By Rebecca Hallett, ESC First Vice-President

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A year ago, an exciting new collaboration was initiated between the ESC and the Royal Canadian Mint. This collaboration grew from a letter sent by then President, Michel Cusson, and myself as chair of the Scientific Policy and Education committee, to the Mint commending them for the inclusion of insects on Canadian coins and offering the services of the ESC as a resource for the development of future insect coins. The response from the Mint was very warm and they immediately invited the ESC to be involved in the Animal Architects coin series.

Bee-coin

The Animal Architects coin series celebrates the “exceptional architects of Canada’s animal world and their unique constructions”. I was thrilled to see that the first coin in this new series has recently been released, depicting an iconic insect architect, the honeybee, with its hive.

View the sale sheet here for the 2012 $3 FINE SILVER COIN – ANIMAL ARCHITECTS: BEE & HIVE

The Mint also decided to recognize the involvement of the ESC in this series and, in 2013, to commemorate the Sesquicentennial of the ESC on the certificates of authenticity that accompany the coins.

The Bee & Hive coin has proven to be extremely popular and is selling rapidly.  The depiction of insects on coins helps to increase appreciation for nature in general, and insects in particular, among the Canadian and coin-collecting public. I hope you will consider supporting this endeavour by treating yourself or a loved one to one or all of the coins in this series.

Coins can be ordered from the Royal Mint website:

http://www.mint.ca/store/coin/14-oz-fine-silver-coin-animal-architects-bee–hive-2013-prod1670011

Or obtained through one of the Mint’s dealers:

http://www.mint.ca/store/mint/customer-service/dealer-locator-1400026

I’ve got my Bee & Hive coin reserved and am rushing off to Toronto tomorrow to collect it!

Keep your eyes open in the fall for the next Animal Architects coin to emerge…

By David McCorquodale, Dean of Science and Technology, Cape Breton University

There is a perception that Nova Scotia and Cape Breton (where I live) may be subject to an invasion of cicadas.  The perception seems to stem from the mass emergence of cicadas in the northeastern USA this spring and summer.  What an opportunity to build suspense and stress!  Consider this headline from Design and Trend on 09 May 2013: CICADAPOCALYPSE: Mass Exodus from the Ground.  A Google search revealed dozens of similar, but admittedly not as sensationalist, headlines from news outlets in the northeastern US and a few in Canada.

In my 35 years as an entomologist in Canada I have seen, heard and collected many cicadas.  The delightful Dog Day Cicada (Tibicen canicularis) sings from the White Birch trees near my house every summer.  It is the species I have seen and heard most frequently.  Cicadas are big (some more than 30 mm long, all at least 20 mm long), loud (at least to those who have not lost their high end hearing) and widely distributed across southern Canada. Sound production is fascinating.  Males have tymbals under their wings.  Tymbals have taut membranes across an echo chamber.  The membranes vibrate to produce the high pitched, incessant, droning calls on hot summer days.

Tibicen canicularis. Photo by Denis Doucet

However I suspect many people have never seen or knowingly heard cicadas. Why?  Probably because most of their life is spent as larvae underground sucking liquids out of roots so they can grow, mature and emerge as adults.  Males sing from tree tops, mate with females who then lay eggs on twigs, when the eggs hatch the larvae fall to the ground and burrow to feed on roots.  The larvae burrow down among the roots, not to be seem until they emerge as adults.

How can we reconcile these disparate pieces of information: i) cicadas are common and widespread where Canadians live, ii) most people have never seen them and iii) WARNING mass invasion of cicadas this summer!

We cannot because there will not be a mass emergence in Nova Scotia or indeed in eastern Canada.  There will be about the same number of adult cicadas in eastern Canada as in any other year.  No one will be able to detect a difference in the number of cicadas in 2013 compared to previous years.  Perhaps there will be more attention on cicadas — that is a good thing.

How can I say this and go against all the headlines?  The first step is to consider what species of cicadas occur in eastern Canada and compare that to which species of cicadas have mass emergences.  In Nova Scotia there are three species of cicadas.  All three are ‘annual’ cicadas.  That is adults emerge each year, mate, lay eggs, larvae develop and then the adults emerge the next year.  There are not dramatic differences in the number of adults from year to year.  Males sing form the treetops every year and most year most people are blissfully ignorant they are there.

