School Pest News Volume 13, Issue 1, January 2014

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All Bugs Good & Bad Webinar Series- begins February 7, 2014!

The eXtension All Bugs Good and Bad Webinar series is set to begin February 7, 2014. Dr. Kathy Flanders, an entomologist with the Alabama Cooperative Extension System, says the series is a continuation of the Don’t Bug Me Webinar series with an emphasis on good and bad insects that affect people every day.

Bees are just one of the many beneficial insects that help with pollination.

Bees are just one of the many beneficial insects that help with pollination.

“This webinar series will feature insects that affect homeowners and gardeners,” says Flanders. “These insects fall into two categories and we hope to provide information that is beneficial when treating your gardens or crops and pest-proofing your home, yard, family and pets.”

Webinars will be held the first Friday of each month at 2 p.m. Eastern Daylight Time. The first webinar in the 2014 series will highlight pollinators, which are good bugs.  “If flowers are restaurants to bees, then what are bees to flowers?”  will be Friday, February 7th at 2 p.m.

Dani Carroll, a region Extension home grounds agent, will be moderating the February 7th webinar. She says it is imperative to know the importance of the role pollinators play in the world around us.

“Bees and other pollinators are essential in production of more than two-thirds of the world’s food crop species,” Carroll says. “The necessity extends beyond things we grow in our back yard, like squash and apples. Alfalfa is instrumental in the meat and dairy industries and its growth depends on pollination.”

Upcoming webinar topics include pollinators, termites, ticks, spiders and fire ants.

Flanders says The All Bugs Good and Bad Webinar series is designed to provide useful tips for those interested in solid, research-based information.

More information can be found at All Bugs Good and Bad 2014 Webinar Series  including how to connect to the webinars.  On Feb. 7, participants can use this link to connect to the webinar. Webinars will be archived and can be found on the All Bugs Good and Bad 2014 Webinar Series page.

All Bugs Good and Bad webinars are an extension of the seven webinars in The Don’t Bug Me Webinar Series, which spanned most of 2013, and included five webinars discussing fire ants, tramp ants, bed bugs and insects that invade homes.  Links to view these archived webinars can be found here.

The webinars are sponsored by eXtension, and the Alabama Cooperative Extension System.  They are coordinated by the Imported Fire Ant eXtension Community of Practice, Urban IPM, Bee Health, Invasive Species, Gardens, Lawns and Landscapes, and Disasters.

 Carpenter ant season is now, By Mike Merchant

Many social insects periodically do something called “swarming.” Swarming occurs when reproductively mature, but unmated, kings and queens leave the nest to mate.  These mating couples are winged and are referred to as alates, or swarmers.  The earliest swarmers to emerge in the winter are carpenter ants.

Male (left) and female carpenter ant swarmers. Note the pinched waist that distinguishes these insects from termites.

Male (left) and female carpenter ant swarmers. Note the pinched waist that distinguishes these insects from termites.

This week my youngest daughter, home for the weekend for a visit, informed her entomologist dad that the upstairs shower was covered with large ants.  A quick inspection confirmed that we were being invaded by carpenter ants.  A few years ago we remodeled this particular shower, tearing out sheet rock and insulation and encountered carpenter ants living in the surrounding walls.  We throughly cleaned out what we could and sprayed the walls down with a residual insecticide before reinstalling insulation and more water-resistant Hardyboard® in the new shower stall. Apparently, they are back.

Carpenter ants are relatively large for ants, 1/4 to 1/2 inch-long.  They may come in different colors, but are usually red or black, or a mixture of the two colors (see pictures).  They may or may not have wings.  In my home I only spotted the wingless worker ants, but I suspect the swarmers will show up soon.  Dozens, even hundreds of swarmers may emerge from an indoor carpenter ant nest.

In some parts of the U.S. carpenter ants are important wood-destroying pests–not something that any homeowner wants to see in their house.  But here in Texas our carpenter ants are a little less threatening.  They certainly can be a nuisance through their presence, and for the little piles of debris they often deposit on windowsills and floor near their nests.  However, they do not do significant damage to 2×4 studs or other structural wood.

Unfortunately, carpenter ants are always difficult to treat and eliminate completely from the home.  For my part I plan to inject an insecticide into the gap in the shower grouting from which they obviously emerged, reseal the grout and not lose much sleep over the incident.

If you discover carpenter ants in your home, business, or school,  look for the hole where they are emerging.  This may or may not mark the exact location of the nest, but it will be close.  For most people, calling a professional is the best option for control. If you choose to try the DIY route, you can either seal up the hole and do nothing, or attempt to treat the hole with an aerosol insecticide labeled for use indoors against ants and then seal the hole.  You may be fortunate, and eliminate the colony in this way, or you may eventually have to resort to professional assistance.  In any case, doing nothing to the ants will not likely result in any serious damage to the home…just some nuisance ants emerging from time to time.

For more information about these ants, see publication E-2001 on carpenter ants, or the publication on swarming insects indoors, Ent-2012.

Report on the Winter Structural Pest Control Advisory Committee Meeting By Mike Merchant

Texas Department of Agriculture’s quarterly Structural Pest Control Advisory Committee meeting was held on January 23, 2014.  The purpose of the committee is to advise the TDA and its commissioner on education and curricula for PMPs, examinations, proposed rules and standards on technical issues related to pest control, fees and other issues affecting the practice of pest control in Texas.

Today’s meeting was relatively brief, but informative. We met two TDA staffers that work actively behind the scenes on pesticide-related issues.  Rafael Paonessa is in charge of reviewing and approving the structural pest control CEU courses that all license holders must attend each year.  Rafael is the person I deal with to get approval for CEU classes that we offer.  He is always efficient and easy to work with.  He reported on recent overhauls of forms and procedures used in the re-certification program.

The biggest changes in the recertification process are in how course providers handle class attendance records, a subject I wrote about in detail last November.   The most common issue in getting courses approved, he said, is when providers do not provide enough detail about the planned course(s).  It’s important to provide enough information for his office to determine whether the course meets department guidelines. It’s also important that class content relates directly to pesticide use or pest management. General horticultural topics, or workplace safety topics (unrelated to pesticide safety), for example, will not be approved. The department does conduct spot checks of CEU classes to make sure the content is being covered and does not consist of advertising for a particular product or company.  Detailed information on putting together a course for CEUs is available in the just revised Pesticide Recertification Course Accreditation Guide, which is available online.

The other employee we met today was Dale Scott. Dale handles the pesticide product evaluation and registration system at TDA. Many people believe that EPA is THE agency that approves pesticide labels, but in fact all pesticides must also be registered by each state in which they will be sold. This is why not all pesticides are registered, or legal for use, in all states.  Approximately 16,000 pesticide labels are registered in the state at any time, and his office processes about 3,500 new pesticide registration requests every year.

A new EPA-mandated Pollinator Protection Icon will appear on many new pesticide labels starting in 2015.

A new EPA-mandated Pollinator Protection Icon will appear on many new pesticide labels starting in 2015.

Dale reviewed information about new pollinator protection guidelines that are beginning to appear on pesticide labels. Four neonicotinoid insecticides will be the first insecticides to come under the new pollinator protection label guidelines. Changes to look for include pollinator protection information under all Directions for Use statements, a new bee icon to draw attention to pollinator protection information, and consistent warning label language about applying insecticides when bees are actively foraging.  This is a topic that all pest management companies and technicians should be aware of. Dale promised to make his PowerPoint on the topic available to the committee.

Also, Maron Finley, IPM in Schools specialist in the department reported on the top ten violations found in school IPM program inspections this past year. Most, he noted, related to inadequate record keeping. In order, they included:

  1. No written guidelines that identify pest thresholds.  (155 violations, 39% of schools)
  2. Not maintaining records showing approvals of Yellow Category pesticides (93 violations, 23% of schools)
  3. IPM program records not maintained for the required time period (64 violations, 16% of schools)
  4. IPM Coordinator not conducting periodic facility inspections (63 violations, 16% of schools)
  5. No system for keeping records of facility inspection reports, pest control service reports, or pesticide applications (57 violations, 14% of schools)
  6. No plan for educating and informing school district employees about their roles in the IPM program (54 violations, 13% of schools)
  7. No monitoring program to determine when pests are present (48 violations, 12% of schools)
  8. No reference [in the IPM policy] to Texas laws and rules governing pesticide use and IPM in schools (40 violations, 10% of schools)
  9. IPM Coordinator training not completed within six months of appointment (32 violations, 8% of schools)
  10. Name and license numbers of persons applying pesticides not on file (31 schools, 8% of schools)

A more serious violation, which occurred only 10 times, and did not make the Top Ten list, was applications made by non-licensed applicators.  Maron noted that 9 of these violators were small, class 1A to 3A, schools, and that all were in rural communities.

