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Zooplankton carcasses are ubiquitous in marine and freshwater systems, implicating the importance of non-predatory mortality, but both are often overlooked in ecological studies compared with predatory mortality. The development of several microscopic methods allows the distinction between live and dead zooplankton in field samples, and the reported percentages of dead zooplankton average 11.6 (minimum) to 59.8 (maximum) in marine environments, and 7.4 (minimum) to 47.6 (maximum) in fresh and inland waters. Common causes of non-predatory mortality among zooplankton include senescence, temperature change, physical and chemical stresses, parasitism and food-related factors. Carcasses resulting from non-predatory mortality may undergo decomposition leading to an increase in microbial production and a shift in microbial composition in the water column. Alternatively, sinking carcasses may contribute significantly to vertical carbon flux especially outside the phytoplankton growth seasons, and become a food source for the benthos. Global climate change is already altering freshwater ecosystems on multiple levels, and likely will have significant positive or negative effects on zooplankton non-predatory mortality. Better spatial and temporal studies of zooplankton carcasses and non-predatory mortality rates will improve our understanding of this important but under-appreciated topic.
rezensiertes Werk: Schwartz, Yigal: Maamin beli Kenessija : 4 Massot al Aharon Appelfeld. - Tel Aviv : Dvir, 2009.- 181 S.
rezensiertes Werk: Shraibman, Yechiel: Sieben Jahre und sieben Monate : meine Bukarester Jahre ; Roman. - Berlin : be.bra, 2009. - 272 S. ISBN 978-3-937233-56-7
Spatial numerical associations (SNAs) are prevalent yet their origin is poorly understood. We first consider the possible prime role of reading habits in shaping SNAs and list three observations that argue against a prominent influence of this role: (1) directional reading habits for numbers may conflict with those for non-numerical symbols, (2) short-term experimental manipulations can overrule the impact of decades of reading experience, (3) SNAs predate the acquisition of reading. As a promising alternative, we discuss behavioral, neuroscientific, and neuropsychological evidence in support of finger counting as the most likely initial determinant of SNAs. Implications of this "manumerical cognition" stance for the distinction between grounded, embodied, and situated cognition are discussed.
Over the last two decades, macroecology the analysis of large-scale, multi-species ecological patterns and processes has established itself as a major line of biological research. Analyses of statistical links between environmental variables and biotic responses have long and successfully been employed as a main approach, but new developments are due to be utilized. Scanning the horizon of macroecology, we identified four challenges that will probably play a major role in the future. We support our claims by examples and bibliographic analyses. 1) Integrating the past into macroecological analyses, e.g. by using paleontological or phylogenetic information or by applying methods from historical biogeography, will sharpen our understanding of the underlying reasons for contemporary patterns. 2) Explicit consideration of the local processes that lead to the observed larger-scale patterns is necessary to understand the fine-grain variability found in nature, and will enable better prediction of future patterns (e.g. under environmental change conditions). 3) Macroecology is dependent on large-scale, high quality data from a broad spectrum of taxa and regions. More available data sources need to be tapped and new, small-grain large-extent data need to be collected. 4) Although macroecology already lead to mainstreaming cutting-edge statistical analysis techniques, we find that more sophisticated methods are needed to account for the biases inherent to sampling at large scale. Bayesian methods may be particularly suitable to address these challenges. To continue the vigorous development of the macroecological research agenda, it is time to address these challenges and to avoid becoming too complacent with current achievements.
Eye movement data have proven to be very useful for investigating human sentence processing. Eyetracking research has addressed a wide range of questions, such as recovery mechanisms following garden-pathing, the timing of processes driving comprehension, the role of anticipation and expectation in parsing, the role of semantic, pragmatic, and prosodic information, and so on. However, there are some limitations regarding the inferences that can be made on the basis of eye movements. One relates to the nontrivial interaction between parsing and the eye movement control system which complicates the interpretation of eye movement data. Detailed computational models that integrate parsing with eye movement control theories have the potential to unpack the complexity of eye movement data and can therefore aid in the interpretation of eye movements. Another limitation is the difficulty of capturing spatiotemporal patterns in eye movements using the traditional word-based eyetracking measures. Recent research has demonstrated the relevance of these patterns and has shown how they can be analyzed. In this review, we focus on reading, and present examples demonstrating how eye movement data reveal what events unfold when the parser runs into difficulty, and how the parsing system interacts with eye movement control. WIREs Cogn Sci 2013, 4:125134. doi: 10.1002/wcs.1209 For further resources related to this article, please visit the WIREs website.
This international curricular review provides a structured overview of the particle physics content in 27 state, national, and international high-school physics curricula. The review was based on a coding manual that included 60 concepts that were identified as relevant for high-school particle physics education.
Two types of curricula were reviewed, namely curricula with a dedicated particle physics chapter and curricula without a dedicated particle physics chapter.
The results of the curricular review show that particle physics concepts are explicitly or implicitly present in all reviewed curricula.
However, the number of particle physics concepts that are featured in a curriculum varies greatly across the reviewed curricula. We identified core particle physics concepts that can be found in most curricula. Here, elementary particles, fundamental interactions, and charges were identified as explicit particle physics concepts that are featured in more than half of the reviewed curricula either as content or context. Indeed, theoretical particle physics concepts are more prominent in high-school physics curricula than experimental particle physics concepts.
Overall, this international curricular review provides the basis for future curricular development with respect to particle physics and suggests an increased inclusion of experimental particle physics concepts in high-school physics curricula.