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102. Period poverty: The perceptions and experiences of impoverished women living in an inner-city area of Northwest England

Author

Boyers, Madeleine, primary, Garikipati, Supriya, additional, Biggane, Alice, additional, Douglas, Elizabeth, additional, Hawkes, Nicola, additional, Kiely, Ciara, additional, Giddings, Cheryl, additional, Kelly, Julie, additional, Exley, Diane, additional, Phillips-Howard, Penelope A., additional, and Mason, Linda, additional

Published
2022
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103. Evaluating Effective Writing Instruction for Adolescent Students in an Emotional and Behavior Support Setting

Author

Mason, Linda H., Kubina, Richard M., Valasa, Lauren L., and Cramer, Anne Mong

Abstract

A multiprobe multiple baseline design was used to evaluate the effectiveness of strategy instruction in persuasive quick writing with 5 seventh- and eighth-grade students who attended a county alternative placement school for students with severe emotional and behavioral disabilities. Students were taught to plan and write a 10-minute persuasive response using the Self-Regulated Strategy Development instructional model. Instruction was conducted over five 30-minutes sessions plus three 10-minute sessions. Positive effects were noted for all students on the primary measure, quality of written responses. The effect of the intervention was maintained overtime. All students reported that the instruction benefited performance. (Contains 4 tables, 3 figures, and 1 footnote.)

Published
2010

105. Teaching Low-Achieving Students to Self-Regulate Persuasive Quick Write Responses

Author

Mason, Linda H., Benedek-Wood, Elizabeth, and Valasa, Lauren

Abstract

Students' academic achievement across content areas is often dependent on their ability to express knowledge through written expression. Many adolescent students lack the skills to write efficiently and effectively. These low-achieving writers can benefit from instruction in self-regulating the writing process. One approach, Self-Regulated Strategy Development (SRSD) instruction, has proven effective in improving the writing performance of struggling adolescent learners. In this article, SRSD instruction for teaching adolescents to respond to a quick write prompt will be described. (Contains 4 figures.)

Published
2009
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106. Pre-Menstrual Syndrome in Women with Down Syndrome

Author

Mason, Linda and Cunningham, Cliff

Abstract

Background: Prevalence of pre-menstrual syndrome (PMS) may be higher in women with Down syndrome due to syndrome specific characteristics in biochemistry, psychopathology and lifestyle. Recognition of PMS may be difficult for women with intellectual disabilities and their carers. Method: A daily diary, used to diagnose PMS with typical women, was adapted. Following its validation, the diary was completed by 33 women with Down syndrome, then adapted, and completed by a further 32 women with Down syndrome/carers. Results: PMS was diagnosed in 18-20% although a higher proportion (54%) of mothers thought their daughter had PMS. Conclusions: The hypotheses that PMS would be higher or go unrecognized in women with Down syndrome was not supported. The diary was well received by both carers and women with Down syndrome and could be an educative, clinical and research tool for use with any woman with intellectual disability.

Published
2009
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107. An Exploration of Issues around Menstruation for Women with Down Syndrome and Their Carers

Author

Mason, Linda and Cunningham, Cliff

Abstract

Background: There is little research on issues related to menstruation for women with Down syndrome, yet they may experience menstruation in a qualitatively different way from normal women, which impacts on their quality of life and that of their families and carers. The aim of this qualitative study was to explore issues with the women and/or their carers. Method: Face-to-face or telephonic interviews were carried out with six women with Down syndrome, and 53 mothers of women with Down syndrome. Results: The range in age and pattern of menses was similar to that of the general population. Around two-thirds of the women were coping with the self-care aspects with limited help. Heavy periods were an issue for around one-third. Use of tampons was rare, yet several women had problems with pads. Some mothers were unaware how much their daughter knew about the menstrual cycle; others deliberately withheld information. Conclusions: Lack of information and preparation, heavier periods for some and reluctance to use tampons, all indicated specific issues for these women. Establishing routines was helpful and could have been applied to more of the women. Further research is suggested into heavy periods and other possible interventions.

Published
2008
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108. Writing Instruction for Adolescents with Learning Disabilities: Programs of Intervention Research

Author

Mason, Linda H. and Graham, Steve

Abstract

Writing performance for a large number of adolescents, with and without learning disabilities (LD), in the United States is below the level required for success in college and in the world of work. Despite the importance of writing and students' with LD documented difficulties in this academic domain, writing intervention research for adolescents with LD is not as well established as research in other domains, such as reading. Programs of research in writing interventions for adolescents with LD, nevertheless, have provided frameworks for effective instruction for these students. Adapting criteria from Graham and Perin's (2007c) "Writing Next" report, 40 studies across six programs of research were located for our literature review in writing instruction for adolescents with LD. Based on the findings of these studies, instruction within two levels of support for adolescents with LD are recommended.

