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Alert System Helps Strawberry Growers Reduce Costs
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Public Domain
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In Florida's humid climate, strawberry growers are in a constant battle with two kinds of fruit rot. Using a decision support system, they can save money by spraying fields only when the plant diseases are a threat.

Subject:
Agriculture
Material Type:
Case Study
Provider:
National Oceanic and Atmospheric Administration
Provider Set:
U.S. Climate Resilience Toolkit
Date Added:
08/10/2016
Browser-Based Tools Show Current and Historical Crop Cover and Health
Unrestricted Use
Public Domain
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To manage their businesses successfully, farmers and food production companies need to know what crops are in the ground and how well they are growing. A pair of easy-to-use online mapping tools provides this information for growing seasons in the past and present.

Subject:
Agriculture
Material Type:
Case Study
Provider:
National Oceanic and Atmospheric Administration
Provider Set:
U.S. Climate Resilience Toolkit
Date Added:
08/09/2016
Case Study 1: El Paso Smelter
Conditional Remix & Share Permitted
CC BY-NC-SA
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Compiled and modified for instructional use by: Kate Darby, Western Washington University
In 1887, Robert Towne built a metals smelter two and a half miles northwest of El Paso, Texas, across the river from Ciudad Juarez in Mexico and across the state border from several small towns in New Mexico. The smelter, which processed metal ore from regional mines, was quickly acquired by ASARCO (American Smelting and Refining Company) and became an important visual and economic institution in the region. In 1967, following the mantra of environmental regulation at the time—"the solution to pollution is dilution"—ASARCO erected what was then the tallest smokestack in the world: an 828-foot structure visible from much of the region. While the facility provided jobs to many in the region and produced metals important for a range of manufacturing and consumer products, by the 1970s, residents and scientists began to question the other products from the smelter—especially heavy metals pollution.

This case study includes discussion questions and data sources for further information.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Subject:
Health, Medicine and Nursing
Communication
Agriculture
Environmental Studies
Biology
Measurement and Data
Statistics and Probability
Geology
Material Type:
Activity/Lab
Case Study
Reading
Provider:
Science Education Resource Center (SERC) at Carleton College
Provider Set:
Teach the Earth
Author:
Kate Darby
Date Added:
04/22/2021
Case Study: Is it Time for an NPIP like Program for the US Pork Industry?
Only Sharing Permitted
CC BY-NC-ND
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The National Poultry Improvement Plan (NPIP) is an industry, state, and federal partnership that has long played a central role in bettering the health of US poultry and improving the competitiveness of the US poultry and egg industries.[1] The objective of this communication is to report the findings of a case study of the NPIP undertaken in 2018. The primary aims of the study included seeking a more in-depth understanding of the NPIP, clarifying how NPIP differs from and complements the Secure Food Supply Plans for the US poultry and egg industries, and assessing the needs and potential applications for establishing a similar program for the US pork industry (e.g., “US Swine Health Improvement Plan”).

Subject:
Agriculture
Nutrition
Zoology
Material Type:
Case Study
Provider:
Iowa State University
Author:
James Roth
Jeffrey Zimmerman
Kerry Leedom-Larson
Pamela Zaabel
Rodger Main
Date Added:
03/09/2020
Cover Crop Educational Modules
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Active learning modules to help students understand the role of cover crop species selection and design of mixed species cover crop plantings on multiple ecosystem services. Our current goal is to integrate lessons-learned from 8 years of research and extension activities into undergraduate education modules that can be widely distributed. Students completing these modules would be able to describe why cover crops are used, how different species of cover crop affect an array of ecosystem functions, how mixtures can be used to increase the multifunctionality of cover cropping systems, and factors that control mixture growth across sites. If the modules are delivered in the following order then these concepts build sequentially.

Subject:
Environmental Science
Agriculture
Biology
Ecology
Material Type:
Activity/Lab
Case Study
Diagram/Illustration
Interactive
Lesson
Lesson Plan
Module
Student Guide
Author:
Barbara Bariabar
Catalina Mejia
David Mortenson
Imtiaz Ahmad
Jason Kaye
Joseph Amsili
Mary Barbercheck
Michael Cahill
Richard Smith
Sarah Isbell
Tara Pisani Gareau
Date Added:
08/28/2020
Early Warning Information Increases Options for Drought Mitigation
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In the growing season, farmers and ranchers keep a watchful eye for any sign of drought. Early warning information can increase their range of options for dealing with the lack of water.

