Published on GEOG 3: The Future of Food (https://www.e-education.psu.edu/geog3)

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Colorado-Mesa Syllabus

The Future of Food

This syllabus is divided into several sections. You can read it sequentially by scrolling down the length of the document or by clicking on any of the links below to “jump” to a specific section.

  • Course Overview
  • Required Course Materials
  • Assignments and Grading
  • Course Schedule
  • Technical Requirements
  • Course Policies


Course Overview

The Future of Food is an introductory-level science course that emphasizes the challenges facing food systems in the 21st century, and issues of sustainability for agriculture and other food production activities as well as the challenges posed by food insecurity and modern diets to human health and well-being. Topics covered include introduction to the coupled-system perspective, historical development of food systems, socio-economic aspects of the food system, interaction of the food system with the earth's environment including soil, water, biota and climate, and the future of the food system considering potential changes such as in climate, urbanization, and demography.

Course Objectives

When you successfully complete this course, you will be prepared to:

  • Analyze the land, biological, energy and water resources and climatic conditions in relation to food production systems.
  • Analyze how human food systems significantly alter earth's ecosystems, landscapes, surface processes, atmosphere and waterways.
  • Evaluate scenarios for the future of food considering resilience in the context of climate change, human population growth and socio-economic, cultural and policy factors.

Class Format

The Future of Food is blended or hybrid course, meaning that a portion of the course material is found online and we will only meet one day per week in person. You must be comfortable working in CMU’s learning management system (LMS), which is called D2L. The weekly in-person class session is referred to as a “lab” session in much of the course material. During the lab session, you will be actively participating in exercises and activities, many of which will involve group work. Outside of class, you will be expected to read articles, watch videos and complete assignments to be prepared to actively participate in the weekly lab session.

The course developers have worked hard to make this the most effective and convenient educational experience possible. The Internet may still be a novel learning environment for you, but in one sense it is no different from a traditional college class: how much and how well you learn is ultimately up to you. You will succeed if you are diligent about keeping up with the class schedule and if you take advantage of opportunities to communicate with your instructor as well as with your fellow students.

Expectations

In general at CMU, you should expect to spend a minimum of THREE hours per week for every credit hour.  That totals to NINE hours per week for a three-credit course. The Future of Food is a blended or hybrid course, so you will only have 75 minutes in class. You should expect to spend a minimum of seven hours and 45 minutes outside of class per week. Your workload may be more or less depending on your study habits.

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Required Course Materials

The course relies heavily on readings provided online through our course website, and selected readings. The reading assignments for each module are listed in the course schedule below. Additional citations for further reading are also provided in each module

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Assignments

This course will rely on a variety of methods to assess and evaluate student learning, including:

  • Formative Assessments will be completed as you read the materials and will be due on Sunday before the weekly lab meeting
  • Summative Assessments will be completed in the weekly lab meeting and due at the following weekly lab meeting
  • Capstone activity will be introduced in the Orientation and at the end of the first Section (Module 2)
  • Weekly Quizzes will cover course material for the week's module and will be taken in D2L and due on Thursday after the weekly lab meeting
  • Weekly Blogs will enable you to think about what you have learned (see Course Blogs in Orientation) and will be due on Thursday after the weekly lab meeting

It is important that your work be submitted in the proper format to the appropriate Drop Box or Discussion Forum and by the designated due date. We strongly advise that you not wait until the last minute to complete these assignments—give yourself time to ask questions, think things over, and chat with others. You'll learn more, do better...and be happier!

Due dates for all assignments are posted in D2L and below.  Please make sure you are aware of the weekly deadlines.

Grading

Breakdown of each assignment's value as a percentage of total course grade.
Assignment Percent of Grade
Formative Assessments in Web Modules 15%
Summative Assessments in Web Modules (written and oral assignments, discussion) 25%
Weekly Quizzes 15%
Capstone Activity 25%
Blogs 10%
Class Participation 10%

Bonus Credit

There will be bonus credit of 2% for taking the two surveys at the beginning of the course (the Pre GLE and SERC surveys) and the end of the course (the Post GLE and SERC surveys - a total of four surveys). The surveys do take time and thought. To receive this credit, you must answer all questions, including providing thoughtful answers to the post course essay questions. There is no partial credit given, you must complete all four surveys. To receive this credit, you must also submit a signed consent letter in the course dropbox.

