D2.3 Organic.Mednet Content Population in Web Portal

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1 LdV ES/09/LLP-LdV-TOI Organic.Mednet D2.3 Organic.Mednet Content Population in Web Portal 27 September 2011 Deliverable number Dissemination level Internal document Public Delivery date 5 May 2011 Status Author(s) Final V4 Zeynel Cebeci, Nazan Darcan, Serap Göncü, Nurgül Türemiş Salvador Sanchez-Alonso Lifelong learning programme This project is funded under the Lifelong learning programme 1, a multiannual Community programme to improve the quality of training systems thorough the development and transfer of innovative policies, contents, methods and procedures within vocational education and training. 1

2 D2.3 Organic.Mednet Content Table of contents Table of contents... 2 List of Figures... 3 List of Tables... 4 About this document... 5 Version Introduction Scope Audience Content Population Terminology Methodology Content Adaptation Terminology Methodology ANNEX A. Content Population Adaptation: Workbook B References

3 D2.3 Organic.Mednet Content List of Figures Figure 1 A screenshot of Worksheet 1/WbA: Learning Modules... 9 Figure 2 A screenshot of Worksheet 2/WbA: Core competences Figure 3A screenshot of Worksheet 3/WbA: Learning Outcomes Figure 4 A screenshot of Worksheet 4/WbA: Vocabularies Figure 5 A screenshot of Worksheet 5/WbA: IDs and names of compilers/contributors Figure 6 A sample screenshot of Worksheet 1/Workbook B(WbB) Populated data table Figure 7 A sample screenshot of Worksheet 2/WbB Adapted data table Figure 8 System architecture for population, adaptation and reuse of content in Organic.Mednet Repository

4 D2.3 Organic.Mednet Content List of Tables Table 1 An example for core competences and learning outcomes in Module 2 (Organic.Mednet D2.1 Report)... 7 Table 2 An example of IDs to define core competences and learning outcomes in Module Table 3 Structure of Worksheet 1/WbA- IDs and titles of learning modules... 9 Table 4 Structure of Worksheet 2/WbA IDs and titles of core competences... 9 Table 5 Structure of Worksheet 3/WbA IDs and titles of learning outcomes Table 6 Structure of Worksheet 3/WbA Vocabularies Table 7 Structure of Worksheet 5/WbA Compilers Table 8 An example record for metadata of a resource in populated data table (Workbook 2/Worksheet 1) Table 9 An example record for metadata of a resource in the adapted content table (Workbook 2/Worksheet 2) Table 10 Structure of Worksheet 3/WbB: Competences Outcomes Resources Linkages 15 4

5 About this document In order to ease to create training courses with a competences based approach by trainers involved in Organic.Mednet project, this document deals with the content population and adaptation on organic agriculture and agro-ecology into learning/training platform such as MOLE Platform. Version Version Date / Contributor Summary of changes /12/2010, Zeynel Cebeci Initial Draft document of the Report D2.3, showing methodology for population and adaptation of the content into OM Repository /01/2011, Zeynel Cebeci Draft document of the Report D2.3, showing recommended architecture of population and adaptation of the content into OM Repository /01/2011, Salvador Sánchez Alonso Recommendations on the use LOM and its vocabularies to define metadata of the content /02/2011, Nazan Darcan, Serap Göncü, Nurgül Türemiş Draft document of the Report D2.3, containing content and adaptation tables for Module 1 to Module /03/2011, Zeynel Cebeci Draft document of the Report D2.3, quality check of compiled content and recommendations on quality assurance /04/2011, Zeynel Cebeci, Rémi Levy (Prodague) Final revisions and contributions by project partners /05/2011, Zeynel Cebeci, Nazan Final document of the Report D2.3 Darcan, Serap Göncü, Nurgül Türemiş /06/2011, Salvador Sanchez Contributions and review of Version /06/2011, Zeynel Cebeci New revisions /09/2011 Salvador Sanchez-Alonso Final revisions, Annex A inclussion 5

