The e-ROSA project seeks to build a shared vision of a future sustainable e-infrastructure for research and education in agriculture in order to promote Open Science in this field and as such contribute to addressing related societal challenges. In order to achieve this goal, e-ROSA’s first objective is to bring together the relevant scientific communities and stakeholders and engage them in the process of coelaboration of an ambitious, practical roadmap that provides the basis for the design and implementation of such an e-infrastructure in the years to come.
This website highlights the results of a bibliometric analysis conducted at a global scale in order to identify key scientists and associated research performing organisations (e.g. public research institutes, universities, Research & Development departments of private companies) that work in the field of agricultural data sources and services. If you have any comment or feedback on the bibliometric study, please use the online form.
You can access and play with the graphs:
- Evolution of the number of publications between 2005 and 2015
- Map of most publishing countries between 2005 and 2015
- Network of country collaborations
- Network of institutional collaborations (+10 publications)
- Network of keywords relating to data - Link
Exploration on Innovative Practice Teaching of Digital Image Processing for Agricultural Colleges
It is an important task for institutions of higher education to cultivate capacity of independent innovation, whereas innovative practice teaching is a key section. Combined with modern information technologies, especially the widely use of digital image processing technology in agriculture and its chrematistics, traditional teaching modes for theory teaching and practice teaching are changed through various efforts and exploration, the innovative practice course-"Application of Digital Image Processing in Agriculture" is launched for the students at different grades and background. Through building platform for innovative practice teaching and driven by projects and interests, the content of innovative practice teaching are improved so that transferred from verification based teaching mode to exploration based teaching mode, which allows student changing from knowledge receiver to explorer.
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