G81-562 Guidelines for Using Pipewick and Other Selective Applicators

The use of selective applicators is being rapidly adopted by farmers to supplement their weed control programs. A low-cost method of removing tall, escaped weeds from short stature crops, selective application is also environmentally appealing since the herbicide is applied only to the target weeds and thus only small amounts of herbicides are used. There are three basic types of applicators available: ropewicks, recirculating sprayers (RCS), and carpeted rollers. This NebGuide discusses each applicator and how it can be used on the farm.

EC72-855 Property Statement and Family Objectives for Estate Planning

Family estate planning is a phrase used to describe the acquisition, enjoyment, and disposition of the family's possessions. The estate plan organizes the resources of the family of an effort to provide for the present and future needs of the family and other heirs. A plan which is started early usually has a better chance of accomplishing the desired objectives.

RP94-217 No. 18 Use of Crop Futures and Options by the Nontrader

Crop producers make a number of decisions that are market related. They may be categorized as financial decisions, production decisions, or marketing decisions. All three decisions depend on what prices are likely to be at some specific time in the future. The marketing decisions is complex. This research publication discusses the number of alternatives that are available even for the producer who does not directly buy or sell futures or options contracts.

G82-621 Sources of Livestock and Poultry Market Information (Revised July 1994)

This NebGuide provides a list of various market information sources, each followed by a brief summary of issue schedules and contents. It provides a listing of widely used and readily available market information sources that contain information which may be useful to agricultural producers, lenders and agribusiness firms when making livestock and poultry marketing decisions. Most of the available market information and statistical data comes from the U.S. Department of Agriculture (USDA). Many now require an annual subscription fee.

Making Learning Visible: Peer Review and the Scholarship of Teaching

This is the promotional brochure from the March 2004 national conference, Making Learning Visible: Peer Review and the Scholarship of Teaching. This conference was hosted by the UNL Peer Review of Teaching project and the University of Nebraska-Lincoln.

G93-1145 Management of the Army Cutworm and Pale Western Cutworm

This NebGuide describes the life cycle of the army cutworm and pale western cutworm, and provides recommendations for management.The army cutworm, Euxoa auxiliaris, and the pale western cutworm, Agrotis orthogonia, are sporadic pests that are distributed throughout the Great Plains. The army cutworm can be found throughout Nebraska, but is more common in the western half of the state. Because of the drier environment, the pale western cutworm is found only in the western third of Nebraska. Both cutworms can feed on a vast array of crops and weeds. Their major economic impact is limited to winter wheat and alfalfa, because these are the vulnerable crops growing in the early spring when larval feeding activity occurs. However, they can also cause substantial damage to early spring row crops (sugarbeets and corn), especially in areas where winter cereal cover crops are used.

G93-1167 Spider Mite Management in Corn and Soybeans

This NebGuide describes the two common spider mites found in Nebraska corn and soybeans, their natural enemies and management. Two species of spider mites, the Banks grass mite and twospotted spider mite, commonly feed on Nebraska corn. Banks grass mites (BGM) feed almost exclusively on grasses, including corn and sorghum. Twospotted spider mites (TSM) not only feed on many species of grasses, but also on soybeans, fruit trees and a variety of vegetables and ornamental plants. Although these two species are somewhat similar in appearance, they differ in several biological characteristics and in their susceptibility to pesticides. Banks grass mites usually appear earlier in the season, feed mostly on the lower leaves of the corn plant, and in Nebraska are moderately susceptible to many of the commonly used miticides. On the other hand, TSM tend to appear in mid to late season, increase rapidly, feed over the entire plant, and often are not consistently controlled by available pesticides.

The integration of curriculum and assessment in interpreter education

In dieser interdisziplinären, translationswissenschaftlichen Studie wird die Integration von Curriculum und Evaluierung in der Dolmetscherausbildung theoretisch fundiert und im Rahmen einer Fallstudie empirisch untersucht. Dolmetschkompetenz wird als ein durch zweckgerechte und messgenaue (valid and reliable) Bewertungsmethoden dokumentiertes Ergebnis der Curriculumanwendung betrachtet. Definitionen, Grundlagen, Ansätze, Ausbildungs- und Lernziele werden anhand der Curriculumtheorie und Dolmetschwissenschaft beschrieben. Traditionelle und alternative Evaluierungsmethoden werden hinsichtlich ihrer Anwendbarkeit in der Dolmetscherausbildung erprobt. In der Fallstudie werden die Prüfungsergebnisse zweier Master-Studiengänge-MA Konferenzdolmetschen und MA Dolmetschen und Übersetzen-quantitativ analysiert. Die zur Dokumentation der Prüfungsergebnisse eingesetzte Bewertungsmethodik wird qualitativ untersucht und zur quantitativen Analyse in Bezug gesetzt. Die Fallstudie besteht aus 1) einer chi-square-Analyse der Abschlussprüfungsnoten getrennt nach Sprachkombination und Prüfungskategorie (n=260), 2) einer Umfrage unter den Jurymitgliedern hinsichtlich der Evaluierungsansätze, -verfahren, und -kriterien (n = 45; 62.22% Rücklaufrate); und 3) einer Analyse des ausgangssprachlichen Prüfungsmaterials ebenfalls nach Sprachkombination und Prüfungskategorie. Es wird nachgewiesen, dass Studierende im MA Dolmetschen und Übersetzen tendenziell schlechtere Prüfungsleistungen erbringen als Studierende im MA Konferenzdolmetschen. Die Analyseergebnisse werden jedoch als aussageschwach betrachtet aufgrund mangelnder Evaluierungsvalidität. Schritte zur Curriculum- und Evaluierungsoptimierung sowie ein effizienteres Curriculummodell werden aus den theoretischen Ansätzen abgeleitet. Auf die Rolle der Ethik in der Evaluierungsmethodik wird hingewiesen.

