FARM PLANS AND

LAYOUT
Introduction to Agri-Fishery Arts
 The Farming for the Future (FFTF)
program can help you to plan the best
farm layout. It is an initiative of NSW
Government agencies focusing on
whole farm planning. A whole farm
plan considers the farm’s physical,
financial and human/personal
resources for both now and the future.
 Site
Assessment
An on-site assessment of a farm is
necessary so that a map can be
drawn of the property’s
topography, boundaries, soils,
water ,resources and so on, and a
farm business plan can be
formulated.
 Government
Plans
Acquaint yourself with relevant
Regional Environmental Plans
(REPs), Local Environmental Plans
(LEPs), and Development Control
Plans (DCPs) and their short and
long term effects on your proposed
or existing farm enterprise.
 Government
This will helpPlans
reduce unforeseen
risks and enhance your farm
business. Council’s building
approval or developmental consent
(DAs) may be needed for siting
greenhouses, siting and
constructing dams or erecting hail
and windbreak netting.
 Government
Plans
Council approval to clear land or a
no burning of crop debris or waste
materials on farm may apply.
Consent will be required if odor or
noise is a nuisance likely to be
generated from the development.
How Crops are Arranged in Row Planting
 Row Planting
Row Planting as applied in
conventional horizontal farming or
gardening is a system of growing
crops in linear pattern in at least
one direction rather than planting
without any distinct arrangement.
 Row Planting

It is practiced in most crops

whether direct seeded, transplanted
or grown from vegetative planting
materials, both in monocropping
and multiple cropping.
 Crops are planted in rows or
straight lines, either singly or
multiple rows, mainly to enhance
maximum yields as well as for
convenience. An east-west row
orientation is preferred to
maximize light absorption, but this
is not always possible.
 In man cases the topography that
include the shape, terrain and slope of
the land, as well as the location of
existing vegetation, roads, irrigation
lines, buildings and physical barriers,
dictate the row orientation.
 The specific advantages of row planting
over broadcasting or scatter planting
include the following:
1. Light absorption is maximized and,
conversely, the excessive shading effect of
other plants is minimized thus favoring
more efficient photosynthesis and
improved crop yield;
2. Wind passage along the inter rows is
enhanced which increases gas exchanges
and prevents excessive humidity;

3. Access through the inter rows facilitates

cultivation, weeding , and other farm
operations including hauling;
4. Movement within the crop area is
convenient and allows close inspection of
individual plants;

5. Visibility is enhanced
 Row Planting
Arrangement
It is practiced in most crops
whether direct seeded, transplanted
or grown from vegetative planting
materials, both in monocropping
and multiple cropping.
 Row Planting
Arrangement
Rows planted crops are either
arranged in equidistant single rows
or in multiple rows. Planting in
single row is most common in
monocropping or sole cropping, the
growing of a single crop.
 Row Planting
DifferentArrangement
systems of planting
arrangement within the row are
practiced in both single and
multiple row planting, depending
on the characteristics and
requirement of the crop,
particularly its extent of canopy
expansion.
 Row Planting
Arrangement
In the hill method of planting crops
by direct seeding, the crops are
arranged, singly or in group, in
uniform distances. But in the drill
method, the only consideration is a
uniform number of plants per
linear meter.
 Row Planting
Arrangement
In the hill method of planting crops
by direct seeding, the crops are
arranged, singly or in group, in
uniform distances. But in the drill
method, the only consideration is a
uniform number of plants per
linear meter.
 Row Planting
Arrangement
In row-planted fruit trees and other
perennial crops like coconut, oil
palm and rubber, the common
types of planting or spatial
arrangement are the square,
rectangular, quincunx, and
triangular or hexagonal.
 Row Planting
Arrangement
In row-planted fruit trees and other
perennial crops like coconut, oil
palm and rubber, the common
types of planting or spatial
arrangement are the square,
rectangular, quincunx, and
triangular or hexagonal.
 Multiple Row Planting
Arrangement
Multiple row planting is a system of
growing crops in blocks or strips of
2 or more rows. The adjacent
blocks are separated by a space
which may remain vacant or
planted to other crops.
 Multiple Row Planting
Arrangement
This planting arrangement is
common in multiple cropping in
which two or more crops are grown
in the same piece of land. It is also
employed in monocropping where
an alley wide enough to facilitate
passage is needed.
 Multiple Row Planting
Coconut and other perennial crops
Arrangement
are often intercopped with multiple
rows of annual crops like corn and
pineapple. This is a common
practice of maximizing the use of
vacant interrow spaces when the
main crop has not fully developed
thus allowing sufficient light
 Multiple Row Planting
Arrangement
In some farms, the intercrop
consists of multiple rows of such
crops as coffee, cacao and banana.
In this system, both single row
planting (for the maincrop) and
multiple row planting (for the inter
crop) are combined.
 Multiple Row Planting
Arrangement
In vegetable production that
employs close spacing and where
crops should be within easy reach,
the common practice is to plant in
plots having multiple rows. A space
between plots is provided to allow
passage.
 Spatial Arrangement in
Intercropping
Spatial Arrangement is the
systematic apportioning of the farm
area or any growing surface for
crop production. In multiple
cropping by intercropping, the
intercrop can be planted in any of
the following ways:
1. Within the rows of the maincrop;

