SELLING BIRD CONTROL

The remarks that I have prepared deal with direct contacts selling pest and bird control programs. I am going to limit my remarks to what I feel are the more important aspects of selling Bird Control. I think it is safe to say that one of the most difficult aspects of selling for most sales personnel is prospecting, that is, finding accounts to call on. Our sales personnel have to more or less come up with their own leads. They have to find out who to contact once they get there. I have found that the best prospect most of us have for selling Bird Control accounts are our present pest control accounts. Generally speaking, we try to main¬tain contact with our applicators in the field, who are in these accounts every day, asking them if there are any of their accounts that are having bird control problems. Another method of finding potential accounts, is driving around looking. It is more difficult to drive around and look for rat and/or roach problems, but generally speaking if a building or some type of business has a bird problem, it is fairly easy to locate. Another thing we can do is call on specific accounts. There are generally cer¬tain accounts that just by the manufacturing process do attract birds, for example: food plants, mills, beet plants, grain elevators, food processors, and so on. Other type operations which lend themselves to bird problems are industrial plants because of the super-structure (physical plant) that they have. Sub-stations and power plants are very attractive to birds. Some other situations that should be checked for bird problems are lumber yards and contractors' storage buildings. After deciding on a contact we get into what I call my basic four. There are four basic things that I try to impress upon our personnel to keep in mind when they go in to make a contact. The first one is the interview or actually making the contact so that you get an opportunity to have the interview, either calling for an appointment or making a "cold" call. The second one is closing for the survey. The third one is making the survey and preparing a proposal. The fourth and last one is the proposal presentation and closing of the sale. An additional item which would make a basic five is after you make the sale don't forget to follow up on the sale.

Building Leadership: The Knowledge of Principals in Creating Collaborative Communities of Professional Learning

Research literature is replete with the importance of collaboration in schools, the lack of its implementation, the centrality of the role of the principal, and the existence of a gap between knowledge and practice--or a "Knowing-Doing Gap." In other words, there is a set of knowledge that principals must know in order to create a collaborative workplace environment for teachers. This study sought to describe what high school principals know about creating such a culture of collaboration. The researcher combed journal articles, studies and professional literature in order to identify what principals must know in order to create a culture of collaboration. The result was ten elements of principal knowledge: Staff involvement in important decisions, Charismatic leadership not being necessary for success, Effective elements of teacher teams, Administrator‘s modeling professional learning, The allocation of resources, Staff meetings focused on student learning, Elements of continuous improvement, and Principles of Adult Learning, Student Learning and Change. From these ten elements, the researcher developed a web-based survey intended to measure nine of those elements (Charismatic leadership was excluded). Principals of accredited high schools in the state of Nebraska were invited to participate in this survey, as high schools are well-known for the isolation that teachers experience--particularly as a result of departmentalization. The results indicate that principals have knowledge of eight of the nine measured elements. The one that they lacked an understanding of was Principles of Student Learning. Given these two findings of what principals do and do not know, the researcher recommends that professional organizations, intermediate service agencies and district-level support staff engage in systematic and systemic initiatives to increase the knowledge of principals in the element of lacking knowledge. Further, given that eight of the nine elements are understood by principals, it would be wise to examine reasons for the implementation gap (Knowing-Doing Gap) and how to overcome it.

Building Math Esteem in Fifth Grade Students

In this action research study of my classroom of 5th grade mathematics, I investigate the levels of math esteem in each student and as a classroom. The definition of esteem on which I am basing my research is the judgment or estimation of the self-assurance of a student in math. I discovered that several of the students entered my classroom with a middle to low level of esteem in math, and about a third of the class already exhibited a positive, high esteem in math. After implementation of the research, and interpreting the data, I believe almost all the students achieved higher math esteem by the end of the school year. The surveys and interviews I performed with the parents and students lead me to believe the four components of my research had an affect on this outcome. As a result of this research, I plan to continue to facilitate a high level of math esteem in each one of my students.

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.

