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Tree-killing bark beetles are important pests severely affecting forests worldwide. An understanding of their spatio-temporal swarming intensity, typically assessed with pheromone traps, is crucial to guide management actions. While multiple factors have been shown to affect trap catches, we lack knowledge of the effects of inherent dispenser-dependent variations in pheromone release and of local trap position. In a laboratory experiment, we assessed the influence of filling level and temperature on the release rate (Rr) of three commonly used pheromone dispenser products for bark beetles (Pheroprax®, Chalcoprax®, Curviwit®). By conducting a complementary field study at two sites in Germany, we quantified the effect of varying Rr of Pheroprax® and trap position on the number of Ips typographus trapped. Rr of all three products correlated with temperature and strongly declined during the application period in Pheroprax® and Chalcoprax®. In the field, both the temporal variability in filling level and the ambient temperature similarly affected Rr, which in combination led to a fivefold change in trap catches. Additionally, catches varied by a similar magnitude due to local trap position, partly explained by the distance from the forest edge. The large uncertainties found in pheromone trap catches, which may also apply to other pest species, highlight the need for careful interpretation (or correction) of trap data. As a potential improvement of monitoring, we propose swarming models to facilitate more accurate predictions of infestation risk by (i) incorporating uncertainties arising from trap-related factors and (ii) providing continuous information on the spatio-temporal abundance of pest species.

This study aimed to evaluate the effects of various operational and environmental factors on the ghost fishing efficiency of Abandoned, Lost or Otherwise Discarded Fishing Gears (ALDFGs). A generalized linear mixed model (GLMM) was employed to estimate the influence of selected operational and environmental variables on ALDFG catch rates. In the experimental ALDFGs, crustaceans represented the majority (86%) of caught by weight. In terms of catch quantity, no significant difference was found between monofilament and multifilament nets, or between gill nets and trammel nets (P > 0.05). However, soak time had a statistically significant effect on fish catch rates. For crustaceans, fyke nets yielded significantly fewer individuals compared to set nets. When considering the total catch, no significant difference was observed between gill nets and trammel nets or between mono and multifilament nets. However, fyke nets again produced significantly lower catch rates than the other gear types. These findings indicate that ALDFGs continue to pose a substantial threat to aquatic ecosystems, with the level of impact varying depending on species composition, gear type, and net rigging technique, despite their diminishing effectiveness over time.

In this paper, TNTP reveals five interconnected factors of mobility that young people need in order to thrive: a strong academic foundation, career-connected learning, opportunities to build social capital, personal support in their lives, and civic engagement in their community. These five factors do not work in isolation. Instead, they must be woven together into coherent support for young people, with coordinated efforts from the many systems that shape young people's lives. TNTP's new Research Center of Excellence is currently studying each factor of mobility and, critically, exploring the connections between them. This report, "The Opportunity Makers," is the first chapter of ongoing mobility research. It identifies how to build a strong academic foundation for all students, particularly for historically marginalized groups like students of color, students experiencing poverty, multilingual learners, students with disabilities, and students with learning and thinking differences.

Classifying, naming, and identifying insects have been complicated topics among science teachers and students. This problem is due to the highly technical collection protocols, safekeeping procedures, the unavailability of appropriate learning resources, and the closure of school laboratories and facilities due to the COVID-19 pandemic. Using the remote learning setup, this study utilized Improvised Insect Traps (IITs) to provide an authentic learning experience in teaching and learning insect taxonomy at home. The study aimed to determine the effects of using IITs on students' self-efficacy beliefs and perceived levels of engagement. In this quasi-experimental study, 42 students designed and developed their improvised insect traps. Insect collection and classification were accomplished within four weeks. A 20-item validated survey questionnaire on self-efficacy and engagement levels was administered via Google Forms. Students' feedback was gathered using virtual focus group discussions and open-ended questions. Results revealed that IITs effectively improved students' self-efficacy beliefs (Z=0.033, p-value=0.022, g=0.68), while no improvement was noted in students' perceived levels of engagement (Z=0.143, p-value=0.188, g=0.07) in teaching and learning insect taxonomy. Moreover, students' feedback and responses were classified as Affordances or Constraints. Subthemes such as motivation, satisfaction, authentic learning, safety, and parental involvement were generated in the thematic analysis. Overall, this study found that the IITs activity is relevant in teaching insect taxonomy and delivering practical learning experiences among students in a distance learning modality.

This is the story of a series of writing workshops with four undergraduate final year students, in a non-formal, non-graded, non-curriculum space. Students were introduced to 'writing for wellbeing' (WfW), using expressive writing strategies adapted from poetry/bibliotherapy practice. Initially intended as a research method for their dissertation projects, the writing workshops evolved into a significant creative space for the students' own personal development. Shared reflections about our experience of writing together sheds light on the broader potential of WfW as a participatory research method, and as a compassionate approach for writing the self in higher education.

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