Investigation of relationships through which biodynamic growing practices affect plant growth and nutrient composition : a thesis presented in partial fulfilment of the requirements of the degree of Master of Science in Soil Science at Massey University

Author also known as Gillian Leslie ColeMore research attention has been paid to development of indicators of soil quality in relation to environmental sustainability than to food quality. Challenges in measuring and showing relationships between soil quality, food quality and human health are discussed. Comparative and long-term studies have shown that organic and biodynamic farming methods and use of composts and manures favourably affect soil quality, enhancing organic matter content and soil organism activity. However, measured effects on food quality have been lacking or inconsistent. Antioxidants, nitrates, trace elements, protein quality and ratios between element concentrations can be measured in assessing food quality. Many of these factors vary considerably with growing conditions and soil management techniques. Effects of factors such as water, light, soil type, variety and nutrient supply on lettuce growth, lettuce nutrient requirements, and recent research into effects of light on plant signalling and nitrogen metabolism arc reviewed and discussed. Recent research into factors influencing food quality has focussed on integration of growth and differentiation forces into "Vital quality" food. The biodynamic field-spray preparations 500 and 501 are used to balance effects of growth or "shade" forces from humus and fertilisers with the differentiating or "light' forces on plants. Literature indicates that the preparation 501 (silica-spray) appears to increase plant nutrient assimilation and production of more complex organic acids. Similar effects have been found for silica compounds applied to soil or nutrient solution. The main objective of the experimental work conducted for this thesis was to investigate whether relationships exist between soil management techniques and application of biodynamic sprays and plant product quality. Transplanted lettuces (cv. Canasta) were grown in a factorial designed field trial on Te Puke Series sandy loam with six treatments: control, soluble fertilisers (DAPCAN) and compost, each with, or without, biodynamic field-sprays 500 (twice) and 501 (3 times). High variability between plants within treatments and small differences between treatment means for most parameters measured prevented many statistically significant differences or relationships being found. Compost amendments appeared to enhance water and nutrient uptake during a dry season. However compost application at a rate to provide equivalent nitrogen to the soluble fertilisers resulted in high leaf concentrations of nitrates and potassium and low DM% and concentrations of sugars, antioxidants, calcium and magnesium. Plants in treatments given compost had highest yields; highest N, P and K concentrations at 28 days from transplanting (DAT); and highest K at 48 DAT. Plants in treatments given soluble fertilisers had highest Ca, Mg, Fe, Zn. and Cu concentrations and greater Ca: P and K: Ca + Mg ratios at 48 DAT. Application of biodynamic field-sprays appeared to have different effects on the plants in plots, depending upon whether they received compost or not. Plants in treatments given field-sprays but no compost had generally small head weight, greater dry matter % and root: shoot ratios at 28 DAT, and highest crude protein and Ferric reducing ability of plasma (FRAP) antioxidant concentration at 48 DAT. Plants in the biodynamic treatment, given compost and field-sprays, had highest P uptake between 28 and 48 DAT and highest fresh-weight at 48 DAT. Measurements of nitrate and sugar contents of leaf cell sap and amino acid concentrations in leaves yielded few, or no, significant differences between treatment means. Microbial activity measured by soil respiration ex situ at 28 DAT was highest in composted plots and lowest in sprayed plots. Measurement of AM fungi colonisation of roots gave inconclusive results. In a sensory evaluation, no significant differences in taste, bitterness, sweetness and preference ranking were found between lettuces from the different treatments. A greenhouse pot trial was undertaken to study the effects of the biodynamic silica spray in more detail. Lettuce transplants (cv. Cos Little Gem) were grown in the same soil and biodynamic compost as were used in the first trial and preparation 500 applied. Half the plants were sprayed 3 times with preparation 501. Measurements before and after the last spray time yielded insignificant differences in light absorption at most wavelengths, net photosynthesis and nitrate, sugar and amino acid concentration in leaves. Silica sprayed plants had higher rates of transpiration and stomatal conductance and higher estimated light absorption of blue and near infrared wavelengths 21/2 hours after spraying. Mainly inconclusive effects of treatments were due partly to the large natural plant to plant (within replication) variation. It was concluded that organic and biodynamic management of lettuces may result in some favourable quality attributes compared to soluble fertilisers but not necessarily all. Results are likely to be specific to particular climatic and soil conditions. It is recommended that further trials be carried out to evaluate influences of biodynamic practices on vegetable food quality in controlled, well-replicated conditions, to improve likelihood of showing statistical differences between treatments. Such trials are needed in a variety of soil, climatic and management conditions, to better understand how different conditions and their interactions affect food quality parameters. Relationships between biodynamic preparation application, soil biota populations and activity, plant metabolism and food product quality, particularly nitrogen assimilation into complex molecules such as essential amino acids, should be explored

Preparing women for dead-end jobs? Vocational education and training (VET) for information and communication technology (ICT) jobs

