Junior and Senior Level Ag Bus.

Colorado Agriscience CurriculumSection: Advanced Agribusiness

Unit: Agricultural Issues

Lesson Title: Conflict Resolution II

Colorado Ag Education Standards and Competencies

AGB11/12.01 - The student will possess a knowledge of business ethics.

Demonstrate effective public relation skills.

Colorado Model Content Standard(s):

English Standard 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing

English Standard 3: Students write and speak using conventional grammar usage, sentence structure, punctuation, capitalization, and spelling.

Student Learning Objectives:

The student will:

1. Learn how to handle conflicting information

2. Learn to work with ‘difficult’ people

3. Understand how to reach and implement an agreement

Time: One 50 minute period

Student Evaluation will take an additional 50 minute period; should follow “Conflict Resolution II” lesson

Resource(s):Association for Conflict Resolution: http://www.acrnet.org/about/CR-FAQ.htm

10 Organizations Concerned with Conflict Resolution: http://arsc.arid.arizona.edu/rangelands_west/template5.asp?level1=policy&level2=policyorgs&level3=conflictorgs

Resolve: Results through Consensus: http://www.resolv.org/

MontGuide fact sheet #2000-04/Human Resource Development, “Dealing With Anger in Relationships”, by Stephen F. Duncan, Ph.D., Family and Human Development Specialist: http://www.montana.edu/wwwpb/pubs/mt200004.html

Unit 7, Lesson 6: Conflict Resolution II 1

“Building Bridges Between Research and Practice:Learning Together to Improve the Resolution of Public Policy Disputes,” by Gail Bingham, Juliana Birkhoff and Janet Stone. Resolve No. 28, 1997. RESOLVE, Inc: http://www.resolv.org/pubs/issue28.htm

Life Knowledge ONLINE: http://www.ffa.org. (annual subscription required)

Life Knowledge, Version 2.0 Lesson AHS.22 “Conflict Resolution Techniques”

Life Knowledge, Version 2.0 Lesson AHS.23 “Applying Conflict Resolution Techniques”

Instructions, Tools, Equipment, and Supplies:

3 Copies of “Grazing Livestock on Federal Land Interest Approach – Student Script” one for each student participating in the Interest Approach

Copy of Student Notes – “Dealing with Difficult People”. One for each student

Copy of each of the 3 evaluation rubrics – give each student a copy of each different type of rubric so they will know how they will be evaluated

Copies of the Conflict Resolution Scenarios. One copy for each member in the group. (There are 3 scenarios – groups can range in size from 3-7 people [incidentally the # of people allowed to participate in the Agricultural Issues Forum]. So for a group of 3 doing Scenario #1 you’d need 3 copies of Scenario #1; for a group of 5 doing Scenario #2, you’d need 5 copies of Scenario #2 etc.

Student notebooks, writing utensils & paper for taking notes

Interest Approach:

Set up the classroom where all the desks / tables are in a semi-circle (if possible). Allow the middle of the room to be open so that students can role-play a scene.

Give the first four students that walk into the room a slip of paper; they’ve just become actors in the critically-acclaimed play, “Grazing Livestock on Federal Land.” After handing the students their ‘role;’ quietly inform each of them that they will be starting class out today by catching their classmates’ interest with a short play.

After the last student gets into the room, cue up your actors to begin their ‘play.’ The script is printed at the end of the lesson plan for easy copying and preparation for the students:

Cast:

Fred: Rancher

Sarah: Wildlife Biologist

Mediator

Scene 1:

Fred and Sarah find themselves yelling in each other’s faces:

Fred: Cattle Grazing on public lands DOES NOT decrease wildlife populations. According to a study conducted by Colorado Sate University cattle grazing actually IMPROVES wildlife habitat!

Sarah: You are SO wrong! According to a study, also published by Colorado State University, cattle

Unit 7, Lesson 6: Conflict Resolution II 2

grazing actually destroys fragile wildlife habitat; especially unrestricted grazing in riparian areas!

Fred: How can you SAY that about Colorado State University! Your information MUST be wrong!

Sarah: I know my information is correct! I have more than one study discussing the impact livestock have on riparian zones; the information from these studies was gathered in states like Wyoming, New Mexico, Nebraska, Montana and Utah in addition to Colorado!

Mediator 1: It looks like you two have a problem

Sarah and Fred: WE DO

Mediator: It seems to me that the question you two are trying to answer is two-fold: 1)Does livestock grazing on Federal Land impact wildlife populations? 2)Are there specific habitats that might be more harmed than others by livestock grazing? Am I correct?

Sarah: Yes

Fred: I guess so

Mediator: Well, it seems to me that both of you have conflicting information. Let’s talk a little bit about the:

1. Questions both of you would like answered

2. Developing another scientific study where both of you are involved in determining which information should be gathered, how and where that information should be gathered, and what agency / institution should conduct the research

Fred: I guess that sounds like a good idea; that way we’d both be on the same page

Sarah: Yeah – especially because it looks like there’s going to be more than one way to solve this problem. .

