The Stonehenge landscape habitat restoration project: conservation opportunities for rare butterflies?

Landscape restoration has the potential to mitigate habitat loss and fragmentation. However, restoration can take decades to reach the ecological conditions of the target habitats. The National Trust’s Stonehenge Landscape Restoration Project provides an opportunity to evaluate the ecological benefits against the economic and temporal costs. A field survey between June and September 2010 using Lepidoptera as bio-indicators showed that restored grasslands can approach the ecological conditions of the target chalk grassland habitat within 10 years. However, specialist species like Lysandra bellargus (Adonis blue) were absent from restored grasslands and may require additional management to assist their colonisation. Analysis of the Lepidoptera communities showed that both small-scale habitat heterogeneity and age of the habitat were important for explaining Lepidoptera occurrence. These results demonstrate that habitat restoration at the landscape scale combined with appropriate site-scale management can be a relatively rapid and effective method to restore ecological networks and buffer against future climate change.

Biometrics in ABC: counter-spoofing research

Automated border control (ABC) is concerned with fast and secure processing for intelligence-led identification. The FastPass project aims to build a harmonised, modular reference system for future European ABC. When biometrics is taken on board as identity, spoofing attacks become a concern. This paper presents current research in algorithm development for counter-spoofing attacks in biometrics. Focussing on three biometric traits, face, fingerprint, and iris, it examines possible types of spoofing attacks, and reviews existing algorithms reported in relevant academic papers in the area of countering measures to biometric spoofing attacks. It indicates that the new developing trend is fusion of multiple biometrics against spoofing attacks.

iPad use in fieldwork: formal and informal use to enhance pedagogical practice in a bring your own technology world

We report on use of iPads (and other IOS devices) for student fieldwork use and as electronic field notebooks and to promote active. We have used questionnaires and interviews of tutors and students to elicit their views and technology and iPad use for fieldwork. There is some reluctance for academic staff to relinquish paper notebooks for iPad use, whether in the classroom or on fieldwork, as well as use them for observational and measurement purposes. Students too are largely unaware of the potential of iPads for enhancing fieldwork. Apps can be configured for a wide variety of specific uses that make iPads useful for educational as well as social uses. Such abilities should be used to enhance existing practice as well as make new functionality. For example, for disabled students who find it difficult to use conventional note taking. iPads can be used to develop student self-directed learning and for group contributions. The technology becomes part of the students’ personal learning environments as well as at the heart of their knowledge spaces – academic and social. This blurring of boundaries is due to iPads’ usability to cultivate field use, instruction, assessment and feedback processes. iPads can become field microscopes and entries to citizen science and we see the iPad as the main ‘computing’ device for students in the near future. As part of the Bring Your Own Technology/Device (BYOD) the iPad has much to offer although, both staff and students need to be guided in the most effective use for self-directed education via development of Personal Learning Environments. A more student-oriented pedagogy is suggested to correspond to the increasing use of tablet technologies by students

National experiences with insurgencies and counterinsurgencies: are there “National styles”?

There are clearly identifiable patterns in the way in which insurgents operate in certain geographic areas and cultures, and in which states deal with them. These have been stressed by writing about national "ways of war", strategic culture, or national styles. Nevertheless, there have been important ruptures and changes in some of these, so that for Britain, for example, three successive phases corresponding to patterns can be identified. For France, two pronounced rivaling traditions coincided over two centuries. Algerians by contrast changed fundamentally in their fighting style with the different political ideologies they were following. Palestinian insurgency against Israel is also marked by change in approach. Russia and China possibly show the longest continuity in their handling of insurgencies.

