Current financial conditions within the agricultural sector focus our attention on the imbalances between quantities supplied, quantities demanded, and price levels which are sufficient to cover the production costs for a significant number of producers. While the discussion often centers on the importance of the export market, the domestic market remains the major or sole outlet for many agricultural subsectors. Thus, to assess realistically future resource needs for agricultural production, it is important to evaluate both foreign and domestic demand potential.In this paper we first draw on recent research to evaluate the potential for domestic market growth to the year 2000. We then provide an assessment of the growth potential in export markets. Finally, we draw some conclusions regarding resource needs, assuming historical trend yields. Domestic Market PotentialAs noted by Joe Havlicek in his presidential address to the American Agricultural Economics Association, the domestic market for agricultural products has received less attention than international markets, yet approximately 80% of gross farm receipts are generated by sales of commodities destined for U .S. markets. Several recent studies, however, have focused on the domestic market demand potential for food. Musgrove analyzed U.S.
Understanding how teachers utilize, adapt, and integrate curriculum is helpful in the development and dissemination of curricular resources to better serve our teachers’ needs. Agricultural and science educators face similar challenges in selecting, adapting, and delivering curricular content in their courses. The data presented here assesses teachers’ perceptions of online curricular resources and their usage by agriculture and science teachers in K-12 classrooms. The specific research objectives were to 1) determine the teacher’s perceptions and usage of online curriculum resources and 2) determine their methods to locate and select web-based curricular resources. Analysis suggests that the curricular needs and utilization may not be discipline-specific, and that needs identified in other disciplines may have applications in agriculture and science classrooms. Teachers utilized Google, Facebook, and other social media platforms to share and locate resources but expressed the need to have better organization and classification of online resources. Resources need to be tagged with state and national standards, have references, and activities that are engaging for students and easily adaptable to teachers’ local needs and styles. Teaching pre-service teachers to better utilize existing curricular resources could lead to improved instruction and student learning while saving time. Further research into the utilization of existing curriculum by both current and pre-service teachers is warranted.
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