Let’s give our actors today a hand! Thanks for your help and for getting us started on the second part of Conflict Resolution today! Before we begin our quest for knowledge, we need to have our notebooks handy. When I say RISE AND SHINE, everyone get their notebooks, something to write with, and prepare to engage in another day of “Conflict Resolution.” Any questions? Great! RISE AND SHINE!

Excellent work getting ready to learn!

Objective 1: Objective: Dealing with conflicting information To get us started today, we’re going to use a “Little Professor” Moment. When I say EDUCATE I want you to get up from your chair, walk across the room and find a partner. You CANNOT partner with the person sitting on either side of you. Any questions? Great! EDUCATE!

After students have paired up, say the following:

Now that everyone has a partner we can get started! Each of you are professors in your respective fields; you happen to be getting together to compare information on a conference you’ve both attended. I need one person in each group to be Einstein. Now, as you know, Einstein was a very logical, methodical, scientific person. When I say GO, I want you to decide which person in your group is going to be Einstein. Ready? GO!

Great! Now that we know who the Einsteins are in our groups, the second person in your group is

Unit 7, Lesson 6: Conflict Resolution II 3

Michelangelo. Now, as we all know, Michelangelo was a phenomenal artist and great painter.

Are each of you comfortable in your roles? Any questions? Great!

All right! Michelangleos, you can all zone out for a moment – take a few minutes to rest, listen to your iPods, read a book – but MAKE sure that you are quietly entertaining yourself. Please do not talk to one another, nor disrupt the rest of the class.

Cue up Slide #2 for the Einsteins

OK – Einsteins! I need you to take out your notebooks and capture some information I’m going to share with you about Conflict Resolution. This information will help you know what to do when certain pieces of information about an issue conflict with other pieces of information about that same issue. Do your best to capture this information in a manner you think Einstein would have. Any questions? All right! Let’s Learn!

Cue up Slide #3 – teach this information to the Einsteins:

What to do when you have conflicting information about an Issue

FIRST OFF: Approach problems as if they are an opportunity for everyone to learn together

Cue up Slide #4 – continue teaching to the Einsteins

1. Consult everyone involved in the issue about: The questions that need to be asked, Information that should be gathered, Methods for data collection and analysis, Who would be trusted to conduct further investigation

2. Focus on information relevant to the decision, not on the information that is available.

3. Assume there may be more than one definition of the problem, and use all definitions as a basis for inquiry and problem solving.

4. Use vocabulary that everyone can understand.

5. Respect different types of knowledge and different ways of knowing.

6. Remember that science isn’t necessarily the underlying cause of the dispute –public opinion, values and morals play a huge role

Great work Einsteins! Thank you for your attention! Now, in your best German guttural accent – -make sure to use the accent - - -Share the information you’ve just learned with your Michelangelo partners! Make sure they understand what you’re teaching them and can answer any questions you might pose them. Remember – you are the experts here! Teach your Michelangelo partners!

Monitor the students as they work through this exercise. Make sure they stay on task

You are amazing Einsteins! Now, as a result of your HARD WORK, you get the chance to zone out for a few minutes; just make sure that you are NOT disrupting any of your classmates.

Cue up Slide #5 for the Michelangelos

Michelangelos! If I can get your attention, I need you to tune in to the following information so that

Unit 7, Lesson 6: Conflict Resolution II 4

you can teach your fellow professors, the Einsteins about finding consensus when different parties have conflicting information. Are you ready to dazzle the Einsteins? Great! Let’s get going.

Teach the information found on Slide #6.

When you identify areas of agreement and disagreement, and approach problems as opportunities for joint fact-finding – people are able to find common ground and begin resolving their conflicts.

Cue up Slide #7

To begin reaching consensus, especially when different parties have conflicting information:

1. Convene workshops of experts – this creates a shared picture of what is and isn’t known — and what remains in dispute.

2. Provide open forums to discuss competing studies; identify similarities and differences3. Form a technical working group to support policy discussions on an ongoing basis.4. Invite a panel of experts, selected by the parties, to address questions in an interactive

format 5. Explicitly list unanswered questions and make recommendations to appropriate individuals

or organizations for future research.

Thanks for your attention Michelangelos! Your participation was excellent! Now, in your very best, artistic tone, and most polished French accent, teach your Einstein partners what you’ve just learned! Make sure to use your accent and go over each point so that the Einsteins understand 5 key ways they can help parties reach consensus even when they have conflicting information. Any questions? Great! Teach the Einsteins!

Monitor the students – make sure they stay on task!

Great work Einsteins and Michelangelos! Your focus and participation were exemplary. High fives for everyone!

Objective 2: Objective: Dealing with ‘difficult’ people All right - how many of you have dealt with ‘difficult’ people at least once in your life?

