Bird predation experiments in tropical agroforestry landscapes of the Napu Valley in Central Sulawesi, Indonesia

We performed bird predation experiments (dummy experiments), using artificial prey and bird community data to investigate the importance of predator diversity vs. predator identity in cacao agroforestry landscapes. All sample sites were situated at the northern tip of Napu Valley in Central Sulawesi, Indonesia. After an initial mapping of the study area, we selected 15 smallholder cacao plantations as sites for our exclosure experiments in March 2010. For our predation experiment, we selected 10 (out of 15) study sites and 5 cacao trees per site for the application of artificial prey for birds (dummy caterpillars made of plasticine). Our study trees (numbered from 1 to 5 per site) were randomly chosen and we kept spacing of at least two unmanipulated cacao trees between two study trees to avoid clumped distribution. To quantify both daytime/diurnal predation and night-time/nocturnal predation (e.g. birds vs. bats), we applied 7 caterpillar dummies on all study trees and controlled them for predation marks in the early morning (05:00-06:00 am), in the evening (17:00-18:00 pm) and in the early morning on the next day (completing one survey round). In total, we performed four survey rounds per study site (in June and July 2011). The caterpillar dummies were always applied in the same order and on three different parts of each cacao study tree: One 'control dummy' (located on first branching of the cacao tree); 3 'branch dummies' (located on one main branch coming from first branching; 20-25 cm between single dummies) and 3 'leaf dummies' (3 medium aged cacao trees adjacent to main branch were selected and single dummies placed in the center of each cacao leaf). The different positions were chosen to control for different foraging modes of predators (e.g. branch gleaners versus leaf gleaners). During day- and nighttime surveys, we controlled if the dummy caterpillars were still present in their original position, if they were absent and could not be relocated on the ground or if they were fallen to the ground, but could still be recorded. Eaten dummies were counted as 1 mark usually, except for those dummies, where two or more different kind of arthropods had eaten parts of the dummy (2 marks or more). Other predation marks were added to this number. For each dummy, we counted the total number of different predation marks. We focused on predation marks that could be identified with certainty (based on preliminary observations and/or literature): marks of birds, rodents and snails. Finally, we analysed the relationship of bird predation marks and bird community parameters (abundance vs. diversity), as well as effects of local and landscape management on the avian predation success.

Wild bee monitoring in six agriculturally dominated landscapes of Saxony-Anhalt (Germany) in 2011

Wild bee species abundance based on combined flight traps (yellow funnels with perspex windows) placed at ecotones between semi-natural habitats and agricultural fields. Design: six agricultural dominated landscapes of 4x4 km with one trap per square km in Saxony-Anhalt (Germany), activity of traps in late spring-early summer (three sampling rounds) and late summer (three sampling rounds).

Wild bee monitoring in six agriculturally dominated landscapes of Saxony-Anhalt (Germany) in 2014

Wild bee species abundance based on combined flight traps (yellow funnels with perspex windows) placed at ecotones between semi-natural habitats and agricultural fields. Design: six agricultural dominated landscapes of 4x4 km with one trap per square km in Saxony-Anhalt (Germany), activity of traps in late spring-early summer (three sampling rounds) and late summer (three sampling rounds).

TERENO (Terrestrial Environmental Observatories) wild bee monitoring in six agriculturally dominated landscapes of Saxony-Anhalt (Germany)

In 2001 we started as part of the EU FP5 project Greenveins monitoring of insect communities in the normal landscape of Saxony-Anhalt (Germany), which is dominated by agricultural use. We selected four landscape sites of 4x4 km and recorded insects using combined flight traps, combining the ideas of window and yellow pan traps (see Duelli et al., 1999). Traps consist of a yellow funnel (25 cm diameter) filled with water (preserving agent added) and two perspex windows mounted in a way that they are crossed in the center. Within each square km of a site one trap was placed at ecotones between semi-natural habitats and agricultural fields (16 traps per site). Traps were operated in late spring-early summer (three sampling rounds) and late summer (three sampling rounds). Follow-up sampling started in 2010 as long-term monitoring within the TERENO project (www.tereno.net), contributing to the LTER network (Long-Term Ecosystem Research) in Germany (www.lter-d.de) and internationally as well (www.lter-europe.net). Metadata about the sites and related activities and data sets can be found in the DEIMS Repository for Research Sites and Datasets (https://data.lter-europe.net/deims/). In 2010 another two landscapes were added and yearly sampled in the same way. Due to long processing time of trapped insects data of follow-up years will be available about 18 months after trapping.