Several on the committee commented that the overall violation rates seem low, and that compared to when the school IPM program first started, the state has made very good progress.  Nevertheless, everyone agrees that there is more work to be done to increase compliance.  Stephen Pahl expressed the desire for TDA to do more outreach to school administrators.  TASB, TASBO, and TASA are three school-oriented organizations that have ongoing meetings where school IPM talks can be presented.  George Scherer, of Texas Association of School Boards, was present and commented during public testimony that it is possible to get the names and contact information for school board members if needed during the compliance assistance phase of helping a school district.

Arnold Anderson, from Katy ISD, provided testimony on the subject of violations during the public comment portion of the meeting.  He suggested that schools with little experience in IPM should be encouraged to seek out a mentor school district rather than being fined. A suggestion was made that perhaps the TDA could facilitate mentoring by maintaining a current list of districts willing to mentor other districts in their IPM program development.  This might be another way TDA could reduce the number of school IPM violations without having to resort to administrative fines or penalties.

Finally, we were advised today that there is still an opening on the Advisory Committee.  If you know of someone who is not connected directly or indirectly with the pest control industry, and is interested in serving as a public member of the committee (with no pay or travel reimbursement), Leslie Smith is accepting applicants.

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School Pest News, Volume 12, Issue 9 December 2013

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Using the holiday break

As the year comes to an end and students are out of school for two weeks. For most of us it’s a time to be with family and friends; however, before you go on break there are few items you should look into.

1) Winter is the time for colds and flu. Use the break for extra cleaning and disinfecting. According to the CDC, there is a big difference between cleaning and disinfecting. Cleaning with soap and water is adequate to remove dirt and most germs. But, to truly disinfect surfaces you must have a solution that will destroy all bacteria and germs. A 10% bleach solution will kill most germs and bacteria. Other disinfecting products are on the market, but be sure to read the label, to ensure your product truly disinfects.

Areas to be disinfected:

  • Classrooms – students & teachers desks, door handles, and other worktop areas
  • Food handling – counter tops, prep areas and service lines
  • Restrooms – door handles, bathroom fixtures, including toilet handles
  • Other – locker handles, telephones, computer workstations, door handles

classroom2) Its often said that the  is the most underutilized pest control device. With a vacuum you can eliminate pest problems sometimes faster and more effectively than pesticides. Spider webs, for example, are controlled most effectively by vacuuming.  A couple of tips: 1) place a teaspoon of corn starch in the bag to keep the live bugs in the bag, 2) when finished vacuuming, remove the bag, place sturdy tape over the opening and dispose in outside dumpster immediately.

Areas to vacuum:

  • Classrooms – behind cabinets and book shelves, in corners from floor to ceiling, window sills
  • Food handling – under storage racks, behind shelves, corners from floor to ceiling, remove panels from large equipment and vacuum the dust bunnies up
  • Other – storage closets, workrooms and other areas not frequently used

3) Water leaks can be very costly if they go undetected or un-fixed. Winter is a time of year when the drip, drip, drip of water can turn into a major problem should pipes freeze.

Areas to inspect:

  • Sinks and toilets – check that seals and fittings are secure and there is no moisture around the pipes.
  • Showers – check that the grout is dry when not in use, if it’s wet after several hours have gone by, then there is a good chance a pipe has broken underneath.
  • Food handling – check seals and fittings, make sure there is no condensation building up around pipe chases.
  • Irrigation systems – now is a good time to turn off all outdoor sprinkler systems, the only thing that would need constant watering is a newly sodded field. Winter is a time of rest for plants, trees, shrubs and grasses.

As the saying goes, “An ounce of prevention is worth a pound of cure.” Make sure your building is ready for the new year by taking the time to clean, disinfect, vacuum, and repair water leaks. You’ll be glad you did.

 

Forget the rats…fix the problem  Blog Post by Mike Merchant

Sometimes pest problems can be so daunting that it’s easy to overlook the obvious solution. This was the case for many private and governmental PMPs in New Orleans following Hurricane Katrina. Fortunately, the obvious didn’t escape the attention of Claudia Riegel, with the New Orleans Mosquito, Termite, and Rodent Control Board.
Riegel was recently featured in a National Public Radio (NPR) piece on the huge city rat problems after the hurricane.  While the city and many PMPs were scrambling to dump enough rodent bait in bait stations and sewers to plug the Mississippi levees, the problem wasn’t getting better.

Riegel’s solution was simple in concept.  “Forget the rats; fix the problems!”

Norway rat exploring for food

Norway rat exploring for food

By problems, of course, she meant the overgrown vegetation, poorly sealed buildings, overflowing trash dumpsters other sanitation lapses.  In other words, integrated pest management (IPM).

As the story correctly points out, consistently successful pest control has to start with making the environment less hospitable to pests.  And for some pest problems, until we do this, all the pesticide in the world isn’t going to make a big difference.  This is not to say that rodenticides (or any pesticides for given pests) shouldn’t be used; but they should be used in the context of changing the pest’s environment.

John McDonogh High School before IPM program was adopted

John McDonogh High School before IPM program was adopted

New Orleans’ rodent problems, I’m sure, haven’t gone away. And they didn’t improve overnight either.  But the improvements are tangible, according to Riegel.  Maybe there’s a daunting pest problem you’re facing right now. The answer could be to “forget the pest for a moment, and fix the problem.”

New IPM Video’s for Childcare Centers released by Cal DPR.

Do you want to train your staff in some simple IPM practices?  DPR’s new IPM videos for childcare centers can help get you started.  Pests can be a nuisance or even a health hazard in childcare centers.  Getting rid of them without using a lot of pesticides takes common sense, good cleaning practices, and some simple tools.  These new videos, produced by the Growing Up Green Child Care IPM program at the California Department of Pesticide Regulation, walk you through the process of integrated pest management (IPM*), with demonstrations of tools and practices filmed in real childcare centers.

Key points:

Cal DPR staff wrote and produced the video series with input from industry and university people.

The intended audience is childcare providers and center directors.  These videos are short and simple, fast-paced videos of narrator/inspector performing inspection tasks, shots of child care center, pests in situ and structural problems associated with pests.

Available in English, closed captioned in English, open captioned in Spanish

Topics:  

Video 1: Integrated Pest Management in Child Care Centers

  • What is integrated pest management and why should you do it?

Video 2: Keeping Pests Out of Your Child Care Center

  • Keeping pests out is easier than getting rid of them.

Video 3: Do You Have Pests in Your Child Care Center?

  • Find out where pests are hiding before doing any pest management.

Video 4: Getting Rid of Ants in Your Child Care Center

  • Find out how to get rid of ants without spraying many pesticides.

Video 5: Getting Rid of Cockroaches in Your Child Care Center

  • Find out how to get rid of cockroaches without spraying many pesticides.

Video 6: Getting Rid of Mice and Rats in Your Child Care Center

  • Find out how to get rid of mice and rats without spraying many pesticides.

Video 7: The California Healthy Schools Act

  • If you run a licensed childcare center in California, you need to comply with the Healthy Schools Act.

 

The childcare IPM web site is http://apps.cdpr.ca.gov/schoolipm/childcare/  but the links to the videos are through YouTube right now

 

English http://www.youtube.com/playlist?list=PLgU4sA8HrUfrrheC4rNNgB1ou7JlnpKvP

 

Spanish http://www.youtube.com/playlist?list=PLgU4sA8HrUfpS149cEHh-Pnaz9utygEAo

 

 

 

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School Pest News Volume 12, Issue 8, November 2013

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Global Harmonization What?

If you haven’t heard by now, new rules have gone into effect on how you train employees or yourself on the new safety data sheets.  Just in case you have not heard this, I thought I would share with you some information from TASB and NPMA on the changing of MSDS to SDS and who needs to be trained.  Today we had our Fall IPM Seminar at the Texas A&M AgriLife Research and Extension Center in Dallas.  One of our speakers was Dr. Don Renchie, who covered this topic with close to 300 applicators from the North Texas region – in short, we all need to be aware of this new rule and adhere to it.  If you are applying pesticides – please remember to review the new rules and train your staff.

 

Federal Hazard Communication Rules

By: Joanie Arrott, Risk Management, TASB

Background

The Hazard Communication Standard (known as HazCom for short) was originally adopted by the Occupational Safety & Health Administration (OSHA) in 1984.  The HazCom Standard is also known as the Worker’s Right to Know Act, based on the fundamental premise of the standard which is that employees have the right to know about the hazards they can be affected by in the workplace.  The complete federal standard can be found at 29 CFR 1910.1200.

In early 2012, OSHA began the process of aligning the HazCom Standard with the Globally Harmonized System of Classification and Labeling of Chemicals (GHS).  Prior to the implementation of GHS, chemical manufacturers and distributors were allowed to present information on chemical labels and Material Safety Data Sheets (MSDS) in whatever format they chose.  Once fully implemented, the new standards will lead to enhanced workplace comprehension of hazards, reduced confusion, facilitated training, and safer handling of chemicals.  Workplace employees will have quicker and more efficient access to hazard information.

