HAWAIIAN SUGAR CANE RAT CONTROL METHODS AND PROBLEMS

The problem of rats in our Hawaiian sugar cane fields has been with us for a long time. Early records tell of heavy damage at various times on all the islands where sugar cane is grown. Many methods were tried to control these rats. Trapping was once used as a control measure, a bounty was used for a time, gangs of dogs were trained to catch the rats as the cane was harvested. Many kinds of baits and poisons were used. All of these methods were of some value as long as labor was cheap. Our present day problem started when the labor costs started up and the sugar industry shifted to long cropping. Until World War II cane was an annual crop. After the war it was shifted to a two year crop, three years in some places. Depending on variety, location, and soil we raise 90 to 130 tons of sugar cane per acre, which produces 7 to 15 tons of sugar per acre for a two year crop. This sugar brings about $135 dollars per ton. This tonnage of cane is a thick tangle of vegetation. The cane grows erect for almost a year, as it continues to grow it bends over at the base. This allows the stalk to rest on the ground or on other stalks of cane as it continues to grow. These stalks form a tangled mat of stalks and dead leaves that may be two feet thick at the time of harvest. At the same time the leafy growing portion of the stalk will be sticking up out of the mat of cane ten feet in the air. Some of these individual stalks may be 30 feet long and still growing at the time of harvest. All this makes it very hard to get through a cane field as it is one long, prolonged stumble over and through the cane. It is in this mat of cane that our three species of rats live. Two species are familiar to most people in the pest control field. Rattus norvegicus and Rattus rattus. In the latter species we include both the black rat and the alexandrine rats, their habits seem to be the same in Hawaii. Our third rat is the Polynesian rat, Rattus exlans, locally called the Hawaiian rat. This is a small rat, the average length head to tip of tail is nine inches and the average body weight is 65 grams. It has dark brownish fur like the alexandrine rats, and a grey belly. It is found in Indonesia, on most of the islands of Oceania and in New Zealand. All three rats live in our cane fields and the brushy and forested portions of our islands. The norway and alexandrine rats are found in and around the villages and farms, the Polynesian rat is only found in the fields and waste areas. The actual amount of damage done by rats is small, but destruction they cause is large. The rats gnaw through the rind of the cane stalk and eat the soft juicy and sweet tissues inside. They will hollow out one to several nodes per stalk attacked. The effect to the cane stalk is like ringing a tree. After this attack the stalk above the chewed portion usually dies, and sometimes the lower portion too. If the rat does not eat through the stalk the cane stalk could go on living and producing sugar at a reduced rate. Generally an injured stalk does not last long. Disease and souring organisms get in the injury and kill the stalk. And if this isn't enough, some insects are attracted to the injured stalk and will sometimes bore in and kill it. An injured stalk of cane doesn't have much of a chance. A rat may only gnaw out six inches of a 30 foot stalk and the whole stalk will die. If the rat only destroyed what he ate we could ignore them but they cause the death of too much cane. This dead, dying, and souring cane cause several direct and indirect tosses. First we lose the sugar that the cane would have produced. We harvest all of our cane mechanically so we haul the dead and souring cane to the mill where we have to grind it with our good cane and the bad cane reduces the purity of the sugar juices we squeeze from the cane. Rats reduce our income and run up our overhead.

BIRD CONTROL METHODS AND DEVICES--COMMENTS OF THE NATIONAL PEST CONTROL ASSOCIATION

It may be useful to review some of the considerations that go into recommendations concerning bird management. Later I will make some comments concerning specific methods and devices being used in or promoted for bird control work regardless of whether or not they are new. Members of the National Pest Control Association provide a variety of services, such as fumigation, termite control and general pest control which includes rodent control. There are eight such categories listed in our roster, but only one member in five provides every service listed. Bird control is a rather recent development and is the newest category of service to be listed in the NPCA roster where it appeared for the first time in 1959. As of September 1, 1966, 45% of our members' offices indicated that they were prepared to offer bird control service. Less than 40% did so in 1964. Why is it that more of our members do not declare themselves as ready to do bird control work? I believe the most common answer you would find is that bird control is not yet sufficiently established that they can provide a service comparable in quality to that which is provided against termites or cockroaches or rats. Our members simply do not want to jeopardize their reputation on methods that are not certain or are too complex. Others recognize the emotional reaction evidenced by much of the population concerning control of birds and do not want to become involved in work that might offend some of their clientele. Still others simply do not agree that birds are their responsibility.

Does Decoding Increase Word Problem Solving Skills?

In this action research study of my classroom of 7th grade mathematics, I investigated whether the use of decoding would increase the students’ ability to problem solve. I discovered that knowing how to decode a word problem is only one facet of being a successful problem solver. I also discovered that confidence, effective instruction, and practice have an impact on improving problem solving skills. Because of this research, I plan to alter my problem solving guide that will enable it to be used by any classroom teacher. I also plan to keep adding to my math problem solving clue words and share with others. My hope is that I will be able to explain my project to math teachers in my district to make them aware of the importance of knowing the steps to solve a word problem.