How Porous are the Walls that Separate Us?: Transformative Service-Learning, Women’s Incarceration, and the Unsettled Self

In this article, we refine a politics of thinking from the margins by exploring a pedagogical model that advances transformative notions of service learning as social justice teaching. Drawing on a recent course we taught involving both incarcerated women and traditional college students, we contend that when communication among differentiated and stratified parties occurs, one possible result is not just a view of the other but also a transformation of the self and other. More specifically, we suggest that an engaged feminist praxis of teaching incarcerated women together with college students helps illuminate the porous nature of fixed markers that purport to reveal our identities (e.g., race and gender), to emplace our bodies (e.g., within institutions, prison gates, and walls), and to specify our locations (e.g., cultural, geographic, socialeconomic). One crucial theoretical insight our work makes clear is that the model of social justice teaching to which we aspired necessitates re-conceptualizing ourselves as students and professors whose subjectivities are necessarily relational and emergent.

Baptist Hospital and the State of North Carolina: Alleged Malfeasance and Whistleblowing Aftermath

Do you know what choices you would make if faced with an ethical dilemma? This fact-based case includes situations and issues that a real citizen considered when faced with the knowledge that his employer may have been overbilling the state of North Carolina for health care. Professionals, especially those in accounting and finance positions, are likely to face serious dilemmas in the course of their careers. These situations may require them to choose between honoring a confidentiality clause in an employment contract and acting according to ethical and professional values. This case provides facts gathered from an actual case in which an individual faced this particular challenge. By working through the case, students should develop an appreciation of the pressures and personal ethical challenges they are likely to face in the workplace. By engaging in discussion and role play, students will be more likely to recognize these issues when they occur, and will have already developed critical thinking skills to help them develop a plan of action.

Community College Student Participation in Undergraduate Research: An Explanatory Case Study for Faculty and Research Mentors

This study adapted the current model of science undergraduate research experiences (URE's) and applied this novel modification to include community college students. Numerous researchers have examined the efficacy of URE's in improving undergraduate retention and graduation rates, as well as matriculation rates for graduate programs. However, none have detailed the experience for community college students, and few have employed qualitative methodologies to gather relevant descriptive data from URE participants. This study included perspectives elicited from both non-traditional student participants and the established laboratory community. The purpose of this study was to determine the effectiveness of the traditional model for a non-traditional student population. The research effort described here utilized a qualitative design and an explanatory case study methodology. Six non-traditional students from the Maine Community College System participated in this study. Student participants were placed in six academic research laboratories located throughout the state. Student participants were interviewed three times during their ten-week internship and asked to record their personal reflections in electronic format. Participants from the established research community were also interviewed. These included both faculty mentors and other student laboratory personnel. Ongoing comparative analysis of the textual data revealed that laboratory organizational structure and social climate significantly influence acculturation outcomes for non-traditional URE participants. Student participants experienced a range of acculturation outcomes from full integration to marginalization. URE acculturation outcomes influenced development of non-traditional students? professional and academic self-concepts. Positive changes in students? self-concepts resulted in greater commitment to individual professional goals and academic aspirations. The findings from this study suggest that traditional science URE models can be successfully adapted to meet the unique needs of a non-traditional student population – community college students. These interpretations may encourage post-secondary educators, administrators, and policy makers to consider expanded access and support for non-traditional students seeking science URE opportunities.

Multiple-Choice Testing in Science and Technology Courses

Wide spread and continuing use of multiple-choice testing in technical subjects is leading to a mindset amongst students which is antithetical with actual use of intellect.

A case study of teachers' mathematics content knowledge and attitudes toward mathematics and teaching

This study intended to measure teacher mathematical content knowledge both before and after the first year of teaching and taking graduate teacher education courses in the Teach for America (TFA) program, as well as measure attitudes toward mathematics and teaching both before and after TFA teachers’ first year. There was a significant increase in both mathematical content knowledge and attitudes toward mathematics over the TFA teachers’ first year teaching. Additionally, several significant correlations were found between attitudes toward mathematics and content knowledge. Finally, after a year of teaching, TFA teachers had significantly better attitudes toward mathematics and teaching than neutral.

The Effect of Direct Instruction versus Discovery Learning on the Understanding of Science Lessons by Second Grade Students

This study examined the effectiveness of discovery learning and direct instruction in a diverse second grade classroom. An assessment test and transfer task were given to students to examine which method of instruction enabled the students to grasp the content of a science lesson to a greater extent. Results demonstrated that students in the direct instruction group scored higher on the assessment test and completed the transfer task at a faster pace; however, this was not statistically significant. Results also suggest that a mixture of instructional styles would serve to effectively disseminate information, as well as motivate students to learn.