Published
2008
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109. Self-Regulated Strategy Development Instruction for Writing an Opinion Essay: Effects for Six Students with Emotional/Behavior Disorders

Author

Mason, Linda H. and Shriner, James G.

Abstract

A multiple-probe across-subjects design was used to examine persuasive writing performance of six 2nd- through 5th- grade students with emotional/behavior disorders (EBD). Students' writing was evaluated before and after self-regulated strategy development (SRSD) instruction for the POW (Pick my idea, Organize my notes, Write and say more) + TREE (Topic sentence, Reasons--three or more, Ending, Examine) strategy. Students' essays written during and immediately after instruction indicated that the students had learned to write independently a persuasive essay with five parts. Generalization and maintenance performance, however, varied across students and appeared to be associated with behavior as opposed to the inability to transfer or remember the strategy.

Published
2008
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110. Evaluating Fifth- and Sixth-Grade Students' Expository Writing: Task Development, Scoring, and Psychometric Issues

Author

Kulikowich, Jonna M., Mason, Linda H., and Brown, Scott W.

Abstract

Drawing from multiple theoretical frameworks representing cognitive and educational psychology, we present a writing task and scoring system for measurement of students' informative writing. Participants in this study were 72 fifth- and sixth-grade students who wrote compositions describing real-world problems and how mathematics, science, and social studies information could be used to solve those problems. Of the 72 students, 69 were able to craft a cohesive response that not only demonstrated planning in writing structure but also elaboration of relevant knowledge in one or more domains. Many-facet Rasch Modeling (MFRM) techniques were used to examine the reliability and validity of scores for the writing rating scale. Additionally, comparison of fifth- and sixth-grade responses supported the validity of scores, as did the results of a correlational analysis with scores from an overall interest measure. Recommendations for improving writing scoring systems based on the findings of this investigation are provided.

Published
2008
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111. How Do Primary Grade Teachers Teach Handwriting? A National Survey

Author

Graham, Steve, Harris, Karen R., Mason, Linda, Fink-Chorzempa, Barbara, Moran, Susan, and Saddler, Bruce

Abstract

A random sample of primary grade teachers from across the United States was surveyed about their instructional practices in handwriting. Nine out of every ten teachers indicated that they taught handwriting, averaging 70 minutes of instruction per week. Only 12% of teachers, however, indicated that the education courses taken in college adequately prepared them to teach handwriting. Despite this lack of formal preparation, the majority of teachers used a variety of recommended instructional practices for teaching handwriting. The application of such practices, though, was applied unevenly, raising concerns about the quality of handwriting instruction for all children.

Published
2008
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112. Reading Instruction for a Student with Emotional Disturbance: Facilitating Understanding of Expository Text

Author

Meadan, Hedda and Mason, Linda H.

Abstract

Students with emotional disturbance (ED) represent the fourth most prevalent category of disability in the United States. Although the IDEA definition states that the educational performance of students with ED is adversely influenced by inappropriate behavior and feelings, the literature focuses mainly on the problem behaviors and not on the educational needs of this population. Recently, however, interest in the academic achievement of students with ED has increased. Coleman and Vaughn (2000), for example, in their review of reading instruction identified only eight studies that addressed reading outcomes for students with ED. Other than the positive effect of a peer tutoring program noted in three of the reviewed studies, the research literature provides limited information on reading interventions for students with ED. Nelson, Benner, Lane, and Smith (2004) have suggested that reading instruction for students with ED may need instructional approaches that differ from those generally employed by classroom teachers. The purpose of the presented case study was to identify and document the extent of accommodations required to support a validated expository reading comprehension intervention, self-regulated strategy development (SRSD) instruction, for TWA (Think Before Reading, Think While Reading, Think After Reading) (Mason, 2004). This study provides evidence that for students with ED, specialized instruction, beyond what has been developed for most struggling learners, is often required to accommodate problem behavior. (Contains 2 figures and 1 table.)

Published
2007

114. Explicit Self-Regulated Strategy Development Versus Reciprocal Questioning: Effects on Expository Reading Comprehension Among Struggling Readers

Author

Mason, Linda H.

