Plant diversity moderates drought stress in grasslands: Implications from a large real-world study on 13C natural abundances

Land-use change and intensification play a key role in the current biodiversity crisis. The resulting species loss can have severe effects on ecosystem functions and services, thereby increasing ecosystem vulnerability to climate change. We explored whether land-use intensification (i.e. fertilization intensity), plant diversity and other potentially confounding environmental factors may be significantly related to water use (i.e. drought stress) of grassland plants. Drought stress was assessed using δ13C abundances in aboveground plant biomass of 150 grassland plots across a gradient of land-use intensity. Under water shortage, plants are forced to increasingly take up the heavier 13C due to closing stomata leading to an enrichment of 13C in biomass. Plants were sampled at the community level and for single species, which belong to three different functional groups (one grass, one herb, two legumes). Results show that plant diversity was significantly related to the δ13C signal in community, grass and legume biomass indicating that drought stress was lower under higher diversity, although this relation was not significant for the herb species under study. Fertilization, in turn, mostly increased drought stress as indicated by more positive δ13C values. This effect was mostly indirect by decreasing plant diversity. In line with these results, we found similar patterns in the δ13C signal of the organic matter in the topsoil, indicating a long history of these processes. Our study provided strong indication for a positive biodiversity-ecosystem functioning relationship with reduced drought stress at higher plant diversity. However, it also underlined a negative reinforcing situation: as land-use intensification decreases plant diversity in grasslands, this might subsequently increases drought sensitivity. Vice-versa, enhancing plant diversity in species-poor agricultural grasslands may moderate negative effects of future climate change.

Unified underpinning of human mobility in the real world and cyberspace

Acknowledgments This work is supported by National Science Foundation of China (Grant No. 61573064, 61074116 and 11547188), the Youth Scholars Program of Beijing Normal University (grant No. 2014NT38), and the Fundamental Research Funds for the Central Universities Beijing Nova Programme, China. XYY acknowledges the support from the National Natural Science Foundation of China (Grant No. 61304177) and the Fundamental Research Funds of BJTU (Grant No. 2015RC042).

Modeling the role of fixational eye movements in real-world scenes

Our eyes never remain still. Even when we stare at a fixed point, small involuntary movements take place in our eyes in an imperceptible manner. Researchers agree on the presence of three main contributions to eye movements when we fix the gaze: microsaccades, drifts and tremor. These small movements carry the image across the retina stimulating the photoreceptors and thus avoiding fading. Nowadays it is commonly accepted that these movements can improve the discrimination performance of the retina. In this paper, several retina models with and without fixational eye movements were implemented by mean of RetinaStudio tool to test the feasibility of these models to be incorporated in future neuroprostheses. For this purpose each retina model has been stimulated with natural scene images in two experiments. Results are discussed from the point of view of a neuroprosthesis development.

Intelligent Transportation Systems: real world benefits.

Transportation Department, Joint Program Office for Intelligent Transportation Systems, Washington, D.C.

Jock o'Dreams; or, The real world,

Mode of access: Internet.

Training school personnel to implement a universal school-based prevention of depression program under real-world conditions

The present study evaluated the impact of a universal prevention of depression program [the Resourceful Adolescent Program (RAP)] when implemented under real-world conditions in a school setting. Prior research has found the RAP program to be beneficial for high-school students when the program was implemented by university staff selected, trained, and supervised by a research team. The present study evaluated the RAP program when implemented by existing school personnel. Separately, we measured the impact of a training program for facilitators, the quality of subsequent program implementation, and the student's response to the RAP Program. Results showed that, in response to the training program, facilitators believed they had acquired the knowledge and confidence to implement the program and that the quality of program implementation was acceptable. The study did not demonstrate a beneficial impact of the RAP program for the students. The results raise important questions regarding the extent of training and ongoing supervision facilitators require if the beneficial outcomes for students are to be maintained when interventions are implemented under real-world conditions in school settings. (C) 2004 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Educating future IS professionals through real-world integration

We report on teaching Information Systems Analysis (ISA) in a way that takes the classroom into the real world to enrich students' understanding of the broader role of being an IS professional. Through exposure to less controllable and more uncomfortable issues (e.g., client deadlines; unclear scope; client expectations; unhelpful colleagues, complexity about what is the problem never mind the solution) we aim to better prepare students to respond to the complex issues surrounding deployment of systems analysis methodologies in the real world. In this paper we provide enough detail on what these classes involve to allow a reader to replicate appealing elements in their own teaching. This paper is a reflection on integrating in the real world when teaching ISA – a reflection from the standpoint of students who face an unstructured and complex world and of lecturers who aim to prepare students to hit the floor running when they encounter that world.