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A Worm in the Teacher’s Apple
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Marc L. Lame (2005)

There has been a substantial movement to create a safer learning environment for our nation’s schools—not just in terms of violent acts, but in terms of environmental quality. Over 30 states have legislation requiring schools to reduce the unnecessary exposure of children to pesticides. However, many school districts across the nation are not implementing cost effective pest management so as to minimize the problem of pests and pesticides.

The material in this book is intended for teachers, school officials, regulators, parents, and pest management professionals. While it includes scientific information, it deals with people management and communication problems with solutions that will provide a safe learning environment in terms of pests. This book tells the story of how schools address their real or perceived pests in order to help those participating in the school community to be aware of the problems, solutions, and “stonewalling” that can impact our children’s health. The book’s author, who has over 20-plus years experience as an entomologist, environmental regulator, and child advocate, hopes to provide solutions for creating a safer learning environment for children.
238 pages, paperback.

Table of Contents

Preface

Acknowledgements

 

Part I: Problems

Chapter One: There Is No “Silver Bullet” But There Is a “Treadmill”

“Silver Bullets” – Better Living Through Chemistry

Are Insecticides Used Efficiently?

How Could This Happen?

 

Chapter Two: Back to School, Dr. Lame – The Reality of Agrichemicals

Prescribing Pesticides – Fat, Dum, and Happy as a “Bugman for the U”

Defining Integrated Pest Management and Disillusionment

 

Part II: Solutions

Chapter Three: What Our Children Deserve – “Just Do the Right Thing”

Minimum Standards for the Implementation of Integrated Pest Management in Our Schools

Reality Check for Parents and School Officials #1: What IPM Is

Reality Check for Parents and School Officials #2: What IPM Is NOT

Memorandum of Understanding

 

Chapter Four: The Good, the Bad, and the Ugly

The Good

The Bad

The Ugly

 

Part III: Implementation

Chapter Five: “Pest Management is People Management” – Creating the Model for Successful Implementation of IPM in Schools

Communication 101

IPM DEFINED AS AN INNOVATION (again)

The Change Agents

Strategic Planning for IPM Implementation

 

Chapter Six: Building a Better Mousetrap in Indiana – “Do What You Are Doing Now Just Think Pests”

Giving Birth – Program Formulation

The Bottom Line – “Costs and Benefits to the School District”

Communication and Recognition

 

Chapter Seven: Sneaking Back into Arizona – Testing the IPM Model

The Players

Pests and Conducive Conditions (Diagnosis and Education)

How the Program Progressed

LESSON 1: It Takes a Team and Teamwork

LESSON 2: Help Your State Implementation Team Expand its Political Base

Epilogue

 

Chapter Eight: Expanding the Model in Alabama

The Players

Pest and Conducive Conditions

How the Program Progressed

LESSON 3: Develop a Direct Line of Communication with the Decision Maker

LESSON 4: Play Nice with the Principal

 

Chapter Nine: Gambling in Las Vegas

CONTACT

LESSON 5: Make Sure Your On-site IPM Coordinator is On-site

How the Program Progressed

LESSON 6: Be Very Aggressive and Timely When Developing and Delivering a Picture of Pest Problems, Pesticide Use Information, and Pest Control Costs

LESSON 7: Be More Considerate of the School’s Staff’s Availability Before Scheduling Training

LESSON 8: Get Commitment from the Highest Level of Administration Before Getting in Too Deep

LESSON 9: Identify and Use a Children’s Environmental Health Advocate, Particularly in Large, Bureaucratic School Districts

LESSON 10: The Monroe IPM Model Does Not Work in Poorly Managed School Districts

 

Chapter Ten: Reservations About the Reservation – The Navajo Nation

The Team

How the Program Progressed

Results

Epilogue

 

Part IV: Tools

Chapter Eleven: The Process for Success – “IPM Is a Process, Not a Miracle”

22 Steps in the Process

LESSON 11: Newton’s Second Law of Thermodynamics

A Lame IPM Model?

Area Wide Expansion: The Coalition Proposal

 

Chapter Twelve: Resources for Success – “Comrades and Conspirators”

The IPM Implementation Team

 

Chapter Thirteen: Policymaking for School IPM – “Talk Is Cheap”

What “Does” Policy?

Public Policy for School IPM 101

Policies are Nice – So What?

Strategies of this “Policy Entrepreneur”

Conclusion

 

References

Appendices

  1. What Is Integrated Pest Management, and What Is NOT Integrated Pest Management
  2. Arizona IPM in Schools Coalition Pest Monitoring Protocol
  3. IPM in Schools, Monroe Model
  4. Memorandum of Understanding
  5. Monroe IPM Model Pest Press

 

 

 

 

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