However in the eastern USA there are several species of cicadas (Periodical Cicadas, Magicacada spp.) with a different life cycle.  These cicadas also have males who sing, females who mate and then lay eggs on twigs and larvae who feed on roots.  But the next step is different, they keep feeding and do not emerge as adults for 13 or 17 years.  The adults that emerge are ‘teenagers’, not one year olds.  Some periodical cicadas emerge every year, but some years, including 2013 in the eastern USA, there are enormous cohorts of adults that emerge.  The timing, evolution and distribution of these periodical cicadas are fascinating (see Magicicada Mapping Project Homepage http://www.magicicada.org/map_project/maps.php, A National Geographic Project).

Legitimately, these intriguing insects are attracting lots of attention. Because many people have a fear (unrealistic in my opinion) of such a large insects there has been undue media attention to the mass emergence, the sensationalist headlines  and unfounded stress in some people.

In Nova Scotia there are no reasonable ground to be concerned about a mass emergence of cicadas this summer.  The three species of cicadas in Nova Scotia all have an annual life cycle.  Numbers of adults that emerge each year are similar.  We will not be able to see any difference in populations of adults this year compared to other years.

Despite being able to ally the concerns of Nova Scotians, I feel I am missing a spectacular natural phenomenon.  Perhaps this is a reason to relocate from my Cape Breton home?  A good one, but there are lots of good entomological reasons to stay.

For more information on cicadas, check out www.bugguide.org (search for cicada) and a paper published earlier in 2013: Biogeography of the Cicadas (Hemiptera: Cicadidae) of North America, North of Mexico by Allen F. Sanborn and Polly K. Phillips in Diversity 5: 166-239; doi:10.3390/d5020166.

Last week, Chris Buddle and Paul Manning posted the first of a two-part series on outreach activities in elementary schools. That post focused on the ‘why’ – this one (also written by Chris and Paul) is about the ‘how’.

How to talk to kids about bugs:

First thing about talking to elementary school kids is stay calm and don’t worry!  If you have any University-level training in Entomology, you are qualified – Now, this doesn’t mean you have to be able to speak about all aspects of entomology: play to your strengths! If you are a taxonomists working on Syrphidae flies, bring in your flies and talk about them these magnificent animals.  If your experience is broader and less specialized, browse some notes, look on-line, or peek at a textbook: do a short overview of the main Orders of insects and their characteristics. Although most kids get some entomology in elementary schools, it’s not usually very much (although ALL kids do seem to learn about monarch butterflies!).

One great way to speak to kids about bugs is to make the session thematic.  In addition to bringing in a drawer or two of insects, link the specimens to biology. For example, one of us (Paul) has recently used ‘metamorphosis’ as a focal point for discussion. The transition from larvae to adult is a biological wonder, and acts as an excellent focal point for discussion. It brings together different facets of biology, from hormones, to physiological development, behavioural adaptations, through to discussion about life history strategies.  Paul brought galls into the classroom, and demonstrated that there were larvae living inside. The students screamed with excitement when they saw the larvae living within the gall. One student described it as a ‘cute white blob‘. Several students asked if they could bring the larvae home (wouldn’t Mom and Dad just LOVE that!).

Kids like bugs. And they like to draw them.

Kids like bugs. And they like to draw them.

Don’t be afraid to say “I don’t know”.  In fact, kids find it refreshing to hear that an ‘expert’ doesn’t know all the answers.  Turn it around to illustrate that the world of entomology is so vast that there are a lot of unknowns out there, and many questions still to be answered.

Have patience. With younger grades, asking kids questions, or having them answer questions, can quickly turn into ‘stories’ from young, enthusiastic students. For example:

Q: Does anyone know what kind of insect a ladybug is?

        [Hand shoots into the air…]

 A (from a 6 year old): Um, yes, I know a lot about those things.  Once, when I was 4, I remember that I saw a beautiful bug flying by my garden – it was really big and black and I think it was a ladybug and my granddad told me about how ones like that eat trees and kill the trees and that makes me sad because we have a big tree in our front yard that I really like but sometimes my little bratty brother hides behind it and scares me when I am walking by. But I really like all bugs especially ladybug ones that are red but they smell funny sometimes and my mom said they can bite – will they bite me if I play with them? why do they smell funny? why are there so many spots on them? do their spots get bigger when they grow….

Give kids a chance to tell you these stories, but know that it will take patience…. but heck, if bugs get them talking and excited, that can’t be a bad thing!

(as an aside, most elementary school teachers will typically coach students so that they will ask/answer question instead of tell stories)

Bring a few props: If you can do an event outdoors, try to bring a few sweep nets and vials.  We will often bring extra vials from the lab and give students the vials to keep (heck, plastic vials cost very little!). For MONTHS afterwards, parents will often tell us about how their child packed that vial full of insects and carried it around obsessively for weeks. That’s a great way to inspire entomology.

