The document discusses integrated pest management (IPM) in early care and education programs. It provides an overview of IPM, explaining that IPM involves preventing pest problems by keeping pests out and removing their food, water and shelter. For managing pest problems, IPM uses non-chemical methods first, like modifying the environment and improving sanitation. If further measures are needed, low-risk pesticides are carefully selected and applied. The goal of IPM is to protect children's and staff's health and the environment.
This document introduces an Integrated Pest Management curriculum for early care and education programs. It was developed by experts from the University of California and the California Department of Pesticide Regulation. The curriculum provides information on integrated pest management and aims to help early education programs implement IPM practices to reduce pest problems and pesticide use, which is encouraged by California's Healthy Schools Act. It explains why IPM is preferable to pesticide use for children's health and facilities. The curriculum covers topics such as pests, pesticides, IPM principles and practices, and how to communicate IPM efforts with staff and parents.
Summary 1271 Wordssecond hand smoke55SIMILARITY.docxcalvins9
Second hand smoke contains over 7,000 chemicals, including hundreds that are toxic and at least 70 that cause cancer. There is no safe level of exposure to second hand smoke. Second hand smoke can cause numerous health issues in infants such as increased risk of asthma, ear infections, respiratory infections, and Sudden Infant Death Syndrome. It may also be linked to conditions like Attention Deficit Hyperactivity Disorder. Health professionals recommend that parents quit smoking, avoid smoking around children, and choose caregivers and environments that are smoke free in order to protect infants from second hand smoke exposure.
This document provides information about applying for the position of Team Leader Immunisation with the Eastern Health Authority. It outlines the application process, including submitting a CV and cover letter detailing relevant experience and qualifications. It describes the recruitment stages of advertising, application review, shortlisting, and panel interviews. The closing date for applications is also provided.
Mr. Thomas J. Chapel - Measure that Make a Difference! WHY Measure and WHAT t...John Blue
Measure that Make a Difference! WHY Measure and WHAT to Measure! - Mr. Thomas J. Chapel, Chief Evaluation Officer, Centers for Disease Control and Prevention (CDC), from the 2015 NIAA Antibiotic Symposium - Stewardship: From Metrics to Management, November 3-5, 2015, Atlanta, Georgia, USA.
More presentations at http://swinecast.com/2015-niaa-symposium-antibiotics-stewardship-from-metrics-to-management
This document debunks 10 common myths used by pro-pesticide groups to argue for pesticide use in schools. It presents facts showing that integrated pest management programs can control pests effectively without toxic pesticides, pesticides do pose health risks to children even when used as directed, and most pests in schools do not transmit diseases. It argues that universal notification of pesticide applications is important for informed consent, and that integrated pest management has been shown to reduce costs for schools compared to conventional pesticide use over the long term. The document aims to support community efforts to reduce unnecessary pesticide use in schools and implement non-toxic pest control alternatives.
This document provides a summary of a facilitator's guide for a Community-Integrated Management of Childhood Illness (C-IMCI) manual. The manual is divided into two sections: the first covers assessing, classifying, and determining appropriate actions for various diseases and prevention activities; the second provides home care treatment and follow-up guidelines. Each chapter in the first section follows a 7-step process including reflection, definition, recognition of signs, skill development, evaluation and management of cases using a recording form, determining appropriate action, and referral procedures. The guide is intended to train community health workers to identify and manage common childhood illnesses in an integrated manner.
This survey was conducted to determine the use of Integrated Pest Management (IPM) in Colorado and Utah schools. The survey found that 47% of school districts said they were familiar with IPM, but only 17% have an IPM Coordinator. Common pest problems reported included vertebrate pests (85%), ants (73%), and cockroaches (25%). While exclusion methods and inspections were widely used, many schools also relied on calendar-based pesticide applications. Barriers to IPM implementation included lack of staffing, costs, and unavailable education and training. The survey results can help improve IPM adoption and awareness.
This document introduces an Integrated Pest Management curriculum for early care and education programs. It was developed by experts from the University of California and the California Department of Pesticide Regulation. The curriculum provides information on integrated pest management and aims to help early education programs implement IPM practices to reduce pest problems and pesticide use, which is encouraged by California's Healthy Schools Act. It explains why IPM is preferable to pesticide use for children's health and facilities. The curriculum covers topics such as pests, pesticides, IPM principles and practices, and how to communicate IPM efforts with staff and parents.
Summary 1271 Wordssecond hand smoke55SIMILARITY.docxcalvins9
Second hand smoke contains over 7,000 chemicals, including hundreds that are toxic and at least 70 that cause cancer. There is no safe level of exposure to second hand smoke. Second hand smoke can cause numerous health issues in infants such as increased risk of asthma, ear infections, respiratory infections, and Sudden Infant Death Syndrome. It may also be linked to conditions like Attention Deficit Hyperactivity Disorder. Health professionals recommend that parents quit smoking, avoid smoking around children, and choose caregivers and environments that are smoke free in order to protect infants from second hand smoke exposure.
This document provides information about applying for the position of Team Leader Immunisation with the Eastern Health Authority. It outlines the application process, including submitting a CV and cover letter detailing relevant experience and qualifications. It describes the recruitment stages of advertising, application review, shortlisting, and panel interviews. The closing date for applications is also provided.
Mr. Thomas J. Chapel - Measure that Make a Difference! WHY Measure and WHAT t...John Blue
Measure that Make a Difference! WHY Measure and WHAT to Measure! - Mr. Thomas J. Chapel, Chief Evaluation Officer, Centers for Disease Control and Prevention (CDC), from the 2015 NIAA Antibiotic Symposium - Stewardship: From Metrics to Management, November 3-5, 2015, Atlanta, Georgia, USA.
