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Gail R. Nonnecke and Henry G. Taber

The purpose of this project was to investigate the use of evapotranspiration (ET) as a guideline for trickle irrigation timing in field-grown day-neutral `Tristar' strawberry. Proper management of trickle irrigation would allow optimum yields and quality with minimum water inputs. A randomized complete block field design with four replications was used at the ISU Horticulture Station in central Iowa. Irrigation treatments were based on % of ET and number of applications per week. The four treatments included: 30, 60, and 90 % of ET applied once per week (1X) and 30% of ET applied 3 times per week (3X). Total yield data (kg of fruit per season) indicated the 30% of ET (3X) treated plants yielded 15% more fruit than the 30% of ET (1X) plants. Berry number was 14% greater from plants receiving the 30% of ET (3X) treatment than from those receiving the 30% of ET (1X) treatment. Average berry weights for the entire growing season were similar among all treatments.

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U.K. Schuch and G.R. Nonnecke

Iowa State Univ. is committed to improve student learning and supports faculty and staff through Project LEA/RN (Learning Enhancement Action/Resource Network) workshops and continuous training. Project LEA/RN teaches cooperative learning techniques that are known to improve student interest in the subject, allow active participation, improve understanding and retention of the material, and encourage learning inside and outside the classroom. Three learning techniques that have been used successfully in our lecture and laboratory classes ranging from 20 to 100 students per class are: turn to your partner (TTYP), note-taking pairs (NTP), and jigsaw. In TTYP, the instructor asks a question and students formulate an answer individually, then share the answer with a partner, listen to the partner's answer, and finally create a new answer through discussion. NTP can be used after new material has been presented. A student compares notes with their partner, both add/correct their notes, share key points with a partner, and carefully listen to the partner's keypoints. In the jigsaw exercise, students who had the same assignment compare information they have prepared with each other and then with the entire class. In all exercises students are made accountable by the instructor who calls randomly on individuals to share their answers with the class. Examples of how to use these techniques and the interpersonal skills acquired and practiced during these exercises will be discussed.

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Richard.J. Gladon, Cheryll A. Reitmeier, Mark L. Gleason, Gail R. Nonnecke, Nancy H. Agnew, and Dennis G. Olson

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K.S. Lewers, J.M. Enns, S.Y. Wang, J.L. Maas, G.J. Galletta, S.C. Hokanson, J.R. Clark, K. Demchak, R.C. Funt, S.A. Garrison, G.L. Jelenkovic, G.R. Nonnecke, P.R. Probasco, B.J. Smith, B.R. Smith, and C.A. Weber