Cereal-based wholecrop silages: a potential conservation measure for farmland birds in pastoral landscapes

Declines of farmland birds have been pronounced in landscapes dominated by lowland livestock production and densities of seed-eating birds are particularly low in such areas. Modern livestock production often entails a simple cropping system dominated by ley grassland and maize grown for animal feed. These crops often lack invertebrate and seed resources for foraging birds and can be hostile nesting environments. Cereal-based wholecrop silages (CBWCS) offer potential benefits for farmland birds because they can be grown with minimal herbicide applications and can be spring-sown with following winter stubbles. We compared the biodiversity benefits and agronomic yields of winter-sown wheat and spring-sown barley as alternatives to grass and maize silage in intensive dairy livestock systems. Seed-eating birds foraged mainly in CBWCS fields during summer, and mainly on barley stubbles during winter and this reflected the higher densities of seed-bearing plants therein. Maize and grass fields lacked seed-bearing vegetation and were strongly avoided by most seed-eating birds. Production costs of CBWCS are similar to those of maize and lower than those of grass silage. Selective (rather than broad-spectrum) herbicide application on spring barley crops increased forb cover, reduced yields (by 11%) but caused only a small (<4%) increase in production costs. CBWCS grown with selective herbicide and with following winter stubbles offer a practical conservation measure for seed-eating farmland birds in landscapes dominated by intensively-managed grassland and maize. However, the relatively early harvesting of CBWCS could destroy a significant proportion of breeding attempts of late-nesting species like corn bunting (Emberiza calandra) or yellow wagtail (Motocilla flava). Where late-breeding species are likely to nest in CBWCS fields, harvesting should be delayed until most nesting attempts have been completed (e.g. until after 1st August in southern Britain). (C) 2010 Elsevier Ltd. All rights reserved.

Bringing poetry alive: a guide to classroom practice

This edited collection provides ideas and support for ways of 'bringing poetry alive' in the classroom at Key Stages 1,2 and 3, drawing on what is known to work and also exploring fresh thinking. It is designed to help both new and experienced teachers approach poetry teaching with greater imagination and confidence. The book is edited and introduced by Michael Lockwood and features chapters by experts who have taught poetry in different settings for many years, including contributions from poets Michael Rosen and James Carter. Professor Morag Styles of Cambridge University has provided a Preface. All the contributors have a connection with the University of Reading as lecturers, external examiners, current or former graduate students. The book includes the following sections: Introduction: Developments in Poetry Teaching 1: Reflections on Being Children’s Laureate – Michael Rosen 2: Teaching Poetry in the Early Years - Margaret Perkins 3: Actual Poems, Possible Responses - Prue Goodwin 4: Making Poetry - Catriona Nicholson 5: The role of the poet in primary schools -James Carter 6: Cross-Curricular Poetry Writing - Eileen Hyder 7: Teaching Poetry to Teenagers - Lionel Warner 8: Watching the Words: Drama and Poems - Andy Kempe 9: Literary Reading - Andy Goodwyn The book is intended for teacher educators,teachers and trainee teachers working with children aged 5 to 14 years.