Identifying social innovations in European local rural development initiatives

Social innovation is attracting increasing attention in research and policy, heightened by continuing austerity across Europe. Therefore, this paper examines earlier research into community-led local development (CLLD) initiatives in rural areas of Europe to develop our understanding of the meaning and scope of rural social innovation. We draw on a Schumpeterian view where innovations emerge from new combinations of resources that bring about positive changes and create value in society. A Schumpeterian social innovation framework is derived as the basis for re-analysing data from previous evaluations of LEADER policy in five different national contexts. This elicits a clearer understanding of social innovation in a rural development context, identifying different processes and outcomes that create social value. As the CLLD agenda and the demand for innovation in Europe gather pace, our aspirations are to inform future research and other initiatives on how to integrate social innovation into the design and evaluation of new rural development policies and programmes.     

Investigating suburban micromoth diversity using DNA barcoding of malaise trap samples

Micromoths can be challenging to identify based on morphology and are frequently omitted in assessments of moth diversity. However, their species richness and biology make them important components of terrestrial ecosystems. In this study we identified 1227 micromoths from a suburban garden at 63° north using DNA barcoding of Malaise trap samples. We recorded 78 different species with the 11 most abundant taxa accounting for 82 % of the catch. The remaining 67 species were represented by fewer than 14 specimens, but the number was often sufficient to provide a good idea of phenology. The larvae of these 78 species all feed on plants common in suburban environments. We show that when facilitated by identifications through DNA barcoding, Malaise traps provide interesting insights into the micromoth communities of suburban environments that might otherwise be overlooked. The use of Malaise traps is beneficial for investigations at high latitudes where light trapping is inefficient for sampling moths due to bright summer nights.     

Reports of Conferences, Institutes, and Seminars

Late winter and early spring of 2009 was a busy conference time for librarians. Some of the conferences held during that time are reported herein: the American Library Association Midwinter Conference, January 23–28; Electronic Resources and Libraries (E&RL), February 9–12; the North Carolina Serials Conference, March 27; the New England Technical Services Librarians' (NETSL) Spring Conference, April 17; and the Technical, Electronic and Digital Services Interest Group (TEDSIG) Spring Meeting, April 24.     

Stair-ascent performance in elderly women: effect of explosive strength training

Explosive-type strength training may alter kinetics and neuromuscular activity during stair ascent in elderly women. This may improve functional ability. Nineteen women (69.7 ± 3.4 yr) were randomly allocated to strength training (TG; twice per wk, 12 wk) or a control group (CG). Stair ascent was assessed at self-chosen (AFV), standardized (ASV), and maximal velocity (AMV) pre- and posttraining. Ground-reaction force (GRF) and EMG quantified kinetics and neuromuscular activity. After training, TG increased AMV and AFV velocity by 8% (p = .02) and 17% (p= .007), respectively (TG vs. CG; p< .05). This was accompanied by elevated rectus femoris EMG (from 21% to 48%, p< .047). At AFV, TG increased GRF first peak force 4% (p= .047), and CG increased second peak force 5% (p = .036). Muscle coactivation remained unaltered in both groups. Explosive-type strength training led to enhanced stair-climbing performance at maximal and self-chosen speed, reflecting an improved functional ability.     

On instructional science and instructional technology

Against the background of contemporary new views, approaches and methods of teaching and training, it is assumed that we are faced with the emergence of a new branch of science, a science of instruction, located somewhere between the psychology of learning and educational work. This science of instruction is carefully distinguished from the much discussed technology of education, a term which is reserved for the field of application (praxis) alone.The most characteristic requirement of a science of instruction is that it must provide operational rules, so-called operative precepts with reference to well-defined forms of learning. Another fundamental distinction in the paper is made between operative and normative precepts.Examples of certain types of operative precepts are discussed, which in the main have bearing upon the technology of education called programmed instruction; they belong to a body of operative, instructional precepts, which could be traced to a developing science of instruction.Finally some concepts and functions of instruction are dealt with and it is stressed that this field of application, in order to secure the necessary basis of decision, must be rooted on the one hand in a science of instruction capable of developing operative rules, and on the other hand in a philosophy of education whence it can derive its normative precepts.