I’m sure all of us have run into at least one person in our lifetime that just didn’t’ ‘tick’ the way we did.

It seems like there’s a ‘difficult’ person in every crowd; someone we just don’t ‘click’ with or understand. Let’s go through a few do’s and don’ts when working with someone who operates much differently than we do.

Teach this portion of the lesson using the Slides #8-#15; give the students copies of the student notes handout included at the end of this lesson; indicate that they need to take notes as the information is presented to them. Ask students to provide personal experiences and insights to help flavor the information

I’m going to hand out a worksheet; complete this worksheet using the information you see on the slides. Do your best to capture the information correctly and accurately! If you have any stories or insights that might make this information more interesting, don’t be afraid to raise your hand and share your thoughts with the rest of the group!

Unit 7, Lesson 6: Conflict Resolution II 5

Difficult People: Sometimes it seems like there’s one in every crowd! A few do’s and don’ts:

Do:

Establish and Enforce Groundrules. - Refer back to them if problems arise.

Promote Trust and Personal Relationships.

1. It’s harder for someone to behave badly towards someone known as an individual than someone perceived merely as a symbol.

2. Have a meal together. 3. Learn something about one another personally.

Remind participants of their agreed-upon goals Steer back towards these goals often.

“Separate the People from the Problem"(Getting to Yes, Fisher & Ury)

1. Focus on the issues 2. Focus on the interests underlying the issues3. Look past the way the issues are raised.

Use humor Defuses tension Deflects attention from personality issues.

Identify

1. Why is the individual behaving in a difficult way? 2. Address causes of behavior (e.g. someone has a concern they are worried won’t be

met).

Privately Coach "problem" individuals - how to advance their interests through the process.

Don’t:

Discount the legitimacy of concerns due to the way they are presented.

Let one or more individuals dominate. Everyone must have the opportunity to be heard Everyone must have their concerns addressed OR they will lose interest

After teaching the information, ask students to turn in their notes before continuing class.

Thanks for paying attention. When I say TURN IT IN, please take a few minutes and turn your completed Note-Taking assignment in to me before taking your seat so that we can complete this lesson on Conflict Resolution. Questions? All right – TURN IT IN!

Unit 7, Lesson 6: Conflict Resolution II 6

After students have returned to their seats start discussing Objective 3

Objective 3: Objective: 3 Ways to reach and implement an agreement How often do you think you’ve reached a resolution to a conflict with your friends, your family, your parents, your teachers - - only to find out that someone involved in the conflict doesn’t keep up their end of the bargain?

Elicit student responses

Too often people work together to reach a resolution to a conflict, but they can’t seem to implement that resolution – it’s too difficult to put the agreed-upon resolution into practice. This common ailment often happens to agricultural groups and organizations when dealing with issues as well.

In order to help make sure resolutions are actually implemented, let’s look at a few key things you can do:

As we look at the information on the slides, be sure to capture it in your notebook. Also – be thinking about how we can more effectively remember this information using a Mother Goose Moment. At the end of this section, you will be asked to create a Nursery Rhyme that describes one of these three steps. Any questions? Great! Let’s learn!

Cue up the PowerPoint Slides #16 - #19. Teach the information on the slides to the students – elaborating when necessary.

Slide #16: 3 Ways to reach and implement an agreement

Slide #17: #1. Successful Implementation: Putting an agreement into practice: Secure an agreement Create incentives for all sides to comply with the agreement Establish ongoing communication between all parties Hold parties to their commitments Anticipate unexpected future events

Slide #18: #2 There are many reasons why agreements might fail to be implemented: Agreement was not technically feasible Agreement was not institutionally feasible Changes in circumstances Bad faith Process did not involve all parties New parties emerged Negotiators lacked the ability to hold parties to their commitments

Slide # 19: #3.Mediators (and participants) can seek to avoid implementation problems by: Satisfying the interests of all parties Ensuring ALL key parties are at the table Creating continuing relationships Being explicit about who does what when

After teaching the information, and ensuring the students have had time to take notes; break the students into groups. Make sure you have at least 3 groups, or groups in multiples of 3 so that all three chunks of information can be transformed into a Mother-Goose Moment.

Assign rhymes to the following:

Unit 7, Lesson 6: Conflict Resolution II 7

Group #1 – Successful Implementation

Group #2 – Reasons why agreements might fail to be implemented

Group #3 – How mediators can avoid implementation problems

Cue up Slide #20: Mother Goose Moment

Great job taking notes everyone! When I say MOTHER GOOSE, I want you to form into 3 (or 6, or 9, or 12) groups. Any questions? Great! MOTHER GOOSE.

Excellent work! When I say RHYME you will each be magically transformed into ‘rhyming experts.’ For the next 10 minutes I want each group to take the topic assigned to them and create a nursery rhyme that captures the information found in YOUR particular topic. Once you get your rhyme done let me know so that I can review it. When everyone completes their rhymes we will be sharing them in class. Any questions? Great! RHYME!