Your scores for all assignments will be kept current in the Course Management System.

Letter Grade and Corresponding Percentages
Letter Grade Percentages
A 90 - 100 %
B 80 - 89.9 %
C 70 - 79.9 %
D 60 - 69.9 %
F < 60 %

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GEOG 3 Course Schedule

imagePrintable Schedule [1]

Below you will find a summary of the primary learning activities for this course and the associated time frames. This course is sixteen weeks in length, with an orientation week preceding the official start of the course. There are 12 weeks of material each involving a lab meeting.  Modules are one week long. Since you work in teams, lab meeting attendance is Mandatory. You will lose credit for absence.

Class meeting time is Tuesday from 2-3:15 pm.

Weekly schedule: Assignments are due as in the table below:

Weekly Schedule

Sunday

Monday Tuesday Wednesday Thursday Friday Saturday
Colorado Mesa Formative Assessments Due

Colorado Mesa Lab Meeting 2-3.15PM

Colorado Mesa Summative Assessments from Previous Week Due

Colorado Mesa

Quiz and Blogs Due

Week 1: Course Orientation
Dates

Due dates are in LMS.

Topics
  • See right side of Orientation page
Readings
  • None
Assignments
  • Perform tasks outlined in course orientation to become familiar with the course and the course environment
  • Post a self-introduction to the course Discussion Forum
  • Complete the Initial Course Surveys [2].
  • Capstone here
Week 2: Introduction: Food, Environment, and Society
Dates

Due dates are in LMS.

Topics
  • The Environment-Food Focus
  • Course Objectives
  • The Anthropocene and Current Environment-Food Issues
  • Multiple Perspectives in this Course
  • Increasing Interest: Individuals, Communities, Governments, and Organizations
  • Coupled Natural-Human Systems: an application of multidisciplinarity
  • Food system examples
Readings

Materials on the course website and the following:

  • Sage, Colin. "Introduction: Why environment and food?" pp. 1-7, Chapter 1 in Environment and Food. London and New York: Routledge.
  • The Food & Environment Reporting Network (link is external). Go to “All Articles” and read two articles of your choosing that are focused on environment-and-food issues and that have been published within the past 6 months. It will be easy to find articles focused on environment-and-food issues since that is the area of specialization of this new media outlet.
  • Public Radio International: Despite Economic Gains, Peru's Asparagus Boom Threatening Water Table (link is external). (Module 1.2)
  • Center for Ecoliteracy: Systems Thinking (link is external). (Module 1.2)
Assignments
  • Formative Assessment (1.1) [3]
  • Formative Assessment (1.2): Food System Examples [4]
  • Summative Assessment: Systems Thinking Applied to Food Systems [5]
Week 3: Geographic and Historical Context
Dates Due dates are in LMS.
Topics

Module 2.1: Origin of farming as co-evolution and coupled human-nature interactions

  • Early Hunter-Gatherer Modifications of Environment for Food
  • The Nature and Timing of Agricultural Domestication: Global Patterns
  • Geographical Sites and Ecological Components of Agricultural Domestication
  • Explanations of Domestication: Coupled Human Natural Systems (CNHS)

Module 2.2: Development and spread of agriculture

  • From the Origins of Agriculture to an Overview of the Challenges and Opportunities of the Present and the Future of Food
  • Period 1
  • Period 2
  • Period 3
  • Period 4
Readings

Materials on the course website and the following:

  • Domestication. National Geographic, Education Encyclopedia.
  • Ratliff, Evan. 2011 (March). Taming the Wild. National Geographic.
  • Jared Diamond, "The Worst Mistake in the History of the Human Race”, Discover Magazine, May 1987, pp. 64-66;
  • Harold Brookfield and Christine Padoch, “Appreciating Agrodiversity”, 1994, pp. 7-9
Assignments
  • Summative Assessment [6]
Week 4: Nutrients
Dates

Due dates are in LMS.

