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Abstract Acacia mangium is a pioneer species with fast growth and frequently used in the recovery of degraded areas. The objectives were to evaluate insects and spiders, their ecological indices and interactions on A. mangium saplings in a tropical degraded area in recovering process. The experimental design was completely randomized with 24 replications, with treatments represented by the first and second years after A. mangium seedling planted. Numbers of leaves/branch, branches/sapling, and ground cover by A. mangium saplings, Hemiptera: Phenacoccus sp. and Pachycoris torridus; Hymenoptera: Tetragonisca angustula and Trigona spinipes, Brachymyrmex sp., Camponotus sp. and Cephalotes sp.; Blattodea: Nasutitermes sp. and Neuroptera: Chrysoperla sp.; abundance, species richness of pollinating insects, tending ants, and the abundance of Sternorrhyncha predators were greatest in the second year after planting. Numbers of Hemiptera: Aethalium reticulatum, Hymenoptera: Camponotus sp., Cephalotes sp., Polybia sp., T. angustula, T. spinipes, tending ants, pollinating insects, Sternorrhyncha predators and species richness of tending ants were highest on A. mangium saplings with greatest numbers of leaves or branches. The increase in the population of arthropods with ground cover by A. mangium saplings age increase indicates the positive impact by this plant on the recovery process of degraded areas.

The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasise the students’ perspective as active subjects. Data was collected through observations and interviews with 15 students in their second year of an apprenticeship. An initial qualitative content analysis revealed a pattern of actions that related to both school and work. The result of this analysis was further elaborated with activity theoretical concepts. Thereby dominating rules/norms and tools they made use of, contributed to identifying three potential objects for students’ actions: grades in vocational subjects, development of vocational skills, and inclusion in the workplace community. Depending on what objects the students held as superior and subordinate different outcomes could be achieved – an upper secondary vocational degree, development of vocational skills, and/or being employed while studying. One object did not necessarily exclude the others. It is concluded that the multiple expectations from students, school, and workplaces that coexist in relation to work-based learning need to be continuously communicated among all participants to strengthen the students’ possibility to achieve their desired educational outcome.

This longitudinal study examines (a) whether perceptions of ethnic discrimination during the first weeks of college predicted later school belonging among first-year college students of color ( N  =  638) attending a predominantly White institution (PWI), (b) whether school belonging, in turn, predicted retention to the second year, and (c) whether ethnic identity centrality buffered the effects of discrimination on school belonging and academic retention. Participants completed measures of ethnic discrimination and identity near the beginning of the first semester and school belonging at the end of the semester. Academic data from the fall of the second year were obtained from school records. Tests of moderated mediation revealed that perceptions of discrimination at the beginning of college had an indirect effect on retention in the second year of college, as mediated by lowered school belonging, but only for students with low and moderate (but not high) ethnic identity centrality.

Abstract Background Medical and pathology education has gone through an immense transformation from traditional face-to-face teaching mode to virtual mode during the COVID-19 pandemic. This study evaluated the effectiveness of online histopathology teaching in medical education during the 2020 COVID-19 pandemic in Griffith University, Australia. Methods Second-year medical students (n = 150) who had previously completed one year of face-to-face histopathology teaching, completed an online questionnaire rating their learning experiences before and during the COVID-19 pandemic after the completion of their histology and pathology practical sessions. The students' histopathology assessment results were then compared to the histopathology results of a prior second-year cohort to determine if the switch to online histopathology teaching had an impact on students' learning outcome. Results A thematic analysis of the qualitative comments strongly indicated that online histopathology teaching was instrumental, more comfortable to engage in and better structured compared to face-to-face teaching. Compared to the previous year's practical assessment, individual performance was not significantly different (p = 0.30) and compared to the prior cohort completing the same curriculum the mean overall mark was significantly improved from 65.36% ± 13.12% to 75.83% ± 14.84% (p < 0.05) during the COVID-19 impacted online teaching period. Conclusions The transformation of teaching methods during the 2020 COVID-19 pandemic improved student engagement without any adverse effects on student learning outcomes in histology and pathology education.