Don’t aim too high for your kids: parental over-aspiration undermines students’ learning in mathematics

Previous research has suggested that parents’ aspirations for their children’s academic attainment can have a positive influence on children’s actual academic performance. Possible negative effects of parental over-aspiration, however, have found little attention in the psychological literature. Employing a dual-change score model with longitudinal data from a representative sample of German schoolchildren and their parents (N = 3,530; grades 5 to 10), we showed that parental aspiration and children’s mathematical achievement were linked by positive reciprocal relations over time. Importantly, we also found that parental aspiration that exceeded their expectation (i.e., over-aspiration) had negative reciprocal relations with children’s mathematical achievement. These results were fairly robust after controlling for a variety of demographic and cognitive variables such as children’s gender, age, intelligence, school type, and family SES. The results were also replicated with an independent sample of US parents and their children. These findings suggest that unrealistically high parental aspiration can be detrimental for children’s achievement.

Linguistic innovations in IRC: Cypriot-Greek phonological features

The Cypriot Greek variety (CG), spoken in the island of Cyprus, is relatively distinct from Standard Greek (SG) in all linguistic domains and, especially, in the area of pronunciation. Youth language, within the Greek-Cypriot context, is an area of study that has, until recently, received little attention. Tsiplakou (2004) makes reference to the emergence of a new slang among young Greek-Cypriots, influenced by new comedy series, in which the actors make extensive use of ‘exaggeratedly peasant’ CG. As these comedy series become increasingly popular, the use of marked regional features becomes evident in the speech style of young Greek-Cypriots. A preliminary study has also revealed that marked CG linguistic features are equally evident in the online interactions of young internet users (Themistocleous 2005). In this study, I examine the use of CG phonological elements in a corpus of messages collected from channel #Cyprus, of Internet Relay Chat (IRC). It is demonstrated that young Greek-Cypriots use language in creative ways, in order to represent in writing phonological features, typical of their informal speech.

Gulliver, medium, technique

In the four Parts of Gulliver’s Travels the narrator attends closely to the manual skills, crafts and techniques of the different countries visited and to the materials and instruments by which they are mediated. The patterned, motif-like presentation of these observations and their rich contextual background, historical and literary, indicate their special significance. These references to technique play an important, previously underappreciated roll in Gulliver. They form a thematic connection between its embodied, sensual, compulsive descriptions of the world and its socio-political satire, the latter focusing on technocratic, professionalized statecraft. They are crucial to the peculiar fullness with which Swift’s writing imagines different communities of practice, different ecologies of mind.

Decimal growth stages for precision wheat production in changing environments?

The utility of the decimal growth stage (DGS) scoring system for cereals is reviewed. The DGS is the most widely used scale in academic and commercial applications because of its comprehensive coverage of cereal developmental stages, the ease of use and definition provided and adoption by official agencies. The DGS has demonstrable and established value in helping to optimise the timing of agronomic inputs, particularly with regard to plant growth regulators, herbicides, fungicides and soluble nitrogen fertilisers. In addition, the DGS is used to help parameterise crop models, and also in understanding the response and adaptation of crops to the environment. The value of the DGS for increasing precision relies on it indicating, to some degree, the various stages in the development of the stem apex and spike. Coincidence of specific growth stage scores with the transition of the apical meristem from a vegetative to a reproductive state, and also with the period of meiosis, is unreliable. Nonetheless, in pot experiments it is shown that the broad period of booting (DGS 41–49) appears adequate for covering the duration when the vulnerability of meiosis to drought and heat stress is exposed. Similarly, the duration of anthesis (61–69) is particularly susceptible to abiotic stresses: initially from a fertility perspective, but increasingly from a mean grain weight perspective as flowering progresses to DGS 69 and then milk development. These associations with DGS can have value at the crop level of organisation: for interpreting environmental effects, and in crop modelling. However, genetic, biochemical and physiological analysis to develop greater understanding of stress acclimation during the vegetative state, and tolerance at meiosis, does require more precision than DGS can provide. Similarly, individual floret analysis is needed to further understand the genetic basis of stress tolerance during anthesis.

