Celestial Sphere - Arctic Institute of North America
National Strategic Plan for IPM in Schools Reaching for the Stars: Making high-level IPM happen in all of our schools by 2015 T. A. Green1 and D. H. Gouge2 1 IPM Institute of North America, Inc. 2 University of Arizona Whats it all about? PMSPs = Pest Management Strategic Plans 93 documents, www.ipmcenters.org/pmsp/index.cfm Most commodity/region-specific, e.g., lychee in FL Cattle, rangeland, Christmas trees, turfgrass, rights-ofway Traditionally Developed by growers, commodity groups, land-grant
specialists, food processors, consultants, EPA. Identify needs and priorities for research, regulatory activity, and education/training to advance IPM. pest-by-pest approach to identifying the current management practices (chemical and non-chemical) and those under development. Whats the problem? For starters 96% of fish, 100% of surface water and 33% of major aquifers contain one or more pesticides. US Geological Survey 2006, compiled 1992-2001 studies As adults, our children may have an average of 91 chemical contaminants in their bodies, fully one-fifth of which are
pesticide-related, and including known carcinogens, neurotoxins, reproductive toxins or endocrine disruptors. Based on 2002 sampling by Environmental Working Group, Commonweal, Mt. Sinai School of Community Medicine; CDC; 2003 And IPM Works! IPM contract specs and oversight reduces pesticide use and pest complaints by 90%. Greene and Breisch, J. Econ. Entomol., 2002 IPM schools had little pesticide residue vs. conventionally treated schools which had residues on baseboards and walls.
Williams et al., J. Econ. Entomol., 2005 IPM training model in ten school districts reduced pesticide applications by 71% and pest complaints by 78%. Gouge et al., American Entomologist, 2006 IPM aint rocket science We know how to do it! We need coordinated action! To: 1. Increase awareness of problems and successes. 2. Generate a commitment to participate 3. Provide financial, material, human resources. 4. Improve regulations, compliance.
5. Address priority research questions 6. Educate staff and students to spread the IPM love! 7. Increase our financial resources. Specific priorities: Management Identify and prioritize improvements needed in individual school systems, e.g., IPM STAR. Establish highly visible demonstrations throughout the US. Form a stakeholder org coalition to coordinate implementation of proven approaches nationwide. Partner with the service industry to create effective, economical IPM service relationships.
Specific priorities: Education Education, advanced certification for PMPs for high-level IPM practices for school environments. Curricula to improve training of Extension, regulators, other change agents. Training for IPM coordinators to improve effectiveness in their role. Educate policy makers, e.g., city councils and legislatures on need and benefits. Resource management tools for teachers, administrators and librarians. Specific priorities: Research Comparative effectiveness of different types of change agents, e.g., Extension, advocacy groups, parents. IPM impacts on academic performance, e.g.,
asthma, absenteeism, grades. Economics of IPM vs. conventional. Independent efficacy data and hazard profiles on alternative, reduced-hazard options including botanicals. Evaluation of health hazards of pests & pesticides. Third-party assessment of the quality of services provided to schools by PMPs. Specific priorities: Regulation $$ for enforcement of existing regulations. Mandate high level IPM training/ licensing for PMPs. Develop lobbying organizations and strategies to influence change at the federal level. Provide IPM input into No Child Left Behind legislation.
Mandate minimum standards for school IPM at federal level. Model compliance agreement for use by state lead agencies with violators of state pesticide and/or school IPM regulations. Easier said than done. Details... Plan of action: 2008 objectives 1. Form national working group to coordinate implementation of the school IPM PMSP. 2. Develop funding for years 1-3 of plan implementation. 3. Hire full time coordinator to work under direction of national working group steering committee. Roles to include: a. Maintain membership list and timeline for specific action steps. b. Maintain list of state IPM contacts responsible for completing annual report card; coordinate distribution of report card, collection of completed reports, summary analysis. c. Organize monthly conference calls, draft/circulate agendas, take/circulate notes. d. Build, maintain database of organizations (ngos, public agencies) with roles in school
pest management including key contacts, publications and meetings. e. Recruit, maintain database of individuals from each organization to represent school IPM to its membership. f. Facilitate articles and presentations on school IPM in related-organization media and meetings. g. Maintain school IPM toolbox including funding sources and model proposals; model IPM policies, IPM plans, RFPS for pest management services, pre-approved least-toxic options lists; pest presses; pest-specific fact sheets; management zones fact sheets; curricula and training modules; etc. h. Build, maintain database of individuals with pest management responsibilities in each school district. i. Reinvigorate schoolbugs list serve: increase awareness of this resource; recruit participation by all individuals with pest mgt responsibility in each school system nationally, organization representatives, state school IPM contacts; coordinate regular, useful postings. j. Circulate brief, regular and timely communications to contact database. k. Coordinate liaison to regional school IPM working groups, Urban IPM Community of Practice, EPA Pesticide Environmental Stewardship Program, USDA IPM Coordinators.
l. Maintain working group webpages (on IPM Center site?). m. Identify funding sources, develop/submit proposals. n. Organize annual meeting to update PMSP. 2008 objectives continued 4. Form and fund school IPM working groups for Northeast and North Central USDA IPM Center regions to complement existing Southern and Western groups. 5. Review school IPM websites for each state and update. 6. Create model maintenance and sanitation specs that reflect high level IPM. 7. Negotiate an acceptable version of the School Environmental Protection Act. 8. Organize and hold national training opportunity for change agents. 9. Initiate demonstrations in five new states. 10. Initiate coalitions in five new states that have had demonstrations in the past.