Beetle galleries are easily found in wood, and can be a great prop to bring to an entomology session with school kids.

If you are doing an indoor talk, make sure to have a lot of photographs of interesting insects, and whenever possible, discuss/show or use examples from your local fauna – this will allow kids to connect to things they have seen on the playground or in their own yards – this connection between the content you are discussing and the insects they are seeing on their own, is very powerful.  With a smaller group, you can certainly bring in a few drawers of insects – if you don’t have any, this becomes a great excuse to make a little synoptic collection of your own to use for educational purposes. Or, ask your local entomology museum, or local naturalist club, about borrowing some specimens.

Whenever possible, bring a few ‘real’ field guides. One of us (CB) ran a biodiversity challenge at an elementary school and managed to convince the school to buy a couple of sets of field guides. The kids LOVE the look and feel of real field guides and will thumb through them with delight. Part of our own passion about natural history can be traced back to field guides in our houses when we were young.

A field guide to insects - suitable for all ages!

field guide to insects – suitable for all ages!

Don’t dumb down the material: Too often we think kids need to be talked down to, but nothing is further from the truth. As mentioned above, kids are sponges for information and in our experience they want to hear the details. You will want to avoid jargon, but other than that, provide the details whenever you can. Again, doing a ‘thematic’ talk with school kids becomes quite important because you just won’t have time to cover anything in-depth if you try to cover too much.

Finally, and most importantly, be passionate and enthusiastic. Kids will feel your positive energy and love of entomology; they will feed off of this, take it home with them; they will start asking more questions, start to dream, and fall further in love with the world around them. Spending a bit of time in a classroom is perhaps one of the most important kinds of outreach activities to do.

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Cross-posted from: http://arthropodecology.com/2013/04/26/kids-like-bugs-entomology-outreach-in-elementary-schools-part-2/

Français

We are pleased to announce that we will be co-locating our 2016 annual meeting with the International Congress of Entomology (ICE) hosted by the Entomological Society of America (ESA) in Orlando, Florida (see http://ice2016orlando.org/)! The ESC Governing Board has voted to accept the ESA’s invitation to join them and other national entomological societies at the ICE 2016 venue.

ICE2016_logo

We also are pleased to introduce Murray Isman (UBC) as our appointed representative to the ICE Organizing Committee. Murray is already poised to collaborate with the ESA in ensuring a smooth merger of meetings. Of the options presented to us by the ESA in their invitation, we have opted for a separate, pre-ICE conduct of our Society’s business, and then full access to what will be a diverse and rich ICE scientific program under the theme of Entomology without Borders.

So mark your calendars for September 23- 30, 2016, and look forward to more announcements as we move closer to the big event.

Your ESC Executive
Orlando_Lake Eola1

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English

Nous sommes heureux d’annoncer que nous tiendrons notre réunion annuelle 2016 sur le site du International Congress of Entomology (ICE) accueillit par la Société d’entomologie d’Amérique (ESA) à Orlando en Floride (voir http://ice2016orlando.org/)! Le conseil d’administration de la SEC a voté pour accepter l’invitation de l’ESA à nous joindre à eux et à d’autres sociétés entomologiques nationales sur le site de l’ICE 2016.

ICE2016_logo

Nous sommes également heureux de présenter Murray Isman (UBC) comme notre représentant nommé sur le comité organisateur de l’ICE. Murray est déjà prêt à collaborer avec l’ESA afin d’assurer une fusion harmonieuse des réunions. Parmi les options présentées par l’ESA dans leur invitation, nous avons opté pour une réunion séparée, pré-ICE, pour les affaires de notre Société, suivie d’un accès complet à ce qui devrait être un programme scientifique riche et diversifié à l’ICE, sous le thème de Entomology without Borders[1].

Alors réservez les dates du 23 au 30 septembre 2016 à vos agendas, et nous avons hâte de vous communiquer d’autres annonces alors que nous approcherons du grand évènement.

Votre conseil exécutif de la SEC


[1] Entomologie sans frontières

Orlando_Lake Eola1

Written by Chris Buddle and Paul Manning.

Spending time talking to kids about Entomology is ALWAYS worth it. If ever invited to speak at an elementary school about insects, always say “yes”, and in this post, we’ll expand on why it’s worth your time. In a second post on this topic, we’ll provide some tips on how to talk to kids about bugs.  Although these posts are focused primarily at elementary school events, the ideas and tips could be expanded to community nature walks, events at an ‘earth day’ celebration, hosting a bug day in your backyard, etc.

