SUNY Cobleskill hosts annual high school day
SUNY Cobleskill hosts annual high school day Yahoo News
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More than 1,000 regional high school students and agriculture teachers participate in SUNY Cobleskill’s annual High School Day
Sep. 22—More than 1,000 regional high school students and agriculture teachers participated in SUNY Cobleskill’s annual High School Day on Friday, Sept. 22.
New schools join the event
Of the 40 schools that participated, 11 were new this year, according to SUNY Cobleskill staff.
Area schools participating included:
- Cobleskill-Richmondville High School
- Delaware Academy in Delhi
- Downsville Central School
- Middleburgh Junior/Senior School
- Schoharie Junior/Senior High School
- Sharon Springs Central School
- Sidney High School
- Unadilla Valley Central School in New Berlin
Activities and competitions
The day’s activities included friendly competitions and contests in the following fields:
- Agricultural engineering
- Animal science
- Business
- Food service and agricultural management
- Canine training and management
- Early childhood
- Fisheries and wildlife
- Environmental science
- Plant science
Many of the events centered around the Center for Agriculture and Natural Resources, as well as outdoor agriculture engineering field demonstrations and an industry expo with representatives from businesses supporting the programs in the ag engineering department showcasing some of the high-tech farm equipment.
Testimonials from participants
Unadilla Valley agriculture and applied sciences teacher Jessica DeVries said the school brought 43 students and seven chaperones. The field trip is a requirement for her class, she said.
Unadilla Valley juniors Hunter Sherman, 15, and Shania Curtis, 15, expressed elation at winning a contest that tested their STEM knowledge by using recyclable materials to build and test a mini parachute. Their parachute stayed airborne the longest, they said.
“I could literally hug you for arranging this,” Sherman said to DeVries.
The students demonstrated how their parachute worked, describing the trial and error process in building the contraption.
Curtis said she had been looking forward to just visiting the college — “It’s so fancy,” she said — and Sherman said that while she wanted to do the contests, “I was definitely looking forward to holding the snakes.”
“The turtles are my favorite,” Curtis said.
Other contests and activities
Other contests included moving hydraulic and light construction equipment operation through a training course, troubleshooting small gas engines, tractor driving, and welding.
In the plant science category, students competed to identify forage and seeds, forest trees, insects, and weeds.
Students also put their putting skills to the test on the golf green outside Curtis-Mott Hall. The greens are created and maintained by the college students in the turfgrass and golf turf programs.
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles | Not mentioned in the article |
| SDG 8: Decent Work and Economic Growth | 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training | Not mentioned in the article |
| SDG 12: Responsible Consumption and Production | 12.8: By 2030, ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature | The use of recyclable materials to build and test a mini parachute |
| SDG 13: Climate Action | 13.3: Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning | Not mentioned in the article |
| SDG 15: Life on Land | 15.1: By 2020, ensure the conservation, restoration and sustainable use of terrestrial and inland freshwater ecosystems and their services, in particular forests, wetlands, mountains and drylands, in line with obligations under international agreements | Not mentioned in the article |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
The SDGs that are addressed or connected to the issues highlighted in the article are:
- SDG 4: Quality Education
- SDG 8: Decent Work and Economic Growth
- SDG 12: Responsible Consumption and Production
- SDG 13: Climate Action
- SDG 15: Life on Land
2. What specific targets under those SDGs can be identified based on the article’s content?
The specific targets under the identified SDGs are:
- SDG 4: Target 4.7 – By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles.
- SDG 8: Target 8.6 – By 2020, substantially reduce the proportion of youth not in employment, education or training.
- SDG 12: Target 12.8 – By 2030, ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature.
- SDG 13: Target 13.3 – Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning.
- SDG 15: Target 15.1 – By 2020, ensure the conservation, restoration and sustainable use of terrestrial and inland freshwater ecosystems and their services, in particular forests, wetlands, mountains and drylands, in line with obligations under international agreements.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
There is one indicator mentioned in the article that can be used to measure progress towards the identified targets:
- Indicator for SDG 12.8 – The use of recyclable materials to build and test a mini parachute.
4. SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles | Not mentioned in the article |
| SDG 8: Decent Work and Economic Growth | 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training | Not mentioned in the article |
| SDG 12: Responsible Consumption and Production | 12.8: By 2030, ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature | The use of recyclable materials to build and test a mini parachute |
| SDG 13: Climate Action | 13.3: Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning | Not mentioned in the article |
| SDG 15: Life on Land | 15.1: By 2020, ensure the conservation, restoration and sustainable use of terrestrial and inland freshwater ecosystems and their services, in particular forests, wetlands, mountains and drylands, in line with obligations under international agreements | Not mentioned in the article |
Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.
Source: news.yahoo.com
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