Principles Of Crop Science Environmental Sciences Essay

Principles Of Crop Science Environmental Sciences Essay The increasing population of the world has led to great issues dealing with demand and supply. This in turn leads to advancements in various scientific and cultural techniques to use the limited available resources in an effective way. The alarming issue in the recent days like urbanization, scarce area for agriculture, limited availability of resources and food security has led to development of genetically modified organisms (GMOs) to resist against pest and weeds. Among various issues coming up, this paper mainly discusses about the major crop management practices to improve crop for high yield and profit which is equally as important as GMOs. Crop management practices There are various methods of crop management practices, varying according to the types of resources used, climate and various other natural factors that involves the type of management to choose. Crop management involves growing crops on a massive scale, by involving methods like tillage, crop rotation, inter cropping, culling, composting, pest control and weed management, effective resources capture, irrigation techniques and hybridization. Few of the major management techniques are discussed below. Weeds, Pests and Disease control The European Weed Science Society defines weed as any plant or vegetation, excluding fungi, interfering with the objectives or requirements of people. Reduction of crop yield is the major reason for attempts to reduce weed population in arable crops. The first attempts at controlling weeds used manual labour and hand-hoeing which, at present days is a time consuming process. Thus a major development was the development of herbicides (Naylor, 2002). The worldwide efficacy in controlling weed (68%) was considerably higher than the control of animal pests or diseases (39% and 32%, respectively). The continuous use of herbicide and pesticides led to the appearance of resistant biotypes of weeds and pests, playing major role in contamination of the environment [2]. In the recent days the integrated weed management (IWM) approaches plays a vital role as they incorporate multiple tactics of prevention, avoidance, monitoring and suppression of weeds, undergirded by the knowledge of agro ecosystem biology. The development of IWM was motivated by a desire to provide farmers with systematic approaches to reduce reliance upon herbicide and retard the selection of herbicide-resistant biotypes. [5] Worldwide, pre-harvest and post-harvest losses to insects, weeds, and plant pathogens are estimated at 45 percent additional losses can be attributed to vertebrate pests. Selection of resistant varieties, rotation crops, crops for inter plantings and cover crops is important for successful crop production with minimal inputs of chemical pesticides and fertilizers. Studies say that the use of pesticides has not solved the pest problem completely and in the past 50 years, insecticide use has increased tenfold, while crop losses from pest damage have doubled. Thus still there are studies being carried on pest control. The natural methods of control is more preferable for three major reasons like cost, safe to people and safe to environment also has no side effects. [4] Pests and diseases impact on crop yield and quality, and also reduce resource-use efficiency. Improved crop protection strategies to prevent such damage and loss can increase production and make a substantial contribution to food security. (Advances in plant disease and pest management, J. A. LUCAS,2010) Irrigation technique Irrigation is the method of artificial application of water to the land or soil. It is used to assist in the growing of agricultural crops, maintenance of landscapes, and rejuvenation of disturbed soils in dry areas and during periods of inadequate rainfall. The basic principle of irrigation is to help plants on evapo-transpiration process which plays a vital role in transportation of nutrients from soil to any part of the plant. In simple words it is expressed as More water supply More transpiration More CO2 More dry matter More yield More Profit There are various types of irrigation techniques varying upon the climate, nature of soil, nature of vegetation. In general, the goal is to supply the entire field uniformly with water, so that each plant has the amount of water it needs, neither too much nor too little. The earliest methods of irrigation were the perennial, basin and the terrace irrigation and the recent days developments were the sprinkler (gun sprinkler, portable solid-set sprinkler, pivot systems, side-roll sprinkler etc) and micro irrigation (drip irrigation). The type of irrigation technique plays a major role in the crop yield. But each irrigation systems have its own limitations and thus it is very important to choose the most suitable irrigation technique for particular variety of crop, after studying its various properties on its growth and development. For example, a study made in the western United States corn belt showed variation in the yield differing between the pivot and surface irrigation. Therefore choosing the right way of irrigation method is also an important way of crop management [3] 2.3. Resource capture The principle of resource capture is to provide a framework through which the productivity of