Topics

Module 3.1: Soil basics

  • What is soil?
  • Soils support plant growth and food production
  • Soil formation and geography:
  • Soil Fertility Geography and major limiting factors
  • Formative Assessment
  • Understanding soil maps at a broad global level

Module 3.2: N and P on the global and local food system stage

  • What is biogeochemical cycling?
  • Soil depletion and regeneration
  • Depletion and regeneration of soil organic matter
  • Formative Assessment
  • Nitrogen and phosphorus cycles as interfaces of the human and natural systems in food production
Readings

Materials on the course website and the following:

  • Chapter 2, pp. 9-22 in this free downloadable book Building Soils for Better Crops (USDA Sustainable Agriculture Research and Education) [7]. You can download the entire book since future modules on agroecosystems will also use this source.
  • "Dead Zones Spreading in World Oceans [8]", freely available article in Bioscience journal, available for reading and download.
  • Short reading on Smallholder Farmer nutrient management in Zimbabwe: pp. 137-142in Scoones, I. (2010). Dynamics and Diversity: soil fertility and farming livelihoods in Africa, case studies from Ethiopia, Mali, and Zimbabwe.  Earthscan.   Available on Course Reserves at PSU (libaries.psu.edu or through course software on Canvas) or at CMU (desire2Learn).

Assignments
  • Formative Assessment (3.1) [9]
  • Formative Assessment (3.2) [10]
  • Summative Assessment [11]
Week 5: Food and Water
Dates

Due dates on LMS.

Topics

Module 4.1: Water Resources and Food Production

  • Introduction: water is essential for food production
  • Plants need a lot of water
  • Evapotranspiration and crop water use
  • Water sources for crops
  • Irrigation efficiency
  • Virtual water

Module 4.2: Impacts of Food Production on Water Resources

  • Introduction
  • Impacts of water withdrawal
  • Water quality impacts
  • Colorado River Case Study
  • Mississippi River Case Study
  • Gulf of Mexico Dead Zone
Readings

Materials on the course website and the following:

  • BioScience: "Global-scale environmental effects of hydrological alterations: Introduction (link is external) [12]." (Module 4.2)
  • EPA Fact Sheet on Agricultural Runoff: Protecting Water Quality from Agricultural Runoff (link is external) [13] (Module 4.2)
Assignments
  • Formative Assessment (4.1) [14]
  • Summative Assessment [15] (IMPORTANT NOTE: The first part of this assignment must be completed before your weekly lab session. You must bring your completed assignment to class with you. The second part of the assessment will be completed in class)
Week 6: Agroecosystems
Dates

Due dates are in LMS.

Topics Module 5.1: Geoscience Literacy
  • Perennials and Soil Conservation
  • Plant life histories
  • Annuals
  • Perennials
  • Crop Life Cycles and Environments

Module 5.2:

  • Plant Families
Readings

Materials on the course website and the following:

  • Virginia Cooperative Extension: The Organic Way - Plant Families  [16](Module 5.2)
  • USDA: Background: Corn [17] (Module 5.2)
Assignments
  • Formative Assessment (5.1) [18]: USDA National Agricultural Statistics Survey Geospatial Map Crop Scape Assignment
  • Summative Assessment (5.1) [19]: Annual & Perennial Crop Advantages & Disadvantages
  • Formative Assessment (5.2) [20]: Analysis and Reflection on Changing US Corn and Brazilian Sugarcane
  • Summative Assessment (5.2) [21]: Analysis of FAO ranking of the Top 20 World Food Commodities
Week 7: Food and Climate Change
Dates

Due dates are in LMS.

Topics Module 6.1: Understanding Global Climate Change and Food Systems
  • Introduction
  • Understanding the Science of Climate Change
  • The role of our food systems in climate change

Module 6.2: Food production in a changing climate

  • Climate variables that affect agriculture
  • Impact on crop yield
  • How farmers adapt to climate change
Readings

Materials on the course website and the following:

  • Climate Change: Evidence, Impacts, and Choices [22], answers to common questions about the science of climate change - use this document for reference for Module 6.1, and read p. 29 for Module 6.2
    • download pdf: Climate Change: Evidence, Impacts, and Choices [22]
    • read online: Climate Change: Evidence, Impacts, and Choices [23]
    • main website: Climate Change: Evidence, Impacts, and Choices [24]
  • National Climate Assessment - Agriculture Sector, [25] presents six key messages about impacts of climate change on agriculture
    • read online: National Climate Assessment - Agriculture Sector [25]
  • Fact sheet from Cornell University's Cooperative Extension about Farming Success in an Uncertain Climate [26]
  • Advancing Global Food Security in the Face of a Changing Climate [27], p. 18, Box 4
Assignments
  • Global Climate Change Video Assignment (6.1) [28]
  • Formative Assessment (6.1) [29]
  • Summative Assessment [30]: Data collection for the capstone project
Week 8: Agroecosystems: Soils and a Systems Approach to Soil Quality
Dates

Due dates are in LMS.

