people who made the Dandelion America's #1 yard enemy
(enabling them to sell tons of hazardous toxins to innocent families)
here to re-write history on the dangers of Pests vs. Pesticides
The pesticide producers idea of School IPM
(Include Pesticides Monthly)
(really it is better for their bottom line... always profits before people)
This plan is apparently being sent to hundreds if not thousands of school districts in the United States and probably other countries. We have included what we call "reality checks" for your convenience and amazement. Each "Reality Check" opens a new browser window. Just close the window to return to this document.
Responsible Industry for a Sound Environment®
Pests pose serious risks to children's health in schools.
At the same time, the use of pesticides in schools can be challenging because of
heightened concerns and misinformation. It is important to remember pesticides
can be used safely and responsibly to control pests such as insects, rodents and
weeds as part of a balanced program, called integrated pest management.
Cockroaches, ants, wasps, head lice and rats are the pests most commonly found in schools, and they do more than disrupt the learning environment. These pests pose increasing health and safety risks to children. Children, just by nature of their size, are more vulnerable to vector-borne diseases (carried by insects) because their immune systems are still developing. Consider some of the problems with pests in the school environment:
Cockroaches can live and breed by the thousands in classrooms and cafeterias. They carry germs from filthy surfaces to cafeteria tables and classroom desks. Cockroaches are the leading cause of asthma incidents in urban youth. The more children are exposed to cockroaches, the more allergic they become.
Mosquitoes carry deadly diseases. Three people were killed in New York this s u m m e r after being bitten by mosquitoes that carried the encephalitis virus. In addition, two 11-year-old boys contracted malaria from mosquitoes while attending a summer Boy Scout camp on Long Island.
Rats and mice are often found living in and under school buildings. Rodents contaminate stored food with their droppings and urine, and spread the deadly hantavirus pulmonary syndrome, an infectious disease linked to more than 27 recent deaths in the United States.
Fire ants build their nests on school grounds. These nests often contain more than 100,000 ants. During recess and physical education classes, children are often stung when they step into nests while playing. Fire ants can inflict hundreds of painful stings to children. More than 80 people have died in recent years from fire ant tacks out-of-doors and 10 have died from serious attacks indoors.
More than half of the U.S. population, including
children, is allergic to poison ivy, poison oak and poison sumac. Contact
with each of these plants causes severe skin irritation, intense itching and
burning, as well as blistering. A Wisconsin school district banned the use
of herbicides to control poison ivy and other weeds. The decision was later
reversed when a student had to undergo a 22-day course of steroids to treat
a poison ivy rash. Other weeds, such as crabgrass and dandelions, can cause
injury when children trip over them on playgrounds and sports fields.
These types of problems have caused schools to implement
pest management programs. Many are turning to integrated pest management or IPM.
Integrated pest management can improve the efficiency and
effectiveness of a school's pest control program and reduce pesticide costs.
While IPM includes the judicious use of appropriate pesticides, it also implies
that pesticides will be used only if necessary.
Each situation is carefully monitored allowing the use of
the most appropriate pesticide to effectively control the pest. This specific,
targeted approach results in an effective pest control program, one that assures
the correct amount of pesticide is applied. The approach also enhances the
safety and well-being of students, faculty and staff.
How IPM Works
There are three steps in integrated pest management:
Identify and monitor the pests. IPM begins by identifying pests in and around school property and monitoring the level of infestation. Accurate pest identification is critical. Each pest has a life cycle and certain environmental needs. Proper identification and monitoring makes it easy to select the most appropriate and cost effective control available. It is important to know when pests invade a school and where they are located. Often, sticky traps are used for monitoring pest populations. The traps show what type and how many pests are present.
Determine an action threshold. A school or district should determine an action threshold, which is the level of pest infestation and activity that can be tolerated. The action threshold for each pest is determined by the potential severity of the damage caused by the pest, site characteristics, health concerns related to the pest and site-user needs. Each school or district may have different action thresholds.