2. Between the rows of the maincrop;

3. In replacement series.
 Planting of the intercrop between two
adjacent hills within the same row of
the main crops allow inter row
cultivation but the intercrop has limited
exposure to sunlight. This is
exemplified by the planting of peanut
or mung bean between corn plants
within the same row or two coffee
plants that are 3 m apart between
coconut plants.
Single row planting of the intercrop can
also be done between the rows of the
maincrop. For example, peanut or
mungbean can be dibbled between two
adjacent rows of corn. This system of
planting arrangement is likewise
common in coconut farms where fruit
trees like durian, lanzones and
mangosteen are grown in single rows
between coconut.
 In replacement series, one or more
rows that are intended for the
maincrop are replaced with the
intercrop. For example, a 3:2
corn+mungbean intercrop means that
for every 4 rows that are intended for
sole corn, only 3 rows are planted to
corn and one row may be substituted
with 2 rows of mungbean.
 Methods of Planting Crops in
the Farm
In general, there are two methods
of planting crops: direct seeding
and transplanting. Direct seeding is
either by broadcast, hill or dibble,
or by drill method. The hill and the
drill methods are alternative
options in row planting.
 Another practice is in strip
intercopping, for example the
simultaneous growing of 6 rows corn
and 12 rows soybean in alternating
strips. This particular examples result
to multiple row planting arrangement.
 Direct
Seeding
Direct seeding or direct sowing is a
method of planting in which seeds
are directly planted on the ground
in the farm or any growing surface.
It generally applies to large seeded
vegetables as well as in cereals and
grain legumes.
 The term direct seeding is also
commonly used to refer to the planting
of seed pieces or underground
vegetative planting materials directly
into the soil.
 Planting crops by broadcasting or
sabog tanim, or scatter planting,
commonly applies to small seeds, like
rice and mungbean, that are capable of
germination and sustained growth
without soil cover. There is no control
of plant to plant spacing. The seeds are
simply distributed on a well prepared
ground by hand or with a mechanical
broadcaster.
 With hand broadcasting, a volume of
seeds is held by the hand and thrown
with a wide swath. Skill is important to
ensure even distribution of seeds per
unit ground area based on the desired
seeding rate per hectare.
 For example, a seeding rate of 100 kg
per hectare means that the seeds have
to be distributed at an average of 0.01
kg or 10 g per sq. meter. Assuming that
the crop is rice with a weight of 1000
grains of 29 grams, this is equivalent to
a seeding rate of about 345 seeds per
sq. meter.
 Excessive seeding per unit area will
mean that the prepared seeds will have
been completely sown but a portion of
the farm is still unplanted, and so
additional seeds needs to be procured.
Conversely, seeding below the average
will complete the planting of the entire
farm with some seeds still left.
 In lowland rice, the seeds are
broadcasted on puddled soil or over
water and allowed to germinate
without covering. The broadcast
method of planting crops is also
common with mungbean and cowpea
grown as green manure.
But in upland farming, it is best to pass
a tooth harrow or rake after
broadcasting to cover the seeds. The
soil covering will hide the seeds from
seed-harvesting organisms like chicken
and birds. It will also ensure that the
seeds have full contact with the soil
which will maximize germination and
improve the chance of the seedlings to
fully develop.
In pasture establishment, a large herd
of livestock can be released after
broadcasting to press the seeds into the
ground by their hooves. Dibbling is an
old method of planting crops practiced
by subsistence farmers in hilly lands.
 In both the hill and drill methods of
planting crops by direct seeding, there
is a desired row to row spacing. Hills
with a single or multiple number of
plants are spaced uniformly within
each row so that in the hill method
there is always a reference to hill
distance and number of plants per hill.
A hill is that specific spot on the ground
on which a plant or a group of plants is
grown. In contrast, there is no uniform
spacing between plants in the row in
the drill method, but uniformity in
number of plants per linear meter is
intended.
Transplanti
Theng term transplanting is also used
to refer to practice of replanting an
already established plant in one
location and moving it elsewhere. It
is a method of planting in which
makes use of pre-grown plants,
seedlings or vegetatively
propagated clones.
Transplanting is the most common with
small-seeded vegetables, vegetatively
propagated crops, ornamental crops,
fruit trees and many perennial crops.
Transplanting is also convenient with a
few plants that can be transferred with
a ball of soil around the roots. In some
vegetables, it is common to prick
seedlings from the seedbed and
transplant them bareroot to the garden
plot.
In perennial species like coffee at a time
when rainfall has become frequent and
light is not intense, uprooted wildings
or bareroot transplants have been
directly planted.
THAN
 Table of contents