Topics Module 7.1: Cropping Systems and Soil Quality
  • Cropping Systems
  • Soil Quality, Soil Health

Module 7.2: Conservation Agriculture: A Systems Approach

Readings

Materials on the course website and the following:

  • Module 7.1: Read Chapters 10 (Cover Crops), Chapter 11 (Crop Rotation); Chapter1 (Healthy Soil) and Chapter 2 (Organic Matter: What it is and Why it’s so important?) from the book that you can download for free "Building Soils for Better Crops. Edition 3.(link is external)(link is external) [31]" Sustainable Agriculture Network, USDA. Beltsville, MD.
  • Module 7.2: Chapter 16 (Reducing Tillage) from the book "Building Soils for Better Crops. Edition 3.(link is external)(link is external) [31]" Sustainable Agriculture Network, USDA. Beltsville, MD.
Assignments
  • Formative Assessment (7.1) [32]: Soil Health indicators & Practices to promote soil health (20 points)
  • Formative Assessment (7.2) [33]: Conservation Agriculture in Southern Brazil
  • Summative Assessment [34]: 12 Year Summary of Crop and Soil Management Research in New York
Week 9: Food Systems
Dates

Due dates are in LMS.

Topics Module 8.1: Food Systems
  • The food system and household food security
  • Introductory Activity
  • Food system definition and components
  • Spatial scale and typologies of food systems:
  • Food systems as coupled natural-human systems
Module 8.2: Food System Impacts on Earth System Processes and Sustainability
  • Goals and Objectives
  • Road Map
  • Earth system impacts and energy use by the food system
  • Life Cycle Assessment (LCA): Measuring the impacts of systems in multi-part processes
Readings

Materials on the course website and the following:

  • Chapter 3: The food system and household food security, the United Nations Food and Agriculture Organization (Module 8.1)
  • Excerpt from Pinstrup-Andersen et al. pp. 6-9 in “Towards a dynamic global food system” in Food Policy for Developing Countries (Available via the e-Reserves system) (Module 8.1)
  • The “primer on community food systems [35]” -  read only the introduction up to the section “elements of community food systems” (Module 8.1)
  • NCAT/ATTRA: Life Cycle Assessment of Agricultural Systems, pp. 1-3 and figure 3 for light bulb LCA on page 9 (Module 8.2)
  • Chapter 5, Final foods and their consequences in Sage, C. Environment and Food. (Available via the e-Reserves system) (Module 8.2)
Assignments
  • Formative Assessment (8.1) [36]: Diagramming a Food System and Food Supply Chains as a Couple Natural-Human System Framework
  • Introductory Assignment (8.2) [37]
  • Formative Assessment (8.2) [38]: Life Cycle Analysis (LCA) of Potato in Smallholder Andean and North American Systems (8.2)
  • Summative Assessment [39]
Week 10: Spring Break
Dates

Due dates are in LMS.

Topics
  • None
Readings
  • None
Assignments
  • None
Week 11: Human-Environment Interactions
Dates

Due dates are in LMS.

Topics Module 9.1: Resilience, Adaptive Capacity, and Vulnerability (RACV) and Biodiversity in Agri-Food Systems (Agrobiodiversity)
  • Perturbations and Shocks in Agri-Food Systems
  • Resilience, Adaptive Capacity, and Vulnerability
  • Biological Diversity and Associated Human Capacity in Agri-Food Systems (Agrobiodiversity)

Module 9.2

  • Road Map
  • Introduction to Food Access, Security, and Food-Insecure Conditions
  • Formative Assessment
  • Global Overview of Food Insecurity
  • Anatomy of Severe Food Shortages, Chronic Malnutrition, and Famine in Agri-Food Systems
Readings

Materials on the course website and the following:

