196,782 research outputs found
Nonninae Quicke, Fitton, Broad, Crocker, Laurenne & Miah, 2005, stat. nov.
No full textNONNINAE stat. nov. <p> Nonnini Townes, 1961 (in Townes et al. 1961). Type genus <i>Nonnus</i> Cresson.</p> <p> Included genus: <i>Nonnus</i> Cresson.</p>Published as part of <i>Quicke, Donald L. J., Fitton, Mike G., Broad, Gavin R., Crocker, Barnaby, Laurenne, Nina M. & Miah, M. Ismail, 2005, The parasitic wasp genera Skiapus, Hellwigia, Nonnus, Chriodes, and Klutiana (Hymenoptera, Ichneumonidae): Recognition of the Nesomesochorinae stat. rev. and Nonninae stat. nov. and transfer of Skiapus and Hellwigia to the Ophioninae, pp. 2559-2578 in Journal of Natural History 39 (27)</i> on page 2575, DOI: 10.1080/00222930500102546, <a href="http://zenodo.org/record/5217858">http://zenodo.org/record/5217858</a>
Fredegunda Fitton, Shaw & Gauld 1988
No full textGenus <i>Fredegunda</i> Fitton, Shaw & Gauld, 1988 <p> <i>Fredegunda</i> Fitton, Shaw & Gauld, 1988, 7: 45. Type species: <i>Pimpla diluta</i> Ratzeburg, 1852.</p> <p> <b>Diagnosis.</b> Mandible with two apical teeth. Clypeus with apical margin centrally notched, bilobed. Eyes large and bare. Occipital carina complete and median dorsally dipped downward. Antenna filiform with 23 antennomeres. Epomia distinct. Notaulus shallow and short, present on anterior 0.3. Prepectal carina strong. Propodeum with median longitudinal carinae long and well developed. Submetapleural carina complete. Fore wing with 3rs-m, cu-a opposite Rs & M. Areolet receiving 2m-cu near apex. Hind wing with Cu & cu-a intercepted below the middle, distal abscissa of Cu present. Apical segment of tarsi swollen, female tarsal claw with a tooth-like basal lobe. Metasoma stout; first tergite of male strongly narrowed behind the spiracle; second tergite without oblique grooves cutting off depressed triangular areas anterolaterally. Ovipositor compressed, its apex with lower valve enlarged and partially enclosed the upper valve.</p> <p> <b>Biology.</b> Parasitoids of <i>Archanara dissoluta</i> (Treitschke), <i>A. geminipuncta</i> (Haworth), <i>Arenostola semicana</i> (Esper), <i>Chilodes maritima</i> (Tauscher) and <i>Rhizedra lutosa</i> (Hübner) (Lepidoptera: Noctuidae) (Aubert 1969; Fulmek 1968; Fitton <i>et al.</i> 1988).</p> <p> <b>Distribution.</b> Palearctic and Oriental regions.</p> <p> <b>Comments.</b> This genus was recognized by Fitton <i>et al.</i> (1988) mainly based on lower valve of apex of ovipositor enlarged and the upper valve partially enclosed. It can be easily distinguished from <i>Endromopoda</i> Hellén and <i>Scambus</i> Hartig by these ovipositor characters.</p>Published as part of <i>Liu, Jing-Xian, He, Jun-Hua & Chen, Xue-Xin, 2013, The discovery of genus Fredegunda Fitton, Shaw & Gauld in China, with description of a new species (Hymenoptera, Ichneumonidae, Pimplinae), pp. 79-83 in Zootaxa 3637 (1)</i> on pages 79-80, DOI: 10.11646/zootaxa.3637.1.9, <a href="http://zenodo.org/record/283605">http://zenodo.org/record/283605</a>
Proceedings of the Ocean Drilling Program, Initial Reports. Vol. 192. Basement drilling of the Ontong Java Plateau: covering Leg 192 of the cruises of the Drilling Vessel "Joides Resolution", Apra Harbour, Guam, to Apra Harbor, Guam, Sites 1183-1187, 8 September-7 November 2000.