Strategies and Precise Vocabulary Knowledge: Exploring the Relationships Among Mathematics Vocabulary, Problem Solving, and Confidence

In this action research study I focused on my eighth grade pre-algebra students’ abilities to attack problems with enthusiasm and self confidence whether they completely understand the concepts or not. I wanted to teach them specific strategies and introduce and use precise vocabulary as a part of the problem solving process in hopes that I would see students’ confidence improve as they worked with mathematics. I used non-routine problems and concept-related open-ended problems to teach and model problem solving strategies. I introduced and practiced communication with specific and precise vocabulary with the goal of increasing student confidence and lowering student anxiety when they were faced with mathematics problem solving. I discovered that although students were working more willingly on problem solving and more inclined to attempt word problems using the strategies introduced in class, they were still reluctant to use specific vocabulary as they communicated to solve problems. As a result of this research, my style of teaching problem solving will evolve so that I focus more specifically on strategies and use precise vocabulary. I will spend more time introducing strategies and necessary vocabulary at the beginning of the year and continue to focus on strategies and process in order to lower my students’ anxiety and thus increase their self confidence when it comes to doing mathematics, especially problem solving.

Improving Students’ Story Problem Solving Abilities

In this action research study of my classroom of 8th grade mathematics students, I investigated if learning different problem solving strategies helped students successfully solve problems. I also investigated if students’ knowledge of the topics involved in story problems had an impact on students’ success rates. I discovered that students were more successful after learning different problem solving strategies and when given problems with which they have experience. I also discovered that students put forth a greater effort when they approach the story problem like a game, instead of just being another math problem that they have to solve. An unexpected result was that the students’ degree of effort had a major impact on their success rate. As a result of this research, I plan to continue to focus on problem solving strategies in my classes. I also plan to improve my methods on getting students’ full effort in class.

Student Problem Solving

The purpose of this study is to determine if students solve math problems using addition, subtraction, multiplication, and division consistently and whether students transfer these skills to other mathematical situations and solutions. In this action research study, a classroom of 6th grade mathematics students was used to investigate how students solve word problems and how they determine which mathematical approach to use to solve a problem. It was discovered that many of the students read and re-read a question before they try to find an answer. Most students will check their answer to determine if it is correct and makes sense. Most students agree that mastering basic math facts is very important for problem solving and prefer mathematics that does not focus on problem solving. As a result of this research, it will be emphasized to the building principal and staff the need for a unified and focused curriculum with a scope and sequence for delivery that is consistently followed. The importance of managing basic math skills and making sure each student is challenged to be a mathematical thinker will be stressed.

Improving Mathematics Problem Solving Through Written Explanations

In this action research study of two classrooms of 7th grade mathematics, I investigated how requiring written explanations of problem solving would affect students ability to problem solve, their ability to write good explanations, and how it would affect their attitudes toward mathematics and problem solving. I studied a regular 7th grade mathematics class and a lower ability 7th grade class to see if there would be any difference in what was gained by each group or any group. I discovered that there were no large gains made in the short time period of my action research. Some gains were made in ability to problem solve by my lower ability students over the 7 weeks that they did a weekly problem solving assignment. Some individual students felt that the writing had helped them in their problem solving because they needed to think and write each step. As a result of this research I plan to continue implementing writing in my classroom over the entire school year requiring a little more from students each time we problem solve and write.

Using Math Vocabulary Building to Increase Problem Solving Abilities in a 5th Grade Classroom

In this action research study of my 5th grade mathematics class, I investigated how students’ understanding of math vocabulary impacts their understanding of the curriculum. I discovered math vocabulary plays an important role in a student’s ability to understand daily lessons, complete homework, discuss ideas in groups, take tests and be successful on achievement tests. A student’s ability to understand the words around him (or her) in math class seem very related to his or her ability to solve word problems. Word problems are what our national assessments are all about. I also discovered that direct instruction and support of math vocabulary increased test scores and confidence in students as test takers. As a result of this research, I plan to continue to find ways to emphasize the vocabulary used in our current math curriculum. This process will start at the beginning of the year. I will continue to look for strategies that promote math vocabulary retention in my students. And finally, I will share my findings with my colleagues, so my research can be used as part of our School Improvement Goals.

Enhancing Problem Solving Through Math Clubs

This action research paper was about a mandatory math club of seventh graders that met once per week over a 12-week period. The students gathered in the classroom during their regularly scheduled math class. The focus of the math club was to solve challenging math problems, usually cooperatively, and sometimes competitively. The math club activities varied from week to week to offer an element of surprise. Frequently, the students presented their solutions to peers, along with an explanation of the way they solved the problem. Instruments were used to collect information about problem-solving accuracy, student attitudes, and student and teacher behaviors. I discovered a slight improvement in problem solving. Also, on Math Club days, the teaching was less teacher-centered and more student-centered. As a result of this research, I plan to offer my middle school students more problem-solving opportunities and I plan to allow my students to work cooperatively on a regular basis.