  • Nabhan, G.P. "Melting Glaciers and Waves of Grain: The Pamirs", p. 45-64, Chapter 3 in Where Our Food Comes From: Retracing Nikolay Vavilov's Quest to End Famine. Washington: Island Press. (Available on E-Reserves?) (Module 9.1)
  • Nabhan, G.P. "Rediscovering America and Surviving the Dust Bowl: The U. S. Southwest ", p. 125-138, Chapter 9 in Where Our Food Comes From: Retracing Nikolay Vavilov's Quest to End Famine. Washington: Island Press. (Available on E-Reserves?) (Module 9.1)
  • Bittman, Mark. "Don't Ask How to Feed the 9 Billion(link is external)(link is external) [40]," NYT, Nov 12, 2014 (Module 9.2)
  • Deering, K. 2014. Stepping up to the challenge – Six issues facing global climate change and food security(link is external)(link is external) [41]. CCAFS (Climate Change and Food Security Program)-UN (United Nations), 2014. (Module 9.2)
  • Food Access Research Atlas(link is external)(link is external) [42], Economic Research Service (ERS), U.S. Department of Agriculture (USDA). (Module 9.2)
  • Gillis, Justin. A Warming Planet Struggles to Feed Itself(link is external)(link is external) [43]. New York Times. June 4, 2011. (Module 9.2)
Assignments
  • Formative Assessment (9.1) [44]
  • Summative Assessment (9.1) [45]
  • Formative Assessment (9.2) [46]: Food Access in the United States
  • Summative Assessment (9.2) [47]: The Anatomy of the Somali Famine (2010-2012)
Week 12: Agroecology: Pests and Insect and Pest Management
Dates

Due dates are in LMS.

Topics

Module 10.1

  • Insects
  • Pest Management

Module 10.2

  • Natural Ecosystem and Agroecosystem Comparison
  • Weeds
  • Weed Survival Characteristics
  • Herbicide Resistance
  • Transgenic Crop Pest Control
  • Insect resistant Bt crops
  • Herbicide Resistant Crops
Readings

Materials on the course website and the following:

  • Pesticide Development: A Brief Look at the History [48]. Taylor, R. L., A. G. Holley and M. Kirk. March 2007. Southern Regional Extension Forestry. A Regional Peer Reviewed Publication SREF-FM-010 (Also published as Texas A & M Publication 805-124)
  • “Use and Impact of Bt Maize [49]” by Richard L. Hellmich (USDA–ARS, Corn Insects and Crop Genetics Research Unit, and Dept of Entomology, Iowa State Univ, IA) & Kristina Allyse Hellmich (Dept. of Biology, Grinnell College, IA). 2012 Nature Education
  • Insect Resistance Managment and Refuge Requirements for Bt Corn [50]
  • The Integrated Pest Management (IPM) Concept [51]. D. G. Alston. July 2011. IPM 014-11. Utah State University Extension and Utah Plant Pest Diagnostic Laboratory.
  • IPM Pest Management Decision-Making: The Economic-Injury Level Concept. D. G. Alston. July 2011. IPM 016-11. Utah State University Extension and Utah Plant Pest Diagnostic Laboratory [51]
  • Plant Pathogens NCAT ATTRA Sustainable Agriculture. [52]
Assignments
  • Formative Assessment: Determining it Potato Leafhopper Pests have reached an Economic Threshold in Alfalfa [53] (10.1)
  • Summative Assessment [54] (10.1)
  • Formative Assessment [55]: Developing Weed Control Practices (10.2)
  • Summative Assessment [56] (10.2)
Week 13: Diet and Nutrition Issues
Dates

Due dates are in LMS.

Topics
  • Module 11.1
  • Module 11.2
Readings
  • Materials on the course website
Assignments
  • Summative Assessment [57]
Week 14: Capstone: Future Food Scenarios
Dates

Due dates are in LMS.

Topics
Readings
  • Materials on the course website
Assignments
Capstone Presentaions
Dates

Due dates are in LMS.

Topics
  • Capstone presentations
Readings
  • None
Assignments
  • Capstone Project Due
  • Presentations in class period

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Technical Requirements

For this course, we recommend the minimum technical requirements outlined on the World Campus Technical Requirements [58] (link is external) page, including the requirements listed for same-time, synchronous communications. If you need technical assistance at any point during the course, please contact the Outreach Helpdesk [59] (link is external) (for World Campus students) or the ITS Help Desk [60] (link is external) (for students at all other campus locations).

