WorldFish, an international nonprofit research organization, harnesses the potential of fisheries and aquaculture to reduce poverty and hunger. WorldFish is one of the 15 member organizations of CGIAR, a global agriculture research partnership for a food secure future.
WorldFish, an international nonprofit research organization, harnesses the potential of fisheries and aquaculture to reduce poverty and hunger. WorldFish is one of the 15 member organizations of CGIAR, a global agriculture research partnership for a food secure future.
I WORKSHOP INTERNACIONAL: PESQUISA CIENTÍFICA PARA POLÍTICAS PÚBLICAS DE GESTÃO SUSTENTÁVEL DOS RECURSOS HÍDRICOS: Os exemplos do Nebraska, USA e do Oeste da Bahia, Brasil
AUDITÓRIO ASSEMBLEIA LEGISLATIVA - SALVADOR, BAHIA
Assn. of Int'l Research & Development Centers for Agriculture (AIRCA)Crops for the Future
AIRCA (Association of International Research and Development Centers for Agriculture) is a nine-member alliance focused on increasing global food security by supporting smallholder agriculture within healthy, sustainable and climate-smart landscapes.
The combined expertise of AIRCA centers cover a large spectrum of the research for development continuum including agrobiodiversity, agroforestry, integrated pest management, drought-tolerance crops, natural resource management and the conservation and use of underutilized species.
For more information, please visit the official website of AIRCA at http://www.airca.org/
The nine-member alliance comprises of:
AVRDC – Asian Vegetable Research and Development Center
CABI – Centre for Agriculture and Bio-Sciences International
CATIE – Tropical Agricultural Research and Higher Education Center
CFF – Crops for the Future
ICBA – International Center for Biosaline Agriculture
ICIMOD – International Centre for Integrated Mountain Development
ICIPE – International Centre of Insect Physiology and Ecology
IFDC – International Fertilizer Development Center
INBAR – International Network for Bamboo and Rattan
For over 20 years, the Field Museum's Action Center has engaged more than 100,000 students in conservation work throughout Chicago. Staff will share lessons learned from their community-based model. Attendees will gain insight into building stakeholder partnerships, measuring outcomes, working with volunteers, and ensuring that students make contributions to conservation.
Dr. Andre DeLorme, Director at Prairie Waters Education and Research Center, explains the goals, research , and educational opportunities the Center offers.
Starting a Commercial Aquaponics Farm - Bright AgrotechUpstart University
These are the webinar slides for "Starting A Commercial Aquaponics Farm"- a webinar by Dr. Nate Storey of Bright Agrotech.
Find the entire recorded webinar here: http://bit.ly/1dsSXr3
Before you spend you money purchasing any equipment, spend some quality time planning how you will make this work. learn who is in the market, why you should not take advice from salesmen (or women) ever. Here is the cumulated experience and advice of The Commercial Aquaponics Group
What are the benefits of using fibers for aquaponic media?Upstart University
Learn more in "Foundations of Aquaponics" - an Upstart University course with over 12 hours of aquaponics education (just $9.99). See it here: http://bit.ly/2g6mArx
The relationship between total surface area and volume has a lot to do with the effectiveness of different types of aquaponic media. Fibers tend to be one option which works incredibly well. Find out why in this slideshare.
I WORKSHOP INTERNACIONAL: PESQUISA CIENTÍFICA PARA POLÍTICAS PÚBLICAS DE GESTÃO SUSTENTÁVEL DOS RECURSOS HÍDRICOS: Os exemplos do Nebraska, USA e do Oeste da Bahia, Brasil
AUDITÓRIO ASSEMBLEIA LEGISLATIVA - SALVADOR, BAHIA
Assn. of Int'l Research & Development Centers for Agriculture (AIRCA)Crops for the Future
AIRCA (Association of International Research and Development Centers for Agriculture) is a nine-member alliance focused on increasing global food security by supporting smallholder agriculture within healthy, sustainable and climate-smart landscapes.
The combined expertise of AIRCA centers cover a large spectrum of the research for development continuum including agrobiodiversity, agroforestry, integrated pest management, drought-tolerance crops, natural resource management and the conservation and use of underutilized species.
For more information, please visit the official website of AIRCA at http://www.airca.org/
The nine-member alliance comprises of:
AVRDC – Asian Vegetable Research and Development Center
CABI – Centre for Agriculture and Bio-Sciences International
CATIE – Tropical Agricultural Research and Higher Education Center
CFF – Crops for the Future
ICBA – International Center for Biosaline Agriculture
ICIMOD – International Centre for Integrated Mountain Development
ICIPE – International Centre of Insect Physiology and Ecology
IFDC – International Fertilizer Development Center
INBAR – International Network for Bamboo and Rattan
For over 20 years, the Field Museum's Action Center has engaged more than 100,000 students in conservation work throughout Chicago. Staff will share lessons learned from their community-based model. Attendees will gain insight into building stakeholder partnerships, measuring outcomes, working with volunteers, and ensuring that students make contributions to conservation.
