Investigators at the Connecticut Veterinary Medical Diagnostic Laboratory (CVMDL) at UConn recently reported a new canine disease, identified for the first time in New England. This is the same group, same laboratory, that recently reported eastern equine encephalomyelitis in horses and birds and earlier recognized epizootic hemorrhagic disease in deer (September 2017) and West Nile encephalitis in crows (2001).
The published case report (Journal of Veterinary Diagnostic Investigation, September 2019) documents the death of a 5-month-old dog that originated in Mississippi, was shelter-housed in Texas for a time, and then was delivered for adoption in Connecticut. The disease was characterized by severe bloody gastroenteritis and rapid progression to death. Autopsy was followed by electron microscopy and molecular techniques which demonstrated a circovirus as the cause of disease and death. First recognized in California in 2013, the appearance of canine circovirus disease in New England, in dogs shuttled among shelters, raises concerns for dog owners and veterinarians. At this time, it is hard to know if this disease will spread, like parvovirus disease in the 1980s, or remain sporadic.
The UConn Beef Auction will be held this year onSunday,November 3at theCattle Resource Unit (heifer barn)located on Horsebarn Hill Road, Storrs campus.
The auction will be held at UConn’s Storrs Campus at the UConn Cattle Resource Unit (Heifer Barn) located on Horsebarn Hill Road. The event is free and open to the general public. Preview of animals begins at 10 a.m.; auction will be held at 12:00 noon; donuts/coffee and pizza will be available for purchase. Please contact Mary Margaret Cole, Executive Program Director, UConn Livestock Units at Mary_Margaret.Cole@uconn.edu with any questions. Please visit http://animalscience.uconn.edu/join.php to join the email list if you would like to receive a digital copy of the animal sale list. Approximately 25 UConn animals are expected to be auctioned and may include Angus and Hereford heifers, steers, bulls and pregnant cows. The auction does not accept consignments. A list of UConn animals to be sold as well as pedigrees are posted on our website ats.uconn.edu/beefauction.
Join us! We have two part-time positions open, both located in our Hartford County Extension Center in Farmington. We are seeking a part-time program aide, and a part-time Extension eLearning developer. Apply online athttps://hr.uconn.edu/jobs/– click on staff, and search Job IDs 2020125 and 2020126.
The Connecticut Sheep Breeders Association Inc. in conjunction with the UConn Extension are again offering a one-day shearing school.
Saturday, October 26, 2019
UConn Beef Barn (Livestock Unit 1)
Horsebarn Hill Road
This program is offered for those individuals who have a strong interest in learning how to shear sheep and have a basic understanding of sheep husbandry and handling. As sheep shearing is a physically demanding skill, it is highly recommended that you be able to perform a squat and touch your toes without discomfort and hold for an extended amount of time.
Class is limited to 12 students
Preregistration is required: Deadline for registration is October 7
CSBA members and UConn student: $20.00
All others: $40.00
Audit course: $10.00
Send: Name, address, email and phone # along with registration fee payable to CSBA to:
Natalie Cohen, Secretary
36 Broad Brook Road
Ellington, CT 06029
Instructor: Matt Best
8am-classroom, introductions, registration, waivers, brief overview of the day.
8:30am-classroom, first principal of shearing, know the equipment. Shears, combs and cutters, shearing area, etc, Q and A.
10:30am- Laboratory, Handling sheep. Catching, proper position, leg work, shearing pattern. Second principal, know the pattern.
Lunch (plenty of places to choose from!)
Shearing, Third principal, know the contour of the animal.
Dr. Jason Henderson, Associate Professor of Turfgrass and Soil Sciences at University of Connecticut, is the lead investigator of an ongoing, multiple year research project that has been evaluating conventional, organic, and pesticide-free management systems for athletic fields and home lawns. Other investigators involved with the project include Vickie Wallace, John Inguagiato, Karl Guillard, Steve Rackliffe, and Tom Morris. To date, two graduate students have completed research studies while collecting data on this project.
