The Pine Wood Nematode: a personal view

The first report of the disease (“pine wilt disease”) associated with the pinewood nematode, goes back to 1905, when Yano reported an unusual decline of pines from Nagasaki. For a long time thereafter, the cause of he disease was sought, but without success. Because of the large number of insect species that were usually seen around and on infected trees, it had always been assumed that the causal agent would prove to be one of these. However, in 1971, Kiyohara and Tokushike found a nematode of the genus Bursaphelenchus in infected trees. The nematode found was multiplied on fungal culture, inoculated into healthy trees and then re-isolated from the resulting wilted trees. The subsequent published reports were impressive: this Bursaphelenchus species could kill fully-grown trees within a few months in the warmer areas of Japan, and could destroy complete forests of susceptible pine species within a few years. Pinus densiflora, P. thunbergii und P. luchuensis were particularly affected. In 1972, Mamiya and Kiyohara described the new species of nematode extracted from the wood of diseased pines; it was a named Bursaphelenchus lignicolus. Since 1975, the species has spread to the north of Japan, with the exception of the most northerly prefectures. In 1977, the loss of wood in the west of the country reached 80%. Probably as a result of unusually high summer temperatures and reduced rainfall in the years 1978 and 1979, the losses were more than 2 million m3 per year. From the beginning, B. lignicolus was always considered by Japanese scientists to be an exotic pest. But where did it come from? That this nematode could also cause damage in the USA became clear in 1979 when B. lignicolus was isolated in great numbers from wood of a 39 year-old pine tree (Pinus nigra) in Missouri which had suddenly died after the colour of its needles changed to a reddish-brown colour (Dropkin und Foudin, 2 1979). In 1981, B. lignicolus was synonymised by Nickle et al. with B. xylophilus which had been found for the first time in the USA as far back as 1929, and reported by Steiner and Buhrer in 1934. It had originally been named Aphelenchoides xylophilus, the wood-inhabiting Aphelenchoides but was recognised by Nickle, in 1970,to belong in the genus Bursaphelenchus. Its common name in the USA was the "pine wood nematode" (PWN. After its detection in Missouri, it became known that B. xylophilus was widespread throughout the USA and Canada. It occurred there on native species of conifers where, as a rule, it did not show the symptoms of pine wilt disease unless susceptible species were stressed eg., by high temperature. This fact was an illuminating piece of evidence that North America could be the homeland of PWN. Dwinell (1993) later reported the presence of B. xylophilus in Mexico. The main vector of the PWN in Japan was shown to be the long-horned beetle Monochamus alternatus, belonging to the family Cerambycidae. This beetle lays its eggs in dead or dying trees where the developing larvae then feed in the cambium layer. It was already known in Japan in the 19th century but in the 1930s, it was said to be present in most areas of Japan, but was generally uncommon. However, with the spread of the pine wilt disease, and the resulting increase of weakened trees that could act as breeding sites for beetles, the populations of Monochamus spp. increased significantly In North America, other Monochamus species transmit PWN, and the main vector is M. carolinensis. In Japan, there are also other, less efficient vectors in the genus Monochamus. Possibly, all Monochamus species that breed in conifers can transmit the PWN. The occasional transmission by less efficient species of Monochamus or by some of the many other beetle genera in the bark or wood is of little significance. In Europe, M. galloprovincialis and M. sutor transmits the closely related species B. mucronatus. Some speculate that these two insect species are “standing by” and waiting for the arrival of B. xylophilus. In 1982, the nematode was detected and China. It was first found in dead pines near the Zhongshan Monument of Nanjing (CHENG et. al. 1983); 265 trees were then killed by pine wilt disease. Despite great efforts at eradication in China, the nematode spread further and pine wilt disease has been 3 reported from parts of the provinces of Jiangsu, Anhui, Guangdong, Shandong, Zhejiang and Hubei (YANG, 2003). In 1986, the spread of the PWN to Taiwan was discovered and in 1989, the nematode was reported to be present in the Republic of Korea where it had first been detected in Pinus thunbergii and P. densiflora. It was though to have been introduced with packing material from Japan. PWN was advancing. In 1984, B. xylophilus was found in wood chips imported into Finland from the USA and Canada, and this was the impetus to establish phytosanitary measures to prevent any possible spread into Europe. Finland prohibited the import of coniferous wood chips from these sources, and the other Nordic countries soon followed suit. EPPO (the European and Mediterranean Plant Protection Organization) made a recommendation to its member countries in 1986 to refuse wood imports from infested countries. With its Directive of 1989 (77/93 EEC), the European Community (later called the European Union or EU) recognised the potential danger of B. xylophilus for European forests and imposed restrictions on imports into the Europe. PWN was placed on the quarantine list of the EU and also of other European countries. Later, in 1991, a dispensation was allowed by the Commission of the EU(92/13 EEC) for coniferous wood from North America provided that certain specified requirements were fulfilled that would prevent introduction.