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Course Policies

Academic Accommodation for Students with Disabilities:

In coordination with Educational Access Services at Colorado-Mesa, reasonable accommodations will be provided for qualified students with disabilities.  Students must register with the EAS office to receive assistance. Please meet with the instructor the first week of class for information and/or contact Dana VandeBurgt, the Coordinator of Educational Access Services, directly by phone at 970-248-1801, or in person in Houston Hall, Suite 108.

Academic Integrity

Students will be held to a high standard of academic integrity and as such are expected to “do their own work” in accordance with the Colorado Mesa University Academic Policies Guide [61] statement on Academic Integrity. Representing someone else’s work as your own, that is, without proper citation or acknowledgment is considered plagiarism. In other words, it is not acceptable to copy a classmate’s work, or anyone else’s work from the web, a book, magazine, newspaper, journal, etc. A report will be filed with the Vice President of Academic Affairs for any confirmed case of plagiarism.

Inclement Weather

Students should check MAVZone [62], the university [63]website [63], or local news media. Campus emergencies, including weather delays, are communicated to MAVzone, cellphones (via text or voice message), CMU email, the CMU Facebook page, and CMU’s Twitter feed via the CMU Emergency Notification System (Sign up Emergency Notification System [64]). In case of weather-related delays, the online portions of the course (scheduled assignments and readings) will proceed as planned, unless otherwise noted by the instructors.

Late/Missed Class Policy

Class meetings and activities constitute an important part of the class - they are the forum in which you apply concepts from the web modules to relevant questions of water behavior, availability, quality, and societal impacts. Unless specifically approved by the instructors in advance, there will not be opportunities to make up missed in-class activities, discussions, or assignments.

D2L Course Site: Lecture materials, reading assignments, and quizzes will be on D2L. To access D2L, go to Mavzone and log in using your assigned username and password. Click on the D2L icon in the center of your Mavzone page.  Once in D2L, select GEOL 196 from your Select a course… menu. If you have problems getting this far, please contact the CMU help desk (248-2111, helpdesk@coloradomesa.edu [65], or go to the computer lab in the library).

Tutorial Learning Center (TLC) in HH 113

The TLC is a FREE academic service for all Colorado Mesa University students. Tutors are available on a walk-in basis for many courses. At the main campus, come to Houston Hall 113 to meet with a peer tutor. The TLC is open on Monday through Thursday from 8am-6pm, and Fridays from 8am-5pm, and Sundays from 1pm-6pm. Tutoring at branch campuses and distance tutoring is also available. Check out the website for schedules and locations at the Tutoring Learning [66] Center [66] or call 970-248-1392 with any questions.

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Disclaimer

Please note that the specifics of this Course Syllabus can be changed at any time, and you will be responsible for abiding by any such changes. Changes will be posted to the course discussion forum.


Source URL: https://www.e-education.psu.edu/geog3/node/1172

Links
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[43] http://www.nytimes.com/2011/06/05/science/earth/05harvest.html?_r=0
[44] https://www.e-education.psu.edu/geog3/node/995
[45] https://www.e-education.psu.edu/geog3/node/1061
[46] https://www.e-education.psu.edu/geog3/node/994
[47] https://www.e-education.psu.edu/geog3/node/1066
[48] http://://www.sref.info/resources/publications/pesticide-development---a-brief-look-at-the-history/at_download/file%E2%80%AC%E2%80%AC%E2%80%AC%E2%80%AC%E2%80%AC%E2%80%AC%E2%80%AC.
[49] http://www.nature.com/scitable/knowledge/library/use-and-impact-of-bt-maize-46975413
[50] http://corn.agronomy.wisc.edu/Management/pdfs/A3857.pdf
[51] https://extension.usu.edu/files/publications/.../ipm-concept'96.pdf
[52] https://extension.usu.edu/files/publications/publication/economic-injury-level96.pdf
[53] http://https://www.e-education.psu.edu/geog3/node/1181
[54] https://www.e-education.psu.edu/geog3/node/1182
[55] https://www.e-education.psu.edu/geog3/node/1004
[56] https://www.e-education.psu.edu/geog3/node/734
[57] https://www.e-education.psu.edu/geog3/node/1049
[58] https://www.worldcampus.psu.edu/general-technical-requirements
[59] http://student.worldcampus.psu.edu/technical-support
[60] http://helpdesk.psu.edu/
[61] https://www.coloradomesa.edu/academic-affairs/policies.html
[62] http://www.coloradomesa.edu/mavzone
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