Facebook & Blackboard: comparison of learner perspectives

Different systems, different purposes – but how do they compare as learning environments? We undertook a survey of students at the University, asking whether they learned from their use of the systems, whether they made contact with other students through them, and how often they used them. Although it was a small scale survey, the results are quite enlightening and quite surprising. Blackboard is populated with learning material, has all the students on a module signed up to it, a safe environment (in terms of Acceptable Use and some degree of staff monitoring) and provides privacy within the learning group (plus lecturer and relevant support staff). Facebook, on the other hand, has no learning material, only some of the students using the system, and on the face of it, it has the opportunity for slips in privacy and potential bullying because the Acceptable Use policy is more lax than an institutional one, and breaches must be dealt with on an exception basis, when reported. So why do more students find people on their courses through Facebook than Blackboard? And why are up to 50% of students reporting that they have learned from using Facebook? Interviews indicate that students in subjects which use seminars are using Facebook to facilitate working groups – they can set up private groups which give them privacy to discuss ideas in an environment which perceived as safer than Blackboard can provide. No staff interference, unless they choose to invite them in, and the opportunity to select who in the class can engage. The other striking finding is the difference in use between the genders. Males are using blackboard more frequently than females, whilst the reverse is true for Facebook. Interviews suggest that this may have something to do with needing to access lecture notes… Overall, though, it appears that there is little relationship between the time spent engaging with Blackboard and reports that students have learned from it. Because Blackboard is our central repository for notes, any contact is likely to result in some learning. Facebook, however, shows a clear relationship between frequency of use and perception of learning – and our students post frequently to Facebook. Whilst much of this is probably trivia and social chit chat, the educational elements of it are, de facto, contructivist in nature. Further questions need to be answered - Is the reason the students learn from Facebook because they are creating content which others will see and comment on? Is it because they can engage in a dialogue, without the risk of interruption by others?

The influence of different artificial soil types on the acute toxicity of carbendazim to the earthworm Eisenia fetida in laboratory toxicity tests

Field populations of earthworms have shown a varied response in mortality to the fungicide carbendazim, the toxic reference substance used in agrochemical field trials. The aim of this study was to determine the influence of soil conditions as a potential cause of this variation. Laboratory acute toxicity tests were conducted using a range of artificial soils with varying soil components (organic matter, clay, pH and moisture). Batch adsorption/desorption studies were run to determine the influence of the soil properties on carbendazim behaviour. Adsorption was shown to be correlated with organic matter content and pH and this in turn could be linked to Eisenia fetida mortality, with lower mortality occurring with increased adsorption. Overall while E.fetida mortality did vary significantly between several of the soils the calculated LC50 values in the different soils did not cover a wide range (6.04-16.00 mg kg(-1)), showing that under these laboratory conditions soil components did not greatly influence carbendazim toxicity to E.fietida. (c) 2007 Elsevier Masson SAS. All rights reserved.

Factors affecting distribution of vegetation types on abandoned cropland in the hilly-gullied Loess Plateau region of China

A study was conducted in the forest-steppe region of the Loess Plateau to provide insight into the factors affecting the process of vegetation establishment, and to provide recommendations for the selection of indigenous species in order to speed up the succession process and to allow the establishment of vegetation more resistant to soil erosion. Four distinctive vegetation types were identified, and their distribution was affected not only by the time since abandonment but also by other environmental factors, mainly soil water and total P in the upper soil layers. One of the vegetation types, dominated by Artemisia scoparia, formed the early successional stage after abandonment while the other three types formed later successional stages with their distribution determined by the soil water content and total P. It can be concluded that the selection of appropriate species for introduction to accelerate succession should be determined by the local conditions and especially the total P concentration and soil water content.

Bayesian clustering of farm types using the mixtures model

A Bayesian method of classifying observations that are assumed to come from a number of distinct subpopulations is outlined. The method is illustrated with simulated data and applied to the classification of farms according to their level and variability of income. The resultant classification shows a greater diversity of technical charactersitics within farm types than is conventionally the case. The range of mean farm income between groups in the new classification is wider than that of the conventional method and the variability of income within groups is narrower. Results show that the highest income group in 2000 included large specialist dairy farmers and pig and poultry producers, whilst in 2001 it included large and small specialist dairy farms and large mixed dairy and arable farms. In both years the lowest income group is dominated by non-milk producing livestock farms.

Soil disturbed using a strip tillage implement on a range of soil types and the effects on sugar beet establishment

The area of soil disturbed using a single tine is well documented. However, modern strip tillage implements using a tine and disc design have not been assessed in the UK or in mainland Europe. Using a strip tillage implement has potential benefits for European agriculture where economic returns and sustainability are key issues. Using a strip tillage system a narrow zone is cultivated leaving most of the straw residue on the soil surface. Small field plot experiments were undertaken on three soil types and the operating parameters of forward speed, tine depth and tine design were investigated together with measurements of seedbed tilth and crop emergence. The type of tine used was found to be the primary factor in achieving the required volume of disturbance within a narrow zone whilst maintaining an area of undisturbed soil with straw residue on the surface. The winged tine produced greater disturbance at a given depth compared with the knife tine. Increasing forward speed did not consistently increase the volume of disturbance. In a sandy clay loam the tilth created and emergence of sugar beet by strip tillage and ploughing were similar but on a sandy loam the strip tillage treatments generally gave a finer tilth but poorer emergence particularly at greater working depth.

