Education and training futures in horticulture and horticultural science

Horticultural knowledge and skills training have been with humankind for some 10,000 to 20,000 years. With permanent settlement and rising wealth and trade, horticulture products and services became a source of fresh food for daily consumption, and a source of plant material in developing a quality environment and lifestyle. The knowledge of horticulture and the skills of its practitioners have been demonstrated through the advancing civilizations in both eastern and western countries. With the rise of the Agricultural Revolutions in Great Britain, and more widely across Continental Europe in the 17th and 18th centuries, as well as the move towards colonisation and early migration to the New Worlds, many westernised countries established the early institutions that would provide education and training in agriculture and horticulture. Today many of these colleges and universities provide undergraduate, postgraduate and vocational and technical training that specifically targets horticulture and/or horticultural science with some research and teaching institutions also providing extension and advisory services to industry. The objective of this chapter is to describe the wider pedagogic and educational context in which those concerned with horticulture operate, the institutional structures that target horticulture and horticultural science education and training internationally; examine changing educational formats, especially distance education; and consider strategies for attracting and retaining young people in the delivery of world-class horticultural education. In this chapter we set the context by investigating the horticultural education and training options available, the constraints that prevent young people entering horticulture, and suggest strategies that would attract and retain these students. We suggest that effective strategies and partnerships be put in place by the institution, the government and most importantly the industry to provide for undergraduate and postgraduate education in horticulture and horticultural science; that educational and vocational training institutions, government, and industry need to work more effectively together to improve communication about horticulture and horticultural science in order to attract enrolments of more and talented students; and that the horticulture curriculum be continuously evaluated and revised so that it remains relevant to future challenges facing the industries of horticulture in the production, environmental and social spheres. These strategies can be used as a means to develop successful programs and case studies that would provide better information to high school career counsellors, improve the image of horticulture and encourage greater involvement from alumni and the industries in recruitment, provide opportunities to improve career aspirations, ensure improved levels of remuneration, and promote the social features of the profession and greater awareness and recognition of the profession in the wider community. A successful career in horticulture demands intellectual capacities which are capable of drawing knowledge from a wide field of basic sciences, economics and the humanities and integrating this into academic scholarship and practical technologies.

Phantom accretion by black holes and the generalized second law of thermodynamics

The accretion of a phantom fluid with non-zero chemical potential by black holes is discussed with basis on the generalized second law of thermodynamics. For phantom fluids with positive temperature and negative chemical potential we demonstrate that the accretion process is possible, and that the condition guaranteeing the positiveness of the phantom fluid entropy coincides with the one required by the generalized second law. (C) 2010 Elsevier B.V. All rights reserved.

Partnerships for capacity building: community, governments and universities working together

This paper summarises initiatives in the area of capacity building between communities, governments and universities since Rio 1992.

First the global advances through the UN and associated agencies are described with lessons learned and challenges remaining being highlighted. This is followed by a similar approach for first regionally based initiatives and finally some of the better examples of nationally based approaches.

Among the key findings from the review were: trying to keep the initial message simple, asking the “user” what they want and what they need from capacity building, the use of local experts in capacity building where ever possible, universities extending themselves to engage in genuine partnerships as well as offering new courses, subjects, etc., attempting to match the strengths and weaknesses of partners in capacity building, concentrating on improving regional partnerships across national boundaries, deriving methods to sustain capacity building programs over the long term, questioning the absence of the private sector from capacity building partnerships, questioning whether capacity building is receiving the attention, funding and centrality to ICM promotion that it warrants, a proposal to build a global ICM capacity building network, the need for greater critical analysis of capacity building programs, integrating capacity building into ICM practices and recognising that effective capacity building practice may require some time and effort to build up, i.e. there are no universal “quick-fixes”.

Green tea, black tea, and epigallocatechin modify body composition, improve glucose tolerance, and differentially alter metabolic gene expression in rats fed a high-fat diet

The mechanisms of how tea and epigallocatechin-3-gallate (EGCG) lower body fat are not completely understood. This study investigated long-term administration of green tea (GT), black tea (BT), or isolated EGCG (1 mg/kg per day) on body composition, glucose tolerance, and gene expression related to energy metabolism and lipid homeostasis; it was hypothesized that all treatments would improve the indicators of metabolic syndrome. Rats were fed a 15% fat diet for 6 months from 4 weeks of age and were supplied GT, BT, EGCG, or water. GT and BT reduced body fat, whereas GT and EGCG increased lean mass. At 16 weeks GT, BT, and EGCG improved glucose tolerance. In the liver, GT and BT increased the expression of genes involved in fatty acid synthesis (SREBP-1c, FAS, MCD, ACC) and oxidation (PPAR-α, CPT-1, ACO); however, EGCG had no effect. In perirenal fat, genes that mediate adipocyte differentiation were suppressed by GT (Pref-1, C/EBP-β, and PPAR-γ) and BT (C/EBP-β), while decreasing LPL, HSL, and UCP-2 expression; EGCG increased expression of UCP-2 and PPAR-γ genes. Liver triacylglycerol content was unchanged. The results suggest that GT and BT suppressed adipocyte differentiation and fatty acid uptake into adipose tissue, while increasing fat synthesis and oxidation by the liver, without inducing hepatic fat accumulation. In contrast, EGCG increased markers of thermogenesis and differentiation in adipose tissue, while having no effect on liver or muscle tissues at this dose. These results show novel and separate mechanisms by which tea and EGCG may improve glucose tolerance and support a role for these compounds in obesity prevention.