 

Revised HazCom Standard

As a result of the HazCom rules being aligned with the GHS, there are three major areas of change: hazard classification, labels, and safety data sheets.

The newly revised HazCom standard includes a common and coherent approach to classifying chemicals and communicating hazard information that was developed.  The definitions of hazards have been changed to provide specific criteria for classification of health and physical hazards, as well as classification of mixtures. These specific criteria will help to ensure that evaluations of hazardous effects are consistent across manufacturers, and that labels and safety data sheets are more accurate as a result.

Global Harmonization Pictogram - images are universal worldwide

Global Harmonization Pictogram – images are universal worldwide

Chemical manufacturers and distributors will be required to provide a label that includes a harmonized signal word, pictogram, and hazard statement for each hazard class and category. Precautionary statements must also be provided.  This means that all chemical manufacturers and distributors must prepare new labels and safety data sheets to convey the hazard information to their downstream customers.

Employers must ensure that new labels and safety data sheets are compiled and used throughout the workplace.  Chemical labels using the old format of hazard information and MSDS will not be allowed.

Employers must ensure that the SDSs are readily accessible to employees for all hazardous chemicals in their workplace. This may be done in many ways. For example, employers may keep the SDSs in a binder or on computers as long as the employees have immediate access to the information without leaving their work area when needed and a back-up is available for rapid access to the SDS in the case of a power outage or other emergency. Furthermore, employers may want to designate a person(s) responsible for obtaining and maintaining the SDSs. If the employer does not have an SDS, the employer or designated person(s) should contact the manufacturer to obtain one.

 

Important Compliance Deadlines

December 1, 2013 – Employers must train employees on the new label elements and safety data sheet (SDS) format

Workplaces are already receiving labels and SDSs that are consistent with the GHS, since many American and foreign chemical manufacturers have already begun to produce HazCom 2012/GHS-compliant labels and SDSs.  It is important to ensure that when employees begin to see the new labels and SDSs in their workplaces, they will be familiar with them, understand how to use them, and access the information effectively.

December 1, 2015 – Chemical manufacturers, distributors, importers, and employers must ensure all containers are labeled using the GHS label standards.

During the phase-in period, employers would be required to be in compliance with either the existing HCS or the revised HCS, or both. OSHA recognizes that hazard communication programs will go through a period of time where labels and SDSs under both standards will be present in the workplace. This will be considered acceptable, and employers are not required to maintain two sets of labels and SDSs for compliance purposes.

 June 16, 2016– Employers must be fully compliant with GHS standards.  This means all required employees receive the necessary training for the GHS standards, and all records and all products must be identified with GHS SDS’s and labels.

This will not change how districts conduct business, but it will impact the district’s HazCom Plan and Chemical Hygiene Plan in that training will need to be given on how to read the GHS SDS’s and labels as well as updating all chemical inventories with the proper SDS’s and labels.  Remember the deadlines for the rule; this is a four year adoption process to become fully compliant.  There is a sample GHS SDS and label attached to this message for your review.  Below are a few links and resources that can also answer questions that you may have.

 Resources and Links

For an overview of the 2012 update to the Hazard Communication Standard, NPMA created a library update for our PESTWORLD magazine.  NPMA also created an online training that meets the December 1, 2013 OSHA specific training requirements.  These items are accessible at the following link: http://www.npmapestworld.org/publicpolicy/hazcomm.cfm

ALL pest management professionals including technicians  and apprentices that handle pesticides are required to undergo the updated training.

OSHA’s FAQ on GHS compliance:  http://www.osha.gov/dsg/hazcom/hazcom-faq.html#1

United Nations Globally Harmonized System of Classification and Labeling of Chemicals- Fourth revised edition:  http://www.unece.org/trans/danger/publi/ghs/ghs_rev04/04files_e.html

 

MSDS online GSHS answer center:  http://blog.msdsonline.com/ghs-answer-center/

 

Thank you to George Scherer with TASB’s OnSite Environmental as well for sharing his thoughts on this topic.  As well as Marcia Duke with the National Pest Management Association

 

 

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School Pest News, Volume 12, Issue 7, October 2013

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Don’t use wasp spray as a substitute for pepper spray in a defensive situation By: Lynette Spicer, News Coordinator, Iowa State University & eXtension

Gun violence this fall at schools and colleges across the nation helps keep a contemporary legend alive. One version of the legend tells of a church receptionist working in a high risk area who kept a can of wasp spray on her desk for self defense. The legend, usually spread by email, suggests wasp spray draws less attention than a can of pepper spray and is effective against violence.

Poison control records document an amazing number of people who have accidentally sprayed themselves or innocent bystanders when using aerosol cans

Poison control records document an amazing number of people who have accidentally sprayed themselves or innocent bystanders when using aerosol cans

“These emails may have initially begun as a hoax or simply a bad idea shared among an increasing number of people,” said Catherine Daniels, Pesticide Coordinator at Washington State Pest Management Resource Service.

“Unlike urban legends, which by and large don’t result in bodily harm, just odd behavior in people trying to avoid whatever danger the legend promotes, the advice in this email—if followed– can result in significant harm,” she said.

Janet Hurley, an Extension Specialist with the School Integrated Pest Management (IPM) program through Texas A&M AgriLife Extension Service, got many questions from school districts at the beginning of this school year. Hurley provided one example: “A school district in north Texas was inspecting its campuses at the beginning of the school year. The IPM Coordinators kept noticing cans of wasp killer in the offices of the school secretaries. Since the school follows IPM and has a policy about only licensed applicators making pesticide applications, the coordinators began to ask questions. Apparently, the secretaries had heard from a law enforcement person who said a can of wasp killer could injure an attacker at 10 feet and therefore would be a way to keep an intruder from school.”

Pesticide experts from Extension services at land-grant universities emphasize the public should use pepper sprays and pesticides only for their intended uses, and ask the public to help debunk urban legends about using wasp spray for defense. They also advise individuals to check with local law enforcement departments for specific laws about the possession and use of pepper spray products.

Why wasp spray should not be used for defense

1. There’s no research to suggest wasp spray would stop an attacker.

2. Using a pesticide in a manner other than according to labeled directions is a violation of federal law (the Federal Insecticide, Fungicide, and Rodenticide Act).

3. It is illegal (finable offense) for anyone to recommend a use other than the labeled use.

4. Personal liability is likely to be significant for a person who deliberately sprays another person with a pesticide.

5. Pesticides such as wasp spray have not been tested on humans. Direct human toxicity data comes from records of accidental exposures and suicide attempts.

6. Poison control records document an amazing number of people who have accidentally sprayed themselves or innocent bystanders when using aerosol cans. An emergency situation may exacerbate that reaction.

Pepper sprays

Capsaicin, the active heat ingredient from cayenne peppers, is used in the temporarily debilitating pepper spray weapons for personal protection. Canisters of pepper spray (also known as OC spray or oleoresin capsicum) dispense a solution containing capsaicin, an inflammatory agent which affects the eyes, respiratory system, skin and muscle coordination.

Wasp sprays

The active ingredients in most wasp sprays contain pyrethrins or pyrethroids. They are derived from a species of the chrysanthemum plant and affect the nervous system.

More information

Snopes.com tracks urban legends, http://www.snopes.com/crime/prevent/waspspray.asp

Sources: Catherine Daniels, PhD, Washington State University, cdaniels@wsu.edu; Janet Hurley, MPA, Texas A&M AgriLife Extension Service, ja-hurley@tamu.edu; Kaci Buhl, MS, Oregon State University, buhlk@ace.orst.edu

 

Controversy swirls around pesticides

By: Michael Merchant, PhD, BCE, Texas A&M AgriLife Extension Service, Dallas, TX

Insects like bees, are the most common and abundant pollinators

Insects like bees, are the most common and abundant pollinators

What could present a more peaceful, bucolic image than the scene of beekeepers tending their hives?  Yet there is little peaceful about the scientific and political battle swirling about beekeepers and honeybees at the moment.  At stake is nothing less than a group of insecticides that are growing in importance to the pest control industry in Texas.

In 2006 the domestic bee industry in the U.S. and in other countries around the world was hit hard with puzzling bee and colony losses, since referred to by researchers as Colony Collapse Disorder (CCD).  Now many voices are blaming an important group of insecticides known as neonicotinoids.  These same neonicotinoids include insecticides being found increasingly useful in control of bed bugs and ants, among other pests battled by PMPs.

The smoking gun against neonicotinoids came in the form of studies reported last year that show that one of the sub-lethal effects of low exposure neonicotinoids include loss of the bees’ sophisticated ability to find their way back home. This loss of homing ability would account for one of the more distinctive symptoms of CCD, namely colonies that slowly decline with no signs of dead bees around the hive. Other forms of colony decline typically include dead bees around the colony entrance.

