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dc.contributor.authorCoen, Claudia
dc.date.accessioned2016-11-29T03:27:09Z
dc.date.available2016-11-29T03:27:09Z
dc.date.issued2004
dc.identifier.urihttps://hdl.handle.net/1813/44919
dc.description.abstractPesticide use in urban America is prolific. Children are vulnerable because they play close to the ground, put objects in their mouths, grow rapidly, ingest large quantities of sprayed foods, and are less efficient at detoxifying chemicals. Studies show risks are higher for children in cities. Urbanization trends distance our population from sustainable land-based lifestyles and expanding urban centers rely on imported food and fiber products. Our nation’s welfare and standard of living depends on agriculture. The health and safety of our food supply depends on a strong “homebased” production system. Yet, school children learn little about food and fiber systems that incorporate a broad range of scientific and technological activities including IPM. The NRC recommends that K-12 students receive instruction about agriculture. Food and fiber systems standards and benchmarks are incorporated into the curriculum but IPM is not addressed. Survey results from Upstate NY revealed that primary factors influencing the quality and quantity of science taught in elementary schools were lack of time to prepare new lesson plans, resources, funds, confidence when teaching science, attitude towards science, and training. These sobering results compel us to confront issues related to attitudes toward teaching science.
dc.language.isoen_US
dc.publisherNew York State IPM Program
dc.subjectCommunity IPM
dc.subjectSchools
dc.subjectHumans or Pets
dc.subjectCommunication
dc.subjectDaycare Centers
dc.titleNYS IPM Program Staff Reports for 2004 Projects
dc.typereport


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