Allow students 10 minutes to work on their rhymes – when they have completed them, have each group share their rhyme with the class

ConclusionGreat work today everyone! As you can see, Conflict Resolution is a complicated, drawn out process. The most important things associated with Conflict Resolution are:

1. Common Courtesy

2. LISTENING to others

3. Respecting others’ opinions

4. Being willing to work together to create a common resolution.

As you become involved in policy issues within the FFA, within agriculture, or in other aspects of life, the information presented in the last two lessons will serve you well.

Application--Extended Classroom Activity:

Ask students to go to the following website: RESOLVE: Gallery of Success” http://www.resolv.org/gallery/exhibit_all.html After looking through the various public policies that have been developed through Conflict Resolution processes, ask students to pick their favorite exhibit and write a short synopsis of the problem, the people involved, the interests / positions represented, how resolution was reached.

Application--FFA Activity:

At an officer retreat, instruct your officer team in the following Life Knowledge Lessons:

Life Knowledge, Version 2.0 Lesson AHS.22 “Conflict Resolution Techniques”

Life Knowledge, Version 2.0 Lesson AHS.23 “Applying Conflict Resolution Techniques”

Ask them to put the skills learned in each of these lessons into practice in their conflicts with fellow officers, or with other FFA members

Application--SAE Activity:

NONE

Unit 7, Lesson 6: Conflict Resolution II 8

Evaluation:Conflict Resolution Scenario – played out in class

Break students into groups of 4-7. Give each of them one Agricultural Issue Scenario(there are 3 different scenarios located at the end of this lesson) Ask them to write a script (much like a one-act play) of how a Conflict Resolution group might initially address, discuss, negotiate, and solve their scenario. Make sure they:

Review all of the information about the issue Carefully evaluate the positions of each group involved Consider the feelings and concerns of each group involved Pay attention to any interpersonal problems between individuals Generate multiple options / solutions for the problem Establish Groundrules for acceptable discussion Make the one-act play engaging, interesting, and informative

Once the students have a script written (that you feel adequately covers the information taught in this lesson), instruct the students that they will be acting this scenario out in class for a grade. Students will receive 4 grades for this assignment:

Grade 1: Grade on the written script (does the script include the appropriate components (outlined above), does the script adequately cover the information presented in the lesson?)

Grade 2: Peers will evaluate one another’s participation in the group

Grade 3: Classmates evaluate their peer’s presentation of their script.

Grade 4: Instructor grade on group’s presentation of script.

Evaluation Answer Key:

Answers will vary – especially depending on how each instructor sets up the evaluation.

The rubrics developed for this lesson are saved as Microsoft Excel Attachments; and can be downloaded with this lesson

Both classmates and the instructor can grade the group’s presentation using the “Agricultural Issue Conflict Resolution Scenario” Rubric if you’d like.

The student scripts can be evaluated using the “Evaluating Student Scripts: Conflict Resolution Scenarios” Rubric.

Peers can evaluate one another’s participation in the group using the “Working Together on Conflict Resolution: My Participation in the Group” Rubric.

Additional rubrics can be developed and personalized at: http://rubistar.4teachers.org/index.php

Unit 7, Lesson 6: Conflict Resolution II 9

Grazing Livestock on Federal Land Interest Approach – Student Script

Cast:

Fred: Rancher

Sarah: Wildlife Biologist

Mediator

Scene 1:

Fred and Sarah find themselves yelling in each other’s faces:

Fred: Cattle Grazing on public lands DOES NOT decrease wildlife populations. According to a study conducted by Colorado Sate University cattle grazing actually IMPROVES wildlife habitat!

Sarah: You are SO wrong! According to a study, also published by Colorado State University, cattle grazing actually destroys fragile wildlife habitat; especially unrestricted grazing in riparian areas!

Fred: How can you SAY that about Colorado State University! Your information MUST be wrong!

Sarah: I know my information is correct! I have more than one study discussing the impact livestock have on riparian zones; the information from these studies was gathered in states like Wyoming, New Mexico, Nebraska, Montana and Utah in addition to Colorado!

Mediator: It looks like you two have a problem

Sarah and Fred: WE DO!!!!

Mediator: It seems to me that the question you two are trying to answer is two-fold: 1)Does livestock grazing on Federal Land impact wildlife populations? 2)Are there specific habitats that might be more harmed than others by livestock grazing? Am I correct?

Sarah: Yes

Fred: I guess so

Mediator: Well, it seems to me that both of you have conflicting information. Let’s talk a little bit about the:

1. Questions both of you would like answered

2. Developing another scientific study where both of you are involved in determining which information should be gathered, how and where that information should be gathered, and what agency / institution should conduct the research

Fred: I guess that sounds like a good idea; that way we’d both be on the same page

Sarah: Yeah – especially because it looks like there’s going to be more than one way to solve this problem. .

