Agricultural Farm Dam For The University Of Jos: A Reconnaissance Survey (original) (raw)
Springer eBooks, 2022
Agricultural engineering (AGEN) is one of two engineering degree programs offered in the Department of Biological Systems Engineering. AGEN students emphasize coursework in one of three engineering areas: machine design, test, or soil and water resources. Thus, some agricultural engineers are involved in the analysis and design of field machinery systems and machine components through study of the principles of mechanical design, joining techniques, hydraulics, controls, ergonomics, and safety. Others are evaluating machine or mechanical system functional performance based on study of test procedure standards, measurements, data acquisition, electronic communication and statistics, and practical experience gained at the Nebraska Tractor Test Laboratory. Still others are analyzing and designing soil and water management-related infrastructure as aided through study of irrigation, drainage, erosion and runoff control techniques, crop tillage and cultivation practices, and natural resources management. Job opportunities for graduates are available in industry, public agencies, consulting, and private practice. The educational objectives of the agricultural engineering program are as follows: by two to six years after graduation, agricultural engineering graduates (whether they are involved in machine design, product and performance testing, soil and water resources, or other professional endeavors such as business or law) will be: • Applying their unique educational backgrounds in agricultural engineering by providing appropriate solutions to problems and adding value to the research, development, and design processes encountered in a variety of work environments. • Considering systems as a whole when solving problems, looking beyond components and subsystems individually. • Confidently using the necessary elements of mathematics, statistics, physical science, engineering, computer-based measurement and analysis tools, and current literature in solving problems and providing design solutions. • Successfully integrating technical knowledge with organizational, listening, communication, and interpersonal skills to lead and work effectively in teams, and respectfully articulating the role of engineering decisions in the workplace, community, and world. • Responsibly addressing issues such as health and safety, personal and professional ethics, and cultural diversity, as well as the social, environmental, and global impacts of their work. • Continuing their personal growth, professional development, and professional and community service, through various opportunities provided by institutions, professional organizations, and other venues. The Department of Biological Systems Engineering is located in Chase Hall on East Campus. AGEN students participate in classes and laboratories on both the East and City Campuses. AGEN courses are offered on East Campus. Basic courses in math, chemistry, physics, engineering, computers, and electives in mechanical, civil, electrical, and chemical engineering are taken on City Campus. Convenient bus transportation is available between campuses. Students benefit from small classes and personal acquaintances with faculty. In consultation with their advisor, students select electives that permit specialization in an emphasis area applicable to their career aspirations. Many students work part-time at the Nebraska Tractor Test Lab and on departmental research projects, gaining valuable experience for graduate study and future employment. Students also benefit from summer jobs, internships, and coop programs. These opportunities give students practical experience to learn about careers in engineering. Students also gain valuable experience through participation in professional organizations such as the American Society of Agricultural and Biological Engineers, the Soil and Water Resources Club, the Nebraska Society of Professional Engineers, and the Society for Women Engineers.
FUTURE OF AGRICULTURAL ENGINEERING EDUCATION IN NIGERIA
IAEME, 2019
Agricultural engineering came to prominence shortly after people developed interest in it in Nigeria. Most of the engineering services required in agriculture were carried out by specialists from other fields such as civil engineering and agronomy. But with time, interest of people piqued in line with agricultural engineering education and avenues for training were sought abroad. This continued till the early 1960s when options for local training were made available. Over time, agricultural engineering education in Nigeria has witnessed transformation but it still cannot be compared with practices globally. This study relies on relevant literature to address the topic under consideration. It seeks to analyze the future of agricultural engineering education in Nigeria taking into cognizance the events that might likely shape agricultural production in the future.
Agriculture & Food Security, 2017
Background: Rehabilitation and optimized utilization of agro-pastoral dams (APDs), especially for vegetable production , has been recently promoted to boost agricultural production and ensure food security in Benin. However, little information was available on APDs' agricultural potentials and knowledge of how APDs' ecosystem services were exploited by the various stakeholders, and how each stakeholder group contributed to the degradation of the common good was scanty. This study explored three APDs in northern Benin to diagnose vegetable production systems and assess producer's perception of APD degradation. Results: The results indicated that vegetable production around the APDs was a part-time activity dominated by women, and characterized by low external input use and a diversity of African indigenous vegetables. There was a strong gender difference in cropping systems, farming practices and land access, and a significant agreement on key production bottlenecks among producers. The main constraints included conflicts with livestock herders generated by the recurrent destruction of crops and seedlings by livestock, lack of equipment, pest and disease management challenges, access to water and inputs. Water erosion and runoff, livestock, vegetable production and food crops and cotton farming around the dams were respectively perceived as factors that contribute to APDs' siltation and affect water quality. In comparison with water erosion and runoff, experienced producers and those with higher vegetable species richness were more likely to rank farming as first source of threat to APDs. Urbanization and market access were drivers of intensification of vegetable production around APDs. Conclusions: Our findings illustrate how information on cropping and farming practices, and producers' perception can provide insights and research and development avenues for integrated dam management and sustainable production for improved food security and livelihoods. We discussed the implications of our findings and suggested a number of strategic decisions and research avenues for integrated dam management and sustainable vegetable production around APDs. Avenues for future research and development actions include: (1) a tailored and gender-specific training programme on sustainable production practices targeted to women; (2) developing scenarios of the