Microbial control of diamondback moth, Plutella xylostella L.(Lepidoptera: Yponomeutidae) using bacteria (Xenorhabdus nematophila) and its metabolites from the entomopathogenic nematode Steinernema carpocapsae

Cells and cell-free solutions of the culture filtrate of the bacterial symbiont, Xenorhabdus nematophila taken from the entomopathogenic nematode Steinernema carpocapsae in aqueous broth suspensions were lethal to larvae of the diamondback moth Plutella xylostella. Their application on leaves of Chinese cabbage indicated that the cells can penetrate into the insects in the absence of the nematode vector. Cell-free solutions containing metabolites were also proved as effective as bacterial cells suspension. The application of aqueous suspensions of cells of X. nematophila or solutions containing its toxic metabolites to the leaves represents a possible new strategy for controlling insect pests on foliage.     

Using the Internet in teaching: the views of practitioners (A survey of the views of secondary school teachers in Sheffield, UK)

A questionnaire was generated from the results of a series of interviews at The City School one of the 27 state secondary schools in Sheffield. In October 2002, it was sent out to 499 Heads of Department at the remaining 26 state secondary schools. Responses were received from 188 teachers, ranging in age from 24 to 60 years old. The purpose of the questionnaire was to gain information about teachers’ views of the Internet and its usefulness as an educational tool. Nearly 85% of teachers acquired their Internet skills informally (self‐taught, learned from friends/colleagues, etc), rather than on a taught course. Despite this, most of the respondents were confident of their ability to use the Internet, with the most confident users being young teachers of technical subjects. However, there was a widespread perception (particularly amongst women teachers) that students are more competent users of the Internet than are teachers. Older teachers were more likely to feel under pressure to use the Internet than their younger colleagues. Only about a third of teachers agreed with the statement “I often use the Internet with classes.” Responses varied significantly according to school and subject. There was strong support, however, for the suggestion that the Internet is a valuable source of learning and teaching materials.     

Evolution and revolution: gauging the impact of technological and technical innovation on Olympic performance

A number of studies have pointed to a plateauing of athletic performance, with the suggestion that further improvements will need to be driven by revolutions in technology or technique. In the present study, we examine post-war men's Olympic performance in jumping events (pole vault, long jump, high jump, triple jump) to determine whether performance has indeed plateaued and to present techniques, derived from models of human growth, for assessing the impact of technological and technical innovation over time (logistic and double logistic models of growth). Significantly, two of the events involve well-documented changes in technology (pole material in pole vault) or technique (the Fosbury Flop in high jump), while the other two do not. We find that in all four cases, performance appears to have plateaued and that no further "general" improvement should be expected. In the case of high jump, the double logistic model provides a convenient method for modelling and quantifying a performance intervention (in this case the Fosbury Flop). However, some shortcomings are revealed for pole vault, where evolutionary post-war improvements and innovation (fibre glass poles) were concurrent, preventing their separate identification in the model. In all four events, it is argued that further general growth in performance will indeed need to rely predominantly on technological or technical innovation.     

How are feelings of difficulty and familiarity linked to learning behaviors and gains in a complex science learning task?

European Journal of Psychology of Education - The feelings of difficulty and familiarity (FOD and FOF) are two types of metacognitive experiences. Both may influence student engagement and the...     

Physiological responses to 1000-m ergometer time-trial performance in outrigger canoeing

Graded exercise tests are commonly used to assess peak physiological capacities of athletes. However, unlike time trials, these tests do not provide performance information. The aim of this study was to examine the peak physiological responses of female outrigger canoeists to a 1000-m ergometer time trial and compare the time-trial performance to two graded exercise tests performed at increments of 7.5 W each minute and 15 W each two minutes respectively. 17 trained female outrigger canoeists completed the time trial on an outrigger canoe ergometer with heart rate (HR), stroke rate, power output, and oxygen consumption (VO2) determined every 15 s. The mean (+/- s) time-trial time was 359 +/- 33 s, with a mean power output of 65 +/- 16 W and mean stroke rate of 56 +/- 4 strokes min(-1). Mean values for peak VO2, peak heart rate, and mean heart rate were 3.17 +/- 0.67 litres min(-1), 177 +/- 11 beats min(-1), and 164 +/- 12 beats min(-1) respectively. Compared with the graded exercise tests, the time-trial elicited similar values for peak heart rate, peak power output, peak blood lactate concentration, and peak VO2. As a time trial is sport-specific and can simultaneously quantify sprint performance and peak physiological responses in outrigger canoeing, it is suggested that a time trial be used by coaches for crew selection as it doubles as a reliable performance measure and a protocol for monitoring peak aerobic capacity of female outrigger canoeists.     

