12.000 Solving Complex Problems is designed to provide students the opportunity to work as part of a team to propose solutions to a complex problem that requires an interdisciplinary approach. For the students of the class of 2013, 12.000 will revolve around the issues associated with what we can and must do about the steadily increasing amounts CO{{< sub "2â€ >}} in Earth’s atmosphere. 12.000 is a core course for the MIT Terrascope freshman learning community. Each year’s class explores a different problem in detail through the study of complementary case histories and the development of creative solution strategies. It includes training in Web site development, effective written and oral communication, and team building. Initially developed with major financial support from the d’Arbeloff Fund for Excellence in Education, 12.000 is designed to enhance the freshman experience by helping students develop contexts for other subjects in the sciences and humanities, and by helping them to establish learning communities that include upperclassmen, faculty, MIT alumni, and professionals in science and engineering fields.

The mission of the Assistive Technology Act Technical Assistance and Training Center (AT3) is to increase access to and acquisition of assistive technologies by individuals with disabilities across the lifespan.

The Assistive Technology Act Training and Technical Assistance Center(AT3/AT3 Center) is a project funded under grant award # 90ATTA0001 by the U.S. Department of Health and Human Services Administration for Community Living (ACL). AT3 provides technical assistance and supports to State Assistive Technology (AT) Programs funded under Section 4 of the Assistive Technology Act of 1998, as amended (P.L. 108-364). The AT3 Center is a sponsored project of the Association of Assistive Technology Act Programs (ATAP) The information on this website does not necessarily reflect the position or policy of ACL, and no official endorsement should be inferred.

Mountain Men Social Studies Lesson 3 State of the Union is designed to be used with Mountain Man Artifact Kit. Lessons 1, 2, 3, 4, 5 and 7 can be completed without the artifacts from the kit. These kits are available through Musuems of Western Colorado to D51 Teachers. This lesson can be adapted to use without the kit. Students will be able to: • describe how and why the United States territory grew during the 1800’s • explain how the Fur Trade had an effect on growth.

You will learn invaluable skills on topics such as time management, study skills, test-taking, memory techniques, researching, referencing sources, learning preferences, student supports and resources, communication skills, online learning, student funding, presentation skills, and transferring courses between post-secondary institutions. This book covers the learning outcomes for a provincial level ABE course which can be used as an elective towards a BC Adult Graduation Diploma.

Teachers have long searched for supplemental materials for their purchased textbooks. In the last 36 months, the US Department of Education’s Office of EdTech has championed the use of openly-licensed educational resources (OERs) through their #GoOpen initiative. This workshop will help teachers understand #GoOpen, OERs, and how it will help their school districts. Participants will leave with resources and ideas on how to spread the knowledge in their districts.

This Open Educational Resource (OER) textbook is written as the primary resource for a 3-hour graduate course delivered online by The Teachers College at Emporia State University. The course is designed to prepare school leaders (teachers, instructional coaches, administrators, etc.) for the integration and application of diverse educational technologies into classrooms and schools in ways that reflect a theoretical, research-based, and practical understanding of curriculum development and the effective uses of technology. The course explores practical ways to integrate technology into both teaching and learning and the critical importance of adequate training and professional development for successful integration. This intensive course is delivered completely online over a seven-week period using Canvas. Canvas is a web-based learning management system or LMS. It is used by learning institutions, educators, and students to access and manage online course learning materials and communicate skill development and learning achievement.

