Responses from 141 of 222 secondary agriculture teachers in North Carolina revealed generally positive attitudes about block scheduling. It has substantially increased the number of agriculture students but had little impact on instructional quality or supervised agricultural experience and substantial negative impact on Future Farmers of America.…

Explains the benefits and risks of genetically-modified foods and describes methods for genetically modifying food. Presents a laboratory experiment using a polymerase chain reaction (PCR) test to detect foreign DNA in genetically-modified food. (Contains 18 references.) (YDS)

With usable responses from 281 of 689 Iowa elementary teachers, a multiple linear regression model identified four teacher characteristics (perception of agriculture integration, grade level, agriculture classes, agriculture experience) that accounted for 20% of variance in the number of agriculture awareness activities they conducted. Positive…

Agricultural education encompasses basic sciences and business management principles. Critical curriculum components are (1) technical agriculture (basic principles, functions, and technical specialties of agriculture); (2) experiential learning; and (3) human development. (SK)

Presents a laboratory exercise that uses a simple imaging technique to illustrate the profound effects that living roots exert on the pH of the surrounding soil environment. Achieves visually stimulating results that can be used to reinforce lectures on rhizosphere pH, nutrient availability, plant tolerance of soil acidity, microbial activity, and…

Data from 537 high school students demonstrated the positive effect of participation in supervised agricultural experience (SAE) and Future Farmers of America (FFA) on agriscience achievement. FFA involvement and the scope of SAE were highly correlated. Student interest, socioeconomic status, and years of agriscience were related to achievement…

Results of a survey of 65 of 82 preservice elementary education majors were as follows: (1) high overall mean knowledge level about agriculture; (2) positive overall mean perceptions of agriculture; (3) higher knowledge scores correlated with more positive perceptions; and (4) only 20% feeling confident to teach agriculture concepts. (SK)

A resource for teaching about the consequences of global warming. Discusses feedback from the temperature increase, changes in the global precipitation pattern, effects on agriculture, weather extremes, effects on forests, effects on biodiversity, effects on sea levels, and actions which will help the global community cope with global warming. (LZ)

A research synthesis found that supervised agricultural experience programs lack definition and focus. Teacher attitudes and expectations strongly influence participation, and many teachers fail to implement it fully, limiting participation. There is a lack of empirical research supporting the benefits of participation. (SK)

This article examines the detrimental effects of polluted run-off from agricultural production on salmonids and aquatic ecosystems, alternative farming methods used to reduce water pollution and soil erosion, and current state and federal policies to control nonpoint source pollution. (LZ)

Focus groups conducted with urban and rural middle school students showed that they had typical stereotypes about agriculture and farmers and found farm careers unattractive. Results suggested that agriculture be tied to youth interests and addressed before middle school. The project also elicited information about using focus groups with youth.…

Since 1955, the British banana industry has dominated the lives of the Caribs and other peoples in Dominica. Banana growing supplants other economic activities, including local food production; toxic chemicals and fertilizers pollute the land; community is dwindling; suicide is common; and child labor diminishes school attendance. (SV)

Discusses land use patterns in fifteenth-century Europe and in the Americas and the mutual influence (initiated by Columbus's arrival in the Americas) that led to land use change. Presents a historical perspective and categorization of contemporary global land use changes for the purpose of highlighting associations between past and present global…

Discusses the myth that gatherer-hunter cultures were primarily meat-eaters and the social and ecological impacts of America's high-meat diet. (LZ)

The Agricultural Women's Leadership Network illustrates the following processes of social change in gendered organizations: (1) change begins as social networks expand to focus on issues; (2) women's organizations gain a foothold during economic crises; (3) new interdependencies bring new organizational alliances; (4) change continues as identity…