Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D08863
Notes:
Pages 15-35 in Ormrod, James S. (ed.), Changing our environment, changing ourselves: nature, labour, knowledge and alienation. United Kingdom: Palgrave Macmillan UK, London. 315 pages.
Settle, Quisto (author), McCarty, Keelee (author), Rumble, Joy N. (author), and Ruth, Taylor K. (author)
Format:
Conference paper
Publication Date:
2016-02
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 162 Document Number: D08127
Notes:
Research paper presented in the Agricultural Communications Section, Southern Association of Agricultural Scientists (SAAS) in San Antonio,Texas, February 7-8, 2016. 24 pages.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 134 Document Number: D11401
Notes:
30 pages., Online via website., "Despite the growing use of genetically modified crops over the past 20 years, most Americans say they know only a little about GM foods. And many people appear to hold 'soft' views about the health effects of GM foods, saying they are not sure about whether such foods are better or worse for one's health. ... a majority of Americans perceive disagreement in the scientific community over whether or not GM foods are safe to eat. And, only a minority of Americans perceive scientists as having a strong understanding of the health risks and benefits of GM foods."
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 145 Document Number: D06539
Notes:
Research summary from the Center for Public Issues Education, Institute of Food and Agricultural Sciences, University of Florida, Gainesville. 3 pages.
12 pages., Via open access online., Authors examined the difficulty of teaching contemporary students of journalism to report on complex topics like science and the environment. They subjected 120 undergraduate students to a strategy that combined visual representations of abstract concepts, media texts, and experiential peer interactions. Findings indicated positive outcomes on comprehension and demonstrations of critical analysis from this pedagogical approach.
