Identification of 1-methyloctyl butanoate as the major sex pheromone component from females of the saddle gall midge, Haplodiplosis marginata (Diptera: Cecidomyiidae)

The saddle gall midge, Haplodiplosis marginata (von Roser) (Diptera: Cecidomyiidae), has undergone a resurgence recently as a pest of cereals in Belgium and other European countries. An effective monitoring tool of saddle gall midge flights is needed to understand the enigmatic population dynamics of this pest, and to design an integrated management strategy. Therefore, volatile compounds emitted by females (alkan-2-ols and alk-2-yl butanoates) were identified, and the chirality of the emitted esters was determined to be the R absolute configuration. In field-trapping experiments, racemic non-2-yl butanoate attracted substantial numbers of H.marginata males. Thus, this compound will be useful in baited traps for monitoring seasonal flight patterns, and improving integrated management of the saddle gall midge in agricultural systems.

Satisfaction and acceptance with learning management systems

More and more often, universities make the decision to implement integrated learning management systems. Nevertheless, these technological developments are not realized without any trouble, and are achieved with more or less success and user satisfaction (Valenduc, 2000). It is why the presented study aims at identifying the factors influencing learning management system satisfaction and acceptance among students. The Technology Acceptance model created by Wixom and Todd (2005) studies information system acceptance through user satisfaction, and has the benefit of incorporating several ergonomic factors. More precisely, the survey, based on this model, investigates behavioral attitudes towards the system, perceived ease of use, perceived usefulness, as well as system satisfaction, information satisfaction and also incorporates two groups of factors affecting separately the two types of satisfaction. The study was conducted on a representative sample of 593 students from a Brussels university which had recently implemented an integrated learning management system. The results show on one hand, the impact of system reliability, accessibility, flexibility, lay-out and functionalities offered on system satisfaction. And on the other hand, the impact of information accuracy, intelligibility, relevance, exhaustiveness and actualization on information satisfaction. In conclusion, the results indicate the applicability of the theoretical model with learning management systems, and also highlight the importance of each aforementioned factor for a successful implantation of such a system in universities.