Dr. Andre DeLorme, Director at Prairie Waters Education and Research Center, explains the goals, research , and educational opportunities the Center offers.
Starting a Commercial Aquaponics Farm - Bright AgrotechUpstart University
These are the webinar slides for "Starting A Commercial Aquaponics Farm"- a webinar by Dr. Nate Storey of Bright Agrotech.
Find the entire recorded webinar here: http://bit.ly/1dsSXr3
Before you spend you money purchasing any equipment, spend some quality time planning how you will make this work. learn who is in the market, why you should not take advice from salesmen (or women) ever. Here is the cumulated experience and advice of The Commercial Aquaponics Group
What are the benefits of using fibers for aquaponic media?Upstart University
Learn more in "Foundations of Aquaponics" - an Upstart University course with over 12 hours of aquaponics education (just $9.99). See it here: http://bit.ly/2g6mArx
The relationship between total surface area and volume has a lot to do with the effectiveness of different types of aquaponic media. Fibers tend to be one option which works incredibly well. Find out why in this slideshare.
This presentation is a review of what we've accomplished during the first two years of our project, which focuses on research, education, outreach, and advocacy to address food security in urban areas.
This presentation was given as part of the EPA-funded Catchment Science and Management Course focusing on Integrated Catchment Management, held in June 2015. This course was delivered by RPS Consultants. If you have any queries or comments, or wish to use the material in this presentation, please contact catchments@epa.ie
It is increasingly being recognised internationally that integrated catchment management (ICM) is a useful organising framework for tackling the ongoing challenge of balancing sustainable use and development of our natural resource, against achieving environmental goals. The basic principles of ICM (Williams, 2012) are to:
• Take a holistic and integrated approach to the management of land, biodiversity, water and community resources at the water catchment scale;
• Involve communities in planning and managing their landscapes; and
• Find a balance between resource use and resource conservation
ICM is now well established in Australia, New Zealand, and the United States. In Europe the ICM approach has been proposed as being required to achieve effective water and catchment management, and is the approach being promoted by DEFRA for the UK, where it is called the “Catchment Based Approach” (CaBA). The principles and methodologies behind ICM sit well within the context of the Water Framework Directive with its aims and objectives for good water quality, sustainable development and public participation in water resource management. In Ireland it is proposed that the ICM approach will underlie the work and philosophy in developing and implementing future River Basin Management Plans.
Presentation about the Community and Regional Food Systems project given at the 2013 Wisconsin Local Food summit.
Included is an overview of the project, discussion of the food system framework we're creating, examples from our community engagement projects (carrots to schools, lead contamination, food policy council evaluation, healthy corner stores), and a review of our project's values and outcomes (just, healthy, place-based, prosperous, and sustainable).
A collaborative effort of the Farm to Preschool Subcommittee of the National Farm to School Network, the workshop was led by: Stacey Sobell, Ecotrust/National Farm to School Network; Zoe Phillips, Urban & Environmental Policy Institute, Occidental College; Emily Jackson, Appalachian Sustainable Agriculture Project/National Farm to School Network; Katy Pelissier, Ecotrust
Helen Browning (Soil Association) - From small acorns…how 5 schools and an am...TheSchumacherInstitute
E.F. Schumacher was President of the Soil Association from 1970–77. During this time he wrote an article for the Association’s Living Earth magazine, in which he passionately made the case for the practical application of economic and organic thinking into practice and lived experience. ‘Let us not defend a type of pristine virginity’, he noted in 1971, ‘to remain a little, esoteric splinter group, at a time when the whole world is crying out for precisely the kind of thinking the Soil Association has been engaged in for the past 25 years’.
It is in this spirit that the Food For Life Partnership was founded by the SA 10 years ago, a tiny pilot in 5 schools to see whether engaging children, their teachers and their school cooks in growing organic produce, visiting organic farms, and learning to prepare wonderful healthy food could transform their well being and sense of connecting with nature. From this ‘acorn’ a major initiative has developed, with over 5000 schools in England now enrolled…some 20% of our school children. The results have been tremendous, and the momentum continues.
