text:
The invention relates to novel active compound combinations of certain having very good insecticidal and acaricidal properties and containing
1. A composition comprising a mixture of synergistically effective amounts of
(1) a compound of the formula (Ia)
in which W is H, X is CH3, Y is 5-CH3, Z is H, R is OCH3, and G is CO2—C2H5, and
(2) at least one compound selected from the group consisting of
(i) abamectin at a ratio of the compound of formula (Ia) to abamectin of from 50:1 to 1:5, and
(ii) spinosad at a ratio of the compound of formula (Ia) to spinosad of from 5:1 to 1:5.
2. A composition according to
(1) a compound of the formula (Ia)
in which W is H, X is CH3, Y is 5-CH3, Z is H, R is OCH3, and G is CO2—C2H5, and
(2) at least one compound selected from the group consisting of
(i) abamectin at a ratio of the compound of formula (Ia) to abamectin of from 10:1 to 1:1, and
(ii) spinosad at a ratio of the compound of formula (Ia) to spinosad of from 5:1 to 1:5.
3. A method for controlling insects and/or acarids comprising an effective amount of a composition according to
4. A process for preparing an insecticidal and acaricidal composition comprising mixing a composition according to
This application is a continuation of U.S. application Ser. No. 10/415,790, filed May 5, 2003 now U.S. Pat. No. 7,585,887, which was filed under 35 U.S.C. 371 as a national stage application of International Application PCT/EP01/12474, filed Oct. 29, 2001, which was published in German as International Patent Publication WO 02/37963 on May 16, 2002, and is entitled to the right of priority of German Patent Application 100 55 941.7, filed Nov. 10, 2000.
The present invention relates to novel active compound combinations comprising known cyclic ketoenoles on the one hand and other known insecticidally active compounds on the other hand and which are highly suitable for controlling animal pests such as insects and undesired acarids.
It is already known that certain cyclic ketoenoles have herbicidal, insecticidal and acaricidal properties. The activity of these substances is good; however, at low application rates it is sometimes unsatisfactory.
Unsubstituted bicyclic 3-aryl-pyrrolidine-2,4-dione derivatives (EP-A-355 599 and EP-A-415 211) and substituted monocyclic 3-aryl-pyrrolidine-2,4-dione derivatives (EP-A-377 893 and EP-A-442 077) are known to have herbicidal, insecticidal or acaridical activity.
Also known are polycyclic 3-arylpyrrolidine-2,4-dione derivatives (EP-A-442 073) and 1H-arylpyrrolidine-dione derivatives (EP-A-456 063, EP-A-521 334, EP-A-596 298, EP-A-613 884, EP-A-613 885, WO 94/01 997, WO 95/26 954, WO 95/20 572, EP-A-0 668 267, WO 96/25 395, WO 96/35 664, WO 97/01 535, WO 97/02 243, WO 97/36 868, WO 97/43 275, WO 98/05 638, WO 98/06 721, WO 98/25 928, WO 99/16 748, WO 99/24 437, WO 99/43 649, WO 99/48 869 and WO 99/55 673).
Furthermore, it is already known that numerous heterocycles, organotin compounds, benzoylureas and pyrethroids have insecticidal and acaricidal properties (cf. WO 93/22 297, WO 93/10 083, DE-A 2 641 343, EP-A-347 488, EP-A-210 487, U.S. Pat. No. 3,264,177 and EP-A-234 045). However, the activity of these substances is not always satisfactory.
It has now been found that compounds of the formula (I)
known from WO 93/10 083
(2) the macrolide with the common name
known from DE-A-27 17 040
(3) the naphthalinedione derivative of the formula
known from DE-A-26 41 343
(4) the pyrrole derivative of the formula
known from EP-A-347 488
(5) the thiourea derivative of the formula
known from EP-A-210 487
(6) the oxazoline derivative of the formula
known from WO 93/22 297
(7) an organotin derivative of the formula
in which
known from EP-A-289 879
(9) the pyrazole derivative of the formula
known from EP-A-234 045
(10) the pyridazinone derivative of the formula
known from EP-A-134 439
(11) the benzoylurea of the formula
known from EP-A-161 019
(12) the pyrethroid of the formula
known from EP-A-049 977
(13) the tetrazine derivative of the formula
known from EP-A-005 912
(14) the organotin derivative of the formula
known from DE-A-2 115 666
(15) the sulphenamide of the formula
known from The Pesticide Manual, 11th edition, 1997, page 1208
(16) and/or the pyrimidyl phenol ethers
known from WO 94/02 470, EP-A-883 991
(17) the macrolide of the formula
(spinosad) a mixture preferably comprising
known from EP-A-375 316
(18) ivermectin (XXI)
known from EP-A-001 689
(19) milbemectin (XXII)
known from The Pesticide Manual, 11th edition, 1997, p. 846
(20) endosulfan (XXIII)
known from DE-A-1 015 797
(21) fenazaquin (XXIV)
known from EP-A-326 329
(22) pyrimidifen (XXV)
known from EP-A-196 524
(23) triarathen (XXVI)
known from DE-A-2 724 494
(24) tetradifon (XXVII)
known from U.S. Pat. No. 2,812,281
(25) propargit (XXVIII)
known from U.S. Pat. No. 3,272,854
(26) hexythiazox (XXIX)
known from DE-A-3 037 105
(27) bromopropylate (XXX)
known from U.S. Pat. No. 3,784,696
(28) dicofol (XXXI)
known from U.S. Pat. No. 2,812,280
(29) chinomethionat (XXXII)
known from DE-A-1 100 372
have very good insecticidal and acaricidal properties.
Surprisingly, the insecticidal and acaricidal action of the active compound combinations according to the invention considerably exceeds the total of the actions of the individual active compounds. A true synergistic effect which could not have been predicted therefore exists, not just a complementation of action.
The active compound combinations according to the invention comprise, in addition to at least one active compound of the formula (I), at least one active compound of compounds 1 to 29.
Preference is given to active compound combinations comprising compounds of the formula (I) in which the radicals are as defined below:
Especial preference is given to active compound combinations comprising compounds of the formula (I)
In addition, the active compound combinations may also comprise other fungicidally, acaricidally or insecticidally active components which may be admixed.
If the active compounds are present in the active compound combinations according to the invention in certain weight ratios, the synergistic effect is particularly pronounced. However, the weight ratios of the active compounds in the active compound combinations may be varied within a relatively wide range. In general, the combinations according to the invention comprise active compounds of the formula (I) and the co-components in the preferred and particularly preferred mixing ratios indicated in the table below:
The active compound combinations according to the invention are suitable for controlling animal pests, preferably arthropods and nematodes, in particular insects and arachnids found in agriculture, in animal health, in forests, in the protection of stored products and materials and in the hygiene sector. They are active against normally sensitive and resistant species, and against all or individual developmental stages. The abovementioned pests include:
From the order of the Isopoda, for example, Oniscus asellus, Armadillidium vulgare, Porcellio scaber.
From the order of the Diplopoda, for example, Blaniulus guttulatus.
From the order of the Chilopoda, for example, Geophilus carpophagus, Scutigera spp.
From the order of the Symphyla, for example, Scutigerella immaculata.
From the order of the Thysanura, for example, Lepisma saccharina.
From the order of the Collembola, for example, Onychiurus anmatus.
From the order of the Orthoptera, for example, Acheta domesticus, Gryllotalpa spp., Locusta migratoria migratorioides, Melanoplus spp., Schistocerca gregaria.
From the order of the Blattaria, for example, Blatta orientalis, Periplaneta americana, Leucophaea maderae, Blattella germanica.
From the order of the Denmaptera, for example, Forficula auricularia.
From the order of the Isoptera, for example, Reticulitermes spp.
From the order of the Phthiraptera, for example, Pediculus humanus corporis, Haematopinus spp., Linognathus spp., Trichodectes spp., Damalinia spp.
From the order of the Thysanoptera, for example, Hercinothrips femoralis, Thrips tabaci, Thrips palmi, Frankliniella occidentalis.
From the order of the Heteroptera, for example, Eurygaster spp., Dysdercus intermedius, Piesma quadrata, Cimex lectularius, Rhodnius prolixus, Triatoma spp.
From the order of the Homoptera, for example, Aleurodes brassicae, Bemisia tabaci, Trialeurodes vaporariorum, Aphis gossypii, Brevicoryne brassicae, Cryptomyzus ribis, Aphis fabae, Aphis pomi, Eriosoma lanigerum, Hyalopterus arundinis, Phylloxera vastatrix, Pemphigus spp., Macrosiphum avenae, Myzus spp., Phorodon humuli, Rhopalosiphum padi, Empoasca spp., Euscelis bilobatus, Nephotettix cincticeps, Lecanium corni, Saissetia oleae, Laodelphax striatellus, Nilaparvata lugens, Aonidiella aurantii, Aspidiotus hederae, Pseudococcus spp., Psylla spp.
The plant-parasitic nematodes include, for example, Pratylenchus spp., Radopholus similis, Ditylenchus dipsaci, Tylenchulus semipenetrans, Heterodera spp., Globodera spp., Meloidogyne spp., Aphelenchoides spp., Longidorus spp., Xiphinema spp., Trichodorus spp., Bursaphelenchus spp.
The active compound combinations can be converted into the customary formulations such as solutions, emulsions, wettable powders, suspensions, powders, dusts, pastes, soluble powders, granules, suspension-emulsion concentrates, natural and synthetic materials impregnated with active compound, and microencapsulations in polymeric materials.
These formulations are produced in a known manner, for example by mixing the active compounds with extenders, that is, liquid solvents and/or solid carriers, optionally with the use of surfactants, that is, emulsifiers and/or dispersants, and/or foam formers.