For farmers, growing crops is just one step in running a successful farm—making the farm or market garden economically viable requires another suite of skills, including finding land, planning what crops to grow, marketing the crops, and managing income and expenses. This resource builds on our experience educating hundreds of apprentice growers in organic production, farm and business planning, direct marketing at a roadside farm stand, and Community Supported Agriculture (CSA) management through hands-on training in the running of our 100-member CSA program. Teaching Direct Marketing and Small Farm Viability: Resources for Instructors is organized into six units, three focusing on marketing and three covering other topics related to making a small farm economically viable. Included are lessons and resources for running a CSA project, selling at farmers' markets, forming collaborative marketing groups and grower cooperatives, and selling to restaurants. Also covered are strategies to improve small farm planning, including enterprise visioning and market assessment; creating a business plan, including marketing and crop plans; and managing cash flow. Land tenure options such as cash-rent leases from non-profits, shared ownership models, conservation easements, and community land trusts are reviewed as additional mechanisms for addressing the complex issue of the economic viability of small-scale agriculture. This resource also reviews the trends and factors that influence small-scale agriculture's economics, and provides an overview of produce marketing in the U.S. The training manual is designed for – •Instructors at college and universities, agriculture organizations, farm-training programs, apprenticeship programs •Agricultural extension personnel •Farmers with interns •Growers, teachers, and organizers at urban farms, community gardens, and food projects with direct-marketing outlets This instructor's resource features class and field demonstration outlines, trainee exercises, and resource materials, with a focus on CSA. The manual can be used in a classroom setting or adapted for other training formats, such as short courses, conferences, and field days.

Over the past 35 years, instructors at the University of California, Santa Cruz have taught organic farming and gardening skills to more than a thousand apprentices through the UCSC Farm & Garden Apprenticeship program. Teaching Organic Farming & Gardening: Resources for Instructors is their 600-page manual and covers practical aspects of organic farming and gardening, applied soil science, and social and environmental issues in agriculture. Units contain lecture outlines for instructors and detailed lecture outlines for students, field and laboratory demonstrations, assessment questions, and annotated resource lists. Although much of the material has been developed for field or garden demonstrations and skill building, most of the units can also be tailored to a classroom setting.



The training manual is designed for a wide audience of those involved in teaching farming and gardening, including colleges and universities with programs in sustainable agriculture, student farms or gardens, and on-farm education programs; urban agriculture, community garden, and farm training programs; farms with internships or apprenticeships; agriculture extension stations; school gardening programs; organizations such as the Peace Corps, US AID, and other groups that provide international training in food growing and ecological growing methods; and master gardener programs.

Published by the UC Santa Cruz Center for Agroecology and Sustainable Food Systems, the 600-page manual covers practical aspects of organic farming and gardening, applied soil science, and social and environmental issues in agriculture. Units contain lecture outlines for instructors and detailed lecture outlines for students, field and laboratory demonstrations, assessment questions, and annotated resource lists. Although much of the material has been developed for field or garden demonstrations and skill building, most of the units can also be tailored to a classroom setting.The training manual is designed for a wide audience of those involved in teaching farming and gardening, including colleges and universities with programs in sustainable agriculture, student farms or gardens, and on-farm education programs; urban agriculture, community garden, and farm training programs; farms with internships or apprenticeships; agriculture extension stations; school gardening programs; organizations such as the Peace Corps, US AID, and other groups that provide international training in food growing and ecological growing methods; and master gardener programs.

The Toolkit to Create a Great Farm Mentorship is a shared drive of resources for farm educators who want to start a mentorship program. The toolkit includes numerous ready-to-use files, but is open source to allow educators to download and edit items as needed. The Toolkit was developed from documents used in the Michigan Sustainable Farm Mentors Program that connect 42 beginning and aspiring farmers with 9 mentors in 2021 and 2022.

This material is based upon work that is supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, under agreement number 2020-38640-31522 through the North Central Region SARE Partnership grant program, under project number ONC21-085.

The article presents the evaluation of the training programme for secondary school principals conducted in the period between 2006 and 2009. A mixed method approach was used to conduct the summative evaluation with 28 graduate participants. For the impact evaluation, 15 of the graduates were interviewed three years after the programme was completed. The quantitative data was analyzed using means and standard deviation. The findings revealed that participants gained technical and relational skills but responses were less favourable in relation to cognitive or conceptual skills, while the support from lecturers and workplaces was strong but less favourable from the central ministry. There was a positive impact on participants’ performance during the period of training, especially in the areas of confidence, collegiality and overall leadership. For the impact evaluation, graduates credited the programme for their promotion to become principals, vice principals, senior teachers or give added responsibilities. They identified areas to be enhanced for any further programme to include school law, financial management, policy development and interpretation, and conflict management and relational skills. The main recommendation is that for any further programme for the training of principals should be guided by the findings of the evaluation.