6 1 Introduction 1.1 Scope This document aims to define strategy and architecture for population and adaptation of existing learning and information resources on organic agriculture and agro-ecology into Organic.Mednet online platform. In addition to this it also contains initial tables to be used for creating courses on the basis of competences and learning outcomes which have been listed in the D2.1 Report of Organic.Mednet. 1.2 Audience This report is intended to be delivered internally within the project consortium in order to use in Organic.Mednet repository system. 6

7 2 Content Population 2.1 Terminology Content Population is a continuous process adding and updating relevant and needed content into a database management system of a web portal. Since managing content in a system is one of the most central and time-consuming task, it should be designed with a comprehensive and effective way of population mechanism. For example, average time for populating (finding, selecting and adding) any specific content into the population table is approximately thirty minutes for each learning resource. Then approximately thirty minutes is also needed to carefully examining quality and forming related metadata of each learning resource. In the hearth of design of a population mechanism an effective population strategy should be applied for determining the best content that fitting to the goals of system. In the Organic.Mednet Project we aimed to implement a competences-based content population approach and mechanism to achieve our goals. In this approach firstly we divided population process into 3 stages such as determining the competences, selection of content according to the competences and adding content into the repository system. 2.2 Methodology As it is mentioned in the D2.1 Report, a professional support platform will be developed, which can be seen as a library of information on Organic Farming, in a variety of languages. This library will consist of a series of selected high quality links to existing educational resources. To access this information a Search engine will have to be addressed, which is driven not by subject but by Competences or Learning Outcomes [7]. In order to populate a resource to the Organic.Mednet Repository we firstly formed the identification tables that contain the IDs and names of the modules, competences and learning outcomes listed in Report D2.1 [7]. For example we numbered 12 learning modules as M1, M2,..., M11 and M12. Then we defined the IDs for core competences and learning outcomes in each learning module. For example, we identified the competences and learning outcomes of Module 2 (Table 1) with unique IDs as shown in Table 2. For example, as it is seen in Table 1 and Table 2, the first core competence Understand organic certification schemes as operated within EU and Worldwide in Learning Module 2 has been associated with L3M2C1 as Competence ID (CID). It means that it is the first competence (C1) in Module 2 (M2) in Level 3 (L3). Again, as an example for the first learning outcome of the first core competence of Module 2 in Level 3 we created an ID as L3M2C1O1 meaning the first learning outcome (O1) belong to the first core competence (C1) of Module 2 (M2) in Level 3 (L3). Table 1 An example for core competences and learning outcomes in Module 2 (Organic.Mednet D2.1 Report) 6. Core Competence Learning Outcomes Evidence must confirm the learners ability to -- Understand organic certification schemes as operated within EU and World wide explain how organic certification operates within EU and in at least one other country (i.e. USA) Know the specific organic standards applied describe the main organic standards operated 7

8 M2 Organic Standards D2.3 Organic. Mednet Content by a Sector Body Apply the standards to an organic production system Know what is involved in conversion to organic production and understand the financial implications by an approved organic sector body. outline the implementation of the standards within one business with which he/she is familiar. prepare a conversion plan for his /her business or small farm; explain the critical financial issues faced by the unit manager during the conversion process. identify ways in which the financial implications can be effectively managed Table 2 An example of IDs to define core competences and learning outcomes in Module 2 Core Competence Learning Outcomes Module CID CTitle LOID LOTitle L3M2C1 Understand organic L3M2C1O1 certification schemes as operated within EU and World wide USA) L3M2C2 L3M2C3 L3M2C4 (* Full list is in Appendix A) Know the specific organic standards applied by a Sector Body Apply the standards to an organic production system Know what is involved in conversion to organic production and understand the financial implications L3M2C2O1 L3M2C3O1 L3M2C4O1 L3M2C4O2 L3M2C4O3 Explain how organic certification operates within EU and in at least one other country (i.e. Describe the main organic standards operated by an approved organic sector body. Outline the implementation of the standards within one business with which he/she is familiar. Prepare a conversion plan for his /her business or small farm Explain the critical financial issues faced by the unit manager during the conversion process Identify ways in which the financial implications can be effectively managed By following completion of the identification tables for modules, core competences and learning outcomes in each module we formed two workbooks in MS Excel software. The first workbook (WbA) does consist of five worksheets: - Worksheet 1 : List of modules with their IDs and names - Worksheet 2 : List of core competences that showing their IDs and names - Worksheet 3 : List of learning outcomes that showing their IDs and names - Worksheet 4 : List of vocabularies for quality, format, learning activity and type of learning resources that will be populated - Worksheet 5 : List of human compilers IDs and names 8