If the extender used is water, it is also possible, for example, to use organic solvents as cosolvents. The following are essentially suitable as liquid solvents: aromatics such as xylene, toluene or alkylnaphthalenes, chlorinated aromatics and chlorinated aliphatic hydrocarbons such as chlorobenzenes, chloroethylenes and methylene chloride, aliphatic hydrocarbons such as cyclohexane or paraffins, for example mineral oil fractions, mineral and vegetable oils, alcohols such as butanol or glycol and their ethers and esters, ketones such as acetone, methyl ethyl ketone, methyl isobutyl ketone or cyclohexanone, strongly polar solvents such as dimethylformamide and dimethyl sulphoxide, or else water.
Suitable solid carriers are:
for example ammonium salts and ground natural minerals such as kaolins, clays, talc, chalk, quartz, attapulgite, montmorillonite or diatomaceous earth, and ground synthetic materials such as highly-disperse silica, alumina and silicates; suitable solid carriers for granules are: for example crushed and fractionated natural rocks such as calcite, marble, pumice, sepiolite and dolomite, or else synthetic granules of inorganic and organic meals, and granules of organic material such as sawdust, coconut shells, maize cobs and tobacco stalks; suitable emulsifiers and/or foam formers are: for example nonionic and anionic emulsifiers such as polyoxyethylene fatty acid esters, polyoxyethylene fatty alcohol ethers, for example alkylaryl polyglycol ethers, alkylsulphonates, alkyl sulphates, arylsulphonates, or else protein hydrolysates; suitable dispersants are: for example lignin-sulphite waste liquors and methylcellulose.
Tackifiers such as carboxymethylcellulose and natural and synthetic polymers in the form of powders, granules or latices, such as gum arabic, polyvinyl alcohol and polyvinyl acetate, or else natural phospholipids such as cephalins and lecithins and synthetic phospholipids can be used in the formulations. Other additives can be mineral and vegetable oils.
It is possible to use colorants such as inorganic pigments, for example iron oxide, titanium oxide and Prussian Blue, and organic colorants such alizarin colorants, azo colorants and metal phthalocyanine colorants, and trace nutrients such as salts of iron, manganese, boron, copper, cobalt, molybdenum and zinc.
The formulations generally comprise between 0.1 and 95% by weight of active compound, preferably between 0.5 and 90%.
The active compound combinations according to the invention can be present in their commercially available formulations and in the use forms, prepared from these formulations, as a mixture with other active compounds, such as insecticides, attractants, sterilants, bactericides, acaricides, nematicides, fungicides, growth-regulating substances or herbicides. The insecticides include, for example, phosphates, carbamates, carboxylates, chlorinated hydrocarbons, phenylureas and substances produced by microorganisms.
Mixtures with other known active compounds such as herbicides or with fertilizers and growth regulators are also possible.
When used as insecticides, the active compound combinations according to the invention can furthermore be present in their commercially available formulations and in the use forms, prepared from these formulations, as a mixture with synergists. Synergists are compounds which increase the action of the active compounds, without it being necessary for the synergist added to be active itself.
The active compound content of the use forms prepared from the commercially available formulations can vary within wide limits. The active compound concentration of the use forms can be from 0.0000001 to 95% by weight of active compound, preferably between 0.0001 and 1% by weight.
The compounds are employed in a customary manner appropriate for the use forms.
When used against hygiene pests and stored-product pests, the active compound combinations are distinguished by an excellent residual action on wood and clay as well as good stability to alkali on limed substrates.
The active compound combinations according to the invention are not only active against plant pests, hygiene pests and stored-product pests, but also, in the veterinary medicine sector, against animal parasites (ectoparasites) such as hard ticks, soft ticks, mange mites, harvest mites, flies (stinging and licking), parasitizing fly larvae, lice, hair lice, bird lice and fleas. These parasites include:
From the order of the Anoplurida, for example, Haematopinus spp., Linognathus spp., Pediculus spp., Phtirus spp., Solenopotes spp.
From the order of the Mallophagida and the suborders Amblycerina and Ischnocerina, for example, Trimenopon spp., Menopon spp., Trinoton spp., Bovicola spp., Wemeckiella spp., Lepikentron spp., Damalina spp., Trichodectes spp., Felicola spp.
From the order Diptera and the suborders Nematocerina and Brachycerina, for example, Aedes spp., Anopheles spp., Culex spp., Simulium spp., Eusimulium spp., Phlebotomus spp., Lutzomyia spp., Culicoides spp., Chrysops spp., Hybomitra spp., Atylotus spp., Tabanus spp., Haematopota spp., Philipomyia spp., Braula spp., Musca spp., Hydrotaea spp., Stomoxys spp., Haematobia spp., Morellia spp., Fannia spp., Glossina spp., Calliphora spp., Lucilia spp., Chrysomyia spp., Wohlfahrtia spp., Sarcophaga spp., Oestrus spp., Hypoderma spp., Gasterophilus spp., Hippobosca spp., Lipoptena spp., Melophagus spp.
The active compound combinations according to the invention are also suitable for controlling arthropods which attack agricultural livestock such as, for example, cattle, sheep, goats, horses, pigs, donkeys, camels, buffaloes, rabbits, chickens, turkeys, ducks, geese, honey-bees, other domestic animals such as, for example, dogs, cats, caged birds, aquarium fish and so-called experimental animals such as, for example, hamsters, guinea pigs, rats and mice. By controlling these arthropods, cases of death and reductions in productivity (for meat, milk, wool, hides, eggs, honey and the like) should be diminished, so that more economical and simpler animal husbandry is possible by the use of the active compound combinations according to the invention.
The active compound combinations according to the invention are used in the veterinary sector in a known manner by enteral administration in the form of, for example, tablets, capsules, potions, drenches, granules, pastes, boluses, the feed-through method, suppositories, by parenteral administration such as, for example, by injections (intramuscularly, subcutaneously, intravenously, intraperitoneally and the like), implants, by nasal administration, by dermal administration in the form of, for example, immersing or dipping, spraying, pouring-on, spotting-on, washing, dusting, and with the aid of active-compound-comprising moulded articles such as collars, ear tags, tail tags, limb bands, halters, marking devices and the like.
When used for cattle, poultry, domestic animals and the like, the active compound combinations can be applied as formulations (for example powders, emulsions, flowables) comprising the active compounds in an amount of 1 to 80% by weight, either directly or after 100- to 10,000-fold dilution, or they may be used as a chemical dip.
Moreover, it has been found that the active compound combinations according to the invention show a potent insecticidal action against insects which destroy industrial materials.
The following insects may be mentioned by way of example and with preference, but not by way of limitation:
Beetles such as
Hylotrupes bajulus, Chlorophorus pilosis, Anobium punctatum, Xestobium rufovillosum, Ptilinus pecticomis, Dendrobium pertinex, Ernobius mollis, Priobium carpini, Lyctus brunneus, Lyctus africanus, Lyctus planicollis, Lyctus linearis, Lyctus pubescens, Trogoxylon aequale, Minthes rugicollis, Xyleborus spec., Tryptodendron spec., Apate monachus, Bostrychus capucins, Heterobostrychus brtmneus, Sinoxylon spec., Dinodertis minutus.
Industrial materials in the present context are understood as meaning non-living materials such as, preferably, polymers, adhesives, glues, paper and board, leather, wood, timber products and paints.
The material which is to be protected from insect attack is very especially preferably wood and timber products.
Wood and timber products which can be protected by the composition according to the invention, or mixtures comprising it, are to be understood as meaning, for example:
Constriction timber, wooden beams, railway sleepers, bridge components, jetties, vehicles made of wood, boxes, pallets, containers, telephone poles, wood lagging, windows and doors made of wood, plywood, chipboard, joinery, or timber products which quite generally are used in house construction or building joinery.
The active compound combinations can be used as such, in the form of concentrates or generally customary formulations such as powders, granules, solutions, suspensions, emulsions or pastes.
The abovementioned formulations can be prepared in a manner known per se, for example by mixing the active compounds with at least one solvent or diluent, emulsifier, dispersant and/or binder or fixative, water repellant, if desired desiccants and UV stabilizers, and if desired colorants and pigments and other processing auxiliaries.
The insecticidal compositions or concentrates used for protecting wood and timber products comprise the active compound according to the invention in a concentration of 0.0001 to 95% by weight, in particular 0.001 to 60% by weight.
The amount of composition or concentrate employed depends on the species and the abundance of the insects and on the medium. The optimal quantity to be employed can be determined in each case by test series upon application. In general, however, it will suffice to employ 0.0001 to 20% by weight, preferably 0.001 to 10% by weight, of the active compound, based on the material to be protected.
A suitable solvent and/or diluent is an organochemical solvent or solvent mixture and/or an oily or oil-type organochemical solvent or solvent mixture of low volatility and/or a polar organochemical solvent or solvent mixture and/or water and, if appropriate, an emulsifier and/or wetter.
Organochemical solvents which are preferably employed are oily or oil-type solvents with an evaporation number of above 35 and a flash point of above 30° C., preferably above 45° C. Such oily and oil-type solvents which are insoluble in water and of low volatility and which are used are suitable mineral oils or their aromatic fractions or mineral-oil-containing solvent mixtures, preferably white spirit, petroleum and/or alkylbenzene.
Mineral oils with a boiling range of 170 to 220° C., white spirit with a boiling range of 170 to 220° C., spindle oil with a boiling range of 250 to 350° C., petroleum and aromatics with a boiling range of 160 to 280° C., oil of turpentine, and the like are advantageously used.
In a preferred embodiment, liquid aliphatic hydrocarbons with a boiling range of 180 to 210° C. or high-boiling mixtures of aromatic and aliphatic hydrocarbons with a boiling range of 180 to 220° C. and/or spindle oil and/or monochloronaphthalene, preferably α-monochloronaphthalene are used.
The organic oily or oil-type solvents of low volatility and with an evaporation number of above 35 and a flash point of above 30° C., preferably above 45° C., can be replaced in part by organochemical solvents of high or medium volatility, with the proviso that the solvent mixture also has an evaporation number of above 35 and a flash point of above 30° C., preferably above 45° C., and that the mixture is soluble or emulsifiable in this solvent mixture.