The transferability and evaluation guide is a supporting document for the target group and stakeholders on how to use and take maximum advantage of the developed and proven courses and the learning materials produced by the project.

It is a set of interactive documents integrating descriptive multimedia material (an enhanced eBook).

The guide supports the correct implementation and evaluation of the training material and tools created. It offers it proposals and guides to transfer the created Blended Learning courses in an efficiently and stringently defined way as well.

This Intellectual Output provides detailed information, description and practical advice on how the created project results can be transferred from the specific countries (or specific pilot test group) to other Educational fields as well to other European countries.
The transfer guide provides all tools and information for effective further use of the project results also for other enterprises and organisations in the field of C-VET. Additional, the transfer guide contains all material and the necessary documentation for a transfer of the training to other educational fields, for example in Adult Education, School Education, and partly to Higher Education.

This is an open link to view several resources I have used within PLA outlined Tutor Training Sessions.
I made sure I included Phonemic Awareness, Learning Disabilities, and Mental Health Conditions as they are necessary to promote understanding of some of the adult students we serve.

Students are trained to use the Visual MODFLOW computer program (Waterloo Hydrogeologic, Inc.) and they learn first-hand how to apply the Dupuit Approximation to groundwater flow and transport problems in unconfined aquifers. The students apply the Dupuit Approximation (Fetter, 2001) to a case study developed from Anderson and Woessner (1992) in which they are given system dimensions, aquifer properties, and well water levels. Learning objectives include (1) prediction of groundwater flow and transport and (2) model calibration (e.g., getting the model output to match well water level data). Students also learn how to solve the equations using a computer spreadsheet program, further expanding their ability to understand and work with the equations.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

NOTE: This activity has NOT been attempted yet in class, and therefore still needs significant refinement. It will be updated once it has been developed further.

Brief three-line description of the activity or assignment and its strengths:
This is a two-part exercise. Part I is designed to train students in the technical use of the VEPP website and to train them to use observations from multiple datasets (GPS, tilt, seismic, physical behavior) to draw conclusions about the volcano's physical behavior. Part II involves a month-long monitoring exercise using real-time data from Pu'u O'o followed by interpretation of those data.
Full length description:
This is a two-part exercise. The main goal is to provide as realistic a volcano monitoring experience as possible given classroom constraints. Part I is designed to provide students with the ability to work with the VEPP website to generate plots of GPS, seismic, and tilt data, as well as access webcam images and make movies from them. In the process, they will be interpreting data from the July 21 2007 dike injection and eruption event and focusing on deformation concepts.

Part II is an exploratory exercise, with the goal of reproducing the monitoring process a volcanologist would use for this volcano. The students are going to be responsible for monitoring the behavior of Pu'u O'o for one month. This process entails gathering data on a daily basis (all available data sources: GPS, seismic, physical observations, tilt), so as to accumulate a month-long record of the behavior of the volcano. Each week they will have to produce a report summarizing the behavior of the volcano, including plots of all measurements with time and correlations between different variables (e.g., seismic events vs horizontal movement from GPS). At the end of the month, the final report will also include calculations about changes in magma volume and comparisons to estimates of erupted volume. Students will also address several interpretive questions, including: a) how does magma storage volume (calculated from deformation data) compare with eruptive volume over the same period; b) how do the various monitoring parameters relate to each other; c) how does the behavior of Pu'u O'o during the month they observed it compare to the July 2007 behavior they analyzed in Part I; and c) comparison of the fluctuations and magnitudes of Pu'u O'o measurements to other types of volcanoes.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Virginia Cooperative Extension Gardener Handbook is a guide for all gardeners in Virginia. It covers a variety of topics important for beginning and experienced gardeners, including soil health, native plants, and integrated pest management. This manual provides an understanding of the basics of gardening in Virginia and helps to build a strong foundation of gardening knowledge. Resources for additional reading can be found at the end of each chapter. We encourage readers to take a deeper dive into the topics that interest them and continue their learning journey.