Abstract

The effects of 2 rigorous strategic approaches to reading comprehension for 32 5th-grade students who struggle with reading were investigated. The first approach, TWA (Think before reading, think While reading, think After reading), was taught following explicit self-regulated strategy development instructional procedures (K. R. Harris & S. Graham. 1999). The second approach, reciprocal questioning (RQ), was taught following Cooperative ReQuest procedures developed by A. V. Manzo. U. C. Manzo, and T. H. Estes (2001). Compared with RQ students, TWA students improved significantly (with medium to large effect sizes) on 5 oral reading comprehension measures. There were no significant differences, however, between groups on 3 written comprehension measures, self-efficacy, or motivation. Students were positive about each intervention.

Published
2004

115. Teaching Students With Special Needs in the New Millennium

Author

Klingner, Janette, primary, Brownell, Mary, additional, Mason, Linda H., additional, Sindelar, Paul T., additional, Benedict, Amber, additional, Griffin, Cynthia, additional, Lane, Kathleen, additional, Israel, Maya, additional, Oakes, Wendy Peia, additional, Menzies, Holly Mariah, additional, Germer, Kathryn, additional, and Park, Yujeong, additional

Published
2016
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116. Self-Regulated Strategy Development in the Classroom: Part of a Balanced Approach to Writing Instruction for Students with Disabilities.

Author

Harris, Karen R., Graham, Steve, and Mason, Linda H.

Abstract

This article discusses the Self-Regulated Strategy Development (SRSD) approach to teach writing skills to students with learning disabilities. It examines how SRSD is implemented in the classroom, how teachers can plan for and evaluate SRSD, the research evidence supporting SRSD, and the method's six stages. An example in a second grade classroom illustrates the SRSD approach. (Contains references.) (DB)

Published
2003

118. Impact of COVID-19 lockdowns on adolescent pregnancy and school\ud dropout among secondary schoolgirls in Kenya

Author

Zulaika, Garazi, Bulbarelli, Miriam, Nyothach, Elizabeth, vanEijk, Anna, Mason, Linda, Fwaya, Eunice, Obor, David, Wang, Duolao, Mehta, Supriya D, and Phillips-Howard, Penelope

Subjects
wa_30, education, wc_506, wa_19, ws_460, wa_320
Abstract

Introduction Secondary school closures aimed at limiting the number of infections and deaths due to COVID-19 may have amplified the negative sexual and reproductive health (SRH) and schooling outcomes of vulnerable adolescent girls. This study aimed to measure pandemic-related effects on adolescent pregnancy and school dropout among school-going girls in Kenya.\ud \ud Methods We report longitudinal findings of 910 girls in their last 2 years of secondary school. The study took place in 12 secondary day schools in rural western Kenya between 2018 and 2021. Using a causal-comparative design, we compared SRH and schooling outcomes among 403 girls who graduated after completion of their final school examinations in November 2019 pre-pandemic with 507 girls who experienced disrupted schooling due to COVID-19 and sat examinations in March 2021. Unadjusted and adjusted generalised linear mixed models were used to investigate the effect of COVID-19-related school closures and restrictions on all outcomes of interest and on incident pregnancy.\ud \ud Results At study initiation, the mean age of participants was 17.2 (IQR: 16.4–17.9) for girls in the pre-COVID-19 cohort and 17.5 (IQR: 16.5–18.4) for girls in the COVID-19 cohort. Girls experiencing COVID-19 containment measures had twice the risk of falling pregnant prior to completing secondary school after adjustment for age, household wealth and orphanhood status (adjusted risk ratio (aRR)=2.11; 95% CI:1.13 to 3.95, p=0.019); three times the risk of school dropout (aRR=3.03; 95% CI: 1.55 to 5.95, p=0.001) and 3.4 times the risk of school transfer prior to examinations (aRR=3.39; 95% CI: 1.70 to 6.77, p=0.001) relative to pre-COVID-19 learners. Girls in the COVID-19 cohort were more likely to be sexually active (aRR=1.28; 95% CI: 1.09 to 1.51, p=0.002) and less likely to report their first sex as desired (aRR=0.49; 95% CI: 0.37 to 0.65, p

Published
2022

119. Period Poverty: The Perceptions and Experiences of Impoverished Women Living an Inner-city Area of Northwest England, 2020

