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This checklist offers tips and resources to help schools identify opportunities to "green" their buildings and operations, focusing on common-sense improvements that schools can make in their daily operations to minimize or stop potential health and environmental problems before they start. The first section discusses the benefits of a green school program. The second section highlights management strategies. The list of environmental strategies includes: energy use; solid waste generation; indoor air quality; hazardous materials; mercury use; pest management; mold growth; water consumption; laboratory waste; building construction/renovation; purchasing; groundskeeping; and food service. Each section presents a list of strategies, a "Did you know?" box, and referrals for obtaining further information. (SM)

This publication is a compilation of original and republished materials from numerous individuals and organizations working on pesticide reform and integrated pest management (IPM)--using alternatives to prevailing chemical-intensive practices. The manual provides comprehensive information on implementing school IPM, including a practical guide to identifying, preventing, and controlling common school pest problems. It is designed for individuals who are responsible for school pest management. It includes information on why schools should adopt IPM programs, how to develop and implement a program, pest management strategies for structural pests, school IPM experts, a model policy and contract, a non- and least-toxic product guide, and fact sheets on the toxicity of commonly used pesticides in schools. (EV)

This document, which is intended as a guide for workforce preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the beef production cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process used to develop the skill standards, assumptions underlying the standards, and performance skill levels. Presented next are skill standards for 63 tasks typically performed in the following areas of beef production: accident and emergency procedures; feeding and watering; sanitation; calving; neonatal and young stock care; restraint and behavior; other health/production procedures; cattle identification, parasite/pest control; moving and breeding cattle; and record keeping. Each skill standard statement contains the following components: (1) the actual skill standard (including the conditions of performance, work to be performed, and performance criteria); (2) performance elements; and (3) assessment criteria. Appended are the following: a diagram of the site for administering injections to cattle; a beef production glossary; a glossary of education-related terms; lists of Illinois Occupational Skill Standards and Credentialing Council, Agricultural and Natural Resources Subcouncil, and Beef Production Cluster Development Committee members; and a list of necessary workplace skills. (MN)

This guide presents games and activities on integrated pest management (IPM) for home targeting grades 1-7. The activities and games use a problem-solving approach based on pest knowledge to develop an understanding of pest management. Three cases are presented: (1) "Inspection is the Key to IPM Success" includes two activities--"Word Searches" targets grades 1-4, and "Inspect Our House" targets grades 1- 5; (2) "An Ounce of Prevention" includes the play "Who Wants to Be an IPM Super Sleuth?" and "IPM Crosswords" which target grades 4-7; and (3) "Tools of the IMP Trade" includes "IPM Lingo Matching Games" for grades 4-7. Appendices contain resources and IPM concentration with cut-out cards. (YDS)

This guide describes options for the Granville schools when dealing with pests. It is based on Integrated Pest Management (IPM), a philosophy that employs safe and practical pest control methods. The guide can be used to incorporate IPM philosophy into the school systems. The first section provides the environmental context for an interest in pesticide reduction, focusing on the risk pesticides pose to children's health. The next section assesses the current conditions at Granville schools (frequently encountered pest problems, methods used to combat them, and inspection of schools for possible behaviors and structural conditions leading to the problems). The next section suggests ways that IPM can be used, not just as a pest management tool, but also as an educational supplement. It discusses how IPM can be used in the classroom as a resource for learning. It goes on to provide a guide to IPM methods of pest management. It is tailored to address the specific pests of concern in the Granville schools. The final section proposes a policy statement for the Granville schools regarding pest management, and it provides a list of complementary sources of additional information for maintenance staff, teachers, parents, and students. (SM)