How to Access the Book
This text is available in multiple formats including PDF, a low-resolution PDF which is faster to download, and ePub. These are linked on the left side of your screen. The book is also available in HTML/Pressbooks at https://pressbooks.lib.vt.edu/emgtraining. Softcover print versions with color interior will be available for purchase in Spring/Summer 2023. The main landing page for this book is https://doi.org/10.21061/vcegardener

HTML/Pressbooks: ISBN 978-1-957213-47-7 https://pressbooks.lib.vt.edu/emgtraining
PDF: ISBN 978-1-957213-48-4
Print (paperback): ISBN 978-1-957213-42-2 [Forthcoming]
ePub: ISBN 978-1-957213-49-1

Table of Contents
1. Botany
2. Soils and Nutrient Management
3. Entomology
4. Plant Pathology
5. Abiotic Stress Effects on Plant Growth and Development
6. Diagnosing Plant Damage
7. Integrated Pest Management and Pesticide Safety
8. Plant Propagation
9. The Vegetable Garden
10. Fruits in the Home Garden
11. Lawns
12. Indoor Plants
13. Woody Landscape Plants
14. Pruning
15. Herbaceous Landscape Plants
16. Landscape Design
17. Water Quality and Conservation
18. Habitat Gardening for Wildlife
19. Virginia Native Plants

About Virginia Cooperative Extension
Virginia Cooperative Extension (VCE) is the outreach and engagement branch of Virginia Tech and Virginia State University, Virginia’s land-grant universities. Through VCE, Extension agents, specialists, and volunteers work to share knowledge and advance the wellbeing of all Virginians. This handbook serves as the main training text for new Extension Master Gardener volunteers.

If you are passionate about horticulture, environmental conservation, or gardening education, we invite you to join us by becoming an Extension Master Gardener at https://ext.vt.edu/lawn-garden/master-gardener/Become-a-Master-Gardener.html.

Are you a professor reviewing or adopting this book for a course?
https://bit.ly/interest-vcegardener Instructors adopting or reviewing this text are encouraged to record their use on this form. This helps the book's sponsors to understand this open textbook's impact.

Suggested Citation
Virginia Cooperative Extension (2023). Virginia Cooperative Extension Gardener Handbook. Blacksburg: Virginia Cooperative Extension. https://doi.org/10.21061/vcegardener. Licensed with CC BY-NC-SA 4.0.

Accessibility Statement
Virginia Tech Publishing is committed to making its publications accessible in accordance with the Americans with Disabilities Act of 1990. The Pressbooks (HTML) and ePub versions of this text are tagged structurally and include alternative text, which allows for machine readability.

Report an Error: https://bit.ly/report-error-vcegardener
View Errata: https://bit.ly/errata-vcegardener
Tell us how you found the book: https://bit.ly/interest-vcegardener

Acknowledgments
This version of the Virginia Extension Gardener Handbook was made possible in part by financial and technical support from the Open Education Initiative at the University Libraries. Additional financial support was provided by the Virginia Tech School of Plant and Environmental Sciences.

