Pathogenicity of bacterium, Xenorhabdus nematophila isolated from entomopathogenic nematode （Steinernema carpocapsae） and its secretion against Galleria mellonella larvae

INTRODUCTION Entomopathogenic nematodes of the generaSteinernema and Heterorhabditis have been used tocontrol a wide range of agriculturally important insectpests (Kaya and Gaugler, 1993). The mechanism bywhich these nematodes are able to infect and repro-duce in the insect host involves a mutual relationshipbetween the nematode and the symbiotic bacteria,Xenorhabdus spp. and Photorhabdus spp. (Akhurstand Dunphy, 1993; Forst and Nealson, 1996). Poinarand Thomas (1966) established tha…     

Taste aversion learning and schedule-induced polydipsia in rats

Experiment 1 sought to determine whether schedule-induced drinking could be abolished by means of a taste aversion. Polydipsic rats were given access to a .4% saccharin solution while they were exposed to an intermittent food schedule. Immediately after the session, they received an intraperitoneal injection of either lithium chloride or sodium chloride. Following a recovery day with water in the experimental chamber, the animals were again exposed to the saccharin solution. The poisoned animals (lithium chloride) drank very little saccharin compared to the control animals (sodium chloride), indicating that they had learned a taste aversion in only one conditioning trial. Experiment 2 established that polydipsic rats can learn a taste aversion despite a long delay between schedule-induced saccharin consumption and poisoning, and that the delay gradient displayed by polydipsic rats is similar to that observed in thirst-motivated rats.     

The classification and framing of religious dialogues in two English schools

This article explores the place of discourse about religions in education by comparing two very different schools. It initially outlines some of the current debates around religious discourse, notably in dialogue. A theoretical frame for analysing religious discourse in schools is proposed, combining a theorisation of three levels of dialogue with both notions of classification and framing and with a distinction between the formal curriculum and the institutional curriculum. Research in ‘Flintmead’ and ‘Headley’ is then described: the former an elite Anglican private boarding school, the latter a secular non-selective state day school. The analysis shows how the schools build complex structures across the different dialogical levels, between and within the formal and institutional curriculum, with varying strengths of classification and framing. In particular, similar approaches to religious education sit alongside different discursive structures. The implications of the study for further comparison are discussed, and for understandings of religious dialogue.     

Habituation as a function of similarity and temporal location of target and distractor stimuli

Three experiments examined the habituation of rats’ neophobia to novel flavors, and the disruption of that habituation by presentation of a distractor flavor either immediately before or immediately after the target flavor. Habituation of neophobia to lemon solution was more seriously disrupted by presentation of saline as a distractor than by presentation of coffee as a distractor, and this was true whether the distractor was presented before or after the target on each habituation trial. Two further experiments established that the relative ineffectiveness of coffee as a distractor could not be attributed to its lack of salience, and was probably related to its greater similarity to the target lemon flavor. These results do not fully accord with those reported by Robertson and Garrud (1983), but are readily explained in terms of generalization of habituation between distractor and target flavors.     

An action research study into the role of student negotiation in enhancing perceived student engagement during English speaking classes at university level in Turkey

A major issue in English language teaching in Turkey and other monolingual countries is the teaching of spoken English. This article reports the initial and final stages of an action research study which used student negotiation to enhance student engagement in speaking classes. The research was conducted in the English Language Teaching Department of a university in Turkey and involved the provision of student-negotiated speaking classes for one term during which qualitative and quantitative data collected from students through questionnaires on a weekly basis informed the design of the speaking activities. The results of content analysis and Wilcoxon signed-rank tests showed that student negotiation promoted student engagement through providing speaking classes appropriate to students’ needs and interests, which resulted in more positive perceived speaking ability and greater willingness to communicate. This study demonstrates the significance of student negotiation in speaking classes and has implications for enhancing student engagement in speaking classroom activities.     

Child sexual abuse and persistence of risky sexual behaviors and negative sexual outcomes over adulthood: Findings from a birth cohort

ObjectivesTo determine the impact of child sexual abuse (CSA) on adult sexual behaviors and outcomes over three age periods.MethodsA longitudinal study of a birth cohort born in Dunedin, New Zealand in 1972/1973 was used. Information on CSA was sought at age 26, and on sexual behaviors and outcomes at ages 21, 26, and 32. Comparisons were over the whole period from age 18 to 32, then for the three age periods from age 18 to 21, 21 to 26, and 26 to 32, adjusting for measures of family environment.ResultsOverall, 465 women and 471 men (91.9% of the surviving cohort) answered questions about CSA. Contact CSA was reported by 30.3% of women and 9.1% of men. For abused women, significantly increased rates were observed for number of sexual partners, unhappy pregnancies, abortion, and sexually transmitted infections from age 18 to 21; with rates approaching those of nonabused over time. Conversely, for abused men rates were not significantly elevated in the youngest age period, but were for number of partners from age 26 to 32 and acquisition of herpes simplex virus type 2 from age 21 to 32.ConclusionsGender and age are critical when considering the effect of CSA. While the profound early impact of CSA demonstrated for women appears to lessen with age, abused men appear to carry increased risks into adulthood.Practice implicationsCSA is common and should be considered when young women present with unwanted conceptions or seek multiple terminations, and when men continue to have high risk sexual behavior into adulthood. Furthermore, if CSA is disclosed, sexual risks in adulthood need to be considered.     

Managing International Branch Campuses: What Do We Know?

Over the last decade, the growth of the international branch campus (IBC) has been one of the most striking developments in the internationalisation of higher education. There are now over 200 IBCs across the world, mostly in the Middle East and East and South‐east Asia. Despite the growing numbers of IBCs and the considerable financial and reputational risk they pose to their home universities, relatively little is known about the challenges of managing these foreign outposts. This paper reviews the growing, but still fragmented, literature in this increasingly important sector of higher education. It finds that managers of IBCs are faced with a range of challenges, which primarily stem from dealing with key stakeholder groups: students, staff, home and host country quality regulators, the home university and the host government, as well as the IBC's local joint venture partners. It concludes that further work is required to better understand the factors which influence and constrain IBC managers in balancing the competing interests of stakeholders.     

Hearing Truth from Power? Organisation Theory,School Effectiveness and School Improvement

School effectiveness and school improvement researchers have increasingly looked towards establishing some kind of synergy between their respective fields. However, most recent attempts to create such links have not sufficiently addressed their different perspectives on organisational development and change. School effectiveness research has tended to view organisational development in terms of structural change, while the school improvement field has conversely placed an emphasis upon the cultural dimensions of organisational change. This has resulted in a methodological and theoretical divide that has proved difficult to resolve. This article argues that by incorporating the concept of 'power' into the analysis the two fields can be brought together more successfully. The article suggests that this 'third dimension' provides a bridge between structural and cultural analysis. It also highlights some important research questions that arise out of this tripartite relationship. The article concludes by suggesting that an analysis of power may provide the long awaited conceptual and theoretical fusion sought by both fields.