Genetic variation for carbon isotope composition in Juglans regia L.: relationships with growth, phenology and climate of origin

Among the traits of breeding interest for the common walnut tree Juglans regia L., characteristics such as timing of budbreak and leaf fall, water-use efficiency and growth performance are regarded as being of utmost relevance in Mediterranean conditions. The authors evaluated intraspecific variation in $\delta$13C (carbon isotope composition, surrogate of intrinsic water-use efficiency, WUE$_{\rm i}$) for 22 J. regia families grown in a progeny test under supplementary irrigation, and investigated whether such variation correlated with climatic indicators of native habitats. The genetic relationships between $\delta$13C, growth and phenology were also assessed during two consecutive years. Overall, the most water-use-efficient families (i.e. with higher $\delta$13C), which originated mainly from drought-prone provenance regions which have a high vapour pressure deficit and low rainfall, exhibited less height growth and smaller DBH. Using a stepwise regression procedure, $\delta$13C was included as the main explanatory variable of genotypic variation in growth traits, together with growing season duration (for DBH in both years) and flushing (for height in 2007). It was concluded that WUE$_{\rm i}$ is largely unconnected to phenology effects in the explanation of growth performance for J. regia, therefore suggesting the opportunity of simultaneously selecting for low WUE$_{\rm i}$ and extended growing period to maximise productivity in non-water-limited environments.

Non-native English-speaking English language teachers: history and research

Although the majority of English language teachers worldwide are non-native English speakers, no research was conducted on these teachers until recently. After the pioneering work of Robert Phillipson in 1992 and Peter Medgyes in 1994, nearly a decade had to elapse for more research to emerge on the issues relating to non-native English teachers. The publication in 1999 of George Braine's book Nonnative educators in English language teaching appears to have encouraged a number of graduate students and scholars to research this issue, with topics ranging from teachers' perceptions of their own identity to students' views and aspects of teacher education. This article compiles, classifies, and examines research conducted in the last two decades on this topic, placing a special emphasis on World Englishes concerns, methods of investigation, and areas in need of further attention.

Copy number variation in the porcine genome inferred from a 60 k SNP BeadChip

Background: Recent studies in pigs have detected copy number variants (CNVs) using the Comparative Genomic Hybridization technique in arrays designed to cover specific porcine chromosomes. The goal of this study was to identify CNV regions (CNVRs) in swine species based on whole genome SNP genotyping chips. Results: We used predictions from three different programs (cnvPartition, PennCNV and GADA) to analyze data from the Porcine SNP60 BeadChip. A total of 49 CNVRs were identified in 55 animals from an Iberian x Landrace cross (IBMAP) according to three criteria: detected in at least two animals, contained three or more consecutive SNPs and recalled by at least two programs. Mendelian inheritance of CNVRs was confirmed in animals belonging to several generations of the IBMAP cross. Subsequently, a segregation analysis of these CNVRs was performed in 372 additional animals from the IBMAP cross and its distribution was studied in 133 unrelated pig samples from different geographical origins. Five out of seven analyzed CNVRs were validated by real time quantitative PCR, some of which coincide with well known examples of CNVs conserved across mammalian species. Conclusions: Our results illustrate the usefulness of Porcine SNP60 BeadChip to detect CNVRs and show that structural variants can not be neglected when studying the genetic variability in this species.

En torno a la integración de lo interno y lo externo en los estudios historiográficos de la lengua inglesa

Aquest estudi és una aproximació crítica a la dicotomia establerta per Saussure entre la lingüística interna i la lingüística externa i l'aplicació que se n'ha fet als tractats historiogràfics de la llengua anglesa. Pel caràcter ontològic de la investigació diacrònica, aquestes consideracions saussurianes posen les bases empíriques per teoritzar sobre el canvi lingüístic en la llengua anglesa. D'altra banda, la distinció més o menys explícita entre la història interna de la llengua anglesa i l'externa és un fet comunament acceptat i utilitzat pels tractats historiogràfics consultats. A l'hora de dur a terme la investigació diacrònica, però, la història interna necessita, per a la delimitació cronològica, les aportacions de l'externa; així, encara que els condicionants sociològics es considerin marginals, els factors externs adquireixen importància no només pel fet d'incloure el context social on s'emmarquen els fenòmens lingüístics, sinó també per les consideracions de tipus sociolingüístic que en resulten, les quals aporten noves línies de recerca historiogràfica, basada en els models de variacions en el registre escrit de la llengua anglesa.

Spatial variation in the decline of European birds as shown by the barn owl Tyto alba diet

Capsule The analysis of 635 papers about the diet of the European Barn Owl Tyto alba showed that 83 751 birds were captured out of 3.44 million prey items (2.4%). Birds were more frequently captured on islands than mainland, in southern than northern Europe and in eastern than western Europe. Between 1860 and 2012, the consumption of birds decreased in northern and eastern Europe. Among avian prey, the House Sparrow Passer domesticus, the most frequently captured bird (65.7%), decreased in frequency during the last 150 years in eastern Europe.

Intra-plant variation for progress of cell division in developing oat grains : a preliminary study

Selostus: Esitutkimus kauran röyhyn sisäisestä vaihtelusta jyvän täyttymisen käynnistyessä

Task complexity, the Cognition Hypothesis and second language learning and performance

In this paper we describe a taxonomy of task demands which distinguishes between Task Complexity, Task Condition and Task Difficulty. We then describe three theoretical claims and predictions of the Cognition Hypothesis (Robinson 2001, 2003b, 2005a) concerning the effects of task complexity on: (a) language production; (b) interaction and uptake of information available in the input to tasks; and (c) individual differences-task interactions. Finally we summarize the findings of the empirical studies in this special issue which all address one or more of these predictions and point to some directions for continuing, future research into the effects of task complexity on learning and performance.