This student manual is presented in its first revision, providing a current, basic text for those preparing for greenhouse and floriculture work. Its fourteen chapters are: Overview of the Greenhouse Industry; Greenhouse Structures; Controlling the Greenhouse Environment; Greenhouse Equipment and Lighting; Greenhouse Irrigation Systems; Root Media and Containers; Nutrition; Integrated Pest Management; Plant Height Control by DIF; Bedding Plant Production (including Geraniums); Flowering Potted Plant Production--Poinsettias, Chrysanthemums, and Easter Lilies; Minor Potted Crops; Cut Flower Production; and Greenhouse Perennial Production. Listed at the beginning of each chapter are competencies that can be achieved as the result of studying information in that chapter. Related math and science concepts are also included at the beginning of each chapter. The list of "terms to know" provides familiarity with the industry terms used in that chapter and improves communication. At the end of each chapter, students can take a self-check on the information they have learned by using review questions. Page references are included for the information needed. Appendixes include 18 references, a glossary of terms, and an index. (YLB)

This 3-part manual is designed to assist school officials understand the principles of Integrated Pest Management and aid them in implementing those principles into a comprehensive pest control program in their facilities. Developed for Illinois, this guide can be applied in part or in total to other areas of the country. Part 1 explains what an IPM program is, its disadvantages and advantages, and costs. Part 2 examines priority setting in the steps for building an IPM program in schools. Part 3 offers tips for using an IPM program effectively against such pests as cockroaches, pantry pests, ants, spiders, wasps, termites, mice, head lice and "mystery bugs." Appendices provide a pictorial key to some common adult cockroaches and information on distinguishing between termite and ant swarms. (GR)

This document of skill standards for the landscape technician cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 19 occupational skill standards describe what people should know and be able to do in an occupational setting. Each skill standard contains at least these three areas: performance area (summary of work to be performed); skill standard with conditions of performance, work to be performed, and performance criteria; and performance elements and assessment criteria. These sections may also be included: performance area and assessment and credentialing approach. Introductory materials include the developmental process; assumptions for landscape technician cluster standards; table of contents; and performance skill levels. Standards include: market and promote landscape services and products; answer customer questions; plan, design, and price a landscape; install and maintain plants in the landscape; prune plants; and control weeds, pests, insects, diseases, moss, and plant disorders. Appendixes include a glossary; lists of committee and council members; and workplace skills. (YLB)

The state of Illinois is encouraging schools to better inspect and evaluate the causes of their pest infestation problems through use of the Integrated Pest Management (IPM) guidelines developed by the Illinois Department of Public Health. This guide reviews the philosophy and organization of an IPM program for structural pests in schools, identifies ways to reduce dependence on pesticides in school buildings, and discusses alternative methods for pest management. It offers a step-by-step methodology for establishing an IPM program in schools that includes educating and training of staff, inspecting and monitoring for potential problems, setting action threshold levels for pest control conditions requiring remedial action, applying IPM strategies to control pests, and evaluating results. It is noted that these guidelines are not for lawn and turf pests. Appendices provide examples of a school pest management policy statement and pest management specification. (Contains 17 references). (GR)

This student manual provides a basic text for those preparing for greenhouse and floriculture work. At the beginning of each chapter, competencies are listed, along with related math and science concepts, and a list of "terms to know"; figures, tables, and photographs may be included. At the end of each chapter, a self-check can be made of the information learned by using the review questions. There are 13 chapters in this manual: (1) overview of the greenhouse industry; (2) greenhouse structures; (3) controlling the greenhouse environment; (4) greenhouse equipment and lighting; (5) greenhouse irrigation systems; (6) root media and containers; (7) nutrition; (8) integrated pest management; (9) plant height control by day-night temperature regulation; (10) bedding plant production (including geraniums); (11) flowering potted plant production; (12) minor potted crops; and (13) cut flower production. Sixteen references and a glossary are included. (NLA)

