scholarly journals Ornamental Teaching Gardens: Design, Development, and Use

EDIS ◽  
1969 ◽  
Vol 2004 (1) ◽  
Author(s):  
Sandra B. Wilson ◽  
Tara M. Minton ◽  
Laurie K. Mecca ◽  
Judith Gersony
Keyword(s):  
Design Development ◽  
University Of Florida ◽  
Educational Value ◽  
Hands On ◽  
Plant Collections ◽  
Hands On Learning ◽  
Indian River ◽  
Research And Education ◽  
Outdoor Teaching ◽  
The University

The teaching gardens at the University of Florida's (UF) Indian River Research and Education Center (IRREC) were developed as an outdoor teaching laboratory to provide on-site plant collections for hands-on learning activities. The educational value of the gardens is witnessed daily by demonstrated landscape design principles and visible plant nomenclature. This is EDIS document FE469, a publication of the Department of Food and Resource Economics, Florida Cooperative Extension Service, UF/IFAS, University of Florida, Gainesville, FL. Published January 2004.  https://edis.ifas.ufl.edu/fe469

scholarly journals DOWNY AND POWDERY MILDEW MANAGEMENT FOR WINTER SQUASH

HortScience ◽  
2005 ◽  
Vol 40 (3) ◽  
pp. 886c-886
Author(s):  
A.H. Beany ◽  
K. Pernezny ◽  
P. J. Stoffella ◽  
N. Havranek ◽  
J. Sanchez
Keyword(s):  
Powdery Mildew ◽  
Downy Mildew ◽  
Foliar Spray ◽  
Marketable Yield ◽  
University Of Florida ◽  
Disease Occurrence ◽  
Indian River ◽  
Research And Education ◽  
The University ◽  
Winter Squash

Control of downy (Pseudoperonospora cubensis) and powdery mildew [(Podosphoera xanthii (Sphaerotheca fuliginea)] on `Sweet Dumpling' winter squash (Cucurbita maxima) was evaluated at the University of Florida, IFAS, Indian River Research and Education Center (IRREC) in Fort Pierce, Florida during Spring 2004. Seven foliar spray fungicide treatments were evaluated against an untreated control. Powdery and downy mildew ratings (estimated percentage of foliage damage) and marketable yields (mt/ha) were measured. Plants in the untreated plots had significantly higher powdery and downy mildew ratings. All fungicide treatments reduced powdery mildew on adaxial leaf surfaces. Downy mildew appeared unusually late in the crop season and all fungicide treatments significantly reduced it. There were no significant differences among treatments for marketable yield. Although the level of disease occurrence was not sufficient to reduce yields, each foliar spray treatment significantly reduced powdery and downy mildew.

scholarly journals MANAGEMENT OF DOWNY AND POWDERY MILDEW FOR WINTER SQUASH

HortScience ◽  
2006 ◽  
Vol 41 (3) ◽  
pp. 509E-509
Author(s):  
A.H. Beany ◽  
K. Pernezny ◽  
P. J. Stoffella ◽  
N. Havranek ◽  
J. Sanchez
Keyword(s):  
Downy Mildew ◽  
Foliar Spray ◽  
Sphaerotheca Fuliginea ◽  
Marketable Yield ◽  
University Of Florida ◽  
Disease Occurrence ◽  
Indian River ◽  
Research And Education ◽  
The University ◽  
Winter Squash

Control of downy (Pseudoperonospora cubensis) and powdery [(Podosphoera xanthii (Sphaerotheca fuliginea)] mildew on `Sweet Dumpling' winter squash (Cucurbita maxima) was evaluated at the University of Florida, IFAS, Indian River Research and Education Center (IRREC), in Fort Pierce, Florida during the Spring of 2005. Three foliar spray fungicide treatments were evaluated against an untreated control. Powdery and downy mildew ratings (estimated percentage of foliage damage) and marketable yields (mt/ha) were measured. Plants in the untreated plots had significantly higher powdery and downy mildew ratings. All fungicide treatments significantly reduced both mildews. There were no significant differences among treatments for marketable yield. Although the level of disease occurrence was not sufficient to reduce yields, Gavel alternated with Nova, Bravo Ultrex weekly, and Cabrio + Forum alternated with Bravo Ultrex + Manzate 75WG reduced downy mildew by ≥50%.

FloRunTM ‘331’ Peanut Variety

EDIS ◽  
2019 ◽  
Vol 2019 (1) ◽  
Author(s):  
Barry L. Tillman
Keyword(s):  
Seed Size ◽  
Growth Habit ◽  
Yield Potential ◽  
High Yield ◽  
University Of Florida ◽  
High Oleic ◽  
Central Stem ◽  
Research And Education ◽  
The University ◽  
High Yield Potential

FloRunTM ‘331’ peanut variety was developed by the University of Florida, Institute of Food and Agricultural Sciences, North Florida Research and Education Center near Marianna, Florida.  It was released in 2016 because it combines high yield potential with excellent disease tolerance. FloRunTM ‘331’ has a typical runner growth habit with a semi-prominent central stem and medium green foliage.  It has medium runner seed size with high oleic oil chemistry.