Author

Phillips-Howard, Penelope and Mason, Linda

Abstract

The menstrual needs of girls and women are important to health, education, and well-being. Unmet need and harm from poor menstrual health in low-and- middle-income countries have been documented, with little empirical research undertaken in high income countries. Continuing austerity in the UK suggests menstruators are likely more vulnerable to ‘period poverty’ than previously, with the COVID-19 pandemic assumed to exacerbate the situation. Aim To explore the menstrual experiences and perceptions of women in the UK who are living under circumstances of deprivation, alongside views of staff working in organisations supporting these women, to understand whether women’s menstrual needs are met. Methods A qualitative study was conducted in an inner-city in NW England. Three focus group discussions and 14 in-depth interviews were conducted across three study sites supporting impoverished women. Data was analysed thematically. Results Themes were: reflections on menstruation; affordability of products; access to public facilities; organisational support; potential solutions. Many women perceived menstruation as a burden in three aspects: physical discomfort and pain; psychological anxiety; and shame and stigma. Managing menstruation was difficult due to cost relative to low incomes, with food, heating and lighting prioritised, leaving women improvising with materials or wearing products for longer than desired. Most suggested that products should be free, often remarking if men required similar items this would happen. Most women were unaware supporting organisations provided free products. Staff felt the small range of products offered did not meet client needs and were ill prepared to have conversations on products and clients’ menstrual needs. Conclusion: Impoverished women lack the necessary resources to manage their menses well, which negatively impacts their health and brings stress, embarrassment, and shame. Support, including access to free products, is needed at both local and national level to help impoverished women manage their menstrual hygiene.

Published
2022
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120. POW Plus TREE Equals Powerful Opinion Essays.

Author

Harris, Karen R., Graham, Steve, and Mason, Linda

Abstract

The benefits of a self-regulated strategy development approach for teaching elementary school students with learning disabilities how to write opinion essays are discussed, and the steps of the POW plus TREE strategy of instruction are outlined: develop background knowledge, discuss, model, memorize, support it, and perform independently. (Contains 6 references.) (CR)

Published
2002

121. Every Child Has a Story To Tell: Self-Regulated Strategy Development for Story Writing.

Author

Mason, Linda H., Harris, Karen R., and Graham, Steve

Abstract

A theoretically and empirically based intervention, Self-Regulated Strategy Development (SRSD), for students who struggle with academic tasks is described. The instructional implications and evaluation of performance for one student with learning and behavioral difficulties highlights the usefulness of this instructional approach. Six individual steps for SRSD instruction are detailed. (Contains references.) (Author/CR)

Published
2002

122. The Prevalence of Challenging Behaviors: A Total Population Study.

Author

Emerson, Eric, Kiernan, Chris, Alborz, Alison, Reeves, David, Mason, Heidi, Swarbrick, Rebecca, Mason, Linda, and Hatton, Chris

Abstract

A study investigated the situation and characteristics of people with mental retardation reported to exhibit challenging behaviors in two areas of England. Results indicate challenging behaviors were shown by 10-15 percent of people with mental retardation, two-thirds were men/boys, and close to two-thirds were adolescents or young adults. (Contains references.) (Author/CR)

Published
2001

137. The Materials Curation Inventory Toolkit: Interview Worksheet

Author

Sapp-Nelson, Megan, Carlson, Jake, Brandt, D. S., Sahley, Christie, Ferullo, Donna L., Mason, Linda J., Xie, Hanzi, Sapp-Nelson, Megan, Carlson, Jake, Brandt, D. S., Sahley, Christie, Ferullo, Donna L., Mason, Linda J., and Xie, Hanzi

Abstract

This worksheet is designed to elicit the information necessary to develop an inventory of materials produced by a particular research project and targeted for curation. This worksheet is meant to be filled out as a part of the interview.

Published
2021

138. The Materials Curation Inventory Toolkit: Interviewer's Manual

Author

Sapp-Nelson, Megan, Carlson, Jake, Brandt, D. S., Sahley, Christie, Ferullo, Donna L., Mason, Linda J., Xie, Hanzi, Sapp-Nelson, Megan, Carlson, Jake, Brandt, D. S., Sahley, Christie, Ferullo, Donna L., Mason, Linda J., and Xie, Hanzi

Abstract

The Interviewer’s Manual provides the framework for the interview. It contains text and questions to be read to the participating researcher over the course of the interview. It is meant to be used in conjunction with the Interview Worksheet.

