Three-Lined Potato Beetle

The three-lined potato beetle (Lema daturaphila) is part of the Chrysomelidae family of beetles. It originates from North and Central America but has since been reported causing economic damage to crops worldwide, such as the cape gooseberry in South Africa and potato in Australia. Though uncommon, the three-lined potato beetle has previously been documented in Utah. In August 2020, it was closely observed causing economic damage in tomatillo production on a commercial vegetable farm in rural Box Elder County, Utah. This fact sheet reviews three-lined potato beetle identification, life cycle, and look-alikes, damage, and management

Evaluating Methods of Estimating Forage Intake by Grazing Cattle

Two methods of estimating forage intake of grazing cattle were compared to clipped estimates in 4-pasture rotational grazing systems on Sandhills subirrigated meadow from mid-May through early August over a 4-year period. Clipping standing vegetation samples within a pasture before and after cattle grazing provides for an accurate estimate of forage removal during a grazing period. A less laborious method of intake estimation commonly used is based on a percentage of an animal’s liveweight. University Extension and some federal agencies use a 2.3% factor and others such as the Natural Resources Conservation Service use a 2.7% factor. In this study on a Sandhills subirrigated meadow, the 2.3% of body weight intake factor appropriately matched the clipping estimates in 63% of the evaluations. In contrast, the 2.7% of body weight factor provided similar estimates to the clipping estimate in only 38% of the evaluations. This implies that the 2.3% estimate more accurately represents forage intake of beef cattle and has less chance of overestimating cattle intake. Allocation of surplus forage to grazing cattle reduces harvest efficiency, reduces beef production per acre, and negatively effects profitability of beef operations

A Content Analysis of the Huron Daily Plainsman\u27s Coverage of the Oahe Issue for the Year of 1975

The study by Spector was based on a comparison of the count of favorable, unfavorable and neutral editorial items with vote on a municipal referendum. Spector found a high correlation between editorial position and the election outcome. The editorial policy of the Bridgeport daily newspaper was decidedly against the municipal referendum. Spector coded 23 unfavorable editorials (against the referendum), one neutral in content, and none favorable. Bridgeport voters voted 73 percent against the referendum. Voters in the 15 1/2 – county Oahe Conservancy Sub-District in 1960 voted overwhelmingly (85.5%) to establish the sub-district board to monitor and promote the Oahe project. The history of the role of the Huron Daily Plainsman, described by Associate Publisher Laverne J. Maher, shows that at the time of the election to form the sub-district board, the newspaper actively (through its editorials and the efforts of its publishers and editors) campaigned in favor of establishing the board. Whether the newspaper’s stance significantly contributed to the 85.5 per cent favorable vote is a matter for research, but it does shed light on the area of local newspaper involvement in a local issue. After reasoning that editorial policy and a newspaper’s active pursuit to affect an issue could lead to substantial influence, this researcher south to determine the content of news about Oahe in the news columns of the Huron Daily Plainsman. The writer concluded that the use of content analysis to quantify the Oahe in the news columns of the Huron Daily Plainsman would contribute to an understanding of the treatment (or news “play”) given news about which the newspaper has established an editorial stance

