Impacts of climate change on plant diseases – opinions and trends

There has been a remarkable scientific output on the topic of how climate change is likely to affect plant diseases in the coming decades. This review addresses the need for review of this burgeoning literature by summarizing opinions of previous reviews and trends in recent studies on the impacts of climate change on plant health. Sudden Oak Death is used as an introductory case study: Californian forests could become even more susceptible to this emerging plant disease, if spring precipitations will be accompanied by warmer temperatures, although climate shifts may also affect the current synchronicity between host cambium activity and pathogen colonization rate. A summary of observed and predicted climate changes, as well as of direct effects of climate change on pathosystems, is provided. Prediction and management of climate change effects on plant health are complicated by indirect effects and the interactions with global change drivers. Uncertainty in models of plant disease development under climate change calls for a diversity of management strategies, from more participatory approaches to interdisciplinary science. Involvement of stakeholders and scientists from outside plant pathology shows the importance of trade-offs, for example in the land-sharing vs. sparing debate. Further research is needed on climate change and plant health in mountain, boreal, Mediterranean and tropical regions, with multiple climate change factors and scenarios (including our responses to it, e.g. the assisted migration of plants), in relation to endophytes, viruses and mycorrhiza, using long-term and large-scale datasets and considering various plant disease control methods

Team Learning: the Missing Construct from a Cross-Cultural Examination of Higher Education?

Team learning should be an important construct in organizational management research because team learning can enhance organizational learning and overall performance. However, there is limited understanding of how team learning works in different cultural contexts. Using an international comparative research approach, we developed a framework of antecedents and outcomes in the higher education context and tested it with samples from the UK and Vietnam. The results show that a common framework is applicable in the two different contexts, subject to slight modifications. However, this study does not find that team learning (measured via the proxy of “attitude towards team learning”) exhibits any statistically significant relationship as a predictor of the proposed outcomes. Other findings from this study on educational contexts are important not only to scholars in this field, but also for practicing managers, particularly those who study and operate in the extensive global market

The oculomotor salience of flicker, apparent motion and continuous motion in saccade trajectories

The aim of the present study was to investigate the impact of dynamic distractors on the time-course of oculomotor selection using saccade trajectory deviations. Participants were instructed to make a speeded eye movement (pro-saccade) to a target presented above or below the fixation point while an irrelevant distractor was presented. Four types of distractors were varied within participants: (1) static, (2) flicker, (3) rotating apparent motion and (4) continuous motion. The eccentricity of the distractor was varied between participants. The results showed that saccadic trajectories curved towards distractors presented near the vertical midline; no reliable deviation was found for distractors presented further away from the vertical midline. Differences between the flickering and rotating distractor were found when distractor eccentricity was small and these specific effects developed over time such that there was a clear differentiation between saccadic deviation based on apparent motion for long-latency saccades, but not short-latency saccades. The present results suggest that the influence on performance of apparent motion stimuli is relatively delayed and acts in a more sustained manner compared to the influence of salient static, flickering and continuous moving stimuli.</p