Search results

The purpose of this paper is to evaluate the effects of two vermicompost and urea on basil (Ocimum basilicum L.) variety Catamarca INTA (wide leaf) seed production, observing the evolution of the inflorescence and seed coloration.

Treatments consisted of 50 per cent vermicompost from rumen content: 50 per cent soil (RCV); 50 per cent vermicompost from rabbit manure: 50 per cent soil (RMV); urea 100 kg/ha and soil as control. On three dates the authors determined the total number of inflorescences, harvested inflorescences and number of whorls with black seeds. In the final cycle the authors determined the weight of 1,000 seeds and the number of harvested seeds.

In general, vermicompost produced better results (p<0,0001): the total number inflorescences and whorls with black seeds and the number of seeds produced were significantly higher in vermicompost compared with those under the urea and control treatments. There were no significant differences in the weight of 1,000 seeds.

The use of chemical fertilizers causes environmental pollution, produces negative effects on human health and contributes to the depletion of non‐renewable natural resources.

These renewable amendments (vermicompost) constitute a sustainable alternative to the use of urea for inflorescence production and mature basil seed production.

The purpose of this paper is to examine the significant challenges school administrators encountered leading a one-to-one laptop school and what vision school administrators have for one-to-one laptop use in the classroom.

The methodology for this study was a case study approach. In total, 15 school administrators were interviewed from the Western region of the USA.

Results from the study indicated that significant challenges for school administrators were budgeting and sustaining the initiative, and negotiating and setting expectations for instructional use with teachers. School administrators also envisioned one-to-one laptop use as a mean to enhance student-centered learning and inquiry.

Further research is needed which examines how school administrators make financial decisions in regards to sustaining one-on-one laptop initiatives and how they manage conflict with teachers in respect to one-to-one laptop instruction.

Minimal literature exists which examines the challenges and vision of school technology leaders. Policy-makers and school administrators can use the findings to recreate teacher evaluation forms, develop conflict management strategies and teaching standards that are aligned and conducive to one-to-one laptop schools.