Decline of Gomphus \u3ci\u3eFraternus Fraternus\u3c/i\u3e (Odonata: Gomphidae) in Lake Erie

Collections and literature reports indicate that Gomphus fraternus fraternus was abundant on the shoreline of Lake Erie prior to 1960, and tens of thousands were reported at Long Point Bay. After 1960 there were no reports from the shoreline, although there have been a number of comprehensive studies that have included the shoreline area and a number of Odonata specialists have also visited the Lake Erie shoreline regularly. A survey of portions of the Lake Erie shoreline, including the Long Point Bay area in 1999 and 2000, during the established peak and late peak flight period in southwestern Ontario, did not result in any observations. It is concluded that G. fraternus has declined substantially in Lake Erie and is possibly extirpated from the lake. The decline appears to have occurred between 1950 and 1960, and thus approximates the mid-1950s decline of burrowing mayflies in Lake Erie, which has been associated with warm weather oxygen depletion and pollution. Although it may never be possible to precisely deter- mine the cause of the decline of G. fraternus, it is likely that a number of factors are involved including climatic warming, pollution, changes to the shore- line, other effects of shoreline development, and introduced species

On the Occurrence of \u3ci\u3eOarisma Garita\u3c/i\u3e (Reakirt) (Lepidoptera: Hesperiidae) in Manitoulin District, Ontario

(excerpt) On 26 June, 1976, I stopped to examine plants and collect insects on the alvars or limestone barrens on Great La Cloche Island, north of Little Current in Manitoulin District, Ontario. 1 was especially interested to learn whether or not there were any insects of western affinity in this area since some of the plant species present are at, or near to, the eastern limits of their distribution (Catling et al., 1975). It was mild and sunny, and insects were abundant. Within a few minutes 1 noticed a dark, fast-flying skipper that otherwise resembled Thymeliczrs lineola (Ochsenheimer). The dark colour and whitish veins on the hind wing beneath suggested Oarisma powesheik (Parker), a midwestern species known in Michigan since 1893 (McAlpine, 1972) and recently discovered further to the east and south within the state (Holzman, 1972; Wagner, 1976, pers. comm.). However, the relatively small size made this identification unlikely. 1 captured a few specimens, but had to leave the area without investigating the habitat, abundance and local distribution of the unfamiliar butterfly. The earliest opportunity for further investigation came a week later on 3 July, when I was again favoured with a warm sunny day. After collecting in a variety of habitats, I finally arrived on the alvar on the west side of highway 68 in the immediate vicinity of McGregor Bay, La Cloche Peninsula (ca. 46 02\u27 North, 81°46\u27 West). I collected several specimens of the strange little skipper and saw at least 20 within one half hour, then continued south on highway 68 onto Great La Cloche Island. Here south of the highway and the Canadian Pacific railway tracks, and south and west of Lewis Lake (ca. 46 OO\u27 North, 81°52\u27 West), I found at least 10 more of the skippers in similar alvar habitat. Both of these locations are south of Espanola and north of Little Current in the North Channel, Manitoulin District, Ontario

Multi-agency training and the artist (Sharing our experience, Practitioner-led research 2008-2009; PLR0809/032)

The Multi-Agency Team Project approached issues of multi-agency training indirectly by using an artist as a catalyst in a group exercise examining movement and sound in relation to early childhood. The aim of the research was to run an experiential non-traditional training programme based on using an artist as a catalyst to promote inter-agency dialogue in one setting, Woodlands Park Nursery and Children’s Centre, and to analyse the findings. Eleven participants used this common experiential focus to frame collective research both as a focus group and as individual fieldworkers. The research demonstrated shared professional discourse but also collected judgements relevant to policy issues based on collaborative professional reflection triggered by the exercise. The findings are presented theoretically in terms of critical discourse analysis using the interpretation-supporting software ATLASti. We next take a further look at the role play exercise in which the group constituted itself as a ‘House of Commons Select Committee’ before summarizing what theoretical insights might be brought to bear and attempting to draw some provisional conclusions. Some evidence is presented suggesting there is a degree of tension and ambiguity between alterative models of multi-agency working

First Documented Record of \u3ci\u3eOarisma Powesheik\u3c/i\u3e (Lepidoptera: Hesperiidae) in Canada

During a brief survey of the prairie areas near Vita, Manitoba, July 1985, Oarisma powesheik Parker was found to be abundant, although often local. Specimens collected constitute the first documented record for the species in Canada

To what extent are students from Mainland China able to access enquiry based learning (EBL) in Geography in the UK?

