Species- and nestmate brood discrimination in the sibling wood ant species Formica paralugubris and Formica lugubris

Formica lugubris and E paralugubris are sympatric sibling species of wood ants, both of which are widely distributed in Switzerland. Until 1996 they were considered the same species, E lugubris. To investigate whether the two species can be distinguished based on discrimination cues used by the workers we used the pupa-carrying test first introduced by Rainer Rosengren. In this test workers of discriminator colonies are faced with two kinds of pupae and their preferences for one of the types are recorded based on differential retrieval. Interspecific comparisons showed that ants preferred conspecific worker pupae to those of the sibling species regardless whether the pupae were con-colonial or hetero-colonial. Hence, this test can be used as a taxonomic tool to identify wood ants hardly distinguishable by morphological characters. In intraspecific comparisons the highly polygynous (many queens per colony) E paralugubris, the polygynous form of E lugubris and the monogynous (single queen per nest) to weakly polygynous form of E lugubris expressed different trends in their preference behaviour (with nestmate recognition in 14%, 20% and 31% of replicates, respectively). Only F paralugubris presented no significant nestmate recognition.

Sexual Harassment in Education: It's Against the Law

An informational sheet about workplace sexual harassment produced by Iowa Commission on the Status of Women.

Cape Verdean in education

This paper illustrates haw the cape verdean evolved from being oral to gaining written representation.

The impact of investment in education on economic development: Spain in comparative perspective (1860-2000)

Throughout the 19th century and until the mid-20th century, in terms of long-terminvestment in human capital and, above all, in education, Spain lagged far behind theinternational standards and, more specifically, the levels attained by its neighbours inEurope. In 1900, only 55% of the population could read; in 1950, the figure was 93%.This no doubt contributed to a pattern of slower economic growth in which thephysical strength required for agricultural work, measured here through height, had alarger impact than education on economic growth. It was not until the 1970s, with thearrival of democracy, that the Spanish education system was modernized and theinfluence of education on economic growth increased.

Are changes in education important for the wage premium and unemployment?

A generalized rise in unemployment rates for both college and high-schoolgraduates, a widening education wage premium, and a sharp increase incollege education participation are characteristic features of thetransformations of the U.S. labor market between 1970 and 1990. This paperinvestigates the interactions between these changes in the labor marketand in educational attainment. First, it develops an equilibrium searchand matching model of the labor market where education is endogenouslydetermined. Second, calibrated versions of the model are used to studyquantitatively whether either a skill-biased change in technology or amismatch shock can explain the above facts. The skill-biased shock accountsfor a considerable part of the changes but fails to produce the increasein unemployment for the educated labor force. The mismatch shock explainsinstead much of the change in the four variables, including the wage premium.

A temporal hierarchy for conspecific vocalization discrimination in humans.

The ability to discriminate conspecific vocalizations is observed across species and early during development. However, its neurophysiologic mechanism remains controversial, particularly regarding whether it involves specialized processes with dedicated neural machinery. We identified spatiotemporal brain mechanisms for conspecific vocalization discrimination in humans by applying electrical neuroimaging analyses to auditory evoked potentials (AEPs) in response to acoustically and psychophysically controlled nonverbal human and animal vocalizations as well as sounds of man-made objects. AEP strength modulations in the absence of topographic modulations are suggestive of statistically indistinguishable brain networks. First, responses were significantly stronger, but topographically indistinguishable to human versus animal vocalizations starting at 169-219 ms after stimulus onset and within regions of the right superior temporal sulcus and superior temporal gyrus. This effect correlated with another AEP strength modulation occurring at 291-357 ms that was localized within the left inferior prefrontal and precentral gyri. Temporally segregated and spatially distributed stages of vocalization discrimination are thus functionally coupled and demonstrate how conventional views of functional specialization must incorporate network dynamics. Second, vocalization discrimination is not subject to facilitated processing in time, but instead lags more general categorization by approximately 100 ms, indicative of hierarchical processing during object discrimination. Third, although differences between human and animal vocalizations persisted when analyses were performed at a single-object level or extended to include additional (man-made) sound categories, at no latency were responses to human vocalizations stronger than those to all other categories. Vocalization discrimination transpires at times synchronous with that of face discrimination but is not functionally specialized.

