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Biomedical subjects

M Thurlow

Publications and source records attributed to M Thurlow.

5 recordsLinked to original sources

Food-plant effects on larval performance do not translate into differences in fitness between populations of Panolis flammea (Lepidoptera: Noctuidae).

In the UK, Panolis flammea (Denis & Schiffermüller) is a pest of monocultures of non-native lodgepole pine Pinus contorta Douglas, but not of the indigenous host Scots pine P. sylvestrisL. This difference in population dynamics may be due to the adaptation of P. flammea populations to the phenology, chemical composition and natural enemy complement of lodgepole pine. To ascertain if there was local adaptation of P. flammea populations to lodgepole pine, this study tested for improved performance of both larvae and adults on the host plant species from which they were sourced, compared with their performance on the alternative host plant species. No difference was found in the relative mean performance of populations sourced from Scots pine or lodgepole pine plantations, when fed on Scots or lodgepole pine foliage. Larvae grew faster on Scots pine but this difference did not translate into differences in pupal weight, female body weight or fecundity. Indeed, those insects that had fed on lodgepole pine had a longer lifespan than those that had fed on Scots pine, which, if translated into greater probability of mating or higher fecundity, could contribute to the observed outbreak dynamics in the field. The prediction that the observed outbreak dynamics of P. flammea can be explained by the existence of populations locally adapted to lodgepole pine was not supported. These results cast doubt on the use of larval growth parameters as surrogates of fitness in Lepidoptera.

Adaptation, Physiological↗

Streamwater nitrate concentrations in six agricultural catchments in Scotland.

The concentrations of nitrate-N (NO3-N) in catchment inputs and outputs have been compared and contrasted between 6 farm catchments in Scotland, 3 in the West and 3 in the North-East. Forms of intensive animal farming ranging between beef and dairy cattle, sheep and poultry give different sources for potential NO3-N leakage from the systems. While stream reaches bordered by intensive cereal production give rise to the largest inputs to surface waters, climatic influences result in the more-efficient use of fertilizer- and farm waste-N in the West, and an enhanced potential for N-loss to waters in the cooler North-East, regardless of the N-inputs being considerably lower in the latter region. Although the EC Nitrate Directive limit of 11.3 mg NO3-N 1(-1) was not exceeded, peak values occurring during summer baseflows and autumn soil rewetting were commonly larger than the 'target' maximum concentration of 5.65 mg NO3-N 1-1.

Agriculture↗

Instructional ecology and academic responding time for students at three levels of teacher-perceived behavioral competence.

Thirty third and fourth grade students, ages 8-10 years, were observed systematically over two entire school days to examine the nature of instruction and academic responding time for students at varying levels of teacher-perceived behavioral competence. Data were recorded on six categories in 10-sec intervals. While the amount of time spent in active academic responses (about 45 min in a typical school day) did not differ significantly between groups, it was found that students perceived to be lower in behavioral competence spent more time engaged in certain inappropriate behaviors and received more teacher disapproval. Yet, students grouped on the basis of teachers' perceptions of their behavioral competence did not differ on the majority of instructional or student responding variables. Findings related to the relationship between responding times and achievement also are presented. Implications of findings for understanding the classroom ecology for students exhibiting behavior problems are discussed.

Achievement↗

The relationship between instructional and assessment accommodations in an inclusive state accountability system.

We investigated the kinds of instructional and assessment accommodations students with disabilities receive, and the extent to which instructional accommodations match assessment accommodations. Most students who had IEPs in specific content areas received instructional accommodations in those areas, and there were no differences by disability type. We provide data on the specific types of accommodations used. Overall, students' assessment accommodations matched their instructional accommodations, though many students received testing accommodations that had not been received in instruction. Implications are discussed for IEP teams who make decisions about instructional and assessment accommodations.

Adolescent↗