Go with the flow: Impacts of high and low flow conditions on freshwater mussel assemblages and distribution.

Understanding the drivers of distribution and assemblage composition of aquatic organisms is an important aspect of management and conservation, especially in freshwater systems that are inordinately facing increasing anthropogenic pressures and decreasing biodiversity. For stream organisms, habitat conditions during high flows may be impossible to measure in the field, but can be an important factor for their distribution, especially for less mobile organisms like freshwater mussels. Hence, the objective of this study was to use a two dimensional HEC-RAS model to simulate hydraulic conditions during high and baseline flows (flows approx. 10-600 x and 0.7 x median daily flows respectively) in a 20 km segment in the San Saba River, Texas in combination with existing mussel survey data from 200 sites (collected every 100m) to 1) examine whether hydraulic conditions differed between areas of increased mussel richness and diversity (referred to as hotspots) and other sites, and 2) understand how well site occupancy and species abundance could be explained by hydraulic conditions occurring under different flow conditions. The results showed that richness and diversity hotspots occurred in deeper areas with lower shear stress, stream power, and Froude number during both high and low flows. Occupancy could be predicted with 67-79% accuracy at the site scale and 60-70% accuracy at the mesohabitat scale (∼20 to 1200 m long). In addition, hydraulic conditions across flow scenarios explained up to 55% of variation in species abundances, but predictions were less successful for species often observed to occupy micro-scale flow refuges such as bedrock crevices. The results indicate that pools may serve as important refuge for all species during both high and low flow events, which may be relatively unique to bedrock-dominated systems. Understanding hydraulic conditions that occur at extreme flows such as these is important given that the frequency and magnitude of such events are increasing due to climate change.

The effects of insect repellent on initial Dipteran colonization of decomposing pig remains.

Numerous factors influence insect colonization and development on decomposing remains and can influence postmortem interval (PMI) estimations when insects are used in investigations of suspicious deaths. This study aimed to determine whether insect repellent influences insect colonization of decomposing remains. Pig feet were divided into 4 groups: a control not sprayed with repellent, 40% DEET repellent, 98% DEET repellent, and lemon eucalyptus repellent. The feet were placed in containers, and insect visitation was observed over the course of 3 days, then insects were collected at the end of the third day. This was repeated twice a month from April through November 2022. The analysis focused on the order Diptera. Pairwise comparison determined that there was a significant delay in visitation time for remains with 98% DEET compared to remains with no repellent and 40% DEET. There were significantly fewer adult Diptera collected and more remains with no larvae or eggs present among remains treated with 98% DEET. It was concluded that low concentrations of DEET and lemon eucalyptus repellent did not delay colonization, but that high concentrations of DEET delayed visitation, reduced the number of adult flies collected from the remains, and reduced the likelihood of collecting eggs or larvae from the remains. This contributes to the understanding of factors that can influence insect colonization and development that allow for more accurate PMI estimations by suggesting that insect repellent does not need to be accounted for in PMI estimation, but a high concentration of DEET can deter insects in the short term.

Gesturing gives children new ideas about math.

How does gesturing help children learn? Gesturing might encourage children to extract meaning implicit in their hand movements. If so, children should be sensitive to the particular movements they produce and learn accordingly. Alternatively, all that may matter is that children move their hands. If so, they should learn regardless of which movements they produce. To investigate these alternatives, we manipulated gesturing during a math lesson. We found that children required to produce correct gestures learned more than children required to produce partially correct gestures, who learned more than children required to produce no gestures. This effect was mediated by whether children took information conveyed solely in their gestures and added it to their speech. The findings suggest that body movements are involved not only in processing old ideas, but also in creating new ones. We may be able to lay foundations for new knowledge simply by telling learners how to move their hands.