Curriculum and Instruction Commons^™

G83-669 Backyard Wildlife Feeding Birds (Revised May 1997), Ron J. Johnson

University of Nebraska-Lincoln Extension: Historical Materials

The first in a series of six, this NebGuide describes the essentials of bird feeding for attracting birds to your backyard. Bird feeding is a popular and convenient way to observe birds up close, and it augments the primary habitat formed by backyard and neighborhood plantings. Nebraska is an excellent place to discover the joys of learning about birds, with nearly 400 bird species, 200 of which nest in the state. Bird feeding can provide regular observation of 15 to 20 or more species that commonly come to backyard feeders.

G83-659 Irrigating Onions, C. Dean Yonts, David Nuland, Paul Fischbach

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide outlines the onion's water requirements as it develops through the season and how to best meet them to assure marketable grade and optimum yield.

Growing an irrigationd crop of onions is a very involved process. This is because the onion is a shallow rooted biennial that depends on daylength and temperature for the development of the marketable product—the bulb.

G83-674 Hazardous Waste Management Requirements For Pesticide Applicators (Revised November 1987), Edward F. Vitzthum, Roger E. Gold, Emery W. Nelson, Larry D. Schulze

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide is to inform Nebraska pesticide applicators about selected provisions of federal and state hazardous waste laws and regulations.

Congress passed the Resource Conservation and Recovery Act (RCRA) because of widespread indiscriminate disposal of hazardous chemicals. Under provisions of that law, the U.S. Environmental Protection Agency (EPA) has established national standards for proper management of hazardous wastes. "Management," as EPA uses the term, includes generating, transporting, storing, treating and disposing of hazardous waste.

G83-651 Nebraska's Solar Heated Modified-Open-Front Swine Nursery, Michael F. Kocher, Gerald R. Bodman, C.J. Kisling-Crouch

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide discusses the design features of this unique swine nursery, including ventilation, heating and energy conservation factors, and manure handling systems.

A warm environment is essential for young pigs. High fuel costs and the practice of heating entire buildings brought about the design and testing of solar heated nurseries on several farms.

Heg83-183 Negotiating With Creditors, Kathleen Prochaska-Cue

University of Nebraska-Lincoln Extension: Historical Materials

At some time, almost everyone gets behind in paying a bill. This publication offers suggestions about how to deal with creditors during those times.

The Problem

Due to some unexpected event, you are behind on your bills and don't expect to be able to catch up in the next month or two. You may have lost your job, or have had large medical bills.

You make promises to pay you can't keep; checks bounce, or you receive threats from creditors (people to whom you owe money) that they will sue or turn the account over to a collection agency.

Your …

Heg83-177 Budgeting Systems When There Are Two Earners In The Household, Kathleen Prochaska-Cue

University of Nebraska-Lincoln Extension: Historical Materials

This publication describes various ways of managing the income of two earners in the same household, including the advantages and disadvantages of each.

Two earners in the household pose additional problems for the money management system. Should each person have money that is not accountable to the other -- money that is one's own? How are the bills to be paid? Should they be divided down the middle with each spouse taking responsibility for separate items (one gets the mortgage, the other the car payment), or is one partner responsible for all the basics and the other for the frills? …

G83-638 Strawberry Pests, Timothy P. Miller, David L. Keith

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide discusses the more common pests of strawberries in Nebraska, their damage, and recommended control procedures.

Several pests attack strawberries and cause varying types and degrees of injury. Damaging infestations of strawberry pests do not occur in Nebraska in most years. However, control measures are occasionally required to maintain quality, yield, and health of the strawberry bed.

G83-664 Space Heaters: Safe Or Unsafe? (Revised June 1992), Gerald R. Bodman, David Morgan

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide discusses safety problems associated with using space heaters, and provides precautions for use and recommendations on what to look for when purchasing one.

Space heaters or portable heaters--no matter what they are called--must be used correctly to avoid personal injury. Anyone using these heating devices should know about their wide range of safety problems.

G83-675 Yield Grades And Quality Grades For Lamb Carcasses, Dennis E. Burson, Ted Doane

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide discusses yield and quality grades for lamb carcasses and their importance to producers.