Subject:
Agriculture
Material Type:
Case Study
Provider:
National Oceanic and Atmospheric Administration
Provider Set:
U.S. Climate Resilience Toolkit
Date Added:
09/08/2016
Erasmus+ KA2 “F.A.S.T.E.S.T.” - Digital Storytelling for Entrepreneurship in VET agroindustrial schools
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CC BY-NC-SA
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Erasmus+ Strategic Partnership project called "Food & Agroindustrial Schools Toward Entrepreneurship by Storytelling & digital Technology" (Project No. 2015-1-IT01-KA202-004608), about developing entrepreneurship in VET agrifood students through digital storytelling techniques

Aim of the project is to develop in VET teachers functional skills to integrate systematically in the curricula entrepreneurship education to develop active citizenship and employability, supporting person-centered and experiential learning, through the creation of OER of “Digital storytelling “.

Context: the project aims to involve multi-disciplinary teams of teachers, as “agents of change”, and students, as a new generation of potential entrepreneurs but also as workers with an “entrepreneurial approach”, of VET schools of secondary level of IT, PT, RO and BG, similar among themselves because of the lack of a systematic training-for-trainers in relation to entrepreneurship, with consequences of absence of entrepreneurship as a field of learning in the regular curricula. The focus is on schools and companies related to the agro-industrial sector, in all countries, that needs an injection of new businesses to emerge from a state of heightened shortage of skilled professionals and young people in working cohorts.

Activities and methodology: creation of 1) action-research that prefigures: terms of educational value of storytelling for the development of an entrepreneurial mind-set; didactical sustainability of practices of digital manipulation in the development of educational programs for the development of entrepreneurial skills; new skills required by teachers for the effective use of the methodology to support the acquisition of entrepreneurial skills; 2) multilingual hypervideos (pupil-led experimentations); 3) Training Programmes for the blended use of hypervideos revised by teachers (teacher-led experimentations); 4) Methodological guidelines for the effective use of digital storytelling for learning entrepreneurial skills in school context – systematization of experimentations for their release as OERs.

Number and profile of participants: they will be directly involved in the project activities: 12 teachers/school principals – in interdisciplinary teams and transnational learning/teaching/training activities; 12 ICT experts and 16 representatives of business sector for O1; 40 teachers in 8 focus groups for O1; min. 8 entrepreneurs of FDMP sector for O2; 160 students for O2 and other 160 students for O3; at least 160 “local participants” in the 4 multiplier events.

In terms of expected results, the use of hypervideos as OERs will allow direct knowledge of the related production chain; their creation will enable a “learning by doing”, with a direct experience of the entrepreneurial skills necessary for the realization of a complex project (experimental meta-learning). It is expected an increase of the dialogue between schools and businesses, able to prevent, in the long term, any gap in the professional knowledge necessary to the efforts of innovation required in an evolving industrial sector.

Impacts for VET: spread / enhance different learning styles (innovative teaching); expand the provision of curricular training; increase motivation among the “digital generation”; open to contributions from experts in the business sector; create a more fluid and productive dialogue between formal and informal knowledge – take informal knowledge and transform it into digital resources. Benefits: the VET system will increase its attractiveness, expand its training offer and modernize its teaching approaches, reduce cases of ESL, qualify its staff members (refer to either digital and entrepreneurial skills), root further in the territory by consolidating relations with the socio-economic context.

Impacts for learners: increase of entrepreneurial skills applied in life and school paths; increase of motivation for further education; stimulus to entrepreneurship as a realistic professional opportunity after school; increase of digital skills through the “generative” choice to produce Learning Objects (benefits: spread of technical-scientific culture and reducing of digital divide).

Impacts for business/FDMP sector: connecting with local educational institutions and new generations of workers (role of “virtual business angel”); reflection on entrepreneurial mind-set skills on a personal and a corporate level; study of the potential of digital storytelling to tell / sell a company, for information, marketing or training purposes. Benefits: increased level of entrepreneurship / entrepreneurial spirit in FDMP.