A biblioteca escolar/centro de recursos educativos e o currículo - que (inter)ligação?: o caso de Vendas Novas

Este trabalho de investigação centra-se na importância do conhecimento da inter (ligação) entre a Biblioteca Escolar/Centro de Recursos Educativos e o currículo. A problemática da investigação é lançada pela questão que constitui o ponto de partida deste trabalho: “ De que forma é que a Biblioteca Escolar/Centro de Recursos Educativos interage com o Currículo como um recurso do processo de ensino-aprendizagem? “ Tendo como base esta problemática, o corpo da dissertação é constituída por duas panes. A primeira respeitante ao quadro teórico e a segunda referente ao estudo empírico. No quadro teórico procedemos a uma aproximação conceptual à problemática em estudo. Tecemos considerações acerca da evolução da biblioteca escolar, conhecendo igualmente os princípios e as formas de atuar do Programa Rede de Bibliotecas Escolares e a principal legislação sobre este assunto. Refletimos acerca do currículo do ensino pré-escolar e do 1° ciclo do ensino básico, níveis com os quais realizámos a componente empírica do trabalho, identificando a Biblioteca Escolar/Centro de Recursos Educativos como constituindo um recurso fundamental no processo de ensino aprendizagem, no contexto da diferenciação curricular, chamando igualmente a atenção para a importância das parcerias no âmbito da articulação entre o ambiente educacional e o território. A dimensão empírica da pesquisa envolveu a conceção e a testagem de instrumentos de recolha de dados, nomeadamente a análise documental, a observação direta em contexto de Biblioteca Escolar, a realização de entrevistas semi-directivas e a aplicação de um inquérito por questionário aos alunos do 1° ciclo do ensino básico. O conhecimento produzido permitiu-nos responder à problemática objetivada no início da investigação, evidenciando que a Biblioteca Escolar/Centro de Recursos Educativos interage com o Currículo como um recurso do processo de ensino aprendizagem, constituindo-se como um centro de motivação da comunidade educativa que potencia um conjunto de aprendizagens das quais se destacam a leitura e a escrita e as atividades de pesquisa, através da metodologia de projeto. A BE/CRE complementa e enriquece o trabalho da sala de aula, quer ao nível das áreas curriculares disciplinares, quer ao nível das áreas curriculares não disciplinares. Com base nas conclusões resultantes da investigação empírica, terminámos com a formulação de algumas sugestões e recomendações que a evolução do estudo nos foi aconselhando. /ABSTRACT - This research work focuses the importance of the school library/educational resource centre and its connection with the school curriculum. The research was focussed on the following question: “How can the school library/educational resource Centre interact with the curriculum as a teaching resource?” Based on this question, the dissertation includes two distinctive parts. The former concerns the theoretical framework and the latter the empirical study case. As far as the theoretical framework is concerned, we have studied the conceptual facts and drew some major conclusions about the evolution of the school library, taking into account the rules and proceedings of the School Library Network Programme and the legislation on the issue. We went through the curriculum of the kindergarten and the primary school on which we developed our study case. The school library/educational resource centre was, therefore, identified as a fundamental resource in the learning/teaching process for the curricula differentiation. We also emphasized the importance of partnerships to enhance the articulation between the educational environment and school territory. The empirical research included both the conception and the testing of some important data collecting techniques, namely the documentary analysis, direct observation in a School Library, half-directed interviews and a questionnaire which was answered by primary school students. The knowledge acquired allowed us to find possible answers for the question we have asked at the beginning of our research. We can conclude that the School Library/Educational Resource Centre does interact with the curriculum as motivation to improve the process of learning, such as reading and writing, of the educational community. The project work also gains a new perspective as the school library/educational resource centre enriches and complements the classroom work both on the curriculum subjects and non- subject curricular areas. Based on the conclusions we drew from our study case, we make suggestions and recommendations for further research.