Abstract
I approach the subject of “Education for Foreign Students” with considerable misgivings, partially because this topic has been under discussion by groups like this for the past 15 years. The very process of re-examining programs that are appropriate for foreign students implies that we have had some second thoughts about what the professional goals of these students are or should be. Alternatively, perhaps this re-examination results from a feeling that our original views on student goals were accurate but that we adopted poor strategies in achieving such goals. In either case we leave ourselves open to the charge of being presumptious in imputing a set of goals to other people on the basis of our prejudices. If the experience of the past 15 years of technical assistance has taught us anything, it is that we simply cannot successfully impose our own judgement on what other people should do with their own lives and resources. Therefore, it is my hope that some of my colleagues on this panel will be able to shed more light on what the foreign students themselves really feel about the quality of the graduate programs they have encountered in the United States apart from the superficial frustrations they experienced. Let me leave this side of the question to them with only one caveat, namely: the opportunity to study in the United States is by far the most highly prized form of technical assistance in the eyes of the developing nations, and this opportunity will likely have a more lasting effect than anything else we have done.
Alliance, 2016 ). The purposes of this article are to briefly review the current status of agricultural higher education and horticultural production in Myanmar, and to outline future opportunities for horticultural research and education. The article is
( Carter, 2002 ). There are many ways teachers can teach nutrition. School-based nutrition education increases nutritional knowledge and can influence positive attitude change toward healthy eating in most grade levels ( Contento et al., 1992 ). School
customers to choose from.” A majority of the respondents (60%) were educated about plants at higher educational institutions. The survey also found that education was an important factor in respondents’ knowledge of the issue: those who had learned about
44 ORAL SESSION (Abstr. 445-449) CROSS-COMMODITY EDUCATION
116 ORAL SESSION 29 (Abstr. 580–588) Undergraduate Education
181 ORAL SESSION 53 (Abstr. 374-381) Education/Marketing
44 ORAL SESSION (Abstr. 445-449) CROSS-COMMODITY EDUCATION
. Conventional growers have shown interest in sustainable agriculture and organic farming. At the university and institution levels, interest in organic and sustainable agriculture education has increased ( Ngouajio et al., 2006 ). Educational institutions are
sustainable horticultural education and practices. For example, in their article, B. Lamba and G. Chapman of Temple University describe the challenges they experienced during construction of a sustainable flower show exhibit. While endeavoring to mitigate