Please download all the Intellectual Outputs from

http://www.cisita.parma.it/cisita/progetti-internazionali/progetto-erasmus-ka2-fastest/
www.fastesteu.com

Intellectual Output 1: Research Action about the current state of exploitation of storytelling and digital storytelling for didactic purposes in the participating EU countries (Italy, Bulgaria, Romania, Portugal)

Intellectual Output 2: Creation of 8 hypervideos about stories of success and interviews to local entrepreneurs from the agroindustrial sector (Tomato industry, cheese industry, meat industry, bakery industry, wine industry). Videos are made by made by students at school with teachers' supervision and guidance about gaining knowledge and meaning out of the experience. Videos are then turned into hypervideos by students themselves, adding further hypermedia contents from the web about entrepreneurship and /or sector-related information

Intellectual Output 3: Exploitation and testing of the hypervideos as didactic and teaching tools on students who did not take part in the video-making experience. Elaboration of 4 teaching programs (one for each of the 4 participating countries Italy, Bulgaria, Romania and Portugal) about entrepreneurship using hypervideos to create a blended learning experience

Intellectual Output 4: Methodological guidelines for future users or makers of new hypervideos. How to use the project's Output for educational purposes and how to make brand new hypervides from scratch. Technical guide about how to deal with a videomaking & editing process.

Subject:
Visual Arts
Management
Career and Technical Education
Agriculture
Education
Educational Technology
Nutrition
Cultural Geography
Economics
Material Type:
Activity/Lab
Case Study
Interactive
Lesson Plan
Author:
Cisita Parma scarl
Date Added:
06/22/2017
FARMINFIN Training Platform
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CC BY-NC-SA
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The learning resources presented here have been developed through an ERASMUS+ project for adult education entitled “FARMINFIN: Farming concepts and innovative funding/financing” (Project Nº: 2019-1-BE01-KA202-050397) carried out between 2019 and 2021.

The FARMINFIN project provides farmers with the needed competences for the implementation of innovative financing means tailored adequately for their own farms, entrepreneurial approach and personal circumstances.

FARMINFIN training material is aimed at young farmers taking over the business of their parents or simply aiming at business development. For them it is very important to have a solid financial basis for their agricultural businesses!

FARMINFIN has developed a web-based app where you can access to all the project’s training materials which are available in 7 languages: English, French, German, Spanish, Italian, Czech and Swedish. Through our learning platform you will be able to:

1. Get an overview of the actual situation of innovative financing in family farms in Europe and the available financing tools.
2. Gain knowledge and experience from selected best practices across Europe.
3. Foster professional handling of innovative financing means by farmers.
4. Strengthen economic and socio-economic viability of family farms, and therefore deliver added value to rural development.

The training resources you will find are the following:

SUMMARY REPORT: here you will find an overview of the situation of alternative ways of financing in the farming sector in Europe. The report provides a picture of the common findings across participating project countries, which have been analysed in more detail. You will find also in this section a downloadable annex that graphically shows all the data collected during the development of the report and can be viewed in detail segmented by country.

CATALOGUE: In the catalogue you will find not only a list of the main subsidies’ lines and general financing products, but also the financing products adapted to agriculture and more importantly, a large catalogue of the main products of alternative or innovative financing illustrated with a diagram showing the actors involved and the relationships between them. More specifically, the catalogue has identified:
- 14 of the main lines of subsidies.
- Main general funding products categorised into:
o Public sector (both European and national);
o Short-term private sector (11 tools identified);
o Long-term private sector (8 tools identified).
- Main financing products adapted to agriculture, for the agricultural, livestock and forestry sector.
- Main innovative financing products, where a total of 21 innovative financing tools have been catalogued in detail, including diagrams to illustrate how they work.

BEST PRACTICES: in this section you will find a series of 17 examples of farms across Europe that represent a wide range of best practices in the implementation of innovative financing schemes in the farming sector. Through this section you will learn from real experiences, reading about farmer’s problems related to financing and how they solved them. Learning from existing experiences will surely inspire you.

TRAINING MODULES: learning materials plenty of tips and suggestions on how to deal with relevant topics around the financing of your farm. In addition to the prepared contents of the modules, there is an opportunity to self-test your initial knowledge before taking the module and there is also a test at the end of the module to see whether you understood the contents. The modules also include useful templates, canvas and tools to be used in your learning pathway as well as in your professional activity.

For all components of the learning platform, information is provided in a comprehensive and user-friendly design and the materials can also be downloaded in PDF format.