Enquiry based learning (EBL) is an influential style of teaching and learning. An increasing number of students from Mainland China are enrolling at independent schools in England. These students are unfamiliar with the creative and open approach of EBL and there is currently little recognition that Chinese students may find it challenging to learn through EBL. The focus of my research was ‘to what extent are students from Mainland China able to access EBL in a geography classroom in England?’ The investigation was conducted over twelve weeks and involved collaboration with a specialist English as an addition language (EAL) teacher. The methods used were teacher led student interviews, action research cycles and finally classroom observations of my teaching practice by the specialist EAL teacher. Findings indicated that numerous barriers to learning were present. These included lexical, reading speed, confidence, reluctance to ask questions, understanding of spoken language, comprehension of tasks, lack of creativity, unmanageable tasks within allocated time periods and tasks with no prescribed answers. Differentiation strategies were developed and implemented to reduce these barriers. These included key word sheets with images, multiple choice answers, differentiated writing frames which incorporated images, image analysis and sorting activities, anonymous post-it’s, flipped learning tasks, partially completed and model answers. A combination of these strategies helped reduce the learning barriers

A geografia dos anos iniciais como desafiadora e perigosa

A Geografia dos Anos Iniciais (AI) é um assunto bastante confortável. Ela tende a evitar tópicos da Geografia considerados "inaceitáveis", ameaçadores e potencialmente perigosos. Considerar desafio e 'perigo' na Geografia dessa fase escolar não é tanto sobre os perigos do trabalho de campo, mas sim sobre tópicos intelectuais, emocionais e socialmente perigosos, local e globalmente.  A tendência é ensinar o que é aceitável e não causar desconforto, focar nos aspectos positivos do mundo, demonstrar esperança. Porém isso não é sempre recomendável. Aqui serão descritos e questionados quatro argumentos em prol dessa abordagem confortável.  O argumento que versa sobre ‘ir com cuidado’ em um mundo inseguro, mesmo quando pensamos em crianças menores, mantém o indivíduo desinformado, e por isso deve ser questionado. O desejo de ser positivo não deve comprometer o ato de ser realista e honesto com as crianças, que por sua vez são capazes e resilientes. A fim de corroborar a proposta de uma abordagem mais exigente, até mesmo mais ‘perigosa’ em relação à Geografia dos AI, alguns tópicos que podem ser investigados pelas crianças são aqui sugeridos. Surge então a inevitável pergunta: a quem ensinamos Geografia? O objetivo desse artigo é levantar questionamentos e trazer uma reflexão sobre o papel da educação (em Geografia) no mundo atual.Primary geography is rather comfortable subject. It tends to avoid ‘unacceptable’, threatening and potentially dangerous geography topics. Considering challenge and ‘danger’ in primary geography is not so much about fieldwork dangers as about intellectually, emotionally and socially dangerous topics, locally and globally. The tendency is to teach what is acceptable and not to ruffle feathers, except perhaps ever so gently. The desire is to focus on the positive about the world, to be hopeful. But this may not always be wise. Four arguments for a comfortable approach in primary geography are outlined and challenged. The argument is that ‘playing safe’ in an unsafe world, for even younger children, keeps them uninformed and needs to be challenged. The desire to be positive must not undermine being realistic and honest with children, who are capable and resilient. To make a case for taking a more demanding, even ‘dangerous’, approach in primary geography, examples are given to indicate challenging geography topics which younger children can investigate. Inevitably, the emergent question is who geography is taught for. Essentially, the purpose of this article is to raise questions, to think more openly and to encourage reflection on the role of (geographical) education in today’s worl

Vascular Plant Diversity in Burned and Unburned Alvar Woodland: More Evidence of the Importance of Disturbance to Biodiversity and Conservation

Vascular plant biodiversity was compared in an unburned semi-open alvar woodland dominated by conifers and an equivalent woodland that had burned nine years previously and had developed into a long-lasting successional shrubland. The comparison, based on 30 quadrats 1 m2 at each of two sites, revealed less than 25% similarity in the vegetation cover of the two sites. The successional alvar shrubland that developed following fire had twice as many species and more regionally rare species than the corresponding woodland site. The shrubland also had higher values for various biodiversity measures that take heterogeneity and evenness into account. These data provide additional evidence for the importance of fire and disturbance in the creation of successional habitat upon which biodiversity depends. A cautious use of fire in management of alvars is supported