More presentations at http://swinecast.com/2015-niaa-symposium-antibiotics-stewardship-from-metrics-to-management
This document debunks 10 common myths used by pro-pesticide groups to argue for pesticide use in schools. It presents facts showing that integrated pest management programs can control pests effectively without toxic pesticides, pesticides do pose health risks to children even when used as directed, and most pests in schools do not transmit diseases. It argues that universal notification of pesticide applications is important for informed consent, and that integrated pest management has been shown to reduce costs for schools compared to conventional pesticide use over the long term. The document aims to support community efforts to reduce unnecessary pesticide use in schools and implement non-toxic pest control alternatives.
This document provides a summary of a facilitator's guide for a Community-Integrated Management of Childhood Illness (C-IMCI) manual. The manual is divided into two sections: the first covers assessing, classifying, and determining appropriate actions for various diseases and prevention activities; the second provides home care treatment and follow-up guidelines. Each chapter in the first section follows a 7-step process including reflection, definition, recognition of signs, skill development, evaluation and management of cases using a recording form, determining appropriate action, and referral procedures. The guide is intended to train community health workers to identify and manage common childhood illnesses in an integrated manner.
This survey was conducted to determine the use of Integrated Pest Management (IPM) in Colorado and Utah schools. The survey found that 47% of school districts said they were familiar with IPM, but only 17% have an IPM Coordinator. Common pest problems reported included vertebrate pests (85%), ants (73%), and cockroaches (25%). While exclusion methods and inspections were widely used, many schools also relied on calendar-based pesticide applications. Barriers to IPM implementation included lack of staffing, costs, and unavailable education and training. The survey results can help improve IPM adoption and awareness.
Pest Control in the School Environment: Adopting Integrated Pest ManagementJillian (Pierone) Baker
The document discusses adopting integrated pest management (IPM) programs in schools to reduce children's exposure to pesticides. It provides guidance on establishing a comprehensive IPM program, including developing an official pest management policy, designating roles and responsibilities, setting pest management objectives, inspecting for and monitoring pests, setting action thresholds, applying non-chemical control strategies, evaluating results, and record keeping. The goal of adopting IPM is to manage pests cost-effectively while minimizing risks to people and the environment.
The document summarizes the activities of a social action program called "LIVEright LIVERight" aimed at raising awareness of Hepatitis A, B and C in Pakistan. The program was conducted by 13 student volunteers over 3 months and involved educational seminars, poster competitions, awareness walks and lectures at various colleges and universities. The program reached over 1500 people to educate them on transmission, prevention and vaccination against Hepatitis. Feedback was collected through surveys to measure the impact of the awareness activities. The document outlines the objectives, planning, implementation and evaluation of the different awareness activities conducted by the student volunteers under the social action program.
Anyone who works in an establishment that deals with food should have a basic understanding of the principles of food hygiene and safety. In industries such as catering and food delivery, it is essential that any food safety hazards can be identified and that waste is managed efficiently.
This Level 1 Food Hygiene and Safety Course is for employees who don’t handle food directly, but work in an environment where food is handled. Each training module is designed to address the introductory key elements of food hygiene and safety; from food hygiene and safety laws, to safety control measures, personal hygiene and food safety hazards.
See more: http://bit.ly/2HRTkRO
Anyone who works in an establishment that deals with food should have a basic understanding of the principles of food hygiene and safety. In industries such as catering and food delivery, it is essential that any food safety hazards can be identified and that waste is managed efficiently.
See Details: http://bit.ly/2HRTkRO
Lessons from Ebola: Preventing the Next Epidemic Abioye Peju
These slides are a summary of 10 lessons learnt from PH557x; an online course offered by HarvardX. Interested in the public health/global health response to the Ebola Epidemic of 2014-2016? You should totally check these slides out.
This document provides information on personal hygiene and good grooming as it relates to food processing. It begins with an introduction stating the importance of observing personal hygiene and proper grooming in preventing disease. The next section outlines the learning objectives which are to explain the importance of good grooming in the workplace and follow procedures for cleaning, checking, and sanitizing personal protective equipment. The document then provides details on GMP requirements for personal hygiene including health status of workers, maintaining good personal cleanliness, and ensuring proper attire and protective equipment are worn.
The document is an introduction to a decision-making tool for family planning clients and providers. It describes the tool's layout, with tabs on the side to help clients choose and address different needs, and tabs at the bottom providing information on specific methods. It outlines principles of client-centered counseling and discusses how to use the tool with different client types, with the goal of helping clients choose and correctly use the family planning method best suited to their needs and situation.
1. Regular inspection of artifacts and collections areas is the foundation of an effective IPM program. Using a flashlight and magnifying device, museum staff should carefully inspect for pests, signs of pests, and pest-conducive conditions.
2. The most vulnerable artifacts like organic materials should be inspected at least yearly, while less vulnerable items can be inspected every few years. Pest-prone areas need weekly inspection.
3. In addition to artifacts, the entire building should receive an annual inspection to identify maintenance issues like cracks, leaks, or gaps that could allow pest entry. Special attention should be paid to areas under renovation.
1. The document provides guidance on practicing integrated pest management (IPM) in a calm and reasonable manner. It advises focusing IPM efforts on key areas like sanitation, exclusion of pests, and monitoring, rather than trying to inspect and treat everything.
2. Effective monitoring of pest populations involves using traps, record keeping, and identifying problem areas. Traps should be placed strategically and checked regularly.
3. Proper inspection is the foundation of any IPM program. Inspections should be routine and involve looking for pests, signs of pests, and conditions that could attract pests. Focus inspection on vulnerable areas and artifacts.
1. The document provides guidance on practicing integrated pest management (IPM) in a calm and reasonable manner. It advises focusing IPM efforts on key areas like sanitation, exclusion of pests, and monitoring, rather than trying to inspect and treat everything.
2. Effective monitoring of pest populations involves using traps, record keeping, and identifying problem areas. Traps should be placed strategically and checked regularly.
3. Proper inspection is the foundation of any IPM program. Inspections should be routine and involve looking for pests, signs of pests, and conditions that could attract pests. Focus inspection on vulnerable areas and artifacts.