'A River for Everybody' School River Water Quality ProjectESD UNU-IAS
'A River for Everybody' School River Water Quality Project
Case Study Session
Ms. Mukvinder Kaur Sandhu, RCE Kuching
12th Asia-Pacific Regional RCE Meeting
4-6 June, 2019, Hangzhou, China
Triple Bottom Line: How Green Schools Save Money, Promote Health, and Improve...caiscalifornia
Why should schools develop a culture of environmental sustainability? With increasing environmental challenges in recent years, the “triple bottom line” applied to schools can help to save money, promote health, and improve achievement.
School Garden and Canteen Manual
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For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
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Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
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Free School Gardening Art Posters
http://scribd.com/doc/239851159`
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Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
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Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
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City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
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Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Stella Nordhagen
POLICY SEMINAR
Investing in Research – new evidence showing how a nutrition-sensitive agriculture program improves children’s nutritional status
Co-Organized by IFPRI, HKI, and A4NH
DEC 12, 2017 - 12:15 PM TO 01:45 PM EST
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
5. Rochelle Sandrin
• Biology Teacher
• Newer to teaching
• Looking for engaging science lessons
• USDA grant through MPS
6. How do you get started??
• Buy-in
– Administration
– District
• Build partnerships
– Community organizations
– Community Businesses
– Community Members
• Funding
– School Budget
– Grants
7. Why Aquaponics
• As an educational tool
– Inquiry based and hands-on learning
• For our population of students
– A need for a practical science course
• Big picture – locally, world-wide
– Milwaukee is on the forefront of the movement
nationally
– Being adapted world-wide
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23. The Evolution
• The Big System
• The inclusion of the mini-systems
• The Curriculum
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30. Food Safety Concerns
• Water temperature
• Species of Fish
• Type of produce
• System Location
• Harvesting
• Preparation
• Eating!
• Training
33. Milwaukee Public Schools Aquaponics Program
MPS Board of School Directors
Michael Bonds, Ph.D., President, District 3
Meagan Holman, Vice President, District 8
Mark Sain, District 1
Jeff Spence, District 2
Annie Woodward, District 4
Larry Miller, District 5
Tatiana Joseph, Ph.D., District 6
Claire Zautke, District 7
Terrence Falk, At-Large
Senior Team
Darienne B. Driver, Ed.D., Superintendent
Erbert Johnson, CPA, Chief of Staff
Karen R. Jackson, Ph.D., Chief Human Capital Officer
Ruth Maegli, Chief Innovation Officer/ Acting Chief Academic Officer
Michelle Nate, CPA, Chief Operations Officer
Gerald Pace, Esq., Chief Financial Officer
Keith Posley, Ed.D., Chief School Administration Officer
Sue Saller, Executive Coordinator, Superintendent’s Initiatives
Editor's Notes
Odell will explain this graphic about how an aquaponics system works – and the importance of each part of the system
Fish – Provide waste (in the form of ammonia)
Bacteria – convert the bacteria first into nitrite, and then into Nitrate
Nitrate – important for plant growth and development
Water – returned to the fish tank minus the nitrate – nitrate is toxic to fish
Basically the plants replace the filter you would see in a traditional fish tank
Graduated from college with a degree in politics and government and a minor in environmental biology with the thought of becoming an environmental attorney – law school changed my mind, so I left and worked in banking for a few years. Through that I was able to work at a student run bank in South Division High School – this led to my decision to go back to school for a teaching license – and science has always been a big part of my life – dad is a chemist – so that is the area I chose to pursue
Was teaching bio, honors bio, and AP bio
As a newer teacher I was always looking for ways to engage students – much of my population struggles academically , especially in science
My goal in life became finding ways to make the learning more engaging – i.e. fun – and also to do more hands-on work
I wanted the kids to have a product they could be proud of that would also help them reach the learning goals in each class
I started attending any and all meetings I could pertaining to science in the district – through this I started working closely with the high school science teaching specialist, Karen Green, and she introduced me to the idea of aquaponics. The district was in the middle of a grant that was basically a train the trainer program for aquaponics in the school setting – I was too late to join the grant, but an aquaponics cohort was formed for teachers like me to start learning from the other teachers that already had systems. The cohort was led by the Sweetwater Foundation – and was my first real introduction to the workings of aquaponics
Buy-in:
Administration: go in with a solid plan. Things to account for: space, maintenance (you will need a weekend/break/summer plan!!!), initial funding, ongoing funding, Academic connections (standards based!), Student involvement
District: make sure you know your district rules on animals in the classroom, impacts on the building (we had to have an engineer clear our plans to make sure the floor could hold the weight), can be used as a selling point/recruiting tool for your district/school
Partnerships:
Community organizations – inviting members of the walker’s point association to come in and learn about the system
Businesses – I have worked with pet stores (to help with supplies) – we have received discounts on supplies, as well as large donations (waterfall tank and fish)
Community Members – invite members of the community (including teachers you may not otherwise really work with) to see the work, share your produce/fish, give updates about progress, invite people to come back to see how things have changed – my room is a place that people like to visit just to see how things are progressing – share stories about engineers and safety and their concern for the health of our system, inviting safety in to teach the kids how to fillet the fish, etc.