Part 1: Why talk to kids about bugs?

Most kids aren’t afraid of nature. In our experience, elementary school kids (especially the younger grades) still have a fascination with entomology and are still curious and excited by ‘bugs’. Later in life, it seems that many kids will follow one of several paths: (a) disinterest, (b) disgust, or (c) delight. As entomologists, in a field that is so important, getting kids to be delighted is very important.

Kids like bugs.

Kids already know a lot but they like an expert to verify their findings and support their interests. In our experience, kids can get especially excited about insects because they see them all the time – they have played with them in their yards, tasted them (perhaps), and probably spend time trying to burn them with a magnifying glass. Bugs are accessible, small, curious, and catchable, and thus kids learn about them – an entomologist can keep facilitating this learning.

Kids are truly amazed that you can ‘get a job‘ studying insects. This is unfathomable to them, since they don’t typically get much exposure to biologists. They are exposed to limited career options (“I want to play in the NHL“, “I want to be a doctor“, “I want to be a firefighter“) in part because our school systems often exclude the cool jobs like “stream ecologist”, “geologist”, or “entomologist”. The idea that you can spend time (as an adult!) collecting and curating insects (i.e., FUN STUFF) can be quite extraordinary. In our experiences, it’s so painfully obvious that working outdoors with insects is simply not noticed as a real job by many people; entomologists must work to correct this. Giving kids exposure to wonderful careers (like entomology) can help encourage future scientists that there are truly enjoyable careers that involve getting ones hands dirty, and spending time outside.

Entomologists have a responsibility to dispel myths about arthropods, and this should start at an early age. Invariably, we get statements from kids such as “My Dad told me to stay away from spiders ’cause they will bite you“, or “My aunt told me that earwigs go into your ear, so I hate them“, or “I am allergic to bees because my cousin is allergic“, etc. We can bring clarity to these kinds of statements, and by offering an ‘expert opinion’ on these topics, can help kids understand the real facts about entomology.

Kids are sponges: it is satisfying to speak to an audience who is fully engaged and willing to soak up as much as you can provide. Bugs are a very exciting topic for kids, and they will remain interested, excited and enthused if you continue to provide good content.

Kids ask great questions.  As an example, one of us (PM) recently talked about insects to an elementary school class. The class was asked to guess what was living within a gall, and to make guesses as to what they thought the gall was, and how it was formed. After one student quickly suggested that an insect was living within the gall, a flurry of wonderful questions began. Students asked questions like:

  • How did the insect get inside the gall?
  • How does the insect survive the winter?
  • What does the insect eat when inside the plant?
  • Why doesn’t the insect kill the plant?

All of these questions prompt interesting, and relevant discussions that fit well within learning objectives in science curriculum. Providing a concrete example that is applicable to students, might also result in a better understanding of the concept.

Finally, it’s nice to talk to kids about bugs because they genuinely appreciate it. Being thanked for spending time doing this kind of outreach is really, really nice. And, sometimes you might receive some nice thank-you cards or posters to put up on your wall.  To us, these are as important as a diploma on your wall, or a favourite butterfly poster. Thank-you notes from kids are some of the most wonderful things to read, and they often include delightful, creative, and colourful drawings.

By Scott Meers, Insect Management Specialist, Alberta Agriculture and Rural Development.

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My role as an entomologist with Alberta Agriculture and Rural Development consists largely of counting insects. We monitor the populations of seven different species on a provincial scale and several more on either an ad hoc or regional basis. We also carry out surveillance for potential new insect pests in crops. It is important to note that Alberta is a relatively large place, ranging 1066 km south to north and is 466 km at the widest. There are over 10,000,000 ha of land devoted to crop production. We do our monitoring work with two permanent staff and 2 to 3 summer students.

The first thing that becomes obvious is that we can’t do this work by travelling the entire expanse of the province. So we must communicate with those that are out in the fields and capture the results of their “footprints in the field”. Through various reporting systems we have had good success in developing a representative monitoring system. Check out our homepage at www.agriculture.alberta.ca/bugs-pest.

So where does Twitter fit in? In the two years that we have been using twitter we have collected nearly 800 farm related followers. Twitter is a great place to announce the results of our findings. If a set of traps or online reporting systems are reporting a concern we tweet it. The impact is instantaneous and widespread. Followers retweet (it is common for our in-season tweets to have 5 or more retweets), they ask questions, they check their fields and they let us know if their findings match ours. Talk about impact and talk about a reality check, it is awesome. We can then improve the quality and accuracy of the information we present.