The biosafety policy document outlines the following:
The biosafety program is designed to protect lab personnel and the public from infectious agents and prevent release of harmful organisms. It includes determining containment requirements, medical surveillance, training, and regulatory compliance.
The policy applies to all individuals handling biohazardous materials on university premises. It establishes policies to safely conduct research and protect health. The biosafety program coordinates procedures for acquiring, handling, storing, transporting, and disposing of biohazards. Key roles include the institutional biosafety committee setting containment levels, the biosafety officer overseeing the program, and principal investigators ensuring compliance.
Texas Poison Center Network Teacher’s Guide - Resources for Healthy Children www.scribd.com/doc/254613619 - For more information, Please see Organic Edible Schoolyards & Gardening with Children www.scribd.com/doc/254613963 - Gardening with Volcanic Rock Dust www.scribd.com/doc/254613846 - Double Food Production from your School Garden with Organic Tech www.scribd.com/doc/254613765 - Free School Gardening Art Posters www.scribd.com/doc/254613694 - Increase Food Production with Companion Planting in your School Garden www.scribd.com/doc/254609890 - Healthy Foods Dramatically Improves Student Academic Success www.scribd.com/doc/254613619 - City Chickens for your Organic School Garden www.scribd.com/doc/254613553 - Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica www.scribd.com/doc/254613494 - Simple Square Foot Gardening for Schools - Teacher Guide www.scribd.com/doc/254613410 - Free Organic Gardening Publications www.scribd.com/doc/254609890 ~ poisoncontrol.org
The document provides frequently asked questions and answers about operating small farms and local food systems during the COVID-19 pandemic. It addresses questions around how COVID-19 spreads, food safety practices to prevent spread, communicating with employees and customers, available resources and financial assistance, and online sales systems for direct sales if farmers markets are closed. The responses provide links to guidance from organizations like the CDC and FDA on hygiene, sanitation, social distancing and food safety best practices during the pandemic.
The document provides a brief history of health care-associated infections (HAIs), noting that while some understanding of cleanliness and isolation existed historically, the true germ theory of disease was not widely accepted until the late 19th century work of Koch, Pasteur, Lister, Semmelweis, Holmes, and Nightingale. Early hospitals often lacked basic sanitation and infection control practices, leading to high rates of surgical site infections, puerperal fever, and other HAIs. Over time hospitals implemented some segregation, handwashing, instrument cleaning, and environmental sanitation practices which helped reduce HAI transmission, though the
Here are the key points about the significance of global health initiatives:
- Global health initiatives address major health problems that affect people worldwide such as infectious diseases, non-communicable diseases, and environmental health issues. They aim to improve health and save lives through coordinated international efforts.
- Major global health organizations like WHO, UNICEF, GAVI, and the Global Fund work with countries to implement initiatives that strengthen health systems, expand access to healthcare, and finance programs to end diseases. Their initiatives have significantly improved health outcomes globally.
- Citizens have a role to support global health initiatives through actions like advocating for health policies, volunteering or donating to organizations, and spreading awareness about health issues. Collective efforts are needed
The Health Initiative for Safety and Stability in Africa (HIFASS) has been awarded two contracts totaling over 27 million naira to provide demand creation for the prevention of mother-to-child transmission of HIV (PMTCT) in Benue State and the Federal Capital Territory of Nigeria. The first contract for 5.9 million naira is from the Benue State Agency for Control of AIDS to reach 2,800 beneficiaries in 4 LGAs of Benue State. The second contract for 21.7 million naira is from the FCT Agency for Control of AIDS to reach 1,790 beneficiaries in 4 LGAs of the FCT. The goal of both projects is to increase uptake of anten
Price performance of opioids pain killers thta may killAviMan
The document discusses the opioid epidemic and proposes solutions to address it. It notes that while doctors prescribe opioids to manage pain, patients should verify prescriptions and consider alternative pain management tools. It advocates adopting an integrative medicine approach that combines conventional and alternative therapies. It also calls for mandatory doctor training on opioid risks and alternative treatments, a national prescription database, health institution accountability, public awareness campaigns, and subsidized addiction treatment centers to help curb the epidemic.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Pest Control in the School Environment: Adopting Integrated Pest ManagementJillian (Pierone) Baker
The document discusses adopting integrated pest management (IPM) programs in schools to reduce children's exposure to pesticides. It provides guidance on establishing a comprehensive IPM program, including developing an official pest management policy, designating roles and responsibilities, setting pest management objectives, inspecting for and monitoring pests, setting action thresholds, applying non-chemical control strategies, evaluating results, and record keeping. The goal of adopting IPM is to manage pests cost-effectively while minimizing risks to people and the environment.
The document summarizes the activities of a social action program called "LIVEright LIVERight" aimed at raising awareness of Hepatitis A, B and C in Pakistan. The program was conducted by 13 student volunteers over 3 months and involved educational seminars, poster competitions, awareness walks and lectures at various colleges and universities. The program reached over 1500 people to educate them on transmission, prevention and vaccination against Hepatitis. Feedback was collected through surveys to measure the impact of the awareness activities. The document outlines the objectives, planning, implementation and evaluation of the different awareness activities conducted by the student volunteers under the social action program.
Anyone who works in an establishment that deals with food should have a basic understanding of the principles of food hygiene and safety. In industries such as catering and food delivery, it is essential that any food safety hazards can be identified and that waste is managed efficiently.
This Level 1 Food Hygiene and Safety Course is for employees who don’t handle food directly, but work in an environment where food is handled. Each training module is designed to address the introductory key elements of food hygiene and safety; from food hygiene and safety laws, to safety control measures, personal hygiene and food safety hazards.
See more: http://bit.ly/2HRTkRO
Anyone who works in an establishment that deals with food should have a basic understanding of the principles of food hygiene and safety. In industries such as catering and food delivery, it is essential that any food safety hazards can be identified and that waste is managed efficiently.