vegetation can be analysed through the capture and conversion of environmental resources. The most basic resources that a plant would obtain are from the atmosphere and soil. The plants obtain carbon dioxide, light, temperature, and humidity from the atmosphere, whereas obtains water and other mineral nutrients from the soil. So resource capture is classified as the above ground and below ground resource capture. The crops depend on light for growth and depend on day length and temperature for its development. In the below ground resource capture, key natural resource which provides the most essential forms of nutrients for the plants growth which is associated with the integrated effect of management on most properties of soil that determines the sustainability and crop productivity is the soil. Good soil quality not only produces good crop yield, but also maintains environmental quality and consequently plant, animal and human health.. Growing of crops one after another without giving due consideration to nutrient requirement has resulted in decline in soil fertility, especially of nitrogen. Studies say that Zero- or reduced tillage crop production practices, coupled with proper residue management can maintain or improve soil organic matter and has the potential to substantially increase long-term crop production in semi-arid rain fed regions. [1] Conclusion Naylor, [1] Long-term soil management effects on crop yields and soil quality in a dryland Alfisol K.L. Sharmaa,*, Uttam Kumar Mandala, K. Srinivasa, K.P.R. Vittala, Biswapati Mandalb, J. Kusuma Gracea, V. Ramesha , Soil Tillage Research 83 (2005) 246-259 [2] Advances in weed management strategies C.M. Ghersaa,*, R.L. Benech-Arnoldb, E.H. Satorreb, M.A. Martà µÃƒâ€šnez-Ghersaa, Field Crops Research 67 (2000) 95 ±104 [3] High-yield irrigated maize in the Western U.S. Corn Belt: II. Irrigation management and crop water productivity Patricio Grassinia, Haishun Yangb, Suat Irmakc, John Thorburnd, Charles Burre, Kenneth G. Cassmana,à ¢Ã‹â€ -, Field Crops Research 120 (2011) 133-141 [4] Some agrometeorological aspects of pest and disease management for the 21st century Joyce Fox Strand, Agricultural and Forest Meteorology 103 (2000) 73-82 [5] Targeting the farmer decision making process: A pathway to increased adoption of integrated weed management R.S. Wilson a,*, N. Hooker e, M. Tucker d, J. LeJeune c, D. Doohan b, Crop Protection 28 (2009) 756-764

Assessment of Learning

ASSESSMENT IN INCLUSIVE SETTINGS EN Assessment for Learning and Pupils with Special Educational Needs The aim of this paper is to provide a summary of the key issues that emerged during the Agency project Assessment in Inclusive Settings in relation to the application of the concept of Assessment for Learning to pupils with special educational needs (SEN). A significant aspect of inclusive assessment in practice that emerged from the on-going discussions with Project Experts was the concept of Assessment for Learning.References to this concept can be found in the majority of project Country Reports on national assessment systems (www. european-agency. org /site/themes/assessment/index. shtml). Within these Country Reports, Assessment for Learning can be seen as a ‘qualitative’ type of assessment procedures. This type of assessment – also referred to as ‘formative’ or ‘on-going’ assessment – is usually carried out in classrooms by c lass teachers and professionals that work with the class teacher. It usually refers to assessment procedures that inform teachers about pupils’ learning and guides them in planning the next steps in teaching.As a central task within the second phase of the Agency project, a decision was taken to explore in more depth the concept of Assessment for Learning and how this can be applied to assessment in inclusive settings. Two activities were conducted: – A review of available literature considering the concept. This was a short review of English language materials (please see the reference list at the end of this document); – Discussions with all Project Experts. Information from the initial review of available literature was presented to Project Experts as a stimulus for their discussions.This led to the Experts being asked to reflect on the differences between Assessment for Learning (formative, ongoing assessment) and Assessment of Learning (summative assessment ) using the following parameters: PARAMETERS PURPOSE GOALS ASSESSMENT FOR LEARNING ASSESSMENT OF LEARNING Supporting Learning Accountability (linked to predetermined standards) Informs teaching and learning Promotes further steps in learning Focuses on improving Develops pupils’ skills of reflection Collection of information about what has been achieved (a record of marks) Compares with argets that have been pre-established. Focuses on achievement www. european-agency. org 1 PARAMETERS ACTORS WHEN TOOLS ASSESSMENT FOR LEARNING Teachers Pupils Parents Peers Other school professionals On-going ASSESSMENT OF LEARNING Teachers External practitioners At fixed and pre-determined times Discussions, observations, self- Tests, drilling, grading, marking, assessment, peer-assessment, questioning, observation teacher debate, comment-only, dialogue, questioning, feedback, no-grading, portfolio, individual education planAdapted from Harlen (2007a) The key difference between Assessment for Learning and Assessment of