9 The Worksheets 1-3 in Workbook A (WbA) are the reference tables which to be used to find relevant content for each competence in the learning modules. As it is displayed in Figure 1, the Worksheet 1 in Workbook A contains the data for the names and IDs of learning modules. Table 3 Structure of Worksheet 1/WbA- IDs and titles of learning modules Column Field Name Description Example data Description 1 MID ID of Module L3M6 Module #6 of Level #3 2 MTitle Title of Module Organic Crop Production Figure 1 A screenshot of Worksheet 1/WbA: Learning Modules Table 4 Structure of Worksheet 2/WbA - IDs and titles of core competences Column Field Description Example data Description Name 1 CID ID of Competence L3M6C3 3rd Competence in Module #6 of Level #3 2 CTitle Title of Competence Harvesting organic crops Similarly Worksheet 2 in Workbook A contains the list of core competences with their IDs (see Figure 2 and Table 4). The Worksheet 3 in the Workbook A the learning outcomes in each learning modules are listed with their IDs (see Figure 3 and Table 5). 9

10 Figure 2 A screenshot of Worksheet 2/WbA: Core competences Table 5 Structure of Worksheet 3/WbA - IDs and titles of learning outcomes Column Field Description Example data Description Name 1 CID ID of container competence L3M6C3 3rd Competence in Module #6 of Level 2 LOID ID of Learning Outcome 3 LOTitle Title of Learning Outcome L3M6C3O2 Describe the preventative measures to be put in place to ensure a healthy crop without the need to rely on external inputs #3 2nd Learning Outcome for Competence #3 in Module #6 of Level #3 10

11 Figure 3A screenshot of Worksheet 3/WbA: Learning Outcomes The Worksheet 4 contains a list of vocabularies which will be used to define metadata of any content resource (see Figure 4 and Table 6), and finally Worksheet 5 contains a list of people who compiles, evaluates and adds the content into the repository system as it is shown in Table 7 and Figure 5. Table 6 Structure of Worksheet 3/WbA - Vocabularies Column Related LOM Element Field Name Description Examp le data Technical - RFormatID ID of resource format 1 2 Format RFormatValu Value of resource format HTML e Classification RActivityID ID of activity type 1 4 Purpose RActivityVal ue Value of activity type Readin g Educational RTypeID ID of resource type 1 6 Learning Resource RTypeValue Value of resource type Text Type Classification RQualityID ID of resource quality 4 8 Purpose RQualityVal Value of resource quality good ue Educational RDepthID ID of information depth of 2 Semantic Density resource 10 RDepthValue Value of information depth of resource Basic Figure 4 A screenshot of Worksheet 4/WbA: Vocabularies 11