See Details: http://bit.ly/2HRTkRO
Lessons from Ebola: Preventing the Next Epidemic Abioye Peju
These slides are a summary of 10 lessons learnt from PH557x; an online course offered by HarvardX. Interested in the public health/global health response to the Ebola Epidemic of 2014-2016? You should totally check these slides out.
This document provides information on personal hygiene and good grooming as it relates to food processing. It begins with an introduction stating the importance of observing personal hygiene and proper grooming in preventing disease. The next section outlines the learning objectives which are to explain the importance of good grooming in the workplace and follow procedures for cleaning, checking, and sanitizing personal protective equipment. The document then provides details on GMP requirements for personal hygiene including health status of workers, maintaining good personal cleanliness, and ensuring proper attire and protective equipment are worn.
The document is an introduction to a decision-making tool for family planning clients and providers. It describes the tool's layout, with tabs on the side to help clients choose and address different needs, and tabs at the bottom providing information on specific methods. It outlines principles of client-centered counseling and discusses how to use the tool with different client types, with the goal of helping clients choose and correctly use the family planning method best suited to their needs and situation.
1. Regular inspection of artifacts and collections areas is the foundation of an effective IPM program. Using a flashlight and magnifying device, museum staff should carefully inspect for pests, signs of pests, and pest-conducive conditions.
2. The most vulnerable artifacts like organic materials should be inspected at least yearly, while less vulnerable items can be inspected every few years. Pest-prone areas need weekly inspection.
3. In addition to artifacts, the entire building should receive an annual inspection to identify maintenance issues like cracks, leaks, or gaps that could allow pest entry. Special attention should be paid to areas under renovation.
1. The document provides guidance on practicing integrated pest management (IPM) in a calm and reasonable manner. It advises focusing IPM efforts on key areas like sanitation, exclusion of pests, and monitoring, rather than trying to inspect and treat everything.
2. Effective monitoring of pest populations involves using traps, record keeping, and identifying problem areas. Traps should be placed strategically and checked regularly.
3. Proper inspection is the foundation of any IPM program. Inspections should be routine and involve looking for pests, signs of pests, and conditions that could attract pests. Focus inspection on vulnerable areas and artifacts.
1. The document provides guidance on practicing integrated pest management (IPM) in a calm and reasonable manner. It advises focusing IPM efforts on key areas like sanitation, exclusion of pests, and monitoring, rather than trying to inspect and treat everything.
2. Effective monitoring of pest populations involves using traps, record keeping, and identifying problem areas. Traps should be placed strategically and checked regularly.
3. Proper inspection is the foundation of any IPM program. Inspections should be routine and involve looking for pests, signs of pests, and conditions that could attract pests. Focus inspection on vulnerable areas and artifacts.
The biosafety policy document outlines the following:
The biosafety program is designed to protect lab personnel and the public from infectious agents and prevent release of harmful organisms. It includes determining containment requirements, medical surveillance, training, and regulatory compliance.
The policy applies to all individuals handling biohazardous materials on university premises. It establishes policies to safely conduct research and protect health. The biosafety program coordinates procedures for acquiring, handling, storing, transporting, and disposing of biohazards. Key roles include the institutional biosafety committee setting containment levels, the biosafety officer overseeing the program, and principal investigators ensuring compliance.
Texas Poison Center Network Teacher’s Guide - Resources for Healthy Children www.scribd.com/doc/254613619 - For more information, Please see Organic Edible Schoolyards & Gardening with Children www.scribd.com/doc/254613963 - Gardening with Volcanic Rock Dust www.scribd.com/doc/254613846 - Double Food Production from your School Garden with Organic Tech www.scribd.com/doc/254613765 - Free School Gardening Art Posters www.scribd.com/doc/254613694 - Increase Food Production with Companion Planting in your School Garden www.scribd.com/doc/254609890 - Healthy Foods Dramatically Improves Student Academic Success www.scribd.com/doc/254613619 - City Chickens for your Organic School Garden www.scribd.com/doc/254613553 - Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica www.scribd.com/doc/254613494 - Simple Square Foot Gardening for Schools - Teacher Guide www.scribd.com/doc/254613410 - Free Organic Gardening Publications www.scribd.com/doc/254609890 ~ poisoncontrol.org
The document provides frequently asked questions and answers about operating small farms and local food systems during the COVID-19 pandemic. It addresses questions around how COVID-19 spreads, food safety practices to prevent spread, communicating with employees and customers, available resources and financial assistance, and online sales systems for direct sales if farmers markets are closed. The responses provide links to guidance from organizations like the CDC and FDA on hygiene, sanitation, social distancing and food safety best practices during the pandemic.
The document provides a brief history of health care-associated infections (HAIs), noting that while some understanding of cleanliness and isolation existed historically, the true germ theory of disease was not widely accepted until the late 19th century work of Koch, Pasteur, Lister, Semmelweis, Holmes, and Nightingale. Early hospitals often lacked basic sanitation and infection control practices, leading to high rates of surgical site infections, puerperal fever, and other HAIs. Over time hospitals implemented some segregation, handwashing, instrument cleaning, and environmental sanitation practices which helped reduce HAI transmission, though the
Here are the key points about the significance of global health initiatives:
- Global health initiatives address major health problems that affect people worldwide such as infectious diseases, non-communicable diseases, and environmental health issues. They aim to improve health and save lives through coordinated international efforts.
- Major global health organizations like WHO, UNICEF, GAVI, and the Global Fund work with countries to implement initiatives that strengthen health systems, expand access to healthcare, and finance programs to end diseases. Their initiatives have significantly improved health outcomes globally.