Wild bee monitoring in six agriculturally dominated landscapes of Saxony-Anhalt (Germany) in 2012

Wild bee species abundance based on combined flight traps (yellow funnels with perspex windows) placed at ecotones between semi-natural habitats and agricultural fields. Design: six agricultural dominated landscapes of 4x4 km with one trap per square km in Saxony-Anhalt (Germany), activity of traps in late spring-early summer (three sampling rounds) and late summer (three sampling rounds).

Wild bee monitoring in six agriculturally dominated landscapes of Saxony-Anhalt (Germany) in 2013

Wild bee species abundance based on combined flight traps (yellow funnels with perspex windows) placed at ecotones between semi-natural habitats and agricultural fields. Design: six agricultural dominated landscapes of 4x4 km with one trap per square km in Saxony-Anhalt (Germany), activity of traps in late spring-early summer (three sampling rounds) and late summer (three sampling rounds).

WAKING (TO) THINKING BEING: A STUDY OF EDUCATION, METAPHYSICS, MIND, AND LANGUAGE

This dissertation articulates the basic aims and achievements of education. It recognizes language as central to thinking, and philosophy and education as belonging profoundly to one another. The first step is to show that although philosophy can no longer claim to dictate the foundations of knowledge or of disciplines of inquiry, it still offers an exceptionally general level of self-understanding. Education is equally general and faces a similar crisis of self-identity, of coming to terms with reality. Language is the medium of thought and the repository of historical mind; so a child’s acquisition of language is her acquisition of rational freedom. This marks a metaphysical change: no longer merely an animal, she comes to exercise her powers of rationality, transcending her environment by seeking and expressing reasons for thinking and doing. She can think about herself in relation to the universe, hence philosophize and educate others in turn. The discussion then turns to the historical nature of language. The thinking already embedded in language always anticipates further questioning. Etymology serves as a model for philosophical understanding, and demonstrates how philosophy can continue to yield insights that are fundamental, but not foundational, to human life. The etymologies of some basic educational concepts disclose education as a leading out and into the midst of Being. The philosophical approach developed in previous chapters applies to the very idea of an educational aim. Discussion concerning the substantiality of educational ideals results in an impasse: one side recommends an open-­ended understanding of education’s aims; the other insists on a definitive account. However, educational ideals exhibit a conceptual duality: the fundamental achievements of education, such as rational freedom, are real; but how we should understand them remains an open question. The penultimate chapter investigates philosophical thinking as the fulfillment of rational freedom, whose creative insights can profoundly transform our everyday activities. That this transformative self-understanding is without end suggests the basic aims of education are unheimlich. The dissertation concludes with speculative reflection on the shape and nature of language, and with the suggestion that through education reality awakens to itself.

The Annual Condition of Education Report, 2015

Annual Condition of Education Report provides a rich tapestry of information about Iowa's Education system. The data presented in the report examines longitudinal trends about our students, our teacher and our schools from many perspectives. Information such as demographic characteristics, assessment results, college readiness, college readiness measures, courses taken, and financial health are just a few examples.

Forests as landscapes of social inequality: tropical forest cover and land distribution among shifting cultivators

Can social inequality be seen imprinted in a forest landscape? We studied the relationship between land holding, land use, and inequality in a peasant community in the Peruvian Amazon where farmers practice swidden-fallow cultivation. Longitudinal data on land holding, land use, and land cover were gathered through field-level surveys (n = 316) and household interviews (n = 51) in 1994/1995 and 2007. Forest cover change between 1965 and 2007 was documented through interpretation of air photos and satellite imagery. We introduce the concept of “land use inequality” to capture differences across households in the distribution of forest fallowing and orchard raising as key land uses that affect household welfare and the sustainability of swidden-fallow agriculture. We find that land holding, land use, and forest cover distribution are correlated and that the forest today reflects social inequality a decade prior. Although initially land-poor households may catch up in terms of land holdings, their use and land cover remain impoverished. Differential land use investment through time links social inequality and forest cover. Implications are discussed for the study of forests as landscapes of inequality, the relationship between social inequality and forest composition, and the forest-poverty nexus.