Unit 7, Lesson 6: Conflict Resolution II 10

Student Name_________________________

Student Notes: Dealing with ‘difficult’ people: Sometimes it seems like there’s one in every crowd! A few do’s and don’ts:

When Dealing with Difficult People, Do:

Establish and Enforce __________________________________________

Promote __________________- and ____________________ _____________________________

1.2.3.

Remind participants of their ________________________________________________________ Steer back towards these goals often.

“Separate the _____________________ from the ________________"(Getting to Yes, Fisher & Ury)

1.2.3.

Use ________________ Defuses _________ Deflects __________________-from personality issues.

Identify_________________________________

1.2. f3.

Privately ________________ "problem" individuals - how to advance their interests through the process.

When Dealing with Difficult People Don’t:

Discount the ______________ ________ ________________ due to the way they are presented.

Let one or more individuals ___________________________

1.2.3.

Unit 7, Lesson 6: Conflict Resolution II 11

Conflict Resolution Scenarios:Use the following three scenarios to help create the student evaluation exercise. These scenarios have been

taken from the “Focusing on Agricultural Issues, New and Updated!” CD-ROM available from National FFA through the CORE catalog. Copyright 2005. National Council for Agricultural Education; they should help

students get started with their scripts. If you (or your students) want to create additional scripts using different scenarios the following website is helpful: http://aic.ucdavis.edu/

Scenario #1: Is The Use Of Agricultural Pesticides Contaminating Our Groundwater?

Why is this issue important now? Water is a critical resource for agriculture. Our farms and industries use immense quantities and its protection may be one of the most important environmental issues of this decade. Surface water and groundwater are both used for human consumption. Proportionally, groundwater accounts for only a fraction of the earth's supply of water, .61% to be precise. Yet groundwater is more abundant than all the water in rivers, lakes and streams, which accounts for only .05% of the world's water.

Approximately 50% of all Americans and 95% of rural residents depend upon groundwater as their primary source of drinking water. That makes groundwater an extremely valuable resource which is often neglected and taken for granted.

The groundwater contamination through pesticide use is a growing concern with the public. The public fears farmers' use of pesticides will get into the groundwater thus becoming a hazard to the health of the public. With the following information, the public will have a better understanding of the agricultural issue, "Is the use of agricultural pesticides contaminating our groundwater?"

Source: A Hidden Treasure, Groundwater Resource Protection Project, National FFA Foundation

Is there strong disagreement as to how the issue should be solved?

In evaluating possible courses of action to be taken, there are many economic factors that need to be considered. It has been suggested that the use of all agricultural chemicals should be prohibited. The outcome of this decision could prove to be more detrimental than people have considered.

Recent surveys show that environmental concern number one among farmers and the public at large is water quality--both groundwater and surface water. The public at large is concerned that the chemicals that farmers apply either run off into streams and rivers or move down through the soil into the groundwater. Much of this concern is based more on rhetoric than science. However, in cases like this, perception is more important than reality, and people act on their perceptions. There are examples of producers who do misuse pesticides. Where there are problems, agriculture needs to police itself and clean up its act. The industry at large gets tainted by the poor practices of a few.

Any practice which results in more efficient use of pesticides should help to reduce groundwater contamination if leaching with normal use is the cause of contamination. If the major cause of contamination is from point sources, then reductions in the rates of chemicals applied to fields shouldn't be expected to solve the problem. Pest scouting and use of Integrated Pest Management (IPM) principles, proper pesticides rate selection and sprayer calibration, and use of crop rotations and resistant varieties where possible can all improve pest control and sometimes reduce amounts of pesticide needed. Band application of herbicides combined with row cultivation can reduce total herbicide needs. Many of these practices can improve profitability. They are also popular with the public. There are good economic as well as environmental reasons for farmers to use only the amount of pesticide necessary.

Source: Understanding the Issues Food Safety and Groundwater, Midwest Grower.

Farmers are also striving to reduce the use of agricultural chemicals and cause less of a threat to groundwater through such management practices as:

Unit 7, Lesson 6: Conflict Resolution II 12

Rotation: Rotation has long been recognized as an effective cultural practice. Rotations are most effective for control of pests that have specific host requirements and do not have the ability to go dormant for a long period of time. Advantages of a crop rotation system include: Greater distribution of labor, improved soil tilth, decreased soil erosion, plant-produced nitrogen, and distribution of income throughout the year. Pests that are difficult to control with rotation because they can survive long rotations include wire-worm, velvetleaf, and soybean cyst nematode.