This 2+2 articulated curriculum for the occupation of forest technician includes the following: program results and benefits; job description--forest technician; curriculum objective; duty and task listings for forest technician; recommended secondary and postsecondary course options flowchart; recommended student prerequisites; basic outlines for secondary and postsecondary courses; reference materials list; line drawing of recommended facility; list of recommended tools and equipment; competency profile; student monitoring and follow-up; career ladder information; recommended teacher approval criteria; and articulation agreement. Substantial lists of reference materials include the following: a list of references by secondary course title, a general reference list supplemental to course listings, and postsecondary references. Fifteen forest technician duties are listed: cruise timber; timber sales security; timber acquisition; timber marking; herbaceous control; insect and disease control; supervision of employees and contractors; job improvement; environmental impact management; public relations; controlled burning; site preparation; regeneration; record management; and operate and maintain equipment. For each task under a duty, the following are given: performance objective, standard, materials needed, enabling objectives, and performance guides. (NLA)

This instructor guide and the corresponding student reference contain 12 units, which cover the following topics: (1) opportunities in the landscaping and turfgrass industries; (2) how plants grow; (3) plant identification; (4) hand and power tools (identification and maintenance); (5) pesticides; (6) installation and maintenance of trees and shrubs; (7) installation and maintenance of bedding plants and ground covers; (8) turfgrass; (9) site analysis and evaluation; (10) plant identification and selection; (11) design elements; and (12) cost estimates. This material is designed to be taught to junior and senior high or vocational school students as a 1-year course. In the instructor's guide, each lesson in a unit contains some or all of the following: objective, study questions, references, teaching outline, student test with answers, transparency masters, job sheets, and assignment sheets. Plant identification and selection tables are located in the student reference. (NLA)

This curriculum guide is designed to help horticulture teachers in North Carolina high schools plan and deliver instruction. The guide contains a list of the 39 competencies included in Horticulture I and the 44 competencies included in Horticulture II. It also contains five units of instruction for Horticulture I and eight units for Horticulture II. For each unit of instruction, the following are identified: course name and number, teaching unit title, approximate teaching time, competency statement, and instructional objectives. This page is followed by a content outline, teaching activities, and resources. A reference list keyed to the resources section includes titles and/or vendor names for textbooks, slide sets, filmstrips, videotapes, periodicals, and computer programs. (KC)

A curriculum for the jobs of specialty grower, plant propagator, and horticultural worker I and II is provided in this guide. It contains curriculum guidesheets for seven duties: performing administrative functions; preparing soil and growing media; propagating horticultural plants; growing plants; performing maintenance operations; harvesting plants; and performing sales. Each duty includes a performance objective (task, standard of performance of task, source of standard, and conditions for performance of task); enabling objectives; resources; teaching activities; criterion referenced measure; application; performance guide; and evaluation checklist. Four appendices are included: task list and job titles; definition of terms; tools and equipment list; and a bibliography containing 234 references, 13 state-of-the-art literature listings, and lists of 14 personal interviews, 8 professional organizations, 27 trade publications, and 22 sources of standards. An addendum adapts the curriculum for South Carolina teachers. It includes the following: a matrix that correlates competencies with page numbers in the guide and addendum, 18 additional duties, sample forms, and 19 references. (NLA)

Describes a model integrated pest management (IPM) program for schools used in Monroe County, Indiana. Addresses how to implement an IPM program, specific school problem areas, specific pest problems and solutions, and common questions. (EV)

Presents a laboratory exercise on the capabilities of plants to ward off the insects that want to eat them. (ASK)

This teacher's guide offers background information that teachers can use to incorporate topics related to agriculture and the environment into the curriculum. Classroom activities to bring these topics alive for students in grades 6-9 are suggested. Chapters include: (1) Pesticides and Integrated Pest Management; (2) Food Safety; (3) Water Quality; (4) Understanding Wetlands; and (5) Endangered Species. Contains 44 references. (WRM)

This training manual, the third volume in a four-volume series of curriculum guides for use in training Peace Corps agricultural development workers, deals with crops. The first chapter provides suggested guidelines for setting up and carrying out the crops component of the agricultural development worker training series. Included in the second chapter are lesson plans covering the following skill areas: the agricultural environment, crop production management principles, units of measure, soil management and fertilizer use, water management, insect control, disease and nematode control, weed control, vegetable production, and traditional field crops. The third chapter consists of a series of technical resources covering basic vegetable production practices from garden planning through harvest. Provided in the appendix are skill goals and objectives, a supply and equipment list, sample planting instructions, a sample field notebook page, and an exam. (MN)

