Host selection in phytophagous insects: a new explanation for learning in adults

Insect learning can change the preferences an egg laying female displays towards different host plant species. Current hypotheses propose that learning may be advantageous in adult host selection behaviour through improved recognition, accuracy or selectivity in foraging. In this paper, we present a hypothesis for when learning can be advantageous without such improvements in adult host foraging. Specifically, that learning can be an advantageous strategy for egg laying females when larvae must feed on more than one plant in order to complete development, if the fitness of larvae is reduced when they switch to a different host species. Here, larvae benefit from developing on the most abundant host species, which is the most likely choice of host for an adult insect which increases its preference for a host species through learning. The hypothesis is formalised with a mathematical model and we provide evidence from studies on the behavioural ecology, of a number of insect species which demonstrate that the assumptions of this hypothesis may frequently be fulfilled in nature. We discuss how multiple mechanisms may convey advantages in insect learning and that benefits to larval development, which have so far been overlooked, should be considered in explanations for the widespread occurrence of learning.

Sequestration of carbon by soil

Soil carbon is a major component of the terrestrial carbon cycle. The soils of the world contain more carbon than the combined total amounts occurring in vegetation and the atmosphere. Consequently, soils are a major reservoir of carbon and an important sink. Because of the relatively long period of time that carbon spends within the soil and is thereby withheld from the atmosphere, it is often referred to as being sequestered. Increasing the capacity of soils to sequester C provides a partial, medium-term countermeasure to help ameliorate the increasing CO2 levels in the atmosphere arising from fossil fuel burning and land clearing. Such action will also help to alleviate the environmental impacts arising from increasing levels of atmospheric CO2. The C sequestration potential of any soil depends on its capacity to store resistant plant components in the medium term and to protect and accumulate the humic substances (HS) formed from the transformations or organic materials in the soil environment. The sequestration potential of a soil depends on the vegetation it supports, its mineralogical composition, the depth of the solum, soil drainage, the availability of water and air, and the temperature of the soil environment. The sequestration potential also depends on the chemical characteristics of the soil organic matter and its ability to resist microbial decomposition. When accurate information for these features is incorporated in model systems, the potentials of different soils to sequester C can be reliably predicted. It is encouraging to know that improved soil and crop management systems now allow field yields to be maintained and soil C reserves to be increased, even for soils with depleted levels of soil C. Estimates of the soil C sequestration potential are discussed. Inevitably HS are the major components of the additionally sequestered C. It will be important to know more about the compositions and associations of these substances in the soil if we are able to predict reasonably accurately the ability of any soil type to sequester C in different cropping and soil management systems.

An action research report on the Korean national digital library

This paper presents the results of my action research. I was involved in establishing and running a digital library that was founded by the government of South Korea. The process involved understanding the relationship between the national IT infrastructure and the success factors of the digital library. In building, the national IT infrastructure, a digital library system was implemented; it combines all existing digitized university libraries and can provide overseas information, such as foreign journal articles, instantly and freely to every Korean researcher. An empirical survey was made as a part of the action research; the survey determined user satisfaction in the newly established national digital library. After obtaining the survey results, I suggested that the current way of running the nationwide government-owned digital library should be retained. (C) 2002 Elsevier Science B.V. All rights reserved.

The metamorphosis of lambda-fold K-3,K-3-designs into lambda-fold 6-cycle systems

In this paper necessary and sufficient conditions are given for the metamorphosis of a lambda-fold K-3,K-3-design of order n into a lambda-fold 6-cycle system of order n, by retaining one 6-cycle subgraph from each copy of K-3,K-3, and then rearranging the set of all the remaining edges, three from each K-3,K-3, into further 6-cycles so that the result is a lambda-fold 6-cycle system.

Early intervention: Narratives of learning, discipline and enculturation

Current understandings about literacy have moved away from the belief that literacy is simply a process that individuals do in their heads. These understandings do not negate the importance of the individual aspects of literacy learning, but they emphasize understandings of literacy as a social practice. In many cases, responses to early literacy intervention seem to be grounded in theories that appear out of step with current literacy research and consequent evidence that literacy is socially and culturally constructed. One such response is the Reading Recovery programme based on Clay’s theory of literacy acquisition. Clay (1992) describes the programme as a second chance to learn. However, others have suggested that programmes like Reading Recovery may in fact work toward the marginalization of particular groups, thereby helping to maintain the status quo along class, gender and ethnic lines. This article allows two professionals to bring their insider’s knowledge of Reading Recovery to an analysis of the construction of the programme. The article interweaves this analysis with the personal narratives of the researchers as they negotiated the borders between different understandings and beliefs about literacy and literacy pedagogy.