Parallel TAFE and higher education studies in construction management : from collaboration to dual qualifications.

Collaboration between TAFE (vocational colleges) and universities in Australia in construction management has been problematic, with exchanges between the two sectors limited to linear articulation and prescribed credit transfer. Articulation pathways have traditionally been viewed as the poor relation of university entry. In 2005, the first pilot project in dual sector construction education was conducted at RMIT University in Melbourne. Higher education students completed electives in practical units within the TAFE sector. Due to the overwhelming success of the project, practical electives were firmly embedded in the construction management programme in 2007 and this paper reports on the third, final phase of the project in 2009 which has seen construction management students graduate with a dual qualification – both a TAFE qualification and a Higher Education degree. The case studies of this final phase reveal that students and industry want the benefits of a practical qualification. The data raises critical questions about education pathways and suggests long-term implications for construction and dual sector education in Australia.

Combining vocational and higher education studies to provide dual parallel qualifications – an Australian case study

Developing academic relationships between vocational colleges and universities in Australia has been problematic, with exchanges between the two sectors limited to linear articulation and prescribed credit transfer. Whilst some very good examples of collaboration exist, the two sectors generally operate independently of each other. The isolation of the sectors has meant frustration for students and employers who want a flexible, collaborative model to meet changing industry needs. This paper reports upon a pilot project in construction management at a Melbourne university that attempted to address these needs. It demonstrates how over a five year period, HE students completed electives in practical units within the VET sector. The overwhelming success of the project meant that practical electives were embedded in the construction management programme in 2007 and this paper reports on the third, final phase of the project in 2009/10 which saw construction management students graduate with a dual qualification – both a vocational qualification and a university degree. Interviews conducted in this final phase reveal that students and industry want the benefits of a practical and theoretical qualification. The paper raises critical questions about educational pathways and suggests long-term implications for construction and tertiary education in Australia and internationally.

Broadband technologies, techno-optimism and the "hopeful" citizen

Using the internet to promote or facilitate learning has a relatively long history. As early as the mid-1980s, at a time when the internet itself was relatively experimental, a few early pioneers such as Hiltz were exploring the possibilities that networked computer communications technology could provide for education. Not only were universities the birthplace of the internet as a research network, they also had both staff with interests in using technology for learning as well as the critical infrastructure which might permit early development and adoption. But, with the widespread public uptake of the internet from 1994 onwards, online learning has become much more widespread-through traditional institutions of learning (schools, colleges, and universities), and also through the auto-didactic qualities of both the internet itself and many who use it; and finally through the opportunities which commercial “providers” of education and training imagine might be embedded in this new technology to deinstitutionalize learning.

Crossing boundaries: An examination of sustainability department and athletics department collaboration regarding environmental issues.

Across the world, organizational personnel in various industries are integrating natural environment issues into existing organizational practices. In the intercollegiate sports world, environmental efforts are undertaken as part of a strategic effort involving collaborative processes across university units. The purpose of this study is to develop a more comprehensive and detailed understanding of collaborative processes and practices between personnel in athletics departments and sustainability offices at universities and colleges in the United States. In-depth interviews were conducted with athletics and sustainability department personnel at colleges and universities in the United States. A total of 13 schools were included in the study with 17 participants agreeing to be interviewed. All interviewees were from the middle management level and higher in their respective organizations. Five central themes related to these relationships were found: relationship development, relationship communication, relationship decision-making development, collaborative efforts, and relationship challenges. The themes raise important issues about the diversity of relationships, the communicative and decision-making processes, and the involvement of stakeholders in environmental efforts as well as future research in this area.

Social Media, Privacy, and the Academic Classroom

We live in a world full of social media and portable technology that allows for the effortless access to, and sharing of, information. While this constant connection can be viewed as a benefit by some, there have been recent, sometimes embarrassing, instances throughout the world that show just how quickly any expectation of privacy can be destroyed. From pictures of poorly dressed shoppers at a grocery store to customers recording interactions with their servers at restaurants, the internet is full of media (all with the potential to go viral) created and posted without consent of all parties captured. This risk to privacy is not just limited to retail and restaurants, as being in any situation amongst people puts you at risk, including being in an academic classroom. Anyone providing in-class instruction, be they professor or librarian, can be at risk for this type of violation of privacy. In addition, the students in the class are also at risk for being unwittingly captured by their classmates. To combat this, colleges and universities are providing recommendations to faculty regarding this issue, such as including suggested syllabus statements about classroom recording by students. In some instances, colleges and universities have instituted formal policies with strict penalties for violators. An overview of current privacy law as it relates to an academic setting is discussed as well as recent, newsworthy instances of student recording in the classroom and the resulting controversies. Additionally, there is a discussion highlighting various recommendations and formal policies that have been issued and adopted by colleges and universities around the country. Finally, advice is offered about what librarians can do to educate students, faculty, and staff about the privacy rights of others and the potential harm that could come from posting to social media and the open web images and video of others without their consent.

August 1999: Financial Black Holes and Other Challenges

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