Learning can be identified as the purpose for which teachers and other professionals gather evidence of learning. Although some tools may be the same (e. g. questioning) the key issues emerging from the feedback provided by Project Experts indicated that it is necessary to keep in mind that: – Assessment for Learning aims at improving learning; Assessment of Learning aims at ensuring accountability (of schools and teachers). Assessment for Learning explores the potential for learning and indicates the next step to be taken in order to promote learning and focuses upon the dynamics of teaching and learning); Assessment of Learning shows what has been already achieved, memorised and absorbed and provides a snapshot of the current situation. –The actors involved in Assessment for Learning are able to provide insights into progress that a pupil has achieved and how the school contributed to this development; the actors involved in Assessment of Learning include professionals who are external to the school situation (e. g. inspectors) and may be required to provide a picture of a school at a particular point in time, but they may not always know the school context and life in the necessary detail to provide insights into pupil learning.Assessment for Learning and Pupils with SEN? The concept of providing feedback to pupils about their learning is the crucial element in understanding the potential difference between the use of the term Assessment for Learning generally by educators – as it is most often used for example within the project Country Reports – and the use of the term within a research context. Overall, Assessment for Learning is concerned with collecting evidence about learning that is used to adapt teaching and plan next steps in learning.Evidence 2 www. european-agency. org about learning is crucial as it indicates if there has been a shift (or not) in a pupil’s learning progress and possi bly learning processes. On the basis of such evidence, teachers can formulate targets/goals and are able to provide pupils with feedback about their learning (see Hattie and Timperly, 2007) clearly indicating to a pupil not just what they have learned, but also giving them information on how they may have learned it and how best they can learn in the future.The feedback provided during Assessment for Learning contributes to a pupils’ reflection on their own learning. Within the research literature reviewed for this investigation, Assessment for Learning is often described as involving this form of self-reflection, or more specifically, as a means by which pupils reflect on their own learning as they are engaged in an interactive ‘feedback loop’ with their teachers.The essential aim of employing the ‘feedback loop’ within Assessment for Learning is to promote pupils’ meta-cognition; that is their own understanding of not just what they learn, b ut how they learn and can learn in the best way. This is clearly presented by the Assessment Reform Group (2002) who describe Assessment for Learning as: †¦ the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. Assessment Reform Group, p. 2) Assessment for Learning within this research-based context involves issues of self-reflection and self-assessment that develops a pupils’ own understanding of how learning is taking place and how it can be developed. This is particularly relevant as Assessment for Learning emphasises assessment as a process of meta-cognition (see for example the notion of Assessment as Learning in Western and Northern Canadian Protocol for Collaboration in Education, 2006).These notions, however, are not always the main focus when the concept of Assessment for Learning is used more generally (that is as in the project Country Reports). Meijer (2003) suggests that what is good for pupils with special educational needs is also good for all pupils and this maxim is one that has been considered throughout the entire Agency Assessment project. However, when considering the researchgenerated concept of Assessment for Learning, it has to be recognised that the work has been conducted in relation to pupils without SEN.Within the research work on Assessment for Learning considered in the literature review (Lynn and et al. , 1997; Black and Wiliam, 1998), issues around Assessment for Learning and pupils with SEN are only very marginally dealt with. Consequently, a decision was taken to actively explore within the Agency Assessment project the relevance of the research-based concept of Assessment for Learning for the learning of pupils with SEN along with the possible implications for assessment procedures used by teachers, school managers, parents and even www. european-agency. org 3 upils themselves. Wit hin the Agency Assessment project discussions therefore, the central question emerged as being is what is good for most pupils also good for pupils with SEN? The discussions with project experts essentially explored if the research concept of Assessment for Learning was valid for pupils with SEN. Two main areas were debated by Project Experts: 1. Does Assessment for Learning mean the same thing for pupils with and without SEN? Are same principles applied? 