science Tuesday

This post is part of the Science Tuesday feature series on the USDA blog. Check back each week as we showcase stories and news from USDA's rich science and research portfolio.

Americans love, love, love their spuds:  In 2010, per capita consumption of potatoes in the U.S. hit almost 114 pounds, according to USDA’s Economic Research Service. One of our favorite ways to dish up this versatile veggie is in the form of French fries.

Of course, deep-frying those potato slices to golden crispness adds extra calories from the oil.  But what if you could indulge your French fry craving with fewer calories? And what if the technique to achieve that was more environmentally friendly than conventional fry preparation?

This post is part of the Science Tuesday feature series on the USDA blog. Check back each week as we showcase stories and news from USDA’s rich science and research portfolio.

For about 2,000 years – since Roman emperor Tiberius demanded fresh cucumbers for lunch year ‘round – farmers have been looking for better ways to extend the growing season.  Now, a team of researchers led by Purdue University has found a way to grow more produce and save money doing it.

Greenhouses and other structures protect crops from harsh environmental conditions.  Over the last 50 years or so, some growers have added artificial lighting to compensate for shorter winter days or when conditions are cloudy.  However, the problem with most lighting systems is that they are relatively costly to install and do not provide the light spectrum that is most efficient for photosynthesis in plants.

This post is part of the Science Tuesday feature series on the USDA blog. Check back each week as we showcase stories and news from USDA’s rich science and research portfolio.

With the abundance of news and information on the food and agriculture sector, sometimes it is helpful to take a step back and look at the big picture. You might be a seasoned expert on food, agriculture, or the rural economy, or you may have just a general knowledge. In any case, there are a number of key indicators that will bring you up to speed on a range of basic questions.

How much, for example, do agriculture and related industries contribute to the U.S. economy? Which commodities are our main agricultural exports? What share of their household incomes do Americans spend on food? How do job earnings in rural areas compare with metro areas? How much of our Nation’s water does agriculture consume?

This post is part of the Science Tuesday feature series on the USDA blog. Check back each week as we showcase stories and news from USDA’s rich science and research portfolio.

There are no borders around the opportunities and challenges we face in agricultural science.  Agricultural science priorities in one country are often shared by others.  That’s why agricultural science, whether national or international, benefits from being addressed globally and cooperatively.

That’s exactly what was discussed at the second G-20 Meeting of Agricultural Chief Scientists (MACS), hosted in June of this year by the Russian Federation, which currently serves in the role of 2013 G-20 President.  The MACS is an initiative endorsed by G20 Leaders, their Agriculture Vice Ministers and other International Research Organizations such as CGIAR because they know the value of identifying global research priorities and targets, facilitating collaboration between public and private sector organizations in key areas, and tracking progress on established goals over time. At the most recent meeting, we completed the MACS terms of reference, which established the operating parameters for this continuing forum.  To read more about the meeting, click here for the proceedings.

This post is part of the Science Tuesday feature series on the USDA blog. Check back each week as we showcase stories and news from USDA’s rich science and research portfolio.

When it comes to grapes, there’s a New World-Old World dichotomy. Grapevines originating in the Americas (e.g. Vitis labrusca, Vitis riparia) can resist pests and diseases, but they generally don’t have the taste or aroma of grapes with European origins (Vitis vinifera).  But European grapes are more susceptible to pests and disease.

Grape breeders try to combine the best of both worlds, but here’s the problem: if you cross one grape with another, there is no guarantee your progeny will inherit the desirable traits. And because it takes so much time to grow a grapevine, produce grapes from those vines, and for those grapes to be evaluated, bringing a new grape to market can take 20 years or more. Scientists can speed things up by identifying genes that give grapes the right blend of the best characteristics. Identifying the genes will tell you the characteristics of the vine without having to wait for it to grow.

This post is part of the Science Tuesday feature series on the USDA blog. Check back each week as we showcase stories and news from USDA’s rich science and research portfolio.

2013 is the International Year of Statistics. As part of this global event, every month this year USDA’s National Agricultural Statistics Service will profile careers of individuals who are making significant contributions to improve agricultural statistics in the United States.