Report on the Iowa Department of Education for the year ended June 30, 2015

Report on the Iowa Department of Education for the year ended June 30, 2015

Governing through parents: a genealogical enquiry of education policy and the construction of neoliberal subjectivities in England

In this paper we explore the various spaces and sites through which the figure of the parent is summoned and activated to inhabit and perform market norms and practices in the field of education in England. Since the late 1970s successive governments have called on parents to enact certain duties and obligations in relation to the state. These duties include adopting and internalizing responsibility for all kinds of risks, liabilities and inequities formerly managed by the Keynesian welfare state. Rather than characterize this situation in terms of the ‘hollowing of the state’, we argue that the role of the state includes enabling the functioning of the parent as a neoliberal subject so that they may successfully harness the power of the market to their own advantage and (hopefully) minimize the kinds of risk and inequity generated through a market-based, deregulated education system. In this paper we examine how parents in England are differently, yet similarly, compelled to embody certain market norms and practices as they navigate the field of education. Adopting genealogical enquiry and policy discourse analysis as our methodology, we explore how parents across three policy sites or spaces are constructed as objects and purveyors of utility and ancillaries to marketisation. This includes a focus on how parents are summoned as 1) consumers or choosers of education services; 2) governors and overseers of schools; and 3) producers and founders of schools.

Agreed-upon procedures reports on twelve agreements between the Bureau of Nutrition and Health Services of the Iowa Department of Education and child care centers for the period October 1, 2014 through September 30, 2015

Agreed-upon procedures reports on twelve agreements between the Bureau of Nutrition and Health Services of the Iowa Department of Education and child care centers for the period October 1, 2014 through September 30, 2015

Inside out and outside in. Thinking a Tagorean Future of Education.

Rabindranath Tagore’s ideas can still inspire education in the East as well as in the West today. In this paper, I survey Tagore’s philosophical anthropology and argue that there is more coherence to his philosophy and pedagogy than is usually seen. For Tagore, the highest goal is to make the world one’s own, as well as to enlarge one’s self to encompass the world. The educational practices through which this ideal can be reached can be classified as “creative action,” “love,” and “freedom.” On the basis of such an ideal, realms such as the arts, nature, and movement no longer remain expendable additions to the kind of knowledge-driven education that aims primarily at making everyone economically productive.One of the problems with such a pedagogical strategy is that it treats human beings as means and not as ends. Tagore’s educational approach (his “method of nature”) refrains from turning children into adults as soon as possible and accepts the deceleration of learning and the simplification of living asmost forward-leading approach to a successful and comprehensive education.

The age of studies and reports: selected elements concerning the background of encounters defining the power of education

In the present paper, we discuss the time before the “age of reports”. Besides the Coleman Report in the period of Coleman, the Lady Plowden Report also appeared, while there were important studies in France (Bourdieu & Passeron, 1964; Peyre, 1959) and studies that inaugurated comprehensive education in Nordic countries. We focus on the period after the World War II, which was marked by rising economic nationalism, on the one hand, and by the second wave of mass education, on the other, bearing the promise of more equality and a reduction of several social inequalities, both supposed to be ensured by school. It was a period of great expectations related to the power of education and the rise of educational meritocracy. On this background, in the second part of the paper, the authors attempt to explore the phenomenon of the aforementioned reports, which significantly questioned the power of education and, at the same time, enabled the formation of evidence-based education policies. In this part of the paper, the central place is devoted to the case of socialist Yugoslavia/Slovenia and its striving for more equality and equity through education. Through the socialist ideology of more education for all, socialist Yugoslavia, with its exaggerated stress on the unified school and its overemphasised belief in simple equality, overstepped the line between relying on comprehensive education as an important mechanism for increasing the possibility of more equal and just education, on the one hand, and the myth of the almighty unified school capable of eradicating social inequalities, especially class inequalities, on the other. With this radical approach to the reduction of inequalities, socialist policy in the then Yugoslavia paradoxically reduced the opportunity for greater equality, and even more so for more equitable education. (DIPF/Orig.)