Challenges during PMSP process? Pesticide toxicity CAUTION label formulations that reduce exposure hazard, i.e., in pre-manufactured, enclosed bait stations, or gel or liquid baits that can be placed in inaccessible areas. Active ingredient Example Products Uses disodium octaborate tetrahydrate Ant and Cockroach Cafe RTU Pre-manufactured enclosed
bait station that can be placed in inaccessible areas. boric acid Drax Roach Assault PGF Solution, paste or gel that can be applied as drops in accessible areas. . Gel can be applied in small amounts to cracks, crevices and other areas where bait stations cannot be used. borax disodium octaborate tetrahydrate
indoxacarb Advion Cockroach Gel Bait b. CAUTION label formulations with greater potential for exposure. Active ingredient Example Products Uses boric acid Borid diatomaceous earth Eatons KIO System
disodium octaborate tetrahydrate Boracide Dust formulation. To reduce exposure hazard, use only in voids that will be sealed after use. limestone NIC 235 Pro Organic boric acid PT 240 Permadust
mint oil Earthcare Naturals Ant & Roach Killer Pressurized aerosol, must be applied directly to insects, no residual activity. c. Insecticides that are more highly toxic or in formulations that increase potential for exposure. Active ingredient Example Products Uses bifenthrin
Talstar chlorfenapyr Phantom cyfluthrin Tempo SC Ultra Liquids spray applied to exposed interior and/or exterior surfaces. disodium octaborate tetrahydrate
Mop Up Liquid, mop-applied to exposed interior surfaces, e.g., floors. Additional chapters, resources 5. IPM Adoption Process 6. Overview of Pest Management in U.S. Schools 7. Management Zones: Preventing and Avoiding Pest-Conducive Conditions, Pests, and Pesticide Hazards 8. Pest-specific Information, Tactics, Emerging Issues and Priorities: Structural, Landscape Appendix A. Pest Management Options Used in and Around Schools Appendix B. School Pest Management-related Legislation by State Appendix C. Annual School IPM Report Card Appendix D. Glossary Appendix E. Workgroup Participant Contact Information and
Biographies Appendix F. School IPM Matrix Appendix G. References Appendix H. Bibliography of Surveys on Pest Management in Schools Appendix I. School IPM Planning and Evaluation Tool Appendix J. Directory of Organizations with Roles in School IPM Appendix K. IPM Curriculum Support Tools Appendix L. State and Regional IPM Contacts Appendix M. Directory of School IPM Expertise Appendix N. School IPM Tool Box Acknowledgements Facilitators: Linda Herbst, Rick Melnicoe, Western Region IPM Center Funders: USDA CSREES IPM Program, USDA Regional IPM Centers Meeting participants and observers: Darryl Alexander, director of health & safety, American Federation of Teachers John Ayers, director, USDA Northeastern IPM Center Thomas Babb, sr. environmental research scientist, CA Dept. of Pesticide Regulation
Herb Bolton, national program leader, Plant Systems Unit, USDA CSREES Lynn Braband, community IPM extension educator, Cornell University Paul Cardosi, Western region sales manager, Ecolab Pest Elimination Bobby Corrigan, president, RMC Consulting Ellie Engler, director of health & safety, United Federation of Teachers Jay Feldman, director, Beyond Pesticides Mike Fitzner, director, Plant Systems, USDA CSREES Al Fournier, IPM program manager, University of Arizona Lyn Garling, manager of programs, Pennsylvania IPM Program, Penn State University Sherry Glick, national coordinator, pesticides and schools, US EPA Lynnae Jess, assistant director, North Central IPM Center Marc Lame, Indiana University Jack Marlowe, CEO, Eden Advanced Pest Technologies Kathy Murray, IPM entomologist, Maine Department of Agriculture Faith Oi, extension entomologist, University of Florida Chip Osborne, president, Osborne Organics Alan Paulson, coordinator, landscaping and grounds, Clark County School District, NV Gretchen Pettis, IPM program coordinator, University of Georgia
James Reny, business manager, Waterville Public Schools, ME Paul Romano, senior research architect, New Jersey Institute of Technology Guy Russell, business development manager, EcoSMART Mark Shour, extension entomologist, Iowa State University Richard Smith, director, environmental health & safety, Brevard Public Schools, FL Contributors: Pat Copps, Pacific technical manager, Orkin Commercial Services Mike Merchant, associate professors and extensions urban entomologist, Texas A&M Sewell Simmons, California Department of Pesticide Regulation Thanks for all you do! Thomas Green [email protected] Dawn Gouge [email protected]
Step 2: Holding the otoscope. Hold the otoscope in one hand and turn on the light. Gently insert the speculum into the ear. With the other free hand, gently pull up, out, and/or forward on patient's ear to straighten out...
The whole principle came from the idea that if you broke down everything you could think of that goes into riding a bike, and then improved it by 1%, you will get a significant increase when you put them all...
Every child throughout the school has a dedicated maths lesson each day. In Reception, Maths is integrated into everyday activities, in KS1 it is a 45 minute lesson building up to a 1 hour lesson in KS2. In Year 2,...
PPT PRESENTATION. HALLOWEEN FESTIVAL. Awesome. P. resentation. Infographic Style. You can simply impress your audience and add a unique zing and appeal to your Presentations. I hope and I believe that this Template will your Time, Money and Reputation. Easy...
More Feet on the GroundIn-house Training ... he noticed out of the corner of his eye that the "well-dressed" female who always sat in a particular spot stopped being well-dressed, and then stopped coming at all. In a class of...