When I first walked through the doors to the USDA South Building in our nation’s capital, I was a newcomer, and in more ways than one. I had never worked in an office before. I had never lived in a big city. And to be honest, I didn’t know anything about agriculture. I was placed as an intern in the Public Affairs Section of the National Agricultural Statistics Service (NASS) because of my studies in Statistics and English, and I was very nervous about what I would find. As foolish as it seems now, I was flying blind my first day, completely unaware of what was waiting for me in the coming hours, let alone the next ten weeks.

What I found was a corps of statisticians committed to collecting data and calculating accurate numbers on American farming, and releasing them on a strict schedule. I quickly became aware of how important this job really is. Thousands of people in all parts of the agriculture industry, from commodity traders to policy makers to everyday farmers, depend on information from NASS to inform their decisions. It’s a huge undertaking, requiring cooperation among survey design teams, survey administration teams, data collectors, statisticians, commodity experts, and IT specialists, all spread across the country. As I joined their ranks, I was able to see many aspects of NASS operations and learn about its complexities and relevance.

This post is part of the Science Tuesday feature series on the USDA blog. Check back each week as we showcase stories and news from USDA’s rich science and research portfolio.

2013 is the International Year of Statistics. As part of this global event, every month this year USDA’s National Agricultural Statistics Service will profile careers of individuals who are making significant contributions to improve agricultural statistics in the United States.

Growing up in the rural community of St. James, Louisiana, I always had a passion for agriculture. In 1992, I earned a Bachelor of Science degree in Agricultural Business from Southern University A&M College in Baton Rouge, Louisiana and earned a Master of Science degree in Agricultural Economics from Washington State University two years later.

For my master’s thesis, I created an economic model analyzing the profitability of the Washington state asparagus industry. To get the data for my thesis, I created and mailed questionnaires, editing and analyzing all of the responses. This experience sparked my interest in the National Agricultural Statistics Service (NASS), and I joined the agency’s California Field Office in 1994.

This post is part of the Science Tuesday feature series on the USDA blog. Check back each week as we showcase stories and news from the USDA's rich science and research portfolio.

Imagine a graduate school that combined the faculty expertise of seven universities throughout the United States. Imagine this program focused on animal genetics, using the latest research data to teach students.  Best of all, students can attend with the click of a mouse.

It’s not some futuristic university—this is a digital learning center created by faculty at Virginia Tech, and funded by USDA’s National Institute of Food and Agriculture (NIFA).  Ron Lewis, professor of animal genetics at Virginia Tech, received a grant from NIFA’s Higher Education Challenge Grant Program to launch this on-line graduate-level training in animal breeding and genetics in 2007.

This post is part of the Science Tuesday feature series on the USDA blog. Check back each week as we showcase stories and news from USDA’s rich science and research portfolio.

When I look at tree leaves, the stems always strike me as remarkable.  Although typically slender, they’re pretty resilient, firmly anchoring the leaves to the branches to withstand the extreme whims of Mother Nature.

In the same way that stems provide a sturdy foundation so that the leaves can make food for the tree, science, technology, engineering, and math (frequently referred to as STEM) education provides a strong base for a wide range of activities.

This post is part of the Science Tuesday feature series on the USDA blog. Check back each week as we showcase stories and news from USDA’s rich science and research portfolio.

Beginning with the 2014-15 school year, “competitive foods” in schools will be subject to new nutritional standards. Competitive foods include à la carte cafeteria items like pizza, French fries, and ice cream, as well as snacks and beverages sold in vending machines or at snack bars, school stores, or other locations.

Referred to as “competitive foods” because they compete with meals served through the National School Lunch Program, these foods and beverages are currently inconsistently regulated and frequently high-calorie, low-nutrient options. Competitive foods are more common at secondary than at elementary schools. A 2005 survey revealed that 32 percent of elementary schools and more than 60 percent of secondary schools offered non-milk a la carte items. Vending machines were found in 27 percent of elementary, 87 percent of middle, and 98 percent of high schools.