- Citizens have a role to support global health initiatives through actions like advocating for health policies, volunteering or donating to organizations, and spreading awareness about health issues. Collective efforts are needed
The Health Initiative for Safety and Stability in Africa (HIFASS) has been awarded two contracts totaling over 27 million naira to provide demand creation for the prevention of mother-to-child transmission of HIV (PMTCT) in Benue State and the Federal Capital Territory of Nigeria. The first contract for 5.9 million naira is from the Benue State Agency for Control of AIDS to reach 2,800 beneficiaries in 4 LGAs of Benue State. The second contract for 21.7 million naira is from the FCT Agency for Control of AIDS to reach 1,790 beneficiaries in 4 LGAs of the FCT. The goal of both projects is to increase uptake of anten
Price performance of opioids pain killers thta may killAviMan
The document discusses the opioid epidemic and proposes solutions to address it. It notes that while doctors prescribe opioids to manage pain, patients should verify prescriptions and consider alternative pain management tools. It advocates adopting an integrative medicine approach that combines conventional and alternative therapies. It also calls for mandatory doctor training on opioid risks and alternative treatments, a national prescription database, health institution accountability, public awareness campaigns, and subsidized addiction treatment centers to help curb the epidemic.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
IPMPresentationEnglish.ppt
1. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
INTEGRATED PEST MANAGEMENT IN
EARLY CARE & EDUCATION PROGRAMS
1
2. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
ICEBREAKER QUESTIONS
1. What’s your name?
2. What’s the pest that bothers you the
most?
3. What would you like to learn from
today’s workshop?
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3. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
INTEGRATED PEST MANAGEMENT IN
EARLY CARE & EDUCATION PROGRAMS
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Funding for this project has been provided in full or in part through a grant awarded by the
California Department of Pesticide Regulation (DPR). The contents of this document do not
necessarily reflect the views and policies of DPR nor does mention of trade names or
commercial products constitute endorsement or recommendation for use.
4. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
WHY ARE WE HERE TODAY?
Goal: To protect the health of children,
staff and the environment
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5. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
BY THE END OF TODAY, YOU WILL BE ABLE TO:
1 . Identify the r equir ements for
c hild c ar e c enter s as s pec ified
in C alifor nia’s H ealthy Sc hools
Ac t.
2. D efine w hat is a pes t, w hat is a
pes tic ide and w hat is
integr ated pes t management.
3. Explain w hy c hildr en ar e
vulnerable to the health ris k s of
pes tic ides .
4. D es c r ibe the health effec ts for
c hildr en and s taff expos ed to
pes tic ides and c ommon pes ts .
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6. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
BY THE END OF TODAY, YOU WILL BE ABLE TO:
5. D evelop and implement IPM
polic ies and pr ac tic es in your
pr ogr am.
6. Identify s imple and inexpens ive
IPM methods to pr event or
manage c ommon pes ts .
7. Ins pec t your c hild c ar e fac ility
for the pr es ence of pes ts or
c onditions that attrac t pes ts
us ing the IPM C hec k lis t.
8. Shar e IPM infor mation and
r es our ces w ith s taff and
par ents .
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7. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
OVERVIEW
A. Healthy Schools
Act
B. Background
o Pests
o Pesticides
o The health risks of
pesticides to children &
the environment
C. Integrated Pest
Management
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8. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
HEALTHY SCHOOLS ACT (HSA)
The HSA requires that all child care
centers:
• K e e p r e c o r d s a b o u t
p e s t i c i d e u s e ;
• M a i n t a i n a r e g i s t r y o f
p e o p l e t o n o t i f y wh e n
p e s t i c i d e s a r e u s e d ;
• N o t i f y p a r e n t s a n d s t a ff
b e f o r e p e s t i c i d e s a r e
a p p l i e d a n d
• P o s t w a r n i n g s i g n s i n
a r e a s wh e r e p e s t i c i d e s
wi l l o r h a v e b e e n a p p l i e d .
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9. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
HEALTHY SCHOOLS ACT (II)
The HSA encourages centers to:
• bait stations
• gel/paste in cracks/crevices
• exempt materials (e.g. mint oil)
• cleaners/sanitizers
• sprays
• foggers
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• Keep pests out!
• Remove their
access to food,
water and shelter
Use IPM methods
Use HSA
exempt
pesticides
AVOID use of
nonexempt
pesticides
10. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
WHAT DOES THE HSA REQUIRE?
P e s t M a n a g e m e n t P r o f e s s i o n a l
( P M P )
I f a c h i l d c a r e c e n t e r h i r e s a P M P ,
t h e s t a f f m u s t i n f o r m t h e P M P t h a t
t h e f a c i l i t y m u s t c o m p l y w i t h t h e
H e a l t h y S c h o o l s A c t . T h e P M P
m u s t n o t i f y t h e c e n t e r 1 2 0 h o u r s
b e f o r e a p p l y i n g n o n e x e m p t
p e s t i c i d e s .
I f a p r o p e r t y o w n e r h i r e s a P M P , t h e
p r o p e r t y o w n e r m u s t n o t i f y t h e
P M P t h a t a c h i l d c a r e f a c i l i t y i s
p r e s e n t o n t h e p r o p e r t y.
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P r o p e r t y O w n e r s
I f t h e o w n e r o f a p r o p e r t y w h e r e a c h i l d c a r e c e n t e r i s l o c a t e d
u s e s p e s t i c i d e s , t h e y m u s t p r o v i d e w r i t t e n n o t i c e t o t h e E C E
c e n t e r a t l e a s t 1 2 0 h o u r s b e f o r e t h e y a p p l y a p e s t i c i d e .
F o r c o m p l e t e l i s t o f y o u r r e s p o n s i b i l i t i e s , s e e C C H P
H e a l t h a n d S a f e t y N o t e o n t h e H e a l t h y S c h o o l s Ac t .
11. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
WHAT IS A PEST?
A pest is any living organism that causes
damage or discomfort, or transmits or
produces disease.
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12. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
WHAT ARE THE MOST COMMON INDOOR PESTS
IN CALIFORNIA CHILD CARE CENTERS?
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Bradman, A. , Dobson, C., Leonard, V. & Messenger, B. (2010). Pest Management and Pesticide Use in California Child Care Centers, Center for
Children’ s Environmental Health Research, School of Public Health, UC Berkeley at apps.cdpr.ca.gov/schoolipm/childcare/pest_mgt_childcare.pdf.
13. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
WHAT ARE THE MOST COMMON OUTDOOR PESTS
IN CALIFORNIA CHILD CARE CENTERS?
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Bradman, A. , Dobson, C., Leonard, V. & Messenger, B. (2010). Pest Management and Pesticide Use in California Child Care Centers, Center for
Children’ s Environmental Health Research, School of Public Health, UC Berkeley at apps.cdpr.ca.gov/schoolipm/childcare/pest_mgt_childcare.pdf.
14. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
WHAT PROBLEMS DO PESTS CAUSE?
Building
Damage
Health
Problems
Spread
Bacteria
Allergies
Trigger
Asthma
Rats Eat
Wires
Mold & Termites
Damage Building
Parents &
staff are
upset when
they see
pests
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15. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
WHAT ARE PESTICIDES?
Pesticides are poisons that are
designed to kill or control living
things.
Examples:
• Roach and ant spray
• Flea bombs
• Rat poison
• Weed killer
• Mothballs
• Insecticide chalk
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16. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
CONCERNS ABOUT PESTICIDE-USE
Pest
Resistance
Health
Outcomes
Immediate
• Flu-like
symptoms
• Skin
Rash
• Breathing
problems
Long-Term
• Asthma
• Cancer
• Damage to brain
and nervous system
• Immune system
damage
• Endocrine
disruption
Vulnerable
Populations
Environmental
Damage
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www.toxicsoy.org/toxicsoy/news/Artikelen/200
9/7/1_Girl_suffering_from_pesticide_poisoning
.html
E A Guillette, M M Meza, M G Aquilar, A D Soto, and I E Garcia, (1998), An anthropological
approach to the evaluation of preschool children exposed to pesticides in Mexico. Environ Health
Perspect.,106(6)
17. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
CONCERNS ABOUT PESTICIDE-USE
Pest
Resistance
Health
Outcomes
Vulnerable
Populations
Environmental
Damage
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• Children
• Pregnant
women
• Elderly
• People with
breathing or
lung disorders
18. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
CONCERNS ABOUT PESTICIDE-USE
Pest
Resistance
Health
Outcomes
Vulnerable
Populations
Environmental
Damage
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• Ground &
surface water
contamination
• Poisoning of
aquatic animals
19. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
CONCERNS ABOUT PESTICIDE-USE
Pest
Resistance
Health
Outcomes
Vulnerable
Populations
Environmental
Damage
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• Pests can
become resistant
en.wikipedia.org/wiki/File:Pest_resistance_labelled
_light.svg
20. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
Physicians for Social Responsibility, Los Angeles:
Physicians for Social Responsibility, Los Angeles (2003) In Harm’s Way at www.psr-la.org/in-harms-way/
WHAT WE KNOW ABOUT LONG TERM EFFECTS OF
PESTICIDES
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Pesticide use became
widespread in the 1940’s.
Many pesticides are new
and haven’t been around
for long, so we don’t know
their long term effects.
21. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
WHY ARE CHILDREN MORE VULNERABLE?
1. Higher exposures
• Frequent contact with the
ground or floor, where
pesticides collect
• Hand-to-mouth activity
• Less varied diet
• Eat, drink, and breathe
more per kg
• Spend most of their time
indoors
The average child eats 6.9 times
more apples per day than an
adult.
vs.
child adult
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22. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
WHY ARE CHILDREN MORE VULNERABLE?
1. Higher exposures
• Frequent contact with the
ground or floor, where
pesticides collect
• Hand-to-mouth activity
• Less varied diet
• Eat, drink, and breathe
more per kg
• Spend most of their time
indoors
If a pesticide is present in air, food
or water, a greater amount will be
taken in by a child in proportion to
their body size or weight than by
an adult.
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23. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
WHY ARE CHILDREN MORE VULNERABLE?
2. Metabolism
• Metabolic pathways undeveloped
• Reactivity to environment not yet
in place
3. Don’t recognize hazards
• Can’t read labels
• Get into everything
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In 2008, United States Poison Control Centers reported 43,526
cases of possible pesticide poisoning in children younger than six.
Bronstein, A. C., Spyker, D. A., Cantilena, L. R., Green, J. L., Rumack, B. H., & Giffin, S. L. (2009). 2008 Annual Report of the American Association of
Poison Control Centers’™ National Poison Data System (NPDS): 26th Annual Report. Clinical Toxicology, 47(10), 911-1084.
24. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
WHERE ARE PESTICIDES FOUND?
Household Products
Fruits & Vegetables
Child Care Centers
& Schools
Public Housing
Agricultural Fields
Pesticide Drift
Sanborn et al. Identifying and Managing Adverse Environmental Health Effects: 4
Pesticides. CMAJ May 28, 2002: 166 (11): 1431-1436
Contaminated Water
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25. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
WHAT ARE THE PATHWAYS OF
EXPOSURE FOR CHILDREN?
1. By eating
2. By breathing
3. Through skin
4. Across the
placenta (in the
womb)
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26. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
HOW COMMON IS PESTICIDE-USE?
California Child Care Pest Management Survey
Pest problem present 90%
Using any pesticides 55%
Using spray or fogger 47%
Using at least one IPM
approach
65%
Aware of IPM 25%
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Bradman, A. , Dobson, C., Leonard, V. & Messenger, B. (2010). Pest Management and Pesticide Use in California Child Care Centers, Center for
Children’ s Environmental Health Research, School of Public Health, UC Berkeley at apps.cdpr.ca.gov/schoolipm/childcare/pest_mgt_childcare.pdf.
27. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
WHAT IS INTEGRATED PEST MANAGEMENT (IPM)?
• P r e ve n t i n g p e s t p r o b l e m s b y
1 . k e e p i n g p e s t s o u t a n d
2 . g e t t i n g r i d o f t h e i r
f o o d , wa t e r a n d s h e l t e r.