In a preferred embodiment, some of the organochemical solvent or solvent mixture is replaced by an aliphatic polar organochemical solvent or solvent mixture. Aliphatic organochemical solvents which contain hydroxyl and/or ester and/or ether groups are preferably used, such as, for example, glycol ethers, esters or the like.
Organochemical binders used for the purposes of the present invention are the synthetic resins and/or binding drying oils which are known per se and which can be diluted in water and/or dissolved or dispersed or emulsified in the organochemical solvents employed, in particular binders composed of, or comprising, an acrylate resin, a vinyl resin, for example polyvinyl acetate, polyester resin, polycondensation or polyaddition resin, polyurethane resin, alkyd resin or modified alkyd resin, phenol resin, hydrocarbon resin such as indene/coumarone resin, silicone resin, drying vegetable and/or drying oils and/or physically drying binders based on a natural and/or synthetic resin.
The synthetic resin employed as binder can be employed in the form of an emulsion, dispersion or solution. Bitumen or bituminous substances may also be used as binders, in amounts of up to 10% by weight. In addition, colorants, pigments, water repellants, odour-masking agents, and inhibitors or anticorrosive agents and the like, all of which are known per se, can be employed.
In accordance with the invention, the composition or the concentrate preferably comprises, as organochemical binders, at least one alkyd resin or modified alkyd resin and/or a drying vegetable oil. Alkyd resins which are preferably used in accordance with the invention are those with an oil content of over 45% by weight, preferably 50 to 68% by weight.
Some or all of the abovementioned binder can be replaced by a fixative (mixture) or plasticizer (mixture). These additives are intended to prevent volatilization of the active compounds, and also crystallization or precipitation. They preferably replace 0.01 to 30% of the binder (based on 100% of binder employed).
The plasticizers are from the chemical classes of the phthalic esters, such as dibutyl phthalate, dioctyl phthalate or benzyl butyl phthalate, phosphoric esters such as tributyl phosphate, adipic esters such as di-(2-ethylhexyl)-adipate, stearates such as butyl stearate or amyl stearate, oleates such as butyl oleate, glycerol ethers or higher-molecular-weight glycol ethers, glycerol esters and p-toluenesulphonic esters.
Fixatives are based chemically on polyvinyl alkyl ethers such as, for example, polyvinyl methyl ether, or ketones such as benzophenone and ethylenebenzophenone.
Other suitable solvents or diluents are, in particular, water, if appropriate as a mixture with one or more of the abovementioned organochemical solvents or diluents, emulsifiers and dispersants.
Particularly effective timber protection is achieved by industrial-scale impregnating processes, for example the vacuum, double-vacuum or pressure processes.
The active compound combinations according to the invention can at the same time be employed for protecting objects which come into contact with saltwater or brackish water, such as hulls, screens, nets, buildings, moorings and signalling systems, against fouling.
Fouling by sessile Oligochaeta, such as Serpulidae, and by shells and species from the Ledamorpha group (goose barnacles), such as various Lepas and Scalpellum species, or by species from the Balanomorpha group (acorn barnacles), such as Balanus or Pollicipes species, increases the frictional drag of ships and, as a consequence, leads to a marked increase in operation costs owing to higher energy consumption and additionally frequent residence in the dry dock.
Apart from fouling by algae, for example Ectocarpus sp. and Ceramium sp., fouling by sessile Entomostraka groups, which come under the generic term Cirripedia (cirriped crustaceans), is of particular importance.
Surprisingly, it has now been found that the active compound combinations according to the invention have an outstanding antifouling action.
Using the active compound combinations according to the invention, allows the use of heavy metals such as, for example, in bis(trialkyltin) sulphides, tri-n-butyltin laurate, tri-n-butyltin chloride, copper(I) oxide, triethyltin chloride, tri-n-butyl(2-phenyl-4-chlorophenoxy)tin, tributyltin oxide, molybdenum disulphide, antimony oxide, polymeric butyl titanate, phenyl-(bispyridine)-bismuth chloride, tri-n-butyltin fluoride, manganese ethylenebisthiocarbamate, zinc dimethyldithiocarbamate, zinc ethylenebisthiocarbamate, zinc salts and copper salts of 2-pyridinethiol 1-oxide, bisdimethyldithiocarbamoylzinc ethylene-bisthiocarbamate, zinc oxide, copper(I) ethylene-bisdithiocarbamate, copper thiocyanate, copper naphthenate and tributyltin halides to be dispensed with, or the concentration of these compounds to be substantially reduced.
If appropriate, the ready-to-use antifouling paints can additionally comprise other active compounds, preferably algicides, fungicides, herbicides, molluscicides, or other antifouling active compounds.
Preferably suitable components in combinations with the antifouling compositions according to the invention are:
algicides such as
2-tert-butylamino-4-cyclopropylamino-6-methylthio-1,3,5-triazine, dichlorophen, diuron, endothal, fentin acetate, isoproturon, methabenzthiazuron, oxyfluorfen, quinoclamine and terbutryn;
fungicides such as
benzo[b]thiophenecarboxylic acid cyclohexylamide S,S-dioxide, dichlofluanid, fluorfolpet, 3-iodo-2-propinyl butylcarbamate, tolylfluanid and azoles such as azaconazole, cyproconazole, epoxyconazole, hexaconazole, metconazole, propiconazole and tebuconazole;
The antifouling compositions used comprise the active compound combinations according to the invention in a concentration of 0.001 to 50% by weight, in particular 0.01 to 20% by weight.
Moreover, the antifouling compositions according to the invention comprise the customary components such as, for example, those described in Ungerer, Chem. Ind. 1985, 37, 730-732 and Williams, Antifouling Marine Coatings, Noyes, Park Ridge, 1973.
Besides the algicidal, fungicidal, molluscicidal active compounds and insecticidal active compounds according to the invention, antifouling paints comprise, in particular, binders.
Examples of recognized binders are polyvinyl chloride in a solvent system, chlorinated rubber in a solvent system, acrylic resins in a solvent system, in particular in an aqueous system, vinyl chloride/vinyl acetate copolymer systems in the form of aqueous dispersions or in the form of organic solvent systems, butadiene/styrene/acrylonitrile rubbers, drying oils such as linseed oil, resin esters or modified hardened resins in combination with tar or bitumens, asphalt and epoxy compounds, small amounts of chlorine rubber, chlorinated polypropylene and vinyl resins.
If appropriate, paints also comprise inorganic pigments, organic pigments or colorants which are preferably insoluble in saltwater. Paints may furthermore comprise materials such as colophonium to allow controlled release of the active compounds. Furthermore, the paints may comprise plasticizers, modifiers which affect the rheological properties and other conventional constituents. The compounds according to the invention or the abovementioned mixtures may also be incorporated into self-polishing antifouling systems.
The active compound combinations are also suitable for controlling animal pests, in particular insects, arachnids and mites, which are found in enclosed spaces such as, for example, dwellings, factory halls, offices, vehicle cabins and the like. They can be employed in domestic insecticide products for controlling these pests. They are active against sensitive and resistant species and against all developmental stages. These pests include:
From the order of the Scorpionidea, for example, Buthus occitanus.
From the order of the Acarina, for example, Argas persicus, Argas reflexus, Bryobia ssp., Dermanyssus gallinae, Glyciphagus domesticus, Ornithodorus moubat, Rhipicephalus sanguineus, Trombicula alfreddugesi, Neutrombicula autumnalis, Deimatophagoides pteronissimus, Dennatophagoides forinae.
All plants and plant parts can be treated in accordance with the invention. Plants are to be understood as meaning in the present context all plants and plant populations such as desired and undesired wild plants or crop plants (inclusive of naturally occurring crop plants). Crop plants can be plants which can be obtained by conventional plant breeding and optimization methods or by biotechnological and genetic engineering or by combinations of these methods, inclusive of the transgenic plants and inclusive of the plant varieties protectable or not protectable by plant breeders' rights. Plant parts are to be understood as meaning all above-ground and below-ground parts and organs of plants, such as shoot, leaf, flower and root, examples which may be mentioned being leaves, needles, stalks, stems, flowers, fruit bodies, fruits, seeds, roots, tubers and rhizomes. The plant parts also include harvested material, and vegetative and generative propagation material, for example cuttings, tubers, rhizomes, offsets and seeds.
Treatment according to the invention of the plants and plant parts with the active compounds is carried out directly or by allowing the compounds to act on the surroundings, environment or storage space by the customary treatment methods, for example by immersion, spraying, evaporation, fogging, scattering, painting on and, in the case of propagation material, in particular in the case of seed, also by applying one or more coats.
As already mentioned above, it is possible to treat all plants and their parts according to the invention. In a preferred embodiment, wild plant species and plant cultivars, or those obtained by conventional biological breeding, such as crossing or protoplast fusion, and parts thereof, are treated. In a further preferred embodiment, transgenic plants and plant cultivars obtained by genetic engineering, if appropriate in combination with conventional methods (Genetically Modified Organisms), and parts thereof are treated. The term "parts" or "parts of plants" or "plant parts" has been explained above.
Particularly preferably, plants of the plant cultivars which are in each case commercially available or in use are treated according to the invention.
Depending on the plant species or plant cultivars, their location and growth conditions (soils, climate, vegetation period, diet), the treatment according to the invention may also result in superadditive ("synergistic") effects. Thus, for example, reduced application rates and/or a widening of the activity spectrum and/or an increase in the activity of the substances and compositions which can be used according to the invention, better plant growth, increased tolerance to high or low temperatures, increased tolerance to drought or to water or soil salt content, increased flowering performance, easier harvesting, accelerated maturation, higher harvest yields, better quality and/or a higher nutritional value of the harvested products, better storage stability and/or processability of the harvested products are possible which exceed the effects which were actually to be expected.