Dr. Henderson has been a champion of research that supports environmentally sound turf care practices. Besides collecting data on the various management regimes, Dr. Henderson and his team of collaborators set out to develop a smartphone app, FertAdvisor, that assists users in calculating the amount of lawn fertilizer required to properly fertilize turfgrass areas.
FertAdvisor is designed to provide users with a comprehensive tool that will help ensure accurate applications of fertilizer and reduce misapplications that can potentially damage turfgrass, waste fertilizer and/or pose environmental risk. The app has recommendations about application techniques, accurate calibration, fertilizer timing, and nitrogen source selection. Built-in calculators within the app help determine how much fertilizer will be needed to properly fertilize turfgrass areas, streamlining calibration calculations and calculating the amount of nitrogen, phosphate and potash that will be applied to the area based on the fertilizer selected.
Animations and videos guide turfgrass enthusiasts on how to take a soil sample, properly apply fertilizer using both drop and rotary spreaders, calibrate a fertilizer spreader, and calculate lawn surface area. Ten tips and tricks for managing cool-season lawns are also provided, in order to help homeowners make the right decisions for a healthy lawn.
FertAdvisor is available for both iPhone and android users. It’s easy to use and takes the guesswork out of lawn fertilizer applications.
UConn has received a $2.25 million grant from the National Science Foundation to expand and study a new public engagement program that combines teaching, service learning, and Extension outreach.
The program is called the Environment Corps and focuses on using STEM (Science, Technology, Engineering and Math) skills to address important environmental issues like climate adaptation, brownfields remediation, and stormwater management at the municipal level. Environment Corps combines the familiar elements of classroom instruction, service learning and UConn Extension’s work with communities in a unique way that allows students to develop STEM skills and get “real world” experience as preparation for the work force, while communities receive help in responding to environmental mandates that they often lack the resources to address on their own.
“The entire team is excited and gratified that NSF has selected us for funding. This will allow us to expand and better coordinate our efforts, and create something that will hopefully be part of the University’s public engagement portfolio for a long time,” says Extension Educator Chet Arnold, principal investigator of the grant and the Director of UConn’s Center for Land Use Education and Research (CLEAR).
The Environment Corps or “E-Corps” came out of a three-year pilot project originally funded by the UConn Provost’s Office in 2016. That project developed the Climate Corps, an undergraduate instructional effort focused on local, town-level impacts of, and responses to, climate change. Designed to draw students from the Environmental Studies, Environmental Sciences, and Environmental Engineering majors, the Climate Corps debuted in the fall of 2017. The program consists of a class in the fall with a strong focus on local challenges and issues, followed by a “practicum” spring semester during which students are formed into teams and matched with towns work on projects. Partnerships with the towns are built on the long-term relationships that have developed between local officials and Extension educators from CLEAR and the Connecticut Sea Grant program.
Climate Corps was a hit with both students and towns, and in 2018 spun off a second STEM offering, this one focusing on
brownfields (contaminated sites) redevelopment. The Brownfields Corps, taught by the Civil and Environmental Engineering Department, debuted in the fall of 2018. With the NSF funding, there will now be a third “Corps,” the Stormwater Corps, which is under development and will help towns deal with the many requirements of the state’s newly strengthened general stormwater permit.
The NSF-funded project involves expansion and coordination of the three programs, but also has a major focus on studying the impact of the E-Corps approach on students, faculty, participating towns, and the UConn community. Faculty from the Neag School of Education will lead the research. The Center for Excellence in Teaching and Learning will take the lead in working with university administrators and faculty to promote further expansion of the model.
The local, real-world focus of the E-Corps model is getting an enthusiastic response from students. One student wrote: “Climate Corps had a huge influence on me, and for a while I wasn’t super excited about the sorts of jobs I’d be qualified to do…but having this experience opened so many doors for me and exposed me to so many different things I could do. I’m really excited to start my new job because I’ve been able to combine a career with something I find super interesting.” Fall classes are filled to capacity for the Climate and Brownfields Corps.
“With two years of the Climate Corps and a year of the Brownfields Corps under our belts I think we can say that both the students and the communities are benefitting from this program,” says Sea Grant Extension Educator Juliana Barrett, a Climate Corps instructor. “As a Land and Sea Grant University UConn has a critical mission to engage the community, and the E-Corps project gives us a new, exciting model for doing that.”
