IPM In-Depth: A New York Model for Hands-on Interactive Greenhouse Workshops

Growers of greenhouse ornamentals in New York State (NYS) have identified the need for improved diagnosis and management of diseases, insects, and media/fertility problems to reduce crop loss and improve crop quality. With the objective of using an interactive small-group format to encourage active learning of topics, our team developed a hands-on workshop model that we termed integrated pest management (IPM) In-depth. In addition, we wanted to deliver the workshop in several locations around NYS to reach growers who traditionally have not attended on-campus programs. Each program consisted of three modules focusing on an insect, disease, or plant culture topic. Participants were divided into small groups that rotated through the areas. From 2009 to 2013, we present 20 In-depth workshops in 14 NYS counties reaching 309 attendees. The project succeeded in its intent to reach growers who had limited access to previous IPM programming; 59% of attendees had not previously attended any type of IPM programming. The majority of attendees (66%) reported that they had learned information they intended to implement at their operations. Additional impacts and challenges of offering this hands-on program are discussed.

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Community-Based Archaeology in Central New York: Workshops Involving Native American Youth

The Public Historian ◽

10.1525/tph.2003.25.1.83 ◽

2003 ◽

Vol 25 (1) ◽

pp. 83-90 ◽

Cited By ~ 2

Author(s):

Jordan E. Kerber

Keyword(s):

New York ◽

Native American ◽

New York State ◽

Youth Work ◽

Archaeological Research ◽

Native American Youth ◽

Community Based ◽

Hands On ◽

Central New York ◽

Indian Nation

Beginning in 1995, Colgate University has offered seven two-week summer workshops in archaeology to members of the Oneida (Iroquois) Indian Nation of New York Youth Work/Learn Program. These workshops, directed by Jordan Kerber and funded by the Oneida Indian Nation, Colgate University, and the John Ben Snow Foundation, have provided more than one hundred Oneida teenagers with hands-on experiences in the limited excavation and laboratory processing of prehistoric and historic Native American remains in central New York State. This article also discusses the various challenges and benefits of involving a Native American descendant community in archaeological research.

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Eliezer Ben-Rafael, Crisis and Transformation: The Kibbutz at Century's End, New York: State University of New York Press, 1997, £17.25, xii+282 pp. (ISBN 0-7914-3225-4).

Sociology ◽

10.1017/s0038038598210133 ◽

1998 ◽

Vol 32 (3) ◽

pp. 613-637

Author(s):

CHRISTOPHER WARHURST

Keyword(s):

New York ◽

New York State ◽

State University ◽

York State

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Cultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.64 ◽

2015 ◽

Vol 22 (2) ◽

pp. 64-76 ◽

Cited By ~ 7

Author(s):

Catherine J. Crowley ◽

Kristin Guest ◽

Kenay Sudler

Keyword(s):

New York ◽

New York City ◽

Public Schools ◽

Cultural Competence ◽

York City ◽

Cultural Sensitivity ◽

Graduate Program ◽

Language Disorder ◽

New York State ◽

Deep Understanding

What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that perspective. This article describes one American Speech-Language-Hearing Association (ASHA)-accredited graduate program in speech-language pathology and its approach to putting students on the path to becoming culturally competent SLPs, including challenges faced along the way. At Teachers College, Columbia University (TC) the program infuses knowledge of bilingualism and multiculturalism throughout the curriculum and offers bilingual students the opportunity to receive New York State certification as bilingual clinicians. Graduate students must demonstrate a deep understanding of the grammar of Standard American English and other varieties of English particularly those spoken in and around New York City. Two recent graduates of this graduate program contribute their perspectives on continuing to develop cultural competence while working with diverse students in New York City public schools.

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