Open Research Oklahoma (Oklahoma State Univ.)
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Change the trivia questions – Now there are "nine major food allergens"
No full textThe Oklahoma Cooperative Extension Service periodically issues revisions to its publications. The most current edition is made available. For access to an earlier edition, if available for this title, please contact the Oklahoma State University Library Archives by email at [email protected] or by phone at 405-744-6311
Impact of life experiences on risk-induced behavioral responses and a comparison of multiple types of risk responses
No full textAnimals are exposed to different types of stressors throughout their lives. Stressors can range from temperature, competition, and predation risk. These stressors can occur with varying frequency and an individual may be exposed to multiple types of stress at the same time. This thesis endeavored to investigate how risk responses change with experience and if there is any relationship between different types of risk responses. In Chapter 1 I investigated how Physa acuta predation risk responses change with age and number of previous exposures. I studied risk responses through behavior by measuring time to exit water after being exposed to predator cue. I found that previous experience did not impact predation risk responses, but age did. Predation risk responses grew stronger as individuals became older, becoming strongest just before onset of reproduction. This result provides support for the asset protection principle. I also found that there were consistent individual differences in how individuals responded to predation risk, suggesting that individual identity is an important component of predation risk responses. Because of these results, I suggest that future investigations of predation risk responses control for age and consider individual identity. In Chapter 2 I compared the previous trends of predation risk responses to a toxicant risk response to determine if fear generalization was present, and investigated if exposure to multiple stressors at once affected risk responses. I found that P. acuta responded in similar ways to predation risk and atrazine risk. Responses to both types of risk became stronger as individuals became older and consistent individual differences were present. Individuals exposed to both types of risk during the experiment had a weaker negative relationship between age and time to exit water. However, responses to predation risk and atrazine risk were not correlated within individuals, suggesting that fear generalization was not present. I suggest that future investigations of fear generalization include multiple measures of behavior and consider weaker concentrations of atrazine than those used in this thesis. Overall, this thesis provided evidence that the asset protection principle may be driving risk responses, and although fear generalization was not supported it did demonstrate that there are similarities in trends between different types of risk responses
Reduction of injection flow rate with an underground buffer tank coupled with a standing column well
No full textThis study proposes a new solution for disposing of bleed water in standing column well systems. A perforated septic tank is used simultaneously as a storage tank for storing large water volumes and as an infiltration basin. By integrating a storage tank with a standing column well, bleed water is stored in the tank and is then drained rather than being returned to an injection well. A 3D coupled thermohydraulic finite element model supports this new bleed method. For this reason, a 30-day simulation examined a case study of a 20 m³ storage tank associated with a standing column well operating in heating mode at an experimental site located in Varennes, Canada. The model considers realistic bleed operation flow rate, temperature, and the geological properties and weather conditions observed at the experimental site. Additionally, the drainage process at the base of the tank was modeled by pairing Navier-Stokes flow with unsaturated and saturated porous media flow. Despite the unfavorable geological conditions of the experimental site, numerical results indicate that infiltration was sufficient for draining the bleed water that accumulated in the storage tank. The latter managed to dispose 121.5 m³ of water throughout the simulation period. Finally, infiltration proved to be a promising alternative to injection wells
Passive treatment of mine drainage and the behavior of manganese
No full textNon-point source pollution poses a significant threat to the environment and can be difficult to prevent and remediate. One contributor to this is mine drainage, which can contain numerous contaminants of concern. Passive treatment systems have been developed as a method of remediating mine drainage. The behavior of manganese within these systems has raised questions regarding its ability to be retained by the organic substrate used for remediation, with a prior study showing manganese sometimes being released in higher concentrations than when it entered the system. The goal of this current study is to further research on the behavior of manganese and determine if there is a pattern of its release within treatment systems. For this study, cubitainers are set up containing an organic substrate and a manganese solution. Biweekly testing is currently being conducted to measure pH, dissolved oxygen, conductivity, and oxidation-reduction potential. Along with this, samples of water from each container are being analyzed for manganese concentrations. This is an ongoing project, and samples will continue to be taken into the next academic year. At the end of the semester, three of the containers will be sacrificed to analyze the manganese content within the organic substrate itself. This information will be used to determine in which part of the substrate the manganese is retained. This will provide further insight into improving passive treatment systems for a variety of contaminants
Southwestern corn borer
No full textThe Oklahoma Cooperative Extension Service periodically issues revisions to its publications. The most current edition is made available. For access to an earlier edition, if available for this title, please contact the Oklahoma State University Library Archives by email at [email protected] or by phone at 405-744-6311
Better rural life: Twenty-fifth annual report
No full textThe Oklahoma Cooperative Extension Service periodically issues revisions to its publications. The most current edition is made available. For access to an earlier edition, if available for this title, please contact the Oklahoma State University Library Archives by email at [email protected] or by phone at 405-744-6311
Warm season perennial forage and hay quality result summary (2019-2024)
No full textThe Oklahoma Cooperative Extension Service periodically issues revisions to its publications. The most current edition is made available. For access to an earlier edition, if available for this title, please contact the Oklahoma State University Library Archives by email at [email protected] or by phone at 405-744-6311
