OCW One Health, 2008
G. Kaufman, DVM
1. Sustainable Agriculture Class 9
1.1. MIDTERM ASSESSMENT FORUM
The purpose of this session is to integrate disciplinary knowledge regarding the impacts of dairy farming on human, environmental and animal health, comparing organic farming and conventional farming wherever possible. This will form the basis of the final product of the course. From this point out the groups will merge and form a "team". All work will proceed in a common "team" area on the wiki.
1.1.1. VUE Map Presentations:
Each group will present a 10 minute "tour" of their disciplinary VUE map, including links and gaps that were discovered. Presentations should highlight/show how key information is organized with summary node information and imbedded references, if possible. There will be a discussion after each presentation and opportunity for peer evaluation.
CLASS ACTIVITY: A MASTER VUE MAP WILL BE MADE FOLLOWING THE PRESENTATIONS (Integration)
1.1.2. Open Questions and Gaps:
Open questions and identified disciplinary gaps will be collated and addressed as a group. If questions cannot be resolved by the group, a plan will be made to resolve these questions either through identifying missing disciplinary contributions, proposing a research project, or reframing the problem. The group will not necessarily be carrying out such a plan, but will include the plan on the VUE map for others to followup.
CLASS ACTIVITY: OPEN QUESTIONS WILL BE KEPT ON AN ACTIVE LIST AND REPRESENTED ON THE MASTER VUE MAP
1.1.3. Glossaries and Concepts:
Each group's glossary will be combined into one file, and terminology and definitions will be compared and differences resolved.
CLASS ACTIVITY: A MASTER GLOSSARY WILL BE CONSTRUCTED
Assignments due next week:
Think about the next phase of the course - how to include community stakeholders in our assessment of health and dairy farming in New England.
1.2.2. eJournal assignment:
Identify who you think the community stakeholders are in this context. Choose 1-2 stakeholders that you would be interested in pursuing in subsequent sessions.
1.2.3. Reading assignment:
Fieldnotes in Ethonographic Research: Chapter 1 (Emerson RM, Fretz RI, Shaw LL. Writing ethnographic fieldnotes. Chicago: University of Chicago Press; 1995:254)