The transgenic plants or plant cultivars (i.e. those obtained by genetic engineering) which are preferred and to be treated according to the invention include all plants which, in the genetic modification, received genetic material which imparts particularly advantageous useful properties ("traits") to these plants. Examples of such properties are better plant growth, increased tolerance to high or low temperatures, increased tolerance to drought or to water or soil salt content, increased flowering performance, easier harvesting, accelerated maturation, higher harvest yields, better quality and/or a higher nutritional value of the harvested products, better storage stability and/or processability of the harvested products. Further and particularly emphasized examples of such properties are a better defense of the plants against animal and microbial pests, such as against insects, mites, phytopathogenic fungi, bacteria and/or viruses, and also increased tolerance of the plants to certain herbicidally active compounds. Examples of transgenic plants which may be mentioned are the important crop plants, such as cereals (wheat, rice), maize, soya beans, potatoes, cotton, oilseed rape and also fruit plants (with the fruits apples, pears, citrus fruits and grapevines), and particular emphasis is given to maize, soya beans, potatoes, cotton and oilseed rape. Traits that are particularly emphasized are increased defense of the plants against insects by toxins formed in the plants, in particular those formed by the genetic material from Bacillus thuringiensis (for example by the genes CryIA(a), CryIA(b), CryIA(c), CryIIA, CryIIIA, CryIIIB2, Cry9c Cry2Ab, Cry3Bb and CryIF and also combinations thereof) (hereinbelow referred to as "Bt plants"). Traits that are furthermore particularly emphasized are the increased tolerance of the plants to certain herbicidally active compounds, for example imidazolinones, sulphonylureas, glyphosate or phosphinotricin (for example the "PAT" gene). The genes which impart the desired traits in question can also be present in combination with one another in the transgenic plants. Examples of "Bt plants" which may be mentioned are maize cultivars, cotton cultivars, soya bean cultivars and potato cultivars which are sold under the trade names YIELD GARD® (for example maize, cotton, soya beans), KnockOut® (for example maize), StarLink® (for example maize), Bollgard® (cotton), Nucotn® (cotton) and NewLeaf® (potato). Examples of herbicide-tolerant plants which may be mentioned are maize cultivars, cotton cultivars and soya bean cultivars which are sold under the trade names Roundup Ready® (tolerance to glyphosate, for example maize, cotton, soya bean), Liberty Link® (tolerance to phosphinotricin, for example oilseed rape), IMI® (tolerance to imidazolinones) and STS® (tolerance to sulphonylurea, for example maize). Herbicide-resistant plants (plants bred in a conventional manner for herbicide tolerance) which may be mentioned include the cultivars sold under the name Clearfield® (for example maize). Of course, these statements also apply to plant cultivars having these or still to be developed genetic traits, which plants will be developed and/or marketed in the future.
The plants listed can be treated according to the invention in a particularly advantageous manner with the active compound mixtures according to the invention. The preferred ranges stated above for the mixtures also apply to the treatment of these plants. Particular emphasis is given to the treatment of plants with the mixtures specifically mentioned in the present text.
The good insecticidal and acaricidal action of the active compound combinations according to the invention can be seen from the examples which follow. While the individual active compounds show weaknesses in their action, the combinations show an action which exceeds a simple sum of actions.
A synergistic effect in insecticides and acaricides is always present when the action of the active compound combinations exceeds the total of the actions of the active compounds when applied individually.
The expected action for a given combination of two active compounds can be calculated as follows, using the formula of S. R. Colby, Weeds 15 (1967), 20-22:
If the actual insecticidal kill rate exceeds the calculated value, the action of the combination is superadditive, i.e. a synergistic effect is present. In this case, the actually observed kill rate must exceed the value calculated using the above formula for the expected kill rate (E).
After the desired period of time, the kill in % is determined. 100% means that all animals have been killed; 0% means that none of the animals have been killed.
Test insect: Diabrotica balteata—larvae in soil
Solvent: 7 parts by weight of acetone
Emulsifier: 1 part by weight of alkylaryl polyglycol ether
To produce a suitable preparation of active compound, 1 part by weight of active compound is mixed with the stated amount of solvent, the stated amount of emulsifier is added and the concentrate is diluted with water to the desired concentration.
The preparation of active compound is poured onto the soil. Here, the concentration of the active compound in the preparation is virtually irrelevant, only the amount by weight of active compound per volume unit of soil, which is stated in ppm (mg/l), matters. The soil is filled into 0.25 l pots and these are allowed to stand at 20° C.
Immediately after preparation, 5 pre-germinated maize corns of the variety YIELD GUARD (trade mark of Monsanto Comp., USA) are placed into each pot. After 2 days, the test insects in question are placed into the treated soil. After a further 7 days, the efficacy of the active compound is determined by counting the maize plants that have emerged (1 plant=20% efficacy).
Solvent: 7 parts by weight of acetone
Emulsifier: 1 part by weight of alkylaryl polyglycol ether
To produce a suitable preparation of active compound, 1 part by weight of active compound is mixed with the stated amount of solvent and the stated amount of emulsifier, and the concentrate is diluted with water to the desired concentration.
Soya bean shoots (glycine max) of the variety Roundup Ready (trade mark of Monsanto Comp. USA) are treated by being dipped into the preparation of active compound of the desired concentration and are populated with the tobacco budworm Heliothis virescens while the leaves are still moist.
After the desired period of time, the kill of the insects is determined.
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Police ask for help finding missing man
By Michelle Casady : October 7, 2013 : Updated: October 7, 2013 3:23pm
Photo By San Antonio Police Department
Clifton Oscar Floyd, 65, has been missing since Sept. 18 and San Antonio police are asking for help finding him.
SAN ANTONIO — A 65-year-old man who was last seen Sept. 18 remains missing and San Antonio police are asking for help finding him.
Two days after he was last seen, someone reported Clifton Oscar Floyd missing.
The man weighs 150 pounds and is 5-feet-11 inches tall. He has a goatee and was last seen wearing blue jeans a blue, short-sleeved shirt and white athletic shoes, according to a police report. He also has a bump on the right side of his forehead.
The person who reported him missing said Floyd is diabetic and schizophrenic, and didn't take his medication with him.
Anyone with information is asked to call the Missing Persons Unit at 207-7660.

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...received his Ph.D. in ecology from Vanderbilt University and is now a professor of Zoology and Interdisciplinary Studies at Miami University. His research areas include community-based conservation, participatory science, and national education reform. Chris is the founding Director of Project Dragonfly and served as Editor-in-Chief of Dragonfly magazine--the first national magazine to feature the investigations of children. Project Dragonfly has reached millions of children through award-winning print media, teacher programs, and the Emmy-Award winning national PBS children's television series, DragonflyTV. He has written more than 60 professional articles and has directed projects funded by the National Science Foundation, the National Endowment for the Humanities, the Organization for Tropical Studies, and other agencies. Chris directs Earth Expeditions and the Global Field Program, served as a Fulbright Scholar in Thailand, and taught environmental education at Yale University.
... is a founder and co-Director of Project Dragonfly, where she oversees national exhibits, participatory media, and learning programs. She served as the founding editor for Dragonfly magazine and now leads the development of national exhibits for Wild Research and Saving Species. These two NSF-funded projects are designed to engage millions of families at zoos, aquariums, and other public learning institutions throughout the U.S. Lynne also writes fiction and nonfiction books for children with her husband, Chris, including McCrephy's Field (Houghton Mifflin), Forest of the Clouded Leopard (Houghton Mifflin), and Galapagos: Islands of Change (Hyperion). Lynne received her B. Phil. from the School of Interdisciplinary Studies at Miami University. She has developed conservation partnerships in many countries for Earth Expeditions, and works on a variety of research and education projects addressing human relationships with nature.
...received his Ph.D. in ecology from Vanderbilt University and is now a professor of Zoology and Interdisciplinary Studies at Miami University. His research areas include community-based conservation, participatory science, and national education reform. Chris is the founding Director of Project Dragonfly and served as Editor-in-Chief of Dragonfly magazine--the first national magazine to feature the investigations of children. Project Dragonfly has reached millions of children through award-winning print media, teacher programs, and the Emmy-Award winning national PBS children's television series, DragonflyTV. He has written more than 60 professional articles and has directed projects funded by the National Science Foundation, the National Endowment for the Humanities, the Organization for Tropical Studies, and other agencies. Chris directs Earth Expeditions and the Global Field Program, served as a Fulbright Scholar in Thailand, and taught environmental education at Yale University.
... is Director of Communications and Research at Project Dragonfly at Miami University, where she instructs international and web-based graduate courses and serves as a graduate advisor. When Dragonfly began more than 17 years ago, Jamie served as an editor for Dragonfly children's magazine. She has since worked on a number of Dragonfly initiatives to implement inquiry-driven reform in formal and informal learning environments. Prior to her work at Dragonfly, Jamie wrote hundreds of articles as a newspaper reporter and magazine writer. She has a bachelor's degree from Southern Methodist University in journalism, a master's in environmental science with concentrations in environmental education and public policy from Miami's Institute of Environmental Sciences, and post-master's work in pursuit of a Ph.D. in educational leadership from Miami. Her interests lie within the intersection of theory and practice and in helping educators and other professionals explore ways to use inquiry to improve human and ecological communities. Jamie has explored many countries throughout the world, but she particularly enjoys rediscovering her backyard with her husband and two sons.
... is a professor in the School of Interdisciplinary Studies at Miami University. Hays is a founding Co-Director of Project Dragonfly and served as the science editor for Dragonfly magazine. Hays received his Ph.D. in oceanography from Texas A&M University and has led international courses for years to the Bahamas and the Florida Keys, Curacao Island, and Costa Rica. His research focuses on the reconstruction of past ecological communities in marine systems and understanding ecological change. He also has a passion for weather and astronomy. Hays has authored many research papers and popular articles focusing on science and science education.
... is the Assistant Director of Field Programs for Project Dragonfly at Miami University where she instructs international and web-based courses and serves as a master's advisor. Jill is president of the board of Imago, a Cincinnati-based grassroots environmental organization focused on connecting communities to nature and sustainable living (http://imagoearth.org). Jill earned an undergraduate degree in biology from Washington University in St. Louis where she focused on tropical rainforest ecology, a master's from Miami University's Institute of Environmental Sciences concentrating in conservation biology, and is currently working toward her Ph.D. in biology. As a part of Miami's Ecology, Evolution, and Environmental Biology doctoral program, Jill is exploring the role important natural areas play in our lives and how ecological, cultural, and social values contribute to conservation. She credits her love of the natural world to the outdoor adventures she takes with her family and getting a chance to climb trees as a child.