Skicklig läs- och skrivundervisning i åk 1-3 : Om lärares möjligheter och hinder

This study focuses on teachers’ opportunities and obstacles to perform skillful reading and writing instruction. It’s about the ability to accurately identify where students are in their reading and writing process and to help them develop good reading skills. It is also about the ability to recognize signs of difficulties that students may have in their written language development and to know what efforts are needed to help them advance their reading and writing skills. The research is based on teachers’ own statements and survey responses on the external conditions for teaching and on their approach, attitudes and knowledge in reading and writing. The empirical material consists of interviews, surveys and test data. The interview study was conducted with eight teachers. The questionnaire was answered by 249 teachers, while the knowledge test was conducted of 269 teachers and 31 special education teachers. Many of the teachers in this study have lack knowledge in the structure of language and common Swedish spelling rules. Furthermore, it appears that a large part of them are unaccustomed to explaining, in detail, students’ reading development and find it difficult to systematically describe the aspects of daily literacy instruction. The overall picture is that many teachers teach without having tools to reflect on how their education really affects students’ reading and writing. These shortcomings make it difficult to conduct effective literacy instruction. Once students have learned to decode or if they have reading difficulties, many teachers seem to one-sidedly focus on getting students to read more. The consequence could be that those who would need to practice more on the technical basic of reading or comprehension strategies are left without support. Lack of variety and individuality in fluency and comprehension training can challenge the students’ reading and writing development. The teachers in the study, who have the old junior school teacher and elementary teacher education, have the highest amount of knowledge of reading and writing (the test). Good education can provide student teachers with professional skills that they may develop further in their careers. Knowledge of the meaning of phonological and phonemic awareness as well as knowledge of how to count phonemes seem to be important for knowledge of reading and writing (the test). Knowledge of basic reading processes can be obtained by systematic and structured work with students’ linguistic development, and through continuous dialogues with experienced colleagues on how and why questions. This is one important way to work also in teacher training. When essential professional skills are established in the teacher education, in practice students will obtain the school’s learning goals.

Las abreviaciones del español usadas en lacomunicación mediada por ordenador por jóvenesmexicanos.

The aim of this study is to investigate the reasons why young people in Mexico useabbreviations, how abbreviations are used and what kind of abbreviations they use amongtheir group of friends. The study is conducted among a small sample of persons between 18 to30 years old and from one sociocultural group.We studied a group of 20 informants. In this group we included young people working as acashiers, warehouse workers, employees in stores, etc. These informants answered a writtenquestionnaire and we also analyzed 40 of their Facebook messages.In summary, it was noticed that the abbreviations were used because it is a fast way to writebecause they save time. According to the informants “It is fun and is easy to use them whenwriting their messages”. We could see that a few informants use them because it is a new wayof writing as well as considering it to be entertaining to write their messages. When analyzingtheir messages, we saw that these informants do not seem to have rules when writing theirabbrevations, they shorten the words in all forms and place them in any part of theirmessages. They often adapt their way of writing to the pronunciation of the words, similar tothe spoken language. Some words had influences from the caliche jargot (a variety ofcolloquial language used among young people in Mexico). The informants in this study areusing all kinds of abbreviations such as abbreviated words, acronyms and shortenings

Att göra sig anställningsbar : Om instrumentella identitetspositioner och könad säljbarhet

To make oneself employable – instrumental identity positions and gendered marketability. The article takes up the question of the negotiation of expert discourses in career advice and constructing the self in the practice of CV writing. Drawing on data from semi-structured interviews with 19 students (11 women and 8 men) the stories about job search are analyzed. The concept of discursive positioning is used in order to analyze how the students position themselves in relation to career advice and position the self in CV writing. The results show that the female students had difficulties embodying the position as a marketing self as they described it as conflicting with feelings of ‘who they were’. ‘Being you’ in CVs and job interviews is, further, an ideal that is negotiated in relation to what to display as a job-seeking subject. CV writing involves a process of identifying suitable characteristics in an instrumental manner, but it is also combined with an introspective reasoning and identification to find ‘authentic’ strengths and characteristics in ‘who you are’.