Lamb carcass grades when applied by a USDA meat grader must consist of a yield grade and a quality grade. Yield grades estimate the percentage of closely trimmed, boneless retail cuts from the leg, loin, rib and shoulder. Quality grades indicate the palatability or eating characteristics of lamb.

Evaluating lamb carcasses for USDA Yield and Quality Grades recognizes carcasses with traits that influence live animal and carcass value, and identifies breeding animals that produce lambs of superior carcass merit.

G83-681 Velvetleaf, Fred Roeth, Russell Moomaw, Alex Martin, Orvin Burnside

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide provides guidelines on how to control velvetleaf by prevention, cultural and mechanical methods, and by use of recommended herbicides.

Velvetleaf (Abutilon theophrasti Medic.), a member of the Mallow family, is related to cotton, hollyhocks, and numerous weeds. Other common names include buttonweed, Indian mallow, butterprint, piemarker, velvetweed, and cottonweed. The preferred name, velvetleaf, amply describes its velvety-textured, hairy-surfaced leaves.

A native of China and presumably introduced into the U.S. from India as a fiber crop, this annual weed is adapted to cropland throughout most of the United States. Over the past 10 years, velvetleaf has increased dramatically …

G83-648 Wild Proso Millet (Revised April 1992), Robert G. Wilson

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide describes wild proso millet and its life cycle and provides recommendations for control.

Wild proso millet (Panicum millaceum L.) is one of the fastest spreading weeds in the corn belt. In the early 1970s, wild proso millet was found in a few isolated corn fields in Wisconsin. By 1987 wild proso millet had infested over one million acres in Wisconsin, had infested most of the southern corn-growing counties in Minnesota, and was present in Iowa, North and South Dakota, Illinois, Colorado, Wyoming and Nebraska.

In Nebraska, wild proso millet was found first in a small area in …

G83-666 Breeding Soundness Examination Of Beef Bulls, James A. Gosey

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide describes factors to consider when evaluating a beef bull's reproductive ability. These include the reproductive tract, semen and mating desire. A herd bull that will settle a higher percentage of cows during a limited breeding season is essential to a successful cow-calf operation. In many cow-calf operations, however, the bull's role in the herd's reproductive performance is taken for granted. The bull's fertility is several times more important than that of a cow. Each bull can be expected to settle as many as 30 cows. The bull also contributes half of the genetic potential of the entire calf …

G83-684 Row Crop Planters: Equipment Adjustments And Performance In Conservation Tillage, Elbert C. Dickey, Paul J. Jasa

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide discusses planters used in conservation tillage systems and gives recommendations for improving planter performance.

The planter's primary job is to place seed where it will germinate and grow. Proper seed spacing minimizes competition for the light, nutrients and soil moisture essential for crop growth.

Several factors influence planter performance, including adjustments and correct operation. Field conditions also are important.

Traditionally, producers used tillage equipment that created a well-tilled, residue-free seedbed for planting. Many producers now are adopting conservation tillage methods that have fewer tillage operations and leave a protective residue cover on the soil surface.

G83-678 Producing Milk With A Low Bacteria Count, Stanely E. Wallen, Don J. Kubik, Stephen L. James, Daniel J. Borer, Gerald R. Bodman, E. Denis Erickson, Duane N. Rice, Philip H. Cole, Foster G. Owen

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide provides cleaning, sanitizing, mechanical, environmental and other procedures to follow to assure a low bacterial count in milk. Bacteria are tiny, rapidly reproducing microorganisms that are too small to be seen without a high power microscope. Their very tiny size makes it very difficult to eliminate them from dairy equipment. Because bacterial growth in milk may cause spoilage and possibly human illnesses, a low bacterial count is one of the best indicators of top quality milk. Milk will almost always be of top quality if properly harvested from healthy, clean cows with clean equipment, cooled quickly and kept …

Theories Of Piaget, Who Died This Month, Inspire Growing Band Of U.S. Professors, Robert L. Jacobson

ADAPT Program: Essays

The death of Jean Piaget this month at the age of 84 came at a time when the Swiss psychologist's theories of cognitive development were inspiring a small but growing number of innovative instructional programs in American colleges and universities. Most were started within the past few years and have yet to produce much hard evidence of their effectiveness. But participating faculty members say they are excited about what has been happening in their classrooms.