• M a n a g i n g p e s t p r o b l e m s b y
1 . u s i n g n o n - c h e m i c a l
a p p r o a c h e s ;
2 . u s i n g l e a s t - t o x i c
p e s t i c i d e s wh e n
n e c e s s a r y a n d
3 . r e d u c i n g t h e u s e o f
h a r m f u l p e s t i c i d e .
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A “common-sense” approach to:
28. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
GENERAL
PREVENTION
SANITATION
PHYSICAL –
MECHANICAL
EDUCATION, COMMUNICATION & POLICIES
Toxicity
Intervention
Prevention
CHEMICAL
Conventional Pesticides
Least Toxic Pesticides
• Caulk cracks & crevices
• Replace broken screens
• Repair leaky faucets
• Weatherstrip doors
• Use tight-fitting lids on trash cans
• Keep food containers tightly sealed
• Eliminate clutter & standing water
• Clean up crumbs immediately
• Vacuum
• Snap traps
• Glue boards
• Fly swatters
• Silica gel
• Boric acid
•Diatoma-
ceous earth
• Sprays
• Foggers
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• Train staff & parents
• Adopt IPM policy
• Hire a PMP with IPM
experience
29. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
IPM NUTS & BOLTS
1. Prevention
• Keep Pests Out
• Remove Pest’s Food, Water & Shelter
2. Inspect and Monitor
3. Identify Pests
4. Manage Existing Problems
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30. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
PREVENTION: KEEP PESTS OUT
Seal gaps around pipes
Patch holes in screens
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Seal or block gaps
around doors.
Install doorsweeps.
Take home message: Close off
entryways so pests can’t get into your
facility in the first place!
31. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
PREVENTION: REMOVE PESTS’ FOOD &
WATER
Clean up food before pests
are attracted to leftovers
Store food & art supplies
in sealed containers
Eliminate sanitation &
garbage problems
Eliminate standing
water, clogged sinks &
leaking faucets
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Take home message: Pests need
food and water to survive. Take away
their access to these things, and you’re
taking away their diet!
32. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
PREVENTION: REMOVE PESTS’ SHELTER
Replace cardboard boxes with
plastic containers with lids
Organize! Clutter provides
hiding spots for pests and
covers up their evidence
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Take Home Message: Without
shelter, pests will pack their
bags and find a new home
outside of your ECE facility.
33. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
INSPECTION
Use the IPM Checklist
to look for:
• pests
• signs of pests and
their damage and
• conditions that might
attract pests.
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34. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
IDENTIFICATION
• The next step is to
identify what kind of pest
you have.
• Use Health & Safety
Notes to understand
pests’ lifecycle, food and
shelter.
• The statewide IPM
program is a great
resource:
http://www.ipm.ucdavis.ed
u
Norway Rat
roof rat
house mouse
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35. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
MONITORING
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• Regularly inspect the
facility for pests and pest
damage.
• Identify sources of food,
water and shelter that
might attract pests.
• Identify where pests are
living and breeding.
• Determine if and when
treatment is needed.
• Assess whether current
actions are working.
http://ipcm.wisc.edu/Portals/0/Blog/Files/19/199/sticky%20trap.JPG
Take Home Message:
Monitoring is an
ongoing process!
36. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
MANAGEMENT
Often you can manage pests without using chemicals.
IPM-recommended techniques include:
Wash areas with
soap and water
Prevention
Place traps
Vacuum to
remove pests
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http://reviews.walgreens.com/2001/prod3447245/koola
tron-mini-bug-vacuum-1ea-reviews/reviews.htm
Take Home Message: Keeping
things clean and in good repair is key
to IPM!
37. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
MANAGEMENT: CHOOSING THE LEAST-RISK
PESTICIDE
Tamper- resistant bait
station
Gel bait in a crevice
Foggers & sprays
that broadcast
pesticides
Less risk of
exposure
More risk of
exposure
Antimicrobials
Exempt Nonexempt
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Take Home Message: Use
pesticides as a last resort! If
needed, choose the least-risk
application methods.
38. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
IMPLEMENTING IPM IN YOUR CENTER
1. Write an IPM policy.
2. Designate an IPM Coordinator.
3. Provide training for staff and parents.
4. Obtain information for any outside
contractors.
5. If needed, hire a PMP that has IPM
experience and knows about the HS A
requirements.
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39. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
IMPLEMENTING IPM IN YOUR CENTER (II)
6. If you have a pest problem, inspect buildings
and grounds for sources of infestations and
contributing conditions.
7. Establish pest monitoring procedures.
8. Identify any pests found and create an IPM
Action Plan for each pest you find in your
environment.
9. Establish record keeping.
10. Evaluate the program on a regular basis.
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40. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
HOW TO HIRE A PMP
1 ) I d e n t i f y a P M P wi t h e x p e r i e n c e i n E C E f a c i l i t i e s .
2 ) C a l l s e v e r a l P M P s a n d a s k s p e c i f i c a l l y i f t h e y a r e
a wa r e o f t h e H e a l t h y S c h o o l s A c t a n d p r a c t i c e
I P M .
3 ) A s k wh a t s e r v i c e s a r e i n c l u d e d i n t h e P M P ’s I P M
a p p r o a c h .
4 ) C o n f i r m t h a t t h e P M P u n d e r s t a n d s wh i c h s e r v i c e s
r e q u i r e a n E C E d i r e c t o r ’s e x p l i c i t p e r m i s s i o n .
5 ) A s k wh e t h e r t h e y u s e i n d o o r o r o u t d o o r s p r a y s .
6 ) A s k a b o u t t h e q u a l i f i c a t i o n s , t r a i n i n g a n d
e x p e r i e n c e o f a n y o n e wh o wi l l wo r k o n y o u r s i t e .
7 ) A s k f o r r e f e r e n c e s f r o m o t h e r c l i e n t s .
I f y o u a l r e a d y h a v e a P M P, t a l k wi t h h i m t o m a k e s u r e
h e ’s u s i n g I P M m e t h o d s .
