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首页> 外文期刊>The Agricultural Education Magazine >School Farm Safety: Avoiding or Being the Headlines
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School Farm Safety: Avoiding or Being the Headlines

机译：学校农场安全：避免或成为头条新闻

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Years ago I was given a two page handout titled: School Farms-Avoiding the Headlines, by Mr. Jim Aschwanden, the executive director for the California Association of Agriculture Teachers (CATA). With his great wisdom and insight, Mr. Aschwanden wantedto remind us agricultural teachers of the "Social License" we have been given as educators. "If your school farm is seen as a positive learning environment where students are appropriately and ethically engaged in agricultural activities that are socially acceptable, we will have "permission" from the community to continue those activities. Conversely, that social license can be taken away quickly and lost forever if the practices and activities on your farm offend the social sensibilities of your community." The majority of these issues were animal rights, animal welfare, animal health and sanitation, as well as public health and diet. These are the negative things that come into the headlines the most at the local level. It usually only takes one incident of stupidity, ignorance or neglect to bring in the negative headlines and the reactive approach by our community, school board and district administration. So, with this article I hope to help all (new and seasoned) agricultural teachers look at their programs and proactively address and educate, with a plan and program in place that prevents negative outcomes from occurring. By no means canI cover all areas in detail or am I an expert in any. I am a teacher first, whose program over time has "changed" and so must we change. Change not what we are teaching students in production agriculture, but rather the management of our school farms (regardless of size) and how we teach our community, school board members and district administration about why we do what we do and proactively make modifications, if needed, so that all parties understand and stand behind our agricultural programs.
机译：几年前，加利福尼亚农业教师协会（CATA）的执行主任吉姆·阿施万登（Jim Aschwanden）先生给了我两页的讲义，题为：“避免头条的学校农场”。 Aschwanden先生以他的聪明才智和洞察力，想提醒我们农业老师“教育执照”。 “如果您的学校农场被视为一个积极的学习环境，学生可以适当地和道德地从事社会上可以接受的农业活动，我们将获得社区的“许可”继续进行这些活动。相反，可以取消社会许可证如果您农场中的行为和活动冒犯了您所在社区的社会敏感性，那么它就会很快并永远消失。”这些问题大多数涉及动物权利，动物福利，动物健康和卫生以及公共卫生和饮食。这些是在地方层面最常成为头条新闻的负面因素。通常只需要发生一次愚蠢，无知或疏忽事件，就可以引起社区，学校董事会和地区行政部门的负面新闻和被动应对。因此，我希望通过本文可以帮助所有（新手和经验丰富的）农业教师研究他们的计划，并积极制定应对计划和计划，以防止出现负面结果。我绝对不能涵盖所有领域的细节，或者我是其中的专家。我首先是一名老师，随着时间的推移，其课程已“更改”，因此我们必须进行更改。不是改变我们在生产农业领域向学生传授的知识，而是改变我们学校农场的管理（无论规模大小），以及我们如何向我们的社区，校董会和地区行政管理部门传授关于我们为什么做我们的工作并主动进行修改的信息，如果有的话需要，以便各方理解并支持我们的农业计划。

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