NF93-136 Chemical Spots, Stains and Discoloration of Home Furnishings

We live in a world of chemicals. Unfortunately, some of the characteristics that make household chemical products the most useful are the same qualities that lead to trouble when these products are carelessly handled. A chemical stain or spot is a serious kind of stain that is appearing with increasing frequency and is different from ordinary stains. This type of discoloration or color is caused by a variety of chemical ingredients contains in dozens of common household products. This NebFact discusses the different chemical spots, stains and discolorations that are found in your home furnishings.

Elk in Nebraska: Opportunity or Another Private-Public Land Conundrum

We conducted a comprehensive research project on elk in the Pine Ridge region of northwestern Nebraska from 1995 to 2002 to determine ecological factors that could be used to improve management and reduce damage. The population ranged from 120 to 150 animals, with an average calf:cow ratio of 0.5:1 and bull:cow ratio of 0.4:1. We located 21 radio-collared female elk 6,311 times during 1995 to 1997. Seasonal home ranges of 2 herds were 10 and 44 km2, while average annual home ranges of the herds were much larger (483 and 440 km2, respectively). All wintering areas (n = 21) and 80% of the calving areas (n = 22) were located on privately-owned land. Active timber harvest temporarily displaced elk, most notably during the calving season. Elk shifted home ranges in association with the seasonal availability of agricultural crops, in particular, alfalfa, oats, and winter wheat. Population models indicated that static levels of hunting mortality would lead to a stable population of about 130 elk over 10 years. Most landowners in the Pine Ridge (57%) favored free-ranging elk, but 26% were concerned about damage to agricultural crops and competition with livestock. Habitat suitability models and estimates of social carrying capacity indicate that up to 600 elk could be sustained in the Pine Ridge without significant impacts to landowners. We recommended an integrated management program used to enhance elk habitat on publicly-owned land and redistribute elk from privately-owned land.

HOME RANGES AND MOVEMENTS OF COYOTES IN THE NORTHERN CHIHUAHUAN DESERT

The coyote (Canis latrans) is among the most studied animals in North America. Because of its adaptability and success as a predator, the coyote has flourished and is still expanding its range. Coyotes can now be found throughout most of North America and south into Central America (Voight and Berg 1987). Studies in recent years have been extensive to understand the interrelationships of prey and coyotes (Shelton and Klindt 1974, Beckoff and Wells 1981), as well as demographic relationships (Davis et al. 1975, Knowlton and Stoddart 1978, Mitchell 1979, Bowen 1981) and feeding strategies (Todd and Keith 1976, Andelt et al. 1987, MacCracken and Hansen 1987, Gese et al. 1988a). With the advance of radio telemetry, researchers have investigated lifestyle characteristics spatially with home ranges or temporally with movements in relation to habitat requirements. Researchers have studied home ranges of coyotes in various regions of the United States (Livaitis and Shaw 1980, Andelt 1981, Springer 1982, Pyrah 1984, Gese et al. 1988a) and Canada (Bowen 1982). Some studies of home range were separated by season (Ozoga and Harger 1966) or relation to nearby food sources (Danner and Smith 1980). Home range analysis in relation to social interactions of coyotes has been either neglected, overlooked, or avoided. Gese et al. (1988a) recognized a transient class of coyote by home range size. Coyote social systems are very complex and can vary by season or locality in addition to some reports of group or pack systems (Hamlin and Schweitzer 1979, Beckoff and Wells 1981, Bowen 1981, Gese et al. 1988b). Coyotes maintain communication with conspecifics through vocal and olfactory signals (Lehner 1987, Bowen and McTaggert Cowan 1980). Social interactions may be by far the most complex and least understood aspect related to coyote ecology. Coyote movements can be related to many factors including food, water, cover, and social interactions. Movements in relation to food sources are well documented (Fitch 1948, Todd and Keith 1976, Danner and Smith 1980) although reports on movements in relation to water have not been reported, probably because of limited research in desert situations. There has been some mention of coyotes' movements in relation to cover (Wells and Beckoff 1982). The objectives of this study were to delineate annual and seasonal home ranges, movements, and habitat use of coyotes in the northern Chihuahuan desert.