12 Table 7 Structure of Worksheet 5/WbA - Compilers Column Field Name Description Example data 1 RCID ID of compiler/contributor 1 2 RCName Name of compiler/contributor Zeynel Cebeci Figure 5 A screenshot of Worksheet 5/WbA: IDs and names of compilers/contributors In Organic.Mednet Repository a reduced application profile of IEEE Learning Object Metadata (LOM) was used to define the content that will be populated into repository s metadata tables. IEEE LOM Draft Standard is a multi-part standard that specifies learning object metadata. However LOM defines a learning object as any entity -digital or non-digitalthat may be used for learning, education or training, we only reviewed and populated digital resources for our purposes in Organic.Mednet. In LOM, each learning object can be defined totally 78 elements from 9 categories such as general, life cycle, meta-metadata, educational, technical, educational, rights, relation, annotation, and classification [4, 5]. Although LOM has many elements to define metadata of a learning resource a big proportion of these elements are not needed for defining metadata of content that relevant to competency based searches in Organic.Mednet. Therefore, as it is listed in Table 8 and viewed in Figure 6, a subset of LOM was used in content population process of Organic.Mednet Project. In Table 8, the first column shows the order of element that is used in populated data table (Worksheet 1) of Workbook B (WbB). Second column is used to define the fields and relevant data internal use only. Third column indicates the LOM elements that matching the relevant metadata defined for an object. Fourth column describes the metadata and finally the fifth column shows an example data that related to metadata defined for any content. In our work, the vocabulary space defined in IEEE LOM v1.0 were used with some degree of extension for some metadata elements (An example screenshot of vocabularies table is shown in Figure 4 above and listed also in Appendix B). Table 8 An example record for metadata of a resource in populated data table (Workbook 2/Worksheet 1) Column Field Name Matching LOM Element Description Example data 1 RID 1.1 General - Resource ID 1 Identifier 2 LOID ID of linked Learning Organic.Mednet 7 Relation Outcome L3M1C1O1 3 RTitle 1.2 General - Title Title of resource Principles of Organic Farming 4 RLink 4.3 Technical - Link to resource Location cip.pdf 5 RLanguage 1.3 General - Language of resource En Language 6 RType 5.2 Educational Type of resource Reading 12

13 Learning Resource Type 7 RFormat 4.1 Technical - Document format of PDF Format resource RAuthors 3.2.1/3.2.2 Meta- Author(s) of resource DARCOF 8 Metadata Contributors Role /Entry RPubYear Meta-Metadata Publication/Casting Contributors Role /Entry/Date year of resource RInstitution 3.2.1/3.2.2 Meta- Name of publishing Danish Research Centre for 10 Metadata institution Organic Farming Contributors Role /Entry RRrights 6.2 Rights Rights for resource n/a 11 Copyrighted and Other restrictions 12 RCost 6.1 Rights Costs Cost for usage (if any) 0 13 RQuality 9.1 Classification Quality of resource 4 Purpose 14 RDepth 5.4 Educational Information depth of 4 Semantic Density resource RCID 3.2.1/3.2.2 Meta- Compiler/contributor 1 15 Metadata ID Contributors Role /Entry Figure 6 A sample screenshot of Worksheet 1/Workbook B(WbB) Populated data table 3 Content Adaptation 3.1 Terminology Content adaptation is the action of transforming content to adapt to system capabilities from different technologies and to user communities from different localities and/or regions. Content adaptation could roughly be divided into two fields: Media content adaptation that adapts media files and browsing content adaptation that adapts Web site to mobile devices [WS1]. However there are two different type of content adaptation it is usually related to mobile devices because of power, screen and keyboard constrains. This kind of adaptation is related with system technical design and therefore is not in the scope of this delivery of Organic.Mednet Project. 13