Published
2021

140. Supplementary_Material – Supplemental material for Systems modelling and simulation to inform strategic decision making for suicide prevention in rural New South Wales (Australia)

Author

Jo-An Atkinson, Skinner, Adam, Hackney, Sue, Mason, Linda, Heffernan, Mark, Currier, Dianne, King, Kylie, and Pirkis, Jane

Subjects
FOS: Psychology, FOS: Clinical medicine, 170199 Psychology not elsewhere classified, 110319 Psychiatry (incl. Psychotherapy), Neuroscience
Abstract

Supplemental material, Supplementary_Material for Systems modelling and simulation to inform strategic decision making for suicide prevention in rural New South Wales (Australia) by Jo-An Atkinson, Adam Skinner, Sue Hackney, Linda Mason, Mark Heffernan, Dianne Currier, Kylie King and Jane Pirkis in Australian & New Zealand Journal of Psychiatry

Published
2020
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142. A time-saving method for sealing Purdue Improved Crop Storage (PICS) bags

Author

Kharel, Kabita, Mason, Linda J., Williams, Scott B., Murdock, Larry L., Baoua, Ibrahim B., and Baributsa, Dieudonne

Subjects
Maize storage, PICS bags, Bag sealing, Hermetic storage, Article, Sitophilus zeamais
Abstract

Purdue Improved Crop Storage (PICS) bags were designed to reduce grain storage losses on smallholder farms. The bag consists of three layers: two high-density polyethylene liners fitted inside a woven polypropylene bag. Recently, farmer groups, development relief programs, and government food security agencies have shown interest in PICS bags for large-scale use. PICS bags are conventionally closed by a twist-tie (TT) method, which involves twisting, folding, and tying the lip of each layer individually with a cord. This is not only time and labor intensive, but also may affect the integrity of the liners. We evaluated three new bag closure methods: i) inner liner rolled onto itself and middle liner fold-tied (IR), ii) both liners folded together and tied (FT), and iii) both liners folded and tied separately (FS), along with the conventional twist tie (TT) method. The time to close partially or fully filled 50 kg-capacity PICS bags filled with maize grain was assessed. Results showed that FT was the most time-saving method, reducing bag sealing time by >34% versus the usual TT method. The average internal oxygen levels reached 5% levels for less-infested bags. In both cases, insect population growth was suppressed. Oxygen depletion rates among tying methods remained the same regardless of the closure method used. When large numbers of bags need to be closed, the time-saving FT method is a good alternative PICS sealing method over the conventional twist-tie approach., Highlights • Fold-tie method (FT) is an alternative method to the conventional twist-tie (TT) for sealing hermetic PICS bags. • FT reduces the bag sealing time by >34% over TT method. • FT can maintain the hermetic conditions of PICS bags similar to TT method. • FT can be used by farmers and food relief agencies storing large quantity of grain in PICS bags.

Published
2018

143. TWA + PLANS strategies for expository reading and writing: effects for nine fourth-grade students

Author

Mason, Linda H., Synder, Katie Hickey, Sukhram, Diana P., and Kedem, Yore

Subjects
Classroom management -- Research, Writing -- Research, Writing -- Psychological aspects, Students -- Rating of, Students -- Research
Abstract

Understanding and writing about expository material is difficult for many students. Content classroom activities and assessment tasks, however, are often structured within a framework of student reading followed by extended written response. This multiple probe design across subjects study examined the expository comprehension and informative writing performance of 9 fourth-grade low-achieving students, 4 with disabilities and 5 without disabilities, following Self-Regulated Strategy Development (SRSD) instruction for TWA (Think before reading, think While reading, think After reading) and PLANS (Pick goals, List ways to meet soak, And, make Notes and Sequence notes). Student performance, as measured by oral and written retells, improved and was maintained following instruction. Students also liked the strategies as well as instruction, and believed that TWA + PLANS improved their reading and writing., Content literacy--interpreting and applying knowledge from expository text--has been referred to as the "quiet crisis" in American education (Gunning, 2003, p. 7). National Assessment of Educational Progress (NAEP) results indicate [...]

Published
2006

144. List of Contributors

Author

Allen-Bronaugh, Dannette, primary, Berninger, Virginia W., additional, Crockett, Jean B., additional, Cunningham, Todd, additional, De La Paz, Susan, additional, Deshler, Donald D., additional, Dunn, Michael, additional, Filippi, Elizabeth A., additional, Fletcher, Jack M., additional, Freeman, John G., additional, Geva, Esther, additional, Graham, Steve, additional, Graner, Patricia Sampson, additional, Hagaman, Jessica L., additional, Harris, Karen R., additional, Harrison, Allyson, additional, Hauth, Clara, additional, Herbert, Katherine, additional, Holtermann, Ena, additional, Jackson, Ingrid, additional, Linan-Thompson, Sylvia, additional, MacArthur, Charles A., additional, Mason, Linda H., additional, Mastropieri, Margo A., additional, Miciak, Jeremy, additional, Morgan, Cheryl L., additional, Philippakos, Zoi, additional, Reid, Robert R., additional, Rock, Marcia, additional, Scruggs, Thomas E., additional, Stomel, Danielle, additional, Swanson, H. Lee, additional, Timmermanis, Victoria, additional, Wiener, Judith, additional, and Woodward, John, additional