Cooperative Learning in Relation to Problem Solving in the Mathematics Classroom

In this action research study of my classroom of 5th grade mathematics, I investigated cooperative learning and how it is related to problem solving as well as written and oral communication. I discovered that cooperative learning has a positive impact on students’ abilities in problem solving and their overall impression of mathematics and group work. I also found that my students’ communication skills improved in oral explanations of their work. As a result of this research I plan to continue my implementation of cooperative learning in my classroom as a general method of teaching. I also plan to continue to use cooperative learning in working with my students to increase their achievement in problem solving and communication of mathematics.

Daily Problem-Solving Warm-Ups: Harboring Mathematical Thinking In The Middle School Classroom

In this action research study of my classroom of 8th grade mathematics, I investigated the use of daily warm-ups written in problem-solving format. Data was collected to determine if use of such warm-ups would have an effect on students’ abilities to problem solve, their overall attitudes regarding problem solving and whether such an activity could also enhance their readiness each day to learn new mathematics concepts. It was also my hope that this practice would have some positive impact on maximizing the amount of time I have with my students for math instruction. I discovered that daily exposure to problem-solving practices did impact the students’ overall abilities and achievement (though sometimes not positively) and similarly the students’ attitudes showed slight changes as well. It certainly seemed to improve their readiness for the day’s lesson as class started in a more timely manner and students were more actively involved in learning mathematics (or perhaps working on mathematics) than other classes not involved in the research. As a result of this study, I plan to continue using daily warm-ups and problem-solving (perhaps on a less formal or regimented level) and continue gathering data to further determine if this methodology can be useful in improving students’ overall mathematical skills, abilities and achievement.

OPENING REMARKS - THIRD VERTEBRATE PEST CONFERENCE

To open this Third Vertebrate Pest Conference is a real privilege. It is a pleasure to welcome all of you in attendance, and I know there are others who would like to be meeting with us, but, for one reason or another cannot be. However, we can serve them by taking back the results of discussion and by making available the printed transactions of what is said here. It has been the interest and demand for the proceedings of the two previous conferen- ces which, along with personal contacts many of you have with the sponsoring committee, have gauged the need for continuing these meetings. The National Pest Control Association officers who printed the 1962 proceedings still are supplying copies of that conference. Two reprintings of the 1964 conference have been necessary and repeat orders from several universities indicate that those proceedings have become textbooks for special classes. When Dr. Howard mentioned in opening the first Conference in 1962 that publication of those papers would make a valuable handbook of animal control, he was prophetic, indeed. We are pleased that this has happened, but not surprised, since to many of us in this specialized field, the conferences have provided a unique opportunity to meet colleagues with similar interests, to exchange information on control techniques and to be informed by research workers of problem solving investigations as well as to hear of promising basic research. The development of research is a two-way street and we think these conferences also identify areas of inadequate knowledge, thereby stimulating needed research. We have represented here a number of types of specialists—animal ecologists, public health and transmissible disease experts, control methods specialists, public agency administration and enforcement staffs, agricultural extension people, manufacturing and sale industry representatives, commercial pest control operators, and others—and in addition to improving communications among these professional groups an equally important purpose of these conferences is to improve understanding between them and the general public. Within the term general public are many individuals and also organizations dedicated to appreciation and protection of certain animal forms or animal life in general. Proper concepts of vertebrate pest control do not conflict with such views. It is worth repeating for the record the definition of "vertebrate pest" which has been stated at our previous conferences. "A vertebrate pest is any native or introduced, wild or feral, non-human spe- cies of vertebrate animal that is currently troublesome locally or over a wide area to one or more persons either by being a general nuisance, a health hazard or by destroying food or natural resources. In other words, vertebrate pest status is not an inherent quality or fixed classification but is a circumstantial relationship to man's interests." I believe progress has been made in reducing the misunderstanding and emotion with which vertebrate pest control was formerly treated whenever a necessity for control was stated. If this is true, I likewise believe it is deserved, because control methods and programs have progressed. Control no longer refers only to population reductions by lethal means. We have learned something of alternate control approaches and the necessity for studying the total environment; where reduction of pest animal numbers is the required solution to a problem situation we have a wider choice of more selective, safe and efficient materials. Although increased attention has been given to control methods, research when we take a close look at the severity of animal damage to so many facets of our economy, particularly to agricultural production and public health, we realize it still is pitifully small and slow. The tremendous acceleration of the world's food and health requirements seems to demand expediting vertebrate pest control to effectively neutralize the enormous impact of animal damage to vital resources. The efforts we are making here at problem delineation, idea communication and exchange of methodology could well serve as both nucleus and rough model for a broader application elsewhere. I know we all hope this Third Conference will advance these general objectives, and I think there is no doubt of its value in increasing our own scope of information.

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