This manual is intended for use by Peace Corps volunteers as a resource for gaining an understanding and knowledge of basic horticultural principles and practices of orchard management. Addressed in the individual units of instructional text are orchard soils; botany of horticultural plants; insect and disease control in orchards; pome, stone, citrus, vine, and tropical fruits; and nuts. Appendixes to the manual contain a series of practical exercises dealing with photosynthesis, plant reproduction, and transpiration. (MN)

This first volume of a two-volume curriculum guide contains 11 problem areas selected for study to be included in a core curriculum for 11th-grade or third-year students enrolled in a metropolitan agricultural program. The 11 problem areas are divided into eight units: Orientation to Agricultural Occupations (Gaining Employment), Supervised Occupational Experience (Evaluating Supervised Occupational Experience Programs and Analyzing Student Records), Leadership in Horticulture/Agriculture (Utilizing Horticultural Organizations and Resources), Horticultural /Agricultural Mechanics (Repairing Greenhouse or Horticultural Equipment, and Plumbing and Irrigation Systems), Plant Propagation (Propagating Softwood Cuttings, and Propagating Woody Plants by Budding and Grafting), Plant Identification (Reviewing and Applying Plant Identification Skills), Growing Horticultural Crops (Growing Small Fruits and Brambles, and Growing Tree Ftuits), and Identifying and Controlling Pests of Horticultural Plants (Handling Pesticides Safely and Passing Certification Tests). A rationale for omitting Unit I, on Urban Animals, From Core III, is contained in the document. Each problem area includes some or all of the following components: suggestions to the teacher, a teacher guide (containing objectives, suggested interest approaches, anticipated student problems and concerns, suggested learning activities and experiences, application procedures, an evaluation, references, and aids), information sheets, student worksheets or assignment sheets with a key, job sheets or laboratory exercises, transparencies, a discussion guide for transparencies, and sample test questions with a teacher key. (YLB)

This manual presents a simple, step-by-step description of irrigated rice production in Sierra Leone. It is geared specifically to the role and needs of Peace Corps volunteers who, since the mid-1970s, have worked as agricultural extension agents in the Sierra Leone Ministry of Agriculture and Forestry. The manual is designed to serve both as a training manual, complementing the curriculum taught during preservice training, and as a field guide that contains a ready source of technical information during the growing season. The 18 chapters in the manual cover the stages of rice plant growth, seed selection and preparation, land preparation, fertilizer, insect pest prevention, diseases of rice, weed control, harvesting, threshing, drying, and storage. References and a glossary complete the manual. (KC)

This manual, prepared for use by Peace Corps volunteers in developing countries, has been designed as an on-the-job reference for soil management and fertilizer use at the small farmer level. It provides information on yield-boosting techniques, especially in the areas of soil conservation, organic and chemical fertilizer use, and the safe and appropriate use of agricultural chemicals. The text is written in a "how to" format, in as nontechnical language as possible, and takes a problem-solving approach to soil management and fertilizer use. Organized into nine sections, the text covers the following topics: soil basics, spotting and fixing soil physical problems, seedbed preparation, soil fertility basics, determining fertilizer needs, how to use organic fertilizers and soil conditioners, chemical fertilizers, liming soils, and salinity and alkalinity problems. An appendix to the manual provides conversion tables, composition of common fertilizers, information on soil moisture content, erosion control approaches, and hunger signs in common crops. (KC)