We announce our new extension materials on Twitter. If we have a new You Tube video, radio broadcast (weekly during the growing season), new web page or even a chnage to our homepage, we tweet it. It is at least part of the reason we have over 2,000 hits on how to put together our Bertha Armyworm traps (we only put out 200 sets of traps across the province in 2012).

A big part of integrated pest management is the timing of insect activity. We have models for some insects and when they are supposed to be in their active scouting stage we tweet about it. Again instant feed-back! This helps us adjust and time our monitoring efforts to maximum efficiency. For those insects we don’t have models for we suggest timings based on experience. Agrologists and farmers tell us when they start seeing them. Again, awesome! Through Twitter we know when and where insects are showing up across the province. I am happy to retweet any credible source on insect activity and give credit where credit is due. A couple examples of this revolve around an outbreak of bertha armyworm (BAW) (Mamestra configurata) in central Alberta in 2012.

One case involves a comment about BAW in corn which is very unusual, partially because we have very little corn, and partially because BAW generally feeds on broadleaved plants. The conversation drew the attention of neighbors that were growing corn and they asked to see the field while we were inspecting it. The bottom line: the BAW laid their eggs on  lambsquarters which was uncontrolled under the canopy. The neighbors that had control of the lambsquarters had no BAW. Thanks to @landrashewski.

BAW in corn. Started on and ate all the lambsquarters then moved onto the corn cobs.

BAW in corn. Started on and ate all the lambsquarters then moved onto the corn cobs.

The second case was BAW in field peas, another relatively rare situation. The pictures tell the story though. There was substantial damage. If we have another BAW outbreak we will be sure to encourage producers to check their pea fields as well. Thanks to @Klams81.

Surveillance is where Twitter really shines. Last year I didn’t keep track of the requests for ID via Twitter but it was constant throughout the summer. There was a trend and repeats to the requests and there were questions about insects that we seldom see but were more common in 2012. Twitter gives us a chance to be in fields virtually. This a huge advantage because we can’t always be there in person.

We have also used Twitter to help us find fields to survey and to get permission from producers to access their fields. In addition we have recruited help from agrologists and farmers through Twitter. When we ask they are often happy to help us because they have been following us and the work we are doing. We also have several examples of people joining our monitoring network because of finding us on Twitter.

In short, Twitter is a valuable tool for monitoring insects in our program. We use it extensively. We welcome everything from the virtual coffee shop conversations to the private requests for identification. Twitter is, and will continue to be, an integral part of how we monitor insects in Alberta crops. It is good to be a part of the community and to give and receive in equal measure. We are looking forward to seeing what Twitter will bring in the new crop year!

What is this – a common Twitter question to @ABbugcounter last year. We reared it out and it turned out to be Pontia protodice or Checkered White Butterfly.

What is this – a common Twitter question to @ABbugcounter last year. We reared it out and it turned out to be Pontia protodice or Checkered White Butterfly.

Today is the day, April 16, 1863, in Toronto, Ontario, when it all began….when we became open to “all students and lovers of entomology”….when the colourful histories of the Entomological Societies of Ontario and Canada became “inextricably entwined” (Timms 2010, ESC Bulletin, 42(2):77-83). Despite some early, shared pain in our respective emergences as separate, adult societies, we cannot be anything but jointly proud on this date of our inauguration 150 years ago. We thankfully today can both lay claim to being one of the oldest scientific societies in North America and can happily share our heritage without a bun fight, as of yore.

So happy birthday to us, and please join us in celebration in Guelph at the Joint Annual Meeting of the ESC and ESO, October 20-23, 2013.

HappyBirthdayESOC

 

 

By Staffan Lindgren

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Given a stimulating, or even neutral environment, I firmly believe that the natural interest that most, if not all kids have for animals will be retained for life – once a bug nerd always a bug nerd. My parents’ photos of me as a kid almost always show me on all four turning rocks or peering down into some pond for any sign of life, and I’m not much different now (See photographs). I was fortunate to grow up close to nature with parents who pretty much put up with anything that I dragged home, usually alive (my mom drew the line at snakes, but spiders were OK as long as they were contained). Many kids are not as fortunate. They may grow up in a large city, or have one or two parents who at best believe that the only good bug is a dead bug and at worst go catatonic at the sight of even the tiniest spider.

The author (left) and a friend looking for moon jellies on the Baltic Sea coast, Arkösund, Sweden, 1958 (Photo R. Lindgren).