Recognition,inclusion and democracy: learning from action research with young people

ABSTRACT

This paper draws upon learning from three action research projects conducted as part of a Europe-wide project exploring young people’s social and political participation. Challenging dominant discourses about what ‘counts’ as participation and what does not, the paper explores how, through the action research projects, young people engaged in knowledge democracy in ‘new democratic arenas’. Building upon experiential knowing and creating knowledge and learning through practice, the young people explored their own democratic knowledge production, communication and engagement within a context of shifting discourses of participation, democratic engagement and active citizenship. The increasing preference of young people for more informal forms of participation as lived practice reflects a shift to young people constructing their own modes of participation and ‘remaking democracy’ in their own vision and according to their own needs. By working outside of the confines of normative assumptions of democratic practice and participation, young people exercised their own ‘political’ agency in response to their own priorities, interests and concerns and, in doing so, illustrated that new forms, understandings and practices of knowledge democracy can emerge that reflect the promise of inclusive democratic societies more meaningfully.     

Curating and Controlling Zuni Photographic Images

This article explores the history of photography in Zuni and provides a context for the forthcoming request from Zuni religious leaders that they be allowed to exercise some control over sensitive images held by museums. This request is part of the debate over whether Native Americans should exercise some degree of control over historic photographs of their religious ceremonies. Some Zuni community members always considered photography of religious ceremonies to be inappropriate. How it happened sheds light on how Zunis incorporated the then-new technology into their traditional beliefs and social organization. Similarly, existing museum policy toward sensitive images is a result of the way photography has been incorporated into European and American legal and ethical thinking. In addition to lending weight to the contention that forthcoming requests from Native Americans are based on long-held beliefs rather than simply contemporary political expediency, history also suggests the parameters for an equitable solution to this issue.     

The effects of plyometric exercise on unilateral balance performance

The purpose of this study was to determine the effects of plyometric exercise on unilateral balance performance. Nine healthy adults performed baseline measurements on the dominant limb that consisted of: a 20-s unilateral stability test on a tilt balance board, where a higher stability index represented deterioration in balance performance; isokinetic plantar flexion torque at 0.52 and 3.14 rad s(-1); muscle soreness in the calf region; and resting plantar flexion angle. Plyometric exercise consisted of 200 counter-movement jumps designed to elicit symptoms of muscle damage, after which baseline measurements were repeated at 30 min, 24, 48, and 72 h. Perceived muscle soreness of the calf region increased significantly following the plyometric exercise protocol (F(4,32) = 17.24, P < 0.01). Peak torque was significantly reduced after the plyometric exercise protocol (F(4,32) = 7.49, P < 0.05), with greater loss of force at the lower angular velocity (F(4,32) = 3.46, P < 0.05), while resting plantar flexion angle was not significantly altered compared with baseline values (P > 0.05). The stability index was significantly increased (F(4,32) = 3.10, P < 0.05) above baseline (mean 2.3, s = 0.3) at 24 h (3.3, s = 0.4), after which values recovered. These results indicate that there is a latent impairment of balance performance following a bout of plyometric exercise, which has implications for both the use of skill-based activities and for increased injury risk following high-intensity plyometric training.     

Planning National Curriculum Science

Nigel Carden, deputy head of Kirkleatham Hall School, Redcar, Cleveland, describes how the work of a consortium funded through the Technical and Vocational Initiative (TVEI) has complemented school-based developments, giving rise to a broader but realistic science curriculum.