An Open Source Solution for “Hands-on” teaching of PET/CT to Medical Students under the COVID-19 Pandemic

2020 ◽  
Author(s):  
Martin Biermann ◽  
Salim Kanoun ◽  
Trond Davidsen ◽  
Robert Gray
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Student Survey ◽  
Technical Challenge ◽  
Course Work ◽  
Pet Ct ◽  
Hands On ◽  
Hands On Learning ◽  
Central Image ◽  
The University

Abstract Aims Since 2017, medical students at the University of Bergen were taught PET/CT “hands-on” by viewing PET/CT cases in native format on diagnostic workstations in the hospital. Due to the COVID-19 pandemic, students were barred access. This prompted us to launch and evaluate a new freeware PET/CT viewing system hosted in the university network. Methods We asked our students to install the multiplatform Fiji viewer with Beth Israel PET/CT plugin (http://petctviewer.org) on their personal computers and connect to a central image database in the university network based on the public domain orthanc server (https://orthanc-server.com). At the end of course, we conducted an anonymous student survey. Results The new system was online within eight days, including regulatory approval. All 76 students (100 %) in the fifth year completed their course work, reading five anonymized PET/CT cases as planned. 41 (53 %) students answered the survey. Fiji was challenging to install with a mean score of 1.8 on a 5-point Likert scale (5 = easy, 1 = difficult). Fiji was more difficult to use (score 3.0) than the previously used diagnostic workstations in the hospital (score 4.1; p < 0.001, paired t-test). Despite the technical challenge, 47 % of students reported having learnt much (scores 4 and 5); only 11 % were negative (scores 1 and 2). 51 % found the PET/CT tasks engaging (scores 4 and 5) while 20 % and 5 % returned scores 2 and 1, respectively. Conclusion Despite the initial technical challenge, “hands-on” learning of PET/CT based on the freeware Fiji/orthanc PET/CT-viewer was associated with a high degree of student satisfaction. We plan to continue running the system to give students permanent access to PET/CT cases in native format regardless of time or location.

scholarly journals Differences in copper and selenium metabolism between Angus (Bos taurus) and Brahman (Bos indicus) cattle

2021 ◽  
Author(s):  
J Ranches ◽  
R Alves ◽  
M Vedovatto ◽  
E Anne Palmer ◽  
P Moriel ◽  
...  
Keyword(s):  
Bos Taurus ◽  
Bos Indicus ◽  
First Trimester ◽  
Beef Cows ◽  
Experimental Unit ◽  
University Of Florida ◽  
Brahman Cattle ◽  
Research And Education ◽  
The University ◽  
Se Status

Abstract A two-year study was conducted at the University of Florida – IFAS, Range Cattle Research and Education Center (Ona, FL) to evaluate differences in the metabolism of Cu and Se of Angus (Bos taurus) and Brahman (Bos indicus) cattle. Thirty-two pregnant beef cows (n = 8 Brahman and 8 Angus/year) were enrolled in the study in the first trimester of gestation. The study consisted of 3 phases: (1) restriction (d 0 to d 90); (2) supplementation (d 91 to 150), and (3) calving. During all 3 phases, cows were individually fed and housed in partially covered drylot pens. During the restriction and supplementation phases cows were provided a 1.5 kg/d of a grain-based concentrate supplement, which was fortified with flowers of S (50 g of supplemental S/cow daily; restriction phase) or Cu and Se (100 and 3 mg/d of Cu and Se, respectively; supplementation phase). Blood and liver samples were collected from all cows on 30 d intervals and from both cows and calves within 24 h of calving. Colostrum and milk samples were collected at calving and 7 d after birth. All data were analyzed using the MIXED procedure of SAS, where cow and calf were the experimental unit. During the restriction phase, a breed × day effect (P = 0.03) was observed where Brahman had greater liver Cu concentration than Angus cows in all sampling days. For liver Se concentration, a tendency (P = 0.07) for a breed effect was observed where Angus cows tended to have greater liver Se concentration than Brahman. During the supplementation phase, breed (P &lt; 0.001) and day (P &lt; 0.01) effects were observed, where Brahman cows had greater liver Cu concentration than Angus. For liver Se concentration, a day effect (P &lt; 0.001) was observed, where liver Se concentration increased (P &lt; 0.001) from d 90 to 120 and remained unchanged (P = 0.86) until d 150. At calving no effects of breed (P = 0.34) were observed for liver Cu concentration of cows, however, Brahman calves tended (P = 0.09) to have greater liver Cu concentration than Angus calves. For Se liver concentration at calving, Angus cows tended (P = 0.07) to have greater liver Se concentration than Brahman cows, however no breed differences (P = 0.70) were observed for liver Se concentration of calves at birth. In summary substantial differences in multiple indicators of Cu and Se status were observed between Angus and Brahman cattle, implying that Angus and Brahman cattle possibly have different mechanisms to maintain adequate Cu and Se status.