April 6-11 I was fortunate enough to be selected as part of the Connecticut delegation sent to Washington D.C. for the 2019 National 4-H Conference. I was a part of the Entrepreneurship round table and we were tasked with answering a set of questions for the United States department of labor. The challenge question tasked to us was as follows, “It is estimated that fifty percent (50%) of the U.S. workforce will be freelance workers by 2027. What is the Gig economy and what are the characteristics that make it so alluring to youth? What are the kinds of skills entrepreneurs need to be successful and in what ways is entrepreneurial, skills training taught? How important could an innovation-based entrepreneurial economy be to a rural area?” These questions were tough to answer at first but with the help of my round table, which consisted of 15 4-Hers, 14 from the United States and one boy from Saskatchewan Canada, we were able to begin answering the questions quickly and efficiently. We prepared a 30 minute presentation for select members of the United States department of labor and the presentation went very well. Many of these members have been receiving the presentations done by 4-Hers for many years now and as a group the members said our presentation was among the best they’ve ever seen. I learned a lot at this conference about leadership and it tested my public speaking skills as I met other 4-Hers from around the country and as I talked with high ranking officials., Leadership skills came into play in the planning stages of the round table discussions as we needed to put together a very large, multi-parted presentation with people we had never met before. I learned a lot from this conference as well about the industry that I want to go into.
I want to be an entrepreneur and own my own horseback riding facility when I’m older so through the topic of entrepreneurship at conference I learned a lot about what I will need to do in order to be successful in my field.
Why donors should fund these trips?
My experiences in 4-H surpass anything else I’ve done in high school or my other clubs because of the important life skills I’ve gained from these 4-H trips. I have been a part of various different clubs and sports throughout my youth, but the only thing I truly stuck with was 4-H because even at a young age I understood that in 4-H I was being taught important life skills that I would gain no where else. 4-H has taught me a lot about the importance of public speaking and being able to communicate effectively with others. From my first public speaking competition in 2015 where I was barely able to finish my presentation to placing 5th at the Eastern National 4-H Horse Contests in the Individual Presentation contest at the end of 2016, I have shown immense amounts of growth in being able to speak well. From there as I continued to work on my speaking skills I’ve made it to the Connecticut state public speaking finals four times.
Once my public speaking skills were improved through 4-H, I turned my focus to becoming a better leader which 4-H teaches so well. I worked my way up the ranks of my club to become club president for three years. From there I felt I had improved my leadership skills enough to become a superintendent of the Horse Exposition at my local 4-H fair, which is a fair entirely run by 4-Hers. I was able to implement an entirely new event at this fair from my skills learned about leading a group from my local 4-H club. I am now a ranking officer at my fair.
4-H is also a great place for kids to learn interpersonal skills and how to make friends. When you first join 4-H or go on your first national trip, it is likely you will know no one. This encourages kids to make new friends and connections and step outside of their comfort zone, possibly even for the first time. My experiences in 4-H are matched my nothing, and I truly thank the wonderful leaders and extension agents I’ve come to know for that.
The Natural Resources Conservation Academy (NRCA) is a group of three linked projects that focus on connecting STEM education for high school students with natural resource conservation at the local level. With over 130 land trusts in the state and each of its 169 municipalities having a Conservation Commission, Connecticut has a long history of local conservation. NRCA provides an assist to these efforts, while educating students and teachers about the science and issues surrounding natural resource protection. The TPL is joined by the foundational NRCA project, the Conservation Ambassador Program (CAP), and the Conservation Training Partnership (CTP). CAP brings high school students from around the state to campus for a week-long intensive field experience at the UConn main campus, from which they return home to partner with a community organization on a conservation project of their own design. CTP moves around the state for two-day training of adult-student teams that teaches them about smart phone mapping applications and their use in conservation. The teams then return and implement a conservation project. Together the three programs have educated 308 participants and resulted in 187 local conservation projects in 105 towns, involving 119 community partner organizations.