... is the Assistant Director of Master's Programs for Project Dragonfly at Miami University. Since 2002, Kevin has researched ecology, pollinator conservation, and entomology in heavily developed urban landscapes in both Chicago and New York City. For his doctoral research, conducted at Fordham University, Kevin utilized high-resolution GIS datasets to evaluate landscape factors influencing the diversity of bees and butterflies in community gardens of East Harlem and the Bronx. In addition to teaching at the undergraduate- and graduate-level, Kevin has served as an educator in a variety non-traditional settings including bilingual art-based science education in the Bronx and student-led programming while at the Bronx Zoo/Wildlife Conservation Society. Kevin has also engaged in scientific outreach through work as a scientific consultant and blogger for an urban citizen science program (http://greatpollinatorproject.org/) and currently serves as Chair of the Urban Ecosystems Ecology section (http://www.esa.org/urbanecology/) of the Ecological Society of America. He currently resides in Yellow Springs, Ohio with his wife and two young children.
... is a Venezuelan Field Biologist/Ecologist. She is currently working as a consultant for Provita in the "Evidenced-base Conservation" Project. Adriana, has worked in Environmental Education, Wildlife Legislation, and Avian Conservation. She has taught many life science courses at high school and university level. Currently, Adriana's research interest is in Population Ecology, Genetics, and Avian Conservation. She graduated with a BS in Biology from the Universidad Simon Bolivar- Venezuela and completed her M.S. and Ph.D. in Ecology from the University of Missouri.
...is a high school science teacher in Ohio. She enjoys teaching Biology and Anatomy as well promoting sustainability within her school. She completed her M.A. in Biology from Miami University through the Cleveland Metroparks Zoo and the Advanced Inquiry Program (AIP). Her Master Plan for AIP focused on raising awareness of plastic pollution. Adrienne enjoys having her students experience first-hand the impacts of sustainable efforts. As a result she has started a garden and organized beach cleanups within her school community. She enjoys spending time with her family, reading, and enjoying nature in any way possible.
...is an outdoor instructor and field biologist. She alternates between a cozy home in Eugene, Oregon and camping in the field, wherever that may be. When in Eugene she specializes in recreation and outdoor education, leading forest ecology classes, rafting expeditions, mountain biking courses, and more. With a particular interest in raptor biology, Allison has pursued field work with the Peregrine Fund, Arizona's Game & Fish Department, and HawkWatch International. She believes that life should be an adventure, embrace it!
…teaches in the BS and MA degree programs in science education at Northern Arizona University. A former newspaper editor, she has served as a high school teacher and school administrator, and has taught in the education programs at Willamette University and Oregon State University. Her commitment to wildlife conservation led her to volunteer for the Cheetah Conservation Fund in Namibia, where she used her publishing experience to produce educational materials for local farmers and teachers. She has traveled throughout southern Africa, Central America and the Caribbean. When not traveling or working, she can be found exploring the high desert of the southwest with her husband and two young daughters.
…works at Chicago's Lincoln Park Zoo as the Manager of Guest Engagement. Here she oversees interpretive programs and planning, and is also the Education Advisor for the Association of Zoos and Aquariums' Lion Species Survival Plan (lions being her absolute favorite animal). Amanda holds her B.A. in Studio Art and Psychology and graduated from the Advanced Inquiry Program with her M.A. in Zoology. In attempting to understand how the arts and sciences intersect, she seeks out opportunities to connect people to nature through fine art. She also dabbles in experience design, and works with the Chicago-based organization Museum Explorer Inc. to develop exhibits and interactives for non-formal learning environments. When she's not at work you'll find her walking or biking around Chicago, playing with one of her two cats, or backpacking through one of America's National Parks - avidly collecting stamps in her National Parks Passport.
...is currently a high school Advanced Biology and Zoology teacher at Elida High School in Northwest Ohio. She earned a B.S. in Life Science Education from Bowling Green State University and has state licensure to teach grades 7-12. Amy received her M.A. in Zoology through the Advanced Inquiry Program at Miami University. During her coursework for the AIP, she was able to take part in an Earth Expedition to Costa Rica where she studied Neotropical Ecology. In her spare time, Amy loves gardening, hiking, traveling, reading, and spending time with her husband and two children. Being a recent graduate of the Project Dragonfly program, Amy is excited to begin this new chapter as an instructor and have the opportunity to share what she has learned with other Advanced Inquiry Program and Global Field Program students.
… is a primatologist whose focus is on chimpanzee behavior and conservation. Amy is the Director of Behavior, Research and Education at Chimp Haven, Inc., a sanctuary for over 160 retired chimpanzees. Amy is also one of the co-founders of the non-profit organization and is responsible for the socialization of the chimpanzees, as well as overseeing the enrichment and training programs at the sanctuary. Amy also conducts observational research on the chimpanzees as they adjust to their new lives at the sanctuary and has published and presented a number of scientific papers based on her research. Amy holds a degree in Biology from Hillsdale College in Michigan and graduated from the Global Field Program with an MA in Zoology in 2012. She has traveled to rain forests in Panama, Mexico and Uganda, as well as traveling to Belize and Borneo, with the GFP. Amy has also traveled to the Amazon as both a student and a co-instructor. In Amy's free time she enjoys reading, spending time exploring her two daughter's interests, gardening and being creative. Amy looks forward to additional learning experiences and collaboration with interesting individuals all over the world.
...currently manages the tropical and indoor plant inventory at Molbak's nursery in Woodinville, Washington, where she also leads seminars on plants. She lived abroad in India and Jordan during her undergraduate studies and returned to Washington with a B.A. in International Studies from The Evergreen State College. In 2011 she enrolled in Miami University's AIP program at Woodland Park Zoo, where she earned her M.A. in Zoology. Anna has pursued numerous avenues for engaging her community with the natural world and hopes to be involved in sustainable development locally in the future. While abroad, she discovered the value of simplistic, sustainable living and connection to the land, and it is her dream to design and build a permaculture farm and educational institute that offers free educational resources which make simplicity, sustainability, and connection to the land more accessible to her community. Anna loves exploring the forests of the Pacific Northwest, learning about native plants and their medicinal uses, gardening indoors and out, and helping others to make meaningful connections between themselves and the natural world.
...completed her Master's degree in Environmental Science from Miami University in 2001, and began her career in conservation and environmental education. After obtaining her Ohio Science teacher credential from Antioch University in 2005, she spent six years as Director of Antioch's Glen Helen Outdoor Education Center in Yellow Springs, OH. In this role, she directed and facilitated environmental education programs for over 3,000 children each year. Prior to becoming Director at Glen Helen, she coordinated the volunteer and service-learning programs for the preserve, engaging adults in stewardship and education through ecological restoration activities. In 2010, she was awarded a fellowship with the National Audubon Society's TogetherGreen program, which recognizes and trains leaders in conservation. Currently, she is the Executive Director of Forests Today and Forever, which educates children and adults on sustainable forestry in the Pacific Northwest. She volunteers her time to serve on the Long Tom Watershed Council Board of Directors, and "after hours" she is a yoga instructor at a couple of studios in Eugene, OR. She is thrilled to join Project Dragonfly as an instructor this fall, and excited to connect with others that are also passionate about conservation and our planet.
...recently graduated with her MSc. in Wildlife Ecology and Conservation from the University of Florida, and is currently teaching Biology in the Age of Technology (BAT) for Dragonfly and Introductory Statistics for the Life Sciences at the University of Florida. She is also working for St. John's Water Management to update the Florida Agricultural Lands GIS database. Prior to attending the University of Florida, she worked in the Great Basin trapping small mammals and volunteered for Saguaro National Park and Arizona Game & Fish doing wildlife surveys. She earned her BS in Biology from the University of Akron where she was a member of the varsity swim team and volunteered in the lab of Dr. Ron Salisbury researching innate hypertension in SHR-Y rats.
... graduated in 2013 with an MA in Zoology from Miami University (and with a Biology degree from the University of Findlay in 1997), and she is currently the Executive Director of Nature's Nursery Center for Wildlife Rehabilitation & Conservation Education outside of Toledo, Ohio, where she lives with her husband, son, two giant rescue mutts and a cat. She has spent the past 16 years working as the Conservation Coordinator at the Toledo Zoo in charge of field conservation work local and abroad, as an adjunct professor for the University of Findlay and has done private ecological consulting for a variety of conservation projects throughout the West Indies. Her more recent master's work involved raising environmental awareness in base residents living and working at Naval Station Guantanamo Bay, Cuba, thus increasing their global awareness about conservation issues that they will hopefully take with them too other duty stations. Much of her conservation work over the years has been focused on dry, tropical forests of the Caribbean, reintroduction efforts of endangered species, island ecosystems and island biodiversity. She is also most well known for her captive breeding work to restore the federally endangered Karner blue butterfly to the Oak Openings in Northwest Ohio and the federally endangered Mitchell satyr butterfly captive rearing for Southern Michigan.
...graduated with a B.A. in Elementary Education from Augustana College, Rock Island, IL in 1986. After teaching in TX and IL, Cari relocated to the beautiful Pacific Northwest with her partner, Cindy, to explore the mountains and further their education. Cari was part of first graduating class of the Advanced Inquiry Program (AIP) cohort at Woodland Park Zoo, Seattle, earning her M.A. in Teaching in December of 2013. In her free time, she enjoys critter sitting, tutoring at-risk children, and volunteering at Woodland Park Zoo. She spends any remaining daylight hours outdoors and is a Forest Steward for a local park organizing invasive plant removal and native plant restoration. In addition, Cari has recently begun a non-profit organization, OutdoorLearning4All, which focuses on connecting older adults and younger children outside to learn about nature, art and music while promoting compassion and enhancing creativity. Cari is very excited to begin the next step in her partnership with Project Dragonfly, teaching web-based courses.