Published
2012
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146. Contributors

Author

Anderson, Brian, primary, Andropoulos, Dean B., additional, Anixter, Miriam, additional, Bender, M.A., additional, Berde, Charles, additional, Berry, Frederic A., additional, Bissonnette, Bruno, additional, Blum, Richard H., additional, Bosenberg, Adrian T., additional, Brown, Karen A., additional, Brusseau, Roland, additional, Cain, James, additional, Chang, Anthony, additional, Chi, Carolyn I., additional, Cladis, Franklyn, additional, Cot é, Charles J., additional, Cravero, Joseph P., additional, Crawford, Mark W., additional, Crean, Peter, additional, Davidson, Andrew J., additional, Davis, Peter J., additional, DeSoto, Hernando, additional, Diaz, Laura K., additional, Eisses, Michael J., additional, Engelhardt, Thomas, additional, Everett, Lucinda L., additional, Firth, Paul G., additional, Foreman, John, additional, Fuzaylov, Gennadiy, additional, Gertler, Ralph, additional, Ghazal, Elizabeth A., additional, Goldschneider, Kenneth, additional, Goudsouzian, Nishan, additional, Grabowski, Eric F., additional, Haberkern, Charles M., additional, Hammer, Gregory B., additional, Hannallah, Raafat S., additional, Haver, Kenan E., additional, Hicks, Elaine, additional, Insoft, Robert M., additional, Jaichenco, Andre, additional, Kain, Zeev N., additional, Kaplan, Richard F., additional, Karmakar, Manoj K., additional, Koka, Babu V., additional, Krane, Elliot J., additional, Kurth, C. Dean, additional, Kwok, Wing H., additional, Lane, Geoffrey K., additional, Lerman, Jerrold, additional, Lichtenstein, Steven, additional, Lönnqvist, Per-Arne, additional, Luginbuehl, Igor, additional, Lugo, Ralph A., additional, MacLaren, Jill, additional, Malviya, Shobha, additional, Martyn, J.A. Jeevendra, additional, Mason, Keira P., additional, Mason, Linda J., additional, Mayes, Linda C., additional, McClain, Craig D., additional, McEwan, Angus, additional, McGowan, Francis X., additional, McManus, Michael L., additional, Miller-Hance, Wanda C., additional, Morris, Marilyn C., additional, Morton, Neil S., additional, Murat, Isabelle, additional, Myers, Laura B., additional, Neely, E. Kirk, additional, Parness, Jerome, additional, Polaner, David M., additional, Rhodes, Erinn T., additional, Rivera, Marcus R., additional, Roberts, Jesse D., additional, Rockoff, Mark A., additional, Romanelli, Thomas M., additional, Ross, Allison Kinder, additional, Schleien, Charles L., additional, Shank, Erik S., additional, Sheridan, Robert L., additional, Shukla, Avinash C., additional, Skinner, Adam, additional, Slesnick, Timothy C., additional, Soriano, Sulpicio G., additional, Spaeth, James P., additional, Squires, Robert H., additional, Steven, James M., additional, Stough, Robert C., additional, Stowell, Christopher P., additional, Suresh, Santhanam, additional, Szabova, Alexandra, additional, Taenzer, Andreas, additional, Tepas, Joseph J., additional, Tobin, Joseph R., additional, Todres, I. David, additional, Truog, Robert D., additional, Verghese, Susan T., additional, Waisel, David B., additional, Wald, Samuel H., additional, Ward, Robert M., additional, Weaver, R. Grey, additional, Webel, Nicole E., additional, West, Rebecca W., additional, Wheeler, Melissa, additional, Wigfall, Delbert R., additional, Wilton, Niall, additional, Wolf, Andrew, additional, Wolfsdorf, Joseph I., additional, and Yaster, Myron, additional

Published
2009
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147. Extension Entomology

Author

Hinkle, Nancy C., primary, Sparks, Beverly, additional, Mason, Linda J., additional, and Vail, Karen M., additional

Published
2009
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149. Contributors