"Piagetian-based instruction," they say, offers many potential advantages over traditional methods: It facilitates communication, improves students' reasoning ability and academic achievement, boosts their self-confidence and …

T-Shirt Ad: "All The Way With Piaget"

ADAPT Program: Essays

PIAGET T-SHIRTS AVAILABLE
White Shirt, Black line drawing, Red letters
50 % Polyester, 50 % Cotton

Epilogue: The Man Who Made The World Safe For Epistemology

ADAPT Program: Essays

. . . I turned to Piaget. "Have you anything to say to the Nebraska populace?"

Piaget tipped his beret, toked briefly, and stepped to the waiting microphone. "My dear fellow-knowers: Let me just remind you once again that the pyramid of knowledge neither rests on its base of data nor hangs from its vertex of theory but rather floats in midair in an ever-expanding dynamic equilibrium."

The crowd roared, cheered, and burst into song: . . .

Chapter 17: Learning Cycles And Anthropology, Ellen Dubas

ADAPT Program: Essays

We can rarely send students to live in cultures we want them to learn about. Yet all of them are proficient in living in their own culture. Since I am asking them to do fieldwork in a culture that they are extremely well acquainted with, they are able to assume a level of competence and confidence that gives them great interest in the cultural system they are manipulating.

A learning cycle in anthropology consists of three stages: exploration, invention and application. One exploration phase of a learning cycle is cultural anthropology consists of, firstly, asking students to put their last …

Chapter 18: Adapt: A View From A Distant Campus, John A. Ricketts

ADAPT Program: Essays

My association with the ADAPT faculty brought home the idea that in order to be effective in the classroom, the instructor must ascertain the cognitive level of the students. Teaching formal concepts to concrete operational students is useless; hence, diagnosis of student weaknesses is imperative if the student is to progress up the cognitive ladder.

I want to thank those in the ADAPT program for altering my view on the teaching-learning experience. Without their philosophy and their concern, I would still be teaching formal concepts to concrete students and wondering why they couldn't grasp these concepts. Now I am aware …

Chapter 14: Personal-Emotional Development In Adapt, Vernon Williams

ADAPT Program: Essays

From its inception theorists in the student development field have written about developing the whole student. As time passed, we became increasingly aware of the vastness of our ignorance regarding how to enhance that development. Beginning in the early sixties, this knowledge gap began to be filled. Theorists such as Keniston (1965), Astin (1969), Sanford (1966), Chickering (1969), Roy Heath (1958), and Douglas Heath (1968) contributed to this knowledge. Recently Perry (1970) has had a large influence on student development theory. Loevinger (1976) has produced a new work extending her theory significantly. That addition enhances the value of her theory …

Chapter 13: Adapt: The First Five Years, David Moshman, Susan Johnston, Carol Tomlinson-Keasey, Vernon Williams, Debra Eisert

ADAPT Program: Essays

The ADAPT program has, throughout its brief history, been subjected to continuing evaluation, both to assess its effectiveness in meeting its objectives and to get the sort of ongoing feedback necessary for the program itself to continue developing. These evaluations have ranged from formal, objective comparisons, on a variety of measures, of ADAPT students with one or more groups of control students not involved in the program to more informal and subjective observations of classroom activities, analysis of written assignments, and interviews with students. Detailed reports of these evaluations are available elsewhere, e.g. (Johnson & Moshman, 1980, Sheldon, 1978; Tomlinson-Keasey, …

Chapter 15: Adapt Faculty: Who Are They?, Robert Fuller

ADAPT Program: Essays

You have had a chance to read about the ADAPT program. The presentations in this book are as varied as the styles of the people who participated in the ADAPT project. Amidst all of this variety of information, you may be wondering just what the essential features of the ADAPT program really are. Is it essential to have six different disciplines in the program? Does it make any difference which six disciplines you choose? Do evaluating psychologists play a key role in such a project? There are, I believe, two necessary conditions for starting an ADAPT-type program: a first-rate, tenured …

