PSXIII-27 Oklahoma State University constructing diversified learning for extension educators

2021 ◽  
Vol 99 (Supplement_3) ◽  
pp. 342-343
Author(s):  
Jazmin A Markey ◽  
Angel Riggs ◽  
Alexi Moehlenpah ◽  
David Lalman ◽  
Dan Stein
Keyword(s):  
Comparative Anatomy ◽  
Life Cycles ◽  
Specific Information ◽  
State University ◽  
Oklahoma State University ◽  
Animal Science ◽  
Agricultural Industry ◽  
Extension Educators ◽  
Course Work ◽  
Species Specific

Abstract The role of extension educators is to convey cutting-edge information to the varying sectors of the agricultural industry. In recent years, Oklahoma State University has initiated the process of creating online continuing education courses for Oklahoma-based extension educators. The objective is to develop online modules to enhance educator professional development through expansion of animal science knowledge. In the spring of 2021, Oklahoma extension educators will receive the opportunity to enroll in the introductory level course of this series, “Livestock Production Practices 101” (LPP 101). LPP 101 has been designed for extension educators that have little to no animal science background. The course will be comprised of eight lessons. The eight lessons include livestock species terminology, vision, hearing and handling, nutrient classification, digestive anatomy, reproductive anatomy, life cycles - from conception to consumption, breeds and genetic evaluation parameters, and comparative anatomy. Each lesson will convey species-specific information relative to cattle, horses, pigs, sheep, goats, and chickens. Lessons will include activities such as readings and interactive illustrations. At the conclusion of each lesson, knowledge checks will be given as review to prepare educators for a quiz. Knowledge checks and quiz questions will be a combination of fill-in the blank, multiple choice, matching, and species-specific sorting. Educators must obtain an eighty percent or higher on all lesson quizzes to receive a course certificate. Educators will complete approximately five hours of course work over a ten-week period. A survey will be offered at the conclusion of the course to assess whether the educator found the course to be both engaging and beneficial. The survey will also serve as a guide as to which topics provided in this course would be sought after if developed into courses of their own.

Electron Microscopy in the Study of Natural Phytoplankton Assemblages

1985 ◽  
Vol 43 ◽  
pp. 620-623
Author(s):  
Linda Sicko-Goad
Keyword(s):  
Electron Microscopy ◽  
Aquatic Environment ◽  
Size Range ◽  
Physical Parameters ◽  
Specific Information ◽  
Phytoplankton Assemblages ◽  
Phytoplankton Productivity ◽  
Ecosystem Effects ◽  
Time Of Year ◽  
Species Specific

Although the use of electron microscopy and its varied methodologies is not usually associated with ecological studies, the types of species specific information that can be generated by these techniques are often quite useful in predicting long-term ecosystem effects. The utility of these techniques is especially apparent when one considers both the size range of particles found in the aquatic environment and the complexity of the phytoplankton assemblages.The size range and character of organisms found in the aquatic environment are dependent upon a variety of physical parameters that include sampling depth, location, and time of year. In the winter months, all the Laurentian Great Lakes are uniformly mixed and homothermous in the range of 1.1 to 1.7°C. During this time phytoplankton productivity is quite low.

Routine identification of four sympatric species of calanoid copepods Pseudocalanus spp. in the Atlantic Arctic using a species-specific polymerase chain reaction

2020 ◽  
Vol 48 (1) ◽  
pp. 62-72
Author(s):  
E. A. Ershova
Keyword(s):  
Polymerase Chain Reaction ◽  
Life Cycles ◽  
The Arctic ◽  
Relative Distribution ◽  
Chain Reaction ◽  
Specific Polymerase Chain Reaction ◽  
Routine Identification ◽  
Polymerase Chain ◽  
Species Specific ◽  
Plankton Communities

Сalanoid copepods of the genus Pseudocalanus play an important role in the plankton communities of the Arctic and boreal seas, often dominating in numbers and constituting a significant proportion of the biomass of zooplankton. Despite their high presence and significance in the shelf plankton communities, species-specific studies of the biology of these are significantly hampered by extremely small morphological differences between them, especially at the juvenile stages, at which they are virtually indistinguishable. In this paper, we describe a new, routine and low-cost molecular method for identifying all Pseudocalanus species found in the Atlantic sector of the Arctic: the Arctic P. acuspes, P. minutus and the boreal P. moultoni and P. elongatus, and apply it to describe the relative distribution of these species in four locations of the Arctic and sub-Arctic. With this method, species-specific polymerase chain reaction (ssPCR), mass identification of individuals of any developmental stage, including nauplii, is possible. This method can serve as an excellent tool for studying the species-specific biology of this group, describing their life cycles, as well as monitoring changes in Arctic marine ecosystems under the influence of changing climate.

scholarly journals College Students’ Knowledge of Ticks in Oklahoma: Assessment and Insights

Insects ◽  
2021 ◽  
Vol 12 (7) ◽  
pp. 658
Author(s):  
Elise Knowlton ◽  
Justin L. Talley ◽  
Bruce H. Noden ◽  
William Wyatt Hoback
Keyword(s):  
College Students ◽  
Lyme Disease ◽  
Medical Treatment ◽  
Assessment Tools ◽  
State University ◽  
Extension Programs ◽  
Oklahoma State University ◽  
Supplemental Education ◽  
Community Members ◽  
Survey Responses