AbstractThe contributions of single greenhouse gas emitters to country-level climate change are generally not disentangled, despite their relevance for climate policy and litigation. Here, we quantify the contributions of the five largest emitters (China, US, EU-27, India, and Russia) to projected 2030 country-level warming and extreme hot years with respect to pre-industrial climate using an innovative suite of Earth System Model emulators. We find that under current pledges, their cumulated 1991–2030 emissions are expected to result in extreme hot years every second year by 2030 in twice as many countries (92%) as without their influence (46%). If all world nations shared the same fossil CO2 per capita emissions as projected for the US from 2016–2030, global warming in 2030 would be 0.4 °C higher than under actual current pledges, and 75% of all countries would exceed 2 °C of regional warming instead of 11%. Our results highlight the responsibility of individual emitters in driving regional climate change and provide additional angles for the climate policy discourse.

This paper presents the results of a needs analysis of second year undergraduates, majoring in various foreign languages (except for English) at the Institut National des Langues et Civilisations Orientales in Paris, France.  As part of their studies, students can take one semester of English during their second or third year.  While needs analyses are an integral part of ESP research, the needs of students in certain disciplines, particularly the Liberal Arts, are not often referenced.  Using questionnaires and interviews with current students, past students, and discipline instructors, this study attempts to partially fill that gap.  Results show that while current students mostly use oral and written comprehension skills presently, they feel expression skills will become important in the future.  Responses from former students and discipline instructors seem to support these results, with some key distinctions.  Implications for teaching and future research are discussed.

Background: Soybean is an important legume as well as oil seed crop grown in a varied range of climate and soils. Zinc is an important micronutrient required for plants, animals and human. Its deficiency in soil is a worldwide concern for production of food crops. Therefore two years reseach in two locations were conducted in 2019 and 2020 to study the nutrient content and uptake of NPK and Zn in soybean with zinc fertilization. Methods: A two years research was conducted in two locations under the acidic soil conditions of Nagaland. Nutrient content and uptake of N, P, K and Zn were recorded at first, second year and pooled. The location, climate, altitude and soil fertility status were recorded in both the sites. Altogether there were 13 treatments and 3 replications.The experimental design used was simple RBD. The datas were recorded, analysed and computed statistically. Result: The nutrient uptake of N, K and Zn except P in soybean were significantly found to be increased @ 5 kg ha-1 ZnSO4 H2O + RDF (T9) followed by T8 and T10 as compared to control in both the years and pooled.

The Covid-19 outbreak has affected changes in various sectors of life. With this change, of course, every organization needs new strategies, scenarios and leadership and management patterns to overcome all the uncertainties that occur in the Covid-19 pandemic. Government agencies are required to adapt according to dynamic conditions, and must be sensitive to the dynamics of changes that occur including how the implementation of work from home is carried out. For this reason, this research was carried out with the aim to find out how the implementation of work from home of the Indonesian Migrant Workers Protection Agency (BP2MI) institution in the second year of the Covid-19 pandemic. The research approach used in this research is qualitative methods. The data was obtained through interviews, observations and documentation.

This study focuses on the effectiveness of the use of literature among English as a Second Language (ESL) students. The purpose of this study is to investigate whether poetry has an impact on language teaching and learning in undergraduates in the English as a second language (ESL) classroom. This study focuses on poetry as a motivation factor and as a productive method to practice language in the ESL classroom. The target population was randomly selected from the second-year students who offer Center for English Language Learning (CELL) as their core subject for their degree program. The students were chosen at random from the sample, with 20 individuals divided into two groups. After the class, the first group was tested using non-literature content, and their scores were recorded. The second group received the identical instruction as the first, with the same test results. As a result, after learning the lesson through a poem, the second group was tested again, and their scores were recorded. They were also given a questionnaire to gauge their degree of satisfaction. The effectiveness of using poetry in learning and teaching was examined by comparing the independent variables. When the effectiveness of the employment of poetry in second language learning students is measured, the outcome-oriented examination shows no difference. There seem certain positive and negative effects.