Prey-capture efficiency between juveniles and adults, feeding habitat and abundance of Wattled Jacana foragers in northern Pantanal, Mato Grosso state, Brazil

The choice of foraging strategies implies an attempt at gaining energy by predators. Supposedly, the difference in employing the "sit and wait" or "active foraging" behavior lays in hunter skills, experience and the kind of prey consumed. With the hypothesis that "active foraging" demands no learning, in this study we compared the prey capture efficiency among Wattled Jacana juveniles and adults, and also present descriptive information about feeding habitat and the abundance variation of foragers throughout the day in the northern Pantanal. Prey capture efficiency did not differ significantly among juveniles and adults, corroborating our initial hypothesis that "active foraging" is an instinctive behavior and demands no experience to be effective. However, future work is necessary to compare the energetic quality of consumed items by juveniles and adults, searching for differences explained by adults' experience. Foraging individuals were found at an average distance of 14 m ranging from 2 to 42 m) from the margin of the sampled swamps, however 64% of the foragers were found closer to the margins. The average depth of foraging sites was 17 cm, ranging from 5 to 40 cm, although no preference for specific classes of depth was found (p > 0,05). Despite the accepted general pattern of birds being more active in the early morning, the largest number of individuals foraging was observed between 11:00 and 12:00 AM, but no significant difference was found in the abundance of foraging individuals among different periods of the day. Factors, which were not analyzed, such as food availability and presence of competitors and predators need to be studied to reveal the main factors of the spatial and temporal distribution of the Wattled Jacana.

The Laboratory Efficacy of Cypermethrin Dust Against Lesser Mealworm Larvae and Adults, Alphitobius diaperinus (Panzer) (Coleoptera: Tenebrionidae)

Cypermethrin dust was evaluated as a tool for the integrated management of lesser mealwonns (also called the darkling beetle), Alphitobius diaperinus (Panzer). This experiment examined the efficacy of the cypermethrin against adult and late instar lesser mealwonns under laboratory conditions. Two bioassay methods were evaluated, using either a petri plate or a covered plastic container simulating poultry house conditions. In the simulated conditions, two different samples were used and cypermethrin was either dusted onto the surface of the container or was directly dusted onto the bottom. The LC50 for adults was 636.6 ppm, however, 929.7 ppm of cypermethrin dust was needed to achieve a 50% mortality rate in late instar larvae 24 h after the administration of the insecticide. A similar trend was observed in the simulated poultry houses when the adult mortality was > 90% while effectiveness in late in. star larvae was decreased, i.e., between 50 and 85%. Significant differences in the toxicity profiles were observed in larvae mortality when cypermethrin it was dusted directly onto the litter surface, compared to the bottom of the container. We have verified that cypermethrin dust is available for use in poultry houses however, toxicity profiles of lesser mealworm may depend on the beetle's stage of development and method of application

Chemistry and Chemical Education Through Text and Image: Analysis of Twentieth Century Textbooks Used in Brazilian Context

Assuming that textbooks give literary expression to cultural and ideological values of a nation or group, we propose the analysis of chemistry textbooks used in Brazilian universities throughout the twentieth century. We analyzed iconographic and textual aspects of 31 textbooks which had significant diffusion in the context of Brazilian universities at that period. As a result of the iconographic analysis, nine categories of images were proposed: (1) laboratory and experimentation, (2) industry and production, (3) graphs and diagrams, (4) illustrations related to daily life, (5) models, (6) illustrations related to the history of science, (7) pictures or diagrams of animal, vegetable or mineral samples, (8) analogies and (9) concepts of physics. The distribution of images among the categories showed a different emphasis in the presentation of chemical content due to a commitment to different conceptions of chemistry over the period. So, we started with chemistry as an experimental science in the early twentieth century, with an emphasis change to the principles of chemistry from the 1950s, culminating in a chemistry of undeniable technological influence. Results showed that reflections not only on the history of science, but on the history of science education, may be useful for the improvement of science education.