14 For the purpose of content adaptation process in Organic.Mednet, we understand and use the term adaptation as content localisation and/or content population for none-english learning resources. In other words content adaptation means a feeding process for local/regional content into the repository, and link them with master content of the core competences of Organic.Mednet repository system. 3.2 Methodology As it is seen in the Table 9 and viewed in Figure 7, the structure of content adaptation table is same with content population table as shown in the Table 8 except an extra element named as EMRID. This element contains the link of equivalent master resource ID of English content which has been entered into adaptation table. So a relation can be easily created between local and core competence content for designing competence based search mechanism of Organic.Mednet. Table 9 An example record for metadata of a resource in the adapted content table (Workbook 2/Worksheet 2) Column Field Name Matching LOM Description Example data Element 1 RID 1.1 General - ID of resource 1 Identifier 2 EMRID 7 Relation Equivalent Master Resource ID Organic.Mednet 2 3 LOID 7 Relation ID of linked Learning Outcome Organic.Mednet L3M1C1O1 4 RTitle 1.2 General - Title Title of resource Ekolojik Tarımın İlkeleri 5 RLink 4.3 Technical - Location Link to resource rg/about_ifoam/pdf s/poa_folder_turki sh.pdf 6 RLanguage 1.3 General - Language of resource En Language 7 RType 5.2 Educational Type of resource Reading Learning Resource Type 8 RFormat 4.1 Technical Document format of PDF Format 9 RAuthors / Meta-Metadata Contributors- Role/Entry 10 RPubYear Meta- Metadata Contributors- Role/Entry/Date 11 RInstitution / Meta-Metadata Contributors- Role/Entry resource Author(s) of resource Publication/Casting year of resource Name of publishing institution DARCOF - International Federation of Organic Agriculture Movements 14

15 12 RRrights 6.2 Rights Rights for resource n/a Copyrighted and other restrictions 13 RCost 6.1 Rights Costs Cost for usage (if any) 0 14 RQuality 9.1 Classification Quality of resource 4 Purpose 15 RDepth 5.4 Educational Information depth of 1 Semantic Density 16 RCID / Meta-Metadata Contributors- Role/Entry resource ID of Compiler/contributor 1 Figure 7 A sample screenshot of Worksheet 2/WbB Adapted data table Population and Adaptation Architecture In our work, we firstly imported all definitions and descriptions of learning modules, learning outcomes and core competences needed in the learning modules from D2.1 Report of Organic.Mednet prepared by IFSAT [7]. Then we created the Excel tables for definitions of modules, learning outcomes and competences. Finally we formed the vocabularies and content population tables. In second stage of our work we searched for learning resources related each learning outcome in primary and secondary resources databases and repositories which have been determined and listed in the Report 1.3 of Organic.Mednet [2]. In primary and secondary resources, when a search failed to find content related with any learning outcome we also searched content on well-known search engines (i.e. Google, Bing, Yahoo) in addition to some of social media and networks (Youtube, Flickr, Facebook and some blog sites such as Blogspots). As it is shown in Figure 8, after the content compiled from the primary, secondary and other Internet resources that explained above we reviewed them for matching related competences and learning outcomes. By following review process they were added to content population table. Same procedure was followed for finding local resources in none-english human languages like Turkish. For this purpose the content on organic farming and agro-ecology was searched in organic-related and/or -oriented Turkish sites that covering the websites of agricultural faculties, Ministry of Agriculture and Rural Affairs of Turkey, and agricultural societies in addition to social and professional networks. The local content found at these sites was entered into adaptation table. This adaptation methodology for local resources was also applied in building content adaptation tables in Greek, Spanish and other languages to populate into repository system. Table 10 Structure of Worksheet 3/WbB: Competences Outcomes - Resources Linkages 15

16 Colu Field Description Example Description mn Name data 1 LID EQF Level ID L3 Level 3 (Educational Level) 2 MID Module ID L3M1 Module 1: Organic Principles 3 CID CompetenceID L3M1C1 Competence 1: Understand the governing principles of modern organic production 4 LOID Learning Outcome ID L3M1C1O1 Learning outcome 1: Describe the principles by which soil erosion can be alleviated or prevented using organic farming techniques 5 RID Resource ID 1 Principles of Organic Farming Figure 8 System architecture of content population and adaptation When content population and adaptation tables were filled with content, a content linkage table was created to define the links between competences, outcomes and resources. As it is viewed in Table 10, every record in this table is related to the records listed in content population and adaptation tables. In each row of linkages table, EQF Educational Level ID (LID), Module ID (MID), Competence ID (CID), Learning Outcome ID (LOID) and resource ID (RID) are linked to each other. For the first record in the content table whose resource ID 16