2. Are there differences in the use of Assessment for Learning for pupils with and without SEN?If so what are these differences for pupils, teachers, school managers and educational practice? Assessment for Learning – a relevant concept The most main outcome emerging from the discussions of the Project Experts is the agreement that Assessment for Learning is a significant element in successful teaching and learning of teaching with all pupils, including those with SEN. In essence, the critical question to ask is not whether Assessment for Learning can be applied to pupils with special educational needs, but rather how it can be applied.However, one potential area of concern was highlighted by project experts in relation to using Assessment for Learning with pupils with the most severe needs. In particular, engaging pupils with profound and multiple learning difficulties in the ‘feedback loop’ was seen as being challenging. However, project experts’ reflections on this potential difficulty can be summed up as follows: †¦ students with profound difficulties do not need different assessment systems, but only different methods/tools of assessment.Assessment for Learning – methods and tools In relation to tools for Assessment for Learning, Project Experts’ feedback indicates that many Assessment for Learning approaches (such as individualised observation, portfolios and diaries) have been extensively used in special needs education settings for some considerable time. In relation to other potential methods and tools it is necessary to underline the fact that Assessment for Learning methods and tools can be used with pupils with SEN providing that they are modified and adjusted (accommodated) to meet the needs of the individual pupil. www. european-agency. org Teacher observation was seen by Project Experts as a main method for gathering Assessment for Learning information. This approach is seen as particularly relevant for pupils with SEN as it may be the only method available to gather information about the learning of pupils who use non- or pre-verbal forms of communication. However, the Project Experts’ inputs suggested that teachers needed to be given more guidance by specialists in order to improve their skills in observation.Specifically, project experts indicated that more guidance should be given to develop more individualised methods of observation of pupils with SEN. Some suggestions included the use of videos as helpful tools to collect evidence of learning for students with profound learning difficulties and to provide teachers with the best opportunities to reflect upon assessment and discuss the evidence with their colleagues. Questioning is often a crucial part of the teacher pupil interaction that occurs in the Assessment for Learning ‘feedback loop’.Project Experts indicated that questioning pupils with SEN is also possible – and necessary – but only: †¦ if the questions are framed in a way that allows pupils to have enough time to answer (the ‘wait time’) and if different stimuli to support questions (e. g. visual versus verbal stimuli) and ways of responding (e. g. eye contact) are considered †¦ In addition, Project Experts also indicated that the portfolio – if complemented with other information, for example the pupil’s IEP or specialist therapeutic programmes – could be a tool for dialogue with other professionals and parents .Finally, Project Experts expressed their view that approaches that encourage selfassessment and particularly self-reflection are tools within Assessment for Learning provided that they are adequately adapted and modified to meet the needs of individual pupils. The reinforcement of self-assessment skills was seen as a crucial goal for pupils with severe learning difficulties whose personal learning targets may often include autonomy and independence. These competences are fundamental skills clearly supported by the development of self-reflection and meta-cognitive skills (Porter et al. 2000). Assessment for Learning – implications for school managers All Project Experts agreed on the important role played by school managers in creating the opportunities for teachers to discuss and reflect on assessment issues and for parents to participate in the process of assessment of their children. There is a need for: †¦ head and deputy school managers [to] monitor planning and ass essment †¦ more home/school diaries, informal chats reviews, phone calls. www. european-agency. org 5School managers are crucial actors for the development of an organisational ethos that recognises pupils’ involvement as fundamental (Porter, Robertson and Hayhoe, 2000). Without respect for pupils’ wishes and a general school philosophy that supports pupil participation, Assessment for Learning is less likely to develop. Overall, as far as school managers are concerned, Project Experts across different Agency countries indicated there is a real need for them to provide all teachers with more formal time to reflect on their use of assessment in order that they can successfully engage in Assessment for Learning processes with pupils.Conclusions All of the contributions from the project experts were unanimous: the concept of Assessment for Learning as currently understood by countries, but – most importantly for this debate – also as described in the re search literature is valid for all pupils: including those with SEN. From the discussions held with Project Experts, this proposition can be developed further: Assessment for Learning concerns all pupils and from an inclusive perspective there should not be any need to differentiate between pupils with or without SEN, but rather to differentiate classroom practice to meet all pupils’ requirements.Building on this assertion, four main findings can be highlighted: 1. The same principles of Assessment for Learning apply to pupils with or without SEN. 2. The only difference in Assessment for Learning between pupils with and without special educational needs is essentially in the type of tools and the assessment/ communication methods used by teachers. 