Interaction of temperature and vegetative flush maturity influences shoot structure and development of lychee (Litchi chinensis Sonn.)

Potted lychee trees (cv. Tai so) of varying vegetative flush maturity were grown under a range of temperature regimes and monitored for subsequent shoot structure and development. A combination of low temperature (15/17 or 18/13 degreesC day/night) and high vegetative flush maturity was necessary for floral initiation to occur, Exposure to high temperatures (28/23 degreesC) invariably resulted in the production of vegetative shoots, irrespective of flush maturity. Strong floral initiation was marked by the emergence of terminal particles and accompanying axillary particles. A decrea,;e in vegetative flush maturity or increase in temperature (e.g. 23/18 degreesC) resulted in a decrease in axillary shoot formation and the production of several intermediate shoot structures. These included leafy particles, stunted particles, partially emerged buds and non-emergent swollen buds, often produced on the same tree. At 23/18 degreesC, closer synchronisation of initial flush maturity was required for the production of a consistent shoot-type. Trees with synchronised mature flushes (I-2) at 23/18 degreesC resulted in the production of swollen terminal buds. Healthy trees were maintained in this state for at least 11 months. These results indicate that both temperature and flush maturity can influence subsequent shoot structure of lychee. In the absence of either a strong floral temperature (18/13 degreesC) or strong vegetative temperature (28/23 degreesC), slight differences in initial flush maturity have gteater impact on the type of emerging shoot formed. (C) 2002 Elsevier Science B.V. All rights reserved.

Social class and cultural mobility - Reconfiguring the cultural omnivore thesis

This article explores the idea of 'cultural mobility' both as a way of thinking about the polarizing logic of class relations and practices in contemporary society and as a means by which the debate over the cultural omnivore might be advanced. The concept of cultural mobility refers to the differential capacity to engage with or consume cultural goods and services across the entire spectrum of cultural life, an ability which is itself premised upon an unequal, class-related distribution in cultural competence. Cultural mobility, then, is the ability to move at will between cultural realms, a freedom to choose where one is positioned in the cultural landscape. I argue that the concept provides fertile ground for exploring possible interconnections between a number of divergent strands in current social theory which have largely developed independently of each other. At the same time much of this theoretical effort remains divorced from concrete research agendas. Using data collected as part of a major study of Australian cultural consumption, the article provides a case study of cultural mobility and its class moorings which serves to clarify some of the existing confusions concerning the cultural omnivore.

Family structure and age at menarche: A children-of-twins approach

Girls who grow up in households with an unrelated adult male reach menarche earlier than peers, a finding hypothesized to be an evolutionary strategy for families under stress. The authors tested the alternative hypothesis that nonrandom selection into stepfathering due to shared environmental and/or genetic predispositions creates a spurious relation between stepfathering and early menarche. Using the unique controls for genetic and shared environmental experiences offered by the children-of-twins design, the authors found that cousins discordant for stepfathering did not differ in age of menarche. Moreover, controlling for mother's age of menarche eliminated differences in menarcheal age associated with stepfathering in unrelated girls. These findings strongly suggest selection, and not causation, accounts for the relationship between stepfathering and early menarche.

Scaffolding and bilingual shared reading experiences: Promoting primary school students' learning and development

This paper explores the connections between scaffolding, second language learning and bilingual shared reading experiences. A socio- cultural theory of cognition underpins the investigation, which involved implementing a language and culture awareness program (LCAP) in a year 4 classroom and in the school community. Selected passages from observations are used to analyse the learning of three students, particularly in relation to languages other than English (LOTE). As these three case study students interacted in the classroom, at home and in the community, they co-constructed, appropriated and applied knowledge form one language to another. Through scaffolding, social spaces were constructed, where students learning and development were extended through a variety of activities that involved active participation, such as experimenting with language, asking questions and making suggestions. Extending these opportunities for student learning and development is considered in relation to creating teaching and learning environments that celebrate socio-cultural and linguistic diversity.