). Their intellectual development is slower resulting in significant disabilities or arrested intellectual capabilities ( Smith et al., 2005 ). In addition, it is difficult for these children to focus on a task and they are easily distracted because of
knowledge gap and adoption barriers associated with BDM technology. The objectives of this project were to 1) develop training materials that could be used either as part of a training curriculum or stand-alone presentations for trainers to deliver to
are in themselves science-oriented and thus must be taught within the science curriculum. Surveys of environmental studies programs found that over 60% were taught by science faculty and 30% were taught by social studies faculty ( Pettus and Schwab
to the aspects of human nature shaped through socialization. Sociality is not gained spontaneously, but requires experiences in social environments ( Park, 1988 ). Childhood is a critical period for the development of sociality, and much of this
-order thinking skills, those that require synthesis, application, and evaluation, is to integrate Bloom's Taxonomy ( Bloom et al., 1956 ) into the curriculum ( McCormick and Whittington, 2000 ; VanDerZanden, 2005 ). Bloom's taxonomy is a classification method
stressful and believed it was helpful to their professional development. This activity also provided students with an opportunity to be creative, which is not often purposefully integrated into course curriculum. The participants enjoyed the different
the discussion about urban horticulture refers to food, the concept naturally also includes ornamentals produced in cities. As urban areas in countries such as Senegal expand and modernize, the demand for ornamental plants increases. “Curriculum
Hung, Y. 2004 East New York Farms: Youth participation in community development and urban agriculture Child. Youth Environ. 14 56 85 K-12 Education Administration, Ministry of Education 2008 Grade 1–9 curriculum guideline for science and technology. 27
prompted the development of many garden-based curricula, including the Growing in the Garden (GITG) curriculum designed by Iowa State University Extension for use in kindergarten through third grade classrooms. In a survey of 78 parents of first-graders (60
). A deficiency of horticultural and arboricultural curriculum is available to students, yet recent additions of these fields have been well-received ( Meyer et al., 2001 ), and further research into the incorporation of arboricultural and horticultural