Author

Acorn, John H., primary, Adams, Michael E., additional, Adler, Peter H., additional, Albuquerque, Gilberto S., additional, Alexander, Richard D., additional, Altstein, Miriam, additional, Andersen, Svend O., additional, Anderson, Norman H., additional, Andow, David A., additional, Antolin, Michael F., additional, Arensburger, Peter, additional, Arlian, Larry G., additional, Aspöck, Horst, additional, Aspöck, Ulrike, additional, Atkinson, Peter W., additional, Baumann, Arnd, additional, Beckage, Nancy E., additional, Bellinger, Peter, additional, Berenbaum, May R., additional, Berg, Martin B., additional, Bernays, Elizabeth A., additional, Björkman, Christer, additional, Black, Scott Hoffman, additional, Blair, Seth S., additional, Blenau, Wolfgang, additional, Blum, Murray S., additional, Bonning, Bryony C., additional, Bradley, Timothy J., additional, Brakefield, Paul M., additional, Brittain, John E., additional, Brower, Lincoln P., additional, Brune, Andreas, additional, Burkholder, Wendell E., additional, Byers, George W., additional, Cardé, Ring T., additional, Chapman, R.F., additional, Cheng, Lanna, additional, Christiansen, Kenneth A., additional, Clark, Thomas M., additional, Cochran, Donald G., additional, Cohen, Ephraim, additional, Ćokl, Andrej, additional, Courtney, Gregory W., additional, Covell, Charles V., additional, Craig, Catherine, additional, Crane, Eva, additional, Cranston, Peter S., additional, Crumly, Charles R., additional, Dahlem, Gregory A., additional, Dahlsten, Donald L., additional, DeFoliart, Gene R., additional, Denholm, Ian, additional, Denlinger, David L., additional, Devine, Gregor J., additional, Dickinson, Michael, additional, Dietrich, Christopher H., additional, Dingle, Hugh, additional, Douglas, Angela E., additional, Dowell, Robert V., additional, Dudley, Robert, additional, Edman, John D., additional, Eldridge, Bruce F., additional, Elkinton, Joseph S., additional, Engel, Michael S., additional, Erber, Joachim, additional, Federici, Brian A., additional, Feldman, Lewis J., additional, Ferreira, Clélia, additional, Foster, R. Nelson, additional, Frankie, Gordon W., additional, Franks, Nigel R., additional, French, Andrew S., additional, Futuyma, Douglas J., additional, Gentry, Erin C., additional, Gerry, Alec C., additional, Ghiradella, Helen, additional, Gillespie, Rosemary G., additional, Giribet, Gonzalo, additional, Goff, M. Lee, additional, Gordh, Gordon, additional, Gotthard, Karl, additional, Grbić, Miodrag, additional, Greenberg, Les, additional, Grimaldi, David, additional, Grossmann, Christin, additional, Gullan, Penny J., additional, Gwynne, Darryl T., additional, Hallman, Guy, additional, Hare, J. Daniel, additional, Harrison, Jon F., additional, Hastriter, Michael W., additional, Headrick, David H., additional, Heinrich, Bernd, additional, Held, David W., additional, Hellenthal, Ronald A., additional, Hendrichs, Jorge, additional, Henk, Adam D., additional, Hinkle, Nancy C., additional, Hoddle, M.S., additional, Hogue, James N., additional, Houck, Marilyn A., additional, Howarth, Francis G., additional, Hoy, Ron, additional, Hurd, Lawrence E., additional, Ingrisch, Sigfrid, additional, Irwin, Michael E., additional, Jander, Rudolf, additional, Janssens, Frans, additional, Jeanne, Robert L., additional, Joron, Mathieu, additional, Josephson, Robert, additional, Kampmeier, Gail E., additional, Kaneshiro, Kenneth Y., additional, Kanost, Michael R., additional, Kaplan, Alan I., additional, Keiper, Joe B., additional, Kennedy, George G., additional, Kirkendall, Lawrence R., additional, Klass, Klaus-Dieter, additional, Klotz, John, additional, Klowden, Marc J., additional, Koch, Markus, additional, Kogan, Marcos, additional, Kruess, Andreas, additional, Land, Michael F., additional, Lane, Robert S., additional, Leak, Stephen G.A., additional, Lee, Richard E., additional, Lehane, M.J., additional, Leppla, Norman C., additional, Leskosky, Richard J., additional, Lewis, Vernard R., additional, Liebherr, James K., additional, Liu, Paul Z., additional, Lloyd, James E., additional, Loudon, Catherine, additional, Lynn, Dwight E., additional, Majerus, Michael E.N., additional, Martin, Jon H., additional, Masaki, Sinzo, additional, Mason, Linda