Plant chemicals and the sexual behavior of male tephritid fruit flies

Plant compounds affect insects in many different ways. In addition to being a food source, plants also contain secondary metabolites that may have positive and negative impacts on insects. The influence of these compounds on sexual behavior, in particular, has been the focus of many recent studies. Here, we review the existing literature on the effects of plant compounds on the sexual behavior of tephritid fruit fly males. We put special focus on polyphagous species whose males congregate in leks, where females exert strong mate selection. We first summarize the main findings related to plant compounds that increase male signaling behavior and attraction of females and consequently increase mating frequency, a phenomenon that has been recorded mainly for species of Anastrepha and Ceratitis. In other tephritid species, males are attracted to phenylpropanoids produced by plants (such as methyl eugenol or raspberry ketone) that, upon encounter, are consumed and sequestered by males. These compounds, or metabolic derivatives, which normally have negligible nutritional value, are included in the pheromone and also confer advantages in a sexual context: enhanced female attraction and improved male mating success. These phenomena have been reported for several Bactrocera species as well as for Zeugodacus cucurbitae. Because many tephritid species are serious pests, the effect of plant compounds on male behavior has been explored for potential incorporation into control strategies such as the sterile insect technique (SIT). We conclude noting several factors, such as age and nutrition during larval and adult stage, that modulate the effect of plant compounds on male mating behavior as well as some prominent gaps that preclude a thorough understanding of the plant-mediated enhancement of male sexual performance and hence limit our ability to effectively utilize phytochemicals in pest control strategies.Instituto de GenéticaFil: Segura, Diego Fernando. Instituto Nacional de Tecnología Agropecuaria (INTA). Instituto de Genética. Laboratorio de Genética de Insectos de Importancia Económica; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Belliard, Silvina A. Instituto Nacional de Tecnología Agropecuaria (INTA). Instituto de Genética. Laboratorio de Genética de Insectos de Importancia Económica; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Vera, María Teresa. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Tucumán. Facultad de Agronomía y Zootecnia; ArgentinaFil: Bachmann, Guillermo Enrique. Instituto Nacional de Tecnología Agropecuaria (INTA). Instituto de Genética. Laboratorio de Genética de Insectos de Importancia Económica; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Ruiz, María Josefina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Tucumán. Facultad de Agronomía y Zootecnia; ArgentinaFil: Jofre-Barud, Flavia. Instituto Nacional de Tecnología Agropecuaria (INTA). Estación Experimental Agropecuaria San Juan; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Fernández, Patricia. Instituto Nacional de Tecnología Agropecuaria (INTA). Estación Experimental Agropecuaria Delta del Paraná; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Lopez, M. Liza. Instituto Nacional de Tecnología Agropecuaria (INTA). Estación Experimental Agropecuaria San Juan; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Shelly, Todd E. United States Department of Agriculture. Animal and Plant Health Inspection Service; Estados Unido

Academic and Industry Collaboration: A Literature Review

As part of a larger project determining best practices for establishing and maintaining effective, sustainable, collaborative relationships between academic and industry professionals, this review will outline the available materials and, conversely, the multiple gaps that exist regarding course content, methods of teaching, and practical experience relating to preparation for careers in engineering and engineering technology. Currently, there is no clear agreement on which principles and practices best enable industrial partners and academic institutions to establish and maintain mutually-beneficial partnerships. In fact, there is no clear definition in the literature of what a mutually-beneficial partnership entails, across the full range of educational, research, and professional development and service activities carried out within the engineering and technical community. The authors of this paper established informally that educators in both engineering and engineering technology are often challenged by this lack of research on sound recommendations regarding collaborative efforts. This paper is intended to be the start of a larger systemic literature review

Public Perception of Engineering Technology: A Literature Review

Engineering technology describes a field closely related to engineering in which practical application of learned concepts is emphasized over theoretical knowledge. Although an increasing amount of emphasis is being placed on the importance of this experiential learning in all engineering curricula, and the specifics of engineering technology’s place among engineering and technical fields is becoming clearer, there are still significant gaps in our understanding of several key aspects of this field. One of these aspects is its perception by the general public, which is important in, among other things, determining the employability of engineering technology program graduates and encouraging the development of engineering technology curricula. Currently, existing literature on the subject is sparse, especially compared to the number and extent of similar studies done in related fields; the studies that are performed on the topic are generally restricted to a very specific demographic, and are not easily applicable to the entire population of engineering technology students and professionals. However, what information does exist suggests that this lack of research impedes the professional growth of those who are involved in engineering technology, including restricting the ability of faculty to recruit students interested in engineering technology programs, decreasing the effectiveness of guidance available to those students through advisors and outside programs, and preventing inequities currently present in the engineering field as a whole from being addressed. By acknowledging the gaps in current knowledge, direction for future research may be provided; thus, this review seeks to outline what research already exists on the public perception of engineering technology, and thereby highlight specific areas in which our understanding of this perception is particularly poor