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41. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
SCENARIO
Yo u e n t e r a c h i l d c a r e f a c i l i t y a n d n o t e t h a t t h e r e i s
e v i d e n c e o f m i c e a n d m o l d i n t h e k i t c h e n . T h e s t a ff
s a y t h a t t h e y c a n ’ t g e t r i d o f t h e m a n d a s k y o u f o r
s u g g e s t i o n s . T h e y d o n ’ t wa n t t o s p r a y p e s t i c i d e s
a r o u n d t h e c h i l d r e n .
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W h a t wo u l d y o u
s u g g e s t ?
( H i n t : t h i n k a b o u t
a c c e s s , f o o d , wa t e r
a n d s h e l t e r )
42. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
IPM NUTS & BOLTS
1. Prevention
• Keep Pests Out
• Remove Pest’s Food, Water & Shelter
2. Inspect and Monitor
3. Identify Pests
4. Manage Existing Problems
42
43. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
ACKNOWLEDGEMENTS
M A N A G E M E N T T E A M PA R T N E R S
V i c k i e L e o n a r d , C a l i f o r n i a C h i l d c a r e H e a l t h P r o g r a m ( C C H P ) , U C S F
A s a B r a d m a n , C e n t e r f o r E n v i r o n m e n t a l R e s e a r c h a n d C h i l d r e n ’ s
H e a l t h , U C B e r k e l e y
M a r y L o u i s e F l i n t , U C S t a t e w i d e I n t e g r a t e d P e s t M a n a g e m e n t
( I P M ) P r o g r a m & D e p a r t m e n t o f E n t o m o l o g y, U C D a v i s
N i t a D a v i d s o n , C a l i f o r n i a D e p a r t m e n t o f P e s t i c i d e R e g u l a t i o n ( D P R )
M a r k R o b e r t s o n , D P R
A b b e y A l k o n , C C H P, U C S F
A D D I T O N A L C O N T R I B U T O R S
G r a d u a t e S t u d e n t R e s e a r c h e r s , U C B e r k e l e y S c h o o l o f P u b l i c H e a l t h :
D e v i n a K u o • E v i e K a l m a r • C a s e y P a l m e r • A n n a S c h w a r z b a c h
G r a p h i c D e s i g n : R o b i n B r a n d e s w w w . r o b i n b r a n d e s . c o m
I l l u s t r a t i o n s : N o a K a p l a n *
* s o m e i m a g e s f r o m h t t p : / / h e a l t h y h o m e s c o l l a b o r a t i v e . o r g /
43
44. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
ACKNOWLEDGEMENTS (II)
This Integr ated Pes t Management ( IPM) Toolk it w as
funded by the C alifor nia D epar tment of Pes tic ide
R e g u la tio n ( D PR ) a n d d e ve lo p e d b y th e U n ive r s ity
of C alifor nia ( U C ) , San Fr anc is c o Sc hool of
N u r s in g ’s C a lifo r n ia C h ild c a r e H e a lth Pr o g r a m, in
c ollabor ation w ith the U C Ber k eley C enter for
Environmental R es earc h and C hildren’s H ealth, the
U C Statew ide IPM Pr ogr am, and D PR . The c ontents
of this doc ument do not nec es s arily r eflec t the
view s and polic ies of D PR .
44
45. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
RESOURCES
CALIFORNIA CHILDCARE HEALTH PROGRAM
www.ucsfchildcarehealth.org
• Fact Sheets for Families
www.ucsfchildcarehealth.org/html/pandr/factsheets
main.htm
• Health and Safety Notes
www.ucsfchildcarehealth.org/html/pandr/hsnotesma
in.htm
• Forms
www.ucsfchildcarehealth.org/html/pandr/formsmain
.htm
• Training Curricula
www.ucsfchildcarehealth.org/html/pandr/trainingcur
rmain.htm
AB 405 List of Pesticide Products Prohibited
from Use in Schools
apps.cdpr.ca.gov/schoolipm/school_ipm_law/prohib
ited_prods.pdf
California Department of Pesticide Regulation
Childcare IPM: Growing Up Green
www.cdpr.ca.gov/schoolipm/childcare
California Department of Pesticide Regulation.
Pest Prevention: Maintenance Practice and
Facility Design
apps.cdpr.ca.gov/schoolipm/managing_pests/71_p
est_prevention.cfm
California laws and regulations on pesticide
use
apps.cdpr.ca.gov/schoolipm/school_ipm_law/main.
cfm
Collaborative on Health and the Environment,
EndocrineDisrupting Chemicals
www.healthandenvironment.org/?module=uploads&
func=download&fileId=773
Ecologo
www.ecologo.org
Ecowise
www.ecowise.com
EPA, Design for the Environment
www.epa.gov/dfe
46. INTEGRATED PEST MANAGEMENT TOOLKIT FOR EARLY CARE AND EDUCATION PROGRAMS
CALIFORNIA CHILDCARE HEALTH PROGRAM
RESOURCES (II)
EPA, Integrated Pest Management for Schools:
A How-to Manual
www.epa.gov/opp00001/ipm/schoolipm
eXtension: Pest Management In and Around
Structures
www.extension.org/urban%20integrated%20pest%
20management
Green Seal
www.greenseal.org
Green Shield Certified
www.greenshieldcertified.org
GreenPro
www.certifiedgreenpro.org
IPM Institute of North America, Inc.
www.ipminstitute.org
Maryland Department of Agriculture, Action
Thresholds in School IPM Programs. Pesticide
Regulation Section, Annapolis, MD.
schoolipm.ifas.ufl.edu/tp.htm
National Pesticide Information Center
npic.orst.edu
National Pest Management Association (NPMA)
www.pestworld.org
Our Water, Our World
www.ourwaterourworld.org
Pest Control Operators of California
www.pcoc.org
The Safer Pest Control Project
www.spcpweb.org
University of California Statewide Integrated
Pest Management Program
www.ipm.ucdavis.edu
US Pest Control Regulatory Agencies by State
www.pestnetwork.com/usagencies/bystate.html