J., additional, Matsumura, Fumio, additional, McHugh, Joseph V., additional, Meinking, Terri L., additional, Merritt, Richard W., additional, Millar, Jocelyn G., additional, Miller, Thomas A., additional, Mills, Nick, additional, Mitchell, B.K., additional, Mockford, Edward L., additional, Moffett, Mark W., additional, Monath, Thomas P., additional, Morse, John C., additional, Moulds, Max S., additional, Mound, Laurence A., additional, Mullens, Bradley A., additional, Nachtigall, Werner, additional, Nagy, Lisa, additional, Navajas, Maria, additional, Nedvěd, Oldřich, additional, New, Tim R., additional, Nishida, Gordon M., additional, Normark, Benjamin B., additional, O’Brochta, David A., additional, Oconnor, Barry M., additional, O’Donnell, Sean, additional, O’Grady, Patrick M., additional, Otte, Daniel, additional, Page, Terry L., additional, Paine, Timothy D., additional, Palmer, James O., additional, Papaj, Daniel R., additional, Pass, Günther, additional, Patel, Nipam H., additional, Pettersson, Mats W., additional, Pinto, John D., additional, Plarre, Rudy, additional, Platzer, Edward G., additional, Poinar, George, additional, Potter, Daniel A., additional, Powell, Jerry A., additional, Price, Roger D., additional, Prokopy, Ronald, additional, Purcell, Alexander H., additional, Quicke, Donald L.J., additional, Radovsky, Frank J., additional, Rankin, Susan M., additional, Reisen, William K., additional, Rentz, D.C.F., additional, Resh, Vincent H., additional, Riddiford, Lynn M., additional, Ridsdill-Smith, James, additional, Ritzmann, Roy E., additional, Robinson, Alan, additional, Robinson, Gene E., additional, Roderick, George K., additional, Rosenberg, David M., additional, Ross, Edward S., additional, Rust, Michael K., additional, Sartori, Michel, additional, Saul-Gershenz, Leslie, additional, Schaefer, Carl W., additional, Schick, Katherine N., additional, Schmidt, Justin O., additional, Scott, Michelle Pellissier, additional, Scott, Thomas W., additional, Scriber, J. Mark, additional, Sehnal, František, additional, Sherman, Irwin W., additional, Sherman, Ronald A., additional, Simberloff, Daniel, additional, Simmons, Leigh W., additional, Simpson, S.J., additional, Smedley, Scott R., additional, Smith, Edward H., additional, Sonenshine, Daniel E., additional, Sorensen, John T., additional, Spagna, Joseph C., additional, Sparks, Beverly, additional, Sperling, Felix A.H., additional, Statzner, Bernhard, additional, Steffan-Dewenter, Ingolf, additional, Stehr, Frederick W., additional, Stewart, Kenneth W., additional, Stiling, Peter, additional, Storer, Andrew J., additional, Stork, Nigel E., additional, Stouthamer, Richard, additional, Strand, Michael R., additional, Strausfeld, Nicholas J., additional, Sturm, Helmut, additional, Suarez, R.K., additional, Sullivan, Daniel J., additional, Takeda, Satoshi, additional, Tauber, Catherine A., additional, Tauber, Maurice J., additional, Taylor, Orley R., additional, Telfer, William H., additional, Tennessen, K.J., additional, Terra, Walter R., additional, Thies, Carsten, additional, Thompson, F. Christian, additional, Thompson, S.N., additional, Thorp, James H., additional, Thorp, Robbin W., additional, Tilgner, Erich H., additional, Torkkeli, Päivi H., additional, Traniello, James F.A., additional, Tscharntke, Teja, additional, Vail, Karen M., additional, Driesche, R.G. Van, additional, Vaughan, Mace, additional, Vincent, Charles, additional, Virant-Doberlet, Meta, additional, Visscher, P. Kirk, additional, Vittum, Patricia J., additional, Walker, Gregory P., additional, Wallace, J. Bruce, additional, Webb, Graham C., additional, Weintraub, Phyllis, additional, Weirauch, Christiane, additional, Welter, Stephen C., additional, Weseloh, Ronald M., additional, Wheeler, Diana E., additional, Whiting, Michael F., additional, Will, Kipling W., additional, Williams, Stanley C., additional, Winterton, Shaun L., additional, Wood, David L., additional, Wootton, Robin J., additional, Yack, Jayne, additional, Zablotny, James E., additional, Zill, Sasha N., additional, and Zwick, Peter, additional

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2009
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