In a typical year beekeepers expect to lose 10-15% of their colonies to disease and various stresses.  Since CCD arrived, colony losses have averaged 30% each winter, a significant increase.

A recent panel convened by the USDA and EPA concluded that CCD is the result of multiple causes including parasites, poor nutrition, diseases, and overworked bees.  However, despite protests from farmers and the warnings of many scientists that the jury is still out on causes of CCD, environmentalists this spring successfully lobbied for a temporary ban on agricultural uses of neonicotinoids in Europe.

To make matters worse, on June 19th of this year a pest control company in Wilsonville, Oregon sprayed several trees with the neonicotinoid insecticide dinotefuran. The sprays were applied to control an aphid infestation that was causing honeydew deposits on cars in a Target parking lot. The trees were in full bloom and, in direct violation of the label, they were sprayed during the day when bumble bee activity was at its peak. The resulting deaths of 50,000 bumble bees made national headlines and raised cries for a European-style ban of the use of neonicotinoids here in the U.S.

While there is no doubt that neonicotinoids are toxic to bees at high enough doses, scientists are still divided on the question of whether bees that forage on properly treated plants are exposed to high enough levels of toxicant to suffer from flight disorientation, and whether there is even a correlation between CCD and neonicotinoid use. Indeed, in some parts of the world where neonicotinoids are extensively used, such as Australia, CCD is not reported to be a problem.

If the scientists who study bees are divided on the cause of bee risks from pesticides, it’s likely that the answer to this question will be complex. But here are some points that might be useful as you consider how and whether to keep neonicotinoids in your company’s insecticide tool box, and how to respond to customer questions about these products.

  • Both the USDA and EPA recently issued a report summarizing positions that CCD is a result of multiple factors, not just pesticides.
  • All labels are approved on the basis that when used according to label directions the pesticide must not pose unreasonable adverse to humans or the environment, including honeybees.  The EPA has recently reviewed registrations for some of these insecticides and stands by its risk/benefit assessment that these products can be used safely if the label is followed.
  • While research is suggestive of a potential risk to bees from agricultural uses of neonicotinoids, the case is far from proven. And so far, to my knowledge, no credible sources have suggested that urban residential uses of neonicotinoids pose any unusual risk to bee colonies in urban areas.
  • The greatest potential risk to bees from neonicotinoids appears to be in agricultural settings, where bee colonies are exposed to large acreages of treated plants.  The diversity of plants and the relatively low use of pesticides in urban settings argues for lower potential risks in residential and commercial landscapes.
  • Despite their toxicity to bees, neonicotinoid insecticides are relatively low in toxicity to people and mammals.  This is due to unique nerve junction differences between insects and mammals. Just because an insecticide is toxic to bees doesn’t mean that it has broad ecological toxicity.

The Oregon experience should serve as a warning to exercise caution when spraying neonicotinoids directly on outdoor plants.  They should not be sprayed on either weeds or ornamental plants when such plants are in bloom.

Remember to read all insecticide labels carefully.  The label will tell you how to protect honeybees and other pollinators.  But that same label is only useful if it is read and followed. Good product stewardship is the surest way to preserve neonicotinoids for use in the future.

What are Neonicotinoids?

Neonicotinoid insecticides are a relatively new class of systemic insecticides that have grown to make up approximately 20% of the global pesticide market. The first neonicotinoid to be introduced to the pest control market in the U.S. was imidacloprid, used for termite control (Premise®), landscape and lawn insect control (Merit®), and even bed bug (Temprid®) and flea control (Advantage®).  Imidacloprid, remains at the center of the CCD controversy because of its widespread use in agriculture and in the ornamental landscape market.  Other neonicotinoids currently in use by the pest control industry include  dinotefuran (Safari®, Alpine®), thiamethoxam (in Optigard® and Tandem®) and acetamiprid (in Transport® and Temprid®).  If you are not sure whether a product you may be using contains a neonicotinoid, check the active ingredients list on the front panel of the insecticide container.  Because neonicotinoids are systemic, and can be taken up into plant tissues, they can be injected into the soil for control of many sucking pests, eliminating the need to spray.

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Fire Ant Basics

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When it comes to fire ants, pay attention to detail  By:  Dr. Mike Merchant

In case you missed it, last month a 13-year old middle school student died  as a result of fire ant stings he suffered during half-time on a Corpus Christi, Texas football field.  The student, Cameron Espinosa, was on the sidelines when he complained of difficulty breathing after receiving fire ant stings on the field.  He collapsed and died several days later from complications due to an apparent anaphylactic reaction to fire ant venom.

The incident reminds me of how important good pest control is to everyone’s health and well-being. It also gets me thinking about all the things necessary to doing a good job when it comes to fire ants.

I know this school district considered fire ant control important and took steps to control them, but a lot of factors go into controlling fire ants effectively on a football field, or in any sensitive site.  So I thought I would share some things that come to mind when I think about good fire ant control:

  • Know your fire ant insecticides.  Fire ant control insecticides include slow-acting baits (IGRs), faster-acting baits (spinosad, indoxacarb, hydramethylnon), slow-acting residual granulars (fipronil), faster-acting residual granulars (bifenthrin).  You also have a wide variety of products for mound treatments, most requiring water for activation. Each of these products has advantages and disadvantages.  Do you know them? If not, check with your state extension entomologist or a knowledgeable pesticide distributor.
  • Plan ahead.  Baits are less costly than most other treatments and fit in well with goal of using safer materials, especially at a school district.  But baits are slow, most requiring 1-2 months for peak control. Even non-bait, residual granular insecticides require time for control.  The popular Top Choice® granular insecticide (fipronil), requires 1-2 months to eliminate fire ant mounds in the treatment zone. These products are not designed to give good control two days before the first Friday night football game.
  • Know when and how to inspect a field for fire ants.  Fire ants are present in fields all year round, but they are most visible during cool weather, or just after a rain or heavy irrigation.  Inspecting the field at the wrong time could lead to a false sense of security regarding fire ant activity.  In some cases, especially during hot, dry weather, use of hot dog slices (possibly at night) can be the best way to measure fire ant activity.  Also, in the case of athletic fields it’s a good idea to do a final inspection just before a game or practice. Fire ant mounds can appear within just a few hours, especially after a rain.
  • Know how to apply insecticides accurately.  Fire ant baits require specialized equipment designed to put product out at very low rates (generally 1- 1.5 lbs/acre). For large areas a Herd GT-77 spreader is a standard application tool.  Spyker rotary spreaders, or handheld seed spreaders are good for smaller areas. All spreaders should be carefully calibrated to make sure the correct amount is going over the field.  Too much bait and you will overspend on product, too little and you might not get the desired control.  The same is even more true for the more expensive granular residual products.
  • Know when to apply.  Fire ant baits are most effective if applied when ants are actively foraging. When soil temperatures are above 95 degrees F, fire ants stop foraging and retreat deep in the soil.  Baits applied during midday will degrade and lose their attraction before the ants return to the surface at night, when temperatures have dropped.  This means that in the heat of summer fire ant baits should be applied later in the day, just before evening.  Baits are also not effective during the cooler season, so baits applied between October and April, say, may not give you satisfactory control.
  • With baits it’s also important to know the age of the product.  Fire ant baits don’t have an especially long shelf life. So buying fire ant bait when its on sale late in the season for the following year may not be the bargain you think it is.  Buy your bait just before you need it, and only as much as you need.  Saving bait, especially opened containers, from one season to the next, is not recommended. If you are unsure of the quality of a bait, find an active nest and sprinkle some around the base of the mound.  If the bait is fresh the ants should quickly (within 5-15 minutes) pick it up and carry it underground.
  • Don’t rely on just treating mounds to manage fire ant problems.  Mound treatments can effectively kill fire ant colonies, but they do a terrible job of managing fire ant populations in an account.  That’s because it is so difficult to find and treat fire ant mounds. A new fire ant colony may take 6 months to even produce a visible mound.  Broadcast residual treatments or broadcast applications of baits are much more effective because they treat all mounds, visible and invisible.  And they are generally less expensive than mound treatments.
  • Water, water, water. Water is a necessary part of treating individual mounds.  Without it you cannot effectively reach the lower parts of a fire ant nest.  One to two gallons of mixed insecticide, or 1-2 gallons of water to wash in a granular application, are mandatory for good control.  And don’t expect immediate control with all mound treatments.  Aerosols and liquid drenches are fastest, but allow at least an hour with these treatments to ensure that ants in a nest are neutralized.

These are just a few of the details necessary to ensure that you’ve done the best you can to keep your accounts mostly fire ant free.  And remember that schools with athletic fields aren’t the only sensitive sites. Playgrounds, nursing homes and other medical facilities, parks, event grounds servicing thousands of concert goers–all are places where fire ant control needs to be done right.