Professional Women Identify Their Professional and Personal Needs

Professional women in various fields often express issues they encounter in being able to access quality materials to support professional and personal needs, as well as work-life balance. By studying a variety of modes through which these materials are generally obtained, including conference participation, informal communication via social media, and utilization of networking opportunities, several gaps were identified in available support for professionals. Professionals from various backgrounds were also surveyed in order to better identify their needs in terms of career development. Distributed through a variety of social networks including Facebook, Twitter, and LinkedIn, as well as the Indiana Secretary for Career Connections and Talent Office newsletter, the survey collected demographic information and requested input on respondents’ preferred method of material delivery, as well as asking additional questions regarding currently-available materials and the specific needs of each respondent. This paper seeks to present findings from the survey, in order to encourage the future development and improve the availability of materials to support professional development for women in engineering

Successful Surgical Treatment of a Patient with a Solitary Asymptomatic Cardiac Metastasis from Breast Cancer, Identified by Elevated Tumor Markers and Circulating Tumor Cells

Indroduction: Cardiac metastases are a not infrequent autopsy finding in patients dying of metastatic cancer, but are less commonly diagnosed during life (1). Although the autopsy incidence of cardiac metastases ranges may be as high as 25%, solitary cardiac metastases in the absence of metastatic involvement of other organs are rare (2).Case Presentation: We report here the case of a 66-year old woman with a history of bilateral breast cancer, where a solitary metastasis in the right atrium was successfully resected.Conclusion: In the absence of any symptoms or clinical findings on physical examination, the presence of metastatic disease was first suggested by the detection of elevated tumor markers and circulating tumor cells during routine follow up after treatment for early stage breast cancer.

Investigating the ICT Needs of ‘Digital Natives’ in the Learning of English in a Public University in East Malaysia

This paper examined the undergraduates‟ patterns and perceptions of technology use in the teaching and learning of English in an attempt to throw further light into the current debate of the need to change the knowledge content and method of delivery in universities to cater to the needs of “digital natives.� A questionnaire survey was used to collect data and was analysed quantitatively through the use of descriptive and inferential statistics. Findings revealed a large majority of the university students surveyed are comfortable with the use of technology, and are incorporating a range of traditional and emerging technologies in their daily and academic lives. However, areas where the use of and familiarity with technology based tools are far from universal or uniform among the students, implying that any effort to optimise the use of technology in language teaching and learning in the university has to be appropriate to the learning environment

Localization and delocalization of deformation in a bimineralic material

We investigate how localization and delocalization of deformation occurs in a bimineralic material composed of a strong plagioclase and a weaker quartz phase. We perform numerical, meter-scale shear experiments in which we vary the temperature and the ratio of the two mineral phases. Three micromechanical deformation fields are identified according to the mechanical behavior of the minerals at play (brittle or ductile when both phases are in the brittle or ductile regime, respectively, and semibrittle when one phase is in the brittle and the other in the ductile regime). Besides these micromechanical deformation fields, we identify three deformation types characterizing the degree of localization (type I: localized shear zone, type II: localized anastomosing shear zone, and type III: delocalized shear zone). Type I is expected in the brittle deformation field. In the semibrittle field, all deformation types can be observed depending on the amount of weak phase present. In the ductile field, deformation is dependent on the strength ratio between the two phases. For a low strength ratio, deformation of type III is always observed. For high-strength ratios, deformation of type II can be observed for a moderate amount of weak phase. A small amount of weak phase (\u3c10%) reverses the mechanical behavior of the strong phase and leads to the formation of a narrow anastomosing shear zone (type II) where fully ductile (type III) behavior is expected. This highlights the importance of a bimineralic material for the deformation localization and overall large-scale deformation processes

The personal and contextual contributors to school belongingness among primary school students

School belongingness has gained currency among educators and school health professionals as an important determinant of adolescent health. The current cross-sectional study presents the 15 most significant personal and contextual factors that collectively explain 66.4% (two-thirds) of the variability in 12-year old students' perceptions of belongingness in primary school. The study is part of a larger longitudinal study investigating the factors associated with student adjustment in the transition from primary to secondary school. The study found that girls and students with disabilities had higher school belongingness scores than boys, and their typically developing counterparts respectively; and explained 2.5% of the variability in school belongingness. The majority (47.1% out of 66.4%) of the variability in school belongingness was explained by student personal factors, such as social acceptance, physical appearance competence, coping skills, and social affiliation motivation; followed by parental expectations (3% out of 66.4%), and school-based factors (13.9% out of 66.4%) such as, classroom involvement, task-goal structure, autonomy provision, cultural pluralism, and absence of bullying. Each of the identified contributors of primary school belongingness can be shaped through interventions, system changes, or policy reforms

Examining the generalizability of research findings from archival data

This initiative examined systematically the extent to which a large set of archival research findings generalizes across contexts. We repeated the key analyses for 29 original strategic management effects in the same context (direct reproduction) as well as in 52 novel time periods and geographies; 45% of the reproductions returned results matching the original reports together with 55% of tests in different spans of years and 40% of tests in novel geographies. Some original findings were associated with multiple new tests. Reproducibility was the best predictor of generalizability—for the findings that proved directly reproducible, 84% emerged in other available time periods and 57% emerged in other geographies. Overall, only limited empirical evidence emerged for context sensitivity. In a forecasting survey, independent scientists were able to anticipate which effects would find support in tests in new samples