Subject:
Finance
Management
Marketing
Agriculture
Material Type:
Case Study
Full Course
Reading
Date Added:
11/16/2021
An Introduction to Cyberbiosecurity for Food Science
Unrestricted Use
CC BY
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As technology becomes ever integrated into our food system and everyday life, our food industry and supply become ever more vulnerable to attack. Cyber attacks continue to threaten large and small companies, government agencies, individuals, and food and agriculture. This module, ‘Securing the Food Industry,’ aims to introduce the idea of cyberbiosecurity through a lecture format along with three case studies allowing students to interact and think through the concepts and materials. This module was built for implementation into college level courses with connection or interest in the food industry, food science, and agriculture as well as and technology courses focused on real world applications.
The lecture starts by introducing the amount of technology in food science and the food industry then transitions into concerns about security. After discussing multiple subtypes of security already integrated into the food industry, cyberbiosecurity is introduced. The term and definition are discussed before the categories of cyber attacks are introduced. The lecture relates these ideas back to the food industry before sharing a few real-life examples of detrimental cyber-attacks. The lecture concludes are explain the impact a cyber attack can cause, who is responsible for preventing and recovering from these attacks, as well as suggested practices to reduce vulnerabilities. Three theoretical but realistic case studies with discussion questions follow the lecture. These studies were written to act as small group discussion starters but could be used for whole class discussion, individual writing assignments, or other applications.
A list of additional resources can be found with the course material. This list provides a small sampling of additional documents which discuss cyberbiosecurity. The resources listed at the end of the lecture are not included in the additional resources document but also provide helpful information in the exploration and understanding of cyberbiosecurity. Food science resources are also included in this document to provide additional background around the food industry portion of this course material.

Securing the Food Industry is an open educational resource (OER). Instructors reviewing, adopting, or adapting the module should indicate their interest at https://forms.gle/orFRGhYs8owBP7gD6.

Subject:
Computer Science
Agriculture
Material Type:
Case Study
Module
Provider:
Virginia Tech
Provider Set:
VTech Works
Author:
Andrew Ray
Rebekah J. Miller
Susan E. Duncan
Yun Yin
Date Added:
09/16/2022
Plants, Animals, Biodiversity, Oh My!!! Phase 1
Unrestricted Use
CC BY
Rating
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A 2nd grade STEM unit on biodiversity. Students will learn about habitats and their biotic and abiotic components and needs to create and implement a plan/device to increase the biodiversity of the urban school garden.

Subject:
Environmental Science
Agriculture
Elementary Education
Language, Grammar and Vocabulary
Material Type:
Activity/Lab
Assessment
Case Study
Data Set
Reading
Unit of Study
Date Added:
06/26/2017
Precise Soil, Climate, and Weather Data Help Dairy Optimize Water Use
Read the Fine Print
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For irrigated crops, knowing when and how much water to apply has long been a matter of experience and guesswork. In a changing climate, new technology can reduce this uncertainty, enabling farmers to make every drop of water count.

Subject:
Agriculture
Material Type:
Case Study
Provider:
National Oceanic and Atmospheric Administration
Provider Set:
U.S. Climate Resilience Toolkit
Date Added:
08/09/2016
Unit 4: Case Study Analysis
Conditional Remix & Share Permitted
CC BY-NC-SA
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In this unit, student groups will evaluate different environmental case studies to critically investigate qualitative and quantitative data analysis, collection, and inquiry. Students will begin to consider different forms of sensory-related data collection and how experiential knowledge informs the ways in which one forms analytical, evaluative questions. Student expert groups are provided one case study (different expert groups will examine at least two different cases) that has a number of different kinds of resources that students will examine (e.g. journalistic, scientific, narrative, visual, auditory). Students will use cooperative learning methods to engage with problem-based inquiry rather than have the case study information delivered via instructor-based lecture. Given that students across disciplinary contexts may not have been exposed to scientific methods of investigation, this unit encourages systems thinking alongside other methods of investigation. As students consider the variety of perceptions that occur within a group of people sharing an environmental experience, students are able to consider the impact that different types of data have on one's perception of data collection and its analysis. This exercise also demonstrates the utility of interdisciplinary thinking -- by examining data sets from multiple academic disciplines, students gain a more complete understanding of the case study compared to what they would have understood by examining data from a single research approach. The activity also provides students with an opportunity to practice interdisciplinary thinking and collaboration skills. The cases address several key environmental challenges: soil contamination, water resources, and the impacts of industrial agriculture.
A collaborative learning method is used in conjunction with guided class and group discussion to critically examine different types of data and encourage consistency of data analysis between student groups. This unit uses a group exploration and presentation activity to ensure equal distribution of materials and accountability among class participants. In essence, the students teach each other about the case studies with the instructor providing questions to elicit depth and synthesis between groups as well as to ensure that critical data analysis is undertaken.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Subject:
Health, Medicine and Nursing
Communication
Agriculture
Environmental Studies
Biology
Measurement and Data
Geology
Material Type:
Activity/Lab
Case Study
Module
Provider:
Science Education Resource Center (SERC) at Carleton College
Provider Set:
Teach the Earth
Author:
Kate Darby
Lisa Phillips
Michael Phillips
Date Added:
09/29/2022