Male Callosobruchus chinensis (Coleoptera: Bruchidae) have elaborated, pectinate antennae, which are absent from conspecific females and both sexes of a congener, Callosobruchus maculatus. To begin to unravel the mechanisms producing this striking dimorphism, we examined which morphological traits best explain body size variation in bruchid beetles and quantified sexual dimorphism of antenna size through allometric analyses. Using principal component analyses, we found that elytron length and pronotum width were significantly correlated with the first principal component, which was interpreted as explaining variation in body size. Regressions of log-transformed body size measures on log-transformed antenna length revealed that males of both species had longer antennae than conspecific females for any given body size, although most of this effect was attributable to higher intercepts, rather than increased allometry, in males. Comparisons among heterospecific males revealed that C. maculatus males have noticeably longer antennae than C. chinensis males at large body sizes. Callosobruchus chinensis males, thus, appear to have increased the receptive area of their antennae by adding to the width of, rather than further elongating, their antennae. Finally, we found evidence for positive allometry between log-transformed antenna length and log-transformed antenna width in C. chinensis males. We discuss our results in the context of evidence supporting the presence of an additional, and potentially unique, sex pheromone in C. chinensis females.
We describe interim results of an ongoing longitudinal pedagogical study investigating the efficacy of the Honours Integrated Science Program (iSci). We describe the pedagogical methods we use to prompt research skill development in a model from instructor-dependence to independent original research. We also describe a tool we use to help students organise their group research during their first attempts. Finally, we discuss students’ perceptions of how well iSci develops their research skills. Our results show that students are attracted to the iSci program because of the opportunities for research-based learning and skills development. We also found that in-program students value research skill development as a tool for successful completion of their degree and for their future academic or career plans. We conclude that our study methods help identify areas where we can support our students by building their research confidence and, in particular, their time-management skills. Nous présentons une description des résultats intérimaires d’une étude pédagogique longitudinale qui vise à évaluer l’efficacité du programme spécialisé intégré de sciences (iSci). Nous faisons une description des méthodes pédagogiques que nous utilisons pour déclencher le développement des compétences en recherche au sein d’un modèle qui va de la recherche qui dépend de l’instructeur à la recherche indépendante originale. Nous décrivons également un outil que nous utilisons pour aider les étudiants à organiser leur recherche par groupe au cours de leurs premières tentatives. Pour finir, nous discutons les perceptions des étudiants sur la manière dont le programme iSci développe leurs compétences en recherche. Nos résultats indiquent que les étudiants sont attirés vers le programme iSci à cause des occasions d’apprentissage basé sur la recherche et de développement des compétences. Nous avons également remarqué que les étudiants inscrits au programme apprécient le développement de compétences en recherche en tant qu’outil qui leur servira à terminer leurs études et à obtenir leur diplôme, ou pour leurs projets de carrière, à l’avenir. En conclusion, nous déclarons que nos méthodes d’études aident à identifier les domaines où nous pouvons soutenir les étudiants en renforçant leur confiance en matière de recherche et, en particulier, leurs compétences en gestion du temps.
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