This paper discusses the role that vocational education and training (VET) in ICT subject areas plays in contributing to the gender and social class structuring of ICT occupations, focusing in particular on education and employment data from the UK. The paper also makes reference to similar data about ICT VET in Germany and Japan to argue that the new areas of ‘soft’ ICT skills – in education and in occupations - have become feminised, and channel women into low skilled and low paid work. Unlike university level ICT education, which has opened opportunities for women and students coming from families with no experience of higher education, sub-degree level ICT VET seems to be continuing to reproduce gender and socio- economic class within and through ICT occupations. I argue that those concerned with gender equity research and interventions in ICT need to work with an analysis that disaggregates what are now appearing to be quite different skills sets, and different career opportunities often misleadingly conflated under the umbrella term ‘ICT’. I also argue for better analytical models for the gendering of ICT than those offered by the ‘leaky pipeline’ or ‘critical mass’ models, and for new analyses that would incorporate both a structural analysis and new ways of looking at women’s choices, such as Hakim’s ‘orientation to work’

Nilpotent Singer groups

Let $N$ be a nilpotent group normal in a group $G$. Suppose that $G$ acts transitively upon the points of a finite non-Desarguesian projective plane $\mathcal{P}$. We prove that, if $\mathcal{P}$ has square order, then $N$ must act semi-regularly on $\mathcal{P}$. In addition we prove that if a finite non-Desarguesian projective plane $\mathcal{P}$ admits more than one nilpotent group which is regular on the points of $\mathcal{P}$ then $\mathcal{P}$ has non-square order and the automorphism group of $\mathcal{P}$ has odd order

“Drugs, traffic, and many other dirty interests”: metaphor and the language learner

Research into metaphor in foreign language teaching has primarily focused on the comprehension process, with little if any attention being paid to its effect on students' spoken and written production. While the learning and storing of vocabulary has been shown to be made more effective when extended meanings are signalled by the teacher (Boers 2000; Charteris-Black 2002; Deignan et al. 1997; Holme 2004), much less can as yet be said about the ways in which language learners incorporate figurative language into their normal productive repertoire. Danesi (1994) argues that "conceptual fluency" is fundamental if students are to achieve naturalness in their language production. But linguistic fluency is not created from concepts alone: there is no guarantee that knowledge of the underlying idea will result in the reproduction of lexicogrammatical patternings that are both meaningful and acceptable to a target language audience. When learners produce metaphorical language, they overwhelmingly adhere to concepts that they find familiar. The stock phrases and dead metaphors that advanced students use when writing discursive and argumentative texts are heavily influenced by the conventional conceptualisations shared by their L1, with expressions drawing on L2-specific concepts rarely appearing. When these concepts do appear, they are often presented in ways which are unfamiliar and strange to the native ear, as in this exploitation of the idiomatic expression "to fly the nest": "In the very near future male migrant birds start looking for their new nests for leaving from their parents". Language users - both natives and learners - are often unaware of the dead metaphors contained in conventional figurative expressions. Although it is often possible to identify the metaphorical motivation of such expressions when they are observed in isolation, corpus-based analysis of their use in context suggests that the figurative meaning tends to remain inactive in everyday language use (Philip 2004). It is perhaps because of this relative unawareness of metaphor that students produce such characteristic phraseological oddities as the one contained in the title to this paper. If conceptual mapping from L1 to L2 is incomplete, or the L2 concept unfamiliar, the fluency of production will inevitably be disrupted. But the data analysed so far in this study suggests that concepts can be perfectly in place, but not expressed effectively for purely phraseological reasons, which raises the question of how concept and phraseology interact to create meanings which natives find acceptable. Which exerts the stronger force: collocation or conceptualisation? This paper will discuss the figurative language produced by a group of advanced learners of English in Italy, comparing their conceptual and phraseological fluency with general reference corpora in both Italian and English (CORIS - Corpus di Italian Scritto, University of Bologna, and the Bank of English Online - HarperCollins publishers), with a view to addressing the relationship between concept and wording

Vocational education and training (VET) for ICT employment: preparing women for work

This paper attempts to articulate the problematic issues that contribute to women’s participation or lack of it in ICT technical and vocational education and training (VET ). This is the training and education that prepares women for employment in IT jobs, or helps re-skill or up-skill them once they are employed. The paper has three sections. The maps out what is encompassed by the category (technical and) vocational education and training (VET), to give some idea of the context and institutions in which the specific activity of ICT VET takes place, focusing on non-university institutions. The second section reviews data about women’s participation in ICT VET from four countries and one large commercial training provider in order to explore whether different educational systems and contexts produce differences in women’s participation in ICT VET. The third and final section of the paper explores the main factors that contribute to differences in women’s participation. It also raises questions about whether those active in initiatives for women in ICT training are using the best categories to understand the nature of women’s engagement in ICTs, or whether it would be more useful for gender equity to reconceptualise the nature of ICT work and skills