Combining 1,4-dimethoxybenzene, the major flower volatile of wild strawberry Fragaria vesca, with the aggregation pheromone of the strawberry blossom weevil Anthonomus rubi improves attraction

The aggregation pheromone of strawberry blossom weevil [Anthonomus rubi Herbst (Col.: Curculionidae)], a 1:4:1 blend of Grandlure I, II and racemic lavadulol, has been available for pest monitoring for several years but shows low attractancy. Attempts to control A. rubi using the pheromone alone were also unsuccessful. This paper reports the finding that addition of the major flower volatile from wild strawberry flowers [Fragaria vesca L. (Rosaceae)], 1,4-dimethoxybenzene (comprising 98% of the volatiles emitted from wild strawberry flowers), to the aggregation pheromone increased trap catches by over two fold compared to the pheromone alone. There was no significant difference between the response of overwintered or summer emerged adults. Field trials in 2007-2008 in central and southern Norway, Denmark and southern England used green funnel traps with white cross vanes for the evaluations. (-)-Germacrene D, previously shown to be emitted by plants in increased amounts in the presence of pheromone producing weevils, did not improve trap catches. Thus, the combined use of the aggregation pheromone and 1,4-dimethoxybenzene is promising for improved monitoring and possibly control of this important pest of strawberry

Water education, ocean literacy and arts integration

Life below water, as well as at waters, is threatened due to human activity that has caused global warming. As UNESCO stresses, “the time to learn and act for our planet is now”. This article reports on a literature review of existing action research on water education, ocean literacy and arts integration carried out by an emerging interdisciplinary research group stretching across the fields of marine science, arts and science education. Joined by a concern for water education and ocean literacy, the interdisciplinary teams screened 368 research articles with the assistance of the program Covidence which helps with streamlining the literature review processes in a team. Ending up with 14 relevant articles that were analysed in-depth, the authors argue that arts-integrated water education projects take place locally across higher education, formal education and informal education in collaborative teams. The action research projects screened promote and develop open-ended, inquiry-based and creative pedagogies, seeking to foster the capacity to act for sustainable living in a more-than-human world. However, all research projects screened in the review seemed to develop water education more generally. There is a lack of literature researching how the connection to ocean literacy including life below water specifically, can be nurtured

Water education, ocean literacy and arts integration : A literature review in an interdisciplinary team

Life below water, as well as at waters, is threatened due to human activity that has caused global warming. As UNESCO stresses, “the time to learn and act for our planet is now”. This article reports on a literature review of existing action research on water education, ocean literacy and arts integration carried out by an emerging interdisciplinary research group stretching across the fields of marine science, arts and science education. Joined by a concern for water education and ocean literacy, the interdisciplinary teams screened 368 research articles with the assistance of the program Covidence which helps with streamlining the literature review processes in a team. Ending up with 14 relevant articles that were analysed in-depth, the authors argue that arts-integrated water education projects take place locally across higher education, formal education and informal education in collaborative teams. The action research projects screened promote and develop open-ended, inquiry-based and creative pedagogies, seeking to foster the capacity to act for sustainable living in a more-than-human world. However, all research projects screened in the review seemed to develop water education more generally. There is a lack of literature researching how the connection to ocean literacy including life below water specifically, can be nurtured