This manual, prepared for use by Peace Corps volunteers, provides background information and practical knowledge about crop production. The manual is designed to convey insights into basic crop production, principles, and practices. Primary emphasis is given to providing explanations and illustrations of soil, plant, and water relationships as they affect crop production. The content is presented in as nontechnical language as possible. Each of the seven units of the text are complete, substantially self-contained, and provide information, tables, and illustrations. The units cover the following topics: soils, plants, entomology, cereal crops, pulse crops, sugar and fiber crops, and oil crops. A glossary of terms used in agronomy completes the manual. (KC)

This manual is designed to assist Peace Corps volunteers in the development and implementation of small-scale beekeeping programs as a tool for development. Addressed in the individual chapters are bees and humans; project planning; the types and habits of bees; the essence of beekeeping; bee space and beehives; intermediate technology beekeeping; high-tech beekeeping; hive products; and diseases, pests, and insecticides. Appendixes to the manual include an annotated bibliography, hive plans, equipment plans, a list of uses for beeswax, directions for making an artificial swarm, and a transparency master detailing honeybee anatomy. (MN)

This manual, primarily designed to help Peace Corps volunteers develop and strengthen their agricultural skills, deals with traditional field crops. The focus of the manual is on surveying and interpreting local agricultural environment and individual farm units, developing agricultural extension techniques and practices, and providing basic hands-on and technical skills for extension workers in operations from farm land preparation through harvest. Covered in the individual chapters of the guide are the agricultural environment; reference crops; planning and preparation; soil fertility and management; pest and disease control; and harvesting, drying, and storage of crops. Appendixes to the manual include a list of common units of measurement and conversion; guidelines for conducting field trial result tests and demonstration plots, structural analysis, and soil samples; directions for using pesticides and herbicides; suggestions for troubleshooting common crop problems; lists of hunger signs in reference crops; and a discussion of planting skills for field extension workers. Concluding the manual are a glossary, bibliography, and list of references. (MN)

This handbook for Peace Corps agricultural programmers, trainers, and volunteers is designed to aid them in identifying storage problems and devising solutions to them. Part 1 covers grain storage project programming. Information provided for the volunteers involved in grain storage projects includes project goals and objectives as well as methods to assess local government interest and to investigate local storate conditions. Development of a strategy for volunteer involvement in postharvest project activities is discussed. The determination of program support needs and integration of storage project activities with rural development efforts are also considered. Local and international programming and training resources are suggested. Part 2 includes 11 training subject areas for use in storage program training sessions or in volunteer self-instruction. They are: grain and grain storage in the world food supply, movement of grain from harvest to consumer, physical properties of grain, moisture and its measurement, factors that threaten good preservation of grain, grain drying, insects and control, rodents and control, recognition of storage problems, design and field testing of improved storage technologies, and extension of improved storage technologies. For each area this information is provided: major subject areas, training objectives, suggested resources, suggested training exercises, and informative material. A project report is appended. (YLB)

Designed as a working and teaching tool for development workers in their field activities, this manual combines in one volume the basic principles of grain storage and the practical solutions currently being used and tested around the world to combat grain storage problems. Each of six sections begins with informative material on the topic to be discussed and provides other types of materials with suggestions for their use. The sections cover the grain storage problem; grain as a living thing; grain, moisture, and air; preparing grain for storage; grain dryer models; enemies of stored grain (insects and rodents); and storage methods. Materials may be used to lead discussions with farmers and village leaders. Suggestions are given for demonstrations and experiments to illustrate grain storage principles to farmers. Some material is prepared in the form of illustrated leaflets for use directly with a farmer or for adaptation as needed. Some construction plans are fully illustrated for farmer use. Others are written and can be translated. Material useful for small-scale farmers is simplified and prepared in checklist or handout form. Appendixes include examples of different ways to present grain storage information from Asia, Africa, and South America; information on moisture meters; material on use of insecticides; waterproofing methods; and a bibliography. (YLB)