Incorporation: Surface incorporation of chemicals can result in increased efficiency of the chemical as well as reduced surface runoff and surface water contamination. This is especially true for chemicals with moderate soil adsorption characteristics. For chemicals with a high attraction for soil, erosion must be controlled to prevent transport of chemicals off-site. Groundwater benefits may be achieved with reduction of chemical use through more specific placement techniques such as ridges, where infiltration is lower. Pesticide application rates may be reduced by utilizing these methods. Input costs per acre can be reduced by utilizing this procedure.

Mechanical Weed Control: Herbicide use can be minimized by using mechanical weed control in association with banding chemical application methods. This can provide improved infiltration characteristics in the inter-row zone which can help minimize leaching in the treated row zone. Mechanical weed control is an economically viable alternative to chemical control for most producers if they have an adequate cultivator and a labor supply.

Various Plant Populations: More equal spacing and high plant stands may produce a very slight increase in water infiltration (nitrate leaching and pesticide movement), but could reduce herbicide needs, where cultivation is still possible, due to a greater crop shading of weeds. Higher plant populations and narrow rows cause the crop to canopy and close earlier, competing better with weeds.

Tillage Practices: Tillage systems that leave a rough porous surface, protected with a mulch of plant residue, will have more infiltration and less runoff than systems that leave a relatively smooth and clean surface. The former, referred to as conservation tillage systems, will provide more plant available water in the soil profile as well as added opportunities for movement of solutes downward toward the groundwater. This would be an especially important consideration in moderate to very permeable soils. This practice reduces the number of trips over a field, thereby reducing soil compaction and the input costs of a crop.

Conservation tillage is effective in reducing erosion and improving surface water quality, but under certain conditions, an increase in potential groundwater contamination might be expected. Present research is attempting to provide more answers. Early indication of some research indicates less potential for groundwater contamination with conservation tillage compared to conventional tillage. More research is needed to provide answers on how to adapt the various kinds of conservation tillage to a groundwater quality program.

Grass Filter Strips: Grass filter strips along field edges can trap pesticides to prevent surface water contamination. Similar strips around sinkholes or agricultural drainage well surface inlets can reduce contamination of groundwater. In a Pennsylvania study, grass filter strips reduced atrazine runoff by 90 percent during an intense, 100-year frequency storm (Hall et al., 1983). Filter strips can also serve to reduce erosion and compaction of equipment to and from a field. This land may be eligible as set-aside acreage or conservation reserve.

Source: A Hidden Treasure, Groundwater Resource Protection Project, National FFA Foundation.

Already some pesticides carry groundwater advisory statements on labels, warning against use where soils are highly permeable (such as sands and loamy sands) and the groundwater is near the soil surface. These label statements are required when the pesticide has been detected in groundwater and, in EPA's judgement, the cause of contamination was nonpoint in nature.

Source: Understanding the Issues Food Safety and Groundwater, Midwest Grower.

The public and the farmers all have a true concern with pesticide contamination of groundwater. There will always be concerns. But as long as appropriate application practices are followed and there is government agency control, the worry should be lessened.

Unit 7, Lesson 6: Conflict Resolution II 13

Scenario #2: Should Animals Be Used For Scientific Research?

Why is the issue important now?

During the past 10 years, a major controversy over the use of animals in biomedical and behavioral research has arisen. At the leading edge of the controversy are groups of" animal rights" activists whose purpose is to put an end to all experimentation and testing with animals. Their methods range from the use of publicity, misinformation and the filing of lawsuits, to raiding laboratories and threatening and intimidating scientists.

The traditional animal welfare and humane societies also have been active. Through legislation, regulation, negotiation and intimidation via publicity, they generally have sought to limit and control experiments conducted with animals, to reduce the number of animals being used, or to exempt certain animals from use in biomedical research.

Representatives of these animals cause groups appeal to the emotions and raise ethical and moral questions. They question man's right to use animals in a number of contexts, including biomedical research; contest the value of animal research and the need to conduct certain types of experiments; challenge and generate concern over the amount of pain and suffering endured by animals during experiments; and promote the use of alternative methods of experimentation in place of the use of animals.

The activities of these organizations have grown in scope and intensity during the past 10 years and have had a number of important consequences. They have created confusion and doubt in the minds of some regarding the need for animal experiments, prompted the passage of federal and state laws regulating or restricting the use of animals in research, and led to the destruction or termination of many experiments.

Source: Use of Animals in Biomedical Research, American Medical Association White Paper, 1988.

Who is involved in the issue?

It is estimated that there are over 400 animal advocate groups in the United States with membership over two million. These groups vary in their positions from the responsible attempts of The Humane Society of the United States to assure the humane treatment of animals to those who advocate that all research and testing be legally banned. The most militant of these latter groups have broken laboratories, destroyed property and confiscated animals in an attempt to impede, if not halt, research (p. 23).

Source: Can Animal use Be Ethically Justified? by J. Wesley Robb in Science and Animals: Addressing Contemporary Issues, Scientists Center for Animal Welfare, 4805 St Elmo Avenue, Bethesda, MD 20814, (301) 654-6390.