Take preventive or curative actions. Accurate pest identification, and awareness of the action threshold, gives a school's pest management team the use of several pest control methods, allowing each school or district to create the best, safest pest control program. Among the IPM pest control tools available are: sanitation, structural repair and maintenance, watering and mowing practices, pest resistant plant varieties, and judicious use of pesticides.
Communication Is Key
To be effective, a pest management team has to establish clear lines of communication and designated roles of responsibility. Often, the school board sets the overall pest management policy, provides funding and monitors the results. It is important that the school board understands what IPM is.
Sometimes school boards are pressured to completely
eliminate the use of pesticides. They try this approach, only to discover that
the judicious use of pesticides is needed to economically and effectively
control pest populations found in and around schools. Extensive research and
solid science show pesticides pose little or no risk to the health of children
or adults when used according to label instructions.
Establishing a Program
In addition to effective communications, and IPM program
must include a written policy and a knowledgeable coordinator.
A written policy is essential. IPM is doomed to fail
without broad understanding and commitment by all stakeholders, including
faculty, staff, board members and parents. A written policy helps to gain
consensus and provides continuity.
Once a policy is in place, a staff person should coordinate
the overall program. Whether the entire program is implemented internally or the
majority of services are contracted out to a pest control professional, it is
critical to have a knowledgeable person on staff.
Success of IPM in schools is also dependent upon full
cooperation of administrators, faculty, maintenance/custodial staff, parents and
Once an IPM program is in place, it's important to choose
the right treatment options to control posts.
Here are a few to consider:
Information that will help change student and staff
behaviors - particularly how they dispose of wastes and store foods - play an
invaluable role in managing posts like cockroaches, ants, flies, yallov4ackets
and rodents. Education is a
cost-effective post management strategy.
Pesticide treatments should be applied when and where
needed. It isn't always necessary
to treat in entire building or landscape area to solve a post problem. By
monitoring to pinpoint where post numbers are beginning to reach an action level
and confining treatments to those areas, co6ts and exposure can be kept to a
minimum. Examples of spot
treatments Include baits that are applied to pest harborages or contained In
childproof bait stations, dusts that are applied to space behind walls or in
attics or crack and crevice injections that target the pests where they live.
Posts need food, water and shelter to survive. If the post manager can eliminate or reduce even one of these requirements, the environment will -support fewer pests.
Design or redesign of structure
Design changes can incorporate pest-resistant structural
materials, fixtures and furnishings. These
changes sometimes can entirely eliminate pest habitat.
For example, buildings designed without exterior horizontal ledges will
reduce pigeon problems. Inside,
industrial stainless steel wire shelving mounted on rolling castors, rather than
built-in shelves, helps reduce mach habitat and facilitates cleanup of spilled
Improved sanitation practices, such as removing trash on a
regular basis, can reduce or eliminate food for pests.
Eliminating Post Habitat
How this can be done, varies depending upon the pest.
Some examples include caulking cracks and crevices to eliminate cockroach
and flea harborage, removing clutter that provides roach habitat and removing
dense vegetation near buildings to eliminate rodent harborage.
Modification of Horticultural Activities
Planting techniques, irrigation, fertilization, pruning and
mowing can all affect how well plants grow.
Many problems encountered in school landscapes are attributable to using
the wrong plant and/or falling to give them proper care.
Healthy plants are often likely to have fewer insects, mites or diseases.
It's very important the person responsible for school landscaping has the
knowledge needed to do the job with post management in mind.
For more information about pests and IPM, consider these
resources: Pest Facts Information Center (www.pestfacts.org) - visit this web
site sponsored by RISE (Responsible Industry for a Sound Environment) for
Information about children’s health in schools, IPM and the risks posed by
posts. School I PM website (www.ifas.ufl.edu/~schoolipm/)
- The University of Florida, Gainesville, has created an IPM website that
provides tools for schools to begin an IPM program. The site responds to parental concerns regarding pesticide
use and contains links to additional state I PM programs.
By Implementing a school IPM program that includes the
judicious use of pesticides, school administrators and facilitators can be sure
students won't be sharing classrooms, cafeterias and playgrounds with insects,
rodents and woods that pose serious health and safety risks.
Allen James Is executive director of RISE (Responsible
Industry for a Sound
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