Comparison of the euryarchaeal microbial community in guts and food-soil of the soil-feeding termite Cubitermes fungifaber across different soil types

Termites are an important component of tropical soil communities and have a significant affect on the structure and nutrient content of soil. Digestion in termites is related to gut structure, gut physico-chemical conditions and gut symbiotic microbiota. Here we describe the use of 16S rRNA gene sequencing and Terminal-restriction Fragment Length Polymorphism (T-RFLP) analysis to examine methanogenic Archaea (MA) in the guts and food-soil of the soil-feeder Cubitermes fungifaber Sjostedt across a range of soil types. If they are strictly vertically inherited, then MA in guts should be the same in all individuals even if the soils differ across sites. In contrast, gut MA should reflect what is present in soil if populations are merely a reflection of what is ingested as the insects forage. We show clear differences between the euryarchaeal communities in termite guts and in food-soils from five different sites. Analysis of 16S rRNA gene clones indicated little overlap between the gut and soil communities. Gut clones were related to a termite-derived Methanomicrobiales cluster, to Methanobrevibacter and, surprisingly, to the haloalkaliphile Natronococcus. Soil clones clustered with Methanosarcina, Methanomicrococcus or Rice Cluster I. T-RFLP analysis indicated that the archaeal communities in the soil samples differed from site to site, whereas those in termite guts were similar between sites. There was some overlap between the gut and soil communities but these may represent transient populations in either guts or soil. Our data does not support the hypothesis that termite gut MA are derived from their food soil but also does not support a purely vertical transmission of gut microflora.

Comparison of Euryarchaea strains in the guts and food-soil of the soil-feeding termite Cubitermes fungifaber across different soil types

Termites are an important component of tropical soil communities and have a significant effect on the structure and nutrient content of soil. Digestion in termites is related to gut structure, gut physicochemical conditions, and gut symbiotic microbiota. Here we describe the use of 16S rRNA gene sequencing and terminal-restriction fragment length polymorphism (T-RFLP) analysis to examine methanogenic archaea (MA) in the guts and food-soil of the soil-feeder Cubitermes fungifaber Sjostedt across a range of soil types. If these MA are strictly vertically inherited, then the MA in guts should be the same in all individuals even if the soils differ across sites. In contrast, gut MA should reflect what is present in soil if populations are merely a reflection of what is ingested as the insects forage. We show clear differences between the euryarchaeal communities in termite guts and in food-soils from five different sites. Analysis of 16S rRNA gene clones indicated little overlap between the gut and soil communities. Gut clones were related to a termite-derived Methanomicrobiales cluster, to Methanobrevibacter and, surprisingly, to the haloalkaliphile Natronococcus. Soil clones clustered with Methanosarcina, Methanomicrococcus, or rice cluster I. T-RFLP analysis indicated that the archaeal communities in the soil samples differed from site to site, whereas those in termite guts were similar between sites. There was some overlap between the gut and soil communities, but these may represent transient populations in either guts or soil. Our data do not support the hypothesis that termite gut MA are derived from their food-soil but also do not support a purely vertical transmission of gut microflora.

Educational value of different types of exhibits in an interactive science and technology center

This study analyzes the short-term consequences of visitors' use of different types of exhibits (i.e., "exemplars of phenomena" and "analogy based") together with the factors affecting visitors' understanding of and their evaluation of the use of such exhibits. One hundred and twenty five visitors (either alone or in groups) were observed during their interaction and interviewed immediately afterwards. Findings suggest that the type of exhibit constrains the nature of the understanding achieved. The use of analogical reasoning may lead to an intended causal explanation of an exhibit that is an exemplar of a phenomenon, but visitors often express misconceptions as a consequence of using this type of exhibit. Analogy-based exhibits are often not used as intended by the designer. This may be because visitors do not access the source domain intended; are unaware of the use of analogy per se (in particular, when the exhibit is of the subtype "only showing similarities between relationships"); only acquire fragmentary knowledge about the target; or fail to use analogical reasoning of which they were capable. Furthermore, exhibits related to everyday world situations are recognized to have an immediate educative value for visitors. Suggestions for enhancing the educative value of exhibits are proposed.

Learner strategies and self-efficacy: making the connection

This article reports on part of a larger study of the impact of strategy training in listening on learners of French, aged 16 to 17. One aim of the project was to investigate whether such training might have a positive effect on the self-efficacy of learners, by helping them see the relationship between the strategies they employed and what they achieved. One group of learners, as well as receiving strategy training, also received detailed feedback on their listening strategy use and on the reflective diaries they were asked to keep, in order to draw their attention to the relationship between strategies and learning outcomes. Another group received strategy training without feedback or reflective diaries, while a comparison group received neither strategy training nor feedback. As a result of the training, there was some evidence that students who had received feedback had made the biggest gains in certain aspects of self-efficacy for listening; although their gains as compared to the non-feedback group were not as great as had been anticipated. Reasons for this are discussed. The article concludes by suggesting changes in how teachers approach listening comprehension that may improve learners' view of themselves as listeners.