The author (left) and a friend looking for moon jellies on the Baltic Sea coast, Arkösund, Sweden, 1958 (Photo R. Lindgren).

Part of the mandate of the ESC and its affiliate regional societies is to stimulate an interest in entomology through education. One of the tools by which ESC tries to do this is by making available a small grant available annually to the regional societies. The ESC committee guidelines on these “Public Encouragement Grants” state:

(a) Each Affiliate shall be eligible to apply to the Committee for an annual grant of $200 for public education.

(b) Application for the Grant shall be made annually to the Chair and should indicate how the money is to be used.

(c) Funds may be accumulated for a maximum period of three years (i.e., up to $600).

(d) Applications in excess of $200 shall be considered.

(d) The difference between the amount made available annually by the Society for public encouragement, and the amount given to Affiliates, shall be called the Public Encouragement Discretionary Fund. This Fund may be used to augment grants to Affiliates or finance direct public encouragement activities of the Committee.

In 2012, two such grants were awarded, one to Société d’entomologie du Québec (SEQ), who reported:

The $200 granted to the SEQ by the ESC for public education and outreach were given to the AEAQ (Association des entomologistes amateurs du Quebec). …They used the funds to grant free access to their annual meeting (6-7 July 2012) to participants of less than 18 yrs old that could not afford registrations. The annual meeting of the AEAQ is primarily a field meeting with some presentations, and a number of interesting faunistic records were made this year. A recap of this meeting with pictures can be found in the bulletin of the AEAQ at the following url: http://aeaq.ca/nouvl/nouvailes222automne2012.pdf

The second grant was made to the Entomological Society of Manitoba (ESM), who reported:

As part of the Youth Encouragement and Public Education Committee activities, members of the ESM travel to visit schools and various special interest groups to talk about insects, and there are many groups that visit the facilities of the Department of Entomology as well to see the live insects and to learn about insects. The Program received $200 from the ESC this year, and this money was used in part for some minor renovations to the insectary (see photograph) in the Department of Entomology. There is now space for new colonies, and the rearing room can now accommodate small groups for tours. The grant was also used to print business cards, which are provided to the different youth groups visited, or to interested parties during festivals where the Youth Encouragement Committee is present.

University of Manitoba insectary after upgrade partially funded by ESC Public Encouragement Grant (Photo: Matt Yunik)

University of Manitoba insectary after upgrade partially funded by ESC Public Encouragement Grant (Photo: Matt Yunik)

It may not appear that activities like these have much impact, but sometimes it takes very little to stimulate the minds of young people. Providing access for youth to meetings allows them to interact with entomologists and learn that we are people too! I was profoundly influenced by the kind, patient, and carefully typed replies (on official Uppsala University letterhead) when I as a 13-year-old confined live spiders in matchboxes and sent these in regular letters by snail-mail to the arachnologist Dr. Åke Holm! (He did tell me that the spiders generally did not arrive in very good condition, incidentally). I have never forgotten that, and I try to treat budding bugologists with equal kindness. Who knows how it will affect them?

It is clear that you can’t necessarily convert entomophobic people to entomologists, but you may be able to provide some fuel for whatever pilot flame burns in youth that possess even a modicum of interest and curiosity regarding life on earth. Every now and again, you encounter some really exceptional students, and those are the individuals that can make the smallest gesture extremely important. I have been lucky to associate with a number of such exceptional undergraduate students here at UNBC. Some have continued in entomology while others have moved to other disciplines. Three former students who carried on to pursue doctoral degrees are noteworthy.  One is now a pollinator specialist with the Government of Alberta, one is a PhD student at York University, and one is a PhD student at Utah State. All have published in entomology journals, and are obviously successful. More importantly in the context of this blog, they have all kept in touch and expressed appreciation for the mentoring they received here at UNBC.

The author and his son looking at tidal pool life, Lighthouse Park, North Vancouver, BC, 1997 (Photo L.M. Friskie).

The author and his son looking at tidal pool life, Lighthouse Park, North Vancouver, BC, 1997 (Photo L.M. Friskie).

The ESC grants are relatively small, but they may make a huge difference in someone’s life and future career path. Therefore, as Chair of the Science Policy and Education Committee, I hope to be the recipient of several applications from regional affiliates this year.

by Dezene Huber & Paul Fields
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Have you ever read a paper and, after digesting it for a bit, thought: « I wish I could play with the data »?