scholarly journals The Community Champions Program at the University of Pennsylvania School of Nursing

2017 ◽  
Vol 7 (8) ◽  
pp. 46
Author(s):  
Sophie R. Mintz ◽  
Chantal A. Low ◽  
Ian J. McCurry ◽  
Terri H. Lipman
Keyword(s):  
Nursing Students ◽  
Service Learning ◽  
Leadership Skills ◽  
University Of Pennsylvania ◽  
Community Members ◽  
School Of Nursing ◽  
The Social ◽  
Hands On ◽  
Hands On Learning ◽  
The University

The Community Champions program at the University of Pennsylvania School of Nursing provides motivated nursing students with opportunities to partner with the greater Philadelphia community and engage in hands-on learning. With several thriving initiatives, students participate in service learning outside of the classroom, which ultimately strengthens their nursing and leadership skills. Students work to improve health and health education for people of all ages. These experiences help nursing students better understand the social determinants of health and how they impact community members. Dedicated faculty members assist in guiding the students, who work collaboratively to exchange ideas and methods. This program not only has an effect on the community, but also has a profound impact on the students that participate.

scholarly journals Learning Astrobiology 101 with experiments in Baja California, Mexico

2019 ◽  
Vol 200 ◽  
pp. 01015
Author(s):  
Roberto Vázquez ◽  
Patricia G. Núñez
Keyword(s):  
Baja California ◽  
Academic Environment ◽  
Academic Context ◽  
Educational Grant ◽  
Experience Teaching ◽  
Hands On ◽  
Spanish Speaker ◽  
The Subject ◽  
Research And Education ◽  
The University

We present our experience teaching the subject ‘Astrobiology 101’ (“Introducción a la Astrobiología”, in Spanish), given in the University of Baja California at Ensenada, Mexico, since 2004 up to the present. The place of Astrobiology in Mexico, as well as the local academic context in Baja California are presented, as we consider that the multidisciplinary academic environment plays an important role in the motivation of our students. We describe the course itself, its materials, and resources. The course was designed based on classical books as well as news, academic papers, and internet sources. After seven editions of the course, we have noted that making practical experiments improves the understanding of concepts, ideas, and also strengths the interaction among students with different majors. This course has received support by means of an educational grant which objective is to compile all the experimental and hands-on activities in two manuals: one for students and the other for the teachers These manuals will be available to all the Spanish-speaker teachers who want to teach the full course or part of it, as well as those only interested in the hands-on activities. Locally, the establishment of the new Astrobiology Laboratory, in the Institute of Astronomy (UNAM, Campus Ensenada), surely will help us to increase the opportunities on research and education for our students, as well as visiting students and teachers.

scholarly journals The Importance of School Gardens as Perceived by Florida Elementary School Teachers

2000 ◽  
Vol 10 (1) ◽  
pp. 229-231 ◽  
Author(s):  
Sonja M. Skelly ◽  
Jennifer C. Bradley
Keyword(s):  
Elementary School ◽  
Experiential Learning ◽  
Elementary School Teachers ◽  
The United States ◽  
School Gardens ◽  
School Garden ◽  
University Of Florida ◽  
Hands On ◽  
Learning School ◽  
The University

While gardening is the number one hobby in the United States, elementary schools are just beginning to explore the use of school gardens as a means to enhance classroom learning. School gardens can reinforce classroom instruction by offering opportunities for experiential learning. The benefits of experiential learning allow for a better understanding of concepts as the hands-on approach provides meaningful and tangible experiences. While many teachers have anecdotally attested to the benefits of school gardens, there is little empirical evidence documenting their impact. In Fall 1997, the University of Florida hosted a competition for the best elementary school garden in Florida. Results from a research questionnaire completed by participating teachers indicated that teachers used school gardens infrequently, with the majority using the garden as an instructional tool no more than 10% of the time. Many teachers did, however, indicate that school gardens were used for environmental education (97.1%) and experiential learning (72.9%), and 84.3 % of teachers said that related activities enhanced student learning. Findings also indicate that the teachers surveyed had relatively new gardens and teachers lacked, or were unaware of educational resources to assist with garden learning. This paper describes and interprets the results of the teacher questionnaire.

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