...is a science educator with experience in both formal and informal education. She holds a B.S. in Biology from Western Illinois University and an M.A. in Education from Roosevelt University. Chrissy has worked in a variety of schools and zoological institutions throughout the Chicago area. She was most recently at Lincoln Park Zoo where she served as the manager of student and teacher programs. Chrissy has a strong expertise in informal learning methodologies, especially inquiry-based science education and conservation education for K-12 grade levels. During her tenure at the zoo, she developed and/or facilitated numerous professional development workshops for formal and informal educators, educational curriculum and resources, and student programs. All of these utilized or focused on inquiry-based learning aligned with the work of zoo researchers as the primary method for teaching science. Recently becoming a first-time mom, Chrissy has decided to take time away from her full-time career to stay home with her new son. She is excited to be part of Project Dragonfly, looking at it as away to stay connected with her passion for conservation science and education.
... graduated with the first GFP class in 2011 with an MAT. My day job is the Curator of Education at the Detroit Zoological Society where I oversee the day-to-day operations of the education department. I have the privilege of facilitating the Amazon Rainforest Adopt-A-School program in Peru, an absolute highlight of my job since 2007. I'm also a NOAA Climate Steward Regional Leader, supporting five states of climate stewards. I love being outdoors and can't wait to share the wonders of the natural world with my daughter as she grows up.
...currently works as a garden educator for a public charter school in Chicago. Her life changed when she discovered that organic gardening involves everything she's passionate about: community development, environmental stewardship, social justice, conservation education, healthy people, delicious food, beautiful flowers, and slowing down. Upon making this discovery, Corenna set out to learn more about sustainable agriculture by earning her master's degree through the Advanced Inquiry Program, starting a community garden in her neighborhood, reading lots of books, and working for a variety of environmental education organizations. In her free time, Corenna loves to read, travel, do yoga, listen to public radio, watch movies, and spend quality time with the people she loves (preferably over a delicious meal!).
...knew, after teaching in Seoul, South Korea for six years, that it was time to reconnect with the things that were most important to her--informal education and the outdoors. Her experience in the Global Field Program gave her the opportunity to do just that. Now as the Program Operations Coordinator at the Cincinnati Zoo & Botanical Garden, she is able to use inquiry in her daily life, inspiring children and adults to become conservation leaders in their community. She is ready to take inquiry from a local to a global perspective as an online facilitator as well as leading Earth Expeditions for Project Dragonfly!
...spent seven years working at the North Carolina Zoo as a zookeeper before she and her family moved to Pittsburgh, PA. During her time as a keeper she was fortunate enough to work in various sections in the park and got to experience everything from rhinos to baboons and gorillas to bears (her personal favorite). She also worked closely with the conservation department, helping to write the latest edition of the Zoo's conservation / research report, and she was an active member of the Zoo's environmental management team and AAZK chapter. Since moving to Pittsburgh she has become a stay-at-home mom to her own little human ape, while also working part time as a freelance writer where she tries to incorporate conservation-minded content into as many articles as she can. She and her husband love to hike and camp and are now enjoying sharing their passions for nature with their daughter. Dana received her B.S. in zoology from Michigan State University and her M.A. in zoology through Miami University's Global Field Program. She is thrilled to be continuing her journey with Project Dragonfly and looks forward to the coming semesters where she can help guide students on their own journeys through the Dragonfly program.
... is a high school biology teacher for the North Ridgeville City Schools near Cleveland, Ohio. She completed her MA in Zoology from Miami University through the Global Field Program and traveled to Belize, the Amazon, and Baja. Elizabeth's teaching career began as a Peace Corps Volunteer in the Kingdom of Tonga, South Pacific where she taught secondary science and trained local counterparts in instructional methods to increase the use of laboratory experiences in their teaching. She earned her undergraduate degree in biology with an environmental emphasis from the University of Montana and a M.Ed. from Cleveland State University which focused on teaching in urban settings. Her love of travel, nature, and interest in conservation started as a child when she spent her summers camping and visiting national parks all over the United States. She enjoys traveling internationally and finding ways to incorporate the experiences into meaningful learning opportunities for her students and colleagues.
...while originally from Cleveland, OH, currently works as the Coordinator for Charlotte Nature Museum in Charlotte, NC. There she has the opportunity to connect families with nature and the wildlife in their own backyards. She earned her BS in Environmental Studies from Northland College, situated in the Wisconsin northwoods, before traveling to Romania with the Peace Corps to live for two years as an English and Environmental Education teacher. Upon returning to the States, she immersed herself in informal environmental education, marine conservation, and animal training--working with raptors, shorebirds, and small mammals. Her passion for conservation and travel was ignited once again with the enrollment in Project Dragonfly's Global Field Program. Gail traveled to Belize, Hawaii, and Baja before completing her MA in Zoology in 2014. She happily spends her free time with her husband and their pets, reading anything and everything, and communing with nature.
... completed her B.S. at Juniata College then earned her Master's in Zoology in the GFP at Miami University. She managed sea turtle nesting research programs in several states and abroad prior to joining the Georgia Sea Turtle Center team in 2007. While at the GSTC she served as a rehabilitation technician before developing the GSTC AmeriCorps program, and has since taken over the GSTC Volunteer program as well including the creation of the Georgia Sea Turtle Marine Debris Initiative. She is excited to have the opportunity to continue to stay involved with the GFP as an instructor.
...is currently the Communications Coordinator at the Aldo Leopold Foundation in Baraboo, Wisconsin. In this position, her primary work is in writing, editing, and graphic design, as well as co-instructing workshops in discussion facilitation and conservation ethics. She was a graduate in the first class of the Global Field Program in 2011 and studied in Trinidad, Baja, and Thailand. She will be beginning a PhD program in tropical ecology in the fall. In the meantime, she is delighted to be returning to the Dragonfly virtual classroom as an instructor.
...has been awed and inspired by nature since his earliest memories of camping and hiking in the Rockies as a very young child. These feelings remain to this day as he spends his free time perusing outdoor activities such as skiing or hiking, reading about the latest scientific discoveries, learning about and then visiting various ecosystems, or just sitting outside and enjoying the birds. When stuck inside Jeff takes care of his two dogs, three cats, four lizards, and live reef aquarium. He received his BS in Communication Systems Management from Ohio University and his MA in Zoology from Miami University's Project Dragonfly. He currently works in IT but is planning on changing to the field of conservation and field research.
... just completed her MA in Zoology in December of 2012 from the Global Field Program through Miami University. She attended the international courses in Baja, Namibia, and Amazon. Through these experiences she has come to appreciate the diversity of organisms and has found a passion for protecting the endangered species of the world. Jennifer currently works in Environmental Consulting as an ecotoxicologist. She has worked in this field for over 12 years consulting on the impacts to wildlife from large oil spills, completing risk assessments for the protection of children from lead exposures, assessing the damage to wildlife from past mining and refinery operations, completing mammals and herpetological surveys, and assessing the risk of chemical poisoning in litigation cases. Jennifer received her BA from Wittenberg University in Biology and her first MA in Environmental Studies with a concentration on Risk Assessment from University of Illinois at Springfield. Her graduate work was concentrating on the risks to children from environmental asthma triggers.
...graduated in 2012 with an MAT in Biology Science from Miami University and is currently a co-founder of the non-profit conservation and volunteer organization, Urban-Eco. She has spent the last two years with the organization spreading conservation awareness and involvement in the Chicago K-12 setting. She is an active workgroup liaison for the National Geographic's Geo-Educators in Chicago. Her days are spent teaching computer science in Chicago at Lane Tech High School and as a Visiting Lecturer at University of Illinois at Chicago. Her unique background in computer science and biology has let her integrate conservation into everyday hands-on technology platforms to enrich student engagement. Beyond her love for spreading conservation, she also enjoys traveling, volunteering, learning, and spending time with her husband and Siberian Husky.
... is in his 9th year of teaching Biology and Environmental Science at Cleveland Heights High School and also has been the head swim coach there for the past 12 years. Jim received his bachelor's degree in environmental studies through Allegheny College and his teaching certificate through Ashland University. He was honored as part of the first group to receive their master's degree through the Global Field Program at Miami University in 2011! For the GFP he participated in the Earth Expeditions in Costa Rica, Belize, and Namibia. Some of his favorite experiences in the natural world include: seeing an ocelot on a night hike while at Monteverde in Costa Rica; getting his head licked by a jaguar at the Belize Zoo; snorkeling with sharks, sea turtles, and sting rays in Belize; swimming with the great white sharks in South Africa; sandboarding down the sand dunes in Namibia; and watching 25 elephants frolic and drink at a waterhole in Namibia. Since graduation, Jim has also participated in the Earth Expeditions programs in the Amazon, Mongolia and Borneo. In 2011, he was selected as one of only twelve teachers in the country to participate in PolarTREC; an educational research experience in which K-12 teachers engage in polar research, working closely with scientists from Cornell University as a pathway to improving science education.
...completed her MA in Zoology in December of 2012 from the Global Field Program through Miami University. Joanne received her Master of Business Administration from Ohio University and is currently a marketing consultant in the consumer packaged goods field. She is the author of The Tiniest Tiger and An Ordinary Toad's Extraordinary Night as well as The Tiniest Tiger's Conservation Cub Club online site. Joanne often speaks at social media conferences and is considered a top influencer in the pet (feline) industry. Joanne's field experience in the program took her to Baja, Kenya and Namibia. She is happy to be back participating in the Project Dragonfly program as an instructor.
... got her MAT from Miami University and a BA in Environmental Studies through the Evergreen State College in Olympia, WA. She works for the US Fish and Wildlife Service as a Park Ranger at the Ridgefield National Wildlife Refuge in Rigefield, WA. She runs the education and volunteer programs there as well as being in charge of other visitor activities and facilities. Josephine gets to teach Refuge visitors, volunteers, teachers, students, and even her colleagues locally and nationally in a hands on inquiry driven way. She is also currently involved in a national working team to bring urban communities to visit, enjoy, and support National Wildlife Refuges across the nation. Her idea of saving the earth is reconnecting people with their natural biophilia. And, of course, inspiring Project Dragonfly students that they can and will do anything they set their mind to.
