Fight Borers by Land or by Air

Many Iowa farmers used some form of DDT to control the the borer last season. There were some differences in the control measures used and in the results obtained

Soybean insects and related arthropods in Missouri

This bulletin reports on Department of Entomology research project 369, Legume and Grass Insects--Page [2].Includes bibliographical references (pages 50-51).Description based on print version record.Includes bibliographical references (pages 50-51)

Parasites and predators of grasshoppers in Missouri

The mite portion of this paper is based on a thesis submitted by Huggans to the graduate faculty of the University of Missouri in partial fulfillment of the requirements for an M.S. Degree--P. [3].Digitized 2007 AES.Includes bibliographical references (pages 39-[40])

Corn Borer In Threat Stage

Although the European corn borer spread to many additional counties of Iowa in 1944 and more than doubled in population in the 20 counties where it was first found in 1942, the damage on individual farms was still not ruinous to any one farmer

Treatment of Osteochondritis Dissecans of the Capitellum Using BioCartilage

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A Preliminary Report on Biosystematic Studies of Iowa Smartweeds (Polygonum Spp.)

The senior author first developed an interest in the smartweeds (Polygonum spp.) in connection with studies and survey work on the European corn borer (Pyrausta nubilalis Hubn.) and related borers. These are Pyrausta ainsliei Hein, the smartweed borer, and P. penitalis Grote, the lotus borer; both are native to North America, while P. nubilalis was introduced into this country from Europe and has become a serious pest of corn. This insect was first noticed in the United States in 1917 in the New England states. It gradually spread westward and was first reported in Iowa in 1943 from Clinton County. By last year (1947) it had spread throughout the state arid into eastern Nebraska

Minority ethnic students and science participation: a qualitative mapping of achievement, aspiration, interest and capital

In the UK, the ‘leaky pipeline’ metaphor has been used to describe the relationship between ethnicity and science participation. Fewer minority ethnic students continue with science in post-compulsory education, and little is known about the ways in which they participate and identify with science, particularly in the secondary school context. Drawing on an exploratory study of 46 interviews and 22 h of classroom observations with British students (aged 11–14) from Black Caribbean, Bangladeshi, Pakistani, Indian and Chinese ethnic backgrounds, this paper identified five ‘types’ of science participation among minority ethnic students. The five types of science participation emerged from an analysis of students’ science achievement, science aspiration, science interest and science capital. The characteristics of the five types are as follows: Science adverse students have no aspirations towards science and lacked interest, achievement and capital in science. Science intrinsic students have high science aspirations, interest and capital but low science attainment. Students who are science intermediate have some aspirations, interest and capital in science, with average science grades. Science extrinsic students achieve highly in science, have some science capital but lacked science aspirations and/or interest. Science prominent students are high science achievers with science aspirations, high levels of interest and capital in science. The findings highlight that minority ethnic students participate in science in diverse ways. Policy implications are suggested for each type as this paper provides empirical evidence to counter against public (and even some academic) discourses of minority ethnic students as a homogeneous group

Understanding interactions in face-to-face and remote undergraduate science laboratories

This paper reviews the ways in which interactions have been studied, and the findings of such studies, in science education in both face-to-face and remote laboratories. Guided by a systematic selection process, 27 directly relevant articles were analysed based on three categories: the instruments used for measuring interactions, the research findings on student interactions, and the theoretical frameworks used in the studies of student interactions. In face-to-face laboratories, instruments for measuring interactions and the characterisation of the nature of interactions were prominent. For remote laboratories, the analysis of direct interactions was found to be lacking. Instead, studies of remote laboratories were mainly concerned with their practical scope. In addition, it is found that only a limited number of theoretical frameworks have been developed and applied in the research design. Existent theories are summarised and possible theoretical frameworks that may be implemented in studies of interactions in undergraduate laboratories are proposed. Finally, future directions for research on the interrelationship between student interactions and laboratory learning are suggested