If you’re a PMP servicing a school or park or a residential lawn, you can’t do this all on your own. Communicate and enlist the help of your customers: coaches, park maintenance staff, or homeowners. Let them know about how to report problems and to know what to do in case of need for an emergency treatment.  And let your customer know about the importance of taking stings–any arthropod sting–seriously.  Anyone who experiences difficulty breathing, tightness in chest or throat, hives or rashes after a sting should seek medical assistance immediately.

Fire ants, like all pests, are an inevitable part of life in Texas.  But that doesn’t mean we have to live with them.

Beware Fire Ant Stings  By, Lucy Li, Ph.D. University of Arizona, Public Health IPM 

Because they are so common throughout the South, fire ant risks are often underestimated.

Because they are so common throughout the South, fire ant risks are often underestimated.

People vary greatly in their sensitivity to fire ant stings. Some may experience very mild discomfort, while others may be hypersensitive to venom or may have medical conditions (e.g., heart condition, diabetes) that can result in serious medical problems or even death from a single sting. Individuals with a history of severe allergic reactions to insect bites or stings should consider carrying an epinephrine auto injector (EpiPen) and should wear a medical identification bracelet or necklace stating their allergy.

Individuals should take the following steps if they are stung or bitten by fire ants:

  1. Remove the stinging ants. The best method is to rub off ants briskly by hand or using a cloth, as they will attach to the skin with their jaws.
  2. Over-the-counter Antihistamines products may help for minor stinging incidents. Follow directions on packaging. Drowsiness may occur.
  3. Seek an emergency medical facility immediately if a sting causes severe chest pain, nausea, severe sweating, loss of breath, serious swelling, or slurred speech. Anaphylactic shock can lead to death.

Avoiding Fire Ant Stings

The best way to avoid medical emergencies associated with fire ants is to prevent being stung. Here are some tips to learn to recognize threatening situations:

  • Look for fire ant mounds. Take care not to stand on or near them.
  • Teach children about fire ant hazards.
  • Alert visitors to your landscape that fire ant mounds are present.
  • Wear protective clothing when outdoor activities taking place near fire ant nests. Wear boots or tuck pant legs into socks.
  • Control ants where they occur in areas used frequently by people and pets.
  • Use insect repellents on clothing or footwear.
  • Use quick defensive reaction. Remove the ants that climb up on your body as quickly as possible.
  • Do not disturb ant nests.
  • Watch for foraging ants (ants looking for food). Edges of bodies of water, trash cans and areas with spilled food or sugary drinks become areas where large numbers of foraging workers congregate.
  • Sometimes fire ants invade indoors. This is particularly common when conditions outdoors become very hot and dry or when flooding occurs in the immediate landscape.

For more information about fire ants and other stinging pest first aid, please visit the CDC website at http://www.cdc.gov/niosh/topics/insects/#overview

For more information about fire ant stings and how to treat them, read Fire Ant Stings on eXtension.

To learn more about treating anaphylactic shock and first aid in an emergency situation click here.

To learn more about fire ant lifecycles and biology click here.

 

 

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School Pest News, Volume 12, Issue 6, September 2013

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Imported Fire Ants the Cause of Death in Texas  By Maggie Lawrence, Auburn University

The biting, stinging fire ant is a nuisance most people are far too familiar with, but few recognize the life-threatening danger these small pests pack in their punch.

Recently, a Texas teen died after numerous fire ant stings during a junior high football game in Corpus Christi. Allergic reactions to fire ant bites are rare, but require quick thinking and proactive first aid work.

Texas  A&M AgriLife Extension Service Program Specialist, Janet Hurley, works with Texas schools to implement Integrated Pest Management practices on school campuses. She says that fire ant mounds aren’t always visible on the surface, so extra caution should be taken to ensure safety at outdoor events. Weather also plays a role in their elusive behavior. In droughts, fire ants dwell below the surface. When moisture returns, fire ants move up to keep from drowning.

“What I would like for people to understand is that fire ants are a stinging pest,” Hurley says. “There are treatment options available, but it is not a one shot and we are done situation when it comes to fire ant treatments.”

More than one fire ant sting can result in serious medical problems, even in people with normal immune systems. While most people can tolerate stings, severe allergic reaction occurs in less than one percent of the human population. Most people are unaware of their allergy until they are stung for the first time.

“The low percentage seems a joke until your child, spouse, or parent suffers from a severe reaction,” Hurley says. “Allergic reactions don’t have to start in early childhood, it can happen later in life. We have seen reactions in the elderly as well.”

Dr. Bart Drees, a retired Extension entomologist at Texas A & M University says recognizing the threat of allergic reaction to fire ant stings is the first step in avoiding them.

“The very young, very old and those with compromised immune systems are a major concern,” Drees says. “Teaching children to recognize and avoid fire ants and fire ant mounds is the best course of action to prevent undesirable and tragic incidents from happening.”

For more information about fire ant stings and how to treat them, read Fire Ant Stings on eXtension. To learn more about treating anaphylactic shock and first aid in an emergency situation click here.    To learn more about fire ant lifecycles and biology click here.

Fire Ant Sting Information

People’s sensitivity to fire ant stings varies greatly. Some individuals may experience only very mild discomfort. Others may be hypersensitive to venom or may have medical conditions (e.g., heart condition, diabetes) that can result in serious medical problems or even death from a single sting.

Treating Fire Ant Stings

Remove fire ants by rubbing them off briskly by hand or with a cloth.  Pouring water over the ants or jumping into water is not an effective way to remove them. Fire ants use their jaws to hold on before they actually sting so they are fixed tightly to skin and clothing.

Localized skin reaction to venom

The sting site will hurt for a few minutes and will redden.  Next, the area swells into a bump within 20 minutes. Within several hours to a day, most people develop a white fluid-filled pustule that is highly characteristic of imported fire ant stings. For most people, the pustule dries up in several weeks.

Treatment for minor stinging incidents

For minor stings with only pain and pustules, treat with over-the-counter products that relieve pain and prevent infection. Swelling that spreads from the stung area does sometimes occur. Large local reactions should be treated with local application of ice. For more information, consult your doctor or pharmacist.

Whole body reactions

There are a number of symptoms of an anaphylactic reaction to fire ant stings. These symptoms appear rapidly after the person is stung.

  • Difficulty breathing
  • Swelling of the face, lips or throat
  • Severe chest pain
  • Severe sweating
  • Slurred speech
  • Dizziness
  • Nausea

First Aid

Individuals with a history of severe allergic reactions to insect bites or stings should consider carrying an epinephrine auto injector (EpiPen) and should wear a medical identification bracelet or necklace stating their allergy.

Individuals should take the following steps if they are stung or bitten by fire ants:

  • Rub off ants briskly, as they will attach to the skin with their jaws.
  • Antihistamines may help.
    • Follow directions on packaging.
    • Drowsiness may occur.
    • Seek an emergency medical facility immediately if a sting causes severe chest pain, nausea, severe sweating, loss of breath, serious swelling, or slurred speech. Anaphylactic shock can lead to death.

For more information about fire ants and other stinging pest first aid, please visit the CDC website at http://www.cdc.gov/niosh/topics/insects/#overview

Mosquito Control and the TX School IPM Program 

The most important single thing a school district can do is make sure school grounds are not contributing to your local mosquito populations.  Check water catchment basins, storm drains, low areas, and equipment storage yards, athletic and playground equipment, especially, for places where water might be caught and held.  Drain or treat with Bt dunks, or Altosid granules–both Green category insecticides.

Mosquitoes typically rest in vegetation or other shaded sites during the day.  If you have areas of vegetation or doorways where mosquitoes are a noticeable problem, consider treating such sites with a residual pyrethroid spray.  This would be a Yellow category treatment and should be limited to known problem areas.  Insecticides like deltamethrin, cyfluthrin, bifenthrin, and lambda-cyhalothrin can provide up to six weeks control on vegetation or building surfaces.  They can be applied via hand-held pump sprayer, backpack mist blower, or power sprayer to doorways and trees, shrubs and ornamental grass around buildings and entryways.  Do not allow students or staff into treated areas until sprays have thoroughly dried. Remember students cannot enter an area that has been treated with a Yellow Category product for 4 hours.

If the city or your district wants to apply ULV insecticides for pretreating sporting venues, posting and notification requirements must be followed and Yellow category justifications filed, as with any use of Yellow category product.  ULV treatments usually use synergized pyrethrins (Green for products with less than 5% piperonyl butoxide), resmethrin or permethrin (Yellow).  Mosquito control with such sprays is short-lived (few hours to a day) and should be conducted only when wind is less than 5-10 mph.