The Course Fit Us : Differentiated Instruction in the College Classroom

Differentiated instruction is a learner-centered philosophy of teaching based on Tomlinson’s research, but stems from a constructivist belief espoused by Dewey, Piaget, and Vygotsky. Through consideration of three diagnostic areas: readiness, interests, and learning profiles, a teacher differentiates how diverse students access the material (content), how students make sense of the material (process), and how students demonstrate their learning (product). Differentiated instruction has been used successfully at the elementary, middle, and high school levels showing quantitative improvements for diverse students. A limited number of qualitative studies on differentiated instruction exist at the college level, with even fewer quantitative studies. The purpose of the current study was to further explore implementing differentiated instruction in higher education to more thoroughly understand if quantitative improvements were noted in a differentiated (DI) classroom compared to a nondifferentiated (NDI) classroom in two different sections of the same Educational Psychology course taught by the same instructor. In addition, the researcher investigated perceptions of Dl students toward the use of differentiated instruction. The DI and NDI sections had enrollments of 39 and 38 undergraduate students, respectively. The majority of the students were preservice teachers attending a Midwestern University of about 7000 students. Six assignments that provided choices for the DI group, but not for the NDI group and three exams were utilized to measure quantitative differences in achievement between the groups. The DI group significantly outperformed the NDI group on the aggregate of the assignments and the aggregate of the exams. However, only two of the assignments and one exam showed significantly higher scores for the DI group when examined individually. In addition, the DI group perceived differentiated methods as beneficial to their learning as noted by the ratings on the course evaluation survey and their responses to open-ended survey questions. These findings suggest that differentiated instruction can have a significant impact on diverse undergraduate students’ achievement and perceptions of learning. In addition, modeling of differentiated instruction by college professors may positively impact preservice teachers’ knowledge and use of differentiated instruction for the diverse population of K-12 students

Row Covers

In agricultural use, a row cover is a transparent or semitransparent material that is used over crops (typically vegetables) for a variety of purposes. As an integrated pest management tool, row covers act as a physical barrier that prevents the movement of pests such as insects, birds, and mammals, to host plants. This form of management is popular in organic production to avoid chemical application. Row covers are also used to shield crops from environmental factors like cold or hot temperatures, and wind. Commonly used methods of application include floating row covers, hoop-supported row covers (also called low tunnels), and plastic-covered trenches. This fact sheet reviews materials, construction, pest prevention, maintenance, and the advantages and disadvantages of row covers

Helping Utah Landowners Reduce Pesticide Use through a Statewide IPM Program

The Utah Integrated Pest Management (IPM) program provides outreach and education to Utahns to reduce pesticide use and ultimately protect human and environmental health. In 2022, the IPM program responded to stakeholders’ needs by partnering with county Extension offices to deliver eight (8) in-person workshops across the state. The workshops connected Extension specialists and county faculty with managers of home landscapes and farms. The objective of the workshops was to provide participants with IPM skills to identify, monitor, and manage pest problems in preparation for the upcoming growing season

The Backyard Garden - Leafy Greens Pests

This fact sheet provides information about the diseases that affect leafy greens. It includes general information, other hosts, disease symptoms to watch for, and management options

Inservice for Individuals Working or Caring for People with Low Vision

Throughout the United States, low vision affects more than 3 million Americans 40 years of age and older (Rosenberg & Sperazza, 2008). As the population continues to age, more individuals will be moving to some form of either assisted living care or long-term care, which will increase the number of individuals with visual impairment living in such situations and requiring appropriate services. An individual with low vision typically has a decreased ability to function in daily life with a considerable impact upon functional decline in performance (Haymes, Johnston, & Heyes, 2002; Horowitz, 1994). Difficulties occur in everyday activities such as reading, driving, preparing meals, social activities, mobility, and more. With a decrease in independence and perceived loss of control, an individual\u27s quality of life is impacted causing psychological stress (Horowitz, 2004). There is a concern that an individual with low vision living in an institutionalized setting is often overlooked or misinterpreted as having cognitive decline and disruptive behavior leading to further participation restriction and dependency (Horowitz, 1997). The purpose of this project is to educate healthcare workers (ex. CNAs) in skilled nursing facilities and/or assisted living facilities. The education will include common visual impairments and adaptive techniques and devices to use when working with individuals with low vision to help them cope, manage, adapt to lifestyles changes, and participate in occupations. Occupational therapists have the background knowledge on visual impairments and techniques to help improve and maintain occupational performance. An extensive literature review was completed in order to develop an educational inservice for healthcare workers. The components of this inservice are guided by the Adult Learning Theory and Ecological Model of Occupation. Information in the developed materials includes a general overview of common visual impairments, impacts of low vision, low vision aids, and strategies for adapting activities of daily living. This scholarly project is intended to help healthcare workers become more aware of visual impairments experienced by the elderly as well as how to facilitate healthy, successful participation in life tasks. Increased knowledge of teclmiques and strategies that can be implemented when working with elderly individuals with low vision can, in tum, improve their quality of life