17 is 1 is related to the first learning outcome (L3M1C1O1) of the first core competence (L3M1C1) in the Module 1 (L3M1) of Learning level 3 (L3). In the Organic.Mednet, before building a competences-based search tool, firstly a metadata creation subsystem should be developed. In this subsystem, metadata input/update forms in addition to vocabularies has to be developed as an integral part of the system for importing the content collected in this work report. As it is shown in Figure 8, a competence-based search for building courses is targeted to find the relevant content by teachers and course authors. This kind of search mechanism can be considered as an original idea or innovative search technique that will be implemented in Organic.Mednet repository system. The availability of competence-based search tools will contribute many advantages to competency-based learning in professional educational domains and environments [3, 6]. Competence-based search will provide an effective alternative search mechanism to find exactly what skills are required for achieving the needs in organic agriculture training. Learning modules which built with reusable learning content found with search tools based on competences and outcomes will ease to achieve to the training goals in organic agriculture for serving knowledge and skills more efficiently. So, the population and adaptation of materials has triggered new search possibilities in Organic.Edunet portal. Now, for instance, we can search information by competencies in the Mednet CV, according to the modules, competencies and learning outcomes described like Organic Principles, Organic Standars, Organic Livestock Production or Organic Bee-keeping: Figure 9 Competency search There are several documents linked to each competency and learning outcome, according to the results gathered during the population phase and further described in annex A. For each 17

18 resource, users can access to metadata information about the documents like authors, institution, publication year, format Figure 10 Competency search example We can find many documents like this: Figure 11 Example article 18

19 ANNEX A. Content Population Adaptation: Workbook B RID LOID RTitle Rlink RLang RActivityID RTypeID RFormatID RAuthors RPubYear RInstitution RRights RCosts RQuality RDepth RCID 1 L3M1C1O1 Principles of Organic Farming en 1 1 PDF DARCOF 2000 Danish Research Centre for Organic 0 Farming L3M1C1O1 Principles of Organic Farming en 1 1 PDF IFOAM International Federation of Organic 0 Agriculture 0 Movements L3M1C1O1 Definition of Organic Farming en 1 1 HTML International Federation of Organic International Agriculture Federation Movements of Organic 0 Agriculture 0 Movements L3M1C1O1 Principles of Organic Production en 1 1 HTML CAFRE 2010 Department of Agriculture and Rural C1 Development, 0 4UK L3M1C1O1 Organic Farming Principles and Practiceshttp://www.safs.msu.edu/soilecology/pdfs/OrganicFarming.htm en 1 1 HTML Biernbaum, J.A. Michigan State University L3M1C1O1 Organic Farming en 1 1 HTML SOPA Scottish Organic Producers Association L3M1C1O1 Organic Farming en 1 1 HTML Marshall, T. NATSOC, AU L3M1C1O1 Organic Farming en 1 1 HTML PermaWiki Wikia 9 L3M1C1O2 Role of Organic Agriculture in Preventing and Reversing Land Degradation en 8 7 PPT Edwards, S. Institute for Sustainable Development, Ethiopia L3M1C1O2 Organic Farming s Role in European Agricultural Environmental Strategies en 8 7 PPT Lampkin, N. Institute of Rural Sciences, UK L3M1C1O2 Discovering Organic Farming en 1 1 DOC Farming & Countryside Education C L3M1C2O1 Alternative Agriculture Movements And Rural Development Cosmologies en 1 1 PDF Tovey, H. Trinity College Dublin, Ireland C L3M1C2O1 Greening The Desert 9 1 HTML 1986 Context Institute C L3M1C2O1 Masanobu Fukuoka's Natural Farming 14 and Permaculture en 1 1 HTML Korn, L Permaculture C L3M1C2O1 Permaculture en 1 1 HTML PermaWiki CC L3M1C2O1 40 years of organic farming en 1 1 HTML Masanobu Fukuoka 2010 Senda Verde Permaculture Eco CC Center L3M1C2O1 History of Organic Farming 1 1 HTML Kennuncourced C L3M1C2O1 18 Mechanical Composting Indore Process en 1 1 HTML Microbiologyprocedure.com L3M5C2O2 Composting en 8 10 WWW Aggie Horticulture 2009 Texas AgriLife Extension Service, C2Texas A&M 0 System L3M1C2O1 Biodynamic Agriculture 1 1 HTML Wikipedia 2010 Wikipedia CC L3M1C2O1 What is Biodynamic Agriculture? en 1 1 HTML Biodynamic Farming and Gardening 0 Association