3. The only area of concern relating to Assessment for Learning being applied to pupils with SEN relates to the notion of Assessment for Learning as a tool for pupils’ reflection on their own learning (i. e. the interaction b etween the pupil and teacher during the ‘feedback loop’).For pupils who use alternative forms of communication this feedback process cannot operate in the ‘traditional’ language based way. In this case, a more individualised approach, new assessment tools and a variety of means for teacher/pupil interaction need to be explored and implemented; for example close observation in structured situations which allows teachers to assess pupils’ likes/dislikes and so forth. 4. Many methods and tools of Assessment for Learning have been developed within special needs education settings and could be transferred into mainstream ettings to improve educational provision for all pupils. In summary, Assessment for Learning can and should be applied to all pupils, including those with SEN, providing that the relevant and necessary changes and 6 www. european-agency. org modifications are made in order to ensure the individual pupil’s full participation in the assessment process. It is clear that the discussions relating to the concept of Assessment for Learning within the remit of the Agency Assessment project have only provided a starting point.More detailed examination – research and also the wider dissemination of examples of good practice in applying Assessment for Learning to meet the needs of pupils with SEN – is needed in the future. It is hoped however, that the reflections from project experts as well as their assertion of the usefulness of the concept in supporting the learning processes of all pupils will inform the work and decision making of educational policy makers and practitioners across Europe.For the full text of this paper – including direct quotations from Project Experts relating to the key findings – please go to: http://www. european-agency. org/site/themes/assessment/index. shtml www. european-agency. org 7 References Assessment Reform Group (1999) Assessment for Learning: Beyond the B lack Box. Cambridge: University of Cambridge School of Education. Assessment Reform Group (2002) Assessment for Learning: 10 principles. Research-based principles to guide classroom practice. Nuffield Foundation: Electronic source available online at: http://www. qca. rg. uk/libraryAssets/media/ 4031_afl_principles. pdf (Last accessed November 2008). Black, P. and William, D. (2002) Inside the Black Box: Raising Standards through Classroom Assessment London: King’s College. Harlen, W. (2007a) Assessment of Learning. London: Sage. Harlen, W. (2007b) The Quality of Learning: assessment alternatives for primary education. (Primary Review Research Survey 3/4). Cambridge: University of Cambridge. Hattie, J. & Timperly, H. (2007) The power of feedback. Review of Educational Research, Vol. 77, N. 1, pp. 81-112. Lynn, S. F. and et al. 1997) ‘Effects of task-focused goals on low-achieving students with and without learning disabilities’ American Educational Research Journ al, 34, 513-543. Meijer, C. J. W. (ed. ) (2003) Inclusive Education and Classroom Practices. Middelfart: European Agency for Development in Special Needs Education. Porter, J. , Robertson, C. and Hayhoe, H. (eds. ) (2000) Classroom Assessment for Students with Learning Difficulties/Disabilities. Birmingham: Qualifications & Curriculum Authority. William, D. (2007) Assessment for learning: why, what and how. London: Institute of Education, University of London.William, D. and Leahy, S. (2007) ‘A theoretical foundation for formative assessment’. In J. McMillan, H. (ed. ) Formative Classroom Assessment: Theory into Practice (pp. 29-42). New York: Teachers College Press. Western and Northern Canadian Protocol for Collaboration in Education, (ed. ) (2006) Rethinking Classroom Assessment with Purpose in Mind. Crown Right of the Government of Alberta, British Columbia, Manitoba, Northwest Territories, Nunavut, Saskatchewan, Yukon Territory: Western and Northern Canadian Protoc ol for Collaboration in Education. 8 www. european-agency. org

Underrated Questions on Pte Writing Essay Topics

