An index method to evaluate growers' pesticide use for identifying on-farm innovations and effective alternative pest management strategies: a case study of winegrape in Madera County, California

Winegrape is an important perennial crop in California, USA. Each year California winegrape farming consumes about 20 million kilograms of pesticides that have been a pollutant source to the fresh water systems of the state. The variation of pesticide use among winegrape growers has been significant. It has been observed that some growers have developed effective ways to reduce pesticide use, yet control pests efficiently to ensure harvest. Identification of the growers with low and high pesticide use is very helpful to extension programs that aim on reducing pesticide environmental risk. In this study, an index approach is proposed to quantitatively measure pesticide use intensity at grower level. An integrated pesticide use index is developed by taking pesticide quantity and toxicity into account. An additive formula and a multiplying formula were used to calculate the pesticide use index, i.e., PUI and PUIM. It was found that both PUI and PUIM were capable of identifying the low and high pesticide users while PUI was slightly more conservative than PUIM. All pesticides used in California winegrape farming were taken into account for calculating the indices. Madera County, one of the largest winegrape producers in California, was taken as an example to test the proposed approach. In year 2000, among the total 208 winegrape growers, 28 with PUI≤10 and 34 with 10<PUI≤20 were identified as low pesticide users who were characterized with both low quantity and low toxicity of pesticide use. Most of the growers had small-sized vineyards, i.e., one field and small planted areas. Furthermore, they had very low pesticide use intensity, used only 1–2 types of pesticides (mainly fungicides), applied few pesticides (1–3 only), and emphasized the use of low toxicity compounds. Meanwhile, 19 growers with PUI>60, identified as high pesticide users, had large-sized vineyards, i.e., more fields and large planted areas. They used all types of pesticides and many compounds, which indicated that their pest controls heavily depended on pesticides rather than on-farm management. Through the case study, the proposed approach proved to be useful for analyzing the growers’ pesticide use intensities and interpreting their pesticide use behaviors, which led to a new start point for further investigation of searching ways to reduce pesticide environmental risk.     

Reading Disability in Chinese Children Learning English as an L2

To examine whether there are common or specific deficits of reading disability (RD) in first (L1) and second languages (L2), Chinese children (9–11 years, N = 76) with or without RD who learn English as an L2 were studied during a visual word rhyming judgment task. Evidence was found for common deficits in L1 and L2 in visuo-orthographic processes in left inferior temporal gyrus and left precuneus, as well as in phonological processes in left dorsal inferior frontal gyrus as children with RD showed less activation than controls in both languages. Furthermore, the visuo-orthographic deficit appears to be a RD effect, whereas the phonological deficit appears to be a reading/performance effect. Some weak evidence for language specific effects was also found.     

Is it all memory recall? An empirical investigation of intellectual skill requirements in Leaving Certificate examination papers in Ireland

The terminal examination of post-primary education in Ireland, the Leaving Certificate, is often criticised for the reliance on memory recall over higher order thinking skills in the assessment process. In order to examine the evidence base for these critiques, this article presents an empirical investigation of the intellectual skills and knowledge domains implicit in the tasks in the written examination papers of 23 subjects in the Leaving Certificate in Ireland from 2005 to 2010. Data were collected from two sources: examination papers and student interviews. In an in-depth document analysis of the examination papers, 14,910 occurrences of command verbs were coded for the intellectual skill and knowledge domains required by the assessment task. As the same verb can require different intellectual skills in different subjects and in different tasks, each occurrence of every verb was assigned a specific value depending on its context. The article presents the frequencies and distributions of intellectual skills and knowledge domains within and across subjects. In light of key points in the literature search, the findings indicate concern regarding the level of challenge and stimulation for the development of students of the Leaving Certificate.     

An Objective Scale for Content-Analysis of the Counselor's Interview Behavior

This paper describes a content-analysis scale, the Counselor Activity Profile, that can be used to objectively and systematically quantify and profile a counselor's interview behavior according to the amount of interview time devoted to various discrete counseling responses. Research done with the scale is also described.     

Conflict Resolution Patterns of Preschool Children With and Without Developmental Delays in Heterogeneous Playgroups

The conflict resolution patterns of preschool-age mildly developmentally delayed children were compared to those of older and younger groups of typically developing children matched on the basis of chronological age or developmental level. Children participated in short-term heterogeneous playgroups consisting of representatives from all three developmental status groups. Naturally occurring conflicts with peers in the form of extended directive episodes were assessed in terms of their frequency, purpose, strategies, and the way conflicts were resolved. Results revealed that mildly delayed children exhibit a more negative and less adaptive interaction style, even in comparison to typically developing children similar in developmental level. Special problems were apparent when younger typically developing and mildly delayed children engaged in conflict episodes, whereas typically developing older children were able to adjust and interact appropriately irrespective of their companions' developmental status. In addition, typically developing older children elicited a pattern in which other children were less demanding and negative, but more responsive, positive, and adaptive. The implications of developmental differences between younger and older typically developing children and the unique problems in conflict situations were discussed.     

Could probability be out of proportion? Self-explanation and example-based practice help students with lower proportional reasoning skills learn probability

Instructional Science - Proportional reasoning failures seem to constitute most errors in probabilistic reasoning, yet there is little empirical evidence about its role for attaining probabilistic...