Ticks (Arachnida: Acari) are common in Oklahoma and may transmit tick-borne diseases (TBDs) to people. Due to the difficulty in reducing tick populations, awareness of tick bite prevention, proper tick removal, and knowledge of when to seek medical treatment are critical. However, outreach and extension programs are hampered by a lack of knowledge of what community members know about ticks. To address this limitation, we surveyed college students enrolled in three non-major Entomology courses at Oklahoma State University in 2018. Of the 483 students invited to take a survey, 224 (46.4%) students took both surveys. Pre-survey responses indicated lower levels of knowledge of tick biology compared to post-survey responses. For both pre- and post-survey respondents, “ticks can jump” and “ticks reside up in trees” received the fewest correct responses. A majority of survey respondents considered Lyme disease to be the predominant TBD in Oklahoma, although it is not established in Oklahoma. Supplemental education overcame these knowledge gaps, with the exception of knowledge of Lyme disease which was still considered to be the predominant TBD in the post-survey. Our results can be used to develop assessment tools to improve extension programs and enhance protection from TBDs.

scholarly journals Longitudinal zonation of larval Hydropsyche (Trichoptera: Hydropsychidae): abiotic environmental factors and biotic interactions behind the downstream sequence of Central European species

Hydrobiologia ◽  
2021 ◽  
Author(s):  
Márk Ficsór ◽  
Zoltán Csabai
Keyword(s):  
Environmental Factors ◽  
Biotic Interactions ◽  
Life Cycles ◽  
Longitudinal Distribution ◽  
Central European ◽  
European Species ◽  
Longitudinal Gradients ◽  
Species Specific ◽  
Behavioural Aspects ◽  
Abiotic Environmental Factors

AbstractThe aim of this review is to summarize the literature knowledge about how abiotic environmental factors and biotic interactions affect the sequentially overlapping longitudinal distribution of Central European species of the net-spinning freshwater caddisfly larvae of the genus Hydropsyche (Trichoptera: Hydropsychidae). In this relation, several physical and chemical parameters of water are discussed, as well as different species-specific traits, behavioural aspects and the interaction of coexisting species. Longitudinal gradients of river networks, especially annual temperature range, flow velocity and the particle size of suspended food material play a crucial role in forming the downstream succession of characteristic species, while increased levels of organic pollution, nutrients, salinity and heavy metals facilitates the presence of more tolerant ones. Several species-specific traits, such as respiration range, net-building frequency, head capsule size or optimal net-building velocity correlate with the position of a given species in the sequence. Coexistence of species with similar ecological demands in the overlapping zones of distribution is facilitated by differences in feeding and net-building habits, microhabitat preferences and staggering life cycles, but complicated at the same time by means of inter- and intraspecific territorial behaviour, such as fighting for the ownership of larval retreats or the practice of stridulation.

A State Department-University Approach in Providing Internship Experiences for Prospective Leadership Personnel in Special Education

1966 ◽  
Vol 32 (5) ◽  
pp. 305-312 ◽  
Author(s):  
Kenneth R. Blessing
Keyword(s):  
Special Education ◽  
School Systems ◽  
State University ◽  
Special Education Services ◽  
Exceptional Children ◽  
Local School ◽  
Directors Of Special Education ◽  
Course Work ◽  
State And Local ◽  
Administration And Supervision

The author depicts one cooperative state-university approach to implementing the federal directives -for preparing supervisors and directors of special education programs for exceptional children in state and local school systems. Internship experiences which are provided graduate students in the state's special education section, in the field, and in intermediate, county, and city school systems are outlined. The underlying theme is the need for sound theoretical and course work background in the administration and supervision of special education services, coupled with broad practical internship experiences in supervision and administration. Additional needs for the extensive consideration of issues and problems involved in special education programing are indicated.

scholarly journals 116 Oklahoma State University Continuing Education Online Courses for Extension Educators in 2020

2020 ◽  
Vol 98 (Supplement_2) ◽  
pp. 3-3
Author(s):  
Alexi Moehlenpah ◽  
David L Lalman
Keyword(s):  
Beef Cattle ◽  
Agricultural Extension ◽  
Daily Basis ◽  
State University ◽  
Extension Educators ◽  
Reading Material ◽  
The People ◽  
University Continuing Education ◽  
Nutrition Course ◽  
Cooperative Extension Services

Abstract The Smith–Lever Act of 1914 established a system of cooperative extension services to connect the land-grant universities to the people. Agricultural extension educators serve as the “front door” to the University, providing research-based information in a wide variety of agricultural topics such as livestock, crops, entomology, natural resources, etc. A bachelor’s degree in agriculture is a requirement for employment as an agricultural extension educator in most states. Generally, most new hires are knowledgeable in one or more areas and perhaps possess a degree focused in the same area. However, many educators are not fluent in all the agriculture sectors they are required to address on a daily basis. Our objective is to gradually develop an online in-service program specifically designed to strengthen educators’ knowledge and proficiency in basic beef cattle production. These courses will consist of five to ten modules each with an estimated five hours of course work per subject. The courses will include reading material, listening and visual material, interactive activities, and quizzes to aid in learning the basics. The Introduction to Beef Cattle Nutrition course is intended to enhance extension educators’ knowledge of the nutrient requirements of beef cattle, body condition scoring, ration calculation, etc. Extension educators will be expected to pass quizzes at the end of each module with an eighty percent or higher. Oklahoma extension educators will enroll in the Introduction to Beef Cattle Nutrition course during the 2020 calendar year and complete over a ten-week period. A survey at the end of each module will allow the authors to see how effective the course was, and if the representative feels more confident in discussing and helping producers with their herd nutrition upon completion.

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