Underrated Questions on Pte Writing Essay Topics The Do's and Don'ts of Pte Writing Essay Topics So academic achievement is crucial to create responsible and active men and women in society. How much you could earn while your paper work is being done by somebody, who knows the way to do it correctly! In the long run, it's about how much hard work and effort which you put into any of the tests so as to clear them with excellent marks. You acknowledge the opposite view at the start of another part. You should spend time brainstorming seriously. Some students utilize the very first idea which arrives in their head and work on it, but the outcome isn't profitable. What About Pte Writing Essay Topics? Based on the duration of the essay, numerous body paragraphs will be different. Remember your final grade significantly is based on the topic. Anyway, there's no 100% guarantee your essay would be well worth a high grade. Narrative essays are told from a defined point of view, frequently the author's, thus there's feeling in addition to specific and frequently sensory details supplied to find the reader involved with the elements and sequence of the story. Don't forget to attentively read the previous portion of the topic to debate the way that you are asked to. Especially if you're giving out an instruction or suggestion, it's a terrible method of description. Learning a new language for an early age is helpful for kids. Lies You've Been Told About Pte Writing Essay Topics In the PTE writing module, you've got to summarize a lengthy text into only a single sentence, you've got to summarize a text that's spoken to you into 70 words and then you've got to compose an essay, that is three sections. Again, for more info about essay structure strategies, our PTE write essay' webinar is an excellent place to begin! You're able to continue being near our schema. Generally the toughest part of developing a descriptive essay is picking the topic. The option of compare and contrast essay topics isn't a simple task because you must demonstrate your analytical skills. In other sorts of essays, the content can fluctuate. Just be certain you're following your instructor's guidelines and understand how to construct a narrative essay from starting to end. Communication has charged significantly in the last ten decades. Writing an excellent college paper assignment is an intimidating approach. Moreover, you may also improve in different tasks with the assistance of Practice Materials. Writing practice shouldn't be boring! The Tried and True Method for Pte Writing Essay Topics in Step by Step Detail Education is occasionally regarded as something for the youth. Parent, ought to be held legally accountable for their sons' and daughters' acts. Parents ought to be held legally accountable for their sons' and daughters' acts. Pte Writing Essay Topics Secrets To put it differently, the essay should say how you intend to get ready for class. The essay questions are split into common PTE Essay writing. When you've chosen a narrative subject, you're prepared to get started writing your essay! No matter the essay category you've been assigned with, you have to be passionate enough to write on that special topic. The more you write essays, the simpler it gets but there are a couple vital elements to writing an excellent essay that you should know in the beginning. If you get essays online, it's really important to understand whether the work is still in process or has been finished. Therefore, below are some basic strategies that will help you in writing of good descriptive essay. If you're tasked with writing a descriptive essay there are lots of things which you can write about. Whispered Pte Writing Essay Topics Secrets Folks will often say they don't write out an essay plan since they're frightened of wasting valuable moment. Becoming creative and descriptive can occasionally be a challenge. Individuals often believe the very best tactic is to simply begin writing and receive the ball rolling, and that the ideas will follow. There are various kinds of music on earth today.

Electronic Medical Records A Governance Of Organizations...

Lisa Mitchler LP7 HRM April 24, 2016 Electronic Medical Records Electronic Medical Records Human Resource is a governance of organizations employees. A company s human resources department is responsible for implementing and overseeing policies governing employee behavior and the behavior of the company toward its employees. It is the people in the organization that carry out important work activities. Managers and HR professionals have the important job of organizing people so they can effectively perform these activities. This requires people as human assets, not costs to the organization. Looking at people as assets is part of contemporary human resource management and human capital management. One recent change for the workforce in the medical industry was Electronic Medical Records. An EMR is an electric version of a patient’s medical history that is maintained by the provider over time. It includes all of the administrative clinical data relevant to a person’s care under a particular provider. It includes a patient’s demographics, progre ss notes, problems, and medications, vital signs, past medical history, immunizations, labs and radiology reports. EMRs are the next step in the continued progress of healthcare that can strengthen the relationships and clinicians. The data and the time lines and availability of it will enable providers to make better decisions and provider better care. This was a big change for the medical world, becauseShow MoreRelatedInformation Governance : The Center Of The Healthcare Industry1488 Words   |  6 Pageshealthcare organizations utilize information whether in written or oral form. Safe and accurate information are some of the keys to quality care. With the industry constantly changing and with several ways of accessing processed data, safeguarding patient information is top priority. 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