This individualized, self-paced course for training an entomology specialist was adapted from military curriculum materials for use in vocational and technical education. Completion of the course should provide students with basic information needed to accomplish the following duties of an entomology specialist: perform entomological work, apply toxic pesticides, perform control operations and preventive operations, operate and calibrate dispersal and safety equipment, maintain tools and equipment, and supervise entomology personnel. The document consists of a student workbook with objectives, assignments, review exercises and answers, volume review exercises, and a test. The workbook consists of six volumes. The first volume introduces pest management and safety, while the second contains information about pesticides and the environment and pesticide dispersal equipment. In the third volume, pests carried by domestic animals are discussed, while in the fourth household pests such as spiders and reptiles are examined. The final chapters provide information on the collection, identification, and control of economic pests (such as stored product pests, structural pests, and ornamental and turf pests) and vertebrate and vegetative pests (rodents, bats, birds, aquatic plants, grasses, and herbaceous broadleaf plants). The course in intended for use in a laboratory or on-the-job learning situation. (KC)

A project provided ongoing opportunities for teachers in Iowa to upgrade their expertise in agribusiness management using new technology; production, processing, and marketing agricultural products; biotechnology in agriculture; and conservation of natural resources. The project also modeled effective teaching methods and strategies. Project activities included the following: (1) an inservice program on agricultural marketing and futures held at five locations, featuring a presentation, a teleconference, and distribution of new teaching materials; (2) a program on integrated pest management at a university in cooperation with the extension service; (3) computer seminars on the use of agricultural information and networking services in teaching financial management at five locations; (4) a 2-day fruit, vegetable, and sod program; and (5) individualized assistance provided by telephone and in person. A total of 254 persons attended the sessions. All programs were rated highly by participants. (The following materials that were developed and distributed are included in this project report: an exercise on using grain futures, a marketing plan simulation, a marketing quiz, sets of transparency masters on marketing and futures and on common Midwestern corn diseases, lesson plans and transparency masters for chemical application strategies and disease control, and lesson plans for cutworm scouting.) (KC)

This curriculum guide contains five units with relevant problem areas for horticulture. These problem areas have been selected as suggested areas of study to be included in a core curriculum for secondary students enrolled in an agricultural education program. Each problem area includes some or all of the following components: related problem areas, prerequisite problem areas, occupational tasks addressed, learning assessment plan sheets, instructor's guide, information sheets, student worksheets or assignment sheets and keys, demonstrations, transparency masters, and a discussion guide for transparencies. Suggestions are made for use of the core materials, including specific suggestions for using the different components of a problem area. The five units are as follows: (1) horticultural business operation and management; (2) horticultural science and production; (3) horticultural mechanics; (4) landscaping; and (5) floral design. (NLA)

Written in Spanish, this manual, which deals with traditional field crops, is primarily designed to help Peace Corps volunteers develop and strengthen their agricultural skills. The focus of the manual is on surveying and interpreting local agricultural environment and individual farm units, developing agricultural extension techniques and practices, and providing basic hands-on and technical skills for extension workers in operations from farm land preparation through harvest. Covered in the individual chapters of the guide are the agricultural environment; reference crops; planning and preparation; soil fertility and management; pest and disease control; and harvesting, drying, and storage of crops. Appendixes to the manual include a list of common units of measurement and conversion; guidelines for conducting field trial result tests and demonstration plots, structural analysis, and soil samples; directions for using pesticides and herbicides; suggestions for troubleshooting common crop problems; lists of hunger signs in reference crops; and a discussion of planting skills for field extension workers. Concluding the manual are a glossary, a four-page bibliography, and a list of six references. (CML)

This Spanish-language manual is designed to assist Peace Corps volunteers in Spanish-speaking countries in the implementation of small-scale beekeeping programs as a tool for development. Addressed in the individual chapters are bees and humans; project planning; the types and habits of bees; the essence of beekeeping; bee space and beehives; intermediate technology beekeeping; high-tech beekeeping; hive products; and diseases, pests, and insecticides. Appendixes to the manual include an annotated bibliography, hive plans, equipment plans, a list of uses for beeswax, directions for making an artificial swarm, and a transparency master detailing honeybee anatomy. (KC)