Translating and applying a simulation model to enhance understanding of grassland management
Translating and applying a simulation model to enhance understanding of grassland management
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翻译和应用模拟模型以增强对草地管理的理解
DOI：
10.1111/gfs.12584
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发表时间：
2022
影响因子：
2.4
通讯作者：
Giannitsopoulos M
中科院分区：
文献类型：
--
作者：
Giannitsopoulos M
每一代新的草地管理者都可以从更好地了解氮肥施用和收获日期如何根据不同的天气和土壤条件影响草产量和质量中受益。本研究的目的是开发一个免费提供的草产量模拟模型，验证英格兰和威尔士，并检查其优点和缺点作为教学工具，提高草管理。该模型被称为LINGRA‐N‐Plus，在Microsoft Excel电子表格中实施，并由学生和从业人员（农民，顾问和研究人员）在英国的一系列研讨会中进行了迭代评估。迭代反馈导致了新算法的添加，改进的用户界面和教学指南的开发。学生和从业人员确定了易用性和理解，可视化和评估决策的能力，如切割间隔的变化，影响草产量作为模型的优势。我们认为，一个有效的教学工具必须在充分详细地展示主要关系（例如，氮对草产量的影响），同时不会变得如此复杂以至于关系变得不可理解。我们观察到，改进用户界面使我们能够在不降低理解水平的情况下扩展模型的范围。学生们似乎对模型的解释性很感兴趣，而从业人员则对应用经过验证的模型来提高决策能力更感兴趣。
Each new generation of grassland managers could benefit from an improved understanding of how modification of nitrogen application and harvest dates in response to different weather and soil conditions will affect grass yields and quality. The purpose of this study was to develop a freely available grass yield simulation model, validated for England and Wales, and to examine its strengths and weaknesses as a teaching tool for improving grass management. The model, called LINGRA‐N‐Plus, was implemented in a Microsoft Excel spreadsheet and iteratively evaluated by students and practitioners (farmers, consultants, and researchers) in a series of workshops across the UK over 2 years. The iterative feedback led to the addition of new algorithms, an improved user interface, and the development of a teaching guide. The students and practitioners identified the ease of use and the capacity to understand, visualize and evaluate how decisions, such as variation of cutting intervals, affect grass yields as strengths of the model. We propose that an effective teaching tool must achieve an appropriate balance between being sufficiently detailed to demonstrate the major relationships (e.g., the effect of nitrogen on grass yields) whilst not becoming so complex that the relationships become incomprehensible. We observed that improving the user‐interface allowed us to extend the scope of the model without reducing the level of comprehension. The students appeared to be interested in the explanatory nature of the model whilst the practitioners were more interested in the application of a validated model to enhance their decision making.
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