Cultural dynasty: Joel Silver in 1980s high concept
No full textIn an effort to gain a fuller understanding of cinema’s triangulation between culture and politics throughout the 1980s, I will track and analyze Joel Silver’s emergence as a Hollywood producer and his contributions to the high concept style of filmmaking that dominated the studios, happening in step with the momentous building of the conservative movement. Silver’s early years in Hollywood were spent under the guidance and collaboration of Walter Hill and Lawrence Gordon, where previous influences of Western themes and archetypes led to their developing of a post-Peckinpah styled “Hollywood Outlaw” in films such as Hard Times (Hill, 1975), The Driver (Hill, 1978), and The Warriors (Hill, 1979). High concept’s principle of nostalgic escapism created opportunities for Silver and company to blend action and comedy while also integrating harmonious race relations in films such as 48 Hrs. (Hill, 1982), Brewster’s Millions (Hill, 1985), and Lethal Weapon (Donner, 1987) in the absence of Reagan’s direct address of racial issues. Furthermore, the Central American conflicts that beset this period enticed Silver and Steven de Souza to form a fictitious country in the banana republic, Val Verde, for Commando (Lester, 1985) while evolving the hard body “Rambo Effect” in the war genre through Predator (McTiernan, 1987). Beyond this, Silver and McTiernan would evolve their escapist style of filmmaking to a “Kinder and Gentler” hard body in Die Hard (McTiernan, 1988), while a similar evolution in the conservative movement saw the welcoming of George H.W. Bush as their continuation. However, as history would demonstrate, no dynasties—cinematic, cultural, or political—can sustain under diminished returns. As the United States entered the 1990s, Silver’s production of action sequels such as Lethal Weapon 2 (Donner, 1989), Die Hard 2: Die Harder (Harlin, 1990), Predator 2 (Hopkins, 1990), and Lethal Weapon 3 (Donner, 1992) allowed him to recognize the limitations of franchise filmmaking, while the conservative movement’s dynasty would end following Bush’s inability to earn another term
Identifying barriers to technology integration in rural Oklahoma schools
No full textThis study aims to address the gap in technology integration within rural Oklahoma schools by examining teacher perceptions regarding the barriers preventing them from effectively integrating technology into their instruction. The findings from this study will offer valuable insight into understanding the current state of technology integration in rural school districts. Additionally, these insights will serve as a foundation for making informed decisions on addressing educators' needs regarding technology integration in rural Oklahoma public schools. This study adopts a mixed-methods design with a constructivist perspective to better understand barriers to technology integration in rural Oklahoma K-12 schools by exploring diverse participant perspectives. Identifying the barriers that prevent teachers from integrating technology into their lessons is crucial for the success of strong technology initiatives. By identifying these barriers, district and school leadership can design programs to enhance the effectiveness of technology utilization in classrooms. Assessing educators' proficiency with technology and offering tailored professional learning and support can significantly influence both their attitudes and overall acceptance of technology. Allocating dedicated time for educators to acquire new skills and explore tools and software can significantly enhance their confidence and motivation to incorporate technology into their teaching practices.
Integrating technology into K-12 classrooms enhances student engagement, allows for personalized instruction, and can potentially boost academic achievement. However, educators face first- and second-order barriers to technology adoption and integration. Although districts can allocate resources and establish policies for technology integration, educators are ultimately the key drivers of change in the process. Integrating technology into K-12 classrooms enhances student engagement, allows for personalized instruction, and can boost academic achievement. However, educators face first- and second-order barriers to technology adoption and integration. Although districts can allocate resources and establish policies for technology integration, educators are ultimately the key drivers of change in the process
Perceived leadership competency development through a short-term study abroad program in Costa Rica
No full textAs complex issues arise in the agriculture industry, development of leadership competencies within a domestic and global context can ensure challenges are managed. Short term study abroad (STSA) programs provide participants with experiential learning opportunities and personal exploration. While STSA offers many benefits, accessibility can be limited due to finances, language barriers, opportunity cost, and perceived safety. With these barriers, observation of STSA programs and their relation to perceived leadership competency development in students is essential. We investigated the perceived development of leadership competencies among participants of an agricultural STSA to Costa Rica. Those who agreed to participate in the study (n = 72) ranged in age from 18 to 21.Drawing upon the personal cultural competence enhancement framework (PCCEF) and the theory of social capital, the research explores participant perceptions through pre- and post-trip reflective statements, deferred post-experience focus groups, and supplementary data sources. Four main themes emerged from data analysis: a) development of cultural awareness and appreciation, b) recognition of own positional leadership roles, c) development of relationships with fellow participants, and d) the desire to disseminate gained knowledge and experiences. While participants reported increased cultural awareness and appreciation, limited cultural immersion opportunities were noted due to the structured nature of the program itinerary. Participants shared gained perspective of their unique professional roles and expansion of relationships among participants in similar positional roles, suggesting development of social capital and creation of a community of practice. Participants expressed a strong inclination to share acquired knowledge and experiences with their communities upon return. Recommendations for future STSA programs include careful consideration of program objectives, cost-benefit analysis, and participant outcomes. Domestic study tours may be preferable for programs focusing solely on social capital and agriculture exposure, while STSAs offer cultural exposure alongside these objectives. It is suggested that STSA programs incorporate frameworks for leadership development, including instructor frontloading. Future research could employ quantitative instruments to measure leadership development, cultural competence, and agriculture knowledge, providing further insights into the efficacy of STSAs.Agricultural Education, Communications and Leadershi