Chapter 8: Content Versus Reasoning: A Physics Instructor's Struggle, Robert Fuller

ADAPT Program: Essays

In concluding this chapter, I want to try to generalize on my experience with the physics component of ADAPT and try to express my impressions about what has happened in the other ADAPT disciplines during this project. I would like to believe that professors who think formally about their discipline are able to sit down in a quiet place and carefully analyze the structure of their discipline into a sequence of topics that increase montonically in terms of the level of reasoning required of the students. However, I think our experiences in teaching the ADAPT program indicate otherwise. We can …

Chapter 12: Piaget And Social Problems, H. Jay Corzine

ADAPT Program: Essays

Although the attention given to problems of teaching sociology greatly increased during the 1970's, the implications of Piaget's ideas for college level instruction remained unexplored by most sociologists. In 1978, only one of twenty-five articles published in Teaching Sociology, the discipline's only journal devoted to teaching-related issues, contained references to Piaget's work. Thus, the social problems course offered through the ADAPT program during the 1980 spring semester represents one of the few attempts to apply Piaget to teaching sociology in a university classroom.

Recent developments in social problems theory (Spector and Kitsuse, 1977) are complementary to the constructivist epistemology underlying …

Chapter 16: The Adapt Workshop And Its Legends, Robert Fuller

ADAPT Program: Essays

Almost from its beginning, the ADAPT project had faculty development workshops as one of its products. Early in the ADAPT project the staff agreed that ADAPT was not a set of curricular materials to be developed and marketed. Rather the ADAPT faculty saw the insights gained from Piaget’s work as a different way of understanding college teaching. This understanding may manifest itself in active learning classroom exercises based on the Learning Cycle. Perhaps, more importantly, the constructivism of Piaget transforms the mission of the college teacher and it provides clues to proper teaching behaviors. The best way to share the …

Chapter 9: Development And Learning: Complementary Or Conflicting Aims In Humanities Education?, Robert D. Narveson

ADAPT Program: Essays

It will be clear from these sketchy examples that working out some of the implications of Piagetian theory for an educational program such as ours offers us a continuing challenge. The theory perhaps does more to console us for some of our failures as teachers than to tell us how our failures may be overcome, for if the fault is in the developmental level that our students have attained, then the fault is not in us. Our teaching, Piaget tells us, can play a role in fostering development, but only a fairly limited role. On the other hand if we …

Chapter 10: Piaget And Teaching Composition, Robert F. Bergstrom

ADAPT Program: Essays

As someone who teaches composition regularly and who is always aware of and interested in his students' writing, I have come to think that the most serious problem students have with their writing is a general inability to structure their thoughts with logical clarity and rhetorical skill. Not commas or parallel structure or sentence fragments. Organization. I have written notes to students by the hundreds about this problem, and sometimes the papers come back to me with a much clearer organizational pattern. All too often, however, they are returned lovingly with the commas in the right places, a one-sentence opening …

Chapter 11: Poetry, Prose And Piaget, James A. Mcshane

ADAPT Program: Essays

As a second generation ADAPT staff member, the first to add an essay to this series, it properly falls to me to extend the reflections of my colleagues.

Before doing so, let me outline my relationship to the ADAPT Program. Piagetian theory attracted me for several reasons; most of them are alluded to elsewhere in this book. I had first become aware of Piaget's work about ten years ago when participating in a teacher training project, but had not worked out its implications for college teaching very fully. So I was curious when I heard of the ADAPT Program and …

Chapter 4: A Teacher's Guide To The Learning Cycle, Thomas C. Campbell, Robert Fuller

ADAPT Program: Essays

Suppose you are preparing to teach a new college course this year. Assume that this course is designed to serve students who have career goals other than to become college professors. We would like you to consider what teaching strategies you will use to teach such students.

Chapter 3: Active Learning Based Upon The Work Of Piaget, Robert Fuller

ADAPT Program: Essays

A Piagetian-based classroom instruction strategy to assist students in the development of logical thought was developed by Robert Karplus. It was called the Learning Cycle. The Learning Cycle has been modified for college instruction by the ADAPT faculty. An ADAPT Learning Cycle is divided into three major phases known as Exploration, Invention, and Application.