EC92-1247-D Nebraska Potato Cultivar Tests 1989-91

Extension Circular 92-1247-D: This circular is a progress report of potato cultivar trials conducted from 1989-1991 by the Panhandle Research and Extension Center

EC92-1247-D Nebraska Potato Cultivar Tests 1989-91

Extension Circular 92-1247-D: This circular is a progress report of potato cultivar trials conducted from 1989-1991 by the Panhandle Research and Extension Center

How to influence public decisions

The Oklahoma Cooperative Extension Service periodically issues revisions to its publications. The most current edition is made available. For access to an earlier edition, if available for this title, please contact the Oklahoma State University Library Archives by email at [email protected] or by phone at 405-744-6311

Getting involved in public policy

The Oklahoma Cooperative Extension Service periodically issues revisions to its publications. The most current edition is made available. For access to an earlier edition, if available for this title, please contact the Oklahoma State University Library Archives by email at [email protected] or by phone at 405-744-6311

Wolves: A Primer for Ranchers

Ranch management has become more complex since wolves were reintroduced into Idaho and Wyoming in 1996. In wolf areas, livestock have experienced increased death loss and greater stress. Increased livestock aggressiveness has been observed, especially toward working dogs, making handling livestock more difficult. Additionally ranchers have reported a loss of body condition, lower conception rates, increased time and expense for management. Our study was designed to investigate the effect of wolf presence on cattle behavior, landscape use patterns, and resource selection by comparing high wolf density areas against low wolf density areas. This study also generated baseline information on cattle spatial behavior before wolves were on the landscape. A Before-After/Control-Impact Paired (BACIP) experimental design was used. Control study areas in Idaho (3) have high wolf presence while Impact study areas in Oregon (3) started with no wolf presence, and are shifting to elevated wolf presence. Paired Idaho and Oregon areas have similar topography, vegetation composition, wild ungulate prey bases, and livestock management. Cows are tracked at 5-minute intervals using GPS collars (10 per area) throughout the grazing season. Wolf presence is monitored by GPS, trail cameras, and scat surveys. Ten GPS-collared cattle in an Idaho study area encountered a GPS-collared wolf 783 times at less than 500 meters during 137 days in the 2009 grazing season. At 100 meters there were 53 encounters; 52 at night. Tests of naïve and experienced cattle exposed to a simulated wolf encounter found increased excitability and fear-related physiological stress responses in cows previously exposed to wolves. This was shown through increased cortisol levels, body temperature, and temperament scores. Cattle presence near occupied houses doesn’t offer protection from wolves. Data shows wolves within 500m of occupied houses 588 times during 198 days of tracking. Many confirmed depredations on this site were also close to houses

A problem solving approach to visceral learning

Abstract only. Permission to include in repository granted by Sally Byers, Permissions Assistant, Wiley-Blackwell Publishing Ltd.An earlier paper in this series depicted visceral learning as a problem in concept identification in which subjects seek information about the visceral target (Roberts, Williams, Farrell, & Marlin. 1979). Concepts pertaining to this target are based initially upon procedural details of training and are modified as feedback identifies instances of the desired response. Evidence for this view was sought by examining verbal reports for the information about target responding that is presumably the product of a concept identification process. Accurate self-report was observed when subjects were successfully trained to produce either: 1) an increase and decrease in heart rate, or 2) lateralized changes (L > R and R> L) in skin conductance. Control of the response in the absence of accurate self-report was not observed in either training condition. The present paper describes an extended framework for the study of learning mechanisms. In this approach, a task statement is assumed to establish a problem space within which visceral learning proceeds. Major components of this space include: 1) a representation of task objectives. 2) initial concepts concerning effective strategies derived from the task statement and the subject's personal history, and 3) a processing system which is organized to acquire information about the response from feedback events. The processing system is seen as a construction which is determined uniquely for each learning procedure by processing requirements that are implicit in problem structure. The system organizes memory to receive information about the response and codes this information in a manner appropriate for production of the target in accordance with performance requirements of the task. This analysis suggested that within-subject training for two visceral targets with a transfer requirement (as in Roberts et al., 1979) might have favored identification of differences rather than similarities between the targets and encoding in a manner appropriate for recall without feedback as a retrieval cue. Consequently accurate self-report was assessed as a function of forewarning of transfer when subjects were trained to produce a single target alone. The purpose was to determine whether a problem-solving approach might identify processing conditions that favor veridical self-report following training on a feedback task. (Supported by A0132 from NSERC of Canada)Ye

The decision of African American students to complete high school: An application of the theory of planned behavior.

A longitudinal study explored high school completion among African Americans. Male and female high school students aged 14 to 17 (N 166) completed a theory of planned behavior (I. Ajzen, 1991) questionnaire early in their 2nd year. Intentions to complete the year were accurately predicted from attitudes, subjective norms, and perceived behavioral control (R .71; p .01). Attitudes were related to beliefs about short- and long-term consequences; subjective norms reflected perceived expectations of family, teachers, and friends; and control considerations included requisite academic abilities, conflict with peers and teachers, and distracting life conditions. Intentions and, to a lesser extent, perceived behavioral control, predicted graduation almost 3 years later (R .50; p .01). The findings indicate opportunities for early interventions. Obtaining a high school diploma has become an increasingly important prerequisite for economic and social mobility in the United States. High school dropouts are roughly three times more likely to be chronically poor than are high school graduates (U.S. Census Bureau, 1996). Young people without a high school edu-cation are ill equipped for the modern workforce. They are les

Juror Perceptions of Trial Testimony as a Function of the Method of Presentation: A Comparison of Live, Color Video, Black-and-White Video, Audio, and Transcript Presentations

Summary of Contents I. Introduction A. Uses of videotape in the litigation process 1. Prelitigation videotape uses 2. Videotaped depositions 3. Electronic trial records 4. Electronic presentation of evidence B. A review of the research literature II. The Research Design: Rationale and Description A. The need to assess the impact of videotape in the litigation process B. The live trial as a standard of comparison C. Description of the research design 1. The stimulus trial 2. The trial participants 3. The physical setting 4. A description of the different trial procedures 5. The questionnaire III. Research Results A. Juror perceptions of the trial participants as rated on the bipolar adjective scales 1. Competency 2. Honesty 3. Friendliness 4. Appearance 5. Objectivity 6. Additional adjective pairs B. The amount of compensation awarded the landowner C. The relationship of the dollar awards to juror ratings of trial participants D. Juror preferences for the trial participants E. Juror reactions to the trials IV. Discussion of the Results A. Comparative merits of deposition presentation methods 1. Read transcript 2. Audiotape 3. Black-and-white videotape 4. Color videotape 5. Conclusion B. An evaluation of the use of videotape to present all testimony at trial C. Recommendations for future researc