Most animal rights groups have indiscriminately targeted the medical research, cosmetic, fur and farming industries. But the lengths to which they are prepared to go vary. A common misconception is that the groups share the same philosophy, have a common mission, and pursue similar activities. There are, in fact, three categories in the movement.

According to Dr. Jack Albright, professor of Animal Science, Purdue University, Animal Welfare is more mainstream and reflects people's concern for the humane treatment of animals. Animal welfare appears to have growing support from society at large. When considering animal rights, the animals cannot be exploited. Animals essentially have basic rights — many say the same as people — to be free from confinement, pain, suffering, experiments, perhaps even death. This means that animals would not be used for food, for clothing, for entertainment, for products testing, for seeing-eye dogs, etc. Currently, animal rights is essentially anti-vivesectionist (i.e., dissection or other painful treatment of living animals for purposes of scientific research), pro-activist, and urban-based. The animal rights faction believes that humans have evolved to a point where they can live without any animal products — meat, milk, eggs, leather, wool, fur, by-products, etc. They feel that neither medical researchers, nor the cosmetics industry has the right to experiment on animals; that zoos, circuses, rodeos, race tracks, horseback riding, and even pet owners exploit the animal kingdom.

Unit 7, Lesson 6: Conflict Resolution II 14

Source: Animal Rights — Animal Welfare, How the Goals of These Groups Will Effect you as Livestock Producer, by Dr. Jack Albright, Purdue University, 1990.

Is there strong disagreement as to how the issue should be solved?

Historically, regulations concerning the care and use of animals in laboratory research have been derived from two main sources: the experimental scientists themselves and the local humane societies formed to protect pets, farm animals and work animals from abuse. Since 1896, when the National Institutes of Health (NIH) originated, it has taken an active role in encouraging proper care and use of laboratory animals. The most recent edition of the Guide for the Care and Use of Laboratory Animals was published in 1985. This is the primary reference for research animal care and use in the United States.

In 1966, suggestions in the press that pets were being used in research caused a public outcry and led to congress' enacting the Pet Protection Act of 1966, the first version of what is now called the Animal Welfare Act (AWA). The United States Department of Agriculture (USDA) was given the responsibility for implementing the new law. The act applied only to dogs, cats, rabbits, monkeys, guinea pigs and hamsters. Although research facilities were required to be registered, to have their suppliers licensed, and to undergo inspection by Animal and Plant health Inspection Service (APHIS) personnel, the Act did not apply directly to the conduct of research using animals. The AWA was revised in 1970 and 1976, and underwent a major revision in December 1985.

During the 1980s the incidents of vandalism, harassment, and thefts of animals increased substantially. Subsequently, Congress has manifested an increasing interest in the care and use of laboratory animals, and powerful lobbying forces have maintained this interest.

Each institution which falls under authority of the Animal Welfare Act and/or receives Public Health Service support for research and teaching involving laboratory animals must operate a program with clear lines of authority and responsibility, a properly functioning Institutional Animal Care and Use Committee (IACUC), procedures for self monitoring, adequate veterinary care, a program of occupational health, sound animal husbandry practices, and appropriate maintenance of facilities for housing animals.

Source: Institutional Animal Care and Use Committee Guidebook, U.S. Department of Health and Human Services, Public Health Service National Institutes of Health, NIH Publication No. 92-3415.

The ability of agricultural scientists to enhance the well-being of both agricultural animals and humans depends directly on the advancements made possible by research. This requires the use of experimental animals as well as the dissemination of new knowledge through various teaching programs, many of which also require the use of animals. The agricultural community has long recognized both a scientific and an ethical responsibility for the humane care of animals, and all who care for or use animals in agricultural research or teaching must assume responsibility for the animals' general welfare.

It is especially important to recognize that the intent of agricultural research and teaching is to advance knowledge of immediate or potential benefit to agricultural animals and their production and those who consume the products of animal agriculture. Scientists have developed, and should continue to develop and use, scientifically valid adjunctive or alternative methods to animal use in agricultural researchand teaching.

Scientists use agricultural animals in experiments and demonstrations, thus saving the time, expense, and uncertain interference associated with use of model species. Some projects call for special environments for agricultural animals, but many require that the animal reside in simulated agricultural production settings.

Proper animal management is essential to the well-being of animals, validity of the research, effectiveness of the teaching, and health and safety of animal care personnel. A sound animal husbandry program provides a system of care that permits the animals to grow, mature, reproduce, and maintain health. Well-trained and properly motivated personnel often can achieve high quality animal care with less ideal physical plants and equipment (p.6). Source: Portraits of a partnership for life; the remarkable story of research, animals & man, Foundation for Biomedical Research.

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Scenario #3: Is The Food On Our Table Safe To Eat?

Why is this issue important now?

Americans enjoy a seemingly limitless supply and variety of foods, available daily, and at reasonable prices. For the most part, these foods are produced by U.S. farmers, growers and ranchers. This group of producers makes up just two percent of the population.