Perhaps you thought that another statistical test was more appropriate for the data and would provide a different interpretation than the one given by the authors. Maybe you had completed a similar experiment and you wanted to conduct a deeper comparison of the results than would be possible by simply assessing a set of bar graphs or a table of statistical values. Maybe you were working on a meta-analysis and the entire data set would have been extremely useful in your work. Perhaps you thought that you had detected a flaw in the study, and you would have liked to test the data to see if your hunch was correct.

Whatever your reason for wishing to access to the data, and this list probably just skims the surface of the sea of possibilities, you often only have one option for getting your hands on the spread sheets or other data outputs from the study – contacting the corresponding author.

Sometimes that works. Often times it does not.

  • The corresponding author may no longer be affiliated with the listed contact information. Tracking her down might not be easy, particularly if she has moved on from academic or government research.
  • The corresponding author may no longer be alive, the fate of us all.
  • You may be able to track down the author, but the data may no longer be available. Perhaps the student or postdoc that produced it is now out of contact with the principal investigator. But even if efforts have been made to retain lab notebooks and similar items, is the data easily sharable?
  • And, even if it is potentially sharable (for instance, in an Excel file), are the principal investigator’s records organized enough to find it?*
  • The author may be unwilling to share the data for one reason or another.

Molly (2011) covers many of the above points and also goes into much greater depth on the topic of open data than we are able to do here.

In many fields of study, the issues that we mention above are the rule rather than the exception. Some readers may note that a few fields have had policies to avoid issues like this for some time. For instance, genomics researchers have long used repositories such as the National Center for Biotechnology Information (NCBI) to deposit data at the time of a study being published. And taxonomists have deposited labeled voucher specimens in curated collections for longer than any of us have been alive. Even in those cases, however, there are usually data outputs from studies associated with the deposited material that never again see the light of day. So even those exceptions that prove the rule are part of the rule of a lack of access to data.

But, what if things were different? What might a coherent open data policy look like? The Amsterdam Manifesto, which is still a work in progress, may be a good start. Its points are simple, but potentially paradigm-shifting. It states that:

  1. Data should be considered citable products of research.
  2. Such data should be held in persistent public repositories.
  3. If a publication is based on data not included in the text, those data should be cited in the publication.
  4. A data citation in a publication should resemble a bibliographic citation.
  5. A data citation should include a unique persistent identifier (a DataCite DOI recommended, unless other persistent identifiers are in use within the community).
  6. The identifier should resolve to provide either direct access to the data or information on accessibility.
  7. If data citation supports versioning of the data set, it should provide a method to access all the versions.
  8. Data citation should support attribution of credit to all contributors.

This line of reasoning is no longer just left to back-of-napkin scrawls. Open access to long term, citable data is slowly becoming the norm rather than the exception. Several journals have begun require, or at least strongly suggest, deposition of all data associated with a study at the time of submission. These include PeerJ and various PLoS journals. It is more than likely that other journals will do the same, now that this ball is rolling.

The benefits of open data are numerous (Molloy, 2011). They include the fact that full disclosure of data allows for verification of your results by others. Openness also allows others to use your data in ways that you may not have anticipated. It ensures that the data reside alongside the papers that stemmed from them. It reduces the likelihood that your data may be lost due to various common circumstances. Above all it takes the most common of scientific outputs – the peer-reviewed paper – and adds lasting value for ongoing use by others. We believe that these benefits outweigh the two main costs:  the time taken to organize the data and the effort involved in posting in an online data repository.

If this interests you, and we hope that it does, the next question on your mind is probably « where can I deposit the data for my next paper? » There are a number of options available that allow citable (DOI) archiving of all sorts of data types (text, spreadsheets, photographs, videos, even that poster or presentation file from your last conference presentation). These include figshare, Dryad, various institutional repositories, and others. You can search for specific repositories at OpenDOAR using a number of criteria. When choosing a data repository, it is important that you ensure that it is backed up by a system such as CLOCKSS.

Along with the ongoing expansion of open access publishing options, open data archiving is beginning to come into its own. Perhaps you can think of novel ways to prepare and share the data from your next manuscript, talk, or poster presentation for use by a wide and diverse audience.

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* To illustrate this point, one of us (DH) still has access to the data for the papers that stemmed from his Ph.D. thesis research. Or at least he thinks that he does. They currently reside on the hard drive of the Bondi blue iMac that he used to write his thesis, and that is now stored in a crawlspace under the stairs at his house. Maybe it still works and maybe the data could be retrieved. But it would entail a fair bit of work to do that (not to mention trying to remember the file structure more than a decade later). And digital media have a shelf life, so data retrieval may be out of the question at this point anyhow.