01 02 03
Abstract Introduction Case presentation

04 05 06
Discussion Conclusion Roadmap
 01
Abstract
Abstract
In the abstract of your case report, you
should provide a concise summary of the
key aspects of the case. This includes:
● Briefly describing the patient's
condition and relevant clinical findings
● Highlighting any unique or rare
features of the case
● Mentioning the main interventions or
treatments employed and their
respective outcomes
 Case presentation
Patient profile
Include essential
demographic information
such as age, gender, and
medical history. Describe the
patient's chief complaint and
the timeline of symptoms
leading to the diagnosis
Clinical findings Diagnostic
Present an overview of the Outline the diagnostic
patient's physical process, including the
examination findings, reasoning behind the chosen
laboratory test results and investigations and tests.
diagnostic procedures. Discuss the results, their
Highlight key abnormalities interpretation and their
that aid in the diagnosis contribution to reaching the
final diagnosis
 Discussion
Differential diagnosis
Explore potential diagnoses based on
the patient's presentation and relevant
findings. Discuss distinguishing
features for each and reasons for
inclusion/exclusion
Clinical course
Describe the patient's progression,
treatment response and any
significant events or complications.
Summarize the final outcome
Treatment
Present the confirmed diagnosis and
explain diagnostic criteria. Outline the
chosen treatment approach and
rationale behind it
Lesson learned
Discuss the case's educational value,
highlighting unique aspects. Share
insights gained, including diagnostic
challenges, treatment considerations
or disease mechanisms
 Conclusion

Challenge Success Lessons

Address any diagnostic Highlight successful Summarize valuable lessons
challenges, emphasizing the outcomes achieved through learned, providing insights
importance of thorough the chosen treatment to guide future clinical
investigation and clinical approach, showcasing decision-making and
reasoning effectiveness enhance care

Significance Research Summary

Emphasize the case's Identify areas for future End with a concise
educational value, impact investigation that have concluding statement,
on medical knowledge, emerged from the case, summarizing the overall
professional development, stimulating advancements significance of the case
and learning
 50,000
Patients on the study

20,000 5,000
Received placebo treatment Had secondary effects
 95%
Use percentages in your case report to quantify and communicate
the frequency or proportion of important findings or outcomes
A picture is
worth a
thousand
words
Using an image in your case
report enhances visual
representation and provides a
concise and impactful way to
present key findings or illustrate
important aspects of the case
 This is a graph

Understanding the
numbers
Incorporating a graph in your
case report offers several
advantages. It allows for the
clear visualization and
concise representation of
data trends, comparisons, or
correlations. By presenting
information in a visual format,
graphs enable readers to
quickly grasp and interpret
complex findings

Follow the link in the graph to modify its data and then paste the new one here. For more info, click here
 This is a table
Age Gender M. history Symptoms Diagnosis

Patient 1 45 Male Hypertension Symptom Diagnosis 1

Patient 2 32 Female Asthma Symptom Diagnosis 2

Patient 3 60 Male Diabetes Symptom Diagnosis 3

Patient 4 50 Female None Symptom Diagnosis 4

Patient 5 28 Male None Symptom Diagnosis 5

Patient 6 70 Female Osteoarthritis Symptom Diagnosis 6

 Milestones reached

01 02 03 04
Initial presentation Diagnostic evaluation Confirmation of Initiation of
with chief complaint and investigations the diagnosis appropriate treatment

05 06 07 08
Monitoring response Resolution of Follow-up assessment Case discussion and
for treatment presenting symptoms for outcomes lessons learned
 Case presentation: medical history
About the patient Key findings
Patient’s age 42 years old ● Summarize the most important or
relevant aspects of the patient's
Gender Female medical history
● Use bullet points to present the
key findings in a clear and
Medical conditions Chest pain, shortness of breath organized manner

Conclusions
Previous
None reported
treatments In this section, summarize the key findings
1 from the medical history
She has been experiencing
these symptoms for the past 2
Introduction
days, with the pain increasing in Provide an overview of the implications for
intensity and frequency 2 the current diagnosis and treatment plan
 Discussion
Introduction:
● Briefly summarize the main findings and results of the case report
● Mention the purpose of the discussion and what will be covered

Main discussion:
● Present different perspectives and opinions on the findings, based on the literature and other
relevant sources
● Use bullet points to highlight key arguments and counterarguments
● Address any limitations or weaknesses of the study and suggest potential solutions or areas for
further research

Conclusions:

Summarize the key points of the discussion and their implications for clinical practice or future research
Offer any final recommendations or take-home messages for the audience
 Outcomes and recommendations
Start

1 2 3

Outcome Outcome Outcome

A. Write your A. Write your A. Write your

recommendation recommendation recommendation
B. Write your B. Write your B. Write your
recommendation recommendation recommendation
C. Write your C. Write your C. Write your
recommendation recommendation recommendation
D. Write your D. Write your D. Write your
recommendation recommendation recommendation
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