American agriculture is an industry as old as our country and one of the most productive in the world. The average American farmer now produces food and fiber for 128 other people, both here and overseas. Americans spend less than 10 percent, on the average, of disposable income on food, compared with as much as 60 to 70 percent in some other countries.

The U.S. farmer's success at producing vast quantities of fruits, vegetables, cereals, grains and fiber crops, has made the American agricultural system a continuing phenomenon. Most of us give little thought to how this occurs; we expect that fresh and processed foods will be readily available, convenient and at affordable prices.

How does this relatively small group of farmers continue to produce massive quantities of food, year after year? By being efficient and using the most recent advances in machinery, technology, science, and soil and crop practices. Without such advances, each U.S. farmer could feed only himself and a handful of others, as was the case less than a half-century ago.

One practice which helps assure maximum production is the producers' use of crop protection chemicals, often referred to as pesticides. These products protect the crop from damaging pests, competing weeds, destructive fungi and devastating diseases.

Source: Doing Without: The Impact on Food Availability, Price and Safety Without Pesticides, National Agricultural Chemicals Association.

Who is involved in the issue?

This issue generally involves a public concerned with the health dangers from pesticide residues on food against agricultural producers who are trying to sustain productive capacity and profits.

Consumers haven't been shy about showing their displeasure over the use of pesticides in agricultural production. Several stories show just how scared consumers are about pesticides. Some surveys allege that three-fourths of all food shoppers are "seriously concerned" about residues on food. Everyone wants assurance that the food they purchase is safe to eat.

The American consumer is getting mixed messages. Sometimes, warnings of dangerous "chemicals" in or on food come from government agencies, such as in 1983 when the U.S. Environmental Protection Agency (EPA) banned the pesticide, ethylene dibromide (EDB), used to fumigate grains and prevent insect contamination. The sole basis for this ban was the observation that EDB fed to laboratory animals in high doses caused cancer. Other times, the warnings come from groups or individuals, some of whom believe that any and all man-made chemicals in the food supply, regardless of the amount, pose an unacceptable risk.

As for the producers, they know that pesticides are vital tools. They know that, properly used, pesticides will enable them to grow higher quality produce, wheat, corn, and other important crops and to grow them more efficiently. Without the use of modern crop protection products, our current agricultural abundance simply would not be possible.

Source: Pesticides and Food Safety, American Council on Science and Health, THE BOTTOM LINE, DowElanco, Winter 1991.

Is there strong disagreement as to how the issue should be solved?

Unit 7, Lesson 6: Conflict Resolution II 16

Growers are looking for ways to reduce pesticide use all of the time. They are concerned not only for the environment, but for reducing chemical costs if at all possible.

One way that use can be reduced is with integrated pest management (IPM). While pesticides are a key component of IPM programs, they are not the only tool used. The approach combines several types of controls, including beneficial insects, monitoring, cultural practices, pheromones, biological controls, and pesticides into one integrated program.

IPM doesn't solve everything. There are still some diseases and insects that just don't fit into the IPM scheme. With sound cultural practices that include IPM, the best fruit is produced with the least amount of chemicals. Growers will always have consumers' best environmental interests at heart-their reputation is staked on it.

Source: IPM Reduces Pesticide Use, American Fruit Grower, Summer 1990.

Pesticides undergo a rigorous testing process which includes more than 120 separate tests which may take eight to ten years, and cost a manufacturer between $35 and $50 million before a product is registered for use by the U.S. Environmental Protection Agency.

On average, only one in 20,000 chemicals make it from the chemist's laboratory to the farmer's field. Once registered for use, the pesticide continues to be monitored by the United States Environmental Protection Agency, United States Food and Drug Administration and regulatory agencies of individual states.

Source: The Truth About Pesticides and Food (informational brochure for video), DowElanco.

The growing concern that the public is expressing about the safety of the food supply affects both the producer and private industry. The vast majority of farmers take seriously their role in protecting the environment and the health of their families and the public. Fruit growers for example work daily in the orchard or vineyard, so it is in their self-interest to make sure pesticides are not misapplied or overused. No one has more reason to be concerned about the immediate and long range effects of the pesticides they use than those who use the pesticides themselves.

The chemical companies are also doing their part to ensure a safe food supply and a growing public concern. According to Thomas Dille, President and CEO of Rhone-Poulenc, "We are making every effort to ensure, first, that our products are as safe and effective as they can be through research, testing, and reformulation if necessary. Then we take the initiative to train the people using our products to do so in the most responsible and effective ways possible. We must not fight public perceptions, but address them. For only through restored public confidence in food safety can we in the agrichemical business truly prosper."

Source: Rhone-Poulenc Ag Company, American Fruit Grower, Summer 1990.

Unit 7, Lesson 6: Conflict Resolution II 17