By Chris Buddle, editor of The Canadian Entomologist

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The Canadian Entomologists’ latest issue is devoted to Arctic Entomology, with guest editors Derek Sikes and Toke T. Høye putting together an excellent suite of papers on this topic.  This is a very timely issue – there is an incredible amount of Arctic entomology happening around the world, and the Arctic is an area that is undergoing rapid environmental change.   It’s good that scientists are paying attention, and that entomologists are doing high quality research in the north.

Deciding on an “editor’s pick” for this issue was difficult as there were many excellent papers to choose from.  However, I ended up selecting Gergely Várkonyi and Tomas Roslin’s paper titled “Freezing cold yet diverse: dissecting a high-Arctic parasitoid community associated with Lepidoptera hosts”.   These authors, from Finland, have presented a very nice study about some food-web dynamics occurring in Zackenberg, Greenland  – a truly high Arctic field site, and one that has a remarkable history of long-term ecological monitoring.  Their work is focused on unraveling some of the amazing interactions between Lepidoptera and their parasitoids, and this paper provides a “systematic effort to characterise the high-Arctic Hymenoptera and Diptera parasitoid community associated with Lepidoptera hosts”.   This is a great paper, and hopefully continues to inspire continued efforts to study entomology at high latitudes.

Greenlandic field station

I asked the authors some questions about their work and they kindly provided in-depth answers:

Q1:  What inspired this work?

TOMAS: What got me interested in Arctic predator-prey dynamics was the work of my friend Olivier Gilg. His exploration of the predator-prey dynamics among collared lemmings and their few and selected enemies of Northeast Greenland made me realize that in a species-poor environment, the impact of individual species on each other will be oh-so-much easier to disentangle than among the zillions of interactions typical of tropical and even temperate communities. Here if anywhere you can actually work out both the structure and inner workings of full food webs – which is the very the idea that we have now realized in our study. (And well, from a less scientific point of view, after visiting Northeast Greenland I also realized that this is the most beautiful area of the globe, and that there is nowhere else that I would rather work.)

GERGELY: I have been interested in northern insects, especially hymenopteran parasitoids, since a very long time. I did my PhD in a subarctic environment in Finnish Lapland, with the main focus on host-parasitoid population dynamics between periodic moths and their enemies. I first encountered Greenlandic ichneumonids when my former teacher in ichneumonid taxonomy – and current friend – Reijo Jussila worked on the descriptions of some new species from the Scoresbysund area in Northeast Greenland. More than a decade later, Tomas asked me to identify some samples from Traill Island (NE Greenland), where he had initiated a pilot project on Lepidoptera-Hymenoptera food webs. The next step was when he invited me to join his project about to be launched at Zackenberg. The rest is history…

Q2:  What do you hope will be the lasting impact of this paper?

TOMAS: What I hope that we have achieved are three things: to expose the importance of versatile biotic interactions even in a harsh arctic environment, to reveal the massive effort needed to convincingly dissect even a simple food web, and to establish the baseline structure of a food web facing imminent climate change.

GERGELY: Could not say it any better. I can only add that I hope our thorough overview of the taxonomy and natural history of individual parasitoid species will contribute to getting a better understanding of who is who and what roles each species play in this arctic scene.

flowers in containers

Q3:  Where will your next line of research on this topic take you? 

TOMAS: While we have now figured out the structure of the Lepidoptera-parasitoid web, we should remember that this is but a small module of the overall food web of the region. Our current work aims at expanding/zooming out from this core web towards the full food web of the region, which should actually be more realistically doable here than anywhere else on the globe (see above). In this work, we try to make maximal use of modern molecular tools, offering new resolution to documenting trophic interactions.

GERGELY: Apart from the community ecology goals of this project, we will further continue to update what is known about the parasitic wasp fauna of Greenland. I am focusing on the Ichneumonidae, the single most species-rich family of Hymenoptera in both Greenland and the entire World. By combining morphology and molecular methods, I attempt to clarify species boundaries and detect potential cryptic species. The ultimate goal of this research is to compile a modern taxonomic overview of the Ichneumonidae of Greenland.

Q4: Any amusing anecdotes about this research?

TOMAS: Gergely used to wear a handy hiking suit of light coloration. One day he was almost shot as a polar bear after sneaking up on an unsuspecting colleague in the field.

GERGELY: Well, first of all I was not sneaking, just looking for adult wasps in a safe distance from this colleague of ours. She thought my net was a giant paw of a polar bear (!) and she was really scared for a short moment. But she was definitely not about to shoot me!

Mountain