20 22 L3M1C2O1 Top Ten Elements of Biodynamics en 7 2 STR Dolan, P. Youtube L3M1C1O1 How to discover principles of organic gardening en 7 2 STR Youtube 2010 Youtube CC L3M1C2O1 The Future of Organic Farming Products en 7 2 STR Youtube Youtube CC L3M1C1O1 Fall Into Organics en 7 2 STR WholeFoodsMarket 2010 Youtube CC L3M1C2O1 Organic vs. Genetically Modified Foods: What's the Difference? en 7 2 STR Kaplan Medical Center2010 Youtube CC L3M1C2O1 Organic Farming: Today and Tomorrow en 8 7 PPT Lakshmisha, G Division of Plant Physiology IARI, C1New Delhi 0 India L3M1C2O2 Organic farming methods 1 1 HTML Wikipedia 2010 Wikipedia CC L3M1C3O2 Organic certification 1 1 HTML Wikipedia 2010 Wikipedia CC L3M1C3O2 Organic Food and Farming Certification 1 1 HTML Martin, H OMAFRA, Canada C L3M1C3O2 Identifying Organic Foods (US Case) en 7 7 Flash ehow C L3M2C101 Impact of EU Organic Product Certification Legislation on the Development of the Chilean Organic Supply Chain 1 1 DOC Felipe Bañados, Marian 2001 Garcia Cabi 33 L3M2C101 Agricultural Trade Policy and Food Security in the Carribbean en 1 1 PDF FAO 2007 FAO C L3M2C101 Comparisons between Soil Association and other certifiers organic standards en 1 1 PDF Soil Association 2007 Soil Association C L3M2C201 Dairy farm production strategy and nitrogen surplus 1 1 PDF Halberg, Niels and Jensen, 1996Carsten eprints Hvelplund C L3M2C201 Fish farming and organic standards en 1 1 PDF Soil Association 2005 Soil Association L3M2C201 Information for vets: an introduction to animal health under organic standards en 1 1 PDF Soil Association 2007 Soil Association L3M2C201 Organic Standards and Certification en 4 1 HTML International Federation 2009 of Organic International Agriculture Federation Movements of Organic 0 Agriculture 0 Movements L3M2C201 USDA Tightens Organic Standards on Dairy and Livestock en 1 1 HTML Sara Novak 2010 Food +Health L3M2C201 Training on Private Standards and Organic Certification, Lecturer at Njala University, en Sierra Leone STR Memuna K. Sawi 2010 Njala University L3M2C301 Organic Food : Who is responsible for organic standards? en 7 2 STR Dan Sharp 2010 Videojug lifestyle L3M2C301 Organic Honey Standards en 1 1 HTML North London Beekeeping 2010 Assoc. North London Beekeeping Assoc L3M2C301 Organic Standards for Meat en 1 1 HTML Amanda Hermes 2010 e-how L3M2C301 Presentation on organic agriculture.ppt en 1 7 PPT Docviewer 2010 Docviewer L3M2C301 USDA organic standards for fish feed en 1 7 PPT Docviewer 2010 Docviewer organic standards for fish feedc L3M2C301 Are animals raised to organic standards slaughtered in the same way as other animals? en 1 2 STR Melissa Kidd 2010 Vidoejug organic standards for fish feedc L3M3C101 FARM MANAGEMENT Resource Guide 1 1 PDF Canadian Business 2010 Canadian Council Farm Business Management C2 Council

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