... is currently an Education Supervisor and Naturalist for Five Rivers MetroParks, protecting 15,000 acres of forests, prairies, and river corridors in and around Dayton, Ohio, USA. There, he builds a culture of conservation through immersing diverse groups of people in local habitats. From exploring a creek to bird watching, his visitors engage with nature, realize they are a part of it, and get involved with conservation efforts. Joshua understands that conservation knows no age boundaries, and has a passion for inspiring preschoolers to take action for healing natural areas. Joshua holds an Associates Degree concentrating in nature interpretation from Hocking College, a B.S. in Biology from Ashland University, and is a graduate of Miami University's Global Field Program, visiting Baja, Namibia, and Australia.
…currently serves as co-director at Evergreen Holistic Learning Center in Cincinnati, Ohio, a non-profit organization that she and her family established in 2009 with the mission of offering unique, hands-on learning opportunities that promote environmental awareness, holistic health, and personal and professional development. She is an avid supporter and practitioner of sustainable urban agriculture and actually has the great fortune of living on an 8.5 acre farm in the middle of the city. Kate holds a B.S. in Environmental Studies/Education from Union Institute and University, and recently graduated with her M.A. in Biology through Miami University's Global Field Program. When she's not working in the garden or tending to her 2 horses, 4 rescue cats, and 2 rescue dogs, Kate also really enjoys hiking, dance, yoga, and traveling.
... is a fourth year doctoral candidate at the Stanford Graduate School of Education. Kathayoon received her master's in environmental science from Yale University's School of Forestry and Environmental Studies and her bachelor's from Claremont McKenna College in Biology and Literature. Kathayoon has spent 13 summers at the Oregon Zoo working in education and volunteer resources. In her "spare" time, Kathayoon provides consultation and trainings to zoos and aquariums on program evaluation. She also enjoys traveling, teaching and playing music, yoga, crafting, and being outdoors.
... is thrilled to continue to explore her passion for education and conservation as a Dragonfly instructor. Katie is currently a doctoral student at Clemson University where she is studying parks and conservation area management. Prior to beginning her program at Clemson, Katie taught middle school science for 5 years in North Carolina. She believes in the power people of all ages have to make a positive impact on our planet. Katie double majored in biology and education as an undergraduate student at the University of North Carolina and earned her MA in Zoology from Miami University's Global Field Program in 2013. Katie is addicted to learning and exploring. She also loves to read, be outside, and spend as much time as possible with her dog, Sammy. Katie is excited to take on the role of facilitator and continue her work with Project Dragonfly.
...is currently a middle school science teacher in Seattle, Washington where she is able to enjoy the closeness of friends, family, mountains, and the Puget Sound. Prior to living in Seattle, Kelsie earned a B.A. in Science Education from North Park University in Chicago and then moved to Moscow, Russia to teach science at an International Baccalaureate School. In 2011 Kelsie started her adventure with Project Dragonfly, earning an MAT in the Biological Sciences. During these studies she helped assess international science programs, lead science teacher workshops, write curriculum for rural schools, and travelled to Mexico, Costa Rica, and Belize. Over the last few years Kelsie has become a strong proponent for improving both local and international science education as a method for decreasing poverty, increasing sustainability, and positively changing individual lives. She is delighted to be extending her time with Project Dragonfly as a facilitator.
... is a recent graduate from the GFP. She enjoys traveling to different countries to explore culture, interaction and different ways of living. Sustainable living and permaculture are two of the areas that she is heavily involved in with her local community and aboriginal communities near the Rocky Mountains of Canada. She works in leadership programs providing mentoring, supervision and instruction to individuals who work in the field of coaching and intervention. Besides traveling, she enjoys yoga and meditation, and the pursuit of balance.
...is a Spanish teacher who is enamored of all creatures great and small. She likes nothing better than to wander her property in Southeastern Indiana in search of the critters that call it home with her husband and four dogs. She ignited a love of travel while studying abroad in Spain and working as a flight attendant for five years. This love of discovering foreign places ultimately led her to become a Spanish teacher. With no prior scientific experience, she decided, at the age of 42, to embark on a new adventure by applying for the Global Field Program. This program proved transformational for her as she traveled to Baja, Peru and Australia and met some of the most inspirational people on the planet. After graduating from the program, she could not imagine her life without Project Dragonfly and applied to be an instructor. Her current vision focuses on encouraging other foreign language teachers to incorporate conservation and environmental issues into their classrooms with the hopes of designing travel and study experiences where teachers can get first hand knowledge of the problems faced by the countries of which they teach. In her own classes she encourages her students to step out of their comfort zones and become responsible global citizens. She is incredibly excited and humbled to be included among the remarkable people that make up Project Dragonfly and is excited to see what the future has in store.
... is currently a middle school science teacher in Cicero, IL, the first suburb outside of Chicago. She uses inquiry-based learning and hands-on activities to help her students learn about the wonders of the world around them. Lindsey earned a B.S. in Education from Loyola University Chicago in 2008. She was a part of the first graduating class from the Advanced Inquiry Program with an M.A. in Zoology in December 2012 and was able to have a field experience in Kenya. In her free time, Lindsey loves to travel the world, learn new things, spend time with her loved ones, and explore the great outdoors. She is so excited to join the Project Dragonfly family as an instructor!
...is currently an informal educator at the Cincinnati Zoo and Botanical Garden, where she spends her days holding owls and feeding giraffes with the Wild Encounters team and her nights teaching Nocturnal Adventures, but always inspiring children and adults with wildlife every day. She graduated in 2011 with her BA in Zoology from Miami University where she worked in the Animal Behavior Lab; while there she helped in research studying social monogamy in Prairie Voles. She was lucky enough to have Chris Myers as her senior capstone professor, where she was first introduced to Project Dragonfly. She graduated in 2014 with MA in Zoology from the GFP. During her time, she was able to search for Antillean Manatees in Belize, roam the Mongolian Steppe looking for Pallas Cats and Przewalski's Horses, and help research cheetahs and their prey in Namibia. In her spare time, she enjoys reading, playing soccer, photography, and caring for her own zoo at home. She is incredibly excited to be a part of Project Dragonfly's instructor team.
... has been an ocean-based creature from the very start. She grew up on the Sea of Cortez -- snorkeling, dissecting marine creatures, and listening to her father lecture his college students on the magic of upwelling since she could crawl. Meghann went on to earn a B.S. in Earth Systems Science and Policy, with a concentration in Marine and Coastal Ecology at CSU Monterey Bay. However, it was there in the Monterey Bay -- at Moss Landing Marine Laboratories -- that she found her true loves: scientific research diving and ichthyology. Meghann is a recent graduate of the Global Field Program with a Masters in Zoology and is the Vice President of the Vermilion Sea Institute, a non-profit dedicated to education and field studies. As such she gets to introduce students of all ages to the terrestrial and marine worlds of Baja California. Here, she fuses scientific field methods with first-hand experience to show students that they can overcome any obstacle from plunging into the world of fish to conquering the really scary stuff: statistics.
…is a nature fanatic and loves to share her enthusiasm with everyone in her life. She is an eighth grade science teacher at Wake Forest Middle School in Wake Forest, North Carolina. Originally from Cleveland, Ohio, she received her BS from Kent State University and recently completed her MAT in December 2014 from Miami University through the Global Field Program. While in the GFP, she traveled to Baja, Australia, and Guyana and thoroughly enjoyed learning how to bring what she learned in-country to her classroom. Michelle loves to travel and is passionate about learning the ecology of each area she visits. Her other hobbies include hiking, mountain biking, birding, photography, and cooking. She looks forward to connecting with GFP and AIP students and faculty while facilitating the web-based learning courses.
…worked as a zoo educator and animal trainer in Florida before becoming a high school science teacher in Washington State. She holds a B.S. in Biology from the University of Washington and completed her M.A. in Zoology from Miami University's Global Field Program. For the GFP, she participated in Earth Expeditions in Baja, Borneo, and Belize. Her biggest passions are animals, conservation education, spending time outdoors, being in and around the water, and traveling. She has traveled to various international locations where she has taught and worked with animal rescue and rehabilitation organizations. Miciah currently resides in Seattle where she enjoys snowboarding, hiking, and the beautiful waters of the Pacific Northwest. She is excited to continue to be a part of the Project Dragonfly community.
... works as a sixth grade math and science teacher in Perry, Ohio, a little town right on Lake Erie not quite an hour east of Cleveland. Prior to her current position, she has taught students in grades 6-8 in Cleveland Heights, OH, and Leadville and Summit County, Colorado. Nickele earned her bachelor's degree from Kent State University in Middle Childhood Education and her master's degree in biology from Miami University's Global Field Program. Her studies have given her the opportunity to study abroad in New Zealand, Baja, Thailand, and India. When she's not too busy teaching and learning, Nickele enjoys skiing, bicycling, bluegrass, and romping in the outdoors with her two human children and energetic Australian shepherd. Her latest passion involves rehabilitating the fifth generation family farmland she lives on and learning all there is to know about the intersection between small-scale agriculture and conservation.
...graduated from the GFP in December of 2013. Her Earth Expedition trips took her to Baja, Peru, and Mongolia. The combination of both the trips and the online community of the Global Field Program made a huge impact in her life and she is thrilled to be able to continue in this program as an instructor. Nichole earned her Bachelor of Science degree in 2008 with a major in Wildlife Care and Education from Unity College in Maine. She currently works as an outdoor education instructor and nature center coordinator for a Christian camp called Heartland Conference Retreat Center. Before working for this job, she had experience as a zoo educator, laboratory technician, and animal keeper.
