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Roger A. Hinson, Carl E. Motsenbocker and John V. Westra

beginning has been cost leadership ( Porter, 1980 ). By specializing in melon production, the company has been able to adopt new productivity-enhancing technologies, thus lowering unit costs. By 1992, MelonFarm was using drip irrigation and plastic mulch for

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Roger Kjelgren

extent of faculty involvement in the process. Methods This study was conducted under the auspices of the Experiment Station Committee on Organization and Policy leadership training program and the Utah Agricultural Experiment Station (UAES). I selected

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Robert G. Nelson, Benjamin L. Campbell, Robert C. Ebel and William A. Dozier Jr.

needs leadership with vision. It will need to attract and compensate talented professional managers who are dedicated to building brand equity for investors. Finally, the ideal organization will need to attract sufficient capital to follow an aggressive

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M.B. Kirkham and B.E. Clothier

end of most of soil and land-use research in New Zealand. Through public outcry and effective leadership, governmental investment was reinstated. New Zealand's experience has relevance for the U.S., because federally funded research for production

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Sheri T. Dorn, Milton G. Newberry III, Ellen M. Bauske and Svoboda V. Pennisi

county. In most cases, leadership for EMG programs is provided by a local EMG coordinator, usually an extension agent or program support staff, at the county level. Local coordinators usually are supported by a state EMG coordinator who provides the

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Mary Lewnes Albrecht

Pi Alpha Xi, founded in 1923, is the national honor society for floriculture, landscape horticulture and ornamental horticulture. Since its founding, it has grown to 36 chapters at baccalaureate-granting institutions. Its mission is to promote scholarship, fellowship, professional leadership, and the enrichment of human life through plants.

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Harrison Hughes, Elizabeth Mogen, Steven Newman, James Klett and Anthony Koski

An assessment plan for the Horticulture and Landscape Horticulture majors has been developed as part of a university-wide effort to assess resident instruction. The program mission has been described as the preparation of graduates with a passion for Horticulture/Landscape Horticulture who can contribute to Colorado's agricultural and green industry economy through high levels of: 1) technical competency and skills, including disciplinary competence, and a working knowledge in the appropriate field; 2) management and leadership skills; and 3) problem-solving skills. Assessment methods involved the development of evaluation forms for internships, practicum, independent study, group study, and the capstone courses. Student, faculty, clients, and industry personnel used standardized forms, which varied somewhat for the two majors and seven concentrations, to critically assess and score student and faculty efforts. Internships, practicum, and capstone courses were evaluated for program purpose. The management and leadership skills of the students were evaluated based on their performance during internships by cooperators and also by their activities, as demonstrated through their involvement in university, college, departmental, and community activities. Problem-solving skills were evaluated primarily through student performance in capstone courses, with specific criteria in the internship and in leadership activities of clubs. The expectation is that 70% to 75% of the students will score 3 or 3+ on all criteria established for a rating system of 1–5. Students have generally met this standard and plans are under way to continually upgrade courses and related activities to improve the teaching program

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B.I. Reisch, R.M. Pool, M.H. Martens, R.S. Luce, G. Remaily and T.J. Zabadal

1 Dept. of Horticultural Sciences. The authors acknowledge the leadership of John Einset. We thank the Lawrence Farm of Newburgh, N.Y. for cooperative field trials with `Marquis'. The cost of publishing this paper

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B.I. Reisch, R.M. Pool, W.B. Robinson, T. Henick-Kling, J.P. Watson, K.H. Kimball, M.H. Martens, G.S. Howell, D.P. Miller, C.E. Edson and J.R. Morris

1 Dept. of Horticultural Sciences. 2 Dept. of Food Science and Technology. The authors acknowledge the leadership of John Einset and technical expertise of Ben Gavin and Joe Bertino. The cost of publishing this paper was defrayed in part by

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Lois Berg Stack

Information presented in greenhouse management courses has changed in response to several factors. Increasingly, students must learn about:

  1. new technologies such as the use of computers in crop management, and new techniques such as implementation of biological pest management;
  2. regulations like the EPA/OSHA chemical safety laws;
  3. experimental procedures, to be able to assess future technologies and techniques during their careers; and
  4. professionalism (industry leadership, ability to work with the media, knowledge of how to impact law).

Changes in course content and procedures over time, and methods of teaching increased types and amounts of information, are discussed through results of a survey of current instructors of greenhouse management courses.