Use of problem-based learning in the teaching and learning of horticultural production

Purpose: Problem-based learning (PBL), a relatively novel teaching and learning process in horticulture, was investigated. Proper application of PBL can potentially create a learning context that enhances student learning. Design/Methodology/Approach: Students worked on two complex ill-structured problems: (1) to produce fresh baby greens for a 4-week catering event and (2) to produce seedlings for a grower. Data collected were analyzed by the concurrent method and presented as case studies. Findings: Students developed positive attitudes through active engagement. Their presentations and reports demonstrated leadership roles, critical thinking and conflict management. Practical professional, social and affective skills were developed through production of 5?kg baby greens, and 2500 vegetable seedlings. Successes and limitations were identified. Theoretical Implication: The quality of the PBL problem is critical for the stimulation and elaboration of prior knowledge, development of epistemic curiosity and the relevant semantic framework. These are motivators that inspire effective learning. Practical Implication: Cognitive and emotional intelligence skills are realized by trusting the PBL process, identifying enhancers and inhibitors. Enhancement of creativity, social and employability skills manifest through challenges that help to develop for the ‘whole’. Originality/Value: In the horticulture industry, stakeholders interact with each other and the agro-ecological system. Consequently, competencies in production and emotional intelligence are invaluable.     

Test Norms and Sampling Theory

The authors investigated predictive relationships among student characteristics that influence motivation for learning and achievement. Participants were students (N = 900) from all 4 grade levels in 18 rural public high schools in the south-western United States. The authors used AMOS 4.0 (J. L. Arbuckle &; W. Wothke, 1996) to test a hypothesized path model in development and validation subsamples. Variables included perceptions of classroom climate, perceived ability, perceived instrumentality of instruction, and achievement goals as predictors of engagement and effort in school. The model fit the data reasonably well, with relatively minor variations in the strength of the paths between subsamples. The authors discuss implications for research and classroom practice.     

Truchet tilings and their generalisations

Tilings and patterns dominate our visual and material world. Cyril Stanley Smith was acutely sensitive to this in every aspect of his work. In a diversion he rediscovered the Truchet tilings of 1704 and added to their richness and variety.     

Dearing on Dearing and the 2003 White Paper

Lord Dearing delivered the Inaugural Annual Lecture of the Higher Education Policy Institute on 18 February 2003. This is a summary of the lecture, which can be viewed in full on www.hepi.ac.uk     

Multidimensional Perfectionism,Depression, and Satisfaction With Life: Differences Among Perfectionists and Tests of a Stress‐Mediation Model

This study examined the relationship between adaptive and maladaptive perfectionism, stress, depression, and satisfaction with life in a sample of undergraduate women. The authors found that maladaptive perfectionists had lower satisfaction with life and higher stress and depression scores compared with adaptive perfectionists. Results also indicated that stress mediated the relationship between maladaptive perfectionism and depression and between both maladaptive and adaptive perfectionism and satisfaction with life. Implications for college counselors are discussed.     

Self‐Compassion,Trait Resilience,and Trauma Exposure in Undergraduate Students

The authors investigated the relationship between self‐compassion and trait resilience and tested the potential moderating roles of these variables in the relationship between trauma exposure and general psychological distress in a sample of undergraduate students (N = 296). Results revealed a significant relationship between self‐compassion and trait resilience. Self‐compassion emerged as a significant moderator in this relationship, whereas trait resilience did not. Given high rates of trauma exposure in college student populations, implications for counseling are discussed.