A version of this article appears in print on September 6, 2015, Section A, Page 1 of the New York Edition of the New York Times with the headline, "Emails reveal academic ties in a food war.", Examines lobbying activities of firms and interest groups in the debate over bioengineered foods - and involving third-party scientists "and their supposedly unbiased research." Includes examples of interactions and financial support for university scientists by commercial firms.
Online from publisher. 3 pages., Activities and achievements of the California Women's Association, a volunteer organization of women concerned about challenges to California agriculture. Consists of 21 local chapters that focus on promoting agriculture locally and providing scholarships to students majoring in farming-related majors.
24 pages, Extension is sometimes viewed globally as less important than academic research and innovation, even though these networks are crucial to agricultural development. Using Lewin’s (1947) organizational change theory as a conceptual background, an instrument to measure advocacy capacity within international extension networks was developed. The resulting scale was analyzed for content validity, response process validity, internal structure validity, and consequential validity. An exploratory factor analysis (EFA) was performed on the proposed scale. The underlying structure of the scale was found to load onto five factors. The five extracted factors were labelled: 1) network support of advocacy, 2) network integration of advocacy, 3) network influence in advocacy, 4) network visibility in advocacy, and 5) network advocacy performance. The overall International Extension Network Advocacy Capacity (IENAC) scale, and associated subscales were all found to have acceptable levels of validity.
4pgs, A farmer-advocacy organization says record-breaking increases in the price of eggs isn’t being caused by inflation or avian flu, as claimed by egg companies, but by price collusion among the nation’s top egg producers.
18 pages, This study aimed to describe school-based agricultural education (SBAE) teachers' attitudes regarding inclusion, diversity, and equity (IDE) and prioritize the need for IDE-related professional development. A series of survey questions were used to describe the sample of SBAE teachers and their attitudes toward IDE and inclusive teaching practices. Most participants agreed that their programs should create an inclusive environment where all students can benefit from their program, have equal opportunities, and demographically mirror their school's student population. However, the profession remains split on whether there are problems with IDE and whether changes are needed. This response is likely the result of today's polarized culture. The Borich Needs Assessment Model was used to determine the perceived level of importance and ability of SBAE teachers regarding 11 professional development statements related to IDE. All professional development needs were assessed and ranked using mean weighted discrepancy scores (MWDS). The top three IDE-related professional development need areas among SBAE teachers were (a) tapping into students' lived experiences (cultural capital) when teaching, (b) identifying curriculum resources to enhance inclusivity, and (c) advocating for minority students.
