue University this year showed that 99 per cent were born after 1914, while 78 per cent were born after 1918. These ratios are probably typical of the entire country. The majority of present day graduate students were very young, if indeed they had yet been born, during the 1910-14 period. Even at its best, the picture of pre-war normality

The Function of Agricultural Training

FOR what purpose are we training agricultural college students? Is not the purpose to prepare students who later shall become prosperous farmers, efficient extension specialists, scientific research workers, devoted teachers, successful business men, and leaders in city and urban life? If so, how may these specific fields be thoroughly covered in the same curriculum in a four year undergraduate collegiate course? This is a problem with which every agricultural college is confronted and a solution must be found if we are to keep faith with the principles under which our agricultural colleges were established.Education in the sciences is new. Previous to the middle of the nineteenth century, universities and colleges in this country and in Europe provided instruction not in the sciences but in the classics, and not for the masses but for the few. With the growth of the natural sciences and their applications in Europe, there developed .

Milk and Milk Products Prepared for the Use of Agricultural College Students.

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Efficient Method of Teaching Commercial Poultry Finishing Work to Students in Agricultural Colleges

It has been our experience that the student gets more out of his studies if we give practical work with the theoretical. W e teach the student the fundamental factors to be taken into consideration in making feed mixtures for the various forms of live stock kept on the farm, bu t for lack of proper and sufficient equipment we give the student little, if any actual practice feeding, letting him note the effect of the various feeds fed to such live stock, with reference to the gain in weight, milk or egg production, and noting at the same time the general condition of the animal or bird under consideration. It is the hope of the writers that this article will give helpful suggestions and make it a simple matter whereby it will be possible for the Poultry Departments of the leading agricultural colleges and schools to give its students . . .

Beginnings in Agriculture Dairy Cattle and Milk Production

IT is universally agreed by all who have considered the subject that the education of the child ought to have some relation to the surroundings among which its life will be passed, and that, in consequence, the education of the country school should be directly connected with country life and the great rural industry. In America this principle has long since been translated into practice—how completely is best seen by the flood of agricultural books issuing each year from the publishing houses—and we have in the first of these volumes an illustration of how it was done In a particular case. Beginnings in Agriculture. By Albert R. Mann. Pp. xii + 341. (New York: The Macmillan Co.; London: Macmillan and Co., Ltd., 1911.) Price 3s. 6d. net. Dairy Cattle and Milk Production. Prepared for the use of Agricultural College Students and Dairy Farmers. By Prof. Clarence H. Eckles. Pp. xii + 342. (New York: The Macmillan Co.; London: Macmillan and Co., Ltd., 1911.) Price 7s. net.