No full textConstructing the Cool Wall: A tool to explore teen meanings of cool
No full textThis paper describes the development and exploration of a tool designed to assist in investigating ‘cool’ as it applies to the design of interactive products for teenagers. The method involved the derivation of theoretical understandings of cool from literature that resulted in identification of seven core categories for cool, which were mapped to a hierarchy. The hierarchy includes having of cool things, the doing of cool activities and the being of cool. This paper focuses on a tool, the Cool Wall, developed to explore one specific facet of the hierarchy; exploring shared understanding of having cool things. The paper describes the development and construction of the tool, using a heavily participatory approach, and the results and analysis of three studies. The first study was carried out over 2 days in a school in the UK. The results of the study both provide clear insights into cool things and enable a refined understanding of cool in this context. Two additional studies are then used to identify potential shortcomings in the Cool Wall methodology. In the second study participants were able to populate a paper cool wall with anything they chose, this revealed two potential new categories of images and that the current set of images covered the majority of key themes. In the third study teenagers interpretations of the meaning of the images included in the Cool Wall were explored, this showed that the majority of meanings were as expected and a small number of unexpected interpretations provided some valuable insights
Does depleted mantle form an intrinsic part of the Iceland plume?
No full textIcelandic basalt ranges in composition from voluminous tholeiite, erupted in the rift zones, to small-volume, mildly alkaline basalt erupted off-axis. In addition, small-volume flows of primitive basalt, highly depleted in incompatible elements, are sometimes found in the actively spreading rift axes. Relative incompatible-element depletion or enrichment in Icelandic basalt is correlated with variation in radiogenic isotope ratios, implying that the mantle beneath Iceland is heterogeneous and that the relative contribution of the various mantle components relates to eruption environment (on- or off-axis) and hence to degree of melting. Thus small-degree off-axis melting preferentially samples an enriched and more fusible mantle component, whereas more extensive melting beneath the rift axes produces magma that more closely represents the bulk Iceland plume mantle composition. The small-volume flows of depleted basalt represent melts that have preferentially sampled a depleted and more refractory mantle component. A debate has arisen over the nature of the depleted component in the Iceland plume. Some authors [e.g., Hanan and Schilling, 1997] argue that the depleted component is ambient upper mantle, the source of normal mid-ocean ridge basalt (NMORB) in this region. Others [e.g., Thirlwall, 1995; Kerr et al., 1995; Fitton et al., 1997], however, have used various lines of evidence to suggest that the plume contains an intrinsic depleted component that is distinct from the NMORB source. Hanan et al. [2000] attempt to refute the existence of a depleted Iceland plume (DIP) component through a critical evaluation of the Nb-Zr-Y arguments advanced by Fitton et al. [1997] and the Hf-Nd-isotopic evidence presented by Kempton et al. [1998]. In this paper we examine the case presented by Hanan et al. [2000] and conclude that their arguments are flawed. Firstly, their trace-element data set excludes data from depleted Icelandic basalt samples and so it is not surprising that they find no evidence for a DIP component. Secondly, they present two new Hf-isotope analyses of a single depleted Icelandic basalt sample and show that the data plot in their NMORB field on an εHf versus εNd diagram. However, new data allow the resolution of distinct NMORB and depleted Icelandic basalt fields on this diagram. We conclude that trace-element and radiogenic isotope data from Iceland require the existence of a DIP component
sj-pdf-5-ldx-10.1177_00222194221105515 – Supplemental material for Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades
No full textSupplemental material, sj-pdf-5-ldx-10.1177_00222194221105515 for Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades by Dawna M. Duff, Alison E. Hendricks, Lisa Fitton and Suzanne M. Adlof in Journal of Learning Disabilities</p
sj-docx-4-ldx-10.1177_00222194221105515 – Supplemental material for Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades
No full textSupplemental material, sj-docx-4-ldx-10.1177_00222194221105515 for Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades by Dawna M. Duff, Alison E. Hendricks, Lisa Fitton and Suzanne M. Adlof in Journal of Learning Disabilities</p
sj-docx-3-ldx-10.1177_00222194221105515 – Supplemental material for Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades
No full textSupplemental material, sj-docx-3-ldx-10.1177_00222194221105515 for Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades by Dawna M. Duff, Alison E. Hendricks, Lisa Fitton and Suzanne M. Adlof in Journal of Learning Disabilities</p
sj-docx-2-ldx-10.1177_00222194221105515 – Supplemental material for Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades
No full textSupplemental material, sj-docx-2-ldx-10.1177_00222194221105515 for Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades by Dawna M. Duff, Alison E. Hendricks, Lisa Fitton and Suzanne M. Adlof in Journal of Learning Disabilities</p
sj-docx-1-ldx-10.1177_00222194221105515 – Supplemental material for Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades
No full textSupplemental material, sj-docx-1-ldx-10.1177_00222194221105515 for Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades by Dawna M. Duff, Alison E. Hendricks, Lisa Fitton and Suzanne M. Adlof in Journal of Learning Disabilities</p
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