When it comes to IPM for mosquitoes, don’t forget educating students, parents and staff.  The district should consider notifying parents and students advising them to wear repellent to school or evening sporting events.  Use of repellents on school grounds is something each school district must decide on.  Personal use of repellents is not prohibited or really addressed by state school IPM regulations; however, they are addressed through the Department of State Health Services who considers repellents as part of an over the counter medication.  If you have done so, visit with your district’s head nurse make sure she/he is aware of your IPM program and the efforts you, your staff and your pest control contractor are doing everything they can do to help prevent mosquitoes.  The Texas Department of State Health Services and many local mosquito control authorities have useful educational fliers and websites (see below) that parents should be aware of.  School districts have a useful role to play in getting mosquito awareness information out to our communities.  Consider linking this information in your school district’s website.

Some quick facts about mosquito life cycle, breeding, and water sources:

  • Once mosquitoes find a suitably polluted puddle of water, they lay eggs.  Eggs take about a day to hatch and the larvae 5-8 days at 30 degrees C (86 deg F).  Once they pupate it’s another 36 hours before the adult emerges.  So its 10-14 days typically for development.  Standing water must remain for about that length of time before it is likely to breed mosquitoes.
  • Clean water is not so much an issue, but if rain water is mixed with leaves and/or soil and sits in the sun for a week or so, it gets pretty attractive for mosquitoes. In addition, water where fish are present, such as a pond or permanent stream is not usually a big source of mosquitoes.

Remember the 4 D’s

  • DUSK/DAWN- Stay indoors at Dusk/Dawn.  This is the time of day that mosquitoes are most active.
  • DEET-Use insect repellents that contain Deet when going outside, especially at times closer to dawn or dusk when mosquitoes are most active.
  • DRAIN – Remove all areas of standing water.  Examples are pet dishes, birdbaths, and water dishes under potted plants.  Repair faulty French drains.  Remove debris from rain gutters.  Mosquitoes will breed in this debris since it is normally damp under the debris.  Remove all piles of dead leaf material from under trees and shrubs.  This also is a breeding site.
  • DRESS– Avoid being bitten by mosquitoes by wearing light colored long sleeved shirts and long pants when going outside.

RESOURCES

The Dept. of State Health services has been sending out emails to school nurses and administrators.  However, at AgriLife Extension we are also providing you this information to ensure everyone knows what you can do.

Need a mosquito management plan – check out this link  eXtension mosquito plan

Need a poster, flyer, or other information to hand out to teachers, parents or students, including a sample letter you can send home to parents  – check out our link https://schoolipm.tamu.edu/forms/public-health-pests-information-resources/

Need additional information about West Nile Virus or other infectious diseases – check out the Dept. of State Health Services website at http://www.dshs.state.tx.us/idcu/disease/arboviral/westnile/information/special/schools/default.asp

Dr. Mike Merchant has a couple of very good YouTube videos on mosquito prevention and control – talk to your IT department about allowing you to view these very short informative videos.   http://www.youtube.com/watch?v=YEqv3h03cSY&feature=bf_prev&list=PL601F08778CC0167C

For Frequently Asked Questions about aerial spraying for mosquitoes, see http://citybugs.tamu.edu/2012/08/14/faqs-about-aerial-spraying/

Mosquito Safari is an Extension website with general information about mosquito identification, biology and control, including an interactive tour of common mosquito breeding sites, great site to share with teachers, parents and students.  http://mosquitosafari.tamu.edu/index.swf

 

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School Pest News, Volume 12, Issue 5, August 2013

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Why is IPM so important?

Most of us in our everyday lives don’t give pest control a second thought. We only react after we see a roach or a mouse run through our house. Yet in our professional surroundings, some of us are asked to follow Integrated Pest Management (IPM) either by law or voluntarily.

IPM is a strategy that provides quality pest control using the least hazardous chemicals and techniques.  IPM programs use current, comprehensive information on the life cycle of pests and their interactions with the environment.  This information, in combination with available pest control methods, is used to manage pest damage by the most economical means, and with the least possible hazard to people, property, and the environment.

Schools and childcare facilities face risks from to pests as well as the pesticides used to control these pests.  Pesticides can help control pests but must be used carefully.  It’s important for all of us to remember that children may be more sensitive to pesticides than adults.  Young children, especially, may have different exposures than adults – – they can encounter pesticides by crawling, exploring, or hand-to- mouth activities.

While this information is nothing new to most of the readers of this newsletter, anyone who works with pesticides on a regular basis needs an occasional reminder.  Consider the following real life stories taken from the news over the past few years.

  •  A janitor is asked to reduce a weed population around an elementary school campus. The janitor, who is not licensed to apply any type of pesticide, chooses a restricted-use pesticide. Restricted-use pesticides are hazardous chemicals and must be applied by a licensed applicator. This janitor sprays the weeds during the school day, while the kids are in class, outside the open classroom windows.  The end result is 40 students going to the hospital and 90 people are evacuated from the building. Not only did this school not follow IPM, but it ignored indoor air quality issues. The parents of this district were extremely upset and “stormed the superintendent’s office.”
  •  A coach keeps a can of wasp spray in his office so that he can take care of problems when illegal storage of pesticidethey occur. The athletic field house is located a distance from the main school buildings and wasps like to build their nests on the eve of this building.  The coach feels that it’s okay to “get rid of this problem” and “it’s no big deal” to spray a wasp spray whenever he has a problem. While no student has ever been harmed, others have seen this happen and know that the coach is violating a law. The coach is turned in, an investigation follows, and the school district now faces legal actions.

Most will read these two stories and think “no harm, no foul” or maybe not. The problem with anyone who is not licensed applying a pesticide around children or other sensitive individuals is that you never know how it will affect someone. In the case of the weed killer, children were sick, their parents were very upset and the district had to react to a needless problem. In the case of the coach, while there was no one around when he sprayed the wasps, there could have been.

By simply adopting IPM and using folks like custodians, teachers, and staff members as the eyes and ears for the district; the IPM Coordinator can react to problems quickly and efficiently.  Remember that licensed pesticide applicators are trained professionals that understand the requirements of mixing, loading, applying and disposing of pesticides properly.  More importantly, by using licensed professionals in your district sets an example for your community that lets parents and teachers know that you care about the safety and well-being of the children and staff.

Remember in school and childcare facilities IPM programs are the responsibility of everyone working together to reduce both pests and pesticide threats to students, teachers, staff members, and administrators.

 

Tips for teachers and staff to help with IPM

Clutter and pests go hand-in-hand:  In most schools today clutter is a natural phenomenon that just “happens.” However, many pests (cockroaches, spiders & mice) thrive in areas that accumulate a lot clutter. Clutter control is essential in classrooms to reduce potential habitats for pests.

Summer storage can lead to pest problems later in the school year. Try storing items inside plastic storage containers for easy use and cleanup.

Summer storage can lead to pest problems later in the school year. Try storing items inside plastic storage containers for easy use and cleanup.

  • Keep materials organized in plastic storage boxes with lids.
  • Eliminate cardboard wherever possible.
  • Store items several inches away from walls so that storage areas can be easily inspected for pests.

Facing the food battle in the classroom:  These days keeping food out the classroom is not as easy as before. There are those rooms that students spend their entire day in the room, even lunches. That said, teachers and students can help keep pest populations from going “out of control.”

  • Store food in pest-proof plastic containers.
  • Keep items like beans, corn, and macaroni in plastic containers and pick up spilled items after each use.
  • If food or drinks are spilled in the room, clean it up immediately.
  • Encourage students not to keep food, drinks or candy in their desk or lockers. Have a cleaning party before long school breaks.
Pets in the classroom are good only if they don't distract or add more stress for teachers and students. Pets can become pests when ants, mice, and gnats also inhabit their space.

Pets in the classroom are good only if they don’t distract or add more stress for teachers and students. Pets can become pests when ants, mice, and gnats also inhabit their space.

Pets in the classroom: Pets in a classroom can provide valuable learning opportunities; however, they can also lead to pest problems.

  • Store pet food in sealable containers; make sure the lids are closed tightly each day.
  • Clean up food or water spilled during routine feedings.
  • Clean pet cages and aquariums on regular basis.
  • Check aquariums periodically for water leaks.
  • Avoid placing pet cages and aquariums on wooden boxes, place on an open pedestal – less area for pest s to hide.

Report problems and monitor for pests: Teacher and custodians are usually the first to find a problem. However they do not always think to report it.

  • Report water leaks, cracks in doors and windows, or other items needing repair.
  • Help identify pest vulnerable areas to the IPM Coordinator or the licensed applicator.
  • Use a pest sighting log in each building, report pest sightings immediately and accurately.
  • Don’t move pest monitoring stations, if you notice one has been moved report it.
  • Don’t store pesticides in your room or custodial closet.

Be prepared for back to school and avoid head lice this year. 

A new head louse season begins each year with the opening of school.  According to the National Pediculosis Association, millions of children in the U.S. will be infected with head lice this year.  Many of these head louse infections will be contracted in school settings.