... is a professional indoor air quality analyst specializing in mold and asbestos. She is interested in conservation, history, politics, economics, botany, and ethnobotany. Patricia received her undergraduate degree in Biology from Albion College and her MA from Miami University in the Global Field Program. She enjoys learning, reading, cooking, and CrossFitting and can often be found basking in the sun on beautiful Michigan summer days. Patricia is also the conservation specialist at her company, having created the office-wide recycling program, instituted climate change awareness seminars at the National Association of Mold Professionals training course, and designed a worker health incentive program which promotes fitness and healthy eating among her coworkers. Patricia's favorite moments are those that happen between individuals filled with passion, and Project Dragonfly has no shortage of those!
...is a leader in the field of Environmental Education and currently the Education Director at Westminster Woods in Sonoma County, CA. Before overseeing the Environmental Education and Challenge Course programs at Westminster Woods, Bec led the Field Science program at NatureBridge, Golden Gate. She has worked within the field of environmental education in Yosemite, on Catalina, and throughout the East Coast as well as in Australia and Panama. In her time she has developed marine science and climate change programing, led teacher trainings focused on inquiry, developed stewardship projects within the National Parks and built collaborative relationships with a variety of private and public organizations. Bec holds a bachelor's degree from Willamette University where she majored in Environmental Science and completed her GFP Master's degree in 2014. Her studies have taken her to Tanzania, Belize, Borneo and Namibia.
...is a recent graduate of the Global Field Program. She had the privilege of traveling to Belize, Baja, and Australia, including spending a year living in Australia working as a SCUBA instructor during her time in the GFP. She received her undergraduate degree in Environmental Studies from University of Colorado, Boulder. She recently moved to San Francisco and works at The Marine Mammal Center as their Extended Learning Programs Coordinator overseeing programs like summer camps, overnights, and family programs. In her free time, she enjoys exploring the Bay Area with her dog Ellie, skiing and snowboarding in Tahoe in the winter, and surfing and SCUBA diving in the summer.
...recently graduated from the Advanced Inquiry Program in December 2014. Her Master Plan focused on connecting children to nature with arts-based activities. Her paper, "The Role of Zoo Playgrounds: Beyond Playtime and Into Conservation Awareness" was based on research she did with Woodland Park Zoo and was published by IZE Journal in August 2014. As part of her coursework, Sarah traveled to Belize with Earth Expeditions. She is a School Programs Presenter and Animal Unit Volunteer at Woodland Park Zoo in Seattle, Washington. She also volunteers in her children's elementary classrooms and is a Girl Scout troop co-leader. Sarah is passionate about getting kids outside to learn and play and strives to educate her audiences about local and global nature topics.
...lives in Phoenix, Arizona and works at the Phoenix Zoo as the Community Engagement Manager. This role enables her to express her passion for higher education as well as nonformal environmental and conservation education through engaging and interactive interpretation. She earned her B.S. in Biology from Arizona State University, her M.A. in Zoology through Project Dragonfly's Global Field Program at Miami University, and is a doctoral student in the Ph.D. Sustainability Education program at Prescott College. Sarena continues to appreciate her time in the GFP and her Earth Expeditions to Baja, Borneo, and Namibia and brings all she learned and experienced into her daily life. Lifelong discovery and experiential learning sparked and continues to encourage her desire to groom the connection to and fascination for the natural world, inquiry, and learning in others.
... is the School and Graduate Program Manager at the Cincinnati Zoo & Botanical Garden, where he manages the Zoo's youth public programs. He received his B.S. in Biology from The Ohio State University with an emphasis on Evolution, Ecology and Organismal Biology and a Master of Arts in Zoology from Project Dragonfly's Global Field Program. After graduating he found himself sharing the joys of the natural world with others as a naturalist. Working at the Wilds really piqued his interest in global conservation and how important education is in its success!
... realized at a young age that she wanted to help save the world and has been working and studying hard ever since. She most recently worked as the Program Coordinator at the Hawaii Conservation Alliance (HCA) where she coordinated a cooperative collaboration of conservation leaders representing more than twenty government, education, and non-profit organizations collectively responsible for managing the biodiversity of Hawaii's lands and waters. Her professional and educational background is in informal marine science and environmental education. She has worked with many very good people, dolphins, and children of all ages. She has earned her associate of arts degree in diversified studies with a certificate of mastery in child development, bachelor of arts degree with honors in liberal studies of environmental education and marine science, as well as her master of arts degree in teaching biological science from the Global Field Program through Miami University. She is passionate about climate change communication and education-related projects and consistently works to move efforts forward in this field. Personally, she loves music, art, and literature as they inspire her appreciation of all that is beautiful in the world. She has lived across the US, from the Adirondack Mountains in New York to Sacramento, California; but she was born and raised in Moore, Oklahoma and now lives in Hawaii. She currently resides with her husband, daughter, and two cats on Mt. Tantalus in Honolulu.


text: University Libraries About the Libraries Events and Awards Promotion and Tenure Recognition 2013 Honorees Dr. Amy M. Vetter Dr. Amy M. Vetter Associate Professor, Teacher Education and Higher Education Choice Wordsby Peter Johnston For me, teaching is about more than transmitting content knowledge and utilizing significant instructional strategies. Powerful instructors pay attention to the language they use with students to facilitate multiple learning opportunities within the classroom community. Choice Words illustrates how what we say and do not say impacts the ways in which youth construct and enact literate identities. Specifically, the book provides classroom examples about how teacher talk shapes students sense of agency, identity, and accomplishment in the classroom. Overall, the book reminds educators that our language is one of the most powerful tools in the classroom.


text: First Impression is a fast growing, family owned and operated ornamental iron manufacturing company serving the entire state of Arizona since 1995. We pride ourselves on having on average 40% of our new business each month from previous customers and referrals. This is the strongest testimonial a company can possibly have! We also maintain an A+ rating with the Better Business Bureau, have been awarded the Super Service Award from Angie's List for 9 years in a row, and we were recently voted as the #2 Manufacturing Business in Arizona by "Ranking Arizona".


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How does one get a $30,000 pay increase after being in the position for only one year? What could possibly merit that? Imagine what kind of improvements could have been made at the airport for that $30,000! Where is the oversight? Who is managing the budget?! Do they even know what a budget is???
Based on the condition of the airport alone, he could never be taken seriously as a candidate for mayor. What a joke. As a local business traveler, I can tell you that nothing significant has changed at MSY in the last 3 years. The airport itself is an embarassment to our city, specifically because we boast of what a great location we are for tourism and conventions and yet we provide such sub-standard accomodations at our airport. MSY is the first impression of our city, and that, is sad.
This kid is only weighs 60 pounds, which means he's probably 60 pounds underweight, and yet dad, amazingly, appears to be 60 pounds overweight. Throw away the key.
That neighborhood is completely insane. First they are up in arms about people with kayaks in the bayou, now ducks?!?! I always thought the neighborhood was so beautiful, but I'm seriously rethinking my attitude about the area the more I hear about the grumpy old farts that live there and what they choose to spend their time obsessing over. Get a life.
Aaaaand...you couldn't be more wrong. Had I ever been forced to endure "Loki" for hours and hours on end I would have quit that very day. And your also wrong about my politics.
They were wearing masks! How much more detail do you want???
How creepy! The building in that pic looks almost exactly like the building on Rampart where the other FQ delivery guy chopped up his girlfriend and cooked her after having sex with her dead corpse in 2006! Too similar.
Plenty of pics on his myspace page...
Ya don't say...
big surprise here. as if we didn't all know the stuff was deleted intentionally in the first place. he must think we're all really really stupid.
wow, THAT'S a big surprise!
paragraphs please. this hurts the eyes.
It looks that these were from private surveillance cameras.
Saw this on Sunday. It was great! Get your tickets now while you still can. Such a bargain considering Broadway tickets are $90-$120 these days!
That's BS. Let the man build his house the way he wants to. Just look at the ugly house next to it. Metairie is filled with ugly houses. It's refreshing to see someone with a vision that can think outside the box. Or in this case, outside of ugly track housing.
In Australia on a work related matter???? What a joke!
The definition of a celebrity is "a famous or celebrated person." She IS famous, and I'm pretty sure celebrated by some Jackson fans. The fact that she also happens to be the child of a celebrity does not change this fact. So, oldnohastogo, you are completely incorrect.
5 years? For pancreatic cancer in it's final stages??? That's ridiculous. The median prognosis from time of diagnosis for pancreatic cancer is 3-5 MONTHS. 5% of people diagnosed with pancreatic cancer make it 5 years.
The building is still owned by the Copelands, and the fault for it's current condition lies with them. Superior Grill was "in talks" last November to lease the property. Judging by the fact that nothing has been done to the property I highly doubt they are leasing and just letting it sit there while paying rent on it.
So hurl your insults somewhere else.
What exactly am I supposed to be paying attention to?
Please support the boycott of Popeyes/Copelands /Cheesecake Bistro/Social City, etc. until they rehabilitate the decaying property at St. Charles and Napoleon.
Good luck! We can't even get them to clean up their property on Napoleon and St. Charles Avenue!


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Nepal's tourism growth slows down in 2012 amidst political instability
Jan 04, 2013 3:33 am
Skift Take
Nepal has historically overplayed its hand in low-end tourism, and now it has an image problem, besides its own internal political issues. It only has to look at neighboring Bhutan on how to build responsible, higher end tourism.
Tourist arrivals to Nepal via air posted slower growth of 9.8 percent in 2012, compared to arrivals figures of 2011. Number of tourists had increased by 21.4 percent in 2011 which was celebrated as Nepal Tourism Year (NTY).
According to statistics of Nepal Tourism Board (NTB), a total of 598,204 foreign tourists entered the country via aerial route in 2012. Tourism entrepreneurs, who were hoping to achieve the target of one million visitors…are disappointed with the slow growth. They pointed out lack of effective publicity campaigns and political instability as the major factors affecting tourist arrivals.
The South Asia inbound market…disappointed this year with the growth rate limited at 10 percent. The number of Chinese tourists posted the highest growth rate of 17.6 percent during the year.


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