Thank you to contributors and editors of this handbook:
• Kathleen Reed (2022 project advisor, editor, and contributor)
• Devon Johnson (2022 project manager and image author)
• Kindred Grey (2022 image author and Pressbooks formatting)
• Stacey Morgan Smith (2022 handbook editor)
• Emma Freeborn (2022 alt text and editorial assistance)
• Anita Walz and the Virginia Tech Publishing team (2022)
• The 2021/22 Handbook Review Team: Barb Wilson, Beth Kirby, Carol King, Courtney Soria, Doug Levin, Elaine Mills, Elizabeth Brown, Fern Campbell, JC Gardner , Jim Revell, Khosro Aminpour, Maraea Harris, Margaret Brown, Meagan Shelley, Melanie Thompson, Michael Cole, Mimi Rosenthal, Nancy Brooks, Nancy Butler, Patricia Lust, Ralph Morini, Sabrina Morelli, Shawn Jadrnicek, Sherry Kern, Stacey Morgan Smith, Susan Dudley, Susan Perry, Wendy Silverman and all other volunteers who contributed.

Previous versions:
• Dave Close, State Coordinator, VCE Master Gardener Program & Consumer Horticulture Specialist (2015 project advisor)
• John Freeborn, Assistant State Coordinator, VCE-MG Program (2015 editor)
• Sue Edwards (2015 editorial assistant)
• Diane Relf, Retired Extension Specialist, Environmental Horticulture (original compilation, revision, and editing)
• Judith Schwab (original compilation, revision, and editing)
• Elissa Steeves (original compilation, revision, and editing)
• R. Peter Madsen (original compilation, revision, and editing)
• Virginia Nathan (original compilation, revision, and editing)
Thank you to the many Extension Master Gardener volunteers and agents who have contributed feedback or made suggestions for this handbook over the years. Thanks also to the original contributors, including the Northern Virginia Master Gardeners, the Utah Cooperative Extension Service, and the Georgia Cooperative Service for use of their handbook material and the Texas Agricultural Extension Service and N.C. State for the use of their revised and expanded versions of this handbook (circa 2009). According to the 2009 version of this handbook, “material was taken from many Extension publications written in Virginia and other states.” We have worked to identify, rewrite, and attribute this content.

The original edition of the Virginia Master Gardener Handbook was printed January 1985. The handbook was revised January 1986, January 1987, July 1990, November 1994, December 1999, July 2009, and December 2015.

Disclaimer: This work may contain components (e.g., illustrations or quotations) not covered by the license. Every effort has been made to clearly identify these components but ultimately it is your responsibility to independently evaluate the copyright status of any work or component part of a work you use, in light of your intended use. Please check the references at the end of each chapter before redistributing.

Web-based Website Design Reading and Resource List and Course Schedule

CSE 629 Web-based Website Design

Students will create a professional, business,
or education related website using free webbased software, widgets, and training. Course
emphasizes learning by doing and following
best practices for creating user-friendly web
sites. Designed to train and develop web design
skills as well as develop the ability to work
with and employ free, online tools. By closely
learning one system, students can apply that
knowledge and easily integrate with other
systems available online.

Human Resource Development (HRD) is a practice that combines training, organization development, and career development efforts to encourage the improvement of individual, group, and organizational performance. Often confused with Human Resource Management (HRM), this video discussed the four basic sections of HRD.

Students learn about electric motors and rotational sensors. They learn that motors convert electrical energy to mechanical energy and typically include rotational sensors to enable distance measuring. They also learn the basics about gear trains and gear ratios. Students create a basic program using the LEGO MINDSTORMS(TM) NXT interface to control a motor to move a small robot. Then, through a 10-minute mini-activity, they make measurements and observations to test a LEGO rotation sensor's ability to measure distance in rotations. This prepares them for the associated activity during which they calculate how many wheel rotations are needed to travel a distance. A PowerPoint® presentation, worksheet and pre/post quizzes are provided.

Working in the Food Service Industry is one of a series of Culinary Arts books developed to support the training of students and apprentices in British Columbia’s food service and hospitality industry. Although created with the Professional Cook, Baker, and Meat Cutter programs in mind, these have been designed as a modular series, and therefore can be used to support a wide variety of programs that offer training in food service skills.Working in the Food Service Industry covers B.C. legislation and regulations for employment standards, as well as an overview of the “soft skills” of communication, conflict resolution, teamwork, and career planning.