Many school employees are baffled as to the reason and cures for head lice.  The purpose of this article is to clarify some important facts about head lice and offer some practical management suggestions for school pest management coordinators.

Head lice are tiny insects that live only on the scalps of humans.  Head lice feed on blood, cause itching and are a source of embarrassment to the child (and parents).

Much misinformation about head lice abounds.  Infestation is not necessarily a sign of poor hygiene.  Head lice occur on all people regardless of socioeconomic class.  Head lice do not jump.  They are spread primarily by crawling from one person to another, often via secondary transfer on hats, combs, headbands, jackets, etc.  It is possible, though less likely, that head lice can be transferred by sharing upholstered chairs, bean bags, or carpeting.

Head lice can be very difficult to eliminate from children’s’ hair.  Parents often assume, or are told by physicians, that the difficulty in eliminating infestations is that their child is becoming re-infested at school.  While this can happen, it is probably more often the result of improper or inadequate treatment at home.

Because head lice can be transferred from person to person on carpeting or furniture, and because parents often blame the school for the problem, maintenance departments are often called upon to help solve head lice problems.

Image of head louse

Image of head louse

Head lice should be considered a medical, not a housekeeping, problem.  For this reason, school nurses working to educate parents and teachers should take the lead in handling most louse problems in a school.  In cases where school nurses are unavailable, or unfamiliar with head lice, the IPM coordinator can help by making sure that everyone is provided with the best, most accurate information about head louse control.

Some school districts, following significant head louse epidemics, have opted to pass strict “no-nits” policies.  Under such policies children are often sent home immediately if found with head lice, and not allowed to return to school until certified to be nit (egg) and louse-free by a doctor or school nurse.

The National Association of School Nurses has recently decided to oppose no-tolerance policies for several reasons:

  • Nit-free policies have not been shown to be significantly better than other, more tolerant approaches.
  • The negative effects on children caused by the loss of school time and the social ostracism are not justified by the minor health effects of lice infestations.
  • Nurses and other health-care specialists are generally not trained to accurately identify active louse infestations, often leading to over-diagnosis of pediculosis (infestation with head lice).

The Centers for Disease Control and Prevention recommends the need for good information for parents about what they can do to eradicate head lice from their children’s hair.  Thorough and repeated combing with a comb specifically designed to remove nits and lice (mechanical control) is the primary method of control, supplemented by over-the-counter lice killing treatments (pediculicides) such as shampoos containing permethrin or pyrethrins.  We recommend that IPM coordinators and school administrators consider making the CDC webpage and handouts available to teachers, staff and parents http://www.cdc.gov/parasites/lice/head/

Facts about lice

  • Head lice infestations are more prevalent among younger grade levels.
  • Head lice cannot survive off a host for more than 48 hours.  Therefore, school classrooms that remain unoccupied for a two-day weekend will not remain infested.
  • Head lice eggs require 7-10 days to hatch.  Eggs are not generally susceptible to pesticides, therefore most lice shampoos must be repeated on a 7-10 day basis.
  • Careful and consistent use of lice removal combs are one of the best treatments for head
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School Pest News, Volume 12, Issue 4, June 2013

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AgriLife Extension Hires a New Turfgrass Specialist

Dr. Casey Reynolds has been named the new Texas A&M AgriLife Extension Service state turf specialist and will begin July 1, according to Dr. Travis Miller, Texas A&M University soil and crop sciences associate department head in College Station.

Dr. Casey Reynolds has been named the new Texas A&M AgriLife Extension Service state turf specialist.

Dr. Casey Reynolds has been named the new Texas A&M AgriLife Extension Service state turf specialist.

Reynolds will be headquartered in College Station in the department of soil and crop sciences.

“We are very pleased to have Dr. Reynolds join our team,” Miller said. “Turfgrass is a commodity that most Texans enjoy, whether in their home lawn or on a football field, and the technology being developed at Texas A&M will help improve quality while reducing all inputs, particularly the amount of water being used in the landscape.

“Dr. Reynolds will work with groups ranging from homeowners to sod farmers to bring relevant information to enhance turfgrass, its maintenance and production.”

Reynolds is coming to Texas after 10 years as a turfgrass research and Extension associate with North Carolina State University, where he performed field, greenhouse and lab research, as well as presented numerous Extension seminars.

“I have a passion for education, both inside and outside the classroom, particularly with regard to interacting with the public and disseminating valuable information to end users,” Reynolds said.

“This passion, combined with my previous research and Extension experience, allows me to be very optimistic that I will be able to immediately contribute to the Extension program at Texas A&M in a meaningful way.”

Reynolds earned his bachelor’s, master’s and doctorate degrees from North Carolina State University, with concentrations in crop science and business management.

In the past, his research responsibilities included planting, plot management, data collection, data analysis and report preparation for turfgrass breeding and selection, as well as management and data collection on approximately 4.7 acres of research trials.

“I have been fortunate enough that my work experience allowed me to relate to and have an impact on different sectors of the turfgrass industry, including lawn care operators, sod producers, athletic field managers and golf course superintendents,” Reynolds said.

“I enjoy working with professionals from each of these sectors, as well as homeowners and weekend warriors interested in learning more about turfgrasses and their proper management,” he said. “I’m very excited about the opportunity to begin working in Texas.”

 

Clean Your Way to a Healthier School – great tips for the Summer Deep Clean

EPA tools for schoolsSpring cleaning involves more than just getting rid of clutter and opening the windows. It is also an opportunity to protect the health of students and staff. Schools can protect and improve occupant health by keeping classrooms and common areas clean and well-maintained as part of an indoor air quality (IAQ) management program focused on green cleaning and maintenance. Green cleaning involves the use of products and services that reduce negative health and environmental impacts compared with other products and services used for the same purpose.

Here are some tips you can use to get everyone in your school involved in spring cleaning and IAQ management:

  • Take action and create a healthy classroom. Spring cleaning activities can help staff and students see the value of a clean and healthy learning space. Teachers and students can take action by using the classroom checklist in the IAQ Tools for Schools Action Kit! Checklist action items include removing potentially toxic or unapproved cleaning products or air fresheners, and eliminating open food containers to reduce unwanted pests. Using the checklist to perform a classroom walkthrough can be a fun learning activity for students, while educating the teacher on actions they can take to create a healthy and clean learning environment!
  • Assess your schools’ green cleaning practices. If your school already has a cleaning and maintenance plan in place, now is a great time to determine whether that plan includes green cleaning strategies, and is being correctly followed and implemented. Look at your school’s purchasing policies and consider switching to more environmentally friendly, less toxic cleaning supplies. Make sure your cleaning and maintenance staff is following IAQ protocols and best practices, such as cleaning and removing dust with a damp cloth and using a vacuum with high-efficiency filters. Check out the resources below for more information.
  • Reduce asthma and allergy triggers that can enter the learning environment. In spring, there is a greater chance of outdoor allergens, such as pollen, entering classrooms. These allergens can exacerbate asthma symptoms, potentially resulting in increased absenteeism. Spring cleaning helps to protect student and staff health, especially the occupants who have asthma or seasonal allergies.

 

The National Pesticide Information Center (NPIC) has new resources!

A new web app by NPIC!  – It works on a desktop, too.A short video about how it works: http://bit.ly/12gvoyW   The app: http://npic.orst.edu/mapl Mobile Access to Pesticides and Labels (MAPL) Search for pesticide products by name, site, pest, EPA Registration Number, registrant, or search for a combination of these. For example, search for products registered for use in apple orchards against fire blight, or products with citronella that can be used on horses. When you find the right product, you can bookmark the results, bring up the federal label (pdf), and browse the product’s ingredients, registered use sites, signal word, formulation, and more. This web app is optimized for mobile devices, such as smartphones and tablets, and works on desktop computers as well.

New Q & A: Natural or Green? What does it mean?       http://npic.orst.edu/capro/greenmyths.html

New Medical Case Profile: Changing Trends in the Epidemiology of Insecticide Exposures http://npic.orst.edu/mcapro/epidemiology.html

New fact sheets:

Citronella – http://npic.orst.edu/ingred/citronella.html

Iron phosphate – http://npic.orst.edu/ingred/ironphosphate.html

New PestiByte Podcasts – http://npic.orst.edu/pestibytes/index.html

My yard is being sprayed; can my kids go out and play? – http://npic.orst.edu/pestibytes/yardspray.mp3

Don’t let pesticides make your bed bug problem worse! – http://npic.orst.edu/pestibytes/bedbugs.mp3

Also in Spanish! http://npic.orst.edu/pestibytes/bedbugs.es.mp3

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May is Asthma Awareness Month

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Asthma Awareness Month provides a time for us to work together to improve the lives of children and families living with asthma and with your help, to build better awareness around this important public health issue. Asthma affects over 25 million people in the U.S., including 7.1 million children. Almost 13 million people report having an asthma attack in the past year.

