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curriculum and learner outcomes to enhance student learning and better prepare graduates for employment in the green industry. Literature cited Andelt, L. Leverne, B. Bosshamer, B. 1997 Employer assessment of the skill preparation of students from the College

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Service-learning Projects Benefit Horticulture Students Service-learning teaching strategies naturally fit into undergraduate horticulture and landscape design curricula. Waliczek and Zajicek (p. 934) incorporated service-learning projects into a

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uptake, and the basic anatomy of stems, shoots and roots. Subsequent chapters focus very strongly on the outcomes of the research work done by DeJong and his colleagues and students at UC Davis culminating, over the past 30 years, in the development of

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females (58.2%). Age varied from ∼2.4 to 6.3 years for students at the pretest and 2.8 to 6.8 years for students at the post-test. Because ages varied between the groups and because every day allows learning and growth in a child’s ability to process and

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outcome of a certain event, whereas an external locus of control is the belief that others caused the outcome of an event. With the realization that human influences have a greater impact on the environment than do technological advances came the emergence

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frequencies of agreement between the two survey groups. Fewer students disagreed with negatively worded health statements after the lecture than before. This suggests that after learning about organic crop production, students felt less certain about the

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the risk of childhood obesity ( Stice et al., 2006 ). Gardens and other sites of participatory food production are prime sites for such interventions. Gardens, in particular, can be used at a variety of educational sites as “learning laboratories” that

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to reconnect them to a happier time in their life. Students who had no gardening experience expressed satisfaction with learning something new. One woman stated, “I love plants, but I don't know anything about them. I'm learning, though.” Another said

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Educators from a tri-county area within South Carolina received gardens as part of a pilot farm-to-school initiative designed to improve health and academic outcomes among youth enrolled in Title I schools across the state. Educators completed online surveys

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day, students in Taiwan do not have much free time to spend outdoors. About half of the students in Taiwan spend even more time attending after-school tutoring centers, commonly known as “cram schools” ( Wei, 2011 ). The situation is changing in Taiwan

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