Funding:
* This is a BIG concern – you can do a small system for a few hundred, or a large system like ours that ended up costing about $10,000not just the start-up costs, but the ongoing maintenance – that is where these community/business partnerships will really come in handy – look for grants that have to do with science and/or food accessibility
Moving toward Inquiry Based science as a district – aquaponics allows students to question, use scientific thinking, run experiments, etc.
A high need population – science scores and understanding are quite low in the district and the school – looking for a better way to help students excel in science
Sweetwater, Growing Power – milwaukee is a place of innovation and is a leader in the field of aquaponics – variations of what we have here are starting exist all around the world. Shows students a variety of career options – the building, the chemistry, the maintenance, the growing, the fish, etc. opens up possibilities for students to explore after high school – whether they are college bound, technical school bound, or choose to enter the workforce immediately
Big System: class responsibility. Different students test the system, help trouble-shoot, make repairs, feed the fish, harvest and plant. It is a system that we use to give tours, and to explain how different types of aquaponics work. We are also working toward the goal of providing the lettuce used by the Trojan Sub Shop
The Mini-Systems: Teams of students run a ten gallon system. They selected the fish and the plants, and they designed the water flow in to the plants. This allows students to take responsibility for keeping their own produce and fish alive, and to solve any problems that arise in individual systems. They take ownership of their learning. They keep a journal and run their own water tests – and use that info to make decisions for their system. This is a large part of their grade for the second semester.
The Curriculum: The goal of this class is project-based and hands-on learning. The curriculum is fairly self-paced. Students decide which days to test their water and make journal entries while simultaneously working on other long-term projects (current project is on sustainability) – This has been the most difficult area as a teacher, and the district is working on curriculum development for next year – as the course I teach will be offered in more schools in the district. The curriculum started big picture about food and food justice, and has progressed in to personal responsibility and personal experience designed projects (Current project)
Fernwood uses the aquaponics to run a mini-economy. Due to the differences in the school day structure in a montessori environment, students interact with the system throughout the day as needed – and as it applies to the area they are studying. Money earned through the sale of fish and vegetables supports additional classroom supplies/activities that go beyond the school budget. Fish are not processed on site – and the students do no participate in the harvesting of the fish – they sell the vegetables to local restaurants (the students harvest and do the initial washing, however the restaurants prefer to process the vegetables according to their kitchen standards)
Warmer water increases the risk of bacteria growth – students/teachers must wear gloves, wash hands after exposure
Warm water fish are more likely to carry bacterial diseases that can transfer to humans – i.e. tilapia more likely to Streptococcus iniae
Produce that grows closer to the water – i.e. lettuces, leafy greens – more likely to be exposed to bacteria in the water than other produce – i.e. pepper, tomatoes, etc. –
Location – Closed, indoor systems less likely to have issues that open-air systems (those in contact with outdoor species/waste). Indoor systems still run the risk of bacterial exposure from new fish, pests that may find their way into the system, etc. – however it is less likely to happen in a controlled environment
Fish: protective gloves must be worn to avoid puncture wounds while harvesting fish (NOT latex/nitrile gloves) Plants: latex/nitrile gloves must be worn while harvesting plants Hands MUST be washed after clean up is complete and gloves are removed
Plants should be washed in a 100 ppm chlorine rinse prior to use. Fish must be stored properly immediately after prep (filleting, etc.). Fish must be fully cooked through at proper temp before eating.
All animal products (fish) MUST BE FULLY COOKED prior to serving
Teachers and students should undergo some type of food prep/ food safety training before they can use their fish and produce for consumption
Aquaponics is a great way to embrace the inquiry and hands-on aspects of NGSS – applies to many science content areas including the engineering aspects!!
The act of doing science rather than telling and listening about science – teachers and students more invested in the outcomes, more connections to real life – you can see the impact of your decisions, not just theorize about them…active, ongoing experimentation throughout the school year
Encouraging administrators/school leaders to support teachers who would like to take this approach to the curriculum – making sure it addresses the standards for the courses it is used in, assisting teachers who would like to implement such a program by helping write proposals to share with school leadership, helping teachers get the money people and decision makers on board
Through a grant we are able to assist some schools with initial implementation of an aquaponics program – some additional supportive funding for existing programs
Veteran teachers training new teachers, food safety training, curriculum training, outside resources (Sweetwater Foundation, curriculum writers) to support and train teachers in an ongoing process