First in the Nation in Education : Final Report,1984.

This report is one step in an ongoing process of change and is a plea for commitment for high standards in education in Iowa. Contains the final reports of the six subcommittees as adopted by the Excellence in Education Task Force, and the five recommendations made by the Task Force.

Harassment in Education: It's Against the Law, 2011

Harassment is illegal in all areas protected by Iowa Code Chapter 216. This includes education, employment, public accommodations, credit and housing. Acts of harassment take place every day in schools across the country. Frequently these acts, even if reported to administration, are dismissed as harmless, as "kids will be kids," or as "no big deal." Many people do not realize that harassment that interferes with a person's educational progress is illegal, just as it is illegal in the workplace.

Behavioural species discrimination in red wood ants (Formica rufa group)

The Formica rufa group (red wood ants) currently includes six species. Nevertheless, during previous work based on molecular markers, we showed the existence of one population morphologically identified as F. lugubris, but genetically different from all other analysed populations of this species. This population could represent a cryptic species within the Swiss National Park and has been provisionally named Formica lugubris-A2. To verify our hypothesis, we conducted a behavioural test based on the ability of ants to recognize pupae of their own species when compared to those of another species. The three red wood ant species present in the Swiss National Park (F. lugubris, F. paralugubris and F. aquilonia) and the F. lugubris-A2 population were used in our study. Results indicate that the F. lugubris-A2 population differs from other F. lugubris and from all other species in the behaviour of its workers and in the way its pupae are discriminated by other species. This is in accordance with the genetic data and strengthens our hypothesis on the existence of a new cryptic red wood ant species within the Swiss National Park.

How Millennials are changing the way of learning: the state of the art of ICT integration in education

Millennials generation is changing the way of learning, prompting educational institutions to attempt to better adapt to young needs by incorporating technologies into education. Based on this premise, we have reviewed the prominent reports of the integration of ICT into education with the aim of evidencing how education is changing, and will change, to meet the needs ofMillennials with ICT support. We conclude that most of the investments have simply resulted in an increase of computers and access to the Internet, with teachers reproducing traditional approaches to education and e-learning being seen as complementary to face-to-face education. While it would seem that the use of ICT is not revolutionizing learning, it is facilitating the personalization, collaboration and ubiquity of learning.

Repensar el asesoramiento en educación. ¿Qué prácticas para los nuevos retos? = Rethink the advice in education. What practices for the new challenges?

Esta publicación aborda, de manera monográfica, el tema del asesoramiento en educación. Han transcurrido prácticamente treinta años desde que a finales de los 70 y principios de los 80 surgieran en nuestro país los Servicios de Orientación Educativa y Vocacional (SOEV), que junto a los Institutos de Orientación Educativa y Profesional (IOEP) y los Equipos Multiprofesionales (EM) dan origen –en los 90– a los actuales Equipos de Orientación Educativa y Psicopedagógica (EOEP). Han pasado veinticinco años desde el nacimiento en España –a mediados de los 80– de los Centros de Profesores (CEP). Inspirados en los ‘Teachers Centers’ británicos, los CEP vienen a cubrir las necesidades de formación permanente del profesorado como respuesta a la inoperancia de los Institutos de Ciencias de la Educación (ICE) del momento. Han sido, pues, treinta años de lo que ha venido a llamarse asesoramiento institucional, esto es, asesoramiento organizado y estructurado, ofertado desde sistemas de apoyo a la escuela, dando cabida en u actuación a multitud de iniciativas y prácticas de apoyo entre las que se encuentran las de asesoramiento, entremezclándose y confundiéndose a veces como prácticas de orientación, a veces como formación, o simplemente como actividades de asistencia y colaboración entre profesionales para la resolución de necesidades y problemas en el seno de nuestras escuelas. Y tal ha sido su diversidad y tipología, su riqueza y amplitud, que se han invertido no pocos esfuerzos, debates y ríos de tinta para comprender y definir, clasificar y etiquetar un ingente y variopinto conjunto de prácticas que convenimos en llamar, de asesoramiento