The status and barriers to the implementation and continuation of the school gardening projects in Germany, Nigeria and the United States of America

In drawing a conclusion for this study, care must be taken in generalizing findings since the population of students and teachers investigated were limited to certain levels in the different schools and countries. This study recognized some complexity of the factors underlying the status of school gardening instruction and activities in Germany, Nigeria and the U.S. as inadequate time for decision-making in the process of gardening, motivation of teachers and students. This was seen as the major impediments that influenced the status of gardening in the three countries. However, these factors were considered to have affected students’ mode of participation in the school gardening projects. This research finding suggests that the promotion and encouragement of students in gardening activities will promote vegetable production and increasing the numbers of practical farmers. Gardening has the potential to create opportunities for learning in an environment where children are able to experience nature first hand and to use the shared experience for communication (Bowker & Tearle, 2007). Therefore, the need for students to be encouraged to participate in gardening programs as the benefit will not only reduce the rate of obesity currently spreading among youths, but will contribute to the improve knowledge on science subjects. To build a network between community, parents and schools, a parent’s community approach should be used as the curriculum. The community approach will tighten the link between schools; community members, parents, teachers and students. This will help facilitate a better gardening projects implementation. Through a close collaboration, teachers and students will be able to identify issues affecting communities and undertake action learning in collaboration with community organizations to assess community needs and plan the implementation strategies as parents are part of the community. The sense of efficacy is a central factor in motivational and learning processes that govern educational improvement, standard and performance on complex tasks of both teachers and students. Dedication and willingness are the major stimulator and achievement of a project. Through a stimulator and provision of incentives and facilities, schools can achieve the best in project development. Teachers and principals should be aware that students are the lever for achieving the set goals in schools. Failure to understand what students need will result in achieving zero result. Therefore, it is advised that schools focus more on how to lure students to work through proper collaboration with the parents and community members. Principals and teachers should identify areas where students need to be corrected, helping them to correct the problem will enable them be committed in the schools’ programs.

Potential mitigation of midwest grass-finished beef production emissions with soil carbon sequestration in the United States of America

Beef production can be environmentally detrimental due in large part to associated enteric methane (CH4) production, which contributes to climate change. However, beef production in well-managed grazing systems can aid in soil carbon sequestration (SCS), which is often ignored when assessing beef production impacts on climate change. To estimate the carbon footprint and climate change mitigation potential of upper Midwest grass-finished beef production systems, we conducted a partial life cycle assessment (LCA) comparing two grazing management strategies: 1) a non-irrigated, lightly-stocked (1.0 AU/ha), high-density (100,000 kg LW/ha) system (MOB) and 2) an irrigated, heavily-stocked (2.5 AU/ha), low-density (30,000 kg LW/ha) system (IRG). In each system, April-born steers were weaned in November, winter-backgrounded for 6 months and grazed until their endpoint the following November, with average slaughter age of 19 months and a 295 kg hot carcass weight. As the basis for the LCA, we used two years of data from Lake City Research Center, Lake City, MI. We included greenhouse gas (GHG) emissions associated with enteric CH4, soil N2O and CH4 fluxes, alfalfa and mineral supplementation, and farm energy use. We also generated results from the LCA using the enteric emissions equations of the Intergovernmental Panel on Climate Change (IPCC). We evaluated a range of potential rates of soil carbon (C) loss or gain of up to 3 Mg C ha-1 yr-1. Enteric CH4 had the largest impact on total emissions, but this varied by grazing system. Enteric CH4 composed 62 and 66% of emissions for IRG and MOB, respectively, on a land basis. Both MOB and IRG were net GHG sources when SCS was not considered. Our partial LCA indicated that when SCS potential was included, each grazing strategy could be an overall sink. Sensitivity analyses indicated that soil in the MOB and IRG systems would need to sequester 1 and 2 Mg C ha-1 yr-1 for a net zero GHG footprint, respectively. IPCC model estimates for enteric CH4 were similar to field estimates for the MOB system, but were higher for the IRG system, suggesting that 0.62 Mg C ha-1 yr-1 greater SCS would be needed to offset the animal emissions in this case.