The New Orleans Children Health Project Bus helping kids get the medical attention they need for their asthma.

The New Orleans Children Health Project Bus helping kids get the medical attention they need for their asthma.

While EPA continues to strive for cleaner air and a healthier environment through regulatory actions such as the Power Plant Mercury and Air Toxics Standards, there are simple things you can do to help share important information with your organization’s membership, colleagues, parents and caregivers. Please see below for ways to take action and promote asthma awareness including: 1) social media, 2) videos and blog posts, and 3) additional resources.

1. Social Media

Join the conversation on Facebook and Twitter and use the hashtag #Asthma or use the following posts and tweets.

Facebook:

  • Breathe easier: May is Asthma Awareness Month! Take action to ensure your asthma is under control. Check out our resource that provides 10 steps to make your home asthma-friendly: http://www.epa.gov/asthma/publications.html
  • Did you know that the average adult takes 15 to 20 breaths a minute? That’s more than 20,000 breaths a day! Keeping your lungs healthy is a critical part of an overall healthy lifestyle. Learn more about Asthma Awareness Month today! http://www.epa.gov/asthma/index.html
  • It’s peak season for asthma and allergy sufferers. May is the perfect time to educate your family, friends, colleagues, patients, and others about these diseases. Our Communities in Action Asthma Initiative supports local programs working to help people in their communities bring asthma under control. Learn more about Asthma Awareness Month http://www.epa.gov/asthma/awareness.html

Twitter:

 

2. Videos and Blog Posts

To help spread the word about asthma and environmental management of common asthma triggers, EPA has developed multimedia materials including these short videos that feature well-known athletes with asthma:

During the month of May, we will feature posts on It’s Our Environment blog that support asthma awareness. http://blog.epa.gov/blog/ Please share these stories with your membership and encourage discussion.

3. Additional Resources

Here are 3 quick tips that you can share:

Please let your membership know of these other resources available.

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Bexar County efforts get urban kids ‘rooted’ in science, agriculture

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“Okay, what’s the difference between a butterfly and a moth?” asked Natalie Cervantes, Texas A&M AgriLife Extension Service youth gardens coordinator for Bexar County, during her recent “Butterflies of the World” presentation to fourth-grade students at Wilshire Elementary School in San Antonio.

Natalie Cervantes with the Youth Gardens Program of the Texas A&M AgriLife Extension Service gives a “Butterflies of the World” presentation to a group of fourth-grade students at Wilshire Elementary in San Antonio.

Natalie Cervantes with the Youth Gardens Program of the Texas A&M AgriLife Extension Service gives a “Butterflies of the World” presentation to a group of fourth-grade students at Wilshire Elementary in San Antonio.

“Today I’m telling the kids about butterflies and insects and their role in the environment as pollinators,” Cervantes said. “We’re concentrating on native Texas butterflies because those are the ones they’re most likely to see.”

Cervantes was at Wilshire as part of AgriLife Extension’s Youth Gardens Program participation  in the school’s Environmental Awareness Day activities. Through its Youth Gardens Program, the Bexar County office of AgriLife Extension, an educational outreach agency of the Texas A&M University System, provides education on gardening, horticulture and water conservation, as well as educational presentations to supplement and enrich classroom science objectives.

Youth Gardens Program education efforts are focused on introducing kids to nature and helping them develop a respect for the environment, said Lupe Landeros, AgriLife Extension director for Bexar County. Program efforts include Classroom Gardens Programs, the Children’s Vegetable Garden program in cooperation with the San Antonio Botanical Gardens, Terrarium Programs, educational camps and special events.

“We want young people to understand the importance of agriculture and being outdoors, as well as know the joy of growing their own food and learning about its nutritional value,” Landeros said. “The programs are primarily at elementary schools, but we also have some in middle and high schools. We offer teacher trainings and a Junior Master Gardener training.”

AgriLife Extension’s youth gardening activities create an environment that brings together parents, educators and the community to educate urban youth, she said. The Youth Gardens Program was made possible in large part due to the support of the San Antonio Livestock Exposition, Inc.

“I’ve been here for more than 23 years and have been involved in classroom gardening for most of that time,” said Donna Kadilis, a special education teacher at Wilshire and member of the Bexar County Master Gardener association, a volunteer horticulture program of AgriLife Extension. “I got my special education students involved in gardening as a way for them to relate to other students and to give them something they would enjoy doing.”

Wilshire now has a butterfly garden and several raised-bed gardens where students grow ornamental flowers and a variety of vegetables. This year, it received a Texas Certified Backyard Habitats designation for non-game and urban wildlife from a joint initiative of the National Wildlife Federation and Texas Parks and Wildlife Department.

“Over the years, we’ve had thousands of kids go through our outdoor-gardening classroom,” Kadilis said. “We’ve grown pumpkins, melons, cucumbers, strawberries, tomatoes, broccoli, peppers, cabbage, potatoes and more. “The kids love to plant the seeds or seedlings and then cover them with soil and watch them grow. They also enjoy picking the vegetables when they’re ready, and they’re always anxious to eat them.”

Kadilis said AgriLife Extension has helped by providing children’s gardening tools, plants and other materials for the gardens, as well as valuable gardening advice.

“Besides that, Mike Shockey with their 4-H program has brought his ‘City Critters’ wildlife module to my classes to introduce the kids to urban wildlife,” she added. “And other people from the agency, like Natalie, come to the school to present educational programs about nature.”

Teachers learn from the Junior Master Gardener curriculum to to get students involved in gardening, science, math and other subjects.

Teachers learn from the Junior Master Gardener curriculum to to get students involved in gardening, science, math and other subjects.

David Rodriguez, AgriLife Extension horticulturist for Bexar County, said AgriLife Extension conducts spring and fall teacher trainings for educators interested in installing a school garden and using gardening as a teaching tool.  The agency also conducts Junior Master Gardener adult training once a year during the summer, focusing on the Junior Master Gardener curriculum.

This past year, the Classroom Gardens Program alone had 278 teachers representing more than 50 schools throughout Bexar County participate, plus more than 5,200 students.

The training focuses on the Junior Master Gardener curriculum, which is targeted at third- to fifth-grade students. Activities are correlated to the Texas standards in math, science, language arts and social studies.

“But teachers of younger students can easily adapt the curriculum for their age group,” Rodriguez said, adding that the next training will take place July 23-25 at the San Antonio Botanical Garden.

He said research shows that school children involved in gardening and using the Junior Master Gardener curriculum improve their science scores and math skills, plus expand their vocabulary.

Ninfa Salinas, a teacher at Northwood Elementary, was among the more than 175 teachers who participated in last year’s teacher trainings.

“I was like a kid in elementary school myself, listening to the gardening experts at the training and soaking in all they said,” Salinas recounted. “It’s critical that kids realize just how vital food production is — and where their food comes from. As a teacher, I feel I was given everything I needed to succeed with the program – from information to the plants themselves.”

Another popular Youth Gardens Program, the Children’s Vegetable Garden Program, is conducted in cooperation with the San Antonio Botanical Gardens. Held for several weeks in the spring and fall, the program gives children 8-13 years old the opportunity to grow their own vegetables.

“With the help of Bexar County Master Gardener volunteers, each child plants their own plot in the garden,” Rodriguez said. “Children grow different types of herbs, vegetables, and ornamental annual flowers. And weekly educational gardening presentations stimulate their minds as they  participate in fun, hands-on Junior Master Gardener activities.”

Youth at the Children’s Vegetable Garden Program, presented in cooperation with the San Antonio Botanical Gardens, grow, harvest and show vegetables grown on their own plots.

Youth at the Children’s Vegetable Garden Program, presented in cooperation with the San Antonio Botanical Gardens, grow, harvest and show vegetables grown on their own plots.

Rodriguez added that the next Children’s Vegetable Garden program will take place over 16 Saturdays from late August to early December.

Katherine Sickle, a teacher at Beacon Hill Elementary, has been involved in both the classroom garden and terrarium programs.

“Our gardens are targeted at third graders, but any student from kindergarten through fifth grade can participate,” Sickle said. “Gardening helps us supplement their life science and earth science education. We’ve had hundreds of kids participate in the program.”

She said students also learn how to make their own terrariums, which helps teach them about plants, nature and the water cycle.

“The kids are very careful when planting their airplane plants and purple hearts in the plastic containers,” she said. “The process helps them learn about natural resources, and the terrariums teach them about condensation and the water cycle. These programs are a great way to get kids interested in nature and in science.”

Other Youth Gardens Program offerings through the AgriLife Extension office in Bexar County include a youth speakers bureau, educational camps and special events.

For more information, contact Rodriguez or Cervantes at 210-467-6575 or go to http://www.bexaryouthgardens.com/.

 

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